Although this book contains a facsimile of the second London edition of Collins’ Inquiry, the main author is O’Higgins, for his Introduction and Notes seem more important than the 18th-century pamphlet. Collins was a country squire, friend of John Locke, an Anglican Deist, and a convinced determinist in his explanation of volition. His education was spotty: Eton, a year at Cambridge and unfinished studies in law. A general study of Collins’ life and writings was published by O’Higgins in (...) 1970, yet he does not seem aware of another modern printing of the Inquiry, edited by R. Wellek. The Introduction covers the background very thoroughly. It also sketches the situation in which the Inquiry was produced. The editor’s Notes are scholarly and helpful. Collins’ view was that no act of will is uncaused but the necessity to which man’s will is subject is not physical but moral. Much of Collins’ argument is well constructed but he does not seem fully to understand some of his adversaries, such as Bishop John Bramhall. On the whole this book is a useful introduction to a key controversy in British and continental thought of the 17th and 18th centuries.—V.J.B. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

We investigated how people interpret conditionals and how stable their interpretation is over a long series of trials. Participants were shown the colored patterns on each side of a six-sided die, and were asked how sure they were that a conditional holds of the side landing upwards when the die is randomly thrown. Participants were presented with 71 trials consisting of all combinations of binary dimensions of shape (e.g., circles and squares) and color (e.g., blue and red) painted onto the (...) sides of each die. In two experiments (N1 = 66, N2 = 65), the conditional event was the dominant interpretation, followed by conjunction, and material conditional responses were negligible. In both experiments, the percentage of participants giving a conditional event response increased from around 40% at the beginning of the task to nearly 80% at the end, with most participants shifting from a conjunction interpretation. The shift was moderated by the order of shape and color in each conditional’s antecedent and consequent: participants were more likely to shift if the antecedent referred to a color. In Experiment 2 we collected response times: conditional event interpretations took longer to process than conjunction interpretations (mean difference 500 ms). We discuss implications of our results for mental models theory and probabilistic theories of reasoning. (shrink)

According to probabilistic theories of reasoning in psychology, people's degree of belief in an indicative conditional `if A, then B' is given by the conditional probability, P(B|A). The role of language pragmatics is relatively unexplored in the new probabilistic paradigm. We investigated how consequent relevance a ects participants' degrees of belief in conditionals about a randomly chosen card. The set of events referred to by the consequent was either a strict superset or a strict subset of the set of events (...) referred to by the antecedent. We manipulated whether the superset was expressed using a disjunction or a hypernym. We also manipulated the source of the dependency, whether in long-term memory or in the stimulus. For subset-consequent conditionals, patterns of responses were mostly conditional probability followed by conjunction. For superset-consequent conditionals, conditional probability responses were most common for hypernym dependencies and least common for disjunction dependencies, which were replaced with responses indicating inferred consequent irrelevance. Conditional probability responses were also more common for knowledge-based than stimulus-based dependencies. We suggest. (shrink)

This case study describes the design, learning experiences, and student outcomes in one Instructional Design course with an explicit focus on globally competent teaching. We make the argument that forefronting global competence in an Instructional Design course, prior to social studies methods, is a necessary precursor to accelerate students’ progress on a pathway towards teaching for global competence. In support of this argument, we (a) describe the ways in which an Instructional Design course in one university forefronted global competence; (b) (...) explain the short- and long-term outcomes of this design; and (c) highlight four students to illustrate how the Instructional Design course helped to move students along a pathway towards global competence. We nest our approach within a globally competent teaching framework. (shrink)