This chapter contains sections titled: Oakeshott's Educational Vision The Three Criticisms Conclusion Notes References.

The paper documents the post-war retrenchment and failure of the post-war British Consumer Co-operative Movement. In contrast to the general failure one CEO, Terry Thomas stands out both for his success in co-operative rebranding and returning to profitability the UK Co-operative Bank and because he alone amongst the top echelons of the Co-operative Groups Management based his strategies on a clearly articulated philosophy based on his understanding of the values and purpose of the co-operative movement rooted in its historical traditions (...) grounded in the writings and achievements of Robert Owen, The paper goes on to provide a case study of the bank’s process of transformation from loss-making subsidiary to the first positive co-operative national brand in the post-war period of its history. The author argues that lack of appropriate vision based on the founding values and purposes of the Co-operative Movement is the principal reason for the management’s and governance failures that have beset the UK Co-operative Group. Instead of using the past to help in understanding the present and planning for the future, the UK Co-operative Group Leadership ignored it or worse used the past successes to congratulate itself and disguise its manifest failures. In this, they were supported by an uncritical Co-operative Union. Davis argues large co-operatives cannot be managed by a civil service responsible to an elected board. Co-operatives need a servant-leadership model of professional management dedicated to the transformational goals set by the founders of the co-operative movement. This needs a radical rethink and promotion of co-operative management education and a dedicated executive recruitment that seeks out value-based professionals whose attitudes and values are compatible with Co-operative values, ownership and purpose. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Paul Woodford, “A Liberal Versus Performance-Based Music Education?”Peter R. WebsterA study of the history of music teaching and learning in North America will likely reveal very few examples of extended and well-argued professional discourse. By "discourse" I mean a continuous expression or exchange of ideas designed to present contrasting views on important issues in the music teaching profession. Often our annual conventions are filled with presentations (...) that address a single perspective in research, pedagogy, or theory. "Special theme" issues of magazines are rarely devoted to contrasting points of view about music teaching and learning. Conferences are organized to promote single views on a subject, often speaking to a partisan audience that expects to be neither challenged to think in a contrary way nor encouraged to develop alternative perspectives.Of course there are some rare and wonderful exceptions. During my course on measurement and assessment in music, I frequently ask my students to read [End Page 208] the exchange in the pages of the Music Educators Journal during the late 1930s between James Mursell and Carl Seashore as they debated approaches to music aptitude testing.1 I recall the great exchange at the 1994 meeting of the Music Educators National Conference between Bennett Reimer and Edwin Gordon on the subject of music learning.2 In past eras, there have been notable "point-counterpoint" exchanges in the pages of the Bulletin of the Council of Research in Music Education,3 as well as interesting perspectives on completed doctoral dissertations that spawned some debate. More recently, contributions in Philosophy of Music Education Review have been notable, particularly given the recent upturn in published work and interest in music education philosophy that this very Symposium exemplifies. The formation of the MayDay group in recent years is no small example of this trend.4 I am sure that I have missed other examples. However, compare these few instances with the millions of pages that are written in our field and the hours of papers presented and conference sessions held and the examples of real discourse pale in comparison to the body of professional exchange.In his paper, especially in the early pages, Paul Woodford makes this point forcefully and effectively. He challenges us to consider just how few examples there are of real discourse within the profession. I enjoyed enormously the case made for liberal education as not defined by the teaching of a canon of great books or art works as an end but as a thoughtful discussion of ideas in light of con-temporary circumstance. The paper reminds us that the idea of criticism in our field need not be a negative concept in this current age of post-modern thought, but a positive mark of a maturing profession.I was sympathetic to Woodford's example of multiculturalism running the risk of becoming an absolutism to be imposed on children. I feel the same way at times about other trends in our field such as the rise of technology as a kind of end-experience or the encouragement of popular music in classrooms simply because it is such a dominant part of children's lives. Each of these aspects of modern music education is worthy of careful debate by intellectuals in our field in much more sophisticated ways then we see today. Woodford would have us believe that this is a major professional failure, and I tend to agree.Not to belabor this point too much, but what about the National Standards? How often do you see an article published in Music Educators Journal that actually takes issue with any aspect of the standards? Where is the national debate about the content, extension, redefinition, refocusing, and development of these standards? Are they so good that they are not the subject of at least some national debate?At core here, for me, is the notion that discourse involving critical comment leads not to a sense of competition for superiority but real understanding of complex [End Page 209] issues. Very little that is worth discussing is black and white, and nearly always there are levels of complex gray. Many of us learn this from our days on the high... (shrink)

Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, resources, skills, (...) and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees. (shrink)

How can military personnel be prevented from using force unlawfully? A critical examination of typical methods and the suitability of virtue ethics for this task starts with the inadequacies of a purely rules-based approach, and the fact that many armed forces increasingly rely on character development training. The three investigated complexes also raise further questions which require serious consideration – such as about the general teachability of virtues. First, the changing roles and responsibilities of modern armed forces are used to (...) refute the notion that timeless, “classic” military virtues exist, for example physical courage. With regard to today’s missions, virtues of restraint seem more necessary. Reflecting on the four interrelated and less military-specific cardinal virtues of courage, wisdom, temperance and justice could bring the military and civil society closer together. At the same time, this would be a logical step towards promoting personality development. Respect is one example of such a “contemporary” inclusive virtue that some armed forces have adopted into their canon of values. Apparently, however, it often refers only to members of one’s own organization. And it is no less inappropriate to use it to justify moral relativism or excuse immoral practices, such as the widespread sexual abuse of Afghan boys by men in positions of power (“boy play”). Finally, the essay asks about the general suitability of a virtue-based approach in ethical education, since social psychological research has shown that situational factors strongly influence behavior. The research findings do not render such an approach worthless, but they should be integrated into military personality training. (shrink)

It is common for organizational theorists as well as business practitioners to speak of an organization''s visions, strategies, goals and responsibilities. This implies that collectivities have competencies normally attributed to individuals, i.e. to reflect, evaluate, learn and make considered choices. The article provides a series of reflections on the concept of consciousness in an organizational context. It is argued that, under certain conditions, it is both meaningful and efficacious to ascribe the competency for conscious and intentional behavior to organizations. The (...) arguments provided are based on empirical observations, common sense and deductive reasoning. (shrink)

The foreskin is a complex structure that protects and moisturizes the head of the penis, and, being the most densely innervated and sensitive portion of the penis, is essential to providing the complete sexual response. Circumcision—the removal of this structure—is non-therapeutic, painful, irreversible surgery that also risks serious physical injury, psychological sequelae, and death. Men rarely volunteer for it, and increasingly circumcised men are expressing their resentment about it.Circumcision is usually performed for religious, cultural and personal reasons. Early claims (...) about its medical benefits have been proven false. The American Academy of Pediatrics and the Centers for Disease Prevention and Control have made many scientifically untenable claims promoting circumcision that run counter to the consensus of Western medical organizations.Circumcision violates the cardinal principles of medical ethics, to respect autonomy, to do good, to do no harm, and to be just. Without a clear medical indication, circumcision must be deferred until the child can provide his own fully informed consent.In 2012, a German court held that circumcision constitutes criminal assault. Under existing United States law and international human rights declarations as well, circumcision already violates boys› absolute rights to equal protection, bodily integrity, autonomy, and freedom to choose their own religion. A physician has a legal duty to protect children from unnecessary interventions. Physicians who obtain parental permission through spurious claims or omissions, or rely on the American Academy of Pediatrics' position, also risk liability for misleading parents about circumcision. (shrink)

In Gennany politicians, scholars of education and joumalists plead for a new attention to values. Butthereis no comrnon sense, that theology should refer to values at all. The author argues, that christian freedorn should be transfonned to ethical values, that rneans to goods, duties and virtues in order to become a »wertvolle Freiheit«. Looking back to the history of educational science, one of the fundamental dirnensions of education always was ethical education. Today such ethical education should concentrate at the (...) practice of the different aspects of christian freedorn: Beginning with the experiences of the gift of freedorn and Iove, freedom needs promising visions of God's kingdom and justice and rnust be trained as cornrnunicating and cooperative freedorn in responsibility for each other. The rnethods of religious education in school and parish should consider all those dirnensions of freedorn. But first of all, the structures of educational institutions have tobe in accordance to those visions of freedorn. (shrink)

How are we to understand the nature and value of higher education's public purposes, mission, and work in a democratic society? How do-and how should-academic professionals contribute to and participate in civic life in their practices as scholars, scientists, and educators? Democracy and Higher Education addresses these questions by combining an examination of several normative traditions of civic engagement in American higher education with the presentation and interpretation of a dozen oral history profiles of contemporary practitioners. In his analysis of (...) these profiles, Scott Peters reveals and interprets a democratic-minded civic professionalism that includes and interweaves expert, social critic, responsive service, and proactive leadership roles. Democracy and Higher Education contributes to a new line of research on the critically important task of strengthening and defending higher education's positive roles in and for a democratic society. (shrink)

Through case studies on biodiversity, deforestation, pollution, and war, among others, Stoett analyzes the ability of international policy to provide environmental protection and discusses the ever-present factors of equality, sovereignty, and human rights integral to these issues. While providing a panoramic view of the actors and structures producing these policies. Stoett reminds readers that the topic is personal, that effective governance is not solely the responsibility of governments but of individuals and communities as well. Environmental diplomacy may not always meet (...) its intended goals, but positive steps are being achieved, and change can only happen when angst is replaced with an educated determination to work toward environmental justice. The Second Edition will explore new events, issues, and agreements since 2011; notably the Paris Agreement. The UN's Sustainable Development Goals (SDGs) will be a new theme added throughout and highlighted in each case study. (shrink)

I take up the challenge posed by John Caiazza (2005) to face down the religiously vacuous ethics of techno‐secularism. Techno‐secularism is not enough for human fulfillment let alone human flowering. Yet, communities of faith based on the Bible have a positive responsibility to employ science and technology toward divinely appointed ends. We should study God's world through science and press technology into the service of transforming our world and our selves in light of our vision of God's promised (...) new creation. This warrants invocation of the concept of the human being as the created co‐creator developed in the theology of Philip Hefner. (shrink)

Individuals who disagree that organizational interests legitimately supersede those of the wider society may experience conflict between their personal standards of ethics and those demanded by an employing organization, a conflict that is well documented. An additional question is whether or not individuals capable of complex moral reasoning experience greater conflict than those reasoning at a less developed level. This question was first positioned in a theoretical framework and then investigated using 115 survey responses from a student sample. Correlational analysis (...) and hierarchical regression indicated that individuals scoring high on the Defining Issues Test measure of Kohlberg's stages of moral development experienced significantly greater workplace ethical conflict than low scorers. The finding that complex moral reasoners perceive greater conflict between their personal standards and typical organizational demands raises the issue of what reasoning orientation is rewarded in organizations. Individuals capable of complex moral reasoning may be likely to leave traditional organizations due to high conflict but more ethically friendly organizations for complex reasoners seem unlikely unless these people occupy influential positions. (shrink)

This rich and detailed volume reads David Hume as a skeptic, but Susato is less interested in dissecting Hume’s particular skeptical arguments and more concerned with what he regards as Hume’s larger skeptical vision as it relates to his social and political thought. Susato argues against the idea that Hume’s historical work is independent of his philosophical skepticism; and he opposes the idea that Hume ought best to be read as a conservative thinker. Broadly speaking, the question Susato addresses (...) is how the “Humean defense of such positive values as ‘industry, knowledge and humanity’ is supported by seemingly conservative, though actually sceptical aspects of Hume’s thought, such as his criticism of... (shrink)

Creating what sort of professional? Master's level nurse education as a professionalising strategy This paper reports on a detailed analysis of selected findings from a larger study of master's level nurse education. It locates some features of such education within the contemporary situation of nursing as a profession and interprets the role of master's level nurse education as a professionalising strategy. In‐depth interviews were undertaken with a purposive sample of 18 nurse lecturers drawn from eight universities in the United Kingdom. (...) The interview agenda explored participants’ perspectives of the characteristics of master's level performance in practice. Interview transcripts were interpreted by drawing upon hermeneutic methodology.The following themes emerged. (a) The credibility of the master's level nurse was of central importance. In terms of the literature of professionalisation, this may be interpreted as a factor in enhancing the legitimacy of nursing as an occupation. (b) The clinical capability attributed to the nurse is interpreted as leading to an increase in the authority commanded by the expert professional. Thus, the individual capability of the master's level nurse enhances the attribution of autonomous skill to the occupation as a whole. (c) The master's level nurse is seen to exercise influence and leadership and this strengthens the power and status of nursing.Nursing does not have the appearance of a ‘traditional’ profession, neither has it a clear stance as a ‘new profession’. Rather it appears to be especially responsive to the tide of public opinion manifest through government edicts. While nursing is employing rhetoric that espouses both positions, the direction of master's level education is anomalous. (shrink)

Midcentury America was governed from the center, a bipartisan consensus of politicians and public opinion that supported government spending on education, the construction of a vast network of interstate highways, healthcare for senior citizens, and environmental protection. These projects were paid for by a steeply progressive tax code, with a top tax rate at one point during the Republican Eisenhower administration of 91 percent. Today, a similar agenda of government action would be portrayed as dangerously left wing. At the same (...) time, radically anti-government and anti-tax opinions are considered part of the mainstream. In _Take Back the Center_, Peter Wenz makes the case for a sane, reality-based politics that reclaims the center for progressive policies. The key, he argues, is taxing the wealthy at higher rates. The tax rate for the wealthiest Americans has declined from the mid-twentieth-century high of 91 percent to a twenty-first-century low of 36 percent--even as social programs are gutted and the gap betweeen rich and poor widens dramatically. Ever since Ronald Reagan famously declared that government was the problem and not the solution, conservatives have had an all-purpose answer to any question: smaller government and lower taxes. Wenz offers an impassioned counterargument. He explains the justice of raising the top tax rates significantly, making a case for less income inequality, and he offers suggestions for how to spend the increased tax revenues: K-12 education, tuition relief, transportation and energy infrastructure, and universal health care. Armed with Wenz's evidence-driven arguments, progressives can position themselves where they belong: in the mainstream of American politics and at the center of American political conversations, helping their country address a precipitous decline in equality and quality of life. (shrink)

The most obvious way in which a philosopher can contribute to work on moral education is through work in ethics. Just as work in mathematical or scientific education could not get off the ground without a determinate idea of the structure of what has to be learnt in these spheres, so too a determinate notion of ‘morality’ is an essential precondition for any serious approach to moral education. It might be argued, too, that it is particularly important for philosophers to (...) do this because of the covert way in which ethical assumptions are smuggled into empirical work in this field. Any psychological account of moral development or moral education must be from a particular standpoint in ethics; for the delimitation of ‘moral’ is not a neutral matter. Psychologists working within Piagetian, Freudian, or social learning frameworks are too apt to work with an implicit ethical position. The job of the philosopher is, therefore, to make such ethical positions explicit and to discuss the arguments that might be given for them. (shrink)

Volume 52, Issue 8, July 2020, Page 838-843.

Robert Coles' sentiment characterizes well the moral tenor of medical education today. Indeed, medical educators are frequently “seized by spasms of genuine moral awareness,” as they try to cope with the massive social and economic problems that face medical schools and teaching hospitals. The perception among educators that we currently fail to adequately teach several core aspects of doctoring, including professional values and behavior, constitutes one such spasm. In this case, the proposed remedy has generated considerable enthusiasm, but whether the (...) “core competencies” curriculum will make a difference, or simply “accommodate to the prevailing rhythms of the world we inhabit,” remains to be seen. (shrink)

In his 1981 article "What is 'business ethics'"? Peter Drucker maintains that the then current business ethics literature is a form of casuistry, and it provides an illegitimate argument for business apologists, while it also unjustly bashes business. I agree with W. Michael Hoffman's and Jennifer Mills Moore's criticisms of Drucker's article. However, by limiting themselves to this article, rather than considering Drucker's management works, they have missed an opportunity to benefit from his acknowledged practical wisdom. In this paper, I (...) seize the opportunity to show that Drucker takes business ethics seriously, and I develop his position on business morality. His view of business management responsibility and the related notion of a just organization is seen to be essentially Platonic. (shrink)

A large body of research links testosterone and cortisol to male-male competition. Yet, little work has explored acute steroid hormone responses to coalitional, physical competition during middle childhood. Here, we investigate testosterone, dehydroepiandrosterone, androstenedione, and cortisol release among ethnically Chinese boys in Hong Kong, aged 8–11 years, during a soccer match and an intrasquad soccer scrimmage, with 63 participants competing in both treatments. The soccer match and intrasquad soccer scrimmage represented out-group and in-group treatments, respectively. Results revealed that testosterone showed (...) no measurable change. DHEA increased during both treatments in the majority of participants and the degree of change had no relation to independent variables or covariate measures. Most boys experienced androstenedione increases during match play, but no significant differences during the intrasquad soccer scrimmage competitions. The magnitude of change differed significantly between treatments and was positively associated with age. These latter findings suggest boys’ androstenedione responses may be sensitive to competitor type. For most subjects, cortisol significantly increased during match play, decreased during the intrasquad soccer scrimmage, and differed significantly between treatments, suggesting each treatment promoted a different psychological state among competitors. Cortisol/DHEA molar ratio decreased during the intrasquad scrimmage, suggestive of a more relaxed mental state. These data shed new light on potential proximate mechanisms associated with coalitional competition among prepubescent boys, with relevance to adrenarche and life history theory. (shrink)

A survey of 138 college students reveals an undergraduate major has a greater influence on corporate social responsibility than business ethics. Business students are no less ethical than nonbusiness students. Females are more ethical and socially responsible than males. Age is negatively related to one's Machiavellian orientation and positively related to negative attitudes about corporate efforts at social responsibility. The results suggest a greater need to focus busines ethics instruction based on student characteristics.

Jacob Neumann provides a thoughtful reading of Paulo Freire in the 21st century: Education, dialogue, and transformation. His comments on the importance of contextualising Freire’s work and the value of openness in engaging Freirean ideas are insightful and helpful. His use of the term ‘apolitical’ is, however, rather more problematic. Drawing on points made in Paulo Freire in the 21st century, and with links to Freire’s wider philosophy and pedagogy, this article argues that education from a Freirean perspective is always (...) political. (shrink)

Some jurisdictions acknowledge, as a matter of positive law, the relevance of evil to capital punishment. At one point, the state of Florida counted that the fact that a murderer’s crime was “especially wicked, evil, atrocious or cruel” as an aggravating factor for purposes of capital sentencing. I submit that Florida may be onto something. I consider a thesis about capital punishment that strikes me as plausible on its face: if capital punishment is ever morally permissible, it is permissible (...) as a response to evil. Call this the Punishment as a Response to Evil thesis, or PRE. If capital punishment is not morally permissible as a response to evil, then, according to PRE, it is not morally permissible, period. PRE admits of at least two different readings: on the first, if capital punishment is ever morally justified it is justified as a punishment for evil crimes; on the second, if capital punishment is ever morally justified it is justified as a punishment for evil people. While this first version of PRE has found advocates in both philosophy and forensic psychiatry, I argue against this first reading of PRE and for the second. To secure this conclusion I appeal to an account of evil and evil personhood that I have developed elsewhere. (shrink)

Despite his elusiveness on important issues, there is much in Michael Oakeshott's educational vision that Richard Peters quite rightly wishes to endorse. The main aim of this essay is, however, to consider Peters' justifiable critique of three features of Oakeshott's work. These are (1) the rigidity of his distinction between vocational and university education, (2) the lack of clarity and accuracy in his philosophy of teaching and learning, especially the under-conceptualisation of the role of example in (...) teaching, (3) the over-emphasis on tradition in moral and civic learning. (shrink)

Corporations and investors are responding to recent major ethical scandals with increased attention to the social impacts of business operations. In turn, business colleges and their international accrediting body are increasing their efforts to make students more aware of the social context of corporate activity. Business education literature lacks data on student attitudes toward such education. This study found that postscandal business students, particularly women, are indeed interested in it. Their interest is positively related to their past donation, volunteerism, and (...) non-profit organization membership activities, whether limited or extensive. Some evidence supports the proposition that education can modify internal principles over time. We offer suggestions for classroom and program uses of these findings in hopes of enriching the vision of future business managers. (shrink)

It is common for organizational theorists as well as business practitioners to speak of an organization's visions, strategies, goals and responsibilities. This implies that collectivities have competencies normally attributed to individuals, i.e. to reflect, evaluate, learn and make considered choices. The article provides a series of reflections on the concept of consciousness in an organizational context. It is argued that, under certain conditions, it is both meaningful and efficacious to ascribe the competency for conscious and intentional behavior to organizations. The (...) arguments provided are based on empirical observations, common sense and deductive reasoning. (shrink)

In The Geographer′s Art, Peter Haggett expounds his view of the nature and purpose, philosophy and methodology of the discipline and practice of geography. Ranging over every aspect of the subject, he considers the attractions, opportunities and responsibilities of life as a geographer and tries to answer some of the basic questions facing the discipline. The result is a highly individual look at geography and geographers, illustrated throughout from his own research and experience. Geography is immemorial and universal: it touches (...) us in many ways, in many forms and frequently in a manner neither fully perceived nor understood. Today interest in geography is booming: both the need for greater geographic awareness and the geographer′s vital role in understanding the processes and consequences of global and environmental change have received widespread recognition throughout the world. Yet the nature of the subject and the role of geographers remain little known to non–geographers and have yet to penetrate many hallowed academic and government halls. Just what do geographers do? What fires their imagination? Why are they so devoted to their subject? How can geography be used? Do we need more or less geographers, and how should they be educated? These and many other issues are addressed by Peter Haggett as he ranges over every aspect of the subject, theoretical and applied, physical and human, in order to explain the essence and importance of this multi–faceted subject. Few books can have conveyed so convincingly and so vividly the intellectual challenge of working in the field and the vital relevance of the discipline to contemporary human and environmental problems. (shrink)

This book presents and evaluates the late philosophy (Spätphilosophie) of F. W. J. Schelling (1775-1854) across a wide range of issues, ranging from relation between pure thinking and being, to the philosophy of mythology and religion, to the philosophy of history, to questions concerning the philosophy of nature and freedom. Simultaneously, it discusses Hegel's treatment of similar issues, and systematically compares the two thinkers. This is the first time, in an English-language publication, that these two major German Idealists have been (...) compared in such detail along such a broad front. The book begins with three chapters exploring the development of Schelling's thinking concerning transcendental philosophy, nature and teleology, human freedom, and the theory of history, from his earliest publications up to his middle years. Against this background, the book then presents Schelling's distinction between "positive" and "negative" philosophy, the defining mark of his late philosophy. It explores his theory of pure a priori thinking (negative philosophy), and his account of the transition from negative to positive philosophy. The major components of Schelling's positive philosophy, including his conception of "un-pre-thinkable being", and his theories of mythology and revelation, are then discussed. Throughout, a comparative assessment of Hegel's approach similar issues is sustained. Schelling emerges as a philosopher who traced his own highly distinctive path through the thicket of problems bequeathed by Kant, and whose systematic responses to these problems still merit serious consideration as alternatives to those of Hegel. (shrink)

The article argues for the need for business to give a positive lead in society. There are three reasons for this. First, a large multinational can have enormous influence in a local economy, especially in the Third World. Secondly, but much more unusually, business can demonstrate how cooperative endeavour can make profits. Thirdly, business can cooperate with local or central government in education, and training. But such reasons themselves raise questions about accountability and values. The article also discusses why (...) such leadership does not happen more often, looking to the short-term practices of business as the main culprit. (shrink)

Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose (...) graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility. (shrink)

In this response essay, Peter Taubman considers the relationship between melancholia and Freud's notion of a death drive. Taubman explores how audit culture sustains melancholia and intensifies the death drive, ultimately deadening our psyches by erasing memory, disparaging feelings, shutting down thought, and ignoring history. Taubman concludes with a suggestion that educators once again integrate discussions of Eros, or love, in their approaches to curriculum and teaching.

Although much has been written about the vigorous debates over science and religion in the Victorian era, little attention has been paid to their continuing importance in early twentieth-century Britain. Reconciling Science and Religion provides a comprehensive survey of the interplay between British science and religion from the late nineteenth century to World War II. Peter J. Bowler argues that unlike the United States, where a strong fundamentalist opposition to evolutionism developed in the 1920s (most famously expressed in the Scopes (...) "monkey trial" of 1925), in Britain there was a concerted effort to reconcile science and religion. Intellectually conservative scientists championed the reconciliation and were supported by liberal theologians in the Free Churches and the Church of England, especially the Anglican "Modernists." Popular writers such as Julian Huxley and George Bernard Shaw sought to create a non-Christian religion similar in some respects to the Modernist position. Younger scientists and secularists—including Rationalists such as H. G. Wells and the Marxists—tended to oppose these efforts, as did conservative Christians, who saw the liberal position as a betrayal of the true spirit of their religion. With the increased social tensions of the 1930s, as the churches moved toward a neo-orthodoxy unfriendly to natural theology and biologists adopted the "Modern Synthesis" of genetics and evolutionary theory, the proposed reconciliation fell apart. Because the tensions between science and religion—and efforts at reconciling the two—are still very much with us today, Bowler's book will be important for everyone interested in these issues. Contents: Illustrations Preface Introduction: A Legacy of Conflict? Confrontation, Cooperation, or Coexistence? Victorian Background Science and Religion in the New Century Part One: The Sciences and Religion 1. The Religion of Scientists Changing Patterns of Belief Scientists and Christianity Scientists and Theism Method and Meaning Science and Values 2. Scientists against Superstition Science and Rationalism Religion without Revelation Marxists and Other Radicals Science, Religion, and the History of Science 3. Physics and Cosmology Ether and Spirit The New Physics The Earth and the Universe 4. Evolution and the New Natural Theology Science and Creation Evolution and Progress The Role of Lamarckism Darwinism Revived 5. Matter, Life, and Mind The Origin of Life Vitalism and Organicism Mind and Body Psychology and Religion Part Two: The Churches and Science 6. The Churches in the New Century The Challenge of the New The Churches’ Response 7. The New Theology in the Free Churches Precursors of the New Theology Campbell and the New Theology Modernism in the Free Churches 8. Anglican Modernism Modernism and the New Natural Theology Charles F. D’Arcy E. W. Barnes W. R. Inge Charles Raven 9. The Reaction against Modernism Evangelicals against Evolution Liberal Catholicism The Menace of the New Psychology Science and Modern Life Theology in the Thirties Roman Catholicism Part Three: The Wider Debate 10. Science and Secularism Against Idealism Popular Rationalism The Social Reformers 11. Religion’s Defenders From Idealism to Spiritualism Creative and Emergent Evolution Evolution and the Human Spirit Progress through Struggle The Christian Response Epilogue Biographical Appendix Bibliography Index. (shrink)

Philosophers of education have had a longstanding interest in the nature and value of reason. Literature can provide an important source of insight in addressing questions in this area. One writer who is especially helpful in this regard is Fyodor Dostoevsky. In this essay Peter Roberts provides an educational reading of Dostoevsky's highly influential shorter novel, Notes from Underground. This novel was Dostoevsky's critical response to the emerging philosophy of rational egoism. In this close reading of Notes from (...) Underground, Roberts compares rational egoism with neoliberalism, analyzes the experiences of the central character (the Underground Man), and considers the need for harmony in our educational development as reasoning, feeling, and willing beings. (shrink)

In contrast to William Lane Craig’s view this article presents a sort of precis of my position on ontological commitment—whether you call it neo-Quineanism or not—and its implications for the nominalism-realism debate, a precis that proceeds from first principles.

The paper discusses al-Kindī's response to doctrines held by contemporary theologians of the Mu‘tazilite school: divine attributes, creation, and freedom. In the first section it is argued that, despite his broadly negative theology, al-Kindī recognizes a special kind of “essential” positive attribute belonging to God. The second section argues that al-Kindī agreed with the Mu‘tazila in holding that something may not yet exist but still be an object of God's knowledge and power. Also it presents a new parallel (...) between al-Kindī and John Philoponus. The third section gives an interpretation of al-Kindī as a compatibilist, in other words as holding that humans may be free even though their actions are necessitated. In all three cases, it is argued, al-Kindī is close to the Mu‘tazilite point of view, though he departs from them in the arguments he gives for that point of view. (shrink)

Amongst those who answered Molyneux’s question in the negative or at least not in the positive, George Berkeley is of particular interest because he argued for a very radical position. Most of his contribution to the discussion can be found in his Essay towards a New Theory of Vision. I will give an exposition of his view (2) and then move on to a critical discussion of this kind of view, - what one could call the “Berkeleian view” (...) (3). I think that the problems of what has become a standard negative answer to the question (mainly brought forward by empiricists) become very clear in Berkeley’s case and one can also learn a lot from this. (shrink)

This article is a response to Josh Reeve's “A Defense of Science and Religion.” I begin with the disclaimer that this was not solely my project but a joint enterprise. A common commitment of participants was to make the disciplines of history and theology central to the discussion and explore what new possibilities follows for the field of science and religion. I then address Reeves's two central concerns: first that I am too dismissive of the categories “science” and “religion.” (...) In fact I have not advocated dispensing with these categories, but have insisted than we employ them critically and with a sense of their history. The second concern is that my position on naturalism seems to place me perilously close to advocates of ID or scientific creationism. I deny this, but point out that more work needs to be done, beyond simply invoking methodological naturalism, to clarify the differences between naturalistic and theological approaches to the world. (shrink)

This paper argues that the influential French thinker, Simone Weil, has something distinctive and important to offer educational and ethical inquiry. Weil’s ethical theory is considered against the backdrop of her life and work, and in relation to her broader ontological, epistemological and political position. Pivotal concepts in Weil’s philosophy – gravity, decreation and grace – are discussed, and the educational implications of her ideas are explored. The significance of Weil’s thought for educationists lies in the unique emphasis (...) she places on the development of attention, a notion elaborated here via the key themes of truth, beauty and love. (shrink)

Michael A PetersBeijing Normal UniversityChatGPT is an AI chatbot released by OpenAI on November 30, 2022 and a ‘stable release’ on February 13, 2023. It belongs to OpenAI’s GPT-3 family (generativ...

ABSTRACTAnthony Skelton, Violetta Igneski and Tracy Isaacs share my view that our obligations to help people in extreme poverty go beyond what is conventionally accepted. Nevertheless, the other contributors argue that my view is too demanding, while noting some tensions between my different writings on this issue. I explain my position, drawing on Sidgwick’s distinction between what someone ought to do, and what we should praise or blame someone for doing or not doing. I also respond to the position that (...) Skelton considers preferable to mine, drawing this time on an argument that Katarzyna de Lazari-Radek and I have made in our recent book, The Point of View of the Universe. I also address Igneski’s concerns about gender inequality, and indicate my broad agreement with Isaacs’ suggestion that effective altruism could benefit from a more co-ordinated approach. (shrink)

In The Onlife Manifesto: Being Human in a Hyperconnected Era Luciano Floridi and his associates examine various aspects of the contemporary meaning of humanity. Yet, their insights give less thought to the political economy of techno-capitalism that in large measure creates ICTs and leads to their further innovation, development and commercialization. This article responses to Floridi’s work and examines political economy of the blurred distinction between human, machine and nature in the postdigital context. Taking lessons from early history of the (...) Internet across the Eastern and the Western Bloc, it examines ideological underpinnings of development of information and communication technologies. The paper points towards the postdigital challenge of the rising importance of biological sciences, their mutual connection with information sciences, and the society at large. It introduces the concept of bio-informational capitalism, and closely examines the relationships between biology and information... (shrink)

What’s true of all the evils in the world is true of plague as well. It helps men [sic] to rise above themselves.– Albert Camus, The PlagueMany novelists and philosophers have commented on the them...

The article sums up a number of points made by the author concerning the response to Darwinism in the late nineteenth and early twentieth centuries, and repeats the claim that a proper understanding of the theory's impact must take account of the extent to which what are now regarded as the key aspects of Darwin's thinking were evaded by his immediate followers. Potential challenges to this position are described and responded to.

In issue 6.1 of the Journal of Scottish Philosophy, James Van Cleve describes Thomas Reid's understanding of double vision and then presents a challenge to his direct realism found in works of David Hume based on double vision. The challenge is as follows: When we press one eye with a finger, we immediately perceive all the objects to become double, and one half of them to be remov'd from their common and natural position. But as we do not (...) attribute a continu'd existence to both these perceptions, and as they are both of the same nature, we clearly perceive, that all our perceptions [i.e., all the things we perceive] are dependent on our organs, and the disposition of our nerves and animal spirits. (THN: 210–211). (shrink)

Niels Bohr famously argued that a consistent understanding of quantum mechanics requires a new epistemic framework, which he named complementarity . This position asserts that even in the context of quantum theory, classical concepts must be used to understand and communicate measurement results. The apparent conflict between certain classical descriptions is avoided by recognizing that their application now crucially depends on the measurement context. ;Recently it has been argued that a new form of complementarity can provide a solution to the (...) so-called information loss paradox. Stephen Hawking argues that the evolution of black holes cannot be described by standard unitary quantum evolution, because such evolution always preserves information, while the evaporation of a black hole will imply that any information that fell into it is irrevocably lost---hence a "paradox." Some researchers in quantum gravity have argued that this paradox can be resolved if one interprets certain seemingly incompatible descriptions of events around black holes as instead being complementary. ;In this dissertation I assess the extent to which this black hole complementarity can be undergirded by Bohr's account of the limitations of classical concepts. I begin by offering an interpretation of Bohr's complementarity and the role that it plays in his philosophy of quantum theory. After clarifying the nature of classical concepts, I offer an account of the limitations these concepts face, and argue that Bohr's appeal to disturbance is best understood as referring to these conceptual limits. ;Following preparatory chapters on issues in quantum field theory and black hole mechanics, I offer an analysis of the information loss paradox and various responses to it. I consider the three most prominent accounts of black hole complementarity and argue that they fail to offer sufficient justification for the proposed incompatibility between descriptions. ;The lesson that emerges from this dissertation is that we have as much to learn from the limitations facing our scientific descriptions as we do from the successes they enjoy. Because all of our scientific theories offer at best limited, effective accounts of the world, an important part of our interpretive efforts will be assessing the borders of these domains of description. (shrink)

A proper understanding of black hole complementarity as a response to the information loss paradox requires recognizing the essential role played by arguments for the applicability and limitations of effective semiclassical theories. I argue that this perspective sheds important light on the arguments advanced by Susskind, Thorlacius, and Uglum—although ultimately I argue that their position is unsatisfactory. I also consider the argument offered by ’t Hooft for the breakdown of microcausality around black holes, and conclude that it relies on (...) a mistaken treatment of measurement collapse. There is, however, a legitimate argumentative role for black hole complementarity, exemplified by the position of Kiem, Verlinde, and Verlinde, that calls for a more subtle analysis of the limitations facing our effective theories. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.1 (2001) 101-134 [Access article in PDF] Getting Maimon's Goad:Discursivity, Skepticism, and Fichte's Idealism Peter Thielke The image of J. G. Fichte has of late displayed a rather substantial, and even remarkable, transformation. Where before Fichte was viewed—and most often dismissed—as advancing an unpalatable type of metaphysical idealism, in recent years several new perspectives on Fichte have emerged, each claiming to improve on (...) the old, standard picture. 1 The transformation of Fichte's image has been accompanied—or, more precisely, has been made possible—by a renewed interest in the relatively forgotten figures in the interregnum between Kant and Hegel. Fichte's thought is now understood in the context not only of Kant's transcendental idealism, but of, among others, Reinhold's Elementarphilosophie, Aenesidemus-Schulze's skepticism, Jacobi's intuitionism, and Beck's Standpunktslehre. By casting Fichte in this light, a more nuanced understanding of his project has been developed, one that does not simply follow the [End Page 101] traditional view of the Wissenschaftslehre as a full-blown metaphysical idealism in which the world of objects is understood as the product of an Absolute I.But while this 'contextual' approach has led to a renewed appreciation of the Wissenschaftslehre, I will suggest that the new focus on Fichte's historical milieu is incomplete. A lacuna in the current understanding of Fichte can be traced to a neglect of Salomon Maimon, an idiosyncratic and rather obscure critic of Kant. In this paper, I will argue that taking Maimon's skepticism into account when interpreting Fichte's idealism requires a rethinking of Fichte's project. In particular, in order to respond to Maimon's skepticism—an avowed project of the Wissenschaftslehre—Fichte's position must advance an idealist metaphysics, one in which the content of cognition is taken to be constituted by an act of the absolute I. This claim, of course, might seem rash, since it threatens to saddle Fichte with a gratuitous form of absolute idealism. It thus seems to run counter to recent attempts to make Fichte into a figure appealing to modern eyes. Such a concern, however, is I think misplaced. Instead, I will argue that Fichte's idealism, although perhaps ultimately unsuccessful, nevertheless should be of great interest precisely because it stands as an important attempt to provide an answer to a question—the nature of 'givenness'—that remains central to epistemology. 2The paper is divided into five parts. The first presents the historical evidence for Maimon's influence on Fichte. Part 2 offers a discussion of what I call 'Maimon's challenge' to the Kantian notion of 'discursive' cognition, as well as the ways in which this served as a goad to the development of the Wissenschaftslehre. In Part 3 I turn to a close reading of §1 of the Grundlage of 1794, where I try to show how a recognition of Maimon's challenge can help make sense of the foundations of the Wissenschaftslehre's project, and in particular the 'category of reality,' an otherwise highly obscure step in Fichte's argument. Part 4 offers a short discussion of the ways in which a Maimonian-minded account of §1 contributes to the understanding of the Grundlage as a whole. Finally, I conclude in Part 5 with some brief remarks about the broader philosophical implications of Fichte's response to Maimon's challenge: Fichte, I will argue, offers the first (but not the last) attempt at answering a type of Maimonian skepticism that remains viable even today. [End Page 102] 1. The Skeptical Goad Salomon Maimon, perhaps more than any other figure in German philosophy, embodied the Enlightenment notion of a Selbstdenker. He was born in Lithuania in 1753, to a rural Jewish family. 3 After marrying at eleven and becoming a father at fourteen, in his early twenties he fled from his family, after which he wandered the German countryside, until he was finally was able to establish himself in Berlin in 1779. Here he was taken in by Moses... (shrink)

This paper argues that without the appropriate educational and organizational context, Socratic pedagogy can undermine a teacher’s leadership and negatively impact classroom dynamics by exposing a teacher’s lack of knowledge. In arguing for this position, the paper articulates the nature of the Socratic method, clarifies the notion of “power” and “leadership,” and then discusses traditional power roles in the classroom. These traditional power roles are strongly contrasted against the notion of power in the Socratic method, where the Socratic teacher (...) derives their power by asking questions. Finally, provided the educational and organizational context are structured in a way that puts the teacher in the role of the Socratic questioner, instructors need not worry that their leadership is in jeopardy or that classroom dynamics will suffer. (shrink)