This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching (...) to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing. (shrink)

In this particularly well written volume Graeme Hirst presents a theoretically motivated foundation for semantic interpretation (conceptual analysis) by computer, and shows how this framework facilitates the resolution of both lexical and syntactic ambiguities.

Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...

This symposium begins with a critique by Paul Hirst of Wilfred Carr's ‘Philosophy and Education’(Journal of Philosophy of Education, 2004, 38.1), where Carr argues that philosophy of education should be concerned with ‘practical philosophy’ rather than ‘theoretical philosophy’. Hirst argues that the philosophy of education is best understood as a distinctive area of academic philosophy, in which the exercise of theoretical reason contributes critically to the development of rational educational practices and their discourse. While he acknowledges that these (...) practices and their discourse must of their nature be directly developed in the exercise of practical reason, or phronesis, the notion of ‘practical philosophy’ is rejected as ultimately incoherent and illusory. In his reply to Hirst's critique, Carr identifies three central claims in Hirst's argument and takes issue with each of these. He reaffirms the need to draw upon the resources afforded by the Aristotelian tradition of practical philosophy in order to identify inadequacies in our present understanding of how philosophy is related to education. He suggests that it is only through bringing their own ‘prejudices’ into critical confrontation with this tradition that philosophers of education will be able to assess whether practical philosophy is incoherent and illusory, as Hirst claims, or whether it is indispensable to the future development of their discipline. In a rejoinder to Carr, Hirst, defends the claim that philosophy of education is a social practice concerned with developing justifiable propositional accounts of the conceptual relations, justificatory procedures and presuppositions of educational practices. He rejects the argument that this ‘theoretical philosophy’ approach must be replaced by that of a new ‘practical philosophy’. (shrink)

Standard quantum theory is inadequate to explain the mechanisms by which potential becomes actual. It is inadequate and therefore unable to describe generation of events. Niels Bohr emphasized long ago that the classical part of the world is necessary. John Bell stressed the same point: that “measurement≓ cannot even be defined within the standard quantum theory, and he sought a solution within hidden variable theories and his concept of “beables.≓Today it is customary to try to explain emergence of the classical (...) world through a decoherence mechanism due to “environment.≓ But, we believe, as it was with the concept of measurement, “environment≓ itself cannot be defined within the standard quantum theory.We have proposed a semiphenomenological solution to this problem by introducing explicitly, from the very beginning, classical degrees of freedom, and by coupling these degrees of freedom, through a Lindblad type coupling, to the quantum world. The resulting theory, we call “event-enhanced quantum theory.≓ EEQT allows us to describe an event-generating mechanism for individual quantum systems under continuous observation. The objections of John Bell are met and precise definitions of an “experiment≓ and of a “measurement≓ have been given within EEQT. However EEQT is, essentially, a nonrelativistic theory.In the present paper we extend the ideas of L. P. Horwitz and C. Piron and we propose a relativistic version of EEQT, with an event-generating algorithm for spin one-half particle detectors. The algorithm is based on proper time formulation of the relalivistic quantum theory. Although we use indefinite metric, all the probabilities controlling the random process of the detector clicks are nonnegative. (shrink)

Philosophy and curriculum planning.--The nature and structure of curriculum objectives.--Liberal education and the nature of knowledge.--Realms of meaning and forms of knowledge.--Language and thought.--The forms of knowledge re-visited.--What is teaching?--The logical and psychological aspects of teaching a subject.--Curriculum integration.--Literature and the fine arts as a unique form of knowledge.--The two-cultures, science and moral education.--Morals, religion and the maintained school.

One of the earliest applications of transfinite numbers is in the construction of derived sequences by Cantor [2]. In [6], the existence of derived sequences for countable closed sets is proved in ATR0. This existence theorem is an intermediate step in a proof that a statement concerning topological comparability is equivalent to ATR0. In actuality, the full strength of ATR0 is used in proving the existence theorem. To show this, we will derive a statement known to be equivalent to ATR0, (...) using only RCA0 and the assertion that every countable closed set has a derived sequence. We will use three of the subsystems of second order arithmetic defined by H. Friedman , which can be roughly characterized by the strength of their set comprehension axioms. RCA0 includes comprehension for Δmath image definable sets, ACA0 includes comprehension for arithmetical sets, and ATR0 appends to ACA0 a comprehension scheme for sets defined by transfinite recursion on arithmetical formulas. MSC: 03F35, 54B99. (shrink)

Paul H Hirst; Forms of Knowledge—A reply to Elizabeth Hindess, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 260–271, https://doi.or.

This set presents some of the most innovative and important work in this area, including work influenced by feminist theory, Marxism, critical theory, phenomenology and other approaches that continue to shape the field.

We show that when certain statements are provable in subsystems of constructive analysis using intuitionistic predicate calculus, related sequential statements are provable in weak classical subsystems. In particular, if a $\Pi^1_2$ sentence of a certain form is provable using E-HA ${}^\omega$ along with the axiom of choice and an independence of premise principle, the sequential form of the statement is provable in the classical system RCA. We obtain this and similar results using applications of modified realizability and the Dialectica interpretation. (...) These results allow us to use techniques of classical reverse mathematics to demonstrate the unprovability of several mathematical principles in subsystems of constructive analysis. (shrink)

The passage of a spin-1/2neutral particle through a region of uniform magnetic field and the corresponding precession mechanism is analyzed from the viewpoint of scattering theory, with particular consideration of the role of the field boundaries.

We show that a statement HIL, which is motivated by a lemma of Hilbert and close in formulation to Hindman’s theorem, is actually much weaker than Hindman’s theorem. In particular, HIL is finitistically reducible in the sense of Hilbert’s program, while Hindman’s theorem is not.

Based on anthropological fieldwork conducted in the Eastern Cape, the paper explores the interconnections between dreams (amathongo, amaphupha) and medicines (amayeza, imithi, amachiza) as aspects of the Xhosa diviner’s culture, knowledge and experience. Background information is provided in the introduction, inter alia, on the Xhosa patrilineal clan (isiduko), divination (imvumisa, evumiso) and religious and cultural change. The ability to dream, inter alia of the ancestors and medicines, is central to the diviner’s intuition and professional stock-in-trade, which are part and parcel (...) of a religious healing tradition. Examples of dreams involving the ancestors (iminyanya), diviners, clients and medicinal plants are presented and analysed in relation to relevant case material. The ritual significance of dreams is explored in some detail. The distinctions between diviner (igqirha lokuvumisa) and herbalist (ixhwele), and between medicines and charms (amakhubalo), receive attention in the section on medicines. The underlying purpose of traditional Xhosa religious ideology is discussed in the conclusion. (shrink)

Jane Lead was a seventeenth-century prophetess, a mystic and visionary who became the religious leader of the Philadelphian Society in London at the end of the seventeenth century. She wrote at least 15 books and treatises, including a spiritual diary entitled A Fountain of Gardens which spans sixteen years and is nearly 2,500 pages long. Nearly all her works were translated into German and Dutch and published during her lifetime.

The use of lexical concepts in Levelt et al.'s model requires further refinement with regard to syntactic factors in lexical choice, the prevention of pleonasm, and the representation of near-synonyms within and across languages.

Recently, several authors have explored the connections between NP-complete problems for finite objects and the complexity of their analogs for infinite objects. In this paper, we will categorize infinite versions of several problems arising from finite complexity theory in terms of their recursion theoretic complexity and proof theoretic strength. These infinite analogs can behave in a variety of unexpected ways.

Since 1945 Western nations have witnessed a dramatic reduction in the variety of positions in political theory and jurisprudence. Political argument has been virtually reduced to contests within liberal-democratic theory. Even radicals now take representative democracy as their unquestioned point of departure. There are, of course, some benefits following from this restriction of political debate. Fascist, Nazi and Stalinist political ideologies are now beyond the pale. But the hegemony of liberal-democratic political argument tends to obscure the fact that we are (...) thinking in terms which were already obsolete at die end of the 19th century. (shrink)

Ethics in Journalism examines journalism ethics in practice. It examines the social context of the newsroom, the economics of the news industry and cultural expectations of what constitutes news. Covering ethical issues in the multimedia journalism environment of the 21st Century, Ethics in Journalism updates theory and history through a discussion of contemporary and recent case studies that are aligned with the underlying principles of various codes of ethics and charters of editorial practice. The book provides contextualized case studies and (...) discussion questions for classroom use, covering ethical issues in a logical manner, beginning with broad principles before focusing on specific examples. (shrink)