We present a two-pronged criticism of Ramos's argument. Our main contention is that the logic of the author’s argument is flawed. As we demonstrate, the author conflates probability with necessity, in addition to conflating free will having causal efficacy with the merely illusory conscious experience of free will; such conflations undermine the claim that individual free will should be both exhibited on a social scale and necessarily cause a particular organized pattern to emerge. In addition, we will show that the (...) author makes a series of inadequately supported assertions concerning the relationship between, and degree of scholarly consensus upon, causally effective free will and mind-body interactionist dualism, which further undermine his argument. (shrink)

There is no question that the work of John Dewey has been invaluable with regard to theories of education. What has too often been neglected, however, is Dewey's work on the philosophy of science as it pertains specifically to science education.1 Although educators might well concede that children should be encouraged to be "philosophical" within the arts or humanities, most neglect or fail to heed Dewey's insights concerning the child as philosopher-scientist within the science classroom. Dewey recognized that children were (...) too often taught "science" while not learning "the scientific way of treating the familiar material of ordinary experience" (MW 9: 228). The view of science as a nonphilosophical, highly .. (shrink)