In lieu of an abstract, here is a brief excerpt of the content:Response to Paul Woodford, “A Liberal Versus Performance-Based Music Education?”Peter R. WebsterA study of the history of music teaching and learning in North America will likely reveal very few examples of extended and well-argued professional discourse. By "discourse" I mean a continuous expression or exchange of ideas designed to present contrasting views on important issues in the music teaching profession. Often our annual conventions are filled with presentations (...) that address a single perspective in research, pedagogy, or theory. "Special theme" issues of magazines are rarely devoted to contrasting points of view about music teaching and learning. Conferences are organized to promote single views on a subject, often speaking to a partisan audience that expects to be neither challenged to think in a contrary way nor encouraged to develop alternative perspectives.Of course there are some rare and wonderful exceptions. During my course on measurement and assessment in music, I frequently ask my students to read [End Page 208] the exchange in the pages of the Music Educators Journal during the late 1930s between James Mursell and Carl Seashore as they debated approaches to music aptitude testing.1 I recall the great exchange at the 1994 meeting of the Music Educators National Conference between Bennett Reimer and Edwin Gordon on the subject of music learning.2 In past eras, there have been notable "point-counterpoint" exchanges in the pages of the Bulletin of the Council of Research in Music Education,3 as well as interesting perspectives on completed doctoral dissertations that spawned some debate. More recently, contributions in Philosophy of Music Education Review have been notable, particularly given the recent upturn in published work and interest in music education philosophy that this very Symposium exemplifies. The formation of the MayDay group in recent years is no small example of this trend.4 I am sure that I have missed other examples. However, compare these few instances with the millions of pages that are written in our field and the hours of papers presented and conference sessions held and the examples of real discourse pale in comparison to the body of professional exchange.In his paper, especially in the early pages, Paul Woodford makes this point forcefully and effectively. He challenges us to consider just how few examples there are of real discourse within the profession. I enjoyed enormously the case made for liberal education as not defined by the teaching of a canon of great books or art works as an end but as a thoughtful discussion of ideas in light of con-temporary circumstance. The paper reminds us that the idea of criticism in our field need not be a negative concept in this current age of post-modern thought, but a positive mark of a maturing profession.I was sympathetic to Woodford's example of multiculturalism running the risk of becoming an absolutism to be imposed on children. I feel the same way at times about other trends in our field such as the rise of technology as a kind of end-experience or the encouragement of popular music in classrooms simply because it is such a dominant part of children's lives. Each of these aspects of modern music education is worthy of careful debate by intellectuals in our field in much more sophisticated ways then we see today. Woodford would have us believe that this is a major professional failure, and I tend to agree.Not to belabor this point too much, but what about the National Standards? How often do you see an article published in Music Educators Journal that actually takes issue with any aspect of the standards? Where is the national debate about the content, extension, redefinition, refocusing, and development of these standards? Are they so good that they are not the subject of at least some national debate?At core here, for me, is the notion that discourse involving critical comment leads not to a sense of competition for superiority but real understanding of complex [End Page 209] issues. Very little that is worth discussing is black and white, and nearly always there are levels of complex gray. Many of us learn this from our days on the high... (shrink)

Peter Anstey presents a thorough and innovative study of John Locke's views on the method and content of natural philosophy. Focusing on Locke's Essay concerning Human Understanding, but also drawing extensively from his other writings and manuscript remains, Anstey argues that Locke was an advocate of the Experimental Philosophy: the new approach to natural philosophy championed by Robert Boyle and the early Royal Society who were opposed to speculative philosophy. On the question of method, Anstey shows how Locke's pessimism (...) about the prospects for a demonstrative science of nature led him, in the Essay, to promote Francis Bacon's method of natural history, and to downplay the value of hypotheses and analogical reasoning in science. But, according to Anstey, Locke never abandoned the ideal of a demonstrative natural philosophy, for he believed that if we could discover the primary qualities of the tiny corpuscles that constitute material bodies, we could then establish a kind of corpuscular metric that would allow us a genuine science of nature. It was only after the publication of the Essay, however, that Locke came to realize that Newton's Principia provided a model for the role of demonstrative reasoning in science based on principles established upon observation, and this led him to make significant revisions to his views in the 1690s. On the content of Locke's natural philosophy, it is argued that even though Locke adhered to the Experimental Philosophy, he was not averse to speculation about the corpuscular nature of matter. Anstey takes us into new terrain and new interpretations of Locke's thought in his explorations of his mercurialist transmutational chymistry, his theory of generation by seminal principles, and his conventionalism about species. (shrink)

PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

This book presents the first integrated treatment of the philosophy of Robert Boyle, one of the leading English natural philosophers of the Scientific Revolution.

As artificial intelligence (AI) technology advances, we increasingly delegate mental tasks to machines. However, today’s AI systems usually do these tasks with an unusual imbalance of insight and understanding: new, deeper insights are present, yet many important qualities that a human mind would have previously brought to the activity are utterly absent. Therefore, it is crucial to ask which features of minds have we replicated, which are missing, and if that matters. One core feature that humans bring to tasks, when (...) dealing with the ambiguity, emergent knowledge, and social context presented by the world, is reflection. Yet this capability is completely missing from current mainstream AI. In this paper we ask what reflective AI might look like. Then, drawing on notions of reflection in complex systems, cognitive science, and agents, we sketch an architecture for reflective AI agents, and highlight ways forward. (shrink)

Several million people are treated with neuroleptic medications in North America each year. A large percentage of these patients develop a chronic neurologic disorder-tardive dyskinesia-characterized by abnormal movements of the voluntary muscles. Most cases are permanent and there is no known treatment. Evidence has been accumulating that the neuroleptics also cause damage to the highest centers of the brain, producing chronic mental dysfunction, tardive dementia and tardive psychosis. These drug effects may be considered a mental equivalent of tardive dyskinesia. Relevant (...) data are derived from human autopsies, brain imaging , neurophysical tests, and clinical research. That the neuroleptics can damage higher brain centers is confirmed by their known neurotoxicity and neurophysiological impact, animal autopsies, and a comparison to diseases that mimic neuroleptic effects, such as Huntington's chorea and lethargic encephalitis. Patients and the public should be informed of the danger of both tardive dyskinesia and tardive dementia. The mental health professions should severely limit the use of neuroleptics and develop safer and better alternatives to these dangerous substances. (shrink)

In a bold new approach to the lives of the Founding Fathers and the principles they embraced, Breggin shows how the same ideals that inspired the American Revolution and the Declaration of Independence can motivate and guide people today to live happier and more satisfying lives.

This chapter examines John Locke's interest in and views on the Cartesian vortex theory.

This paper examines the contents of the sixth paragraph of the “Tyrrell Memoir”. This paragraph makes some strong, critical claims about both Locke’s “obsession” with the London physician Thomas Sydenham, and his purported dismissive attitude towards another physician, Richard Lower. In the paragraph, Tyrrell sides with the First Earl of Shaftesbury’s mocking attitude towards the triumvirate Locke, his close friend David Thomas, and Sydenham, and relates some extraordinary and hitherto unknown anecdotes. Tyrrell’s claims are assessed in relation to what we (...) know about the relations between these four men and in relation to the current state of Sydenham historiography. (shrink)

Peter Anstey rejects the widespread view that all knowledge for Locke is propositional. He argues, instead, that Locke accepts a form of non-propositional knowledge. The perception of the agreement and disagreement of ideas, according to Anstey's interpretation, is akin to what Bertrand Russell called “knowledge by acquaintance.” He presents a careful, four-step analysis of Locke’s view of the acquisition of knowledge, which is designed to show how the mind proceeds from perceiving to affirming, then to assenting, and finally to (...) verbalizing propositions. This comprehensive account takes into account a variety of remarks Locke makes about perception, knowledge and true or false propositions, and Anstey claims that overall this interpretation is a better fit than the orthodox view that Locke held all knowledge to be propositional. (shrink)

Early modern experimental philosophers were opposed to speculation, and yet many endorsed speculative theories. This chapter gives a partial explanation of why this is so, using Robert Boyle’s acceptance and promotion of the corpuscular philosophy as a case study. It argues that, in addition to furnishing experimental evidence for the corpuscular hypothesis in his Forms and Qualities, Boyle attempted to establish its epistemic superiority over other speculative theories on the grounds that it is founded upon superior principles. In his ‘Excellency (...) and Grounds of the Mechanical Hypothesis’, Boyle claims that the principles of the corpuscular philosophy are more intelligible, more parsimonious, ontologically primary, simpler and more comprehensive than those of its rivals. On grounds of comparative plausibility then, according to Boyle, the corpuscular philosophy is eminently preferable to its rivals. The final section of the chapter traces the legacy of Boyle’s appraisal of the epistemic status of the corpuscular philosophy in the writings of many of his compatriots from the mid-1660s to the Cyclopedia of Ephraim Chambers of 1728. (shrink)

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

This is an online book exhibition at the University of Otago Library. It contains images of Hume's copy of Berkeley's New Theory of Vision, 1709.

The success of political efforts to create a more open economy in Brazil over the past decade has depended crucially on support from the industrial sector, which long enjoyed the benefits of protection by the state from economic competition. Why businesses previously so sheltered would back neoliberal reform, and why opposition arose at times from sectors least threatened by free trade, are the puzzles this book seeks to answer. Drawing on more than one hundred interviews with industrialists and business association (...) representatives, as well as a wide range of other sources, Peter Kingstone argues that the key to understanding the behavior of industrialists lies in the impact of four factors on their preferences for reform: the effect of economic crisis on industrialists' perception of the viability of the earlier development model; the sectoral location of their firms in the economy and the advantages historically accruing therefrom; the adjustment options available to them given their position in the market; and the credibility of the government's promises about reform and its tactical choices for getting them implemented through the political system. The mix of these four factors, Kingstone shows, left business preferences relatively malleable and thus available for support of reform, even in the face of potentially high costs. Whether such support was forthcoming depended on industrialists' perceptions of the ability of government leaders to deliver on their promises. Widespread resistance to reform occurred when leaders lost their credibility. Under Fernando Collor's leadership, that credibility was never recovered; under Fernando Henrique Cardoso's, it was recovered through increasing concessions to industrialists on the character of the reform program. (shrink)

The dominant and deceptively simple theme of this book is the relationship between the moral environment of the courtroom and that of the society in which the court is situated. Like other Past and Present conference proceedings, the volume ranges widely across time and space, from ancient Greece to twentieth-century Africa. As a consequence, it encompasses not only the highly professional legal systems of the Roman, later medieval and modern worlds, but also the relatively unprofessionalised courts of classical Athens and (...) of the early middle ages and the alien, imposed legal systems of colonial Rhodesia and Kenya. The Moral World of the Law is based upon papers delivered at the conference of that name, sponsored by the journal Past and Present and held at the University of Birmingham in 1996. (shrink)

__Nietzsche: The Key Concepts__ is a comprehensive guide to one of the most widely-studied and influential philosophers of the nineteenth century. This invaluable resource helps navigate the often challenging and controversial thought outlined in Nietzsche’s seminal texts. Fully cross-referenced throughout and in an accessible A-Z format with suggestions for further reading, this concise yet thorough introduction explores such ideas as: decadence epistemology modernity nihilism will to power This volume is essential reading for students of philosophy and will be of interest (...) to those studying in the fields of literature, religion and cultural theory. (shrink)