Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouseâe(tm)s contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range of (...) students, teachers, teacher educators and others involved in education. Stenhouse saw the primary aim of education as the development of individuality through a creative and critical engagement with culture. He was an early advocate of inclusive education and was committed to making available to all pupils an education that was challenging and empowering. For Stenhouse many of the problems of education stemmed not so much from its content as from the terms and conditions under which students were required to access it. Consequently he pioneered an approach to curriculum reform that stressed the quality of the educational process and the values that defined it, as opposed to âe~rational curriculum planningâe(tm), which stressed the pre-specification of measureable learning outcomes. Stenhouse devised the curriculum reform movementâe(tm)s most ambitious strategy, âe~the process modelâe(tm), and was its principal theorist. His idea of âe~the teacher as researcherâe(tm) lay at the heart of this strategy as the means by which the values that define a worthwhile educational process could be progressively realized by teachers in concrete forms of action within their classrooms and schools. What marked out Stenhouseâe(tm)s unique contribution to the field of curriculum was his distinctive conceptualisation of the relationship between the teacher (authority), the learner (autonomy) and the subject matter (understanding). Founded on his epistemological scepticism and forged in his encounters with expertly discerning teachers who valued and nurtured the intellectual independence of students, Stenhouse acquired an acute appreciation of the ways in which teaching enhances or inhibits, develops or displaces the potential for autonomous thinking of students. He changed the relationship between curriculum theory, educational research and teachers; placing teachers right at the heart of the curriculum development process and the teacher as researcher at the heart of teacher professionalism. (shrink)

In recent years consciousness has become a significant area of study in the cognitive sciences. The Frontiers of Consciousness is a major interdisciplinary exploration of consciousness. The book stems from the Chichele lectures held at All Souls College in Oxford, and features contributions from a 'who's who' of authorities from both philosophy and psychology. The result is a truly interdisciplinary volume, which tackles some of the biggest and most impenetrable problems in consciousness. The book includes chapters considering the apparent explanatory (...) gap between science and consciousness, our conscious experience of emotions such as fear, and of willed actions by ourselves and others. It looks at subjective differences between two ways in which visual information guides behaviour, and scientific investigation of consciousness in non-human animals. It looks at the challenges that the mind-brain relation presents for clinical practice as well as for theories of consciousness. The book draws on leading research from philosophy, experimental psychology, functional imaging of the brain, neuropsychology, neuroscience, and clinical neurology. Distinctive in its accessibility, authority, and its depth of coverage, Frontiers of Consciousness will be a groundbreaking and influential addition to the consciousness literature. (shrink)

Examines the theories of Socrates, Kant, Dewey, Piaget, and others to explore the implications of Socrates' question "what is a virtuous man, and what is a virtuous school and society which educates virtuous men.".

This article seeks to explicate one form of technical rationality (ie the technological development of robotics) in social work education and practice. As advances in robotics evolve, questions are raised about the role of technicist education in reducing social work practice to a set of tasks that are repeatable, formulaic and linear (ie tasks that robots are capable of performing). We conduct a critical synthesis of the literature to explore how these parallel processes potentially create a seamless transition for social (...) robots to replace the human social work workforce. Our analysis suggests that social workers need to reclaim a broader understanding of social work education and practice if we intend to retain human social work practitioners into the future. We argue that this is vital because critical social work practitioners are more capable than robots of meeting the espoused social justice values of social work. (shrink)

I propose that primary conscious awareness arises from synchronized activity in dendrites of neurons in dorsal thalamic nuclei, mediated particularly by inhibitory interactions with thalamic reticular neurons. In support, I offer four evidential pillars: consciousness is restricted to the results of cortical computations; thalamus is the common locus of action of brain injury in vegetative state and of general anesthetics; the anatomy and physiology of the thalamus imply a central role in consciousness; neural synchronization is a neural correlate of consciousness.

It is well-acknowledged that teachers play a significant role in enhancing student learning and that investigating teachers’ cognitions about teaching is a first and important step to understanding the phenomenon. Although much research into teachers’ cognitions about grammar teaching has been conducted in various socio-cultural contexts, little has been reported on cognitions of Chinese teachers of English as a foreign language so far. Such understanding is of primary importance to student success in language learning given the sociocultural context where grammar (...) takes a lion’s share in high-stakes examinations. In order to address this research gap, we developed and validated the Chinese EFL Teachers’ Cognitions about Grammar Teaching Questionnaire. Two subsamples were randomly invited to respond to the TCAGTQ and the data were then subjected to exploratory factor analysis and confirmatory factor analysis to test the validity and reliability of the instrument. The EFA excluded eight items from the TCAGTQ and generated six factors with 27 items. The CFA result from the other subsample supported a six-factor model with a good model fit. Moderate correlations between the six factors also supported the predictive validity of the questionnaire, showing that the TCAGTQ is a valid and reliable inventory for measuring Chinese university EFL teachers’ cognitions about grammar teaching. Our findings suggest that the TCAGTQ can be used as a useful tool for teachers to self-assess their professional practice for improving teaching. (shrink)

Introduction: Fundamental Ontology as a "Fundamental Ethics" In his "Letter on Humanism" Martin Heidegger claims that the fundamental ontology he works out ...

Critics have charged that Heidegger's account of authenticity is morally nihilistic, that his fundamental ontology is either egocentric or chauvinistic; and many see Heidegger's turn to Nazism in 1933 as following logically from an indifference, and even hostility, to "otherness" in the premises of his early philosophy. In_ The Fragile "We": Ethical Implications of Heidegger's "Being and Time,"_ Lawrence Vogel presents three interpretations of authentic existence--the existentialist, the historicist, and the cosmopolitan--each of which is a plausible version of the (...) personal ideal depicted in _Being and Time._ He then draws parallels between these interpretations and three moments in the contemporary liberal-communitarian debate over the relationship of the "I" and the "We." His book contributes both to a diagnosis of what there is about _Being and Time_ that invites moral nihilism and to a sense of how fundamental ontology might be recast so that "the other" is accorded an appropriate place in an account of human existence. (shrink)

Like other English-speaking peoples around the world, New Zealanders began debating Darwinism in the early 1860s, shortly after the publication of Charles Darwin's Origin of Species. Despite the opposition of some religious and political leaders – and even the odd scientist – biological evolution made deep inroads in a culture that increasingly identified itself as secular. The introduction of pro-evolution curricula and radio broadcasts provoked occasional antievolution outbursts, but creationism remained more an object of ridicule than a threat until the (...) last decades of the twentieth century, when first American and then Australian creationists began fomenting antievolutionism among New Zealanders. Although Stephen Jay Gould assured them in 1986 that they had little to fear from so-called scientific creationism, because it was a ‘peculiarly American’ phenomenon, scientific creationism by the mid-1990s had captured the allegiance of an estimated five per cent of the country and proved especially attractive to Maori and Pacific Islanders. In 1992 New Zealand creationists formed their own antievolution society, Creation Science. (shrink)

This paper obtains the weak completeness and decidability results for standard systems of modal logic using models built from formulas themselves. This line of work began with Fine (Notre Dame J. Form. Log. 16:229-237, 1975). There are two ways in which our work advances on that paper: First, the definition of our models is mainly based on the relation Kozen and Parikh used in their proof of the completeness of PDL, see (Theor. Comp. Sci. 113-118, 1981). The point is to (...) develop a general model-construction method based on this definition. We do this and thereby obtain the completeness of most of the standard modal systems, and in addition apply the method to some other systems of interest. None of the results use filtration, but in our final section we explore the connection. (shrink)

Since the publication of Andrews Reath's “Two Conceptions of the Highest Good in Kant” (Journal of the History of Philosophy 26:4 (1988)), most scholars have come to accept the view that Kant migrated away from an earlier “theological” version to one that is more “secular.” The purpose of this paper is to explore the roots of this interpretative trend, re-assess its merits, and then examine how the Highest Good is portrayed in Kant’s Religion within the Boundaries of Mere Reason. As (...) will be argued, it is in this text more so than any other where Kant develops his most philosophically sophisticated account of the Highest Good. Because of the central significance of Kant’s doctrine of the Highest Good for both his ethical theory and philosophy of religion, this paper therefore seeks to provide an important corrective to the current received views. (shrink)

This article enlarges classical syllogistic logic with assertions having to do with comparisons between the sizes of sets. So it concerns a logical system whose sentences are of the following forms: Allxareyand Somexarey, There are at least as manyxasy, and There are morexthany. Herexandyrange over subsets (not elements) of a giveninfiniteset. Moreover,xandymay appear complemented (i.e., as$\bar{x}$and$\bar{y}$), with the natural meaning. We formulate a logic for our language that is based on the classical syllogistic. The main result is a soundness/completeness theorem. (...) There are efficient algorithms for proof search and model construction. (shrink)

The relationship between knowledge, belief, and ethics is an inaugural theme in philosophy; more recently, under the title “ethics of belief” philosophers have worked to develop the appropriate methodology for studying the nexus of epistemology, ethics, and psychology. The title “ethics of belief” comes from a 19th-century paper written by British philosopher and mathematician W.K. Clifford. Clifford argues that we are morally responsible for our beliefs because each belief that we form creates the cognitive circumstances for related beliefs to follow, (...) and we inevitably influence each other through those beliefs. This study argues that recent cognitive research supports Cliffordian insights regarding patterns of belief formation and social influence. From the confirmation offered by such research, it follows that informational accuracy holds serious ethical significance in public discourse. Although scientific and epistemological matters are not always thought to be linked to normative morality, this study builds on Clifford's initial insights to show their linkage is fundamental to inquiry itself. In turn, Clifford's ethical and epistemic outline can inform a framework grounded in “public reason” under which seemingly opposed science communication strategies are philosophically united. With public discourse on climate change as the key example, empirically informed and grounded strategies for science communication in the public sphere are considered. (shrink)

Originally published in 1986. The theory of events presented is one that construes events to be concrete particulars; and it embodies an attempt to take seriously the idea that events are the changes that objects undergo when they change. The theory is about what an event really is, about when events are identical, about what properties events have essentially, and about what relations events bear to entities of other kinds. In addition, this book contains an account of what philosophers are (...) up to when they provide reasons for thinking that objects belonging to metaphysically interesting kinds exist. It also gives an account of the role of criteria of identity in such reasons, and an account of what criteria of identity must be like in order for them to be able to play such a role. (shrink)