Essays dealing with the question of how "sense of place" is constructed, in a variety of locations and media.

Our society invests hugely in education, but not always very thoughtfully. Key Debates in Education outlines all of the main issues involved in arriving at an intelligent understanding of education. In particular, it provides in-depth discussion of: the purpose of education; the nature of teaching, learning and assessment; education policy; the contribution of education to society. Above all, the authors convey the liveliness and excitement of educational debate--not least through the way that they take issue with each other. In the (...) process they show how and why people who care about education radically disagree with each other. This text includes questions, tasks, and further reading sections. (shrink)

Approximately 47 million Latinos currently live in the United States, and nearly 25 percent of them are undocumented. The USA is a very different country from just a generation ago – culturally, socially, and demographically. Its presumed core values have been transformed largely by the changes wrought by immigration and ethnicity. A multicultural society has, in 2008, elected a multicultural president. This article examines immigration discourse, framed in terms of fear and security, and the evolution of the US immigration policy. (...) Latino immigration is presented as a force that has shaped the nation's past and continues to shape the economic, demographic, and cultural future of the United States. Psychological barriers to the social integration of immigrants are also explored. This article concludes that government policy makers should encourage a more tolerant, multicultural society by integrating Latino immigrants into the social, economic, and political fabric of the nation. (shrink)

_The Routledge Education Studies Reader_ provides an authoritative overview of the key aspects of education for students beyond the introductory stages of a degree programme in Education Studies, enabling students to deepen their understanding. A blend of modern-classic and contemporary readings, based on a combination of empirical research and established theory, provide coverage of the following: globalisation and the impact of new technologies educational policies and society curriculum and pedagogy assessment professional learning learning beyond schools. In order to encourage engagement (...) with the literature, each reading is introduced by the editors. Key questions accompany every reading, enabling the student to reflect on the piece. Suggestions for further reading are made and explained throughout. _The Routledge Education Studies Reader_ is an essential resource for students of Education Studies, especially during years 2 and 3 of the undergraduate degree. It will prove useful to other students and professionals interested in the study of education. _The Routledge Education Studies Textbook_ is an academically comprehensive and appropriately challenging textbook that can be used alongside this Reader. (shrink)

We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some (...) broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted. (shrink)

This article presents the views of four sets of authors, each taking concepts of embodied cognition into problem spaces where the new paradigm can be applied. The first considers consequences of embodied cognition on the legal system. The second explores how embodied cognition can change how we interpret and interact with art and literature. The third examines how we move through architectural spaces from an embodied cognition perspective. And the fourth addresses how music cognition is influenced by the approach. Each (...) contribution is brief. They are meant to suggest the potential reach of embodied cognition, increase the visibility of applications, and inspire potential avenues for research. (shrink)

This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and (...) what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

ABSTRACT: This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approxim-ately, the last three decades, we seek to develop a clearer understanding of what has been done (...) and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

Theories, Technologies, Instrumentalities of Color is the outcome of a workshop, held in Leuven, Belgium, in May 2000.

Embodied cognition pertains to the consequences on thought and emotion of living with our particular human sensory and motor systems. The consequences are quite varied, and researchers across the cognitive sciences have made great discoveries in line with this principle. However, while we offer this principle, it is necessarily broad, and searching for a single unifying theme has not brought researchers together behind a clearly defined endeavor. Rather than attempt to do so, we embrace the variation and specificity in research (...) endeavors across the cognitive sciences to forge a practical sense in which embodied cognition can be a useful paradigm within which to think and work. This topic, The Future of Embodied Cognition, includes contributions from eight sets of authors communicating how embodied cognition has and will influence specific approaches within their disciplines. Through this format, the lessons from each contribution can be easily shared with colleagues across disciplines. As these lessons continue to be shared, a paradigm that is of practical use will emerge, and its coherence across disciplines will follow. To illustrate the practical aspect of this approach, in this introductory paper, we take one lesson from each contribution that must be shared and illustrate how each lesson can apply to a single, specific topic of study. (shrink)

ABSTRACT This narrative synthesis based on a literature review undertaken for the project ?Creating Citizenship Communities? (funded by the Esmée Fairbairn Foundation) includes discussion, principally, about what research evidence tells us about young people?s definitions of community, of types of engagement by different groups of young people, actions by schools and what they might do in the future to promote engagement. Community is seen as a highly significant and contested area. Young people are viewed negatively by adults but are in (...) some contexts already positively engaged in communities. There seem to be gaps in the literature about what young people understand about community. There is, broadly, some consensus about how to promote engagement. (shrink)

Perceptual learning involves an improvement in perceptual judgment with practice, which is often specific to stimulus or task factors. Perceptual learning has been shown on a range of visual tasks but very little research has explored chromatic perceptual learning. Here, we use two low level perceptual threshold tasks and a supra-threshold target detection task to assess chromatic perceptual learning and category effects. Experiment 1 investigates whether chromatic thresholds reduce as a result of training and at what level of analysis learning (...) effects occur. Experiment 2 explores the effect of category training on chromatic thresholds, whether training of this nature is category specific and whether it can induce categorical responding. Experiment 3 investigates the effect of category training on a higher level, lateralized target detection task, previously found to be sensitive to category effects. The findings indicate that performance on a perceptual threshold task improves following training but improvements do not transfer across retinal location or hue. Therefore, chromatic perceptual learning is category specific and can occur at relatively early stages of visual analysis. Additionally, category training does not induce category effects on a low level perceptual threshold task, as indicated by comparable discrimination thresholds at the newly learned hue boundary and adjacent test points. However, category training does induce category effects on a supra-threshold target detection task. Whilst chromatic perceptual learning is possible, learnt category effects appear to be a product of left hemisphere processing, and may require the input of higher level linguistic coding processes in order to manifest. (shrink)

In a recent article Ian Hacking argues that there can be cases where no probabilities may correctly be ascribed to individual members of a population, while probabilities are correctly ascribable to the population as a whole. In this paper a simple artificial coin-flipping model for such probabilities, not 'grounded from below' is constructed. The inferences licensed by this model and a consequence of the model for the theory of statistical tests is explored.

Part 1: Metaphysics and Conceptual Analysis 1. Analysis, description and the a priori?, Simon Blackburn 2. Physicalism, conceptual analysis and acts of faith, Jennifer Hornsby 3. Serious metaphysics: Frank Jackson’s defense of conceptual analysis, William G. Lycan 4. Jackson’s classical model of meaning, Laura Schroeter & John Bigelow 5. The semantic foundations of metaphysics, Huw Price 6. The folk theory of colours and the causes of colour experience, Peter Menzies Part 2: The Knowledge Argument 7. Consciousness and the frustrations of (...) physicalism, Philip Pettit 8. Jackson’s change of mind: representationalism, a priorism and the knowledge argument, Robert Van Gulick Part 3: Ethics 9. Analytic moral functionalism meets moral twin earth, Terrence Horgan & Mark Timmons 10. Consequentialism and the nearest and dearest objection, Michael Smith 11. The ’actual’ in actualism, Julia Driver Part 4: Conditionals and the Purposes of Arguing 12. Conditionals, truth and assertion, Dorothy Edgington 13. Conditionals: A debate with Jackson, Graham Priest 14. Two purposes of arguing and two epistemic projects, Martin Davies Replies to my critics, Frank Jackson. (shrink)

108 COWLEY RD, OXFORD, ENGLAND, OX4 1JF.

Some may find an oxymoron in my title. But, my use of “instrumental” is to focus attention on the real instruments of science-pumps, dynamos and cyclotrons-and not the view that scientific theories are best understood as instruments. In what follows I characterize and argue for a kind of realism strongly wedded to what we do with scientific instruments, and divorced from what our theories may say about the entities manipulated by these instruments. My discussion owes much to Ian Hacking’s “Experimental (...) Argument for Realism” (Hacking 1983, ch. 16).The following fantasy might help give some idea of the view I am interested in. Suppose that the diskettes, which many people use in conjunction with a small computer, do not store information magnetically; in fact they store it “radioactively,” exactly how, is not relevant. IBM decided that many people in their target personal computer market would be put off by “nuclear diskettes.”. (shrink)

I use Ian Hacking 's views to explore ways of classifying people, exploiting his distinction between indifferent kinds and interactive kinds, and his accounts of how we 'make up' people. The natural kind/essentialist approach to indifferent kinds is explored in some depth. I relate this to debates in psychiatry about the existence of mental illness, and to educational controversies about the credentials of learner classifications such as 'dyslexic'. Claims about the 'existence' of learning disabilities cannot be given a clear, simple (...) and unambiguous interpretation. In particular I show that science cannot deliver a definitive taxonomy of learner categories, and that this has important implications for teachers and policy makers. (shrink)

Contents: John A. HALL and Ian JARVIE: Preface. John A. HALL and Ian JARVIE: The Life and Times of Ernest Gellner. PART 1 INTELLECTUAL BACKGROUND. Ji_i MUSIL: The Prague Roots of Ernest Gellner's Thinking. Chris HANN: Gellner on Malinowski: Words and Things in Central Europe. Tamara DRAGADZE: Ernest Gellner in the Soviet East. PART 2 NATIONS AND NATIONALISM. Brendan O'LEARY: On the Nature of Nationalism: An Appraisal of Ernest Gellner's Writings on Nationalism. Kenneth MINOGUE: Ernest Gellner and the Dangers of (...) Theorising Nationalism. Anthony D. SMITH: History and Modernity: Reflection on the Theory of Nationalism. Michael MANN: The Emergence of Modern European Nationalism. Nicholas STARGARDT: Gellner's Nationalism: The Spirit of Modernisation? PART 3 PATTERNS OF DEVELOPMENT. Peter BURKE: Reflections on the History of Encyclopaedias. Alan MACFARLANE: Ernest Gellner and the Escape to Modernity. Ronald DORE: Sovereign Individuals. Shmuel EISENSTADT: Japan: Non-Axial Modernity. Marc FERRO: l'Indépendance Telescopée: De la Décolonisation a l'Impérialisme Multinational. PART 4 ISLAM. Abdellah HAMMOUDI: Segmentarity, Social Stratification, Political Power and Sainthood: Reflections on Gellner's Theses. Henry MUNSON, Jr.: Rethinking Gellner's Segmentary Analysis of Morocco's Ait cAtta. Jean BAECHLER: Sur le charisme. Charles LINDHOLM: Despotism and Democracy: State and Society in the Premodern Middle East. Henry MUNSON, Jr.: Muslim and Jew in Morocco: Reflections on the Distinction between Belief and Behavior. Talal ASAD: The Idea of an Anthropology of Islam. PART 5 SCIENCE AND DISENCHANTMENT. Perry ANDERSON: Science, Politics, Enchantment. Ralph SCHROEDER: From the Big Divide to the Rubber Cage: Gellner's Conception of Science and Technology. John DAVIS: Irrationality in Social Life. PART 6 RELATIVISM AND UNIVERSALS. John SKORUPSKI: The Post-Modern Hume: Ernest Gellner's 'Enlightenment Fundamentalism'. John WETTERSTEN: Ernest Gellner: A Wittgensteinian Rationalist. Ian JARVIE: Gellner's Positivism. Raymond BOUDON: Relativising Relativism: When Sociology Refutes the Sociology of Science. Rod AYA: The Devil in Social Anthropology; or, the Empiricist Exorcist; or, the Case Against Cultural Relativism. PART 7 PHILOSOPHY OF HISTORY. William MCNEILL: A Swan Song for British Liberalism? Andrus PARK: Gellner and the Long Trends of History. Eero LOONE: Marx, Gellner, Power. Rosaire LANGLOIS: Coercion, Cognition and Production: Gellner's Challenge to Historical Materialism and Postmodernism. Ernest GELLNER: Reply to Critics. Ian JARVIE: Complete Bibliography of Gellner's Work. Name index. Subject index. (shrink)

In this essay I examine the idea that evil is to be understood as a kind of absence or a privation. I put forward two arguments against this idea. The first claims that if evil is an absence it becomes causally powerless, which seems strongly contradicted by experience and revelation. The other argument says that the idea that evil is an absence cannot do justice to the evil of depression. Depression is a set of feelings which are all too real, (...) and so cannot be understood as literally identical with a set of absences. (shrink)

An intro. to Didaktic (the heart of thinking about teaching/teacher educ in Germany) for English-speaking readers, drawing on a range of writings assoc. w/ this tradition. Throws light on assumptions, characteristics, & weaknesses of curriculum thought.

Experimental philosophy of religion is the project of taking the tools and resources of the human sciences—especially psychology and cognitive science—and bringing them to bear on issues within philosophy of religion toward explicit philosophical ends. This paper introduces readers to experimental philosophy of religion. §1 explores the contours of experimental philosophy of religion by contrasting it with a few related fields: the psychology of religion and cognitive science of religion, on the one hand, and natural theology, on the other. §2 (...) offers a brief history of experimental philosophy of religion. The goal in this section is to highlight the ancient pedigree of this emerging area of research; as the contemporary experimental philosophy of religion literature expands and proliferates, it’s important to remember that this field has deep historical roots. Then, §3 focuses on the following questions: Why should we care about experimental philosophy of religion? And why is it needed? (shrink)

Philosophical Perspectives on Art presents a series of essays devoted to two of the most fundamental topics in the philosophy of art: the distinctive character of artworks and what is involved in understanding them as art. In Part I, Stephen Davies considers a wide range of questions about the nature and definition of art. Can art be defined, and if so, which definitions are the most plausible? Do we make and consume art because there are evolutionary advantages to doing so? (...) Has art completed the mission that guided its earlier historical development, and if so, what is to become of it now? Should architecture be classified as an art form? -/- Part II turns to the interpretation and appreciation of art. What is the target and purpose of the critic's interpretation? Is interpretation primarily directed at uncovering artists' intended meanings? Can apparently contradictory interpretations of a given piece both be true? Are interpretative evaluations entailed by descriptions of a work's aesthetic and artistic characteristics? In addition to providing fresh answers to these and other central questions in aesthetics, Davies considers the nature and content of metaphor, and the relation between the expressive qualities of a work of art and the emotions of its creator. (shrink)

I identify an inconsistency in Jago’s theory of truth. I show that Jago is committed to the identity of the proposition that the proposition that A is true and the proposition that A. I show that Jago is committed to the proposition that A being true because A if the proposition that A is true. I show that these two commitments, given the rest of Jago’s theory, entail a contradiction. I show that while the latter commitment follows from Jago’s theory (...) of truth, even by Jago’s own lights he should not be committed to the identity of the proposition that the proposition that A is true and the proposition that A. (shrink)

An expanded & revised version of Religion in an Age of Science. Three new chapters on physics & metaphysics in the 18th century and biology & theology in the 19th century. Other new sections included.

Religion and Science is a comprehensive examination of the major issues between science and religion in today's world. With the addition of three new historical chapters to the nine chapters (freshly revised and updated) of Religion in an Age of Science, winner of the Academy of Religion Award for Excellence in 1991, Religion and Science is the most authoritative and readable book on the subject, sure to be used by science and religion courses and discussion groups and to become the (...) introduction of choice for general readers. (shrink)