Volume 46, Issue 6, November 2020, Page 727-743.

I criticise a paper by Peter Forrest in which he argues that a principle of unrestricted countable fusion has paradoxical consequences. I argue that the paradoxical consequences that he exhibits may be due to his Whiteheadean assumptions about the nature of spacetime rather than to the principle of unrestricted countable fusion.

This paper forms an introduction to this issue, the contents of which arose directly or indirectly from a conference in May 2001 on Corruption of scientific integrity? — The commercialisation of academic science. The introduction, in recent decades, of business culture and values into universities and research institutions is incompatible with the openness which scientific and all academic pursuit traditionally require. It has given rise to a web of problems over intellectual property and conflict of interest which has even led (...) to corporate sponsors’ suppressing unfavourable results of clinical trials, to the detriment of patients’ health. Although there are those who see the norms of science developing to recognise the importance of instrumental science aiming at specific goals and of knowledge judged by its value in a context of application, none justifies the covert manipulation of results by vested interest. Public awareness of these problems is growing and creating a climate of opinion where they may be addressed. We suggest a way forward by the introduction of nationally and internationally-accepted guidelines for industrial collaboration which contain proper protections of the core purposes of universities and of the independence of their research. Some codes suggested for this purpose are discussed. We note that some universities are moving to adopt such codes of conduct, but argue the need for strong support from the government through its funding bodies. (shrink)

Disparate attempts exist to identify the key components that make an ethics pedagogy more effective and efficient. To integrate these attempts, a review of 408 articles published in leading journals is conducted. The key foci of extant literature are categorized into three domains labeled as approach, content, and delivery, and a comprehensive framework for ethics pedagogy developed. Within each of these domains, binaries that reflect two alternatives are identified. Approach, the philosophical standpoint, can be theory-laden or real-world connected. Content, the (...) constituencies addressed, can have a focus on breadth or depth. Delivery, the execution of the adopted pedagogy, can be traditional or innovative. The review of articles also identifies the lack of pedagogies that comprehensively focus on all the binaries across domains. The other substantive contribution of this article addresses this gap by developing a generic pedagogy—Integrative Live Case—based on the ACD framework. Based on an incident that is currently unfolding, this pedagogy allows integration of binaries across the three domains. It also allows for a modular course plan that can accommodate varied pedagogical preferences. Volkswagen Dieselgate is presented as a stylized example to showcase the significant advantages of using this pedagogy. (shrink)

These essays use particular issues, thinkers and texts to engage the question of God in early Christianity.

Open peer commentary on the article “Beyond Technocentrism: Supporting Constructionism in the Classroom” by Karen Brennan. Upshot: Brennan describes ways by which teachers can be supported to bypass a technocentric view of learning with technology in the classroom, from a constructionist perspective. She reports on the development of a corresponding model of professional development by describing the elements of the model and its design principles as well as the tensions that arose while trying to support teachers’ explorations and experiences in (...) the classroom. Questions arise about the potential of the model to be exploited to address issues underlying teachers’ professional development in different contexts. (shrink)

"A critical study of the interdependence of philosophy as critical theory and man as a free individual."--T.p.

Tracing the interplay between theory and practice in the dynamics of philosophical argument, This paper represents philosophy as an open, Critical discipline, Which keeps asking the same fundamental questions about knowledge, Reality, Justice, Freedom, Harmony and truth under changing historical conditions. In the light of this, The present impasse of human thought which manifests itself in the confrontation between totalitarian functionalism in the west on the one hand and totalitarian ideologism in the east on the other, The need for a (...) reversal of thinking becomes evident. The present deadlock of human thought and the confrontation between west and east resulting from it can be broken only if one-Sided functional practice is replaced by fully-Fledged human practice. This requires moving beyond popper's one-Dimensional 'critical' rationalism and marxism-Leninism's 'scientific' dialectical materialism to a critical humanism, Based on man's contingent experience of reality. (shrink)

In his recent pamphlet on Herodotus the Historian, Friederich Focke has discussed the lion-portent which accompanied the birth of Pericles: έκ δ Ίππоκπτεоς Μεγακλνσ τε Ξλλоσ κα ᾈγαπоτνς, ;λ· λπ τα ᾽Αγαριστŋς хоυσα τò о;νоѵоνα. σооνικńσασ τε ξανθππψ τ᾽ Απιφρоνоς κα λκυоς éоûα εδε ψℓν ν τ πν. δκεε δ λοντα τεκεṿ κα υετ᾽ ợλγας υρας τκτει Пερικλα ξανθππψ. As this is the only occasion on which Herodotus mentions Pericles by name, those critics who are concerned to show that Herodotus (...) was ‘Pericles' man’ have made much of the passage, and have deduced therefrom that Herodotus here means to express all his pent-up admiration for Pericles, which otherwise the scope of his work did not give him an opportunity of displaying. This admiration is at least conveyed in cryptic form, and Focke, following up a hint of Nissen that Pericles is here called a lion ambiguously, combats the view that Herodotus is expressing great reverence for him; and after examining fifth-century parallels, comes to the conclusion that Herodotus was repeating a tradition that had been set afoot as a purposely ambiguous and derogatory reference to Pericles as a ‘tyrannical man of might.’ After an examination of Focke's evidence, however, I remain unconvinced. It seems possible to account for most of thes quotations which Focke makes by bringing them into line with the ordinary Greek use of leonine symbolism, which, as I shall try to show, was complimentary, not derogatory. (shrink)

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