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The article aims to describe the philosophy of physicist Neils Bohr. The author stated that Bohr's philosophy falls into three parts, one that which he understands, one which he did not understand, but he felt it was clear to Bohr, and one that Bohr himself saw only dimly. He also stated that Bohr never brought up to his philosophy as his own and that he used to speak of it as a whole lesson to be illustrated from quantum mechanics. Bohr's philosophical ideas were not originally inspired by physics, but the aspects of the new theory suited his philosophy well. The author also cited Bohr's interests including biology and quantum physics and as well his career developments.

The article refers to "Organizational Effectiveness," by James Price and states that four studies mentioned in the book were distorted to support Price's argument that logical rigor is needed to improve the quality of organizational research. The studies are: "The Forest Ranger," by Herbert Kaufman; "Human Relations in an Expanding Company," by Charles Walker; "The Community and Its Hospitals," by Ivan Belknap and John Steinle; and "The Sources of Increased Efficiency," by Samuel Hollander. Patterns of distortion are discussed such as Price's interpretation of Kaufman's research as a study about effectiveness that can be defined by a simple proposition.

The article discusses the contradicting concepts between philosophy and science and how their conflicting ideas are related to politics. Both disciplines are concerned with the proof and in determining the truth, however, the author mentions different perspectives that note their irrelevancies to politics as science or as philosophy. He asserts that whether it is historical or an epistemological method to detail this field, still it denotes an independent way of studying it. In that manner, theories are brought on this subject by three sociologists on politics. Theory has been broadly defined in this article to signify a specific type of knowledge relative to the theories about the discipline.

A discussion of Marxism and critical theory as set forth by Max Horkheimer and Herbert Marcuse. From Historical Abstracts, Vol. 22, Part B, No. 1, Spring 1976. [ABSTRACT FROM PUBLISHER]

The article discusses the theory of science that was presented by philosopher Karl Popper. His theory asserts that statements as to what all people know with certainty and what is permanently beyond human comprehension are almost never without political significance. He adds that the connection between a philosophy of certainty and restriction on open and rational debate is less obvious. This link, he explains, is residing at the epistemological, the procedural, and the developmental levels. These levels, moreover, reflect his structuralized political recommendations: constructing political institutions so that they way for new rulers and policy is never closed.

This article presents observations on the metatheory of speech perception. Block diagrams accompanying four models of speech perception each had different spatial orientation in portraying the relation between the external world and the idealized perceiver. These orientations were: (1) Fant's model; external world on the left, perceiver on the right: (2) Stevens and Halle's model, vice versa: (3) Morton and Broadbent's model; external world above, perceiver below: (4) Haskins Group's model: vice versa. The models were classified as (1) empirical, (2) formal, (3) mechanical, (4) physiological. It was found that observations derived from the spatial orientation of the models were not, in themselves, sufficient as a general statement of the present status of speech perception theory or metatheory.

Let me begin with three assertions. First, causal analysis is an important and viable method for theory construction in sociology. Second, the Merton variety of functional analysis in sociology is a unique method of theory construction and is the major alternative to causal analysis. Third, inherent methodological difficulties in Mertonian functional analysis in sociology argument for its abandonment. The first of the above assertions constitutes my reason for this attempt to spell out a notion of causal analysis as a method for theory construction in sociology. The appreciation of the second and third assertions requires some discussion of the work of Robert K. Merton and Kingsley Davis. [ABSTRACT FROM AUTHOR]

The article presents the author's views regarding the possibilities of development of theory in art education. The author refers to Elliot Eisner's article "On the Impossibility of Theory in Art Education," in which he denies the possibilities of art education becoming a discipline and the development of a theory of art education. The author agrees to the views of Eisner and agrees with the practical problem of teaching art and designing its curriculum.

The article discusses developments in educational philosophy. The author expounded his theory by presenting an examination of research method and technique in the philosophy of education, identifying some of their traits and illustrating them by providing some specimen analyses. On the basis of his discussion, the author offers some recommendations concerning the direction in which research in education and research training in philosophy should take in the next decade. The new education must be one which helps people to live with themselves and deal effectively with the world as well.

The article discusses the principles behind various research methodologies. In the practical sense, research is a matter of techniques. An event occurs or is made to happen by the researcher and some record of event occurs or is made. Research technique is the process of converting events into records and records into factual statements. In the theoretical sense of reasoning, research is a matter of using concepts, conceptual systems, models and theories. The outcomes of research are usually thought to be limited to published discussions of the results. By using broader category and products, a larger number of aspects of research outcomes can be analyzed.

Examines philosopher Francis Bacon's views on concept, method of prose and nature of his writings and speeches. Areas of division of the art of communication by Bacon; Features of the magistral and the initiative method of prose; Types of vocabulary used by Bacon.

Focuses on the philosophical theories of causation. Influence of causation on the rhetorical context; Contribution of Aristotle to the theories of causation; Classical analysis of causation.

The article focuses on the relation between philosophy and education. Certainly few people would wish to deny that a system of metaphysical, epistemological and ethical beliefs that provides a theory of what is ultimately real and ultimately important in life must have some significant contribution to make to educational ideas and practice. Philosophical beliefs make their own distinctive contribution alongside social theory, psychological theory and so on. The traditional view that there is a direct connection between philosophy and educational practice either totally ignores, or heavily underestimates, the significance of educational theory in this sense. It fails to recognize the important truth that unless philosophical beliefs are to influence educational practice in a distorting manner, they must influence it indirectly through the medium of educational theory where they are considered conjointly with many other elements before any particular principles for educational practice are explicitly formulated. Philosophical beliefs and other branches of knowledge are said to contribute to this discipline but their contributions are assessed by criteria that arise within the theory itself.

The article deals with certain issues related to the theory of returns and related to controversies carried on during the interwar period. In spite of the extent of the argumentation and the number of leading economists who have participated in it, several important points have not been investigated sufficiently and others have received no attention whatsoever. The article describes several situations where the rational entrepreneur varies certain factors less than proportionately with output. Businessmen, statisticians, engineers, and accountants have discussed these situations while economists have in general remained silent. Further attention to these aspects helps bridge the gap between theory and practice, filling some of the "empty economic boxes." In addition, some effects of risk on business enterprise that have not been included in previous literature are discussed. It is then argued that there are fundamental difficulties, both in principle and practice, with the very concept of constant factor proportions when considered in any specific context. Much of the article considers output measured in physical units only.

The article discusses the role of factor analysis, the field of study in which a certain topic is correlated to theories of specificity and integration in traits, yet rigid technical boundaries are maintained. A factor means that it has to be combined with another variable or factors to form a trait. Factor analysis involves two main approaches involving, setting up of hypothesis and identification of the simplest arrangement of independent factors necessary to account for the intercorrelations, and the relative importance or loading of these factors in the several traits.

The article examines the theory of utilitarianism and psychology conveyed by Jeremy Bentham as guiding principles to lawmakers in framing policy. It clarifies the philosophy of Bentham that psychology, particularly the behavior of man, will affect the utilitarian purpose and could serve as a driving force to legislators. The author compares the theory of Bentham to that of John Locke and Thomas Hobbes on the behavior of prominent individuals. Moreover, the author discusses utility and psychology, two distinct theory advanced by Bentham, which the former concerns for whom the law while the latter tackles the rationale of the law.

The article presents an analysis regarding Hegel's disposition on the relationship of reason and passion. It examines Hegel's criticisms on Kantian morality wherein action means to reconcile passion and reason as well as the nature and spirit, primarily deals with the conscience. One of the great mini-dramas entitled "Fate of Reason" clearly defines Hegel's philosophy on the distinction between the rational and irrational. It concludes that Hegel's attacks on subjectivity become intelligible but is not convincing though.

The article focuses on Hegel's position regarding the relationship between human subjective will and passion at the level of historical action. It explores how Karl Marx integrated the Hegelian schema and to what degree the transition made by Marx in introducing his own philosophy. making it important in understanding the basic theoretical differences between the two philosophers' political theories. It concludes that for Hegel, the relationship between passion and reason is immanent, while for Marx this relationship characterizes history and man will emancipate himself as well as direct himself in which his motives will be appropriate to his actions.

Examines the theory and practice in the plays of dramatist Henry James. Views of critics on his works; Failure of James to manipulate the experiences and situations in his plays on stage; Background on his play "Daisy Miller."

The paper Is an attempt to point out that the literature of existential philosophy has produced a meaningful theory of vocational development. The theory not only appears to be cogent, but also lines up closely with current thinking in the field. The contrast with various authors is an attempt to illucidate through similarity the ultimate ramifications of the existential theory. An equally important aspect of this theory is that within it one discovers an explanation of work alienation. Finally, there is every reason to believe that the existentialists have produced only a small portion of the potential theoretical model. [ABSTRACT FROM AUTHOR]

The article focuses on the approach for the improvement of educational research. The three essentials of research such as knowledge organization, observation and experiment, and theory formulation, from which a good research must be based, constitute a void and formidable roadblock preventing the free flow of good research. All three essentials are generally necessary to the production of good research. In science education, it is imperative that the researcher have grasp of the organized knowledge in some scientific area such as physics and chemistry in which the author proposes to research. The avenues for the improvement of research is the preparation of research workers in science education who are well grounded in their academic fields, know the academic areas related to and important to education, know the psychology of learning, and are sophisticated in the application of research and statistical methods to problems in educational fields.

The article focuses on the purposes, operation and services of a research resource center. Deductively formulated theories of education are agreed upon by a team and wide trials are made to see if a measurable difference is made in performance in the classroom. The need for a measure of the validity of the concepts of education that science education now believes it is working with will make many readers ask from whence it is to come. The first task that the National Association for Research in Science Teaching has to face is to interact with philosophers who would extend the plans for science education research in the future.

The article evaluates the role of assumptions in the teaching of general science in secondary education. The author aims to determine the assumptions which may be supplemental to the observational data and are essential to the acceptance of conclusions through a selected group of experimental exercises in ninth-grade general science. According to the author, most of the experimental work in general science is devoted to the illustration of principles or their application. In addition, the basic essentials of good experimental technique involving such elements as the formulation of hypotheses, the collection and evaluation of evidence, the setting of controls, the identification of variables, the testing of hypotheses and the identification and evaluation of assumptions which are basic to the acceptance of conclusions are given less importance.

The body of accounting knowledge consists of various related elements which form a logical and meaningful pattern. Absence of a uniform concept of the pattern. Absence of a uniform concept of the pattern-the structure of accounting theory-continues to hinder efforts to develop and clarify accounting theory. Development of accounting theory must involve a flow of ideas from the specific details of accounting practice to the more general elements of accounting knowledge as well as a flow from the general to the specific. Consequently, neither the deductive approach nor the inductive approach to development of accounting theory is singularly sufficient. Accurate graphic representation of the structure of accounting theory must convey the image of multi-related elements that form the body of accounting knowledge. The most general element in the structure of accounting theory explains the reason for the existence of accounting, and is called the postulate of accounting. Progressively more specific elements are the accounting principles, standards, practices, instructions, and activities. Concepts and conventions do not exist as separate elements in the structure, but function as unifying forces with respect to the standards, practices, instructions, and activities. [ABSTRACT FROM AUTHOR]

Accounting is a technology that has developed very recently. With accounting, as with any technology in the process of development, there has been of necessity a good deal of uncertainty as to the best way to do things, and indeed what are the precise things that accounting can be expected to do. The practitioners of a developing technology must continually be on the lookout to devise new and better ways to handle situations already faced and to be ingenious enough to contrive acceptable solutions to new and trying sets of circumstances. The paper takes the position that accounting principles and procedures and standards have developed to the degree that now "an orderly array of interrelated ideas and interconnected reasons" must be attempted if accounting is to realize its full potentialities in serving the business and social ends of which it is capable and which is also its obligation. One characteristic of the U.S. accounting has been that it has been very slow in developing the philosophy that accounting must assert itself as being independent of management. The article gives attention to the conditions under which accounting has developed in the U.S. and how these conditions have contributed to the lack of assertiveness and have influenced considerably what are considered to be the functions of accounting.

The subject of theory and practice in accounting is usually conceived as one of theory versus practice, thereby implying conflict rather than cooperation. It is a subject about which many misconceptions exist in the minds of those who have given no serious thought to the very close correlation between the two. It is probably not very far from the truth to assert that these misconceptions have arisen because of a failure to distinguish between the ability to accomplish a desired result and the scientific principles and rules of procedure in accordance with which the work must proceed if the desired result is to be obtained. there never can be any conflict. The theoretical aspect of accounting is that which views it as a science, albeit not an exact science (because of the human element) and the theories of accounting are nothing but principles expressing the result of the scientific analysis of the significance of the financial condition or the operating results of a business enterprise and of the methods needed in order that they may be properly expressed and interpreted. The practical aspect of accounting is that which views it as an art, viz., the practical application of the theories of accounting to the solution of the problems of business.

Examines the scholarly significance of contribution of Soren Kierkegaard to rhetorical theory. Distinction between the theory and practice of religious discourse from that of conventional modes of discourse; Rationale underlying Kierkegaard's concept of rhetoric; Kierkegaard's contribution in awakening the individual to the singular relationship with the Christian God; Doctrine of truth as proposed by Kierkegaard.

The article discusses on the factors that affect the teacher's preparation for teaching during 1960s in the U.S. The author explains that anything learned in education courses is neither conceptualized, quantified, nor being taught in a style between theory and practice. Ned A. Flanders and Sulo Havumaki have demonstrated that the influence of a dominative teacher was more persuasive in changing the opinions of pupils temporarily. Their demonstration implied that the more dominative pattern is being used in teaching; the effort is also less effective.

A list of several books that explore general educational method, history, theory, and practice is presented. These books include "An Index Number for State School Systems, by Leonard P. Ayres, "The Junior High School," by Thomas H. Briggs, and "Teacher Training Departments in Minnesota High Schools," by Lotus D. Coffman.

The article discusses some faultfinding dogmatism which is the bane of educational theory and of philosophy. Hasty conclusions in speech or address delivered in conventions are not indisputably true and which are not based on facts but are allege facts. Therefore, it is important for teachers or lecturers to study before he believes a view or a theory.

Focuses on theories related to propagation problems and impulse problems in dynamic economics. Theory of fluctuations; Analysis of the theory of summation of random causes; Assumptions on pure economic theory.

The article focuses on how educational policy evolved from the concept of evolution. The concept of evolution had continually grown thus, the theory and practice of education are becoming integrated with it. Educational activities should therefore be conducted in consciousness of the corporate spirit and character of the race. Success in education is characterized by a desired reaction coming forth from an environment set for a purpose.

This article focuses on the book " Development of Social Theory," by James P. Lichtenberger. The plan of the book is admirable, each chapter containing a biographical sketch, a description of the author's social, economic, and political background, and a detailed discussion of his theories. The biographical sketches emphasize the effect of a man's formative influences upon his social philosophy, and the background studies amply demonstrate that social theory reflects the character of the social environment. The most striking feature of the discussions of theory is the wealth of quotation, both direct and indirect. In the treatment of the principal authors these quotations are so comprehensive that for general use they provide a fairly adequate source book and enable the reader to gain almost the equivalent of a first-hand knowledge of the material under consideration. Rarely does Lichtenberger indicate adequate acquaintance with the classic monographs of commentators on the various periods of social theory or the theorists studied.

The article focuses on the relationship between philosophy and science. The author points out that philosophy and science have sometimes been in error. These two subject have failed to meet each other as they ought somewhere between two extremes. Philosophy advanced from the hypothesis of a creator to the theory of an immediate creation while science demonstrates a cosmic progress and an evolution.

This article focuses on Ayn Rand who is one of the most authentic original thinkers in the field of psychology since Sigmund Freud. The impact of her thinking first became apparent in her two best-selling psychological novels, The Fountainhead and Atlas Shrugged. Both books warrant the most intensive study by psychologists, first because they represent important psychological documents depicting the consequences of acting-out conflicting political and philosophical ideologies, and more importantly because they spell out a new philosophy of the nature of man and a theory of morality.

The article focuses on clinical psychology. It reveals that there is a wide discrepancy in clinical psychology between theory and practice, between what one believes and what one does. It states that psychological tests were devised to learn what is wrong with the individual, thus placing the locus of the problem in him. Clinical psychology will continue to suffer from a disparity between theory and practice until two basal dicta are resolved. It states that this task seems more important to the success of clinical psychology than the verification of current theories or the formulation of new ones.

Comments on the need for the practical training of the Indians. Views of impressionist John Enneking on theory and practice; Difference between being practical and theoretical; Issue facing Indian workers.

The article focuses on the field of documentation. The field of documentation is said to have no 'philosophy,' no general theory. Some very respectable people think it needs one; some others, equally respectable, think not. What is the appropriate general attitude of a documentalist? Is he to be 'document-centered,' or 'people-centered?' Then there are the 'pures' versus the 'applieds' . This is the same social phenomenon that the engineering profession suffers from and in both cases the issue seems to be a specious one: neither can get along without the other, but neither will admit it.

Contends that the theory and practice of education needs coordination.