Summary Increased parental involvement in schooling is one of the central plans of government policy. The planned integrated schools in Northern Ireland provide direct evidence of high levels of parental participation in action. The experience of the schools suggests, that whilst parental involvement is relatively easy to generate during the initial stages of the setting up of a school it is much more difficult to sustain over the long term. There is also potential for difficulties to arise, both between groups (...) of parents and between parents and staff, over the range of issues which parents wish to influence and the direction of that influence. Parents wish to participate in the running of the schools in many different ways and this leads to the development of the concept of levels of involvement?. Whilst quite large numbers of parents want a direct involvement in the education of their own children only a small number seek the type of wider commitment to policy development implicit in positions such as that of school governor. (shrink)

The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevailing Eurocentric thinking, for promoting socially just institutions of higher education. Presupposing a positioned, encultured, and embodied account of identity, womanism’s social change perspective holds transformative promise. It foregrounds Black women’s penchant for reaching solutions that promote communal balance, affirm one’s humanity and attend to the spiritual dimension (Phillips, 2006 Phillips, L. (...) (Ed.). (2006). The womanist reader. Routledge.[Crossref], [Google Scholar]). Directed first towards scholars of color, fostering inclusivity, communalist values and acknowledged intersectionality offers an ethic of the embodied self. As a corollary, it argues for a universal that recommends at least two guiding principles for a pedagogical philosophy. It is, first oriented towards a love of self and second towards placing all disciplines within a cultural-historical context. In the first claim, there is potential for nothing less than suspending the symbolic and ontological violence to one’s sense of belonging in academia. In the second claim, such an understanding can position scholars of color to actively re-narrate their fields. As illustrations, we focus on three academic fields of education, theology in higher education, and criminal justice. (shrink)

Reseña de FRASER, Nancy: Dilemas de la justicia en el siglo XXI. Género y globalización , Mª Antonia Carbonero Gamundí y Joaquín Valdivielso (eds.), Edicions UIB, 2011.

Ethics in Early China: An Anthology is a major contribution to the philosophical study of early Chinese ethics and comparative ethics by a collection of some of the most distinguished scholars in these fields. This anthology honors Professor Chad Hansen's many and important contributions to the study of Chinese philosophy, but the work is not a festschrift per se. Instead of discussing the honoree's oeuvre in a collection of essays, these new, innovative, and outstanding writings engage, bear upon, develop, and (...) contend with important themes in Hansen's work, including, for example, Hansen's provocative interpretations of the meanings of dao 道 and de 德 in early Chinese sources, his analysis of the action-guiding .. (shrink)

Targeting injustices that cut across borders, they are making the scale of justice an object of explicit struggle.Inspired by these efforts, Nancy Fraser asks: ...

Heil wants us to be ‘ontologically serious’. Because if we’re ontologically serious we won’t take relations seriously. Here’s one of the lines of thought that runs through Heil’s Relations. It’s go...

This Handbook provides an interdisciplinary discussion on the role and complexity of ethics in education. Its central aim is to democratise scholarship by highlighting diverse voices, ideas, and places. It is organised into three sections, each examining ethics from a different perspective: ethics and education historically; ethics within institutional practice, and emerging ethical frameworks in education. Important questions are raised and discussed, such as the role of past ethical traditions in contemporary education, how educators should confront ethical dilemma, how schools (...) should be organised to serve all children, and how pluralism, democracy, and technology impact ethics in education. It offers new insights and opportunities for renewal in the complex and often contentious task of ethics and education. (shrink)

There is no single problem of universals but a family of difficulties that treat of a variety of interwoven metaphysical, epistemological, logical and semantic themes. This makes the problem of universals resistant to canonical reduction (to a ‘once-and-for-all’ concern). In particular, the problem of universals cannot be reduced to the problem of supplying truth-makers for sentences that express sameness of type. This is (in part) because the conceptual distinction between numerical and qualitative identity must first be drawn before a sentence (...) is eligible to be supplied with truth-makers. The case is made through a consideration of a recent argument by Gonzalo Rodriguez-Pereyra. (shrink)

John Stuart Mill’s Utilitarianism is a philosophical defense of utilitarianism, a moral theory stating that right actions are those that tend to promote overall happiness. The essay first appeared as a series of articles published in Fraser’s Magazine in 1861; the articles were collected and reprinted as a single book in 1863. Mill discusses utilitarianism in some of his other works, including On Liberty and The Subjection of Women, but Utilitarianism contains his only sustained defence of the theory. In (...) this Broadview Edition, Colin Heydt provides a substantial introduction that will enable readers to understand better the polemical context for Utilitarianism. Heydt shows, for example, how Mill’s moral philosophy grew out of political engagement, rather than exclusively out of a speculative interest in determining the nature of morality. Appendices include precedents to Mill’s work, reactions to Utilitarianism, and related writings by Mill. (shrink)

Drawing primarily on the Mòzǐ and Xúnzǐ, the article proposes an account of how knowledge and error are understood in classical Chinese epistemology and applies it to explain the absence of a skeptical argument from illusion in early Chinese thought. Arguments from illusion are associated with a representational conception of mind and knowledge, which allows the possibility of a comprehensive or persistent gap between appearance and reality. By contrast, early Chinese thinkers understand mind and knowledge primarily in terms of competence (...) or ability, not representation. Cognitive error amounts to a form of incompetence. Error is not explained as a failure to accurately represent the mind-independent reality due to misleading or illusory appearances. Instead, it can be explained metaphorically by appeal to part-whole relations: cognitive error typically occurs when agents incompetently respond to only part of their situation, rather than the whole. (shrink)

A key question for research on the evolutionary origins of morality concerns just what the target of an evolutionary explanation of morality should be. Some researchers focus on behaviors, others on systems of norms, yet others on moral emotions. Richard Joyce (2006) offers an evolutionary explanation for the trait of making moral judgments. Here, I defend Joyce’s account of moral judgment against two objections from Stephen Stich (2008). Stich’s first objection concerns the supposed universality of moral judgments as Joyce conceives (...) of them. I respond by undermining the empirical evidence upon which this objection is based. Stich’s second objection concerns the extent of the moral domain, which he takes to include far more than the considerations of harm and fairness central to Joyce’s account. In response, I outline several strategies for reconciling Stich’s observations with Joyce’s account. (shrink)

John Searle’s “thesis of the Background” is an attempt to articulate the role of nonintentional capacities---know-how, skills, and abilities---in constituting intentional phenomena. This essay applies Searle’s notion of the Background to shed light on the Daoist notion of w’u-w’ei---“non-action” or non-intentional action---and to help clarify the sort of activity that might originally have inspired the w’u-w’ei ideal. I draw on Searle’s work and the original Chinese sources to develop a defensible conception of a w’u-w’ei-like state that may play an intrinsically (...) and instrumentally valuable role in the exercise of agency. At the same time, however, I argue that Searle’s view that “Intentionality rises to the level of the Background abilities” convincingly explains why the conception of w’u-w’ei presented in ancient texts is untenable. W’u-w’ei-like states can generally occur only as components of an intentional flow of activity, and thus they are not fundamentally nonintentional. (shrink)

This chapter contains sections titled: Genesis Logical Constants Converse Relations Acknowledgments References.

Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is based on outcomes based education (OBE), with its metrics of quantifiable outcomes. The article argues that Olúfemi Táíwò’s analysis of decolonization provides a philosophical lens through (...) which to interpret Botswana’s current educational pathway within the prevailing decolonization discourse. OBE clearly exhibits features of neo-colonialism, as it pertains to the national value principles. We draw on Ndlovu-Gatsheni decolonial epistemic perspective to frame the discussion that were possible to integrate OBE with Botswana’s ethnically inclusive, community-based view of democracy and associated virtues, this would be a worthwhile goal for education and could lead to a particular form of indigenised democracy. Substantive distinctions among the concepts of decolonization, neo-colonialism, and decoloniality, underwrite this thesis. We see the project of envisaging a future of education in Botswana as having to do with disentangling colonialist-imperialist cultural reproduction from indigenous aspirations. (shrink)

According to neo-Fregeans, an expression that is syntactically singular and figures in a true sentence is guaranteed to have some existing thing in the world to pick out. But this approach is confronted by a dilemma. If reality is crystalline, has a structure fixed independently of language, then the view that reality is guaranteed to contain a sufficient plenitude of objects to supply referents for the relevant expressions is left hostage to cosmological fortune. Whereas if reality is plastic then it (...) becomes dubiously coherent to conceive of our ordinary, scientific, and mathematical claims about a diversity of objects as being genuinely true or false of an independent reality. To avoid this dilemma, the neo-Fregeans must abandon the dichotomy that says either our true sentences must ‘mirror’ the structure of a crystalline reality or ‘impose’ structure upon a plastic one. If we can legitimately deny that there is an intelligible question to be raised of how language hooks onto reality, then prima facie we can grant that a sentence S is true without thereby becoming embroiled in the uncomfortable consequences of having to say what makes S true. So ontological quietism holds out the last, best hope for neo-Fregeanism. (shrink)

Philosophical Papers Vol.31(1) 2002: 49-61.

Adaptationist accounts of morality attempt to explain the evolution of morality in terms of the selective advantage that judging in moral terms secured for our ancestors (e.g. Ruse 1998; Joyce 2006; Street 2006). So-called by-product explanations of morality have been presented as an alternative to adaptationist accounts (e.g. Prinz 2009; Ayala 2010; cf. Darwin 2004/1871). In assessing the relationship between adaptationist and by-product accounts, care must be taken to distinguish several related but importantly different notions: innateness, adaptation, exaptation, spandrel, and (...) by-product. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

New Mutualisms. Politics, Needs and Emancipation. According to the research hypothesis that forms the backdrop of this contribution, the most diverse forms of mutualism represent variants of political action born of, among, and for subjects in need. In contrast to the hypothesis of an uncritical valorization of these experiences, however, it is not necessarily the case that these collective actions of solidarity reciprocity also express the same need for renewal of institutional politics. The reconstruction of the different stages of the (...) modern history of mutualism will allow to question the alleged mutually exclusive relationship between politics and needs theorized by a long and authoritative philosophical tradition and, paradoxically, reaffirmed precisely by its fiercest critics such as Hannah Arendt. Following this operation of historical and conceptual contextualization it will become possible to identify the main differences between mutualism and other forms of civic engagement of the charitable or assistentialist kind, and then to draw an idealtypical classification of the different degrees of politicalness openly claimed or, in fact, expressed, by its contemporary manifestations. (shrink)

Nancy Fraser’s powerful new book documents the “movements of feminism” and the shifts in the feminist imaginary since the 1970s. Fraser follows the history of feminism from the ferment of the New Left, during which “Second Wave” feminism emerged as a struggle for women’s liberation alongside other social movements, to its emersion in identity politics following the decline of its initial utopian energies. Alongside this detailed history, Fraser recognizes the need for a reinvigorated feminist radicalism to respond (...) to the crisis in neoliberalism. She argues for a feminism that could join other egalitarian movements in struggles aimed at subjecting capitalism to democratic control, while retrieving the core utopian insights of feminism’s earlier phases. (shrink)

As bearers of the divine image, all of us are storytellers and artists. However, few people today believe in truth that is not empirically knowable or verifiable, the sort of truth often trafficked through direct forms of communication. Drawing on the works of Soren Kierkegaard, Benson P. Fraser challenges this penchant for direct forms of knowledge by introducing the indirect approach, which he argues conveys more than mere knowledge, but the capability to live out what one takes to be (...) true. Dr. Fraser suggests that stories aimed at the heart are powerful instruments for personal and social change because they are not focused directly on the individual listener; rather, they give the individual room or distance to reconsider old meanings or ways of understanding. Indirect communication fosters human transformation by awaking an individual to attend to images or words that carry deep symbolic force and that modify or replace one's present ways of knowing, and ultimately make one capable of embodying what he or she believes. Through an examination of the indirect approach in Kierkegaard, Jesus, C. S. Lewis, and Flannery O'Connor, Fraser makes a strong case for the recovery of indirect strategies for communicating truth in our time"--Back cover. (shrink)