Explores the ways in which history has been used to influence people and government, focusing on how reportage of past events has been manipulated to justify religious movements and political campaigns.

歴史と民族・アイデンティティ、歴史的戦争・紛争、9.11、領土問題、従軍慰安婦問題...。歴史がいかに誤用、濫用に陥りやすいか豊富な実例からわかりやすく解説。一方で、謙虚に歴史を利用することで、過ちを 回避し、世界認識と相互理解を深めた事例も提示。世界史から今日的国際問題までを概観した、歴史愛好家のための白熱抗議。.

In this paper, we examine the intersection of existentialism and management, in particular to illustrate how existential thought offers three key insights to the pragmatic world of work and applied act of management: (1) Existentialism places a primacy upon the individual and the existential self that is continually being formed within the workplace. (2) Existentialism allows for a coherent examination of individual and organisational-level decision making and ethics as an integral part of the philosophy. (3) Existentialism is inherently ‘applied’ and (...) focused on ‘process’ in that it allows for an understanding of the meaning of work. (shrink)

In this paper, we examine the intersection of existentialism and management, in particular to illustrate how existential thought offers three key insights to the pragmatic world of work and applied act of management: (1) Existentialism places a primacy upon the individual and the existential self that is continually being formed within the workplace. (2) Existentialism allows for a coherent examination of individual and organisational-level decision making and ethics as an integral part of the philosophy. (3) Existentialism is inherently ‘applied’ and (...) focused on ‘process’ in that it allows for an understanding of the meaning of work. (shrink)

happens, how it happens, and why it happens. Our assumption ought to be that this is as true in education as it is in atomic physics. But this leaves many other questions to answer. The crucial ones: What kind of science is proper or appropriate to education? How does it differ from physics? What is wrong with the prevai1~ ing, virtually unopposed research tradition in education? What could or should be done to replace it with a more adequate tradi tion? (...) What concepts are necessary to describe and explain what we find there? It is in this realm that we find ourselves. Where to start? One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B. O. Smith, Scheffler, Hirst, Komisar, Green, McClellan, Soltis, Kerr, Fenstermacher, et al. An empirical tradition runs parallelto the philosophers -it has its most notable modern proponents in Gage, the Soars, Berliner, Rosen shine, but its roots can be traced to the Sophists. These two tradi tions have been at loggerheads over the centuries. (shrink)

This paper sought to develop a literature review-based framework for fitting research projects into philosophies of research. The philosophical underpinning of the study to optimize the financial performance of pension funds through asset allocation and portfolio management decisions was used as a case in point. The paper argues that all knowledge generation processes should be deeply rooted in philosophy if they are to produce reliable solutions to research problems. The study established that the research approaches and the science of doing (...) research need to be informed by the philosophical positions of reality, knowledge, logic and ethical stance of the researcher. It is also noted that the philosophical positions of the researcher should be derived from the objective or subjective nature of the variables in the research problem. In relation to optimizing the financial performance of pension funds, the study concluded that pragmatism is the most appropriate guiding philosophy for determining the ontological, epistemological, axiological and methodological positions of the researcher. It is also concluded that the mixed method research paradigm, implemented through the explanatory sequential design is a better approach to comprehensively understand the subject matter since pension fund financial performance is a function of both subjective and objective factors. (shrink)

History is useful when it is used properly: to understand why we and those we must deal with think and react in certain ways. It can offer examples to inform our decisions and guesses about the consequences of our actions. But we should be wary of looking to history for dogmatic lessons.We should distrust those who abuse history when they call on it to justify unreasonable claims to land, for example, or restitution. MacMillan illustrates how dangerous history can be (...) in the hands of nationalistic or religious or ethnic leaders who use it to foster a sense of grievance and a desire for revenge. (shrink)

Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and J. E. McClellan.

Signal detection theory (SDT) is best known as a method for separating sensitivity from bias. If sensitivity reflects early sensory processing and bias later cognition, then SDT can be use to study penetrability by asking whether cognitive manipulations affect sensitivity. This assumption is too simple, but SDT can nonetheless be helpful in developing specific methods of how sensory and cognitive information combine. Two such approaches are described.

ABSTRACTThomas Hobbes transforms fear and curiosity from primarily theological to anthropological concerns. Fear and curiosity go from being, most centrally, part of religiousness, or part of worsh...

_ Source: _Volume 30, Issue 2, pp 156 - 177 Using the example of ghosts and religion, this paper argues for the importance of social context and background operative in Hobbes’s account of social life and, in particular, the role of environment, education, and language in explaining much of what we think we know, and much of what we believe. The paper looks to aspects of Hobbes’s epistemology and his account of belief, to make the case that he recognizes how (...) a kind of social conditioning is required to sustain certain beliefs. The paper briefly concludes with a focus on the commonwealth itself and how the example of religion and religious belief extends to the commonwealth and the kinds of beliefs required for the commonwealth to sustain itself. (shrink)

(Statement of Responsibility) by Lewis Carroll ; with ninety-two illustrations by John Tenniel.

Foucault repeatedly argued that his work on techniques of the self were not a denial of his previous work on 18th- and 19th-century Europe, but a different way to make our present intelligible. Although Foucault explicitly associated modern techniques of the self with the Christian model, he never considered Christian techniques of the self in a comprehensive manner. The recent publication of his last two lectures at the Collège de France in 1983 and 1984 seems to fill this gap. Christian (...) techniques of the self are characterized by an ascetic of obedience, and are considered as antithetical to ethical, parrhesiastic techniques of the self. Foucault’s detailed analysis of Sophocles’ Oedipus and Euripides’ Ion in these lectures also provides valuable insights into the rationality that presides over the modern techniques of the self, and the logic that animates the Christian politics of obedience. (shrink)

The dominant discourse in 20th century UK food and agricultural policies of a liberal, free trade agenda was modified at the turn of the 21st to embrace ecological sustainability and “food security.” The latter term has a long international history; the relationship between issues of technical production and equality of distributional access are also much debated. The paper examines shifts in UK policy discourse in the context of international research, policy, and initiatives to promote food security, and highlights the implications (...) for social justice in and through the food system. (shrink)

This article analyzes the demarcations made within psychology as a feature of the “memory wars”—the current controversy around “recovered” or “false” memory. As it is played out inside professional psychology, the dispute features clinical practitioners acting largely as proponents of recovered memory and experimentalists as proponents of false memory. Tracing a genealogy of this dispute back to a pair of original sites, we show how the traditions’engagement in three modes of scientific demonstration varies systematically in terms of the modes of (...) social relation inherent in their epistemic practices and the kinds of “reliable witness” these practices produce. We conclude that whereas the experimentalist tradition is able to transporttheir produced witnesses from oneto anothersite of demonstration with relative ease, the clinical tradition has much greater difficulty in doing so and thus has to engage in a variety of compensatory demonstrative strategies. (shrink)

Originally published in 1934, this book presents the content of the Rede Lecture for that year, which was delivered by Lord Macmillan at Cambridge University. This book will be of value to anyone with an interest in law, philosophy and psychology.

This essay attempts to show how david hume (in "of the standard of taste") sought to strengthen his arguments against taste relativism by appealing to a principle having to do with the points of view that must be entered into if an aesthetic observer is to make unbiased appraisals of works of art. Hume's brief account of the point-Of-View principle is exhibited and expanded. The principle is then evaluated in accordance with monroe beardsley's criterion of aesthetic relativism as expressed in (...) "the refutation of relativism" (jaac 41). (shrink)

In responding to and examining Mary Anne Raywid's adoption of community building as an aim for schools, I survey a number of types of communities, including recreational, intentional and language communities. In considering all these communities, I try to show both the power of communities in our personal lives and some idea of why we might be of two minds about promoting community as an ideal in the modern world and in schools in particular.