This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledging that, first and foremost, it (...) is a human tragedy. With nearly a million deaths reported worldwide to date, and with everyone effected in one way or another by Covid-19, there is a degree of discomfort, and a responsibility to be sensitive, in reflecting and writing about it academically. Members of this ‘Covid Collective’ come from various countries, with perspectives from Great Britain and Ireland well represented, and we see academic practice as a globally connected enterprise, especially since the digital revolution in academic publishing. The concerns raised in this article relate to but move beyond Covid-19, reflecting the impact of neoliberalism [and other political developments] on geopolitics with educational concerns as central to our focus. (shrink)

This article—the first of a linked set of three outlining the development and practice of a different approach to science/religion dialogue—begins with an overview of some persistent tensions in the field. Then, using a threefold heuristic of encounter, engagement, and expression, it explores the routes taken by James Ashbrook and Andrew Newberg to develop a dialogue between theology and neuroscience, discussing some of the problems associated with these and their implications for attempts to further develop neurotheology. Finally, it proposes a (...) different way of thinking about this enterprise and points toward a new methodology for supporting this endeavor. (shrink)

This third of three articles outlining a different approach to science/religion dialogue generally and to engagement between theology and the neurosciences specifically, gives a brief account of the model in practice. It begins by introducing the question to be investigated—whether the experience of relational connection can affect health outcomes by directly moderating immune function. Then, employing the same threefold heuristic of encounter, exchange, and expression used previously, it discusses how the transversal model set out in these articles has been used (...) to investigate this question and to develop a theoretical physiological model for the proposed link between relationality and health. (shrink)

This second of three articles outlining the development and practice of a different approach to neurotheology discusses the construction of a suitable methodology for the project based on the work of J. Wentzel van Huyssteen. It explores the origin and contours of his concept of postfoundational rationality, its potential as a locus for epistemological parity between science and religion and the distinctive and unique transversal space model for interdisciplinary dialogue which he builds on these. It then proposes a further development (...) of the model which has the potential to produce a very different type of additional and original dialogical outcome. While such “transversal” outputs may initially seem counter and strange they not only flow naturally from the models’ own inherent dynamics but also open up the possibility of a distinctively different form of neurotheology. (shrink)

The Institute on Religion in an Age of Science has a long history of delivering conferences addressing topics of interest in the field of science and religion. The following papers from the 2013 summer conference on “The Scientific, Spiritual, and Moral Challenges in Solving the World Food Crisis” are, in keeping with the eclectic nature of these conferences, very different in content and approach. Such differences underline the challenges of synergistically combining scientific and religious insights to increase understanding of global (...) problems and their possible solutions. This in turn reflects deeper questions about the purpose and nature of the science/religion dialogue. These papers suggest various ways in which the two perspectives can be combined in the pursuit of building better understandings of food-related issues, as well as highlighting difficulties and limitations which need to be addressed if the fruits of such dialogue are to make a wider impact. As such they serve as useful pointers for how this type of science/religion interaction might be further developed and deployed. (shrink)

The author critically examines and rejects alvin plantinga's defense of the free will theodicy, As presented in chapter six of plantinga's "god and other minds". If the author's arguments are correct, Then any attempt on the part of the rational apologist to explain evil by reference to man's free will must be considered futile. Since the arguments presented will be seen as supporting natural atheology (which, For plantinga, Is "the attempt...To show that, Given what we know, It is impossible or (...) unlikely that God exists"), The article ends with the claim that both rational apologetics and natural atheology are conceptually confused, And that this confusion can be traced to their failure to understand the nature of religious belief. (shrink)

We are living in a time of unprecedented challenges: human activity is now the primary driver shaping the planet and we are perilously close to breaching a variety of critical planetary boundaries—a prelude to the possible extinction of our species. How should we be thinking and acting—as persons, communities, institutions and societies—so as to best understand and respond to these challenges? What contribution can the field of science and religion make to develop the knowledge needed to negotiate the civilizational transition (...) we face? Such questions were addressed through a series of dialogues at the 62nd annual conference of the Institute on Religion in an Age of Science in June of 2016—“How Can We Know? Co-Creating Knowledge in Perilous Times.” This essay sets the background to these challenges and introduces the set of articles in this themed section. (shrink)

Let us introduce two antithetical terms in order to avoid certain elementary confusions: To the question “How do you know that so‐and‐so is the case?”, we sometimes answer by giving ‘criteria’ and sometimes by giving ‘symptoms. If medical science calls angina an inflammation caused by a particular bacillus, and we ask in a particular case “Why do you say this man has got angina?” then the answer “I have found the bacillus so‐and‐so in his blood” gives us the criterion, or (...) what we may call the defining criterion of angina. If on the other hand the answer was, “His throat is inflamed”, this might give us a symptom of angina, I call “sympton” a phenomenon of which experience has taught us that it coincided, in some way or other, with the phenomenon which is our defining criterion, Then to say “A man has angina if this bacillus is found in him” is a tautology or it is a loose way of stating the definition of “angina”. But to say, “A man has angina whenever he has an inflamed throat” is to make a hypothesis. (BB, pp. 24–25)1. (shrink)

Despite wittgenstein's commitment to philosophy as a practice designed to free us from the impulse to generate philosophical theories, it seems to the author that wittgenstein did have a theory of knowledge in "on certainty". the paper is devoted to displaying this theory; it is written in the hope that others will find a way of reading "on certainty" that frees it from this interpretation.

Much of health promotion is premised on the notion that health-related behaviours are under individual control, and strongly influenced by intra-psychic factors, including knowledge and attitudes. The emphasis placed on such factors has led to a neglect of the social and material context in which the individual is situated. This paper describes a number of psychological theories which have influenced health promotion, and suggests ways in which a wider set of psychological theories and methods, which take into account social and (...) material factors, may more usefully inform health promotion initiatives. (shrink)