This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.

This commentary analyses the quantitative parameters of Reichle et al.'s model, using estimates when explicit information is not provided. The analysis highlights certain features that appear to be necessary to make the model work and ends by noting a possible problem concerning the variability associated with oculomotor programming.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1752 edition. Excerpt:... to which the original Exclusion had been owing, the Points of two short and slender Hairs appear'd protruding themselves from its oval Surface. The thicker butoblong Bodies, from whose Extremities these grew, next forc'd themselves out, and it was evident to a-'n accustom'd Eye, that they were (...) the Antennze of a two wing'd Fly; next presented themselves the anterior Surfaces of two chequeffd Orbs, which were plainly the complex Eyes of anlnsect' of the same Species, separated by a plain Portion of a Forehead; and soon after the whole Head. This was no sooner all in View, than it swell'd to a Diameter equal to twice the Measure of that of the Breast. lt might have appear'd from the first, that the Head was growing under the Eye of the Observer, from the Extremity of the Thorax, but tho' a more rational Enquiry could not but produce for its Answer, that it was only now thrust forth out of the Cavity of the Breast in which it had before been lodg'd; it yet appear'd singular after this sudden Change in Size to conceive how a Thing should have been till that Moment lodg'd in a Cavityz not equal to half its own Diameter. P a The The Head was now entire and in its Place, and the Legs were firm, and supported the Body well, but the Wings did not yet appear. On examining the Place where they were to be expacted, I discover'd two irregular Protuberances of a wrinkled Surface, and considerably large, and under them the two oblong Pedicies which we see supporting the Balls under the Wings of all the two wing'd Flies. It was evident from this, that the Protuberances at the two Sides of the Base of the Thorax were the very Wings in their folded State, and this was soon prov'd by their expanding. The Wings in all this Race of Creatures are the last Part... (shrink)

The success of deep brain stimulation (DBS) for movement disorders and the improved understanding of the neurobiologic and neuroanatomic bases of psychiatric diseases have led to proposals to expand current DBS applications. Recent preclinical and clinical work with Alzheimer's disease and obsessive-compulsive disorder, for example, supports the safety of stimulating regions in the hypothalamus and nucleus accumbens in humans. These regions are known to be involved in addiction and overeating associated with obesity. However, the use of DBS targeting these areas (...) as a treatment modality raises common ethical considerations, which include informed consent, coercion, enhancement, threat to personhood, and manipulation of the reward center. Pilot studies for both of these conditions are currently investigational. If these studies show promise, then there is a need to address the ethical concerns related to the initiation of clinical trials including the reliability of preclinical evidence, patient selection, study design, compensation for participation and injury, cost-effectiveness, and the need for long-term follow-up. Multidisciplinary teams are necessary for the ethical execution of such studies. In addition to establishing safety and efficacy, the consideration of these ethical issues is vital to the adoption of DBS as a treatment for these conditions. We offer suggestions about the pursuit of future clinical trials of DBS for the treatment of addiction and overeating associated with obesity and provide a framework for addressing ethical concerns related to treatment. (shrink)

In the World Library of Educationalists series, international experts themselves compile career- long collections of what they judge to be their finest pieces-extracts from books, key articles, salient research findings, major theoretical and/practical contributions-so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. Emeritus Professor John White has spent the last 35 years researching, thinking (...) and writing about some of the key and enduring issues in education. In this book, he brings together 16 key writings in one place. Starting with a specially written Introduction, which gives an overview of John's career and conceptualizes his selection within the development of the field, the chapters cover: · Mind · State and Curriculum · Well-being · Politics · Curriculum subjects. This book not only shows how John's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed. (shrink)

"Despite a dramatic rise in average income in the last 40 years, people are no happier. Since the millennium personal well-being has recently shot up the political and educational agendas, with schools in the UK even including "Personal Well-being" as a curriculum topic in its own right.This book takes teachers, student teachers and parents step by step through the many facets of well-being, pausing at each step to look at the educational implications for teachers and parents trying to make our (...) children's lives more meaningful. With his renowned talent for distilling the most complex of philosophical arguments into accessible laymen's terms, John White addresses the moral maze of well-being through three distinct parts:Part 1 describes the remarkable growth of interest in children's well-being in the UK since 2000, and suggests that a philosophical look at the concept of well-being is essential, so that teachers and parents can avoid confusion and misunderstanding.Part 2 takes the reader step by step through the intricacies of the concept in a deliberately accessible way with each chapter containing a substantial section showing how the new ideas just introduced can be taken up in education, especially in schools.Part 3 is about the future of education for well-being, pulling together, expanding on home as well as school, discussing the main aims and emphases of an education focussed on personal well-being. The author also looks at how school's traditional practices will have to change, given the new focus on well-beingAs well as looking at educational implications of all these questions step by step, the book concludes with an extensive practical guide for families and schools wanting to realise the new well-being agenda.This short, engaging book takes the reader with little or no background in philosophy into these issues. It is of special interest to teachers and parents, since they are now at the sharp end of the culture change we are now experiencing"-- Provided by publisher. (shrink)

This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.

The clash between the public right to know and public safety is just one of the fundamental conflicts raised by Hurst and White in this, the first definitive study of ethics in the Australian news media. Hurst and White explore the concept of ethical conduct, apply it to journalism, then draw on a wealth of local examples where the news media's conduct was challenged. They examine the attempts to codify the principles - from the policies of press councils (...) to the journalists' own codes of ethics - and show where these are inadequate, muddled or honoured in the breach. They put forward some provocative ideas for reform. (shrink)

This paper concerns the influence of gender on a firm’s moral and economic performance. It supports Thomas White’s intimation of a male gender bias in the value system underlying extant business theory. We suggest that this gender bias may be corrected by drawing on the concept of substantive rationality inherent in virtue-ethics theory. This feminine-oriented relationship-based value system complements the essential nature of the firm as a nexus of relationships between stakeholders. Not only is this feminine firm morally desirable, (...) but it is also economically more efficient in that trust becomes a more feasible implicit contractual enforcement mechanism. In an organizational context, therefore, from both a moral and an economic perspective, long established economic man is dominated by nascent economic woman. (shrink)

Pat White, John White; David Cooper's Illusions, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 239–248, https://doi.org/10.1111/j.1.

An analysis of what values and science are, how they relate, and what motivates scientists.

In this series of eight articles, the Australian Traumatic Brain Injury Initiative (AUS-TBI) consortium describes the Australian approach used to select the common data elements collected acutely that have been shown to predict outcome following moderate-severe traumatic brain injury (TBI) across the lifespan. This article presents the unified single data dictionary, together with additional measures chosen to facilitate comparative effectiveness research and data linkage. Consultations with the AUS-TBI Lived Experience Expert Group provided insights on the merits and considerations regarding data (...) elements for some of the study areas, as well as more general principles to guide the collection of data and the selection of meaningful measures. These are presented as a series of guiding principles and themes. The AUS-TBI Aboriginal and Torres Strait Islander Advisory Group identified a number of key points and considerations for the project approach specific to Aboriginal and Torres Strait Islander peoples, including key issues of data sovereignty and community involvement. These are outlined in the form of principles to guide selection of appropriate methodologies, data management, and governance. Implementation of the AUS-TBI approach aims to maximize ongoing data collection and linkage, to facilitate personalization of care and improved outcomes for people who experience moderate-severe TBI. (shrink)

This is a reply to Rebecca Taylor's 2017 JOPE article ‘Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators’. It agrees with her in going beyond the indoctrinatory role of the individual teacher to include that of whole educational systems, but differs in emphasizing indoctrinatory intention rather than outcome; and in allowing the possibility of indoctrination without individual teachers being indoctrinators at all.

John White; The Medical Condition of Philosophy of Education, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 155–162, https://doi.or.

A short encyclopaedia entry on the nature of philosophy of education.

John White; On Reconstructing the Concept of Human Potential, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 133–142, https://doi.or.

John White; The Problem of Self-interest: the educator’s perspective, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 163–175, https.

The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical (...) relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises. (shrink)

Love comes in many forms. From friendship to parenthood, from the lover to the altruist, it touches all our lives. As time passes by this remains constant in the human experience. Love's Philosophy explores the basic expressions of love. In this book, White takes into account classical and historical perspecitives. His reflections explain the historical and contemporary formations of love, and offer alternative models to that most encompassing sensation, love.

Books reviewed in this article:Roger Crisp and Brad Hooker (eds), Well–being and Morality: essays in honour of James GriffinJames Griffin, Value JudgementJohn O’Neill, The Market: ethics, knowledge and politicsE. F. Paul, F. D. Miller and J. Paul (eds), Human FlourishingJoseph Raz, Engaging ReasonL. W. Sumner, Welfare, Happiness and Ethics.

John Paul II proposes that 1 Cor. 9:24-27 includes sport among the human values and offers a paradigm to recognise ‘the fundamental validity of sport, considering it not just as a term of comparison to illustrate higher ethical and aesthetic ideal, but also in its intrinsic reality as a factor in the formation of man as a part of his culture and his civilization’. In this paper, I intend to follow John Paul II’s interpretation and moral reasoning in (...) order to demonstrate how 1 Cor. 9:24-27 can be used in Christian ethics as a paradigm for theological reflection on sport. (shrink)

From The Birth of Tragedy on, Nietzsche worked to comprehend the nature of the individual. Richard White shows how Nietzsche was inspired and guided by the question of personal "sovereignty" and how through his writings sought to provoke the very sovereignty he described. White argues that Nietzsche is a philosopher our contemporary age must therefore come to understand if we are ever to secure a genuinely meaningful direction for the future. Profoundly relevant to our era, Nietzsche's philosophy addresses (...) a version of individuality that allows us to move beyond the self-dispossession of mass society and the alternative of selfish individualism - to fully understand how one becomes what one is. (shrink)

A critical discussion of R S Peters' account of emotions and their place in education.

This article is a critical discussion of two recent papers by Michael Hand on moral education. The first is his ‘Towards a Theory of Moral Education’, published in the Journal of Philosophy of Education in 2014. The second is a chapter called ‘Beyond Moral Education?’ in an edited book of new perspectives on my own work in philosophy and history of education, published in the same year. His two papers are linked in that he applies the theory outlined in the (...) former to a critique in the latter of my views on education in altruism in a 1990 publication. I introduce this article by outlining the tradition of recent philosophical thought about moral education, beginning with that of Richard Peters, in which Hand is working. (shrink)

Howard Gardner's theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner's intellectual development. (...) The third section looks at changes in the theory since its inception in 1983 and at problems with its applications to education. The paper concludes with a response to Gardner's critical comments on the argument to this point. (shrink)

The paper looks at arguments for and against private schools, first in general and then, at greater length, in their British form. Here it looks first at defences against the charge that private schooling is unfair, discussing on the way problems with equality as an intrinsic value and with instrumental appeals to greater equality, especially in access to university and better jobs. It turns next to charges of social exclusiveness, before looking in more detail at claims about the dangers private (...) schools pose for democratic government. It then examines complications arising from shifts in the notion of ‘private’ education since the 1980s, before concluding, in the light of recent articles in JOPE about criteria for admission to university, with a discussion of Brighouse's proposal for the reform of private schooling. There are also shorter discussions of other suggestions for such reform. (shrink)

An Aims-based Curriculum spells out a ground-breaking alternative to the familiar school curriculum constructed around a number of largely academic subjects. Its starting point is not subjects, but what schools should be for. It argues that aims are not to be seen as high-sounding principles that can be easily ignored: they are the lifeblood of everything a school does. -/- The book begins with general aims to do with equipping each learner to lead a personally fulfilling life, and to help (...) others to do so too. From these, they derive more specific aims covering the personal qualities, skills and understanding needed for a life of personal, civic and vocational well-being. -/- The second half of the book, on political realities of implementation, takes this process of aims-derivation further. Some of its detailed aims, but by no means all, overlap with conventional curriculum objectives. It also looks at the role of the state in curriculum decisions, as well as the implications of the book’s central argument for student choice, school ethos, assessment, inspection and teacher education . (shrink)

Various conceptions of philosophy of education have been mooted over the last sixty years. The paper looks at five of these, associated particularly with R. S. Peters, D. W. Hamlyn, David Bakhurst, Philip Kitcher, and Harvey Siegel. It shows differences and sometimes overlaps among these, to do with whether or not philosophy of education should be seen as a branch of philosophy, as central to philosophy as a whole, or as a form of applied philosophy. The paper puts most weight (...) on the last of these while recognizing the importance of work on the enculturation of young human beings as exemplified in Hamlyn’s and Bakhurst’s writings. (shrink)

John White; Philosophers on Education, Journal of Philosophy of Education, Volume 33, Issue 3, 16 December 2002, Pages 485–500, https://doi.org/10.1111/1467-975.

Everyone will agree that education ought to prepare young people to lead a meaningful life, but there are different ways in which this notion can be understood. A religious interpretation has to be distinguished from the secular one on which this paper focuses. Meaningfulness in this non-religious sense is a necessary condition of a life of well-being, having to do with the nesting of one’s reasons for action within increasingly pervasive structures of activity and attachment. Sometimes a life can seem (...) meaningless when it is not so in fact. In more extreme cases it may in fact be to some extent meaningless. Equipping young people for a meaningful life is a worthwhile, but not all-important educational aim. Educators should help them not only to see their lives as meaningful but also to lead lives that <are> meaningful. This involves continuous engagement in the nesting of reasons mentioned above. Where autonomy is also an aim, temperamental attunement to possible options – rather than exposure to all possible options – and time to explore them are important considerations. Questions arise here both about social justice and about whether current school curriculum and timetabling arrangements help or hinder pupils in living a meaningful life. (shrink)