What are the processes, from conception to adulthood, that enable a single cell to grow into a sentient adult? The processes that occur along the way are so complex that any attempt to understand development necessitates a multi-disciplinary approach, integrating data from cognitive studies, computational work, and neuroimaging - an approach till now seldom taken in the study of child development. Neuroconstructivism is a major new 2 volume publication that seeks to redress this balance, presenting an integrative new framework for (...) considering development. In the first volume, the authors review up-to-to date findings from neurobiology, brain imaging, child development, computer and robotic modelling to consider why children's thinking develops the way it does. They propose a new synthesis of development that is based on 5 key principles found to operate at many levels of descriptions. They use these principles to explain what causes a number of key developmental phenomena, including infants' interacting with objects, early social cognitive interactions, and the causes of dyslexia. The "neuroconstructivist" framework also shows how developmental disorders do not arise from selective damage to the normal cognitive system, but instead arise from developmental processes that operate under atypical constraints. How these principles work is illustrated in several case studies ranging from perceptual to social and reading development. Finally, the authors use neuroimaging, behavioural analyses, computational simulations and robotic models to provide a way of understanding the mechanisms and processes that cause development to occur. (shrink)

Proper procedures for informed consent are widely recognized as an ethical requirement for biomedical research involving human beings, in particular as a means to respect the autonomy and personal integrity of potential and actual research participants.

Prologue: on the weakness of education -- Creativity -- Communication -- Teaching -- Learning -- Emancipation -- Democracy -- Virtuosity -- Epilogue: for a pedagogy of the event -- Appendix: coming into the world, uniqueness, and the beautiful risk of education: an interview with Gert Biesta by Philip Winter.

Research integrity is a well-established term used to talk and write about ethical issues in research. Part of its success might be its broad applicability. In this paper, we suggest that this might also be its Achilles heel, since it has the potential to conceal important value conflicts. We identify three broad domains upon which research integrity is applied in the literature: (1) the researcher (or research group), (2) research, and (3) research-related institutions and systems. Integrity in relation to researchers (...) concerns character, although it remains to specify precisely what character traits are the desirable ones in this context and what values researchers should endorse. Integrity in relation to research concerns correct and sufficient description of the research process, data, results, and overall ‘research record’. Hence, it concerns the quality of research. However, whether or not this notion of research integrity covers all ethical aspects of research depends on whether one endorses a wider or a narrower interpretation of the ‘research process’. Integrity in relation to research-related institutions and systems leaves open whether they should be understood as agents in their own right or merely as means to research integrity. Besides the potential lack of clarity that our analysis reveals, we point to how this variety in uses might lead to concealment of value conflicts and propose an open discussion of central values. (shrink)

Considered by many to be Abraham Robinson's magnum opus, this book offers an explanation of the development and applications of non-standard analysis by the mathematician who founded the subject. Non-standard analysis grew out of Robinson's attempt to resolve the contradictions posed by infinitesimals within calculus. He introduced this new subject in a seminar at Princeton in 1960, and it remains as controversial today as it was then. This paperback reprint of the 1974 revised edition is indispensable reading for anyone interested (...) in non-standard analysis. It treats in rich detail many areas of application, including topology, functions of a real variable, functions of a complex variable, and normed linear spaces, together with problems of boundary layer flow of viscous fluids and rederivations of Saint-Venant's hypothesis concerning the distribution of stresses in an elastic body. (shrink)

This book offers the fullest and most sophisticated account of Gert's influential moral theory, a model first articulated in the classic work The Moral Rules: A New Rational Foundation for Morality, published in 1970. In this final revision, Gert makes clear that the moral rules are only one part of an informal system that does not provide unique answers to every moral question but does always provide a range of morally acceptable options. A new chapter on reasons includes (...) an account of what makes one reason better than another and a second new chapter is devoted to the question of justifying violations of the rules. Moral impartiality, the moral ideals, and virtue and vice, are all treated in greater detail. Throughout, Gert attempts to answer all of the challenges that his work has provoked. (shrink)

In contemporary societies, there is a strong push toward seeing education as an instrument for the delivery of particular societal agendas. On such a view, the only questions that remain are how effective education is at delivering such agendas and how its effectiveness can be increased. While this might be a desirable way forward for those who believe that a consensus about the agenda for education can easily be achieved, it is at odds with the idea that a democratic society (...) is characterized by a fundamental plurality of visions about what schools are supposed to be for. Yet the democratic critique of educational instrumentalism cannot be confined to giving each and every vision its own school, as this would simply multiply educational instrumentalism rather than oppose it. A true democratic response thus needs to take education's own interest seriously as well, which, as Gert Biesta argues in this paper, amounts to a defense of the school as institution. (shrink)

In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role (...) of knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence‐based education. Biesta concludes that evidence‐based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation. (shrink)

An updated and expanded successor to Culver and Gert's Philosophy in Medicine, this book integrates moral philosophy with clinical medicine to present a comprehensive summary of the theory, concepts, and lines of reasoning underlying the ...

Joshua Gert presents an original account of color properties, and of our perception of them. He employs a general philosophical strategy - neo-pragmatism - which challenges an assumption made by virtually all other theories of color: he argues that colors are primitive properties of objects, irreducible to physical or dispositional properties.

Moral problems do not always come in the form of great social controversies. More often, the moral decisions we make are made quietly, constantly, and within the context of everyday activities and quotidian dilemmas. Indeed, these smaller decisions are based on a moral foundation that few of us ever stop to think about but which guides our every action. Here distinguished philosopher Bernard Gert presents a clear and concise introduction to what he calls "common morality" -- the moral system (...) that most thoughtful people implicitly use when making everyday, common sense moral decisions and judgments. Common Morality is useful in that -- while not resolving every disagreement on controversial issues -- it is able to distinguish between acceptable and unacceptable answers to moral problems. In the first part of the book Gert lays out the fundamental features of common morality: moral rules, moral ideals, and a two-step procedure for determining when a violation of a moral rule is justified. Written in a non-technical style, the ten general moral rules include rules on which everyone can agree, such as "do not kill," "do not deceive," and "keep your promises." The moral ideals include similarly uncontroversial precepts such as "Relieve pain" and "Aid the needy." In the second part of the book Gert examines the underlying concepts that justify common morality, such as the notions of rationality and impartiality. The distillation of over 40 years of scholarship, this book is the most accessible version of Gert's influential theory of morality as well as an eye-opening look at the moral foundations of our everyday actions. Throughout the discussion is clear enough for a reader with little or no philosophy background. (shrink)

This volume is a revised, enlarged, and broadened version of Gert's classic 1970 book, The Moral Rules. Advocating an approach he terms "morality as impartial rationality," Gert here presents a full discussion of his moral theory, adding a wealth of new illuminating detail to his analysis of the concepts--rationality/irrationality, good/evil, and impartiality--by which he defines morality. He constructs a "moral system" that includes rules prohibiting the kinds of actions that cause evil, procedures for determining when violation of the (...) rules is permitted, and ideals which encourage actions that prevent or relieve suffering. To be valid, Gert argues, any such system must be "a public system that applies to all rational persons." The book concludes with a discussion of medical ethics, demonstrating the link between moral theory and its application to real moral problems. (shrink)

We give a historical overview of the development of almost 50 years of empirical research on the affordances in the past and in the present. Defined by James Jerome Gibson in the early development of the Ecological Approach to Perception and Action as the prime of perception and action, affordances have become a rich topic of investigation in the fields of human movement science and experimental psychology. The methodological origins of the empirical research performed on affordances can be traced back (...) to the mid 1980’s and the works of Warren (1984, 1988) and Michaels (1988). Most of the research in Ecological Psychology performed since has focused on the actualization of discretely defined actions, the perception of action boundaries, the calculation of pi-numbers, and the measurement of response times. The research efforts have resulted in advancements in the understanding of the dynamic nature of affordances, affordances in a social context and the importance of calibration for perception of affordances. Although affordances are seen as an instrumental part of the control of action most studies investigating affordances do not pay attention to the control of the action. We conclude that affordances are still primarily treated as a utility to select behaviour, which creates a conceptual barrier that hinders deeper understanding of affordances. A focus on action-boundaries has largely prevented advancement in other aspects of affordances, most notably an integrative understanding of the role of affordances in the control of action. (shrink)

Terry Horgan and Mark Timmons have recently presented a series of papers in which they argue against what has come to be called the ‘new wave’ moral realism and moral semantics of David Brink, Richard Boyd, Peter Railton, and a number of other philosophers. The central idea behind Horgan and Timmons’s criticism of these ‘new wave’ theories has been extended by Sean Holland to include the sort of realism that drops out of response-dependent accounts that make use of an analogy (...) between moral properties and secondary qualities. This paper argues that Holland’s extension depends crucially on the fact that his target is a direct response-dependent account of moral value. His argument does not work against such accounts of more basic normative notions such as ‘harm’ or ‘benefit’. And these more basic notions may then serve as the basic normative building blocks for an indirectly response-dependent moral theory. (shrink)

1. Questions about the quality of education are at the forefront of discussions amongst politicians, policy makers, parents, teachers, students, the media and the wider public in almost all countri...

An update of the widely acknowledged recommendations on how to handle authorship in research, issued by the International Committee of Medical Journal Editors, was issued in August, 2013. While the revised recommendations contain several clarifications compared to earlier versions, one arguably important aspect is still not addressed: the relationship between authorship and intellectual involvement in research. In this paper, it is argued that the ICMJE authorship criteria are flawed in this respect: they do not explicitly require of authors of scientific (...) papers that they do research. It is further suggested that unless academic authorship clearly reflects to what extent individual researchers have been intellectually involved in the research and to what extent they have merely contributed with research-related work, they will, in many cases, be misleading about research merits. (shrink)

Joshua Gert offers an original account of normative facts and properties, those which have implications for how we ought to behave. He argues that our ability to think and talk about normative notions such as reasons and benefits is dependent on how we respond to the world around us, including how we respond to the actions of other people.

In many places around the world the modern school is under a relentless pressure to perform and the standards for such performance are increasingly being set by the global education measurement industry. All this puts a pressure on schools, teachers and students but also on policy makers and politicians, who all seem to have been caught up in a global educational rat-race. There is a discourse of panic about educational quality, which seems to drive an insatiable need for improvement, geared (...) towards ever narrower definitions of what counts as education and what counts in education. The surprising result is that the modern school is increasingly seen as a problem, with high levels of dissatisfaction amongst teachers, students, politicians, the media and the public at large, who all want something better from the school, although they disagree about what this may look like. The question this raises is whether it is time to give up on the modern schools and its promise and hand it over to Pearson, Google and other educational capitalists, or whether we should try again and, if so, where we might go. The reflections I offer in this paper are primarily meant to think again about the relationship between the school and society, arguing for a more ‘obstinate’ school and a more ‘patient’ society. I argue that whether such a recalibration of the relationship between school and society is possible, is ultimately a test of the democratic quality of society itself. (shrink)

This paper urges that if we wish to give social intelligence to our agents, it pays to look at how we acquired our social intelligence ourselves. We are born with drives and motives that are innate and deeply social. Next, as children we are socialized to acquire norms and values and to understand rituals large and small. These social elements are the core of our being. We capture them in the acronym GRASP: Groups, Rituals, Affiliation, Status, Power. As a consequence, (...) economic rationality or logical reasoning do not suffice when it comes to social intelligence. Basic features of our social behaviour, of the kind that one sees early in the lives of children, need to be prominent. These include fear, love, and aggression. They extend to the combination of these drives with basic social clues from the environment such as big and small, good and bad, as well as culture-specific specializations of these. This will make agents respond differentially to inferred attributes such as gender, age, group membership. This level of universality in social intelligence should receive our full attention. The general insights gained can then be re-used in myriad implementations to specific modelling issues. (shrink)

This book is the result of over 30 years of collaboration among its authors. It uses the systematic account of our common morality developed by one of its authors to provide a useful foundation for dealing with the moral problems and disputes that occur in the practice of medicine. The analyses of impartiality, rationality, and of morality as a public system not only explain why some bioethical questions, such as the moral acceptability of abortion, cannot be resolved, but also provide (...) a method for determining the correct answer for those occasions when a bioethical question has a unique correct answer. This new edition includes an entire chapter that has been added to address the controversial issue of abortion within the authors' distinct framework. This book presents the latest revisions of the authors' orignial analyses of the concepts of death and disease, analyses that have had a significant impact on the field of bioethics. It also includes an added chapter on mental disorders, where the authors' definition influenced what psychiatry classifies as a mental disorder, and so has had an impact that reveals beyond the field of bioethics. In this edition, the authors also offer a new, more developed perspective on the concept of valid or informed consent by considering what information physicians should be required to know before proposing screening, diagnostic testing, prescribing medications, or performing surgery. The book also integrates some of the important insights of the field of clinical epidemiology into its discussion of valid consent. Its account of paternalism and its justification, perhaps the most ubiquitous moral problem in medical ethics, has had considerable influence. Its discussion of euthanasia and physician assisted suicide challenges the standard views that have been put forward by both proponents and opponents of physician assisted suicide and voluntary active euthanasia. (shrink)

Whether or not one endorses realism about colour, it is very tempting to regard realism about determinable colours such as green and yellow as standing or falling together with realism about determinate colours such as unique green or green31. Indeed some of the most prominent representatives of both sides of the colour realism debate explicitly endorse the idea that these two kinds of realism are so linked. Against such theorists, the present paper argues that one can be a realist about (...) the determinable colours of objects, and thus hold that most of the colour ascriptions made by competent speakers are literally true, while denying that there are any positive facts of the matter as to the determinate colours of objects. The result is a realistic colour realism that can certify most of our everyday colour ascriptions as literally correct, while acknowledging the data regarding individual variation. (shrink)

In this essay Gert Biesta asks what the humanities can contribute to the field of teacher education. In addressing this question he turns to the idea of education as a Geisteswissenschaft as it was developed in the German-speaking context in the first decades of the twentieth century. In this conception, education is configured as an interested academic discipline that engages with normative questions concerning the telos of education and does so with a focus on meaningful human action rather than (...) human behavior. Viewing education this way highlights the role of value judgments in teaching. The values that are at stake in such judgments, Biesta argues, are not to be understood as moral values but as educational values, a view that raises some important questions about the specific nature of educational normativity. In a final step Biesta discusses how the idea of education as a Geisteswissenschaft makes a difference for the field of teacher education. (shrink)

One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and suggests a way ‘forward’ by staging a discussion between pragmatism and deconstruction. Although there are striking similarities between pragmatism and deconstruction, it is argued that pragmatism and (...) deconstruction cannot sit as easily together as some authors assume. The reason for this is not that pragmatism and deconstruction are incompatible philosophies but rather that deconstruction occurs at the very heart of pragmatism. This implies that pragmatism can only retain its commitment to communication in philosophy, education and politics if it acknowledges and, in a sense, embraces the occurrence of deconstruction in communication. This suggests that the future of pragmatism as a philosophy for education o lies in its deconstruction, something which is expressed in the idea of a deconstructive rather than a deconstructed pragmatism. (shrink)

The second volume in Joel Feinberg's series The Moral Limits of the Criminal Law, Offense to Others focuses on the "offense principle," which maintains that preventing shock, disgust, or revulsion is always a morally relevant reason for legal prohibitions. Feinberg clarifies the concept of an "offended mental state" and further contrasts the concept of offense with harm. He also considers the law of nuisance as a model for statutes creating "morals offenses," showing its inadequacy as a model for understanding "profound (...) offenses," and discusses such issues as obscene words and social policy, pornography and the Constitution, and the differences between minor and profound offenses. (shrink)

prevailing view, holding that the contents of our thoughts are mainly the result of external factors. The corollary is that we will never really be able to read a person’s mind.

This article investigates whether different religious (mythological) worldviews can be described as alternative and altered states of consciousness (ASCs). Differences between conscious and unconscious motivations for behaviour are discussed before looking at ASCs, Weltanschauung and symbolic universes. Mythology can be described both as Weltanschauung and symbolic universe, functioning on all levels of consciousness. Different Weltanschauungen constitute alternative states of consciousness. Compared to secular worldviews, religious worldviews may be described as ASCs. Thanks to our globalised modern societies, the issue is even (...) more complex, as alternate modernities lead to a symbolic multiverse, with individuals living in a social multiverse.Keyowrds: mythology; Weltanschauung; worldview; symbolic universe; states of consciousness; altered states of consciousness; alternative states of consciousness; symbolic multiverse; social multiverse. (shrink)

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the (...) maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school. (shrink)