The familiar issue of corporate social responsibility takes on a new topic. Added to the list of concerns from affirmative action and environmental integrity is their growing contributions to education. At first glance, the efforts may appear to be ordinary gestures of communal good will in terms of providing computers, sponsoring book covers, and interactive materials provided by Scholastic Magazine. A closer view reveals a targeted market of student life who are vulnerable to commercials placed in these formats. Among the (...) most effective corporate intervention is Channel One News. It offers a newsworthy show but with mandatory commercial viewing. This increasing trend of corporations intervening to assist schools that need more money and/or equipment is disingenuous.In this essay, I present the background of this commercialization of education and demonstrate the violations against student autonomy and integrity. Although there may be utilitarian merits to some interventions, I argue that these infringe upon the moral value of personhood. Advertising in schools in its current practice is immoral on deontological grounds. (shrink)

The purpose of this study is to determine the relative frequency of course offerings on social issues and business ethics in American business schools. Specifically, a random sample of the curricula of 119 American business schools were analyzed in order to gauge the importance given to coursework on ethics and social issues. The findings indicated that the incidence of such courses was generally low in American business curricula, particularly at the graduate level. These findings are discussed in light of the (...) current concern for more responsible corporate behavior. (shrink)

This essay first draws upon the work of William James and others to propose a nonphysicalistic understanding of the relationship between the brain and consciousness in order to articulate a philosophical perspective that can understand entheogenic visionary/mystical experiences as something other than hallucinations. It then focuses on the Santo Daime tradition, a religious movement that began in Brazil in the early part of the twentieth century, to provide an example of the personal and social ramifications of taking an entheogen (ayahuasca) (...) within a disciplined religious context. The essay claims that the Santo Daime is one example of a contemporary mystery school; gives a brief history of the development of this religion; discusses the key theological assumptions of this movement; investigates the important role played by visionary/mystical experiences within this religion; underscores the centrality of healing and spiritual transformation for members of this tradition; and ends with an examination of the crucial significance of spiritual discipline within this entheogenically based religion. (shrink)

2014 Reprint of 1940 Edition. Full facsimile of the original edition, not reproduced with Optical Recognition Software. One of Collingwood's finest works, "Essay on Metaphysics" considers the nature of philosophy, and puts forward Collingwood's original and influential theories of causation, presuppositions, and the logic of question and answer. From the mid-thirties onwards Collingwood's work increasingly engaged in a dialogue with the newly emerging school of analytic philosophy. In this work he attacked the neo-empiricist assumptions prevalent in early analytic philosophy (...) and advocated a logical/epistemological transformation of metaphysics from a study of being or ontology to a study of the absolute presuppositions or heuristic principles which govern different forms of enquiry. Collingwood thus occupies a distinctive position in the history of British philosophy in the first half of the 20th century. He rejects equally the neo-empiricist assumptions that prevailed in early analytic philosophy and the kind of metaphysics that the analytical school sought to overthrow. (shrink)

Knowledge of the ethical and legal basis of medicine is as essential to clinical practice as an understanding of basic medical sciences. In the UK, the General Medical Council requires that medical graduates behave according to ethical and legal principles and must know about and comply with the GMC’s ethical guidance and standards. We suggest that these standards can only be achieved when the teaching and learning of medical ethics, law and professionalism are fundamental to, and thoroughly integrated both vertically (...) and horizontally throughout, the curricula of all medical schools as a shared obligation of all teachers. The GMC also requires that each medical school provides adequate teaching time and resources to achieve the above. We reiterate that the adequate provision and coordination of teaching and learning of ethics and law requires at least one full-time senior academic in ethics and law with relevant professional and academic expertise. In this paper we set out an updated indicative core content of learning for medical ethics and law in UK medical schools and describe its origins and the consultative process by which it was achieved. (shrink)

(1981). Student‐Teacher Attitudes towards Decision‐making in Schools Before and After Taking up their First Appointments. Educational Studies: Vol. 7, No. 1, pp. 7-15.

The Italo-Greek ethnolinguistic minority, living in thirteen villages of southern Italy, marry largely amongst themselves but there are some intermarriages with native Italians. The majority of marriages are within the villages, but there is some marriage movement from one Italo-Greek village to another. Data on marriage and birthplace of parents and grandparents obtained by questionnaires to families of primary school children are analysed, to show the trends in breakdown of isolation over the last two generations.

To date, little is known about when and to what degree science students begin to participate in authentic scientific graphing practices. This article presents the results of a series of studies on the production, transformation, and interpretation of graphical representation from Grade 8 to professional scientific practice both in formal testing situations and in the course of field/laboratory work. The results of these studies can be grouped into two major areas. First, there is a discontinuity in the graph-related practices that (...) marks a boundary between people who engage in work that requires them to transform data into graphical representations and people who do not have such experiences. Second, the didactic practices of high school textbooks and university lectures exhibit a marked discontinuity relative to graphing practices in scientific journals. Graphs used in didactic circumstances may be associated with students’ difficulties in interpreting “real data.” It appears that school teachers and university professors do little to put their students on trajectories of increasing participation in authentic scientific graphing practices. (shrink)

IN Hilbert's theory of the foundations of any given branch of mathematics the main problem is to establish the consistency (of a suitable formalisation) of this branch. Since the (intuitionist) criticisms of classical logic, which Hilbert's theory was intended to meet, never even alluded to inconsistencies (in classical arithmetic), and since the investigations of Hilbert's school have always established much more than mere consistency, it is natural to formulate another general problem in the foundations of mathematics: to translate statements (...) of theorems and proofs in the branch considered into those of some preferred system, where the translation must satisfy certain appropriate conditions (interpretation). The problem is relative to the choice of preferred system, as is Hilbert's consistency problem since he required the consistency to be established by particular methods (finitist ones). A finitist interpretation of classical number theory, which has been published in full detail elsewhere, is here described by means of typical examples. Partial results on analysis (theory of arbitrary functions whose arguments and values are the non-negative integers) are here presented for the first time. One of these results is restricted to functions whose values are bounded; its interest derives from the fact that real numbers may be represented by such functions. It is hoped that diverse general observations and comments, which would bore the specialist, may be of help to the general reader. The specialist may find some points of interest in the last two sections of the main text and in the notes following it. (shrink)

Now, we stand outcast and starving,Mid the wonders we have made….I belong to a school of thought which has been called analytical Marxism. Some of the partisans of this position, and that includes me, are deeply engaged by questions in moral and political philosophy which have not, in the past, attracted the attention of Marxists. We are concerned with exactly what a commitment to equality requires, and with exactly what sort of obligations productive and talented people have to people (...) who are relatively unproductive, or handicapped, or in special need. We seek a precise definition of what exploitation is, and we want to know exactly why it is wrong. (shrink)

Summary This ongoing Dutch study into the school careers of young children in primary schools has focused in part on the influence of school and class organisation on linguistic and cognitive development. In the first year of the study, data on the school and class characteristics were gathered in 28 primary schools by means of questionnaires, interviews, journals and observation. A multi-level analysis shows that differences in pupil achievements between classes already exist at the beginning of primary (...) school, but that these differences are, to a large extent, explained by the characteristics of the pupils? backgrounds. The Dutch vocabulary of pupils at the end of their first year is mainly determined by earlier linguistic achievement and the ethnicity and SES of the pupil, rather than the school or class organisation. The scores on a performance intelligence test (block patterns) at the end of the first year could not be exclusively explained by the pupils? background characteristics but also by some school characteristics. (shrink)

In recent years, in the era of multiple crises, there are many political parties and leaders that use conspiracy theories in their discourse, trying to explain facts and figures on politics, economy, society, environment and space. There is an ongoing debate in populism studies on the possible connection between the populist phenomenon and conspiracy theories, thus creating two main theoretical camps. On the one hand, there are many scholars who recognize a strong correlation between the two phenomena, with some of (...) them believing that they are directly equated. On the other hand, there are several researchers who consider populism as a phenomenon with its own unique essence without predetermined characteristics. Hence, the question that arises here is: Is conspiracism endogenous to populism, or not? In this article, I first look at the definitions of conspiracy theories/conspiracism and populism, attempting to avoid stereotypical readings. After that, I highlight the discussion that takes place in academia around the internal features of the populist phenomenon and its possible connection with conspiracism, with the aim of showing that populism presents a unique logic, without a necessary connection to conspiracism. Finally, I focus on the Greek case of recent years, describing an example where the concept of conspiracy theory became a polemical tool against political rivals, negatively affecting politics and society. My analysis is based on post-structuralist theory and methodological tools of the Essex School of Discourse Analysis, taking into account aspects of other approaches to populism. (shrink)

Excerpt from Genetic Philosophy of Education: An Epitome of the Published Educational Writings, of President G Stanley Hall, of Clark University All must admit that there is a lack at the present time, at least among the rank and file of teachers, and in the public mind generally, of any adequate philoso phy of education, or even Of a point of view from which the themes of school and home can be dis cussed broadly and intelligently. The older philoso (...) phies of F roebel, Hegel, and Herbart are certainly in sufficient to meet present needs, and especially in the training of teachers is this painfully felt. They are not only obscure, and little inspiring, either Of breadth of thought or intelligent practice but they fail en tirely to connect with the teacher 3 daily life, unless they be taught in a very shallow and formal way. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Now, we stand outcast and starving,Mid the wonders we have made….I belong to a school of thought which has been called analytical Marxism. Some of the partisans of this position, and that includes me, are deeply engaged by questions in moral and political philosophy which have not, in the past, attracted the attention of Marxists. We are concerned with exactly what a commitment to equality requires, and with exactly what sort of obligations productive and talented people have to people (...) who are relatively unproductive, or handicapped, or in special need. We seek a precise definition of what exploitation is, and we want to know exactly why it is wrong. (shrink)

In de vorige jaargang van dit tijdschrift heb ik twee artikelen gepubliceerd over de wijsgerige theologie van de zogenaamde Utrechtse school. Daarop is gereageerd door respectievelijk M. Sarot, G. van den Brink en V. Brümmer. Er zijn drie punten waarop ik de discussie graag kort wil voortzetten: logische consistentie en conceptuele coherentie als norm voor het geloof, het verfijnde realisme, en de eigen aard van de theologie in vergelijking met het concrete geloven. In feite gaat het daarbij steeds om (...) de eigen aard van het geloof. Daarin ligt ook de reden ruimte te vragen voor deze reactie. Het lijkt mij van bijzonder belang voor de theologie dat het concrete geloven op de juiste manier wordt verstaan. Alleen dan kan de theologie dit geloof werkelijk dienen. Dat geldt tegenover het gevaar van versubjectivering van het geloof evenzeer als tegenover dat van verintellectualisering. (shrink)

As historiographical studies on ancient China gradually move from the center to the margins of the public's field of vision, research on historiographical studies concerning ancient China have been undergoing some unusual changes. A truly considerable quantity of bamboo slip and silk manuscripts have either been discovered by archaeologists or accidentally unearthed in the last twenty years. Although these have been made public very slowly, even maddeningly so, the few of them that have appeared before the world in the course (...) of time have again and again both elated relatively sensitive historiographers and placed them in a quandary. They also have once and again confronted the system of ancient history that had been regarded as "final" with the prospect of utter collapse and the need to be rewritten. After the Mozuizi discoveries in Gansu in the 1950s, there were those of Mawangdui, Yinqueshan, and Shuihudi in the 1970s, and those of Shuanggudui, Bajiaolang, Zhangjiashan, and Baoshan in the 1980s; and it is said that there were astounding discoveries, though not yet made public, at Jingmen and Lianyungang in the 1990s. These "bamboo slip and silk manuscripts" that touch upon almost every aspect of the pre-Qin and Han areas of "the schools of the various masters," "number lore" (shu shu), "prescriptive techniques" (fang ji), "law," and "institutions" make us ask ourselves in astonishment: How many more mysteries of ancient China are still buried under the ground? (shrink)

There has been substantial growth of interest in sustainability in business, management and organisational studies in recent years. This article applies Oswick’s :15–25, 2009) method of bibliometric research to ascertain how this growth has been reflected in scholarly publishing, particularly as it relates to business and management education over the 20 years 1994–2013. The research has found that sustainability as a general topic in business and management studies, as evidenced by scholarly publishing, has accelerated rapidly both in terms of items (...) published and cited. In the mid-2000s, the emphasis of books published in this area began to change from one which advocated ‘sustainable development’ to one which viewed sustainability as a management practice which could help businesses and society simultaneously. The literature on sustainability within the field of management and business education has been smaller, but has enjoyed a similar growth rate which accelerated sharply in the most recent 5 years of the dataset. Most of the scholarly, peer-reviewed articles analysed tend to advocate the inclusion of sustainability on business school curricula, or to demonstrate the various ways in which faculty have integrated sustainability-related principles in their teaching. A smaller amount of research has been undertaken on the learning experiences of the ‘recipients’ of these approaches. There is evidence of an extensive variety of approaches used by educators, but the most significant research need which presented is for more empirically driven studies on how and why business and management students engage with the principles of sustainability. (shrink)

This paper compares and contrasts three groups that conducted biological research at Yale University during overlapping periods between 1910 and 1970. Yale University proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology and ecology respectively, over a long period of time. Harrison's (...) is shown to have been a classic research school; Pickford's and Hutchinson's were not. Pickford's group was successful in spite of her lack of departmental or institutional position or power. Hutchinson and his graduate and post-graduate students were extremely productive but in diverse areas of ecology. His group did not have one focused area of research or use one set of research tools. The paper concludes that new models for research groups are needed, especially for those, like Hutchinson's, that included much field research. (shrink)