Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. We argue (...) that philosophical inquiry is essential for dealing with controversial topics in the classroom. However, we point to the need for teachers to understand the role of the community of inquiry in addressing such topics. This has implications for teacher preparation. We, therefore, examine John Dewey’s use of experiential education to argue for rethinking teacher preparation, especially when dealing with controversial topics which point to the need for greater emphasis on how best to engage with them philosophically. To this end, we will argue in favour of a reconstruction of educational philosophy, specifically the community of inquiry, by integrating a Deweyan inspired place-based education that emphasises environment, experience, and social reconstruction learning. (shrink)

The text in which the original JRE editors announced the mission of their newly launched scholarly journal is susceptible to different readings. While Ronald Green has interpreted it as an intention to "effect" a "movement from Christian ethics to religious ethics," the author expresses doubt that any such general framework of "religious ethics" can be discerned in or imposed on distinctive religious traditions. He suggests that the problem of "parochialism and Western bias" is best addressed not through the imperialism of (...) the generic but through sustained attention to the distinctive and particular in all its variations. (shrink)

This book is intended for Prizes won etc.

Can it ever be appropriate to feel guilt just because one's group has acted badly? Some say no, citing supposed features of guilt feelings as such. If one understands group action according to my plural subject account of groups, however, one can argue for the appropriateness of feeling guilt just because one's group has acted badly - a feeling that often occurs. In so arguing I sketch a plural subject account of groups, group intentions and group actions: for a group (...) to intend (in the relevant sense) is for its members to be jointly committed to intend that such-and-such as a body. Individual group members need not be directly involved in the formation of the intention in order to participate in such a joint commitment. The core concept of joint commitment is in an important way holistic, not being reducible to a set of personal commitments over which each party holds sway. (shrink)

Concepts, not the beliefs employing them, have uses or roles in thought. Most conceptual roles cannot be specified solipsistically, and do not have inner aspects that can be specified solipsistically. (To think otherwise is to confuse function with misfunction.) A theory of truth conditions plays no useful part in any adequate account of conceptual role. Ordinary views about beliefs assign them conceptual structures which figure in explanations of functional relations. Which conceptual structures beliefs have may be relative to an arbitrary (...) choice of "analytical hypothesis" but that does not mean that there is an adequate nonrelative account that dispenses with a system of concepts or language of thought. (shrink)

This article outlines a semantic approach to the logics of unknown truths, and the logic of false beliefs, using neighborhood structures, giving results on soundness, completeness, and expressivity. Relational semantics for the logics of unknown truths are also addressed, specically the conditions under which sound axiomatizations of these logics might be obtained from their normal counterparts, and the relationship between refexive insensitive logics and logics containing the provability operator as the primary modal operator.

Alice has insomnia. She has trouble falling asleep and part of the problem is that she worries about it and realizes that her worrying about it tends to keep from falling asleep. It occurs to her that thinking that she will not be able to fall asleep may be a kind of self-fulfilling prophecy. Perhaps she even has a thought that might be expressed like this: I am not going to fall asleep because of my having this very thought. This (...) thought attributes to itself the property of keeping her awake. (shrink)

As the purpose of this book is to open dialogue, we draw no conclusions. Instead, reflecting on the theoretical and practical implications that arise from each chapter, we offer some reflection through an exploration of the ways in which Australia has broadened discussions on P4C. In addition, we situate our discussion in contemporary global issues relevant to education and schooling: gender stereotyping, bias and language; Aboriginal philosophy; environmental education; and sexuality, adolescence and discrimination. As a community of children, adolescents and (...) adults, philosophers and educators, as well as citizens, we have an opportunity to contribute educationally to an inquiring society. (shrink)

Gilbert Ryle; Thinking and Self-Teaching, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 216–228, https://doi.org/10.1111/j.1467-9752.

This essay focuses on what patriotism is, as opposed to the value of patriotism. It focuses further on the basic patriotic motive: one acts with this motive if one acts on behalf of one's country as such. I first argue that pre-theoretically the basic patriotic motive is sufficient to make an act patriotic from a motivational point of view. In particular the agent need not ascribe virtues or achievements to his country nor need he feel towards it the emotions characteristic (...) of love. Why should one ever act on behalf of one's country as such, if one does not particularly admire it or feel a special affection for it? In answer to this question I offer a further articulation of the basic patriotic motive, invoking a particular understanding of what it is to be the member of a political society. Building on this articulation I then consider how one might characterize a patriotic act, a patriotic person, and the relationship of patriotism and pride. (shrink)

Oser parler du " don ", c'est prendre à rebours la logique économique et les dérives sociales qu'elle génère ; c'est faire droit à une attente inamissible des personnes et des sociétés. " Faire un don " perturbe de l'intérieur les mouvements économiques et leurs lois d'échange. Marcel Mauss a estimé que l'échange de dons unifiait les sociétés, mais un don sans retour, et donc sans contre-don, peut ouvrir celles-ci à des dimensions d'essentielle humanité, irréductibles aux lois des marchés. Jacques (...) Derrida et Jean-Luc Marion accompagnent la réflexion que voici. Paul Gilbert et Silvano Petrosino y rappellent que nos vies n'appartiennent pas au seul domaine de l'échange égalitaire et que la gratuité y est essentielle. L'amitié et la paternité en témoignent. (shrink)

This paper begins the development of a pragmatics of emotion based on the pragma-dialectical programme, Externalization, Socialization, Functionalization, and Dialectification, applied to the emotional mode of argumentation. The first step points out a systematic equivocation within pragma-dialectics between the notion of argument and that of 'dialectics.' With this cleared, it is shown that each of the first three main assumptions can be altered to accommodate a non-logical mode of communication. However, dialectification, insofar as it is actually defining of the dialectical (...) mode, must be created anew. A defining assumption for emotionality is presented as a replacement for dialectification. (shrink)