Thomas Alexander Lysaght

Comprised of seven chapters ‘The Weight of Judgement’ portrays what a few major authorities of the modern era have had to say on judgement. Chapters 1, 2, and 3 consider early modern and modern English empiricist views of judgement by Locke, Hume, and Mill the materialist, utilitarian, and liberal. Chapters 4 and 5 also extract materials from the works of Brentano, which offers a modern Germanic psychologistic perspective while Frege, rationalist and transcendentalist, delivers a more widely known modern Germanic view of judgement. In Chapters 6 and 7 Bertrand Russell holds up the modern British end while C. S. Peirce proposes and lays out the modern American pragmaticistic view, respectively. The text includes a Select Bibliography, Appendices with a list ‘Works by Bertrand Russell’, and a Chronology.

Book XII covers in four chapters Individual and Social Action in Sociology and Social and Individual Behavior in Psychology. Chapter I Individual Action introduces into Sociology types and typologies from Jung, William James, and Adler. Chapter II Social Action emphasizes Parsons’ ‘The Structure of Social Action’, its conclusions, methodological implications, and schema of system types for the theory of Action. Chapter III Social Behavior concerns G H Mead on attitudes and gestures; mind and reflection; significant symbols and meaning; the relation of the mind, response and environment; the self and society. Chapter IV Individual Behavior treats of the Earlier Skinner on logical and scientific verbal behavior; of the Later Skinner and a matured philosophy of the science of behavior. These materials contribute to a philosophy of language that rejects Chomskyan innatism and views language as verbal behavior with origins in the individual’s external environment. Far from an intensive critique the work focuses on making the social and behavioral sciences more accessible to the reader.

Bringing together linguistic elements of Professional English unique to Engineering, Medicine and the Law, this volume is the much-awaited sequel to "Flying High: An English Language Handbook". Whether fluent in English or with a reasonable grasp of the language those adults preparing for professional courses at universities will find the content of each graduated chapter factual, accurate, informative, and relevant. Each chapter is carefully structured and furnished with an end-set of Key Terms and Questions that address the honing of language acquisition skills. This unique and useful treatment of the language of the major professions remains unrivalled in its field. A welcome and compelling addition to any library.

This traditional academic text contains papers presented at a variety of universities during an extended sabbatical 2003-2008 in a China appearing to emerge as a new democracy. Young modern universities offered unspoilt platforms on which to establish and trial preliminary writings. From a small scale study on Chinese International English language students, through a much vaunted disquisition on the world’s first books, to covering political economy, leadership, linguistics, and philosophies of language and science the text seeks to assist those enquiring into western society and its literary foundations. On their rediscovery and with further research these preliminary writings have been edited and much expanded to meet the demands of a far wider and more sophisticated audience.

Book VIII, a standalone text, builds in Part A, Language Construction, from general and technical vocabularies, through sentences and paragraphs to Part B on Academic Essays. Part B guides the reader through the writing of outlines for academic essays. This leads to further material on different kinds of essays, which form a typology regularly encountered at the university level. Part C, Preliminary Guide to Other Compositions, considers and offers suggestions on academic reports, power point presentations, theses and dissertations, as well as research journal articles and book reviews. The text rounds off with a brief treatise on critical writing, reading critically, and the critical method. Each chapter consists of an informative lecture section followed by exercises with answers. Replete with examples throughout. An essential guide for educators and teachers, domestic and international students alike.

A distillation from the first and second trilogies, Book VII separates global from linear thought. The Daendaelus demonstrates this dichotomy by contrasting global thinking in Kant's Critique of Pure Reason against the pure linear thought or ratiocination of Critique of Judgement. This change from global to linear thinking was the hidden watershed moment of the Enlightenment. Perigrams represent the essence and elements of written global thoughts. The Daendaelus is a composition of classical western philosophical works recorded as clusters of perigrams combined to represent in diagrammatica the constellations of thought contained in those works. What logic has done for linear thought the Daendaelus does for global thinking.

By way of organisational learning and the management of educational change Part A of this third text in the second trilogy begins with a general treatment of teaching and administration in tertiary education. The focus then narrows, in Part B on teaching and learning in tertiary education, to reading processes and understanding writing. Refocussing more narrowly, Part C introduces educational research by considering a case study that uses the survey method, interpretative research techniques, validity, and the components of a research report. A widening of focus reveals the proposal for a small-scale exploratory study and the written report manifesting that investigation.

Part I of Book V, on teaching and learning in higher education, first differentiates educative leadership from educational leadership before highlighting a personal philosophy of teaching in higher education. It then reports on the level of English Language skill needed by students desiring to embark on an higher education qualification. Part II tackles Curriculum design, assessment and evaluation in higher education. It critically analyses unit rationales, considers innovation and evaluation strategies and demonstrates how to revise unit outlines. Part III, on technology enhancing learning in higher education, appraises an Educational Technology case study before reviewing and revising a draft learning design for an hypothetical course unit. Part IV looks at scholarship in higher education and anticipates some possible ethical issues for any proposed SOTL project to be completed in a professional development context.

Book IV begins the second trilogy. It warns against the idea of a science of leadership but first briefly reviews the literature that claims to talk about a science of leadership. The Prolegomenon then concentrates on a number of recently influential scientific views of leadership before looking back at the Enlightenment in a search for possible causes that may have contributed to today’s unsatisfactory state of affairs. The text suggests the inquiring mind also settles on mastering Locke's Essay Concerning Human Understanding and to make successive critical readings of Kant's Critiques when embarking upon the literary trail to the doorway of leadership. The contribution of the Prolegomenon is to better understand leadership and the distinctive approaches taken by modern science and postmodernist studies to this most elusive of philosophical notions.

This third book in the first trilogy addresses the task of adopting a philosophy that fits the times in which we live. It addresses individual men who may be casting about for an understanding of themselves and of the world around them. The book points to the four stages of civilisation, empire, then sets about suggesting a philosophy of life be adopted that best fits the stage of empire in which we find ourselves. Implicitly, the text invites reflection on which philosophy readers would associate with which stage. More than that, it offers hope at a time when western civilisation is on the cusp of accelerating change. A must read.

This second book in the first trilogy offers a theory of leadership that sets out from a modified static Kantian model of the intellect. From this point of advantage the proposed theory of leadership first lays out a dynamic intellectual universe, one which reinforces Kant’s conception of the dual nature of man, simultaneously a transcendental moral being and a general physical being. This duality of being must include his intellect. The theory argues for leadership to be perceived as a moral concept of the transcendental intellect and not as a scientific concept of the general intellect. To see leadership as a scientific concept explains why for the last two centuries science has had such difficulty in explaining leadership. The proposed philosophical theory of leadership lends a fresh perspective on a matter baffling governance in education, business and other spheres of life.

Book I in the trilogy begins with Part A, an account of the strategic significance of government policy for adult literacy executive agencies in New Zealand, an historical case study in adult education that contains salient lessons for international university administrators, teachers and students alike. Part B on language, of interest to both international students, who are gaining English as a second language, and their teachers, adds to our corpus of knowledge on reading, writing, and speaking at the university level. Part C, on Practice and Philosophy, concerns itself with understanding assessment in higher education, introduces the theory of constructive alignment, and advocates for adopting in this day and age the idea of a philosophy of leadership and of life.