A wealth of research suggests the importance of classroom discussion of controversial issues for adequately preparing students for participation in democratic life. Teachers, and the larger public, however, still shy away from such discussion. Much of the current research seeking to remedy this state of affairs focuses exclusively on developing knowledge and skills. While important, this ignores significant ways in which students? beliefs about the concept or nature of controversy itself might affect such discussions and potentially, the sort of citizen (...) that educators are fostering. We argue that examining the concept of ?controversy? is central to conducting such discussions and propose a framework of four crucial virtues or habits of mind that can be developed through such an examination. We illustrate how these four habits of mind are essential for establishing classroom ?counterpublics? that aim to develop more justice-oriented democratic citizens. (shrink)

Highly accessible and intelligently composed textbook introduction to the field of semantics with suggested readings.

Gathering thoughts -- Teachers who inspired me -- What am I? : Montessori? Steiner? eclectic? : Is it important? -- Which comes first? : a philosophical framework, theory and research evidence : what do teachers and other practitioners need to bring out their best work -- Working with principles which are interpreted and embedded in articulated practice -- The importance of parent partnership and the development of moral values and self-discipline -- Play : a very complex thing -- Finding how (...) to position myself in relation to play -- Inclusion : commonalities, differences"fragmentation or wholeness?"-- Cultivating creativity -- Remaining a generalist rather than becoming a specialist within one area of early childhood education -- Changing political climates -- How best to train teachers of young children -- Remaining a Froebelian but still exploring why and wondering "will I always be one?". (shrink)

In their target article, “Proposed Principles for International Bioethics Conferencing: Anti-Discriminatory, Global, and Inclusive,” Jecker et al. (2024) highlight the growing international scope o...

In the late 1800s, Charles Darwin and other naturalists supported a blending view of inheritance whereby offspring possess a middling mix of their parents' traits. Many of these naturalists also argued that individuals pass at least some of their acquired characteristics to their descendants. Darwin proposed that acquired characteristics and other environmentally induced changes in a parent's hereditary material account in large part for the inheritable variations that drove evolution. Inspired by the evolutionary theories of his first cousin, Darwin, Francis (...) Galton developed hereditarian notions that helped to lay the foundation for both genetics and eugenics. Eugenics was endorsed by evolutionary geneticists such as August Weismann, Karl Pearson, W. F. R. Weldon, William Bateson, and Hugo de Vries, which, as a result, gave it enormous scientific credibility in America and Europe. This chapter explores the role of biology in the emergence of the eugenics movement in the Anglo-Saxon world. (shrink)

The book examines what advocates of the law of karma mean by the doctrine, various ways they interpret it, and how they see it operating. The study investigates and critically evaluates the law of karma's connections to significant philosophical concepts like causation, freedom, God, persons, the moral law, liberation, and immortality. For example, it explores in depth the implications of the doctrine for whether we are free or fatalistically determined, whether human suffering can be reconciled with cosmic justice, the nature (...) of the self, and the character of moral experience. (shrink)

Over the course of his work, Graham Oppy developed numerous important criticisms of versions of the cosmological argument. Here I am not concerned with his specific criticisms of cosmological arguments but rather with his claim that cosmological arguments per se are not good arguments, for they provide no persuasive reason for believing the conclusion that God exists and are embedded in theories that already affirm the conclusion. I explore what he believes makes an argument good, contend that cosmological arguments can (...) have functions within worldviews other than persuasion, and consider his recent modifications of the discussion that address competing worldviews. (shrink)

The version uploaded to this site is a late draft. The paper arises both from William L. Rowe's classic 1979 discussion of the problem of evil, argues that there exist instances of intense suffering which an omnipotent, omniscient being could have prevented without thereby losing some greater good or permitting some evil equally bad or worse, and also from Steven Wykstra's response, in the course of which he argues for the following Condition of Reasonable Epistemic Access (CORNEA): "On the basis (...) of cognized situation s, human H is entitled to claim 'It appears that p' only if it is reasonable for H to believe that, given her cognitive faculties and the use she has made of them, if p were not the case, s would likely be different in some way discernible by her." My paper discusses CORNEA, and proposes a replacement principle. (shrink)

Locates in Schelling a new understanding of our relation to nature in philosophy.

Why do states who are committed to the principle of civilian immunity and the protection of non-combatants end up killing and injuring large numbers of civilians during their military operations? Bugsplat explains this paradox through an in-depth examination of five conflicts fought by Western powers since 1989.

« Ce guide offre aux étudiants en formation initiale à l'enseignement, au personnel enseignant en poste, à leurs formateurs et aux directions d'établissement scolaire les ressources nécessaires pour se frayer un chemin à travers les cadres éthiques et légaux complexes qui réglementent le quotidien de la pratique enseignante. ».

One of America's foremost philosophers reflects on the discipline and its relation to everyday life.

The second edition of The Great Psychotherapy Debate has been updated and revised to include a history of healing practices, medicine, and psychotherapy, an expanded theoretical presentation of the contextual model, an examination of therapist effects, and a thorough review of the research on common factors such as the alliance, expectations, and empathy.

Volume 1: A-B -- Volume 2: C-E -- Volume 3: F-I -- Volume 4: J-O -- Volume 5: P-R -- Volume 6: S-X.

In Philosophy as Frustration: Happiness Found and Feigned from Greek Antiquity to Present Bruce Silver argues that traditional philosophical views of happiness, as well as recent psychological theories of happiness, are at odds with themselves and with important accounts of a truly happy life.

This chapter examines the role of Soren Kierkegaard in the so-called Danish Golden Age from 1800 to 1850, which was marked by a remarkable outpouring of artistic, scientific, literary, philosophical, and theological productivity. It explains that Kierkegaard, together with Hans Christian Andersen, belongs to the third generation of this Golden Age. The chapter considers the major works of Kierkegaard and Andersen, who were the two most prominent figures of the Golden Age both in and outside Denmark.

Introduction -- Methodology and method -- Present educational ethics -- Archaeology and genealogy -- Power and subjectivity -- Educational ethics -- Implications and conclusion.

The idea that there are three types of argumentation, deduction, induction, and a third type variously called hypothesis, abduction, or retroduction, first appeared in an 1867 paper by Charles S. Peirce, “On the Natural Classification of Arguments”. According to Peirce’s tripartite division of argumentation, induction is not merely any form of argument that fails to be deductive, but argumentation that generalizes from a sample. In later writings Peirce broadened his notion to mean any testing of hypotheses through observation—as Peirce said, (...) “trying how things will act”. If we understand an observation to be a sample of experience, as Peirce did in 1901 (R L 409:3... (shrink)

This volume explores leadership as a form of loving one’s employees, centering on the biblical concepts of Agapao and Agape. It is organized into three parts: Part 1 examines biblical principles about Agapao and Agape; Part 2 employs Positive Organizational Scholarship (POS) to identify the role of love in organizational contexts; Part 3 offers case studies illustrating instances of love demonstrated by biblical figures in organizational and familial settings. Aligned with POS research, the book accentuates positive, life-giving, and conditions fostering (...) human flourishing within organizations. This scholarly endeavor contributes to advancing research in areas such as work relationships, workplace spirituality, meaningful work, and the role of leadership in improving organizational performance. (shrink)

Countable homogeneous relational structures have been studied by many people. One area of focus is the Ramsey theory of such structures. After a review of background material, a partition theorem of Laflamme, Sauer, and Vuksanovic for countable homogeneous binary relational structures is discussed with a focus on the size of the set of unavoidable colors.

Cosmopolitanism, new and newer : Anthony Appiah -- Noam Chomsky's golden rule -- Blaming the system : Immanuel Wallerstein -- The sweatshop sublime -- Edward Said and effort -- Intellectuals in public, or elsewhere -- War without belief : Louis Menand's The Metaphysical Club -- Comparative national blaming : W.G. Sebald and the bombing of Germany.

Diving into the Gospel of John displays the rich and diverse arguments John presents for his thesis that Jesus is the Messiah, the Son of God, and that through believing, readers/listeners will find eternal life. John’s arguments are developed in four parts. The first two chapters develop the author’s literary techniques that are often based on ambiguity and his key symbols and concepts, the understanding of which are essential to fully appreciate the Gospel. Chapters three through six progressively portray the (...) author’s evidence for his thesis in the form of signs, testimony of those who encounter Jesus, Jesus’s self-identification, and Jesus’s relationships to others. Chapters seven and eight show how the author uses theatrically-patterned dialogues and triadic discourses to convey Jesus’s identity and mission. Finally, chapters nine through eleven provide important hints that the author gives for his thesis: Jesus’s appeals to time, the indirect use of seven as the number of completeness, and invocation of parentage in pointing to salvation. Through diving into the Gospel, readers will discover the richness of John’s argument, the Jesus he portrays, and the God Jesus reveals. The book aims to stimulate commitment, challenge mind and spirit, and encourage further study and conversation. (shrink)