This volume provides a concentrated and powerful dialog about the nexus between schools, prisons, and the free-market economy where youth are on fast tracks from schools to prisons.

‘Learning to be job ready’ (L2BJR) was a pilot scheme involving 16 long-term unemployed people from a range of backgrounds being offered a 6-month paid placement within the care department of a city council in Northern England. The project was based on a partnership with the largest college in the city specialising in post-16 education and training for residents and employees. The college targeted people as potential candidates for the programme through their prior attendance on or interest in care courses (...) at the college, rather than the council employing more traditional methods of recruitment. Surveys, focus groups and interviews were utilised to capture the views and experiences of the participants, project workers and line managers, and also evidence of the project’s impact on service delivery in the care department. The article adds to our conceptual and practical knowledge of corporate social responsibility (CSR) in the public sector in three distinct ways. From a social and business perspective, the findings of the research highlight a potentially more robust strategy for matching long-term unemployed citizens to training and job opportunities in the public sector than is otherwise possible through the more conventional route of the job centre. Secondly, through this approach and with appropriate pre-training, a greater understanding of and empathy for the service users can be developed in the new organisational members, strengthening the subsequent ethical delivery and quality of the service. Finally, a re-conceptualisation of Carroll’s influential model of CSR, which also specifically incorporates the ethical and social inclusion duties of public sector organisations not only as service providers but also as potential employers, offers a more tailored paradigm for understanding this unique yet under-researched element of CSR theory and practice. (shrink)

Sustained attention, a key cognitive skill that improves during childhood and adolescence, tends to be worse in some emotional and behavioural disorders. Sustained attention is typically studied in non-affective task contexts; here, we used a novel task to index performance in affective versus neutral contexts across adolescence (N = 465; ages 11–18). We asked whether: (i) performance would be worse in negative versus neutral task contexts; (ii) performance would improve with age; (iii) affective interference would be greater in younger adolescents; (...) (iv) adolescents at risk for depression and higher in anxiety would show overall worse performance; and (v) would show differential performance in negative contexts. Results indicated that participants performed more poorly in negative contexts and showed age-related performance improvements. Those at risk of depression performed more poorly than those at lower risk. However, there was no difference between groups as a result of affective context. For anxiety there was no difference in performance as a function of severity. However, those with higher anxiety showed less variance in their reaction times to negative stimuli than those with lower anxiety. One interpretation is that moderate levels of emotional arousal associated with anxiety make individuals less susceptible to the distracting effects of negative stimuli. (shrink)

In a series of formal studies and less formal applications, Hong and Page offer a ‘diversity trumps ability’ result on the basis of a computational experiment accompanied by a mathematical theorem as explanatory background (Hong & Page 2004, 2009; Page 2007, 2011). “[W]e find that a random collection of agents drawn from a large set of limited-ability agents typically outperforms a collection of the very best agents from that same set” (2004, p. 16386). The result has been extremely influential as (...) an epistemic justification for diversity policy initiatives. Here we show that the ‘diversity trumps ability’ result is tied to the particular random landscape used in Hong and Page’s simulation. We argue against interpreting results on that random landscape in terms of ‘ability’ or ‘expertise.’ These concepts are better modeled on smother and more realistic landscapes, but keeping other parameters the same those are landscapes on which it is groups of the best performing that do better. Smoother landscapes seem to vindicate both the concept and the value of expertise. Change in other parameters, however, also vindicates diversity. With an increase in the pool of available heuristics, diverse groups again do better. Group dynamics makes a difference as well; simultaneous ‘tournament’ deliberation in a group in place of the ‘relay’ deliberation in Hong and Page’s original model further emphasizes an advantage for diversity. ‘Tournament’ 2 dynamics particularly shows the advantage of mixed groups that include both experts and non-experts. As a whole, our modeling results suggest that relative to problem characteristics and conceptual resources, the wisdom of crowds and the wisdom of the few each have a place. We regard ours as a step toward attempting to calibrate their relative virtues in different modelled contexts of intellectual exploration. (shrink)

On 18–19 May 2018, a symposium was held in the Research Institute of Irish and Scottish Studies at the University of Aberdeen to commemorate the tenth anniversary of the death of Ronald W. Hepburn (1927–2008). The speakers at this event discussed Hepburn’s oeuvre from several perspectives. For this book, the collection of the revised versions of their talks has been supplemented by the papers of other scholars who were unable to attend the symposium itself. Thus this volume contains contributions from (...) eighteen notable scholars of different disciplines, ranging from contemporary aesthetics and art theory through to philosophical approaches to religion, education and social anthropology. It also includes a bibliography of Hepburn’s writings. The essays were first published in two special issues of the Journal of Scottish Thought, vols. 10–11 (2018–2019). -/- Ronald William Hepburn was born in Aberdeen on 16 March 1927. He went to Aberdeen Grammar School, then he graduated with an M.A. in Philosophy (1951) and obtained his doctorate from the University of Aberdeen (1955). His tutor at Aberdeen was Donald MacKinnon (1913– 1994), a Scottish philosopher and theologian, the author of A Study in Ethical Theory (1957) and The Problem of Metaphysics (1974). Hepburn taught as Lecturer at the Department of Moral Philosophy at Aberdeen (1956–60), and he was also Visiting Associate Professor of Philosophy at New York University (1959–60). He returned from the United States as Professor of Philosophy at Nottingham University. In 1964, he was appointed as a Chair in Philosophy at the University of Edinburgh and between 1965 and 1968 he was also Stanton Lecturer in the Philosophy of Religion at the University of Cambridge. From 1975 until his retirement in 1996, he held the Professorship of Moral Philosophy at Edinburgh. He died in Edinburgh on 23 December 2008. His philosophical interests ranged from theology and the philosophy of religion through moral philosophy and the philosophy of education to art theory and aesthetics. Notably, Hepburn is widely regarded as the founder of modern environmental and everyday aesthetics as a result of the influence of papers in the 1960s which pioneered a new approach to the aesthetics of the natural world. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Sophocles’s Enemy Sisters: Antigone and IsmeneWm. Blake Tyrrell (bio) and Larry J. BennettAt the core of the Oedipus myth, as Sophocles presents it, is the proposition that all masculine relationships are based on reciprocal acts of violence. Laius, taking his cue from the oracle, violently rejects Oedipus out of fear that his son will seize his throne and invade his conjugal bed. Oedipus, taking his cue from the oracle, (...) does away with Laius, violently rebuffs the sphinx, then takes their places—as king and “scourge of the city,” respectively. Again, Oedipus, taking his cue from the oracle, plots the death of that unknown figure who may be seeking to usurp his own position. Oedipus, Creon, and Tiresias, each taking his cue from the oracle, seek one another’s downfall.All these acts of violence gradually wear away the differences that exist not only in the same family but throughout the community.—René Girard, Violence and the SacredRené Girard does not include feminine relationships in his assessment of the Oedipus myth, yet the same redundancy that characterizes the males marks the females.1 Jocasta conjoins in one person multiple and redundant social roles: she is the mother and wife of the same person, for which she [End Page 1] hangs herself, leaving for Oedipus “many pains that a mother’s furies fulfilled” (Homer Odyssey 11.279–80). Her daughters, their father’s sisters, manifest kinship redundancy in two persons. Incest produces circularly, reverting to a sibling of the parent rather than moving forward with a descendant. The absence of linear progression from one generation to the next creates a sameness and equilibrium that thwart separation and individuality. Oedipus’s brothers/sons fail in their adult roles, because neither can overcome the other’s right to the throne of Thebes and the mastery of its royal household. They are enemy brothers locked in reciprocal violence.2 Antigone and Ismene have escaped notice not only as enemy sisters but even as products of the same incest. Audiences for Sophocles’s Antigone have viewed them as “normal” women and cooperated with his characters in emphasizing the differences between them. They have assumed from Antigone’s betrothal to Haemon and resistance to Creon that she is the elder, more mature sister.3 They tend to accept without question that Antigone engages in burial rituals with Polyneices’s corpse (241–58) and returns to it (442–35).4 Bernard M. W. Knox’s critically powerful concept of the “Sophoclean hero” has bolstered this view of Antigone while reducing Ismene to a foil, and abetted the tendency of modern producers of the play to cast an older or more famous actress in the role of Antigone.5 Naturalistic readings like that of C. M. Bowra—“seeing that Ismene is her only close relative in the world, Antigone is remarkably cold to her”6—have masked the source and hence the vehemence of Antigone’s fury.That the reciprocity of the violence between Ismene and Antigone has gone unnoticed is understandable in view of the familiarity of the conflict between their brothers. Males in Greek society pursued difference by striving to excel as aristoi (best) in competition for prestige, wealth, and power.7 Whenever Eteocles and Polyneices came together, each asserted a right to Oedipus’s household and throne that was equally matched, and violence ensued from the equilibrium. On the other hand, Greek women were not supposed to compete with one another for distinction. They wove wool for clothes, maintained the household, and cared for the children, the sick, and the dead, activities that required cooperation away from public view.8 Proximity to other women was the norm and desideratum. Moreover, lawgivers like Solon based their funeral legislation on the premise that every woman wanted to participate in mourning.9 For the sake of public tranquillity, legislators tried to limit the numbers of women participants by imposing restrictions according to degrees of kinship, for instance, to children of fifth cousins. In this context, women were interchangeable, and the places they held during birth, coming of age in wedding ceremonies, and death, [End Page 2] were open to more than one woman. Closeness and... (shrink)

This collection of essays in moral philosophy has as its intended mark of distinction the fact that moral problems of the moment are the themes of the essays. The chapter headings indicate this contemporary concern: Abortion, Sex, Human Rights and Civil Disobedience, Criminal Punishment, Violence and Pacifism, War and Suicide and Death. There are essays by: Paul Ramsey, Philippa Foot, Jonathan Bennett, Thomas Nagel, Sara Ruddick, Richard Wassenstrom, [[sic]] John Rawls, R. M. Dworkin, William Kneale, H. L. A. Hart, (...) J. R. Lucas, Newton Carver, Jan Narveson, G. E. M. Anscombe, R. M. Hare, R. F. Holland, Mary Mothersill. One might well be inclined to agree with the editor's opposition to such philosophizing about morality which abstracts from the moral problems of one's own life. A purely theoretical approach to the study of morality would almost appear contradictory. However, it is necessary to express grave reservations about such a collection of essays as this. While the arguments of the essays are thoughtful and somewhat uncommon, the conclusions of the essays, as a rule, do not differ from "advanced" liberal opinions. In other words, the essays do not challenge students' opinions. The reading of these essays will but confirm the young in their prejudices. The problems the essays are concerned with are real problems; and it is a defect of the book that with the single exception of the chapter on Abortion no real opposing arguments are presented.--J. W. S. (shrink)

Principles and the context, by J. C. Bennett.--Love monism, by J. M. Gustafson.--Responsibility in freedom, by E. C. Gardner.--The new morality, by G. Fackre.--When love becomes excarnate, by H. L. Smith.--Situational morality, by R. W. Gleason.--The nature of heresy, by G. Kennedy.--Situation ethics under fire, by J. Fletcher.

Surely one of the more remarkable, if not the most remarkable of the differences between the versions of Kant’s critical philosophy recently given us by Professor J. F. Bennett and Professor P. F. Strawson, lies in the diverse and even incompatible accounts of Kant’s transcendental idealism presented by these two first-rate analytic-philosophical interpreters of Kant. It is the purpose of this paper to set in the light and to explore some of the differences between these accounts.

These notebooks were written during the years that F. W. J. Schelling spent as a student at the Tübinger Stift (1790–1795). From dates written by Schelling in the margins, we can surmise that the first portion (AA II/4: 15–28) was begun in August of 1792, and the latter portion (AA II/5: 133–142) was written in early 1794. To this latter portion is appended a substantial work, Schelling’s Timaeus-commentary, which is not included in the present translation. It appeared as “Timaeus (1794)” (...) (translated by Adam Arola, Jena Jolissaint, Peter Warnek) in Epoché 12: 2. These notebooks offer a window into Schelling’s philosophical development and proclivities, in light of his engagement with various Platonic dialogues, most notably the Ion, Theaetetus, Meno, Timaeus, and Philebus. They include discussions of divine power, rapture, and genius, especially as these relate to poetry, prophecy, and ordinary forms of human knowledge. These topics are discussed in the first portion (AA II/4: 15–25). In the latter portion, Schelling discusses myth, its function and relation to human greatness, Socrates’s daimonion, and the authority of tradition (AA II/4: 25–28; II/5: 133–142). (shrink)

The “function debate” in the philosophy of biology and the “venom debate” in the science of toxinology are conceptually related. Venom systems are complex multifunctional traits that have evolved independently numerous times throughout the animal kingdom. No single concept of function, amongst those popularly defended, appears adequate to describe these systems in all their evolutionary contexts and extant variations. As such, a pluralistic view of function, previously defended by some philosophers of biology, is most appropriate. Venom systems, like many other (...) functional traits, exist in nature as points on a continuum and the boundaries between “venomous” and “non-venomous” species may not always be clearly defined. This paper includes a brief overview of the concept of function, followed by in-depth discussion of its application to venom systems. A sound understanding of function may aid in moving the venom debate forward. Similarly, consideration of a complex functional trait such as venom may be of interest to philosophers of biology. (shrink)

What should we make of the intuitions marshaled on behalf of the existence of supererogatory actions, or actions that are “good but not required”? Are they trustworthy or dissembling? This question is important considering the great respect many writers give to them. The attitude of Daniel Guevara is not unusual: "My discussion relies upon the intuition that certain acts, such as those described by Urmson, are supererogatory, indeed, that they are paradigms…I shall proceed on the assumption that a theory is (...) discredited if in fact it makes supererogation impossible." There is thus a widespread attitude that the supererogatory status of certain acts should be taken to be one of those elements out of which a moral theoryshould be constructed, something like one of Rawls’s “considered moral judgments” or “considered convictions of justice.” The comparison with Rawls’ methodology is sometimes quite explicit. My purpose is to throw this conviction – that the supererogatory status of these actions can be accepted with a confidence not too much less than that with which we accept that slavery is wrong – into doubt. Whether there is a category of the supererogatory acts is a matter for another paper; personally I see no conceptual incoherence but merely doubt that it is instantiated very often. My goal shall be rather narrow: to cast doubt upon the reputation of the intuitions. First I shall describe my conclusion abstractly, and why I think the intuitions are much less indubitable than supposed. Then I shall discuss a few common examples of supererogatory acts and show how my account explains them. Finally I shall consider how most important intuitions of supererogatory status – those associated with extreme self-sacrifice – might be integrated into my overall account. (shrink)

The doctrine of international law, while proclaiming Grotius to be its Founding Father, has deviated on some important issues from the latter's teachings. However, the development of international law itself may force writers on international law to renew acquaintance with Grotius' own conceptions. This article tries to illustrate these conclusions by giving some examples.

(1980). “A thoroughly good school”: An examination of the Hazelwood experiment in progressive education. British Journal of Educational Studies: Vol. 28, No. 1, pp. 46-59.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musician and Teacher: An Orientation to Music EducationBrent GaultPatricia Shehan Campbell (with chapters contributed by Steven M. Demorest and Steven J. Morrison), Musician and Teacher: An Orientation to Music Education (New York, NY: W. W. Norton and Company, 2008)If one were to review the course content of undergraduate music education programs at various colleges and universities, an "Introduction to Music Education" or "Foundations of Music Education" course would (...) most likely be included. This course often serves a variety of functions for a given program. It can provide students with an overview of the various instructional settings found in the music education profession and introduce theoretical information regarding student development and learning. Foundation courses often review historical and philosophical information, allow students to develop their own justifications regarding why music should be part of a school program, and present information regarding practical issues in the music teaching profession including assessment, planning for instruction, use of technology, and working with diverse learning situations.Because the curricular content within given foundation courses can be quite varied, finding a text that is broad enough to cover the myriad of topics that might be addressed in this type of course yet detailed enough to make each topic meaningful is a true challenge. While no single text can truly meet all needs [End Page 213] that are unique to each instructional setting, Patricia Shehan Campbell's Musician and Teacher: An Orientation to Music Education is an example of a text that succeeds in both providing a broad view of the music education profession while also presenting specific and meaningful information related to each topic addressed within its pages.One of the unique aspects of this book is Campbell's attempt throughout the text to discuss music education from personal, theoretical, and global perspectives. Many of the chapters utilize case descriptions of music education students and practicing teachers to highlight the theoretical ideas discussed in the text. In addition, Campbell relates learning theories and instructional approaches not only to instructional settings within the United States but throughout the world so that the reader can see both similarities and differences in how music is experienced in each setting.The first six chapters of the text deal with general principles related to the music education profession. An opening chapter sets the stage by discussing the decision to become a music educator, relating this decision to the personal stories of five individuals, and describing the qualities that can lead to a successful career in music education. The second chapter, "Great Minds on Music Education," provides an overview of the philosophical arguments for music education. Campbell uses this chapter to relay the ideas of perennial figures commonly identified with music education philosophy including John Blacking, Christopher Small, Bennett Reimer, Keith Swanwick, David Elliott, and Estelle Jorgensen, and adds to this a description of the views of political leaders, scholars, and thinkers throughout the world. In addition to discussing the views of Plato, Aristotle, Boethius, and Lowell Mason, Campbell also includes the ideas of Hildegard von Bingen, Akbar the Great (India), Chulalongkorn (Thailand), and Nelson Mandela to provide a richer portrait of how members of cultural communities throughout the world experience and value music.Continuing with this global perspective, Campbell uses the third chapter to discuss the ways that communities transmit music via formal, nonformal, and natural learning. These three ways of transmitting knowledge are similar to the ideas she described related to Bateson (Learning I, II, and III) and Merriam (enculturation, training, and schooling) in Lessons from the World. 11 After defining these approaches to learning, Campbell describes several learning contexts both past (Medieval Europe) and present (West Africa) to illustrate how formal, nonformal, and/or natural learning is utilized. The cross cultural comparison continues in Chapter Four, as Campbell describes various systems of music education in Africa, Asia, Australia, Europe, North America, and South America to illustrate similarities and differences related to standards for education, goals for instruction, and allotment of instructional time and resources.After providing this global view related to approaches to learning and systems [End Page 214] of instruction, the fifth chapter attempts to personalize music education through vignettes of music programs... (shrink)