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discipline

  • 1 discipline

    HR
    standards of required behavior or performance. Good practice requires an organization to establish a disciplinary procedure in order to ensure just decisions. A disciplinary procedure should consist of a formal system of documented warnings and hearings, with rights of representation and appeal at each stage.

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  • 2 Psychology

       We come therefore now to that knowledge whereunto the ancient oracle directeth us, which is the knowledge of ourselves; which deserveth the more accurate handling, by how much it toucheth us more nearly. This knowledge, as it is the end and term of natural philosophy in the intention of man, so notwithstanding it is but a portion of natural philosophy in the continent of nature.... [W]e proceed to human philosophy or Humanity, which hath two parts: the one considereth man segregate, or distributively; the other congregate, or in society. So as Human philosophy is either Simple and Particular, or Conjugate and Civil. Humanity Particular consisteth of the same parts whereof man consisteth; that is, of knowledges which respect the Body, and of knowledges that respect the Mind... how the one discloseth the other and how the one worketh upon the other... [:] the one is honored with the inquiry of Aristotle, and the other of Hippocrates. (Bacon, 1878, pp. 236-237)
       The claims of Psychology to rank as a distinct science are... not smaller but greater than those of any other science. If its phenomena are contemplated objectively, merely as nervo-muscular adjustments by which the higher organisms from moment to moment adapt their actions to environing co-existences and sequences, its degree of specialty, even then, entitles it to a separate place. The moment the element of feeling, or consciousness, is used to interpret nervo-muscular adjustments as thus exhibited in the living beings around, objective Psychology acquires an additional, and quite exceptional, distinction. (Spencer, 1896, p. 141)
       Kant once declared that psychology was incapable of ever raising itself to the rank of an exact natural science. The reasons that he gives... have often been repeated in later times. In the first place, Kant says, psychology cannot become an exact science because mathematics is inapplicable to the phenomena of the internal sense; the pure internal perception, in which mental phenomena must be constructed,-time,-has but one dimension. In the second place, however, it cannot even become an experimental science, because in it the manifold of internal observation cannot be arbitrarily varied,-still less, another thinking subject be submitted to one's experiments, comformably to the end in view; moreover, the very fact of observation means alteration of the observed object. (Wundt, 1904, p. 6)
       It is [Gustav] Fechner's service to have found and followed the true way; to have shown us how a "mathematical psychology" may, within certain limits, be realized in practice.... He was the first to show how Herbart's idea of an "exact psychology" might be turned to practical account. (Wundt, 1904, pp. 6-7)
       "Mind," "intellect," "reason," "understanding," etc. are concepts... that existed before the advent of any scientific psychology. The fact that the naive consciousness always and everywhere points to internal experience as a special source of knowledge, may, therefore, be accepted for the moment as sufficient testimony to the rights of psychology as science.... "Mind," will accordingly be the subject, to which we attribute all the separate facts of internal observation as predicates. The subject itself is determined p. 17) wholly and exclusively by its predicates. (Wundt, 1904,
       The study of animal psychology may be approached from two different points of view. We may set out from the notion of a kind of comparative physiology of mind, a universal history of the development of mental life in the organic world. Or we may make human psychology the principal object of investigation. Then, the expressions of mental life in animals will be taken into account only so far as they throw light upon the evolution of consciousness in man.... Human psychology... may confine itself altogether to man, and generally has done so to far too great an extent. There are plenty of psychological text-books from which you would hardly gather that there was any other conscious life than the human. (Wundt, 1907, pp. 340-341)
       The Behaviorist began his own formulation of the problem of psychology by sweeping aside all medieval conceptions. He dropped from his scientific vocabulary all subjective terms such as sensation, perception, image, desire, purpose, and even thinking and emotion as they were subjectively defined. (Watson, 1930, pp. 5-6)
       According to the medieval classification of the sciences, psychology is merely a chapter of special physics, although the most important chapter; for man is a microcosm; he is the central figure of the universe. (deWulf, 1956, p. 125)
       At the beginning of this century the prevailing thesis in psychology was Associationism.... Behavior proceeded by the stream of associations: each association produced its successors, and acquired new attachments with the sensations arriving from the environment.
       In the first decade of the century a reaction developed to this doctrine through the work of the Wurzburg school. Rejecting the notion of a completely self-determining stream of associations, it introduced the task ( Aufgabe) as a necessary factor in describing the process of thinking. The task gave direction to thought. A noteworthy innovation of the Wurzburg school was the use of systematic introspection to shed light on the thinking process and the contents of consciousness. The result was a blend of mechanics and phenomenalism, which gave rise in turn to two divergent antitheses, Behaviorism and the Gestalt movement. The behavioristic reaction insisted that introspection was a highly unstable, subjective procedure.... Behaviorism reformulated the task of psychology as one of explaining the response of organisms as a function of the stimuli impinging upon them and measuring both objectively. However, Behaviorism accepted, and indeed reinforced, the mechanistic assumption that the connections between stimulus and response were formed and maintained as simple, determinate functions of the environment.
       The Gestalt reaction took an opposite turn. It rejected the mechanistic nature of the associationist doctrine but maintained the value of phenomenal observation. In many ways it continued the Wurzburg school's insistence that thinking was more than association-thinking has direction given to it by the task or by the set of the subject. Gestalt psychology elaborated this doctrine in genuinely new ways in terms of holistic principles of organization.
       Today psychology lives in a state of relatively stable tension between the poles of Behaviorism and Gestalt psychology.... (Newell & Simon, 1963, pp. 279-280)
       As I examine the fate of our oppositions, looking at those already in existence as guide to how they fare and shape the course of science, it seems to me that clarity is never achieved. Matters simply become muddier and muddier as we go down through time. Thus, far from providing the rungs of a ladder by which psychology gradually climbs to clarity, this form of conceptual structure leads rather to an ever increasing pile of issues, which we weary of or become diverted from, but never really settle. (Newell, 1973b, pp. 288-289)
       The subject matter of psychology is as old as reflection. Its broad practical aims are as dated as human societies. Human beings, in any period, have not been indifferent to the validity of their knowledge, unconcerned with the causes of their behavior or that of their prey and predators. Our distant ancestors, no less than we, wrestled with the problems of social organization, child rearing, competition, authority, individual differences, personal safety. Solving these problems required insights-no matter how untutored-into the psychological dimensions of life. Thus, if we are to follow the convention of treating psychology as a young discipline, we must have in mind something other than its subject matter. We must mean that it is young in the sense that physics was young at the time of Archimedes or in the sense that geometry was "founded" by Euclid and "fathered" by Thales. Sailing vessels were launched long before Archimedes discovered the laws of bouyancy [ sic], and pillars of identical circumference were constructed before anyone knew that C IID. We do not consider the ship builders and stone cutters of antiquity physicists and geometers. Nor were the ancient cave dwellers psychologists merely because they rewarded the good conduct of their children. The archives of folk wisdom contain a remarkable collection of achievements, but craft-no matter how perfected-is not science, nor is a litany of successful accidents a discipline. If psychology is young, it is young as a scientific discipline but it is far from clear that psychology has attained this status. (Robinson, 1986, p. 12)

    Historical dictionary of quotations in cognitive science > Psychology

  • 3 interviewing

    HR
    the practice of asking questions of another person in order to gain information and make an assessment. Interviewing is a selection tool used in recruitment to assess somebody’s suitability for a job. A structured interview relies on asking the same job-related questions of all candidates and systematically evaluating their responses. There are two principal models: the behavioral interview, which strives to find out how applicants have behaved in the past in similar situations; and the situational interview, in which they are asked hypothetical questions to determine how they might act in the future. Interviewing is a technique also used in counseling, performance appraisal, and as part of a disciplinary procedure (see discipline).

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  • 4 Artificial Intelligence

       In my opinion, none of [these programs] does even remote justice to the complexity of human mental processes. Unlike men, "artificially intelligent" programs tend to be single minded, undistractable, and unemotional. (Neisser, 1967, p. 9)
       Future progress in [artificial intelligence] will depend on the development of both practical and theoretical knowledge.... As regards theoretical knowledge, some have sought a unified theory of artificial intelligence. My view is that artificial intelligence is (or soon will be) an engineering discipline since its primary goal is to build things. (Nilsson, 1971, pp. vii-viii)
       Most workers in AI [artificial intelligence] research and in related fields confess to a pronounced feeling of disappointment in what has been achieved in the last 25 years. Workers entered the field around 1950, and even around 1960, with high hopes that are very far from being realized in 1972. In no part of the field have the discoveries made so far produced the major impact that was then promised.... In the meantime, claims and predictions regarding the potential results of AI research had been publicized which went even farther than the expectations of the majority of workers in the field, whose embarrassments have been added to by the lamentable failure of such inflated predictions....
       When able and respected scientists write in letters to the present author that AI, the major goal of computing science, represents "another step in the general process of evolution"; that possibilities in the 1980s include an all-purpose intelligence on a human-scale knowledge base; that awe-inspiring possibilities suggest themselves based on machine intelligence exceeding human intelligence by the year 2000 [one has the right to be skeptical]. (Lighthill, 1972, p. 17)
       4) Just as Astronomy Succeeded Astrology, the Discovery of Intellectual Processes in Machines Should Lead to a Science, Eventually
       Just as astronomy succeeded astrology, following Kepler's discovery of planetary regularities, the discoveries of these many principles in empirical explorations on intellectual processes in machines should lead to a science, eventually. (Minsky & Papert, 1973, p. 11)
       Many problems arise in experiments on machine intelligence because things obvious to any person are not represented in any program. One can pull with a string, but one cannot push with one.... Simple facts like these caused serious problems when Charniak attempted to extend Bobrow's "Student" program to more realistic applications, and they have not been faced up to until now. (Minsky & Papert, 1973, p. 77)
       What do we mean by [a symbolic] "description"? We do not mean to suggest that our descriptions must be made of strings of ordinary language words (although they might be). The simplest kind of description is a structure in which some features of a situation are represented by single ("primitive") symbols, and relations between those features are represented by other symbols-or by other features of the way the description is put together. (Minsky & Papert, 1973, p. 11)
       [AI is] the use of computer programs and programming techniques to cast light on the principles of intelligence in general and human thought in particular. (Boden, 1977, p. 5)
       The word you look for and hardly ever see in the early AI literature is the word knowledge. They didn't believe you have to know anything, you could always rework it all.... In fact 1967 is the turning point in my mind when there was enough feeling that the old ideas of general principles had to go.... I came up with an argument for what I called the primacy of expertise, and at the time I called the other guys the generalists. (Moses, quoted in McCorduck, 1979, pp. 228-229)
       9) Artificial Intelligence Is Psychology in a Particularly Pure and Abstract Form
       The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense. We can now see why this includes psychology and artificial intelligence on a more or less equal footing: people and intelligent computers (if and when there are any) turn out to be merely different manifestations of the same underlying phenomenon. Moreover, with universal hardware, any semantic engine can in principle be formally imitated by a computer if only the right program can be found. And that will guarantee semantic imitation as well, since (given the appropriate formal behavior) the semantics is "taking care of itself" anyway. Thus we also see why, from this perspective, artificial intelligence can be regarded as psychology in a particularly pure and abstract form. The same fundamental structures are under investigation, but in AI, all the relevant parameters are under direct experimental control (in the programming), without any messy physiology or ethics to get in the way. (Haugeland, 1981b, p. 31)
       There are many different kinds of reasoning one might imagine:
        Formal reasoning involves the syntactic manipulation of data structures to deduce new ones following prespecified rules of inference. Mathematical logic is the archetypical formal representation. Procedural reasoning uses simulation to answer questions and solve problems. When we use a program to answer What is the sum of 3 and 4? it uses, or "runs," a procedural model of arithmetic. Reasoning by analogy seems to be a very natural mode of thought for humans but, so far, difficult to accomplish in AI programs. The idea is that when you ask the question Can robins fly? the system might reason that "robins are like sparrows, and I know that sparrows can fly, so robins probably can fly."
        Generalization and abstraction are also natural reasoning process for humans that are difficult to pin down well enough to implement in a program. If one knows that Robins have wings, that Sparrows have wings, and that Blue jays have wings, eventually one will believe that All birds have wings. This capability may be at the core of most human learning, but it has not yet become a useful technique in AI.... Meta- level reasoning is demonstrated by the way one answers the question What is Paul Newman's telephone number? You might reason that "if I knew Paul Newman's number, I would know that I knew it, because it is a notable fact." This involves using "knowledge about what you know," in particular, about the extent of your knowledge and about the importance of certain facts. Recent research in psychology and AI indicates that meta-level reasoning may play a central role in human cognitive processing. (Barr & Feigenbaum, 1981, pp. 146-147)
       Suffice it to say that programs already exist that can do things-or, at the very least, appear to be beginning to do things-which ill-informed critics have asserted a priori to be impossible. Examples include: perceiving in a holistic as opposed to an atomistic way; using language creatively; translating sensibly from one language to another by way of a language-neutral semantic representation; planning acts in a broad and sketchy fashion, the details being decided only in execution; distinguishing between different species of emotional reaction according to the psychological context of the subject. (Boden, 1981, p. 33)
       Can the synthesis of Man and Machine ever be stable, or will the purely organic component become such a hindrance that it has to be discarded? If this eventually happens-and I have... good reasons for thinking that it must-we have nothing to regret and certainly nothing to fear. (Clarke, 1984, p. 243)
       The thesis of GOFAI... is not that the processes underlying intelligence can be described symbolically... but that they are symbolic. (Haugeland, 1985, p. 113)
        14) Artificial Intelligence Provides a Useful Approach to Psychological and Psychiatric Theory Formation
       It is all very well formulating psychological and psychiatric theories verbally but, when using natural language (even technical jargon), it is difficult to recognise when a theory is complete; oversights are all too easily made, gaps too readily left. This is a point which is generally recognised to be true and it is for precisely this reason that the behavioural sciences attempt to follow the natural sciences in using "classical" mathematics as a more rigorous descriptive language. However, it is an unfortunate fact that, with a few notable exceptions, there has been a marked lack of success in this application. It is my belief that a different approach-a different mathematics-is needed, and that AI provides just this approach. (Hand, quoted in Hand, 1985, pp. 6-7)
       We might distinguish among four kinds of AI.
       Research of this kind involves building and programming computers to perform tasks which, to paraphrase Marvin Minsky, would require intelligence if they were done by us. Researchers in nonpsychological AI make no claims whatsoever about the psychological realism of their programs or the devices they build, that is, about whether or not computers perform tasks as humans do.
       Research here is guided by the view that the computer is a useful tool in the study of mind. In particular, we can write computer programs or build devices that simulate alleged psychological processes in humans and then test our predictions about how the alleged processes work. We can weave these programs and devices together with other programs and devices that simulate different alleged mental processes and thereby test the degree to which the AI system as a whole simulates human mentality. According to weak psychological AI, working with computer models is a way of refining and testing hypotheses about processes that are allegedly realized in human minds.
    ... According to this view, our minds are computers and therefore can be duplicated by other computers. Sherry Turkle writes that the "real ambition is of mythic proportions, making a general purpose intelligence, a mind." (Turkle, 1984, p. 240) The authors of a major text announce that "the ultimate goal of AI research is to build a person or, more humbly, an animal." (Charniak & McDermott, 1985, p. 7)
       Research in this field, like strong psychological AI, takes seriously the functionalist view that mentality can be realized in many different types of physical devices. Suprapsychological AI, however, accuses strong psychological AI of being chauvinisticof being only interested in human intelligence! Suprapsychological AI claims to be interested in all the conceivable ways intelligence can be realized. (Flanagan, 1991, pp. 241-242)
        16) Determination of Relevance of Rules in Particular Contexts
       Even if the [rules] were stored in a context-free form the computer still couldn't use them. To do that the computer requires rules enabling it to draw on just those [ rules] which are relevant in each particular context. Determination of relevance will have to be based on further facts and rules, but the question will again arise as to which facts and rules are relevant for making each particular determination. One could always invoke further facts and rules to answer this question, but of course these must be only the relevant ones. And so it goes. It seems that AI workers will never be able to get started here unless they can settle the problem of relevance beforehand by cataloguing types of context and listing just those facts which are relevant in each. (Dreyfus & Dreyfus, 1986, p. 80)
       Perhaps the single most important idea to artificial intelligence is that there is no fundamental difference between form and content, that meaning can be captured in a set of symbols such as a semantic net. (G. Johnson, 1986, p. 250)
        18) The Assumption That the Mind Is a Formal System
       Artificial intelligence is based on the assumption that the mind can be described as some kind of formal system manipulating symbols that stand for things in the world. Thus it doesn't matter what the brain is made of, or what it uses for tokens in the great game of thinking. Using an equivalent set of tokens and rules, we can do thinking with a digital computer, just as we can play chess using cups, salt and pepper shakers, knives, forks, and spoons. Using the right software, one system (the mind) can be mapped into the other (the computer). (G. Johnson, 1986, p. 250)
        19) A Statement of the Primary and Secondary Purposes of Artificial Intelligence
       The primary goal of Artificial Intelligence is to make machines smarter.
       The secondary goals of Artificial Intelligence are to understand what intelligence is (the Nobel laureate purpose) and to make machines more useful (the entrepreneurial purpose). (Winston, 1987, p. 1)
       The theoretical ideas of older branches of engineering are captured in the language of mathematics. We contend that mathematical logic provides the basis for theory in AI. Although many computer scientists already count logic as fundamental to computer science in general, we put forward an even stronger form of the logic-is-important argument....
       AI deals mainly with the problem of representing and using declarative (as opposed to procedural) knowledge. Declarative knowledge is the kind that is expressed as sentences, and AI needs a language in which to state these sentences. Because the languages in which this knowledge usually is originally captured (natural languages such as English) are not suitable for computer representations, some other language with the appropriate properties must be used. It turns out, we think, that the appropriate properties include at least those that have been uppermost in the minds of logicians in their development of logical languages such as the predicate calculus. Thus, we think that any language for expressing knowledge in AI systems must be at least as expressive as the first-order predicate calculus. (Genesereth & Nilsson, 1987, p. viii)
        21) Perceptual Structures Can Be Represented as Lists of Elementary Propositions
       In artificial intelligence studies, perceptual structures are represented as assemblages of description lists, the elementary components of which are propositions asserting that certain relations hold among elements. (Chase & Simon, 1988, p. 490)
       Artificial intelligence (AI) is sometimes defined as the study of how to build and/or program computers to enable them to do the sorts of things that minds can do. Some of these things are commonly regarded as requiring intelligence: offering a medical diagnosis and/or prescription, giving legal or scientific advice, proving theorems in logic or mathematics. Others are not, because they can be done by all normal adults irrespective of educational background (and sometimes by non-human animals too), and typically involve no conscious control: seeing things in sunlight and shadows, finding a path through cluttered terrain, fitting pegs into holes, speaking one's own native tongue, and using one's common sense. Because it covers AI research dealing with both these classes of mental capacity, this definition is preferable to one describing AI as making computers do "things that would require intelligence if done by people." However, it presupposes that computers could do what minds can do, that they might really diagnose, advise, infer, and understand. One could avoid this problematic assumption (and also side-step questions about whether computers do things in the same way as we do) by defining AI instead as "the development of computers whose observable performance has features which in humans we would attribute to mental processes." This bland characterization would be acceptable to some AI workers, especially amongst those focusing on the production of technological tools for commercial purposes. But many others would favour a more controversial definition, seeing AI as the science of intelligence in general-or, more accurately, as the intellectual core of cognitive science. As such, its goal is to provide a systematic theory that can explain (and perhaps enable us to replicate) both the general categories of intentionality and the diverse psychological capacities grounded in them. (Boden, 1990b, pp. 1-2)
       Because the ability to store data somewhat corresponds to what we call memory in human beings, and because the ability to follow logical procedures somewhat corresponds to what we call reasoning in human beings, many members of the cult have concluded that what computers do somewhat corresponds to what we call thinking. It is no great difficulty to persuade the general public of that conclusion since computers process data very fast in small spaces well below the level of visibility; they do not look like other machines when they are at work. They seem to be running along as smoothly and silently as the brain does when it remembers and reasons and thinks. On the other hand, those who design and build computers know exactly how the machines are working down in the hidden depths of their semiconductors. Computers can be taken apart, scrutinized, and put back together. Their activities can be tracked, analyzed, measured, and thus clearly understood-which is far from possible with the brain. This gives rise to the tempting assumption on the part of the builders and designers that computers can tell us something about brains, indeed, that the computer can serve as a model of the mind, which then comes to be seen as some manner of information processing machine, and possibly not as good at the job as the machine. (Roszak, 1994, pp. xiv-xv)
       The inner workings of the human mind are far more intricate than the most complicated systems of modern technology. Researchers in the field of artificial intelligence have been attempting to develop programs that will enable computers to display intelligent behavior. Although this field has been an active one for more than thirty-five years and has had many notable successes, AI researchers still do not know how to create a program that matches human intelligence. No existing program can recall facts, solve problems, reason, learn, and process language with human facility. This lack of success has occurred not because computers are inferior to human brains but rather because we do not yet know in sufficient detail how intelligence is organized in the brain. (Anderson, 1995, p. 2)

    Historical dictionary of quotations in cognitive science > Artificial Intelligence

  • 5 Cognitive Science

       The basic idea of cognitive science is that intelligent beings are semantic engines-in other words, automatic formal systems with interpretations under which they consistently make sense.... [P]eople and intelligent computers turn out to be merely different manifestations of the same underlying phenomenon. (Haugeland, 1981b, p. 31)
       2) Experimental Psychology, Theoretical Linguistics, and Computational Simulation of Cognitive Processes Are All Components of Cognitive Science
       I went away from the Symposium with a strong conviction, more intuitive than rational, that human experimental psychology, theoretical linguistics, and computer simulation of cognitive processes were all pieces of a larger whole, and that the future would see progressive elaboration and coordination of their shared concerns.... I have been working toward a cognitive science for about twenty years beginning before I knew what to call it. (G. A. Miller, 1979, p. 9)
        Cognitive Science studies the nature of cognition in human beings, other animals, and inanimate machines (if such a thing is possible). While computers are helpful within cognitive science, they are not essential to its being. A science of cognition could still be pursued even without these machines.
        Computer Science studies various kinds of problems and the use of computers to solve them, without concern for the means by which we humans might otherwise resolve them. There could be no computer science if there were no machines of this kind, because they are indispensable to its being. Artificial Intelligence is a special branch of computer science that investigates the extent to which the mental powers of human beings can be captured by means of machines.
       There could be cognitive science without artificial intelligence but there could be no artificial intelligence without cognitive science. One final caveat: In the case of an emerging new discipline such as cognitive science there is an almost irresistible temptation to identify the discipline itself (as a field of inquiry) with one of the theories that inspired it (such as the computational conception...). This, however, is a mistake. The field of inquiry (or "domain") stands to specific theories as questions stand to possible answers. The computational conception should properly be viewed as a research program in cognitive science, where "research programs" are answers that continue to attract followers. (Fetzer, 1996, pp. xvi-xvii)
       What is the nature of knowledge and how is this knowledge used? These questions lie at the core of both psychology and artificial intelligence.
       The psychologist who studies "knowledge systems" wants to know how concepts are structured in the human mind, how such concepts develop, and how they are used in understanding and behavior. The artificial intelligence researcher wants to know how to program a computer so that it can understand and interact with the outside world. The two orientations intersect when the psychologist and the computer scientist agree that the best way to approach the problem of building an intelligent machine is to emulate the human conceptual mechanisms that deal with language.... The name "cognitive science" has been used to refer to this convergence of interests in psychology and artificial intelligence....
       This working partnership in "cognitive science" does not mean that psychologists and computer scientists are developing a single comprehensive theory in which people are no different from machines. Psychology and artificial intelligence have many points of difference in methods and goals.... We simply want to work on an important area of overlapping interest, namely a theory of knowledge systems. As it turns out, this overlap is substantial. For both people and machines, each in their own way, there is a serious problem in common of making sense out of what they hear, see, or are told about the world. The conceptual apparatus necessary to perform even a partial feat of understanding is formidable and fascinating. (Schank & Abelson, 1977, pp. 1-2)
       Within the last dozen years a general change in scientific outlook has occurred, consonant with the point of view represented here. One can date the change roughly from 1956: in psychology, by the appearance of Bruner, Goodnow, and Austin's Study of Thinking and George Miller's "The Magical Number Seven"; in linguistics, by Noam Chomsky's "Three Models of Language"; and in computer science, by our own paper on the Logic Theory Machine. (Newell & Simon, 1972, p. 4)

    Historical dictionary of quotations in cognitive science > Cognitive Science

  • 6 Education

       In Portugal's early history, education was firmly under the control of the Catholic Church. The earliest schools were located in cathedrals and monasteries and taught a small number of individuals destined for ecclesiastical office. In 1290, a university was established by King Dinis (1261-1325) in Lisbon, but was moved to Coimbra in 1308, where it remained. Coimbra University, Portugal's oldest, and once its most prestigious, was the educational cradle of Portugal's leadership. From 1555 until the 18th century, primary and secondary education was provided by the Society of Jesus (Jesuits). The Catholic Church's educational monopoly was broken when the Marquis of Pombal expelled the Jesuits in 1759 and created the basis for Portugal's present system of public, secular primary and secondary schools. Pombal introduced vocational training, created hundreds of teaching posts, added departments of mathematics and natural sciences at Coimbra University, and established an education tax to pay for them.
       During the 19th century, liberals attempted to reform Portugal's educational system, which was highly elitist and emphasized rote memorization and respect for authority, hierarchy, and discipline.
       Reforms initiated in 1822, 1835, and 1844 were never actualized, however, and education remained unchanged until the early 20th century. After the overthrow of the monarchy on the Fifth of October 1910 by Republican military officers, efforts to reform Portugal's educational system were renewed. New universities were founded in Lisbon and Oporto, a Ministry of Education was established, and efforts were made to increase literacy (illiteracy rates being 80 percent) and to resecularize educational content by introducing more scientific and empirical methods into the curriculum.
       Such efforts were ended during the military dictatorship (192632), which governed Portugal until the establishment of the Estado Novo (1926-74). Although a new technical university was founded in Lisbon in 1930, little was done during the Estado Novo to modernize education or to reduce illiteracy. Only in 1964 was compulsory primary education made available for children between the ages of 6 and 12.
       The Revolution of 25 April 1974 disrupted Portugal's educational system. For a period of time after the Revolution, students, faculty, and administrators became highly politicized as socialists, communists, and other groups attempted to gain control of the schools. During the 1980s, as Portuguese politics moderated, the educational system was gradually depoliticized, greater emphasis was placed on learning, and efforts were made to improve the quality of Portuguese schools.
       Primary education in Portugal consists of four years in the primary (first) cycle and two years in the preparatory, or second, cycle. The preparatory cycle is intended for children going on to secondary education. Secondary education is roughly equivalent to junior and senior high schools in the United States. It consists of three years of a common curriculum and two years of complementary courses (10th and 11th grades). A final year (12th grade) prepares students to take university entrance examinations.
       Vocational education was introduced in 1983. It consists of a three-year course in a particular skill after the 11th grade of secondary school.
       Higher education is provided by the four older universities (Lisbon, Coimbra, Oporto, and the Technical University of Lisbon), as well as by six newer universities, one in Lisbon and the others in Minho, Aveiro, Évora, the Algarve, and the Azores. There is also a private Catholic university in Lisbon. Admission to Portuguese universities is highly competitive, and places are limited. About 10 percent of secondary students go on to university education. The average length of study at the university is five years, after which students receive their licentiate. The professoriate has four ranks (professors, associate professors, lecturers, and assistants). Professors have tenure, while the other ranks teach on contract.
       As Portugal is a unitary state, the educational system is highly centralized. All public primary and secondary schools, universities, and educational institutes are under the purview of the Ministry of Education, and all teachers and professors are included in the civil service and receive pay and pension like other civil servants. The Ministry of Education hires teachers, determines curriculum, sets policy, and pays for the building and upkeep of schools. Local communities have little say in educational matters.

    Historical dictionary of Portugal > Education

  • 7 Estado Novo

       The name of the Portuguese regime from 1930 until the Revolution of 25 April 1974. The term "New State" may have been influenced by an earlier regime's name for itself, República Nova or "New Republic," led by President Sidónio Pais (1917-18) during in the First Republic (1910-26). The name Estado Novo appears for the first time in 1930, during the military phase; it caught on with supporters of the regime and became official. The Estado Novo was a version of the extremely nationalistic regimes that came to power in Europe after World War I. The Portuguese version was strongly influenced by conservative Catholic social doctrines, which held that society was organically hierarchical and church and state were closely allied. The relationship of the individual to society and the state was mediated through his or her membership in natural "orders," such as the family. The conservative Catholicism of the Estado Novo emphasized discipline, obedience, dedication, and sacrifice. It was opposed to the liberal doctrines of the French Revolution (individualism, separation of church and state, democracy), as well as to the socialist doctrines of the Russian Revolution (collectivism, atheism, etc).

    Historical dictionary of Portugal > Estado Novo

  • 8 Judicial and Legal System

       The 1976 Constitution and 1982 revisions provide for three fundamental courts, each with different functions, as well as other special courts, including a military court. The three principal courts are the Constitutional Court, Supreme Court of Justice, and Supreme Court of Administration. The Constitutional Court determines whether legislative acts (laws) are legal and constitutional. In addition, it ascertains the physical ability of the president of the Republic to perform duties of office, as well as to determine the constitutionality of international agreements. Ten of this court's members are selected by the Assembly of the Republic.
       The Supreme Court of Justice, the highest court of law, heads the court system and tries civil and criminal cases. It includes first courts to try cases and courts of appeal. The Supreme Court of Administration examines the administrative and fiscal conduct of government institutions. All matters concerning judges, including the power to discipline judges whose conduct does not comply with the law, are overseen by the Higher Council of the Bench and the Superior Council of the Administrative and Fiscal Courts. There is also an Ombudsman, elected for a four-year term by the Assembly of the Republic, who serves as chief civil and human rights officer of the country. This officer receives 3,000-4,000 complaints a year from citizens who dispute acts of the judicial and legal system.
       Portugal's system of laws is based on Roman civil law and has been shaped by the French legal system. Unlike common law in the American and British legal systems, Portugal's system of laws is based on a complete body of law so that judicial reason is deductive. Legal precedent, then, has little influence. Portuguese judges are viewed as civil servants simply applying the law from codes, not as a judiciary who interpret law. While the post-1974 judicial and legal system is freer and fairer than that under the Estado Novo dictatorship, it has received criticism on the grounds of being very slow, cumbersome, overburdened with cases, and sometimes corrupt. There has been a backlog of untried cases and long delays before trial because of vacant judgeships and inefficient operations.
       Under Portuguese criminal law, preventive detention for a maximum of four months is legal. Much longer preventive detention terms occur due to the trial backlog. Memories persist of legal abuses under the Estado Novo system, when suspects convicted of crimes against the state could be detained legally for periods of from six months to three years. Media sensationalism and the cited problems of the judicial system exacerbated tensions in recent high-profile trials, including the 2004-05 trial of a child prostitution and pedophile ring, tried in Lisbon, with suspects including a celebrated television personality and a former diplomat.

    Historical dictionary of Portugal > Judicial and Legal System

  • 9 conditions of employment

    Gen Mgt, HR
    terms agreed between an employer and employee that are legally enforceable through a contract of employment. Conditions of employment include conditions that may be unique to the individual, for example, notice periods, remuneration, fringe benefits, and hours of work, as well as those that form organization-wide policies, such as discipline and grievance procedures and those dictated by legislation.

    The ultimate business dictionary > conditions of employment

  • 10 disciplinary procedure

    HR

    The ultimate business dictionary > disciplinary procedure

  • 11 Eisner, Michael

    (b. 1942) Gen Mgt
    U.S. business executive. C.E.O. and chairman of Disney who turned around the company, by encouraging creativity while maintaining financial control and discipline. His autobiography Work in Progress (1998) explains his leadership philosophy.

    The ultimate business dictionary > Eisner, Michael

  • 12 human resources

    HR [m1]1. the discipline of managing people in an organization.
    Abbr. HR
    2. the employees of an organization

    The ultimate business dictionary > human resources

  • 13 industrial engineering

    Gen Mgt
    an applied science discipline concerned with the prediction, planning, evaluation, and improvement of company effectiveness. The purpose of industrial engineering is to maximize efficiency, quality, and production through the best use of personnel, materials, facilities, and equipment.

    The ultimate business dictionary > industrial engineering

  • 14 Kotler, Philip

    (b. 1931) Gen Mgt
    U.S. academic. Acknowledged as an expert in marketing theory, which he has made a major business function and academic discipline, and which he explained in Marketing Management (first published 1980).

    The ultimate business dictionary > Kotler, Philip

  • 15 motivation

    Gen Mgt
    1. the creation of stimuli, incentives, and working environments which enable people to perform to the best of their ability in pursuit of organizational success. Motivation is commonly viewed as the magic driver that enables managers to get others to achieve their targets. In the 20th century, there was a shift, at least in theory, away from motivation by dictation and discipline, exemplified by Frederick Winslow Taylor’s scientific management, toward motivation by creating an appropriate corporate climate and addressing the needs of individual employees. Although it is widely agreed to be one of the key management tasks, it has frequently been argued that one person cannot motivate others but can only create conditions for others to self-motivate. Many management theorists have provided insights into motivation. Elton Mayo’s Hawthorne experiments identify some root causes of selfmotivation, and Abraham Maslow’s hierarchy of needs provides insight into personal behavior patterns. Other influential research has been conducted by Frederick Herzberg, who looked at job satisfaction, and Douglas McGregor whose Theory X and Theory Y suggest management styles that motivate and demotivate employees.
    2. (S. Africa)
    a formal written proposal

    The ultimate business dictionary > motivation

  • 16 organization theory

    Gen Mgt
    the body of research and knowledge concerning organizations. Organization theory originally focused primarily on the organization as a unit, as opposed to organization behavior, which explored individual and group behavior within the organization. Organization behavior emerged as a separate discipline in the late 1950s and early 1960s but there remains a large amount of overlap between the two. Organization theory covers a variety of areas including organization structure and organizational psychology.

    The ultimate business dictionary > organization theory

  • 17 Senge, Peter

    (b. 1947) Gen Mgt
    U.S. academic. Popularized the theory of the learning organization, first suggested by Chris Argyris and Donald Schön.
         Senge studied how organizations develop adaptive capabilities in a world of increasing complexity and change. His work culminated in the publication of The Fifth Discipline: The Art and Practice of the Learning Organization (1990). Senge studied engineering at Stanford before completing a PhD on social systems modeling at the Massachusetts Institute of Technology. He is currently director of the Center for Organizational Learning at MIT, and is also a founding partner of the training and consulting company, Innovation Associates, now part of Arthur D. Little.

    The ultimate business dictionary > Senge, Peter

  • 18 strategic management

    Gen Mgt
    the development of corporate strategy, and the management of an organization according to that strategy.
         Strategic management focuses on achieving and maintaining a strong competitive advantage. It involves the application of corporate strategy to all aspects of the organization, and especially to decision making. As a discipline, strategic management developed in the 1970s, but it has evolved in response to changes in organization structure and corporate culture. With greater empowerment, strategy has become the concern not just of directors but also of employees at all levels of the organization.

    The ultimate business dictionary > strategic management

  • 19 supervisory management

    Gen Mgt, HR
    the most junior level of management within an organization. Supervisory management activities include staff recruitment, handling day-to-day grievances and staff discipline, and ensuring that quality and production targets are met.

    The ultimate business dictionary > supervisory management

  • 20 Theory X

    Gen Mgt
    a management theory based on the assumption that most people are naturally reluctant to work and need discipline, direction, and close control if they are to meet work requirements. Theory X was coined by Douglas McGregor in The Human Side of Enterprise (1960), and it was considered by him to be an implicit basis for traditional hierarchical management. McGregor rejected Theory X as an appropriate management style and favored instead his proposed alternative, Theory Y.

    The ultimate business dictionary > Theory X

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См. также в других словарях:

  • discipline — [ disiplin ] n. f. • 1080; « punition, ravage, douleur » en a. fr.; lat. disciplina 1 ♦ ( XIVe) Fouet fait de cordelettes ou de petites chaînes utilisé pour se flageller, se mortifier. Des coups de discipline. « Laurent, serrez ma haire avec ma… …   Encyclopédie Universelle

  • discipliné — discipline [ disiplin ] n. f. • 1080; « punition, ravage, douleur » en a. fr.; lat. disciplina 1 ♦ ( XIVe) Fouet fait de cordelettes ou de petites chaînes utilisé pour se flageller, se mortifier. Des coups de discipline. « Laurent, serrez ma… …   Encyclopédie Universelle

  • discipline — DISCIPLINE. s. f. Institution, instruction, éducation. Vous êtes sous la discipline d un bon Maître. Élevé sous une bonne discipline. Il y a des animaux capables de discipline. [b]f♛/b] Il se prend aussi pour Réglement, ordre, conduite. La… …   Dictionnaire de l'Académie Française 1798

  • discipline — Discipline. s. f. Institution, education. Vous estes sous la discipline d un bon maistre, eslevé sous une bonne discipline. Il se prend aussi, pour Reglement, ordre, conduite. La discipline Ecclesiastique & Religieuse. la discipline militaire.… …   Dictionnaire de l'Académie française

  • Discipline — Saltar a navegación, búsqueda Este artículo trata sobre octavo álbum de King Crimson. Para otros usos de este término, véase Discipline (álbum). Discipline LP de King Crimson Publicación 1981 …   Wikipedia Español

  • discipline — Ⅰ. discipline UK US /ˈdɪsəplɪn/ noun ► [U] the practice of making sure that people obey rules and do not cause problems: »Personnel rules are used to govern worker conduct and impose discipline on violators. »the strict discipline of prison ► [U] …   Financial and business terms

  • Discipline — Dis ci*pline, n. [F. discipline, L. disciplina, from discipulus. See {Disciple}.] 1. The treatment suited to a disciple or learner; education; development of the faculties by instruction and exercise; training, whether physical, mental, or moral …   The Collaborative International Dictionary of English

  • Discipline — (с англ. дисциплина) может означать: Discipline (альбом Джанет Джексон) (2008) Discipline (альбом King Crimson) (1981) Discipline: Record of a Crusade (2003) …   Википедия

  • Discipline — Dis ci*pline, v. t. [imp. & p. p. {Disciplined}; p. pr. & vb. n. {Disciplining}.] [Cf. LL. disciplinarian to flog, fr. L. disciplina discipline, and F. discipliner to discipline.] 1. To educate; to develop by instruction and exercise; to train.… …   The Collaborative International Dictionary of English

  • Discipline — bezeichnet: eine niederländische Band, siehe Discipline (Band) ein Musikalbum von King Crimson, siehe Discipline (Album) einen Teilaspekt des BDSM Diese Seite ist eine Begriffsklärung zur U …   Deutsch Wikipedia

  • discipline — [n1] regimen, training conduct, control, cultivation, curb, development, domestication, drill, drilling, education, exercise, inculcation, indoctrination, limitation, method, orderliness, practice, preparation, regulation, restraint, self command …   New thesaurus

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