Accountability policy and its negative effects on teachers’ working lives and retention is internationally recognised as a problem in education with school evaluation and inspection being a particular issue, particularly in England. Research suggests that the school inspection system Ofsted impacts negatively on the health and well-being of staff and negatively influences teachers’ working practices, which can affect teacher retention. This paper examines the findings of a recent English research project entitled ‘Beyond Ofsted’ (2023) which aimed to gather a wide (...) range of views on both the current inspection system and potential alternatives. The data discussed in this paper is from part of the data collection which was a large-scale survey of teachers and school leaders. One of the findings of the Beyond Ofsted report was that 76% of our survey respondents thought that Ofsted had a negative effect on retention, with 30% considering leaving as a result of their most recent inspection. We found many reasons for this: the overall experience of inspection, the work in preparing for inspection, and many describing the regime as ‘toxic and brutal’. We argue that this is a compelling argument for urgent reform. (shrink)

Philosophers are intellectual cannibals; they feed on the supposed errors of their colleagues. No harm in that, it might be said. With a sophistical argument like that of the Queen in Alice Through the Looking Glass to support the punishment of the innocent, progress in philosophy might be thought dependent on such voracious activities. The Queen thought that in replying to the claim that punishing the innocent was wrong one could say that if the victim really was innocent then (...) that produced a better universe than one which contained both the pain of the punishment and that of the original crime. In a similar way it might be argued that if the supposed errors of a colleague really exist, then their correction is beneficial; while if the errors do not exist then at least there is underlying agreement among philosophers, though perhaps not harmony. The sophistry, however, arises from the fact that in both cases there are other, and better, alternatives. The Queen unaccountably forgets that it would be still better in the case of innocence not to punish at all; and the philosophical apologist for intellectual cannibalism forgets, unaccountably, that it might be still better to advertise agreement rather than to feed on supposed errors which do not exist. For one thing, in that latter case the spurious conflict might positively conceal the real disagreements. Something of that latter kind happens in Timothy Sprigge’s comments on my views about William James ; James and Bradley:American Truth and British Reality, Open Court, 1994 ). I cannot, however, take much credit for stimulating Sprigge to adopt positions similar to mine for two reasons. First the apparent conflicts which conceal real agreement are relatively few, although quite important; second his own considered general view of James is certainly different from mine and marks the real disagreement between us. Accordingly I take two bites at this particular cherry; first to consider my supposed errors and second to identify the real differences between us. Timothy Sprigge claims to find a number of minor errors in my account, but I concentrate on the two major cases. (shrink)

This book examines six plays by Shakespeare (Love's Labour's Lost, Hamlet, As You Like It, Twelfth Night, The Winter's Tale, and The Tempest) as dramatizations of the Renaissance court in its developing history - a history searched by Shakespeare to disclose its most characteristic gains and losses. For these plays do not simply celebrate Tudor and Stuart rule: they scrutinize it too, in the centre of its institutional theatre of power, the court. This book shows how, if the plays came (...) into the court, the court also came into the plays, with its most salient features - its competitiveness, its inner tensions and its contradictions, its language, its cultural life and its entertainments - exposed to the scrutiny of an art-form that proved itself to be a new mode of historical understanding. (shrink)

Normative ethical theories owe us an account of how to evaluate decisions under risk and uncertainty. Deontologists seem at a disadvantage here: our best decision theories seem tailor-made for consequentialism. For example, decision theory enjoins us to always perform our best option; deontology is more permissive. In this paper, we discuss and defend the idea that, when some pro-tanto wrongful act is all-things considered permissible, because it is a ‘lesser evil’, it is often merely permissible, by the lights of deontology. (...) We show that this raises new problems for deontological decision theory, and we show that to resolve them, we need to take a more innovative approach to morally evaluating decision-making under risk and uncertainty. (shrink)

In the friendly dispute between the philosophers of science Paul Feyerabend and Imre Lakatos, both authors proclaim their allegiance to fallibilism: a term first coined by Charles Sanders Peirce, though often associated more strongly with Karl Popper. Yet Lakatos charges that Feyerabend’s position amounts to scepticism rather than fallibilism, given that the latter accounts for theoretical change but not theoretical progress. Famously, progress for Lakatos occurs by way of a progressive research program, one that expands in scope over time, tackles (...) an ever more challenging range of problems, and often yields surprising verifications of its theories. But fallibilism is cheap if it merely entails the truism that the scientific consensus of any given moment might turn out to be false. If we describe knowledge in terms of the ancient and still influential formula “justified true belief,” there is good reason to hold that neither justification nor truth are attainable goals, and that they cannot even be approached asymptotically (as in the very different proposals of Alvin Plantinga and Martin Heidegger). Contra Lakatos this is not grounds for scepticism, but for what I term “weird fallibilism,” using “weird” in a technical sense drawn from my book on the American horror writer H.P. Lovecraft. Weird fallibilism is characterized by two fundamental claims: (1) truth never corresponds to reality, and (2) objects never correspond to their own qualities, a point in direct conflict with the “bundle of qualities” theory of objects handed down from British Empiricism. On this basis, a modification of the “justified true belief” criterion for knowledge is briefly sketched. (shrink)

It is common to think of the unauthorized copying of networked digital music as theft. This seems to presuppose that such music is a sort of private property. In this paper, I argue that networked digital music does not have the hallmark features of private property; instead, I argue, it is non-rivalrous and non-excludable and so is better understood as a public good. Coming to terms with this is important if we are to compensate musicians for their work.

A recent paper by Leclerc et al(1) describes how recombinant hamster prion protein can undergo a spontaneous change in conformation to a structure that has features in common with PrPSc. Structural change in the host prion protein, PrPC to an insoluble and aggregated form with increased β‐sheet content (PrPSc) is central to the pathology of prion diseases.(2) A detailed understanding of the nature of these conformational changes will increase our knowledge of the molecular basis of prion pathology. These findings may (...) have implications for how the disease is initiated and provide a format for further investigation. BioEssays 23:772–774, 2001. © 2001 John Wiley & Sons, Inc. (shrink)

What are values? Where do our values come from? How do our values make a difference to education? For educational leaders to achieve distinction in their practice, it is vital to establish their own clear sense of values rather than reacting to the implicit values of others. This engaging book guides readers in thinking for themselves about the values they bring to their task and the values they intend to promote. Crucially, the book promotes critical thought and constructive analysis about (...) the underlying values involved with: - aims and moral purpose in education - individual qualities in educational leadership - vision in education - school ethos and culture - the school as an educational community. By inviting reflection using valuable case studies and work-through activities, as well as referring to a wide range of academic literature, this book will be an important resource for those working towards professional qualifications such as NPQH, and invaluable for anyone aspiring to excellence in educational leadership. Graham Haydon is Senior Lecturer in Philosophy of Education at the Institute of Education, University of London, where he teaches on Masters courses in Values in Education and Applied Educational Leadership and Management. (shrink)

How, in this Christian age of belief, can we draw sense from the ritual acts of Christians assembled in worship? Convinced that people shape their meanings from the meanings available to them, Graham Hughes inquires into liturgical constructions of meaning within the larger cultural context of late twentieth-century meaning theory. Major theories of meaning are examined in terms of their contribution or hindrance to this meaning making: analytic philosophy, phenomenology, structuralism and deconstruction. Drawing particularly upon the work of Charles (...) Peirce, Hughes turns to semiotic theory to analyse the construction, transmission and apprehension of meaning within an actual worship service. Finally the book analyses the ways in which various worshipping styles of western Christianity undertake this meaning making. Taking account of late modern values and precepts, this ground-breaking book will appeal to teachers and students of theology, to clergy, and to thoughtful lay Christians. (shrink)

Education has been important in the thinking of philosophers from the beginning of the Western tradition. But only in the middle of the twentieth century was philosophy of education recognised in Britain as a distinct discipline, with the establishment of a professorial chair at the Institute of Education, University of London, in 1947. Fifty years later a series of public lectures, jointly sponsored by the Institute and the Philosophy of Education Society of Great Britain, marked the Anniversary. After the founding (...) contribution of Louis Arnaud Reid, it was in the 1960s that Richard Peters and his colleague Paul Hirst set an analytical direction for philosophy of education. Here, from the standpoint of the rather different view he takes of education now, Hirst gives his own account of that development. David E. Cooper examines the influence on educational thinking of the wider philosophical and cultural climate of the time. Susan Mendus takes a political philosopher's view of the challenges facing moral education in an age of pluralism. And at a time when the value of educational research is under scrutiny, David Bridges argues that one of the weaknesses of much research is its neglect of philosophical thinking. The contributors share a sense of philosophy's capacity to contribute to the improvement of educational practice through the broader perspective that it brings to that practice. (shrink)

The modern biological definition of a chimera is a single organism composed of cells with multiple distinct genotypes. Chimeras combining human and nonhuman cells are invaluable for various kinds of research, providing a platform for the study of human cell development while avoiding the ethical issues involved in conducting this research on human subjects. There is also the possibility that human/nonhuman chimeras could one day be used to produce human organs for transplant. Yet human/nonhuman chimeras raise a number of unique (...) ethical challenges as well. Critics worry that they are ‘unnatural’, or will cause a kind of ‘moral confusion’, or pose a threat to human dignity. There are also concerns about the kinds of treatment we might owe to human/nonhuman chimeras. For example, introducing human pluripotent stem cells into a gorilla blastocyst could result in the animal developing a ‘humanlike’ brain, or developing human behaviours or characteristics. Would we need to treat such a being as we do our fellow humans? This chapter examines various arguments concerning research involving human/nonhuman chimeras, and the implications of these arguments for research policy. I conclude that research involving human/nonhuman chimeras is not intrinsically morally wrong, though it may be morally impermissible in some cases. However, I criticize the standard approach to evaluating the treatment of nonhumans in research, arguing that the moral treatment of nonhuman animals, including human/nonhuman chimeras, depends on contextual factors, rather than their moral status. (shrink)

Ancient Philosophy Today, Volume 3, Issue 2, Page 222-227, October, 2021.

This chapter discusses four principal themes of Scottish aesthetics over the course of the eighteenth century. The first is the question of ‘taste’ and its relation to the perception and reality of beauty. Does beauty exist independently of its being perceived, or is it in some sense the product of our perception? The second is the matter of aesthetic criticism. Can aesthetic judgements be rational, and if so on what basis? The third main topic is the rhetorical use of language. (...) Is oratory an art? If it is, how does rhetoric relate to literary and poetic language, to the expression of thought and the cogency of argument? Finally, is there something to be learned on these subjects from the study of the origins of language? On each of these topics, the Scottish philosophers had interesting, insightful, and in some cases enduringly important things to say. (shrink)

Much of the existing discourse and research on climate change focus on understanding the multifarious processes of environmental change taking place, the consequences of such changes for human soci...