This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study of Dewey within the challenges that continue to engage (...) education in the realms of democracy, as the latter continues to strive for its own survival. While highlighting salient aspects of Hansen et al.'s rereading of Dewey's great work, this review seeks to frame both Dewey's text and this Deweyan study within the breadth of those other challenges by which education—and in turn philosophy of education—has come to take on issues such as: the nexus between theory and practice, the prevalent domination of the social scientific paradigm in education and the continuous threat of the standardisation and institutionalisation of human learning. It will be argued that, to meet this challenge, philosophy of education must sustain a continuous engagement with Dewey's work. A rereading of Dewey also involves a revaluation of his pragmatic theory of education and its lineage, moving from Emerson's metaphilosophy to Cavell's ethics. As Hansen et al. invariably engage with the latter, this review will question, through Adorno and Horkheimer's critique of pragmatisation, whether Deweyan pragmatism can still challenge the current state of affairs by which education is not only systematised away from learning, but also subsumed into a more institutionalised state—a condition that immediately jars with Dewey's own philosophical instincts and pedagogical labours. (shrink)

Here I shall call elements (1)-(3) the quantum state (or the “state”), since they give the quantum state of the universe that obeys the dynamical laws and is written in terms of the kinematic variables, and I shall call elements (4)-(6) the probability rules (or the “rules”), since they specify what it is that has probabilities (here taken to be the results of observations, Oj, or “observations” for short), the rules for extracting these observational probabilities from the quantum state, and (...) the meaning of the probabilities. What I shall write below is largely independent of the meaning of the probabilities, though personally I view them in a rather Everettian way as objective measures for the set of observations with positive probabilities. Usually it is implicitly believed that the observational probabilities depend strongly upon the quantum state. (Sometimes the Everett interpretation [2] is taken to mean that all of physical reality is determined purely by the quantum state, without the need for any additional rules to extract probabilities, but this extreme view seems untenable [4] and will not be adopted here. Instead, I shall discuss the opposite view, that the probabilities are independent of the quantum state.) However, some advocates of inflation[5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22] often claim that our observations do not depend upon the quantum state at all, but rather that inflation acts as an attractor to give the same statistical distribution of observations from any state. In this note, I shall use the framework of state plus rules to discuss this possibility that observational probabilities might be independent of the quantum state. I shall show that this indeed is logically possible, but apparently only if the probability rules are rather ad hoc. If indeed the rules are this ad hoc, so that the probabilities of our observations do not depend upon a quantum state at all, it would seem to leave it mysterious why many of our observations can be simply interpreted as if our universe really were quantum.. (shrink)

Often it is assumed that a quantum state or a phase-space distribution must be normalizable. Here it is shown that even if it is not normalizable, one may be able to extract normalized observational probabilities from it.

A motivation is given for expressing classical mechanics in terms of diagonal projection matrices and diagonal density matrices. Then quantum mechanics is seen to be a simple generalization in which one replaces the diagonal real matrices with suitable Hermitian matrices.

Quantum mechanics may be formulated as Sensible Quantum Mechanics (SQM) so that it contains nothing probabilistic except conscious perceptions. Sets of these perceptions can be deterministically realized with measures given by expectation values of positive-operator-valued awareness operators. Ratios of the measures for these sets of perceptions can be interpreted as frequency- type probabilities for many actually existing sets. These probabilities gener- ally cannot be given by the ordinary quantum “probabilities” for a single set of alternatives. Probabilism, or ascribing probabilities to (...) unconscious aspects of the world, may be seen to be an aesthemamorphic myth. (shrink)

Sean Carroll has recently argued that theories predicting that observations are dominated by Boltzmann Brains should be rejected because they are cognitively unstable: “they cannot simultaneously be true and justifiably believed.” While such Boltzmann Brain theories are indeed cognitively unstable, one does not need to appeal to this argumentation to reject them. Instead, they may be ruled out by conventional Bayesian reasoning, which is sufficient to keep Boltzmann Brains at bay.

Probabilities in quantum theory are traditionally given by Born’s rule as the expectation values of projection operators. Here it is shown that Born’s rule is insufficient in universes so large that they contain identical multiple copies of observers, because one does not have definite projection operators to apply. Possible replacements for Born’s rule include using the expectation value of various operators that are not projection operators, or using vari-.

A simple proof is given that the probabilities of observations in a large universe are not given directly by Born’s rule as the expectation values of projection operators in a global quantum state of the entire universe. An alternative procedure is proposed for constructing an averaged density matrix for a random small region of the universe and then calculating observational probabilities indirectly by Born’s rule as conditional probabilities, conditioned upon the existence of an observation.

The Jarzynski equality equates the mean of the exponential of the negative of the work (per fixed temperature) done by a changing Hamiltonian on a system, initially in thermal equilibrium at that temperature, to the ratio of the final to the initial equilibrium partition functions of the system at that fixed temperature. It thus relates two thermal equilibrium quantum states.

A minor modification of the arguments of Press and Lightman leads to an estimate of the height of the tallest running, breathing organism on a habitable planet as the Bohr radius multiplied by the three-tenths power of the ratio of the electrical to gravitational forces between two protons (rather than the one-quarter power that Press got for the largest animal that would not break in falling over, after making an assumption of unreasonable brittleness). My new estimate gives a height of (...) about 3.6 meters rather than Press’s original estimate of about 2.6 cm. It also implies that the number of atoms in the tallest runner is very roughly of the order of the nine-tenths power of the ratio of the electrical to gravitational forces between two protons, which is about 3×1032. (shrink)

The Born rule may be stated mathematically as the rule that probabilities in quantum theory are expectation values of a complete orthogonal set of projection operators. This rule works for single laboratory settings in which the observer can distinguish all the different possible outcomes corresponding to the projection operators. However, theories of inflation suggest that the universe may be so large that any laboratory, no matter how precisely it is defined by its internal state, may exist in a large number (...) of very distantly separated copies throughout the vast universe. In this case, no observer within the universe can distinguish all possible outcomes for all copies of the laboratory. Then normalized probabilities for the local outcomes that can be locally distinguished cannot be given by the expectation values of any projection operators. Thus the Born rule dies and must be replaced by another rule for observational probabilities in cosmology. The freedom of what this new rule is to be is the measure problem in cosmology. A particular volume-averaged form is proposed. (shrink)

Partant de l’analyse anthropologique des âges de la vie par Hegel dans l’Encyclopédie, on présentera sa critique des idéaux. Hegel fustige chez le jeune homme cette tendance à opposer le réel et l’idéal. Il dégage les risques à la fois individuels et collectifs que cette vision du monde fait courir et considère « l’homme fait » comme celui qui sait vouloir ce qui est. De cette analyse, suit la conclusion qu’il n’y a pas de possible en dehors du réel, pas (...) de substantialité hors du monde. Autrement dit, et contre la première impression de la plupart des hommes, possible et réel, devoir être et être, s’identifient. Pourtant, si l’aversion du réel inspirée par l’attachement aux idéaux représente, selon Hegel, un danger, le procès du devoir-être par la philosophie spéculative n’est pas non plus sans risque. Ne signe-t-il pas, comme le dira Nietzsche, la défaite de la volonté face au poids des choses ? La lecture, dans la Doctrine de l’essence, du chapitre intitulé « L’effectivité » dans la section du même nom, peut nous préserver de conclusions si déprimantes, car celui-ci vient expliquer, non que le possible est une chimère, une vue de l’esprit, mais qu’il s’identifie à l’effectif. Or, la reconnaissance de cette intimité produit d’une part en retour une conception plus riche, plus haute, plus noble du possible – elle lui donne en somme des lettres de noblesse – et, d’autre part, elle conduit à y lire une affirmation de la contingence. Notre argumentaire vise à établir qu’en disant que l’effectif est possible et que le possible est effectif, Hegel ne les détruit pas en leur ôtant leurs déterminations propres, mais leur assure une plus grande consistance. En étant possible, l’effectif cesse de se confondre avec la réalité comprise comme simple existence ou simple phénomène, comme simple il y a. En étant effectif, le possible cesse de signifier un moindre-être, un en deçà, un simplement ou seulement possible, puisqu’il est alors inscrit dans l’être, dans le monde. (shrink)

N. M. L. Nathan; VIII*—Democracy, Proceedings of the Aristotelian Society, Volume 93, Issue 1, 1 June 1993, Pages 123–138, https://doi.org/10.1093/aristotelian/.

Volume 18, Issue 5, October 2019, Page 475-486.

In pages 101–3 of his article Pope lists the numbers of occurrences of interrogative and enclitic in Aeschylus, Sophocles, and Euripides, and mentions occurrences in other authors. He shows that, although there is a dead heat between the numbers of instances of the two words in Aeschylus, nevertheless enclitic is very rarely indeed, and perhaps never, found in sentences which do not have a main verb. There are, however, occurrences of interrogative in sentences which lack a main verb and have (...) no predicate either. It must surely be rare to find statement sentences which do not contain at least subject and predicate at the best of times, let alone when happens to occur in the sentence. There are strong reasons, then, for rejecting the version of F and Triclinius, quite apart from the occurrence of in the sentence. One can defend by saying that either is understood from the preceding sentence, or else is vaguely understood: The favour of the gods comes to men perforce.’ But it is not very plausible. I am inclined to agree with Pope on this point, if not for quite the same reason. (shrink)

N Blake, P Standish; Notes on Contributors, Journal of Philosophy of Education, Volume 34, Issue 1, 16 December 2002, Pages 199–201, https://doi.org/10.1111/146.

Abstract Global climate change will have a strong impact on Nigeria, particularly on agricultural production and associated livelihoods. Although there is a growing scientific consensus about the impact of climate change, efforts so far in Nigeria to deal with these impacts are still rudimentary and not properly coordinated. There is little evidence of any pragmatic approach towards tracking climate change in order to develop an evidence base on which to formulate national adaptation strategies. Although Nigeria is not alone in this (...) regard, the paper asserts that National Climate Change Adaptation Strategy could help address this situation by guiding the integration of climate change adaptation into government policies, strategies, and programs, with particular focus on the most vulnerable groups and the agricultural sectors. There is an urgent need to adopt abatement strategies that will provide economic incentives to reduce the risk from disasters, such as developing agricultural practices that are more resilient to a changing climate. Content Type Journal Article Category Articles Pages 1-11 DOI 10.1007/s10806-011-9336-0 Authors N. A. Onyekuru, Ecosystems and Society Research Cluster, Department of Environment, University of York, York, UK Rob Marchant, Ecosystems and Society Research Cluster, Department of Environment, University of York, York, UK Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863. (shrink)

N. M. L. Nathan; VIII*—Democracy, Proceedings of the Aristotelian Society, Volume 93, Issue 1, 1 June 1993, Pages 123–138, https://doi.org/10.1093/aristotelian/.

In his target article Page proposes a definition of the term “localist.” In this commentary I argue that his definition does not serve to make a principled distinction, as the inclusion of vague terms make it susceptible to some problematic counterexamples.

Volume 18, Issue 1, April 2019, Page 67-68.

The II. constitutional period is a period of renewal in many areas. Political, social and educational changes also had influences in the field of religious education. One of the examples of these changes is the ʻAmelī I҆lmiḥal textbook written by Halim Sabit (DOD. 1946) in five volumes for both teachers and student. This study particularly aims to assess this textbook in terms of religious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written (...) for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. Summary: Education I҅lmiḥal, occupies an important place in the history of Islamic religious education. According to the religion of both adults and children to learn the principles of faith and worship, it is aimed to shape the daily life. In this context, for example, during the Ottoman period, In the period of II. Mahmut, boys were required to attend the primary school. Thus, it was ensured that children could learn I҅lmiḥal and Islamic sharia properly. Children are taught alif ba for Qurʾān readings in primary schools, as simple as required by religious duties, writing skills have been acquired and the four processing rules are memorized. The II. constitutional period is a period of renewal in many areas. Extreme innovative thinking is also reflected in education. Especially after the Balkan wars, the idea that the collapsing state would be saved through education was dominant. For the first time, a higher education institution for girls and a kindergarten for young children were opened. By recognizing the importance of pedagogy knowledge in teaching, the students have switched to a system where they can search for observation and experiment. Innovations in educational methods have started to be seen. It was seriously opposed to memorization, and the question and answer was seen as old methods. Instead, it was proposed to use sightseeing observation and discovery. Political, social and educational changes are also reflected in the field of religious education. As a reflection of the newly introduced methods, there have been changes in the ʻAmelī I҆lmiḥal books prepared for children. One of the examples of this is the ʻAmelī ʻIlmiḥal textbook, which was written by Halim Sabit in five volumes. This ʻAmelī I҆lmiḥal was prepared in 5 volumes for teachers and students.The main purpose of this study is to evaluate ʻAmelī I҆lmiḥal textbook in terms of religious education This study particularly aims to assess this textbook in terms of reigious education. Accordingly, the following questions are addressed: “What are the topics covered in the ilmihal books written for students and teachers? Is the content of the subjects taught appropriate for the religious education? Which methods, techniques, and essential matters are discussed in the ilmihal books for teachers? As having first grade elementary school textbooks for both teachers and students, the research is made just based on these books. Data were collected through the examination of the document, and the texts in Ottoman Turkish were transcribed into Turkish. The textbook prepared for the students of the first year consists of 21 boards/sheets. The sentences are quite self and short. The contents of the board/sheet are well suited to be discussed and explained. There are no headlines on the boards/sheets. The language of text is Ottoman. It is possible to express the topics covered in the book under the following themes:Prayer and Sūras: Basmala, Kalima Tawḥīd, Kalima Shahāda, Fātiḥa, Subḥana Rabbiyal Aʿala, Subhana rabbiyal ʿAẓim, As-salāmu ʿalaykum va Raḥmatullah, Taḥiyyat, Salawat Sharif, Iḥlas, Kawthar, Subḥanaka Prayer, Qunut Prayers.Faith Issues: Allāh, the fear of Allāh, thanks to Allāh, the Qurʾān, Prophets, Prophet Muḥammad, The Hereafter, Heaven Hell, Angels.ʿIbādat Issues: Zakāt, Ablution, Prayer, Adhān, worship in General (Salāt, Ṣawm, Zakāt, Ḥajj)Social Issues: Friendship, affection for minors, affection for parents, Muslims are Brother, human love, respect for the elderly, respect for scholars.The textbook prepared for the teachers of the first year; consists of 21 pages, 69 pages and Ottoman. As the students do not include the topics in the textbook, it is appropriate to mention the names of the subjects in the textbook of the teacher:1. Subject: Memorization of the Word of Tawḥīd and word of Shahāda; 2. Topic: Raising ideas about the nation in children; 3. Subject: The adjectives of Allāh Almighty; 4. Subject: Love of Allāh; 5. Subject: Angels; 6. Subject: The Divine Books; 7. Subject: Prophets 8. Subject: The Hereafter; 9. Subject: Thank Allāh; 10. Subject: Repentance; 11. Topic: Protecting the language from bad words and threats; 12. Subject: Zakāt and charity; 13. Subject: Riya҆ and his goodness engrave; 14. Subject: Love to the prophet Muḥammad; 15. Subject: Parental love; 16. Subject: The brotherhood of Islam; Subject: Human love; 18. Subject: Ablution; Subject: Prayer; 20. Subject: Respect for the elderly; 21. Subject: Love to ʿulamāʾ; 22. Subject: Fear of Allāh.Halim Sabit also gave information about the methods and techniques to be used in the course and emphasized that the teacher told his / her not by looking at the book. He thought it would be only influence the student in this way. It is recommended to use the appropriate language for the child, to make an introduction in the subjects that will be learned in the new subjects and to draw attention to the subject and to teach the subject gradually. An important advice is the knowledge that the teacher wants him / her to do in the long-term memory in the present sense. The teacher must repeat a subject several times while teaching a subject, and should not immediately remind a student of forgotten subjects, talk to a student and has finded to him. A subject should not be passed without being thoroughly understood, and the classroom needs to be opened by the teacher in order not to forget the learned subjects. The first fifteen minutes of each course should be reserved for the repetition of previously learned subjects. Content analysis method was used in the analysis of the data. By examining both books, this study shows that belief, worship, and social issues were taught, and prayers and sūras were addressed as need to be memorized knowledge in the book. The books included inappropriate contents for first grade children regarding the belief issues such as fear of Allah, hell, and the hereafter. (shrink)

I review T. Ryan Byerly's treatment of the possible virtue of others-centeredness.

N. Tennant; XI*—Entailment and Proofs, Proceedings of the Aristotelian Society, Volume 79, Issue 1, 1 June 1979, Pages 167–190, https://doi.org/10.1093/aristote.

Today it is a rare journal article that does not begin with the words "on the threshold of the third millennium." Someone might say, "What do you, philosophers, have to do with the swift flow of time? You're always talking about the eternal!" But he would not be right. First, although philosophy reflects on the eternal, it exists in time. Like any intellectual community, philosophy has its beginning and history; indeed, a history full of dramatic and even tragic pages, including (...) death at the stake for one's ideas, the irreconcilable confrontation of systems, the blind disregard of some thinkers in their lifetime and the undeserved fame of others, and so on. And what will the future bring? This is a question raised by philosophers "on the threshold of the third millennium," as they ponder the fate and paths of their activity. Second, the central philosophical problem is the problem of Being and man's place in it; hence, the question what the philosophy of the twenty-first century will be like is the question of how we shall represent being itself, man himself, the meaning of human life. Can we today at least name the most general features of the future philosophy? To answer this question I have tried to compare two past philosophical systems—I. Kant's and A. Schopenhauer's. And the reason is this both philosophers are one in their passionate desire to find the Truth for humanity and the individual and, although they begin their reflections from the same positions, they end up with results that are quite incompatible. But both poles of philosophy—the rationalist and the irrationalist—have proved equally valid for humanity. And I think that these two systems determined one of the paths of philosophy in the twentieth century that will continue into the twenty-first. (shrink)

Chez Hegel, la liberté ne dépend pas seulement de conditions historiques, politiques ou géographiques, mais aussi de conditions anthropologiques comme celle de l'âge : le degré de liberté dépend de l'âge qu'on a, la liberté ne vient pas avant l'âge ou le bon âge. Hegel développe une analyse parallèle des âges des peuples. Pourquoi la liberté a-t-elle pour condition l'âge de l'homme fait ? Est-ce la liberté du puissant face au jeune homme qui n'a pas le pouvoir et au vieillard (...) qui est affaibli ? Foucault, en commentant l'Alcibiade de Platon, a pu soutenir lui aussi l'idée d'un âge de la liberté : l'accès à soi permis par un âge critique de la vie conditionne surtout, dans le dialogue et pour Foucault, l'action et la pensée politiques. Revenant à Hegel, nous pouvons alors mieux comprendre que sa thèse de la plus grande liberté de l'homme fait ne dépend pas de sa puissance mais de l'exigence pratique et politique qui caractérise l'âge qui est le sien. In Hegelian philosophy, freedom is dependent not only on historical, political and geographical conditions, but also on anthropological conditions such as age. Our degree of freedom depends on how old we are, as freedom does not come before the right age. Hegel develops a parallel analysis of the ages of peoples. Why does freedom require the age of maturity as a necessary condition? Is it the consecration of the freedom of the powerful man against the young man, who has no power, and the old man, whose strength has waned? Commenting on Plato's Akibiades, Foucault also supports the idea of an age of freedom. In the dialogue and for Foucault, the access to oneself permitted by that critical age of life is notably the condition for political action and thought. Returning to Hegel, we can then better understand his thesis that greater freedom is that of maturity: it does not come from man's power but from the practical and political necessity that characterizes that particular age. (shrink)

"This book originates from a conference ... which took place at the Danish National Research Foundation's Center for Subjectivity Research, University of Copenhagen, on December 4-5, 2008... The articles collected ... are not proceedings but a selection of re-written texts from the conference including additional texts by authors invited to contribute to the book"--Page V.

N Blake, P Standish; Preface, Journal of Philosophy of Education, Volume 34, Issue 1, 16 December 2002, Pages 197–198, https://doi.org/10.1111/1467-9752.00168.

We should react to deaf parents who choose to have a deaf child with compassion not condemnationThere has been a great deal of discussion during the past few years of the potential biotechnology offers to us to choose to have only perfect babies, and of the implications that might have, for instance for the disabled. What few people foresaw is that these same technologies could be deliberately used to ensure that children would be born with disabilities. That this is a (...) real possibility, and not merely the thought experiment of a philosopher, is brought home to us by the decision of an American lesbian couple to select a deaf sperm donor in order to maximise the chances that their children, Jehanne and Gauvin, would be deaf like them.1 Their choice has sparked controversy, not only among medical ethicists, but in the opinion pages of newspapers across the world. Ought parents be permitted to make such choices?If the parents of Jehanne and Gauvin have done anything wrong, it must consist in violating their child’s right to an open future—limiting its future potential for choice.2 But what does it mean to respect this right?From the moment a child is born, her parents are making choices for her, which will powerfully shape her future. They will decide what kind of education she will have, what religious experiences, from among what group she can select friends. Thereby, they profoundly mould the person she will be and the life she will have.When this activity is carried out within certain, ill-defined, limits, it is in no way objectionable. It is not merely a …. (shrink)

A discussion of the problem of contradiction in mechanical motion has been in progress for a long time in the pages of Filosofskie nauki. The attention given that problem is no accident. In our day, problems concerning contradictions involved in rest and motion, the continuous and the discontinuous, the finite and infinite, etc., have moved from the realm of abstract consideration to that of the concrete and current handling of the subject matter of modern physics, mathematics, and other fields. It (...) is natural that the present stage of knowledge of objective reality should occasion a revived interest on the part of logicians and philosophers in these problems, including the question of how objective contradictions may be expressed in scientific theories. (shrink)

Excerpt from Grundriß zu Einem System der Politik Die übergang53eit wirb gan3 natürli About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be (...) replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

N Blake, P Standish; Bibliography, Journal of Philosophy of Education, Volume 34, Issue 1, 16 December 2002, Pages 203–208, https://doi.org/10.1111/1467-9752.00.

Review by: Johanna N. Y. Franklin The Bulletin of Symbolic Logic, Volume 19, Issue 1, Page 115-118, March 2013.