Results for 'Derek R. Bell'

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  1. Environmental Refugees: What Rights? Which Duties?Derek R. Bell - 2004 - Res Publica 10 (2):135-152.
    It is estimated that there could be 200 million‘environmental refugees’ by the middle of this century. One major environmental cause of population displacement is likely to be global climate change. As the situation is likely to become more pressing, it is vital to consider now the rights of environmental refugees and the duties of the rest of the world. However, this is not an issue that has been addressed in mainstream theories of global justice. This paper considers the potential of (...)
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  2.  60
    Creating Green Citizens? Political Liberalism and Environmental Education.Derek R. Bell - 2004 - Journal of Philosophy of Education 38 (1):37–54.
  3.  81
    Rawls and Research on Cognitively Impaired Patients: A Reply to Maio.Derek R. Bell - 2003 - Theoretical Medicine and Bioethics 24 (5):381-393.
    In his paper, “The Relevance of Rawls’ Principle of Justice for Research on Cognitively Impaired Patients” (Theoretical Medicine and Bioethics 23 (2002):45–53), Giovanni Maio has developed a thought-provoking argument for the permissibility of non-therapeutic research on cognitively impaired patients. Maio argues that his conclusion follows from the acceptance of John Rawls’s principles of justice, specifically, Rawls’s “liberty principle” Maio has misinterpreted Rawls’s “libertyprinciple” – correctly interpreted it does notsupport non-therapeutic research on cognitivelyimpaired patients. Three other ‘Rawlsian’ arguments are suggested by (...)
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  4.  10
    The Limits of Nationalism.Derek R. Bell - 2004 - Contemporary Political Theory 3 (2):219-221.
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  5.  2
    Communist Study: Education for the Commons.Derek R. Ford - 2022 - Lexington Books.
    Traversing the fields of pedagogy, philosophy, and political theory, this book develops a marxist theory of education that will be useful for academics and activists alike. The second edition includes two additional chapters as well as a new preface and revisions throughout.
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  6.  23
    Studying Like a Communist: Affect, the Party, and the Educational Limits to Capitalism.Derek R. Ford - 2017 - Educational Philosophy and Theory 49 (5):452-461.
    In an effort to theorize educational logics that are oppositional to capitalism, this article explores what it means to study like a communist. I begin by drawing out the tight connection between learning and capitalism, demonstrating that education is not a subset but a motor of political-economic relations. Next, I turn to the concept of study, which is being developed as an educational alternative to learning. While studying represents an educational challenge to capitalism, I argue that there are political limitations (...)
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  7.  7
    Thomas Reid: An Inquiry Into the Human Mind on the Principles of Common Sense: A Critical Edition.Derek R. Brookes (ed.) - 1997 - Edinburgh University Press.
    Thomas Reid (1710–96) is increasingly being seen as a highly significant philosopher and a central figure in the Scottish Enlightenment. This new edition of Reid's classic philosophical text in the philosophy of mind at long last gives scholars a complete, critically edited text of the Inquiry. The critical text is based on the fourth life-time edition (1785). A selection of related documents showing the development of Reid's thought, textual notes, bibliographical details of previous editions and a full introduction by the (...)
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  8. Moral Grounds for Forgiveness.Derek R. Brookes - 2021 - International Journal of Applied Philosophy 35 (1):97-108.
    In this paper, I argue that forgiveness is a morally appropriate response only when it is grounded in the wrongdoer’s demonstration of genuine remorse, their offer of a sincere apology, and, where appropriate, acts of recompense and behavioral change. I then respond to John Kleinig’s suggestion (in his paper “Forgiveness and Unconditionality”) that when an apology is not forthcoming, there are at least three additional grounds that, when motivated by virtues such as love and compassion, could nevertheless render “unconditional forgiveness” (...)
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  9.  43
    Toward an Educational Sphereology: Air, Wind, and Materialist Pedagogy.Derek R. Ford & Weili Zhao - 2018 - Educational Philosophy and Theory 50 (5):528-537.
    It’s not uncommon for people to make reference to atmospheres, including in relationship with educational spaces. In this article, we investigate educational atmospheres by turning to Western and Chinese literature on the air and wind. We pursue this task in three phases. First, we examine the Western literature to see the possible strings of thought that would help us reinvigorate the element of air/atmosphere as a foundational component of an educational sphere. Second, we historicize the Chinese notion of wind as (...)
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  10.  35
    The Pneumatic Common: Learning in, with and From the Air.Derek R. Ford - 2015 - Educational Philosophy and Theory 47 (13-14):1405-1418.
    Air is an immersive substance that envelopes us and binds us together, yet it has dominantly been taken for granted and left out of educational and other theorizations. This article develops a conceptualization of the pneumatic common in order to address this gap. The specific intervention staged is within recent educational literature on the common by Noah De Lissovoy, Tyson E. Lewis, and Alexander Means. This literature is surveyed and analyzed in relation to educational theory, curriculum, pedagogy, and policy. Claiming (...)
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  11.  34
    A Critical Pedagogy of Ineffability: Identity, Education and the Secret Life of Whatever.Derek R. Ford - 2014 - Educational Philosophy and Theory 46 (4):380-392.
    In this article I bring Giorgio Agamben’s notion of ‘whatever singularity’ into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project. To articulate whatever singularity I situate the concept within the work in (...)
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  12.  12
    Explosions of Stupidity: Notes for an Urbanist Pedagogy.Derek R. Ford - 2019 - Educational Theory 69 (2):153-167.
  13.  27
    A Figural Education with Lyotard.Derek R. Ford - 2015 - Studies in Philosophy and Education 34 (1):89-100.
    While there was a flurry of articles throughout the 1990s in philosophy of education on Lyotard, there are still several key concepts in his oeuvre that have import for but remain largely underdeveloped or absent in the field. One of the most interesting of these absent concepts is Lyotard’s notion of the figural. In this paper, I take the figural as an educational problematic and ask what new educational insights it can generate in regard to the existing literature. As such, (...)
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  14. Lyotard and the Sublime Unconscious of Education.Derek R. Ford & Tyson E. Lewis - 2017 - Philosophy of Education 73:488-501.
  15.  22
    Authority: David R. Bell.David R. Bell - 1970 - Royal Institute of Philosophy Supplement 4:190-203.
    Some things are pervasive and yet elusive. If it can be agreed that the concept of my title and its instances are of this kind, then the observation may serve to justify the present enterprise. The elusiveness of authority is that so often pursued in philosophical enterprise, namely the repeated confident use of a general term by even the unsophisticated, accompanied by the Socratic puzzlement that sets in as soon as a rationale or account of this use is sought. Such (...)
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  16. Marxism, Pedagogy, and the General Intellect : Beyond the Knowledge Economy.Derek R. Ford - 2021 - Springer Verlag.
    This book is the first to articulate and challenge the consensus on the right and left that knowledge is the key to any problem, demonstrating how the left’s embrace of knowledge productivity keeps it trapped within capital’s circuits. As the knowledge economy has forced questions of education to the forefront, the book engages pedagogy as an underlying yet neglected motor of capitalism and its forms of oppression. Most importantly, it assembles new pedagogical resources for responding to the range of injustices (...)
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  17.  90
    Review of Tyson E. Lewis, On Study: Giorgio Agamben and Educational Potentiality: Routledge, 2013. [REVIEW]Derek R. Ford - 2014 - Studies in Philosophy and Education 33 (1):105-111.
  18.  68
    Forgiveness as Conditional: A Reply to Kleinig.Derek R. Brookes - 2021 - International Journal of Applied Philosophy 35 (1):117-125.
    In my paper “Moral Grounds for Forgiveness,” I argued that forgiveness is morally appropriate only when a sincere apology is received, thus ruling out the three grounds for unconditional forgiveness suggested by John Kleinig in his paper “Forgiveness and Unconditionality.” In response to his reply “Defending Unconditional Forgiveness,” I argue here that my terminology, once clarified, does not undermine my construal of resentment; that conditional forgiveness is just as discretionary as unconditional forgiveness; and that what we choose to take into (...)
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  19.  10
    Thomas Reid: Essays on the Intellectual Powers of Man: A Critical Edition.Derek R. Brookes & Knud Haakonssen (eds.) - 2001 - Edinburgh University Press.
    This is Thomas Reid's greatest work. It covers far more philosophical ground than the earlier, more popular Inquiry. The Intellectual Powers and its companion volume, Essays on the Active Powers of Man, constitute the fullest, most original presentation of the philosophy of Common Sense. In the process, Reid provides acutely critical discussions of an impressive array of thinkers but especially of David Hume. In Reid's eyes, Hume had driven a deep tendency in modern philosophy to its ultimate conclusions by creating (...)
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  20.  11
    The Beautiful Risk of Education.Derek R. Ford - 2016 - Educational Philosophy and Theory 48 (2):210-213.
  21. Restorative Justice and Domestic Violence.Derek R. Brookes - manuscript
    This paper explores the feasibility of offering a restorative justice (RJ) approach in cases of domestic violence (DV). I argue that widely used RJ processes—such as ‘conferencing’—are unlikely to be sufficiently safe or effective in cases of DV, at least as these processes are standardly designed and practiced (Sections 1-6). I then support the view that if RJ is to be used in cases of DV, then new specialist processes will need to be co-designed with key stakeholders to ensure they (...)
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  22. Shame Vs. Guilt: Is There a Difference?Derek R. Brookes - manuscript
    In this article, I argue that guilt and shame are not distinctive emotions. Instead, guilt is best seen as a kind of shame. I present three reasons for this view: First, guilt cannot merely arise as a consequence of how we evaluate our behaviour, since how we act implicates the whole self. Second, guilt cannot be relieved by taking responsibility, apologising and making amends unless it is a kind of shame. Third, the empirical research that seems to show that ‘shame’ (...)
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  23.  3
    A Global Dialogue on Learning and Studying.Weili Zhao, Derek R. Ford & Tyson E. Lewis - 2020 - Studies in Philosophy and Education 39 (3):239-244.
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  24.  40
    Putting Names to Faces: A Review and Tests of the Models.Derek R. Carson, A. Mike Burton & Vicki Bruce - 2000 - Pragmatics and Cognition 8 (1):9-62.
    It is well established that retrieval of names is harder than the retrieval of other identity specific information. This paper offers a review of the more influential accounts put forward as explanations of why names are so difficult to retrieve. A series of five experiments tests a number of these accounts.Experiments One to Three examine the claims that names are hard to recall because they are typically meaningless, or unique. Participants are shown photographs of unfamiliar people or familiar people and (...)
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  25.  28
    Review of Derek R. Ford, Communist Study: Education for the Commons. [REVIEW]Weili Zhao - 2017 - Studies in Philosophy and Education 36 (2):217-223.
  26. The Possibility of a Correctional Ethic.Derek R. Brookes - 2001 - In J. Kleinig and M. L. Smith (ed.), Discretion, Community, and Correctional Ethics. Lanham, MD 20706, USA: pp. 39-68.
    In this article, I argue that the kind of suffering that prisons impose upon prisoners both (a) disregards their uniqueness and (b) fails to meet their basic needs in a manner which violates their dignity and worth as human beings. Hence, it cannot be morally justified. But since the imposition of suffering is an integral element of a prison’s central function, it follows that no ‘institutional ethics’ could, logically, be used to adjudicate between its institutional decisions. Hence, a ‘Correctional Ethics’ (...)
     
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  27. Evaluating Restorative Justice Programs.Derek R. Brookes - 1998 - Humanity and Society 22 (I):23-37.
    The human dimensions involved in the operational objectives of Restorative Justice demand the highest quality of program design and staff training. In this paper, I argue that this desideratum has yet to be fully realized in existing Restorative Justice programs, in particular, with regard to the facilitation of reconciliation. I begin by presenting the chief problems associated with the concentration on reparation in Restorative Justice programs, to the neglect of reconciliation. I then argue that this phenomenon is, in part, a (...)
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  28.  7
    Inquiry, Conversation and Theistic Belief: William James and Richard Rorty Get Religion.Derek R. Nelson - 2009 - Heythrop Journal 50 (3):495-507.
  29.  8
    Schleiermacher and Ritschl on Individual and Social Sin.Derek R. Nelson - 2009 - Journal for the History of Modern Theology/Zeitschrift für Neuere Theologiegeschichte 16 (2):131-154.
    Friedrich Schleiermacher's theological anthropology re-articulated the Christian doctrine of sin in novel and important ways. Albrecht Ritschl, however, was very critical of Schleiermacher on this topic, claiming that the concept of sin became too individualistic. In the wake of contemporary critiques of individualistic conceptions of sin, this article examines the Schleiermacher-Ritschl anthropological debate in historical perspective and identifies areas of continued value for theological development.
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  30.  4
    The Multitude Beyond Measure: Building a Common Stupor.Derek R. Ford & Masaya Sasaki - 2022 - Educational Philosophy and Theory 54 (7):938-945.
    In response to contagion, competing and contradictory movements emerge that engender openness to new modes of life and reactionary defenses of old ones, that acknowledge mutual dependency and vulnerability and that heighten the policing and surveillance of borders. Through reading the Empire project, this article articulates these as struggles over measure that unfold on the terrain of sovereignty and biopolitical economy. We show that the passage from modern to imperial sovereignty hinges on the former’s inability to adequately impose calculatory regimes, (...)
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  31.  3
    A Response to Wiebe Koopal’s Review of Inhuman Educations: Jean-François Lyotard, Pedagogy, Thought.Derek R. Ford - 2021 - Studies in Philosophy and Education 40 (5):545-547.
  32.  3
    Errant Learning for a Foam World: Glissant, Sloterdijk, and the Foam of Pedagogy.Derek R. Ford - 2020 - Studies in Philosophy and Education 39 (3):245-256.
    Through an educational reading of Édouard Glissant and Peter Sloterdijk, this article draws out and develops latent pedagogical philosophies that bear distinct relationships to colonialism and struggles against and beyond colonialism. In particular, it identifies two related educational philosophies that propel colonization and, in turn, proposes a theory of errant learning that might undergird decolonization. It focuses on Glissant’s minor remarks about different conceptions of understanding in order to identify the grasping drive as the educational foundation of the colonizing apparatus. (...)
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  33.  5
    US Sovereignty Must Not Be Defended: Critical Education Against Russiagate.Derek R. Ford - 2018 - Educational Philosophy and Theory 51 (1):14-17.
  34.  4
    Postmodern Communism: An Educational Constellation.Derek R. Ford - 2018 - Educational Philosophy and Theory 50 (14):1543-1544.
  35.  47
    The Epistemology of Thomas Reid.Derek R. Brookes - 1996 - Discipline Filosofiche 2 (VI):119-168.
    This paper is a reconstruction and analysis of Thomas Reid’s epistemology, based upon an examination of his extant manuscripts and publications. I argue that, in Reid’s view, a certain degree of “evidence” (or, as I shall say, ‘epistemic justification’) is that which distinguishes mere true belief from knowledge; and that this degree of justification may be ascribed to a person’s belief if and only if (i) the evidence upon which her belief is grounded is such that she holds it with (...)
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  36.  4
    China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with the Wind.Derek R. Ford - 2019 - Educational Philosophy and Theory 51 (7):744-745.
  37.  2
    Postdigital Marxism and Education.Derek R. Ford & Petar Jandrić - forthcoming - Educational Philosophy and Theory:1-7.
  38.  3
    Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education . Peter McLaren. Boulder and London: Paradigm Publishers, 2014; 289 Pp. $63.71. [REVIEW]Derek R. Ford - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (5):437-440.
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  39.  18
    Re-Imagining Affect with Study: Implications From a Daoist Wind-Story and Yin–Yang Movement.Weili Zhao & Derek R. Ford - 2018 - Studies in Philosophy and Education 37 (2):109-121.
    Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...)
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  40.  39
    Adrian R. Bell, Chris Brooks, and Paul R. Dryburgh, The English Wool Market, C. 1230–1327. Cambridge, Eng., and New York: Cambridge University Press, 2007. Pp. Viii, 205; Black-and-White Figures and Tables. $99.Donald Leech - 2009 - Speculum 84 (3):669-670.
  41.  46
    Restorative Justice and Work-Related Death.Derek R. Brookes - manuscript
    This paper aims to explore the feasibility of a restorative justice service in the context of work‐related deaths, specifically in Victoria. Section 1 provides a brief summary of restorative justice and the kind of processes that are most likely to be used in the context of work‐related death. Section 2 discusses an issue for the use of restorative justice in this context that is similar to the problem of whether it is fair or reasonable to assign personal criminal liability for (...)
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  42.  88
    Beyond Harm: Toward Justice, Healing and Peace.Derek R. Brookes - 2019 - Sydney NSW, Australia: Relational Approaches.
    This book looks at what it means to be wronged, and why we react to wrongdoing in ways that can cause us more suffering and pain. An alternative approach called 'restorative justice' is proposed as a safe and effective way of avoiding these reactions whilst honouring our values and our common humanity.
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  43.  14
    Re-Aligning Society and Its Institutions in Advance.Derek R. Brown, Ray Gordon & Dennis Rose - forthcoming - Business and Professional Ethics Journal.
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  44.  13
    Re-Aligning Society and Its Institutions.Derek R. Brown, Ray Gordon & Dennis Rose - 2018 - Business and Professional Ethics Journal 37 (2):141-159.
    Many business and government institutions appear to have failed in meeting society’s expectations of them. Continuing scandals and failures, as well as an increasingly obvious lack of responsibility to customers, have caused communities to question the probity and operation of these organisations. Consequently, “social licence to operate” is becoming an increasingly common process and one which demands a change in management philosophy and behaviour in our institutions. Improving the quality of responsible management practice is a critical element in this new (...)
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  45.  7
    Derek R. Brookes ,Thomas Reid; Essays on the Intellectual Powers of Man, Edinburgh: Edinburgh University Press, 2002. Xiv+651pp. Hardcover, £79. ISBN: 0-7486-1189-4 Paul Wood ,The Correspondence of Thomas Reid, Edinburgh: Edinburgh University Press, 2002. 356pp. Hardcover, £95. ISBN: 0-7486-1163-0. [REVIEW]Ronald E. Beanblossom - 2004 - Journal of Scottish Philosophy 2 (1):83-87.
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  46.  26
    Conducting Industrial and Organizational Psychological Research: Institutional Review of Research in Work Organizations.Daniel R. Ilgen & Bradford S. Bell - 2001 - Ethics and Behavior 11 (4):395 – 412.
    Although informed consent is a primary mechanism for ensuring the ethical treatment of human participants in research, both federal guidelines and American Psychological Association ethical standards recognize that exceptions to it are reasonable under certain conditions. However, agreement about what constitutes a reasonable exception to informed consent is sometimes lacking. We presented the same protocols to samples of respondents drawn from 4 populations: Institutional review board (IRB) members, managers, employees, and university faculty who were not members of IRBs. Differences in (...)
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  47.  70
    You Support Diversity, But Are You Ethical? Examining the Interactive Effects of Diversity and Ethical Climate Perceptions on Turnover Intentions. [REVIEW]Robert Stewart, Sabrina D. Volpone, Derek R. Avery & Patrick McKay - 2011 - Journal of Business Ethics 100 (4):581 - 593.
    Efforts to identify antecedents of employee turnover are likely to offer value to organizations through money saved on recruitment and new-hire training. The authors utilized the stakeholder perspective to corporate social responsibility to examine the effects of a perceived climate for ethics on the relationship between diversity climate and voluntary turnover intentions. Specifically, they examined how ethics climate (employees' perceptions that their organization values and enforces ethically correct behavior) affected the diversity climate-turnover intentions relationship. Results indicated that ethics climate moderated (...)
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  48.  12
    It’s Time for Critical Educators to Join the Party: A Response to Our Reviewers.Curry Stephenson Malott & Derek R. Ford - 2016 - Educational Philosophy and Theory 48 (11).
  49.  4
    Editorial: Experimental Approaches to Body Image, Representation and Perception.Kevin R. Brooks, Jason Bell, Lynda G. Boothroyd & Ian D. Stephen - 2021 - Frontiers in Psychology 12.
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  50.  23
    Review of Derek R. Brookes: Thomas Reid; Essays on the Intellectual Powers of Man; Review of Paul Wood: The Correspondence of Thomas Reid. [REVIEW]Ronald E. Beanblossom - 2004 - Journal of Scottish Philosophy 2 (1):83-87.
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