It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture, both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work (...) in situations where vocational aims and beliefs may be in conflict with instrumental aims. The article offers De Certeau's concept of la perruque to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover an idea of solidarity for teacher educators and teachers to enable ethical teaching in difficult times. (shrink)

Journal of Philosophy of Education, EarlyView.

Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in classrooms. Hence, alongside a wide range of pedagogical skills, new teachers also need to develop (...) personal qualities, knowledge and understanding that will enable them to navigate successfully these professional ethical demands. ‘Philosophy for Teachers’, or ‘P4T’, is one promising approach to teachers’ pre-service professional preparation which has been piloted in England, adapted from the more familiar idea of ‘P4C’. Drawing on the model of learning through dialogue within a community of fellow enquirers, an ethical retreat was s... (shrink)

Dewey famously believed that we learn through experience, through which we build up habits. Education should be about developing good habits. Experience for Dewey, is not an individual possession but grows out of social interaction, which always takes place in a given culture. Dewey's views on culture are significant in relation to a current issue in education in England, namely the legal requirement for teachers to report students who express ‘extreme views’, under the Prevent Strategy. The article first gives the (...) current context in recent policy implementation in England and discusses how it raises ethical dilemmas which profoundly affect what it means to be a teacher. This is then illustrated through a vignette, a narrative of a newly qualified teacher living a dilemma raised by the policy. Consequences for the development of democratic education and education for democracy emerge from considering Dewey's views on experience and culture in relation to the teacher's dilemma. The conclusion suggests some ways forward in the face of the difficulties raised by the Prevent strategy reporting requirement. (shrink)

Dewey famously believed that we learn through experience, through which we build up habits. Education should be about developing good habits. Experience for Dewey, is not an individual possession but grows out of social interaction, which always takes place in a given culture. Dewey's views on culture are significant in relation to a current issue in education in England, namely the legal requirement for teachers to report students who express ‘extreme views’, under the Prevent Strategy. The article first gives the (...) current context in recent policy implementation in England and discusses how it raises ethical dilemmas which profoundly affect what it means to be a teacher. This is then illustrated through a vignette, a narrative of a newly qualified teacher living a dilemma raised by the policy. Consequences for the development of democratic education and education for democracy emerge from considering Dewey's views on experience and culture in relation to the teacher's dilemma. The conclusion suggests some ways forward in the face of the difficulties raised by the Prevent strategy reporting requirement. (shrink)

This book makes a strong case for the abiding relevance of Dewey's notion of learning through experience, with a community of others, and what this implies for democratic 21st century education. Curricular and policy contexts in Spain, Cameroon, the US and the UK, explore what reading Dewey contributes to contemporary education studies.

Can Dewey's Moral Principles in Education throw light on a contemporary policy issue in education, namely the privatisation of education through the establishment of academy schools in England? The article first considers what the policy entails, in terms of its conception of education as a market commodity. The next section suggests an alternative conception, drawing particularly on Deweyan claims for the fundamentally normative and relational nature of teaching, through his definition of democracy as ‘a form of associated living’ and the (...) school as a place for such association. The third section relates the two conceptions of education and in their light considers tensions and conflicts in the academisation policy concerning inclusion, equity and social cohesion. The article concludes that the establishment of academy schools compromises these values and constitutes a danger to the commons, that is, to socially consensual and equitable ways of being together. (shrink)

_Philosophical Perspectives on Teacher Education_ presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary (...) debates about what the future of teacher education should be. (shrink)

Il est assez rare qu’un concept philosophique s’échappe de l’arène académique. C’est pourtant le cas du concept de spécisme, qui a fait une entrée remarquée dans la sphère publique au cours de la dernière décennie. Il est désormais au cœur du débat de société sur nos devoirs envers les animaux non humains. Hélas, ce concept et les enjeux qu’il soulève sont souvent mal compris. Nombreux sont les auteurs qui contestent sa légitimité alors qu’ils le maitrisent mal. D’autres l’utilisent plus volontiers (...) sans toutefois mieux le comprendre. Les confusions qui entourent cette notion l’empêche de contribuer à la discussion autant qu’elle le pourrait. Le présent ouvrage entend remédier à cet état de faits en donnant de la notion de spécisme une présentation à la fois assez précise pour rendre justice aux discussions philosophiques dont elle fait l’objet et suffisamment claire pour être accessible à quiconque s’intéresse au statut moral des animaux. Il se divise en deux parties. La première aborde des questions ontologiques : Qu’est-ce exactement que le spécisme ? À quelles conditions existe-t-il ? Ces conditions sont-elles remplies dans les faits ? Quant à la seconde, elle porte sur des questions éthiques : Le spécisme peut-il être justifié ? Faut-il au contraire le condamner au même titre que le racisme et le sexisme ? (shrink)

This paper presents a view of action research as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its (...) social science versions, it is harmful to the teacher–student relationship and teachers have been mislead into an impoverished idea of professional development. The impossible challenge for action research is to recover its original intention; impossible because the landscape of educational policy militates against it. The authors challenge Higgin's deep pessimism, his versions of AR and his negative account of the intellectual capacity of teachers. We argue that AR does empower teachers, integrates theory and practice and is alive and well, even though conditions in schools are not optimum. This argument is exemplified with numerous illustrations of actual AR projects, which evidence teachers’ participatory and collaborative work, in which they engage in positive change. There is scope for teachers wishing to develop ‘customised’ AR projects of their own in current conditions which have transformative potential in changing the practice of the individual teacher. This in turn supports building and participating in a ‘community of practice’, which strengthens the communal endeavour to contribute to good teaching and good education. (shrink)

Cumulative technological culture (CTC) refers to the increase in the efficiency and complexity of tools and techniques in human populations over generations. A fascinating question is to understand the cognitive origins of this phenomenon. Because CTC is definitely a social phenomenon, most accounts have suggested a series of cognitive mechanisms oriented toward the social dimension (e.g., teaching, imitation, theory of mind, and metacognition), thereby minimizing the technical dimension and the potential influence of non-social, cognitive skills. What if we have failed (...) to see the elephant in the room? What if social cognitive mechanisms were only catalyzing factors and not thesufficient and necessaryconditions for the emergence of CTC? In this article, we offer an alternative, unified cognitive approach to this phenomenon by assuming that CTC originates in non-social cognitive skills, namely technical-reasoning skills which enable humans to develop the technical potential necessary to constantly acquire and improve technical information. This leads us to discuss how theory of mind and metacognition, in concert with technical reasoning, can help boost CTC. The cognitive approach developed here opens up promising new avenues for reinterpreting classical issues (e.g., innovation, emulation vs. imitation, social vs. asocial learning, cooperation, teaching, and overimitation) in a field that has so far been largely dominated by other disciplines, such as evolutionary biology, mathematics, anthropology, archeology, economics, and philosophy. (shrink)

Illusionism about phenomenal consciousness is the thesis that phenomenal consciousness does not exist, even though it seems to exist. This thesis is widely judged to be uniquely counterintuitive: the idea that consciousness is an illusion strikes most people as absurd, and seems almost impossible to contemplate in earnest. Defenders of illusionism should be able to explain the apparent absurdity of their own thesis, within their own framework. However, this is no trivial task: arguably, none of the illusionist theories currently on (...) the market is able to do this. I present a new theory of phenomenal introspection and argue that it might deal with the task at hand. (shrink)

Plato’s works have been the object of countless interpretations and recuperations ever since Greek antiquity. In the context of prenazi Germany, the writer Hans F.K. Günther published a work in defence of eugenic theories (aiming to improve man through authoritarian laws), allegedly based on the work of the Athenian philosopher and entitled Platon als Hüter des Lebens (“Plato as Protector of Life”). The present article tries to set forth what is at stake in that propaganda piece, its historical context, as (...) well as the disquieting implications of such an “appropriation” of classical philosophy to purely political ends. (shrink)

Phenomenal consciousness appears to be particularly normatively significant. For this reason, sentience-based conceptions of ethics are widespread. In the field of animal ethics, knowing which animals are sentient appears to be essential to decide the moral status of these animals. I argue that, given that materialism is true of the mind, phenomenal consciousness is probably not particularly normatively significant. We should face up to this probable insignificance of phenomenal consciousness and move towards an ethic without sentience.

Diversity of evidence is widely claimed to be crucial for evidence amalgamation to have distinctive epistemic merits. Bayesian epistemologists capture this idea in the variety-of-evidence thesis: ceteris paribus, the strength of confirmation of a hypothesis by an evidential set increases with the diversity of the evidential elements in that set. Yet, formal exploration of this thesis has shown that it fails to be generally true. This article demonstrates that the thesis fails in even more circumstances than recent results would lead (...) us to expect. Most importantly, it can fail whatever the chance that the evidential sources are unreliable. Our results hold for two types of degrees of variety: reliability independence and testable aspect independence. We conclude that the variety-of-evidence thesis can, at best, be interpreted as an exception-prone rule of thumb. (shrink)

La philosophie bergsonnienne a rendu le monde de ses contemporains moins opaque, les aidant à lui trouver un sens. Si la France cartésienne coïncide avec les partisans de la démocratie parlementaire ancrée à gauche, celle de Bergson recrute ses plus gros bataillons dans la droite nationale, conservatrice, mais également dans une gauche antiparlementaire, révolutionnaire.

Illusionism about consciousness is the thesis that phenomenal consciousness does not exist, but merely seems to exist. Embracing illusionism presents the theoretical advantage that one does not need to explain how consciousness arises from purely physical brains anymore, but only to explain why consciousness seems to exist while it does not. As Keith Frankish puts it, illusionism replaces the “hard problem of consciousness” with the “illusion problem.” However, a satisfying version of illusionism has to explain not only why the illusion (...) of consciousness arises, but also why it arises with its particular strength: Notably, why we are so deeply reluctant to recognize the illusory nature of consciousness. Explaining our strong intuitive resistance to illusionism means solving what I call the “illusion meta-problem,” which I think is a part of the illusion problem. In this paper, I argue that current versions of illusionism are unable to solve the illusion meta-problem. I focus on two of the most promising recent illusionist theories of consciousness, and I show why they fail to explain the peculiar reluctance we encounter whenever we try to accept that consciousness is an illusion. (shrink)

The variety-of-evidence thesis has been criticized by Bovens and Hartmann. This article points to two limitations of their Bayesian model: the conceptualization of unreliable evidential sources as randomizing and the restriction to comparing full independence to full dependence. It is shown that the variety-of-evidence thesis is rehabilitated when unreliable sources are reconceptualized as systematically biased. However, it turns out that allowing for degrees of independence leads to a qualification of the variety-of-evidence thesis: as Bovens and Hartmann claimed, more independence does (...) not always imply stronger confirmation. (shrink)

In May 1968, Gilles Deleuze was an established philosopher teaching at the innovative Vincennes University, just outside of Paris. Félix Guattari was a political militant and the director of an unusual psychiatric clinic at La Borde. Their meeting was quite unlikely, yet the two were introduced in an arranged encounter of epic consequence. From that moment on, Deleuze and Guattari engaged in a surprising, productive partnership, collaborating on several groundbreaking works, including _Anti-Oedipus_, _What Is Philosophy?_ and _A Thousand Plateaus_. (...) class='Hi'>François Dosse, a prominent French intellectual known for his work on the Annales School, structuralism, and biographies of the pivotal intellectuals Paul Ricoeur, Pierre Chaunu, and Michel de Certeau, examines the prolific if improbable relationship between two men of distinct and differing sensibilities. Drawing on unpublished archives and hundreds of personal interviews, Dosse elucidates a collaboration that lasted more than two decades, underscoring the role that family and history—particularly the turbulent time of May 1968—play in their monumental work. He also takes the measure of Deleuze and Guattari's posthumous fortunes and the impact of their thought on intellectual, academic, and professional circles. (shrink)

This article maintains that an important class of scientific generalizations should be reinterpreted: they have typically been understood as ceteris paribus laws, but are, in fact, generics. Four arguments are presented to support this thesis. One argument is that the interpretation in terms of ceteris paribus laws is a historical accident. The other three arguments draw on similarities between these generalizations and archetypal generics: they come with similar inferential commitments, they share a syntactic form, and the existing theories to make (...) sense of them are alike. Once these generalizations are properly understood as generics, the recent cognitive approach to generics can be extended to the study of the relevant sciences. The last section indicates ways in which this extension is fruitful for the two strands of research that we combine: the philosophy of science literature on generalizations and the semantics literature on generics. (shrink)

This article examines two theses formulated by Russo and Williamson in their study of causal inference in the health sciences. The two theses are assessed against evidence from a specific case in the social sciences, i.e., research on the institutional determinants of the aggregate unemployment rate. The first Russo–Williamson Thesis is that a causal claim can only be established when it is jointly supported by difference-making and mechanistic evidence. This thesis is shown not to hold. While researchers in my case (...) study draw extensively on both types of evidence, one causal claim out of the three analyzed is established even though it is exclusively supported by mechanistic evidence. The second Russo–Williamson Thesis is that standard accounts of causality fail to handle the dualist epistemology highlighted in the first Thesis. I argue that a counterfactual-manipulationist account of causality—which is endorsed by many philosophers as well as many social scientists—can perfectly make sense of the typical strategy in my case study to draw on both difference-making and mechanistic evidence; it is just an instance of the common strategy of increasing evidential variety. (shrink)

Dewey in Our Time brings together leading writers from around the world who are actively engaged in applying Dewey's thought to the challenges facing educational systems and teachers in school. Issues concerning equity, social justice, curriculum and pedagogy, teachers' roles and their professional identity are considered, with examples from the Americas, Asia and Europe.

Diversity of evidence is widely claimed to be crucial for evidence amalgamation to have distinctive epistemic merits. Bayesian epistemologists capture this idea in the variety-of-evidence thesis: ceteris paribus, the strength of confirmation of a hypothesis by an evidential set increases with the diversity of the evidential elements in that set. Yet, formal exploration of this thesis has shown that it fails to be generally true. This article demonstrates that the thesis fails in even more circumstances than recent results would lead (...) us to expect. Most importantly, it can fail whatever the chance that the evidential sources are unreliable. Our results hold for two types of degrees of variety: reliability independence and testable aspect independence. We conclude that the variety-of-evidence thesis can, at best, be interpreted as an exception-prone rule of thumb. (shrink)

Content Description #Includes bibliographical references and index.

This paper analyzes recent attempts to reject reproduction with lineage formation as a necessary condition for evolution by means of natural selection :560–570, 2008; Stud Hist Philos Sci Part C Stud Hist Philos Biol Biomed Sci 42:106–114, 2011; Bourrat in Biol Philos 29:517–538, 2014; Br J Philos Sci 66:883–903, 2015; Charbonneau in Philos Sci 81:727–740, 2014; Doolittle and Inkpen in Proc Natl Acad Sci 115:4006–4014, 2018). Building on the strengths of these attempts and avoiding their pitfalls, it is argued that (...) a robust formulation of evolution by natural selection without reproduction can be established. The main contribution of this paper is a reformulation of Lewontin’s three principles stating that minimal evolution by natural selection occurs when two conditions are met in a population: fitness-related variation and memory. Paradigmatic evolution by natural selection, which can generate adaptations, takes place when an additional condition is present, namely regeneration. (shrink)

Animal ethicists have been debating the morality of speciesism for over forty years. Despite rather persuasive arguments against this form of discrimination, many philosophers continue to assign humans a higher moral status than nonhuman animals. The primary source of evidence for this position is our intuition that humans’ interests matter more than the similar interests of other animals. And it must be acknowledged that this intuition is both powerful and widespread. But should we trust it for all that? The present (...) paper defends a negative answer to that question, based on a debunking argument. The intuitive belief that humans matter more than other animals is unjustified because it results from an epistemically defective process. It is largely shaped by tribalism, our tendency to favor ingroup members as opposed to outgroup members. And this influence is distortive for two reasons. First, tribalism evolved for reasons unrelated to moral truths; hence, it would at best produce true moral beliefs accidentally. Second, tribalism generates a vast quantity of false moral beliefs, starting with racist beliefs. Once this intuition is discarded, little evidence remains that speciesism is morally acceptable. (shrink)

Common sense has it that animals matter considerably less than humans; the welfare and suffering of a cow, a chicken or a fish are important but not as much as the welfare and suffering of a human being. Most animal ethicists reject this “speciesist” view as mere prejudice. In their opinion, there is no difference between humans and other animals that could justify such unequal consideration. In the opposite camp, advocates of speciesism have long tried to identify a difference that (...) would fit the bill, but they have consistently seemed to fail. In light of this, some naturally began to appeal to Moorean arguments: the case against speciesism must be flawed somehow, these philosophers maintain, because speciesism is supported by a strong and widespread intuition. This chapter draws on recent findings in social psychology to criticize this defence of speciesism. It argues that the strong and widespread intuition that humans count more than animals is epistemically defective because it is causally shaped by a pair of irrelevant influences: cognitive dissonance and tribalism. Accordingly, it is no suitable basis for a Moorean argument. (shrink)

The prevalent view in animal ethics is that speciesism is wrong: we should weigh the interests of humans and non-humans equally. Shelly Kagan has recently questioned this claim, defending speciesism against Peter Singer’s seminal argument based on the principle of equal consideration of interests. This critique is most charitably construed as a dilemma. The principle of equal consideration can be interpreted in either of two ways. While it faces counterexamples on the first reading, it makes Singer’s argument question-begging on the (...) second. In response, Singer has grasped the first horn of this dilemma and tried to accommodate Kagan’s apparent counterexamples. In my opinion, this attempt is unpersuasive: the principle of equal consideration is inconsistent with common-sense intuitions on Kagan’s cases. Worse, Singer’s argument begs the question anyway. It therefore faces two serious objections. This is not to say that there is nothing wrong with speciesism, however. In the second half of the paper, I propose another, better argument against speciesism, which I argue is immune to both objections. According to this other argument, speciesism is wrong because it involves discriminating on the basis of a merely biological property. (shrink)

Illusionists about phenomenal consciousness claim that phenomenal consciousness does not exist but merely seems to exist. At the same time, it is quite intuitive for there to be some kind of link between phenomenality and value. For example, some situations seem good or bad in virtue of the conscious experiences they feature. Illusionist views of phenomenal consciousness then face what I call the normative challenge. They have to say where they stand regarding the idea that there is a link between (...) phenomenality and value. If they accept that there is such a link, they might be committed to revisionary normative consequences (and some of them may prove to be uncomfortable). If they deny that there is such link, they might avoid revisionary normative consequences (without being guaranteed against them) but then they have to give reasons to deny that such link obtains, which is not a trivial task. The existence of the normative challenge does not show that illusionism is false, but it shows that illusionism might have important consequences in the normative domain, which have to be clarified. (shrink)

Many people believe that human interests matter much more than the like interests of non-human animals, and this “speciesist belief” plays a crucial role in the philosophical debate over the moral status of animals. In this paper, I develop a debunking argument against it. My contention is that this belief is unjustified because it is largely due to an off-track process: our attempt to reduce the cognitive dissonance generated by the “meat paradox”. Most meat-eaters believe that it is wrong to (...) harm animals unnecessarily, yet they routinely and deliberately behave in ways that cause great unnecessary suffering to animals. As recent research suggests, this practical inconsistency puts them in an unpleasant state of dissonance, which they try to escape by resolving the paradox. And they do so in part by adopting the speciesist belief—if animal suffering matters much less than human suffering, then harming animals cannot be so wrong after all. Since this belief-forming process does not track moral truth, I conclude that we are not justified in believing that human interests matter more than the similar interests of non-humans. (shrink)