During the last two centuries, the way economic science is done has changed radically: it has become a social science based on mathematical models in place of words. This book describes and analyses that change - both historically and philosophically - using a series of case studies to illuminate the nature and the implications of these changes. It is not a technical book; it is written for the intelligent person who wants to understand how economics works from the inside out. (...) This book will be of interest to economists and science studies scholars. But it also aims at a wider readership in the public intellectual sphere, building on the current interest in all things economic and on the recent failure of the so-called economic model, which has shaped our beliefs and the world we live in. (shrink)

Mary Astell's A Serious Proposal to the Ladies is one of the most important and neglected works advocating the establishment of women's academies. Its reception was so controversial that Astell responded with a lengthy sequel, also in this volume. The cause of great notoriety, Astell's Proposal was imitated by Defoe in his "An Academy for Women," parodied in the Tatler, satirized on the stage, plagiarized by Bishop Berkeley, and later mocked by Gilbert and Sullivan in Princess Ida.

Special issue of the BERA Blog: 'Educators learning through communities of philosophical enquiry', edited by Joanna Haynes. In this blog post, we focus on the need for converting classrooms into place-responsive communities of inquiry that are essential to developing eco-citizen identities – identities that break with socially and environmentally harmful knowledge and habits.

Demonstrates the dramatic interplay of elements that comprise the concepts of norm, bisexuality, and development.

The matter with Pantheism -- Panic -- Pan -- Panterruption -- Hyle -- Panfusion -- Cosmos -- Pancarnation -- Theos -- Pandemonium.

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.

Mary Kalantzis was from 2006 to 2016 Dean of the College of Education at the University of Illinois, Urbana-Champaign. Bill Cope is a Professor in the College of Education at the University of Illinois, Urbana-Champaign. They are co-authors of multiple books including Making Sense: Reference, Agency, and Structure in a Grammar of Multimodal Meaning (Cambridge, forthcoming), New Learning: Elements of a Science of Education (Cambridge, 2008, 2012), Literacies (Cambridge 2012, 2016) and e-Learning Ecologies (2017).

When I first became acquainted with the thought of the American philoso pher Josiah Royce, two factors particularly intrigued me. The first was Royce's claim that the notion of community was his main metaphysical tenet; the second was his close association with the two American pragmatists, Charles Sanders Peirce and William James. Regarding the first factor, I was struck by the fact that a philosopher who died in 1916 should emphasize a topic of such contemporary significance not only in philosophy (...) but in so many other vital fields as well (sociology, psychology, politics, theology - to name only a few). Regarding the second, I was curious as to whether the pragmatism of Peirce and James might have influenced Royce during the course of their professional and personal contacts. Similarly, I wondered whether the idealism of Royce might have affected the thought of Peirce and James. To have appeased my curiosity in regard to all three thinkers, however, would have required (at least) three books. As a start I have now appeased it in regard to one. In researching the writings of Royce I found my way to the Houghton Library and to the Archives of Harvard University at Cambridge, Massa chusetts, where the unpublished manuscripts of Royce are preserved. (No editing job has yet been done on this bulk of material, though such would certainly be a welcome contribution to American philosophy. (shrink)

Positive claims about narrative approaches to healthcare suggest they could have many benefits, including supporting person-centred healthcare (PCH). Narrative approaches have also been criticised, however, on both theoretical and practical grounds. In this paper we draw on epistemological work on narrative and knowledge to develop a conception of narrative that responds to these concerns. We make a case for understanding narratives as accounts of events in which the way each event is described as influenced by the ways other events in (...) the narrative are described. This view of narratives recognises that they can contribute knowledge of different kinds of connections between events: not just causal, and not just of patient’s perspectives. Additionally, narratives can add further epistemic value by suggesting potentially useful lines of inquiry. We take narrative approaches to healthcare to include clinicians considering both patients’ informational offerings and their own professional understandings as narratives. On this understanding, our account is able to overcome the major theoretical and practical criticisms that have been levelled against the use of narrative approaches in healthcare, and can help to explain why and how narrative approaches are consistent with PCH. (shrink)

How does Plato view his philosophical antecedents? Plato and his Predecessors considers how Plato represents his philosophical predecessors in a late quartet of dialogues: the Theaetetus, the Sophist, the Politicus and the Philebus. Why is it that the sophist Protagoras, or the monist Parmenides, or the advocate of flux, Heraclitus, are so important in these dialogues? And why are they represented as such shadowy figures, barely present at their own refutations? The explanation, the author argues, is a complex one involving (...) both the reflective relation between Plato's dramatic technique and his philosophical purposes, and the very nature of his late philosophical views. For in these encounters with his predecessors we see Plato develop a new account of the principles of reason, against those who would deny them, and forge a fresh view of the best life - the life of the philosopher. (shrink)

THE following treatise on Sextus Empiricus and Greek Scepticism has been prepared to supply a need much felt in the English language by students of Greek philosophy. For while other schools of Greek philosophy have been exhaustively and critically discussed by English scholars, there are few sources of information available to the student who wishes to make himself familiar with the teachings of Pyrrhonism. The aim has been, accordingly, to give a concise presentation of Pyrrhonism in relation to its historical (...) development and the Scepticism of the Academy, with critical references to the French and German works existing on the subject. The time and manner of the connection of Sextus Empiricus with the Pyrrhonean School has also been discussed. As the First Book of the "Hypotyposes," or Pyrrhonic Sketches by Sextus Empiricus, contains the substance of the teachings of Pyrrhonism, it has been hoped that a translation of it into English might prove a useful contribution to the literature on Pyrrhonism, and this translation has been added to the critical part of the work. (shrink)

In _Michael Polanyi and His Generation_, Mary Jo Nye investigates the role that Michael Polanyi and several of his contemporaries played in the emergence of the social turn in the philosophy of science. This turn involved seeing science as a socially based enterprise that does not rely on empiricism and reason alone but on social communities, behavioral norms, and personal commitments. Nye argues that the roots of the social turn are to be found in the scientific culture and political (...) events of Europe in the 1930s, when scientific intellectuals struggled to defend the universal status of scientific knowledge and to justify public support for science in an era of economic catastrophe, Stalinism and Fascism, and increased demands for applications of science to industry and social welfare. At the center of this struggle was Polanyi, who Nye contends was one of the first advocates of this new conception of science. Nye reconstructs Polanyi’s scientific and political milieus in Budapest, Berlin, and Manchester from the 1910s to the 1950s and explains how he and other natural scientists and social scientists of his generation—including J. D. Bernal, Ludwik Fleck, Karl Mannheim, and Robert K. Merton—and the next, such as Thomas Kuhn, forged a politically charged philosophy of science, one that newly emphasized the social construction of science. (shrink)

Paving the way for modern feminist thinking, Mary Wollstonecraft dared to challenge traditional eighteenth-century attitudes towards women. First published in 1787, this book discusses how girls can best be educated to become valuable wives and mothers. It argues that women can offer the most effective contribution to society if they are brought up to display sound morals, character and intellect, rather than superficial social graces. Wollstonecraft later developed her ideas in A Vindication of the Rights of Woman, in which (...) she attacked the educational restrictions imposed upon women. Her writings formed a cornerstone of the battle for women's rights in the nineteenth and twentieth centuries. Prompting deeper reflection upon the role and status of women in modern society, the present work remains an instructive and provocative read for those seeking to learn about the roots of feminism in its social and historical context. (shrink)

We cannot really understand other people unless we make some serious effort to understand ourselves as well. This is well known in ordinary life, but it sets a problem for any psychology which aims to be ‘scientific’ by the narrow standards which define that term today. Those standards have sharply narrowed the notion of ‘science’ to exclude reference to anything subjective. By contrast, the older, wider concept of it simply required disciplined, methodical thought, which could of course be shown in (...) many kinds of enquiry . The current narrowing is perfectly acceptable in the physical sciences but it cannot accommodate psychology. This has become clear from the dismal failure of behaviourism, which was carefully designed to implement it. It is that failure that has made room for the current upsurge of interest in consciousness. This upsurge gives us an enormous opportunity for better thinking. Yet we shall waste that opportunity if we remain so obsessed with a narrow notion of what constitutes ‘science’ that we merely go on devising thought-systems which look vaguely scientific instead of ones that actually help us to understand human life. A striking example of such an etherial, quasi-scientific system may be seen in ‘memetics'. (shrink)

We know we have thoughts, but are we aware that we have styles of thought? This book, written by one of the most gifted and celebrated social thinkers of our time, is a contribution to understanding the rules of the different styles of thinking. Author Mary Douglas takes us through a range of thought styles from the vulgar to the refined. Throughout this fascinating journey, Thought Styles shows us how the different styles work and how outsiders can learn the (...) styles of insiders. The discussion ranges from the style of folklore to the styles of therapy, shopping, religion, and animal rights. The result is a book full of insight. Readers will find themselves thinking in new ways about the mechanics of communication in everyday life. Professionals and researchers in sociology, communication, and anthropology will especially appreciate this auspicious new book. (shrink)

Some of the world’s best-loved films can be used as springboards for examining enduring philosophical questions. _Philosophy Through Film_ provides guidance in how to watch films with an eye for their philosophical content, helping students become familiar with key topics in all of the major areas in Western philosophy, and helping them master the techniques of philosophical argumentation. The perfect size and scope for a first course in philosophy, _Philosophy Through Film_ assumes no prior knowledge of philosophy. It is an (...) excellent teaching resource and learning tool, introducing students to key topics and figures in philosophy through thematic chapters, each of which is linked to one or more "focus films" that illustrate a philosophical problem or topic. Revised and expanded, the Second Edition features a new chapter on political philosophy, an introductory chapter explaining how to watch films philosophically, an appendix with primary readings, and the addition of five new focus films. Films examined in depth include: _The Matrix_ _Vanilla Sky_ _Hilary and Jackie_ _Memento_ _I, Robot_ _Minority Report_ _Crimes and Misdemeanors_ _Antz_ _Equilibrium_ _The Seventh Seal_ _The Rapture_ _Leaving Las Vegas_. (shrink)

Why do the big philosophical questions so often strike us as far-fetched and little to with everyday life? Mary Midgley shows that it need not be that way; she shows that there is a need for philosophy in the real world. Her popularity as one of our foremost philosophers is based on a no-nonsense, down-to-earth approach to fundamental human problems, philosphical or otherwise. In _Utopias, Dolphins and Computers_ she makes her case for philosophy as a difficult but necessary tool (...) for solving some of the most pressing issues facing contemporary society. How should we treat animals? Why are we so confused about the value of education? What is at stake in feminism? Why should we sustain our environment? Why do we think intelligent computers will save us? Mary Midgley argues that philosophy not only can, but should be used in thinking about these questions. _Utopias, Dolphins and Computers_ will make fascinating reading for philosophers, educationalists, feminists, environmentalists and indeed anyone interested in the questions of philosophy, ethics and life. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Professionalism and Leadership in Early Childhood Education and Care explores the tension between what early years practitioners are expected to achieve, and the level of expertise and understanding required to underpin this. It examines the impact of recent policies on the agency of individual practitioners, and the culture and ethos of their settings, and questions the driving factors behind reforms to curriculum and practice and where this locates practitioners and their provision. Bringing together the latest research and ideas on professionalism (...) and leadership, the book explores how professional status is understood and acquired and what makes this problematic in ECEC. It explores the impact of different leadership approaches, what needs to be challenged and sets out how the workforce might assert its own identity and values and continue to advocate for the needs of young children. Including case studies to illustrate the lived experiences of individual practitioners as they worked towards becoming graduate professionals, this will be valuable reading for early years professionals engaged in undergraduate and postgraduate study and those researching policy development and professional identity within ECEC. (shrink)