Positivism has had a tremendous impact on the development of the social sciences over the past two centuries. It has deeply influenced method and theory, and has seeped deeply into our broader understandings of the nature of the social sciences. Postmodernism has attempted to loosen the grip of positivism on our thinking, and while it has not been without its successes, postmodernism has worked more to deconstruct positivism than to construct something new in its place. Psychologists today perennially wrestle to (...) find and retain their intellectual balance within the methodological, theoretical, and epistemological struggles between positivism and postmodernism. In the process, pre-postmodern criticisms of positivism have been largely forgotten. Although they remain deeply buried at the core of psychology, these early alternatives to positivism are rarely given explicit hearing today. The current piece explores some of the early critiques of positivism, particularly of its scientism, as well as early suggestions to tip the scales in favor ofsapientia. This third option, largely overlooked within mainstream psychology, is of tremendous value today as it is both deconstructive and constructive relative to the shortcomings of positivism. It avoids the overly reductionistic “trivial order” of positivism, as well as the deeply unsatisfying and disorienting “barbaric vagueness” of postmodernism, while simultaneously embracing important core elements of both currents of thought. (shrink)

‘Marital faithfulness’ refers to faithful love for a spouse or lover to whom one is committed, rather than the narrower idea of sexual fidelity. The distinction is clearly marked in traditional wedding vows. A commitment to love faithfully is central: ‘to have and to hold from this day forward, for better for worse, for richer for poorer, in sickness and in health, to love and to cherish, till death us do part… and thereto I plight [pledge] thee my troth [faithfulness]’. (...) Sexual fidelity is promised in a subordinate clause, symbolizing its supportive role in promoting love's constancy: ‘and, forsaking all other, keep thee only unto her/him.’. (shrink)

In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark’s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are successfully married to pupil interests and experiences. However, it will be maintained that the (...) epistemic position adopted by Wilson is problematic. Although Wilson suggests that Richard Peters placed too great an educational emphasis on initiating pupils into public traditions of knowledge, it is here claimed that Wilson did not value that development enough. With reference to Whitehead, it is concluded that discipline in schools ought to be arranged so as to help pupils foster wisdom for life, as this concept integrates liberal knowledge and educational interest. (shrink)