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Discusses historical underpinnings of five "burnt water" paradoxes representing both destruction (burning) and life (water): professionalism, teaching and learning, market and standards, social justice and diversity, and change. Asserts that "burnt water" paradoxes are greatest challenges facing schools of education in 21st century. (Contains 22 references.)

Describes differences between problems and predicaments. Asserts that top leaders manage predicaments. Describes several paradoxes faced by educational leaders and the predicaments underlying their decision choices that usually result in coping with, rather than resolving the predicaments. Offers suggests for improving educational leaders' decision-making skills. (PKP)

Examines professional development theory using data from a national program of professional development projects for primary head teachers in the United Kingdom. Theory appears to be paradoxical in four areas of the projects: focus, funding priorities, capacity building, and impact on pupils. Discusses possible explanations for paradoxes. (Contains 21 references.) (PKP)

Engaged a class of 23 diverse fifth graders in historical investigation of U.S. colonial history to help their thinking skills and understanding of the past. Focused on a teaching dilemma provoked by history's interpretive paradox and showed how the teacher/researchers found his pedagogical thinking changed by that encounter. (SLD)

Case study of how teachers reacted to policy paradoxes related to a district's efforts to implement an inclusive special-education program. Examines how emerging teacher leaders attempted to make sense of several policy paradoxes within the context of ambiguous site-based management practices. (Contains 48 references.) (PKP)

A high-school English teacher deplores barking-media sound bites of politicians pretending to resolve complex educational problems with one-dimensional "solutions." Highlighting specific classroom learning situations, he ponders three paradoxes: justice is not necessarily fair; freedom comes with limits; and clarity comes through ambiguity. (MLH)

Functionalists about consciousness identify consciousness with a role; physicalists identify consciousness with an implementer of that role. The global workspace theory of consciousness fits the functionalist perspective, but the physicalist sees consciousness as a biological phenomenon that implements global accessibility. (Author)

Investigates the assistance needed and provided in the Kentucky Principal Intern Program, a statewide induction program for new principals and assistant principals. Uses quantitative and qualitative methods to examine primary work responsibility, job readiness, growth needs, and the assistance provided to administrators participating in the required program. Discusses findings and recommendations. (Contains 31 references.) (Authors/PKP)

Describes results of an integrated curriculum project in New Zealand that generated paradoxical results regarding student motivation and attitudes toward computer use during junior high school, where attitudes became less positive. Examines implications for the design and implementation of curriculum projects involving student use of computer applications. (Author/LRW)

Discusses the influence of publication delays on the aging of scientific literature and explains how the undisturbed aging function and the publication delay combine to give the observed aging function through a mathematical operation called convolution. Shows the convolution of various distributions and considers a paradox between theory and real data. (Author/LRW)

School leaders are asked to become transformational reformers who drastically redefine school structures to meet the demographic, globalization, and technological demands of the 21st century. However, administrators' socialization process tends toward maintaining the status quo. Preparation programs must match everyday reality. (Contains 25 references.) (MLH)

Proposes a solution to the learning paradox (how learning develops from prior learning) that is based on the work of C. Peirce and J. Dewey. Ideas, as opposed to schemas or postmodernist discourse, are viewed as the real carriers of meaning. Abduction offers the best chance of coming to terms with the paradox. Contains 78 references. (Author/SLD)

Paradox arising from the coincidence of observing and being observed has epistemological implications. Traditional science attempted to eschew the observer and avoid self-reference; modern physics finds this problematic. Educational administration theories must reflect the self-reference of an educational social system's identity and must practice what they describe. (38 references) (MLH)

Action research in small companies attempting change used concepts of paradox and metaphor to examine change processes. Findings include the need to (1) discover change in mini-worlds (parts of organizations), (2) appreciate first-order learning, and (3) stabilize change and handle the forces trying to change stability. (Contains 46 references.) (SK)

Discusses "Quixote's visor," a rhetorical turn that conceals a logical gap, an appeal to frustration or necessity. Suggests that the form of Quixote's visor, the testing of a series of possibilities, is a way of deriving logical and rhetorical inferences in response to acts of questioning. Discusses two "cousins"--Sherlock's visor and Darwin's visor. (RS)

Discusses Goedel's Theorem (said to mark the loss of certainty in formal logic and the beginning of the postmodern reformulation of the nature of knowledge). Shows Goedel's proof as an eloquent model-changing text that (1) demonstrates the inability of language to represent reality in a way that guarantees unambiguous communication; and (2) uses paradox to create certainty through performance. (SR)

Examines central issues in the application of logic to information retrieval (IR). Discusses the logical relationship between document and need; implications of models based on truth, validity, or logical consequentiality, and the relationship between this issue and the issue of partiality versus totality of information; and the relationship between the paradoxes of material implication and the "(in)adequacy" of classical logic for IR modelling. (Author/AEF)

In their book entitled Scientific Knowledge, Barry Barnes, David Bloor, and John Henry repudiate the notion that physical environment plays no role in the creation of scientific knowledge, thereby removing a major bone of contention between scientists and practitioners of the sociology of scientific knowledge. A physicist discusses ways in which these authors' view of scientific knowledge clashes with his personal experience. (Author/PVD)

Examines a number of specific paradoxical situations found in participative organizations; compares them to the paradoxes found in select Zen stories or koans--each set of stories or examples focuses on one or more aspects of empowerment. Reveals, through narrative analysis, counterintuitive ideas on how to understand and cope with organizational double binds. (PA)

Teacher union leaders face an apparent paradox between dual interests--teachers' educational interests and self-interests. This case study of a small New York school district demonstrates how union members and leaders constructed the dualities differently and how these constructions influenced their behavior. The paradox-construction perspective may further understanding of union behavior and union-management relationships. (16 references) (MLH)

Notes that Millon's biopsychosocial model asserts that socioenvironmental factors of parental or peer rejection may shape development of avoidant behavior but does not elaborate on how family system may perpetuate its existence once disorder has evolved. Presents brief overview of avoidant behavior and strategic family therapy case study. Discusses identified patient's symptoms, family dynamics, and paradoxical interventions. (Author/NB)

Argues that scientists intending to be revolutionary face certain rhetorical constraints, which contain contradictory requirements and force a rhetorical paradox on the would-be revolutionaries. Examines the nature of this paradox and the available resolutions to it. (SR)

Regression to the mean (RTM) is often misunderstood. It is demonstrated that artifactual RTM depends fundamentally on the magnitude of measurement error at pretest. Adjustment usually involves estimating the measurement error and determining consequences, but even without adjustment, effects of RTM can be ameliorated. (SLD)

Defines challenges faced by counselor educators who teach family therapy courses in academic counselor training program as productive paradox. Stresses importance of acknowledging coexistence of seemingly contradictory treatment approaches when teaching marriage and family therapy to future mental health counselors. Offers framework for coexistence constructed from three conditions of paradox: dilemma, multiple truths, and coexistence of contradictions. (Author/NB)