These twelve articles consider central issues in the philosophy of education, particularly the concept of education, the content of education, teaching and learning, and justification of education. Contributors include John Woods, W.H. Dray, I. Scheffler, P.H. Hirst, P. Herbst, Mary Warnock, R. Pring, D.W. Hamlyn, and Mrs. P.A. White.

Antonio Gramsci is one of the major social and political theorists of the 20th century whose work has had an enormous influence on several fields, including educational theory and practice. Gramsci and Education demonstrates the relevance of Antonio Gramsci's thought for contemporary educational debates. The essays are written by scholars located in different parts of the world, a number of whom are well known internationally for their contributions to Gramscian scholarship and/or educational research. The collection deals with a broad range (...) of topics, including schooling, adult education in general, popular education, workers' education, cultural studies, critical pedagogy, multicultural education, and the role of intellectuals in contemporary society. (shrink)

The volume brings together a collection of original papers on some of the main tenets of Joseph Raz's legal and political philosophy: Legal positivism and the nature of law, practical reason, authority, the value of equality, incommensurability, harm, group rights, and multiculturalism. James Griffin and Yael Tamir raise questions concerning Raz's notion of group rights and its application to claims of cultural and political autonomy, while Will Kymlicka and Bernhard Peters examine Raz's theory of multicultural society. Lukas Meyer investigates the (...) applicability of the notion of harm in the intergenerational context. Other papers are devoted to fundamental theoretical tenets of Raz's work. Hillel Steiner and Andrei Marmor examine Raz's account of value pluralism and incommensurability in light of what these authors consider to be goods whose equal distribution must be valued for its own sake. Robert Alexy and Timothy Endicott discuss traditional issues of jurisprudence and legal philosphy with special attention to Raz's contribution. Rüdiger Bittner, Bruno Celano, and J. E. Penner discuss and criticize aspects of Raz's theory of practical reason. Jeremy Waldron presents a critique of Raz's interpretation of authority.This volume concludes with a chapter by Joseph Raz in which he responds to arguments in the foregoing essays. (shrink)

After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, politics, and religion (...) debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. Editors Elizabeth Kiss and J. Peter Euben survey the history of ethics in higher education, then engage with provocative recent writings by Stanley Fish in which he argues that universities should not be involved in moral education. Stanley Hauerwas responds, offering a theological perspective on the university’s purpose. Contributors look at the place of politics in moral education; suggest that increasingly diverse, multicultural student bodies are resources for the teaching of ethics; and show how the debate over civic education in public grade-schools provides valuable lessons for higher education. Others reflect on the virtues and character traits that a moral education should foster in students—such as honesty, tolerance, and integrity—and the ways that ethical training formally and informally happens on campuses today, from the classroom to the basketball court. _Debating Moral Education_ is a critical contribution to the ongoing discussion of the role and evolution of ethics education in the modern liberal arts university. _Contributors_. Lawrence Blum, Romand Coles, J. Peter Euben, Stanley Fish, Michael Allen Gillespie, Ruth W. Grant, Stanley Hauerwas, David A. Hoekema, Elizabeth Kiss, Patchen Markell, Susan Jane McWilliams, Wilson Carey McWilliams, J. Donald Moon, James Bernard Murphy, Noah Pickus, Julie A. Reuben, George Shulman, Elizabeth V. Spelman. (shrink)

educated man1 Some further reflections 1 The comparison with 'reform' In reflecting, in the past, on the sort of term that 'education' is I have usually ...

Leven en werk van Engelse wijsgeer Thomas Hobbes.

First published in 1974, this book presents a coherent collection of major articles by Richard Stanley Peters. It displays his work on psychology and philosophy, with special attention given to the areas of ethical development and human understanding. The book is split into four parts. The first combines a critique of psychological theories, especially those of Freud, Piaget and the Behaviourists, with some articles on the nature and development of reason and the emotions. The second looks in historical order (...) at ethical development. The third part combines a novel approach to the problem of understanding other people, whilst the fourth part is biographical in an unusual way. The volume can be viewed as a companion to the author’s _Ethics and Education _and will appeal to students and teachers of education, philosophy and psychology, as well as to the interested non-specialist reader. (shrink)

David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...

Bambrough, R. Essay on man.--Quinton, A. Has man an essence?--Warnock, G. J. Kant and anthropology.--Honderich, T. On inequality and violence, and the differences we make between them.--Cherry, C. Agreement, objectivity and the sentiment of humanity in morals.--Gregory, I. Psycho-analysis, human nature and human conduct.--Gosling, J. The natural supremacy of conscience.--Scruton, R. Reason and happiness.--Wollheim, R. Needs, desires, and moral turpitude.--Hollis, M. My role and its duties.--Watkins, J. Three views concerning human freedom.--Letwin, S. R. Nature, history, and morality.--Passmore, J. Attitudes to (...) nature.--Benson, J. Hog in sloth, fox in stealth: man and beast in moral thinking.--Hare, R. Contrasting methods of environmental planning.--Self, P. Techniques and values in policy decisions. (shrink)

A first-person proposition is a proposition that only a single subject can assert or believe. When I assert ‘I am on fire’ I assert a first-person proposition that only I have access to, in the sense that no one else can assert or believe this proposition. This is in contrast to third-person propositions, which can be asserted or believed by anyone.

I examine a dispute about the nature of practical reason, and in particular moral reason, generated by Thomas Nagel's proposal of an internalist rationalism which claims we can explain motivation in terms of reason and belief alone. In opposition, Humeans contend that such explanations must also appeal to further desires. Arguments on either side of this debate typically assume that a rationalist or Humean conclusion can be reached independently of a claim about the nature of moral judgment. I'll maintain, to (...) the contrary, that a resolution of this dispute can only be achieved on the basis of such a claim. (shrink)

Over the last ten years, „Theory U″, written by C.O. Scharmer in 2007, has earned broad international recognition. However, critical reviews of its grounding in social sciences and philosophy have been rare. After a brief introduction to Theory U this article examines its methodic approach in the context of its references to the universal history of Toynbee, and epistemological sources in the works of Nietzsche, Capra, Varela, Husserl, and Steiner. The investigation of Theory U’s historical and philosophical grounding comes to (...) the conclusion that it is evidently falling short of adequately capturing real world complexity and does not match widely accepted academic standards. Despite its evident deficiencies, Theory U deserves the merit of uniquely embracing non conventional schools of thought beyond the mainstream literature on leadership theories. (shrink)

The literature on conditionals is rife with alternate formulations of the abstract semantics of conditional logic. Each formulation has its own advantages in terms of applications and generalizations; nevertheless, they are for the most part equivalent, in the sense that they underwrite the same range of logical systems. The purpose of the present note is to bring under this umbrella the partition semantics introduced by Brian Skyrms in (Skyrms, 1984).

Dynamical Grammar explores the consequences for language acquisition, language evolution, and linguistic theory of taking the underlying architecture of the language faculty to be that of a complex adaptive dynamical system. It contains the first results of a new and complex model of language acquisition which the authors have developed to measure how far language input is reflected in language output and thereby get a better idea of just how far the human language faculty is hard-wired.

Building on self-professed perspectival approaches to both scientific knowledge and causation, I explore the potentially radical suggestion that perspectivalism can be extended to account for a type of objectivity in science. Motivated by recent claims from quantum foundations that quantum mechanics must admit the possibility of observer-dependent facts, I develop the notion of ‘perspectival objectivity’, and suggest that an easier pill to swallow, philosophically speaking, than observer-dependency is perspective-dependency, allowing for a notion of observer-independence indexed to an agent perspective. Working (...) through the case studies of colour perception and causal perspectivalism, I identify two places within which I claim perspectival objectivity is already employed, and make the connection to quantum mechanics through Bohr’s philosophy of quantum theory. I contend that perspectival objectivity can ensure, despite the possibility of perspective-dependent scientific facts, the objectivity of scientific inquiry. (shrink)

A recent series of experiments have demonstrated that a classical fluid mechanical system, constituted by an oil droplet bouncing on a vibrating fluid surface, can be induced to display a number of behaviours previously considered to be distinctly quantum. To explain this correspondence it has been suggested that the fluid mechanical system provides a single-particle classical model of de Broglie’s idiosyncratic ‘double solution’ pilot wave theory of quantum mechanics. In this paper we assess the epistemic function of the bouncing oil (...) droplet experiments in relation to quantum mechanics. We find that the bouncing oil droplets are best conceived as an analogue illustration of quantum phenomena, rather than an analogue simulation, and, furthermore, that their epistemic value should be understood in terms of how-possibly explanation, rather than confirmation. Analogue illustration, unlike analogue simulation, is not a form of ‘material surrogacy’, in which source empirical phenomena in a system of one kind can be understood as ‘standing in for’ target phenomena in a system of another kind. Rather, analogue illustration leverages a correspondence between certain empirical phenomena displayed by a source system and aspects of the ontology of a target system. On the one hand, this limits the potential inferential power of analogue illustrations, but, on the other, it widens their potential inferential scope. In particular, through analogue illustration we can learn, in the sense of gaining how-possibly understanding, about the putative ontology of a target system via an experiment. As such, the potential scientific value of these extraordinary experiments is undoubtedly a significant one. (shrink)

We describe some of the signs and symptoms of left visuo-spatial neglect. This common, severe and often long-lasting impairment is the most striking consequence of right hemisphere brain damage. Patients seem to (over-)attend to the right with subsequent inability to respond to stimuli in contralesional space. We draw particular attention to how patients themselves experience neglect. Furthermore, we show that the neglect patient's loss of awareness of left space is crucial to an understanding of the condition. Even after left space (...) has been brought into the patient's consciousness (either by local cueing on the left or by an emphasis on global properties of the scene as a whole), this awareness of left space rapidly declines. We suggest that much of the symptomology of left neglect can be interpreted as a disconnection between brain mechanisms that are relatively specialized for local (detail) visual processing and global (panoramic) processing. This failure of communication between functional (subpersonal) mechanisms then has consequences for how perceptual and representational content enters into awareness. Failure of the local contents of left space to be consciously accessed is, in turn, an important aspect of why left neglect is so difficult to remediate. Patients can ''know'' that they have neglect but are cut off from the perceptual awareness that would enable them to overcome their attentional bias to the right. (shrink)

There has been in recent years a huge surge of interest in the so-called extended Wigner’s friend scenario (EWFS). In short, a series of theorems (with some variation in detail) puts pressure on the ability of different agents in the scenario to account for each of the others’ measured outcomes: the outcomes cannot be assigned single well-defined values while also satisfying other reasonable physical assumptions. These theorems have been interpreted as showing that there can be no absolute, third-person, ‘God’s eye’ (...) description of our reality. The focus of this paper is the strongest of these no-go theorems, the ‘local friendliness’ theorem of Bong et al. (2020, _Nature Physics_, _16_, 1199–1205), which gives earnest consideration to the possibility of a measurement that unitarily reverses an entire lab system, including a conscious agent, thereby erasing the agent’s memory. The purpose of this paper is to begin the philosophical conversation regarding key questions concerning this process: Are the events in the lab merely ‘erased’, or do they in some sense not exist at all? What would it be like to be unitarily reversed? Should an agent care about any experiences they have inside the lab before they are reversed? This analysis employs a parallel case of memory erasure, to which this case can be contrasted, arising in the context of drug-induced amnesia as a result of administering anaesthesia during medical procedures (Carbonell, 2014, _Bioethics_, _28_(5), 245–254). I argue that the consequences of unitarily reversing an agent are much more dramatic than simply memory erasure—the set of events themselves, and the personal timeline of the agent, leave no record at all inside or outside the lab. I consider the ramifications of this for the picture of reality that arises from the EWFS. (shrink)

I take issue with Saunders & van Brakel's claim that neural processes play no interesting role in determining color categorizations. I distinguish an aspect of color categorization, namely, color discrimination, from other aspects. The law of trichromacy describes conditions under which physical properties cannot be discriminated in terms of color. Trichromacy is explained by properties of neural processes.