Includes a study of Durkheim's "The rules of Sociological method".

This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of (...) good teaching to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing. (shrink)

Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...

Philosophy and curriculum planning.--The nature and structure of curriculum objectives.--Liberal education and the nature of knowledge.--Realms of meaning and forms of knowledge.--Language and thought.--The forms of knowledge re-visited.--What is teaching?--The logical and psychological aspects of teaching a subject.--Curriculum integration.--Literature and the fine arts as a unique form of knowledge.--The two-cultures, science and moral education.--Morals, religion and the maintained school.

We prove that the statement “there is aksuch that for everyfthere is ak-bounded diagonally nonrecursive function relative tof” does not imply weak König’s lemma over${\rm{RC}}{{\rm{A}}_0} + {\rm{B\Sigma }}_2^0$. This answers a question posed by Simpson. A recursion-theoretic consequence is that the classic fact that everyk-bounded diagonally nonrecursive function computes a 2-bounded diagonally nonrecursive function may fail in the absence of${\rm{I\Sigma }}_2^0$.

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in (...) an educational context is considered. (shrink)

This symposium begins with a critique by Paul Hirst of Wilfred Carr's ‘Philosophy and Education’(Journal of Philosophy of Education, 2004, 38.1), where Carr argues that philosophy of education should be concerned with ‘practical philosophy’ rather than ‘theoretical philosophy’. Hirst argues that the philosophy of education is best understood as a distinctive area of academic philosophy, in which the exercise of theoretical reason contributes critically to the development of rational educational practices and their discourse. While he acknowledges that (...) these practices and their discourse must of their nature be directly developed in the exercise of practical reason, or phronesis, the notion of ‘practical philosophy’ is rejected as ultimately incoherent and illusory. In his reply to Hirst's critique, Carr identifies three central claims in Hirst's argument and takes issue with each of these. He reaffirms the need to draw upon the resources afforded by the Aristotelian tradition of practical philosophy in order to identify inadequacies in our present understanding of how philosophy is related to education. He suggests that it is only through bringing their own ‘prejudices’ into critical confrontation with this tradition that philosophers of education will be able to assess whether practical philosophy is incoherent and illusory, as Hirst claims, or whether it is indispensable to the future development of their discipline. In a rejoinder to Carr, Hirst, defends the claim that philosophy of education is a social practice concerned with developing justifiable propositional accounts of the conceptual relations, justificatory procedures and presuppositions of educational practices. He rejects the argument that this ‘theoretical philosophy’ approach must be replaced by that of a new ‘practical philosophy’. (shrink)

This set presents some of the most innovative and important work in this area, including work influenced by feminist theory, Marxism, critical theory, phenomenology and other approaches that continue to shape the field.

Since 1945 Western nations have witnessed a dramatic reduction in the variety of positions in political theory and jurisprudence. Political argument has been virtually reduced to contests within liberal-democratic theory. Even radicals now take representative democracy as their unquestioned point of departure. There are, of course, some benefits following from this restriction of political debate. Fascist, Nazi and Stalinist political ideologies are now beyond the pale. But the hegemony of liberal-democratic political argument tends to obscure the fact that we are (...) thinking in terms which were already obsolete at die end of the 19th century. (shrink)

Paul H Hirst; Forms of Knowledge—A reply to Elizabeth Hindess, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 260–271, https://doi.or.

Paul H Hirst; Human Movement, Knowledge and Education, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 101–108, https://doi.org/10.11.

Paul H Hirst; Language and Thought, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 63–75, https://doi.org/10.1111/j.1467-9752.1967.tb.

Paul H Hirst; The Nature of Educational Theory:, Journal of Philosophy of Education, Volume 6, Issue 1, 30 May 2006, Pages 110–118, https://doi.org/10.1111/j.14.

A critical and constructive discussion of philosophical questions which have particular bearing on the formulation of educational aims.

Paul Standish; Knowledge, Practice, Truth Beyond Liberal Education: essays in honour of Paul H. Hirst, Journal of Philosophy of Education, Volume 28, Issue 2, 3.

It was to correct common misconceptions about his thought that Jean-Paul Sartre, the most dominent European intellectual of the post-World War II decades, accepted an invitation to speak on October 29, 1945, at the Club Maintenant in Paris. The unstated objective of his lecture was to expound his philosophy as a form of “existentialism,” a term much bandied about at the time. Sartre asserted that existentialism was essentially a doctrine for philosophers, though, ironically, he was about to make it (...) accessible to a general audience. The published text of his lecture quickly became one of the bibles of existentialism and made Sartre an international celebrity. The idea of freedom occupies the center of Sartre’s doctrine. Man, born into an empty, godless universe, is nothing to begin with. He creates his essence—his self, his being—through the choices he freely makes. Were it not for the contingency of his death, he would never end. Choosing to be this or that is to affirm the value of what we choose. In choosing, therefore, we commit not only ourselves but all of mankind. This book presents a new English translation of Sartre’s 1945 lecture and his analysis of Camus’s _The Stranger_, along with a discussion of these works by acclaimed Sartre biographer Annie Cohen-Solal. This edition is a translation of the 1996 French edition, which includes Arlette Elkaïm-Sartre’s introduction and a Q&A with Sartre about his lecture. (shrink)

This article offers a detailed presentation of three anonymous, unedited sets of questions on Aristotle’s Physics. The commentaries survive in manuscripts in Oxford, Munich and Sint Agatha. A comparison of the lists of quaestiones suggests that there is a close correspondence between the three commentaries, on the one hand, and the ultima lectura of John Buridan’s Quaestiones super octo libros Physicorum, on the other. Judging from the lists of quaestiones, it makes sense to attach the label secundum Buridanum to all (...) three commentaries. However, the texts of the three commentaries differ significantly both from each other and from Buridan’s lecture. To illustrate the differences, in the Appendix I present editions of one question from Book I of the Physics and one question from Book III from each of the three commentaries. The edited questions correspond with Book I q.4 in Buridan’s ultima lectura, “Utrum in omni scientia ex cognitione principiorum, causarum et elementorum contingat alia sci... (shrink)

This article offers a detailed presentation of three anonymous, unedited sets of questions on Aristotle’s Physics. The commentaries survive in manuscripts in Oxford, Munich and Sint Agatha. A comparison of the lists of quaestiones suggests that there is a close correspondence between the three commentaries, on the one hand, and the ultima lectura of John Buridan’s Quaestiones super octo libros Physicorum, on the other. Judging from the lists of quaestiones, it makes sense to attach the label secundum Buridanum to all (...) three commentaries. However, the texts of the three commentaries differ significantly both from each other and from Buridan’s lecture. To illustrate the differences, in the Appendix I present editions of one question from Book I of the Physics and one question from Book III from each of the three commentaries. The edited questions correspond with Book I q.4 in Buridan’s ultima lectura, “Utrum in omni scientia ex cognitione principiorum, causarum et elementorum contingat alia sci... (shrink)

The term spirituality is notoriously difficult to define, as is evidenced by the discussions between contemporary sociologists of religion. If there are any central elements to such a definition, they revolve around the search for the sacred, and the view that certain practices or beliefs lead to humans being placed in a position of privileged access to the transcendent dimension. Often such spiritual experiences and insights are the result of practices that seek deeper communication with the divine, or stem from (...) contemplative reflection upon one’s purpose in a broader context of universal ontology. This discussion seeks to probe Q for its understanding of spirituality, both in terms of the way the text promotes communication with the divine, as well as offering heightened spiritual experience for adherents to its teaching. In essence, this is an exploration of the way the new religious movement reflected in Q offered its followers contact with the transcendent within the context of everyday human life. (shrink)