There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the (...) writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault. (shrink)

It is sometimes assumed too rigorously that what distinguishes the language of Terence from that of Plautus is its modernity; that antiquated forms and expressions, common enough in the older dramatist , were all but completely absent in the younger . On this assumption a faulty Terence line is due simply to mistranscription, and the method of emendation is the same as would be employed on any MS. incorrectly copied in Carolingian times from an archetype now lost.

Philosophers agree that scientific explanations aim to produce understanding, and that good ones succeed in this aim. But few seriously consider what understanding is, or what the cues are when we have it. If it is a psychological state or process, describing its specific nature is the job of psychological theorizing. This article examines the role of understanding in scientific explanation. It warns that the seductive, phenomenological sense of understanding is often, but mistakenly, viewed as a cue of genuine understanding. (...) The article closes with a discussion of several new paths of research that tie the psychology of scientific explanation to cognate notions of learning, testimony, and understanding. (shrink)

Scientists and laypeople alike use the sense of understanding that an explanation conveys as a cue to good or correct explanation. Although the occurrence of this sense or feeling of understanding is neither necessary nor sufficient for good explanation, it does drive judgments of the plausibility and, ultimately, the acceptability, of an explanation. This paper presents evidence that the sense of understanding is in part the routine consequence of two well-documented biases in cognitive psychology: overconfidence and hindsight. In light of (...) the prevalence of counterfeit understanding in the history of science, I argue that many forms of cognitive achievement do not involve a sense of understanding, and that only the truth or accuracy of an explanation make the sense of understanding a valid cue to genuine understanding. (shrink)

Defining terms -- The real world -- The news -- Reading as vacation -- Uses of culture -- The postmodern smirk -- The corporate gallery -- Icons and idols -- Man as Romanian -- Dowsing and science -- Origin myths -- Diplomatic memoir -- A syndrome of simile and metaphor -- Three dreams, one trip -- My obituaries -- Salt water -- My coronation -- Representations -- The pornographic dream -- Against art fairs -- Rescuing the subject from the picture (...) -- Branding the arts -- The end of the affair -- A defense of virtuosity -- Mere esthetics. (shrink)