There are many common themes, topics that recur chapter after chapter; the effect of examinations; the problem of set-books for reading; censorship; the literary canon and innovations that depart from it; nationality as a criterion for choosing authors; meeting multicultural needs and demands; dialects are they a problem? 'new grammars' what do they offer us? and so on.
It is not the purpose of this volume to propose solutions but rather to explore some of the methods of recognizing and analysing the problem; only if this difficult first step of agreeing on the dimensions of the problem is carried out successfully can there be any chance of finding acceptable and workable solutions. The writers of this volume do not have a single view of the issues, for they are international in background and experience, and interdisciplinary in training and approach; moreover, as will be clear, they differ in political and philosophical beliefs, in scholarly rhetoric, in research paradigms and in personal circumstances.
Kindergartners experience the magic of learning as they attend school with Winnie the Pooh and his friends in the 100 Acre Wood. Upon achievement of all the key skills, including the alphabet, simple arithmetic, and problem solving, kindergartners are rewarded with a diploma and graduation ceremony.
The "woodcutters"of the title derive from an example of a problem of apparent irrationality in Wittgenstein's (1956 ed.). Witchcraft enters the picture from anthropological studies interpreting beliefs about witchcraft as formally inconsistent. What Risjord (philosophy, Emory U.) is getting at is that to understand what he calls the "explanatory coherence" principle underlying social science, "it might be wise to look at cases where it [i.e. interpretation] breaks down." In examining the relationship between evidence and methodology, he discusses interpretative change, explanatory criteria of adequacy, norms, the problem of meaning, and the relationship between the social and natural sciences.
