Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge and undermine Zembylas’ (...) project. Subsequently, the three main theses of Lyotard that Zembylas considers beneficial and wishes to transpose onto science classrooms and pedagogy are scrutinized and found to be more of a hindrance than a help to curriculum reformers. (shrink)

Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge and undermine Zembylas’ (...) project. Subsequently, the three main theses of Lyotard that Zembylas considers beneficial and wishes to transpose onto science classrooms and pedagogy are scrutinized and found to be more of a hindrance than a help to curriculum reformers. (shrink)

Constructibility and complexity play central roles in recent research in computer science, mathematics and physics. For example, scientists are investigating the complexity of computer programs, constructive proofs in mathematics and the randomness of physical processes. But there are different approaches to the explication of these concepts. This volume presents important research on the state of this discussion, especially as it refers to quantum mechanics. This `foundational debate' in computer science, mathematics and physics was already fully developed in 1930 in the (...) Vienna Circle. A special section is devoted to its real founder Hans Hahn, referring to his contribution to the history and philosophy of science. The documentation section presents articles on the early Philipp Frank and on the Vienna Circle in exile. Reviews cover important recent literature on logical empiricism and related topics. (shrink)

The essays from the conference have been substantially rev. and new material has been added.

Two major management philosophies of the 20th Century, scientific management and quality management, are often contrasted. Scientific management is seen as a system that focuses on task efficiencies whereas quality management is described as a collaborative, people-centered process approach to continuous improvement. This paper examines the ethical implications of these diverse approaches, particularly in the way information is used to decide which employees to lay off in times of economic difficulty. The paper uses case examples of quality management as teaching (...) tools to place the conduct of managers within utilitarian, deontological and justice approaches to ethical decision making. Finally, it suggests that a third system, open-book management, may help deal with this ethical dilemma, though not without risk. (shrink)

Although neglected by psychology, self-respect has been an integral part of philosophical discussion since Aristotle and continues to be a central issue in contemporary moral philosophy. Within this tradition, self-respect is considered to be based on one's capacity for rationality and leads to behaviors that promote autonomy, such as independence, self-control and tenacity. Self-respect elicits behaviors that one should be treated with respect and requires the development and pursuit of personal standards and life plans that are guided by respect for (...) self and others. In contrast, the psychological concept of self-esteem is grounded in the theories of self-concept. As such, self-esteem is a self-evaluation of competency ratios and opinions of significant others that results in either a positive or negative evaluation of one's worthiness and inclusionary status. The major distinction between the two is that while competency ratios and others' opinions are central to self-esteem, autonomy is central to self-respect. We submit that not only is self-respect important in understanding self-esteem, but that it also uniquely contributes to individual functioning. Research is needed to establish the central properties of self-respect and their effects on individual functioning, developmental factors, and therapeutic approaches. (shrink)