"Philosophy of Education" is designed to engage readers with a broad range of contemporary perspectives on significant educational issues, including, pluralism and democracy in education, the problem of indoctrination, the nature and value of critical teaching, controversy in the classroom, and educational standards. In this third edition, it remains the intention of the editors to offer a collection of essays in the philosophy of education which will provide students in teacher education programs with a lively and accessible introduction to some (...) of the central debates and issues in the field. In addition, teachers, administrators and graduate students should find this collection a valuable resource. As with the first and second editions, and given the intended readership, the editors have selected discussions which establish a connection between philosophical reflection and pedagogical practice, in the belief that philosophical understanding is a vital aspect of professional development. (shrink)

This article aims to read feminist new materialisms (Barad), together with ‘postulated’ linguistic or cultural primacy of Queer Theory (Butler), to show how both are engaged in similar critical-ethical endeavours. The central argument is that the criticism of Barad and new materialisms misses Butler’s materialistic insights due to a narrow interpretation of Butler's alleged social-constructivist position. There is, therefore, a specific focus on where they both make similar ethical appeals. Moreover, the article relies on Adorno's negative dialectic to highlight an (...) interpretation of Barad and Butler as being part of the same dialectical movement, in which materialism and idealism fluctuate in their mutual criticisms, thus continuing the procession towards 'new knowledge' and emancipation, or freedom, through their motions back and forth. (shrink)

An English language translation accompanies the original Greek text of Aristotle's book about the nature of the state, constitutions, revolutions, democracy, and oligarchy.

Alessandro Portelli tiene una larga historia de amistad con la Universidad Nacional de La Plata y con la Maestría en Historia y Memoria en particular. Ha dictado dos seminarios de posgrado en el marco de la maestría en 2013 y 2018, así como también la revista Aletheia ha publicado una traducción de un texto de su autoría (Aletheia n°7) y una entrevista en el marco de sus visitas al país (Aletheia n°9). En 2013 fue distinguido con el título Miembro (...) Honorífico y en 2017 le fue otorgado el Doctorado Honoris Causa por la UNLP. Hoy volvemos a publicar un texto suyo, que transcribe la conferencia que nos ofreció en la Universidad Nacional de La Plata, el 16 y 17 de septiembre de 2019, durante una nueva visita, invitado por el Doctorado en Historia y la Maestría en Historia y Memoria de la FaHCE, para participar del Coloquio sobre Memorias Populares y realizando un encuentro con investigadores e investigadoras de nuestra casa de estudios. En la conferencia “Archivos Sonoros y cultura popular", el investigador italiano disertó sobre “Bob Dylan, migraciones y globalización” trazando un recorrido histórico y geográfico de la lírica popular de transmisión oral. En este viaje se registran las mutaciones de la canción y las transformaciones de los sujetos que la entonan a través del espacio y el tiempo, mientras permanecen las opresiones que dan lugar al canto. En la canción de Bob Dylan se concentran las versiones de sus precursores: desde el teatro del renacimiento italiano hasta el cercamiento de los campos en Escocia, desde el romanticismo europeo al folclore del Sur de Estados Unidos. Las postales musicales que reúne Portelli nos hablan también de una canción sin tiempo, una canción que se actualiza en el presente, en un mundo global que re-traza las fronteras y dictamina nuevas-viejas restricciones a la circulación de personas entre el Norte y el Sur. El canto popular del presente es entonces el de los migrantes, de las diásporas que dispersan familias y sociedades, y las “sísporas” que reúnen diferentes generaciones y culturas tan diversas en un mismo punto de llegada. En esa conjunción de lo universal y lo particular, el folklore nos trae una y mil veces los grandes temas de la humanidad: la pérdida de la inocencia, el temor de lo nuevo, la tragedia humana de la injusticia y la desigualdad. Si allá por los años ‘60 la canción de Bob Dylan nos alertaba sobre el peligro inminente de la modernidad, hoy el sentido premonitorio de esas imágenes futuristas se revierte. El paisaje sonoro que nos muestra Portelli trae la canción de los migrantes eritreos, libios, somalíes, nigerianos y senegaleses que trabajan como braseros en Italia, trae el grito de los refugiados en Veintimiglia que desafían el futuro proclamando “We're not going back”. Como explica Portelli, la música es inmaterial, tiene pies, y viaja. La música no conoce fronteras, por eso la canción de los migrantes del Sur global sigue escribiendo la historia de las resistencias y resiliencias, la historia de las luchas de los pueblos por conquistar nuevas libertades. (shrink)

The concept Curriculum is a complex notion. Various meanings have been attached to it. A careful analysis of Curriculum shows that the notions "plan", "content", "objectives" and "method" are intimately connected to Curriculum which should not be completely identified with any one of these concepts. In this short paper I propose to discuss two questions: Is the teaching method distinct from the Curriculum? and, Can we decide prior to experience which methods ought to be applied in the educational process? Answers (...) to these questions are meant to help clarify the relationship between the Curriculum and teaching method. (shrink)

The English word 'curriculum' is derived from the Latin word curriculum meaning 'a course', 'a race' or 'a running'. This suggests a process, the idea of going through something which has a beginning, a development and an end. The secondary meaning of curriculum was 'career'. Both the primary and the secondary meanings of curriculum referred to temporal space and to non-temporal endeavours or intellectual pursuits. The expression 'curriculum vitae', then referred to both intellectual and non-intellectual pursuits. Today curriculum in the (...) educational context refers primarily, if not solely, to intellectual pursuits. Actually curriculum is related to learning in a broad sense, incorporating more than the "cognitive" aspect. This suggests that the concept curriculum is a complex notion. Various meanings have been attached to it. A careful analysis of curriculum shows that the notions of "plan", "content or subject matter", "objectives" and "method" are intimately connected to curriculum which should not be completely identified with any one of these concepts. In this short paper I propose to discuss the following question: Is the notion of subject matter inherent in that of curriculum, or, does the notion curriculum make sense without that of subject matter? Answers to this question are meant to help clarify the relationship between the curriculum and subject matter. (shrink)

The model of DNA-histones has the following elements: The hydrogen bonds between the complementary nucleotide bases function as informational gates. When the electrons π of one nucleotide base are excited, an exchange of protons is produced between the two complementary bases. The result is the displacement of the conjugated double bonds which facilitates the inter-molecular transmission of the electronic wave of excitation by electro-magnetic coupling. Each triplet of nucleotide bases of DNA fixes one definite amino acid . Between the nucleotide (...) bases and the amino acids there are constituted informational gates, which ensure the circulation of the electronic wave of excitation. An input signal molecule arrives at the receiver gene and unleashes the activity of the enzymes which introduce in the DNA-histones system the electronic wave of excitation. The electronic wave of excitation arises as a result of the break of the high-energy bonds of ATP. Then, the electronic excitation is transmitted to the productor gene where it represents the signal for starting the synthesis of the mRNA.Le modèle de système ADN-Histone a les éléments suivants: Les liaisons d'hydrogène entre les bases nucléotidiques complémentaires fonctionnent comme des portes informationnelles. Quand les électrons π d'une base nucléotidique sont excités, il se produit un échange de protons entre les bases complémentaires. Le résultat est un déplacement des doubles liaisons conjugées qui facilite la transmission de l'onde d'excitation électronique par un couplage électromagnétique. Chaque triplet de bases nucléotidiques de l'ADN fixe un certain amino-acide . Entre les bases nucléodiques et les amino-acides se constituent des portes informationnelles qui assurent la circulation de l'onde d'excitation dlectronique. Une molécule signal d'entrée arrive au gène récepteur et déclenche l'activité des enzymes qui introduisent dans le système ADN-histone l'excitation électronique. L'excitation électronique apparait comme résultat de la rupture des liaisons de haute énergie del' ATP. l'Onde d'excitation électronique est transmise au gène producteur, où elle rdprésente le signal pour faire commencer la synthèse de l'ARNm.Das Modell des DNS-Histonen Systems weist folgende Elemente auf: Die Wasserstoffbindungen zwischen den komplementäaren Nukleotidbasen funktionieren wie informationale Pforten. Wenn die π Elektronen einer Nukleotidbase erregt werden, ensteht ein Protonenwechsel zwischen den Komplementären Basen. Das Ergebnis ist eine Verschiebung der konjugierten Doppelbindungen, die die Weiterleitung der elektronischen Erregungswelle durch eine elektromagnetische Kupplung erleichtert. Jedes Nukleotidbasentriplett der DNS fixiert eine bestimmte Aminosäure . Zwischen den Nukelotidbasen und den Aminosäuren entstehen Informationspforten, welche den Umlauf der elektronischen Erregungswelle sichern. Ein Eintrittsignal Moleküul gelangt zur Rezeptorgen und löst die Aktivität von Enzymen aus, welche die elektronische Erregungswelle in das DNS-Histonen System einführen werden. Die elektronische Erregungswelle erscheint als Ergebnis der Spaltung der hochenergetischen Bindungen des ATP-s. Die elektronische Erregungswelle wird alsdann zur Produktorgen weitergeleitet, wo sie das Signal zum Beginn der Synthese der mRNS darstellt. (shrink)

Curriculum theorists are, among other things, engaged in attempts at producing models of curriculum design and/or curriculum development. Such attempts, according to Robin Barrow, aim at establishing "a set of ideal steps that will both lead to coherent proposals for curriculum change and, when incorporated in the curriculum proposal, enable it to be successfully adopted." Establishing such "a set of ideal steps" involves a consideration of needs, practical constraints, curriculum content and curriculum planning. Such projects also include a formulation of (...) curriculum objectives, ways of implementing objectives and methods of evaluating the success or failure of achieving these objectives. In this paper I propose to reflect on the nature of objectives by focusing on the following questions: 1. Are objectives part of the curriculum? 2. What constitutes a meaningful objective? (shrink)

According to the model presented in this paper, the beginning of life was marked by the coupling of two complementary nucleotide bases: adenine and thymine. The adenine-thymine system received photons from the sun and stored their energy in the form of a chemical high-energy bond between two phosphoric acid molecules, which were before-hand fixed by adenine from the aqueous environment. The energy of the high-energy bond was then delivered in the form of two waves of electronic excitation. These were utilized (...) to synthesize new molecules, starting from the carbonic acid and ammonia molecules, fixed from the aqueous environment by the polar groups of the nucleotide bases. In this way, a nucleotides-histone protosystem was self-synthesized, evolving step by step towards complexity, by means of some internal cybernetic and informational mechanisms. During its evolution, the NHPS synthesized a limiting membrane, produced the organizing elements of the cellular organelles and constructed microtubules and microfilaments. Subsequently, the NHPS evolved to the building of DNA-histone system and formed the cellular nucleus. (shrink)

In 1963 James A. Jordan Jr. claimed that "It is not difficult nowadays to run into a claim that such and such teaching method follows the principle implicit in the method of Socrates." Jordan's claim refers particularly to supporters of programmed instruction or the use of teaching machines. He argued that the use or application of such materials cannot lead to genuine immitation of Socrates. Today, although the use and application of computers in schools has increased, the claim of following (...) the Socratic Method is usually made by teachers who allow or encourage "classroom discussions." Some might even claim that this is the only appropriate or suitable method of learning. (shrink)

The development of transplantation technology increasingly places before society a multitude of diverse, complex ethical and legal problems. The subject is the more complex because of the various divergent interests involved. There are the interests of the donor of organs, who has a right to protection of his legal position, and those of the patient in need of an often lifesaving organ. There are also the interests of the donor’s relatives, after his death, and those of the transplantation surgeons. The (...) international dimension of transplantation technology makes the picture even more complicated. Though this article is devoted to the European situation, the problems are similar all over the world. (shrink)

The development of transplantation technology increasingly places before society a multitude of diverse, complex ethical and legal problems. The subject is the more complex because of the various divergent interests involved. There are the interests of the donor of organs, who has a right to protection of his legal position, and those of the patient in need of an often lifesaving organ. There are also the interests of the donor’s relatives, after his death, and those of the transplantation surgeons. The (...) international dimension of transplantation technology makes the picture even more complicated. Though this article is devoted to the European situation, the problems are similar all over the world. (shrink)

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

According to the orthodox treatment of risk preferences in decision theory, they are to be explained in terms of the agent's desires about concrete outcomes. The orthodoxy has been criticised both for conflating two types of attitudes and for committing agents to attitudes that do not seem rationally required. To avoid these problems, it has been suggested that an agent's attitudes to risk should be captured by a risk function that is independent of her utility and probability functions. The main (...) problem with that approach is that it suggests that attitudes to risk are wholly distinct from people's (non-instrumental) desires. To overcome this problem, we develop a framework where an agent's utility function is defined over chance propositions (i.e., propositions describing objective probability distributions) as well as ordinary (non-chance) ones, and argue that one should explain different risk attitudes in terms of different forms of the utility function over such propositions. (shrink)

Is the procreation asymmetry intuitively supported? According to a recent article in this journal, an experimental study suggests the opposite. Dean Spears (2020) claims that nearly three-quarters of participants report that there is a reason to create a person just because that person’s life would be happy. In reply, I argue that various confounding factors render the study internally invalid. More generally, I show how one might come to adopt the procreation asymmetry for the wrong reasons by misinterpreting one’s intuitions.

Philosophers ask just whose expression, if anyone’s, we hear in lyric poetry. Walton provides a novel possibility: it’s the reader who “uses” the poem (just as a speech giver uses a speech) who makes the language expressive. But worries arise once we consider poems in particular social or political settings, those which require a strong self-other distinction, or those with expressions that should not be disassociated from the subjects whose experience they draw from. One way to meet this challenge is (...) to consider the poem expressive of a plural subject, which frees us from looking for a particular individual whose voice we hear in the work, whether she be fictional or actual. Some lyrics give voice to a group whose experience is attended to in the work. This may be done through a posited fictional speaker, but the ontology of the speaker is shown to be less important. Attending to a group whose concerns are voiced allows us to explain how poems can manage to address our-worldly concerns even when lacking actual persons whose expressions we encounter in the poems. (shrink)

Chance Neutrality is the thesis that, conditional on some proposition being true, its chance of being true should be a matter of practical indifference. The aim of this article is to examine whether Chance Neutrality is a requirement of rationality. We prove that given Chance Neutrality, the Principal Principle entails a thesis called Linearity; the centerpiece of von Neumann and Morgenstern’s expected utility theory. With this in mind, we argue that the Principal Principle is a requirement of practical rationality but (...) that Linearity is not and, hence, that Chance Neutrality is not rationally required. (shrink)

The Shape of Thought: How Mental Adaptations Evolve presents a road map for an evolutionary psychology of the twenty-first century. It brings together theory from biology and cognitive science to show how the brain can be composed of specialized adaptations, and yet also an organ of plasticity. Although mental adaptations have typically been seen as monolithic, hard-wired components frozen in the evolutionary past, The Shape of Thought presents a new view of mental adaptations as diverse and variable, with distinct functions (...) and evolutionary histories that shape how they develop, what information they use, and what they do with that information. The book describes how advances in evolutionary developmental biology can be applied to the brain by focusing on the design of the developmental systems that build it. Crucially, developmental systems can be plastic, designed by the process of natural selection to build adaptive phenotypes using the rich information available in our social and physical environments. This approach bridges the long-standing divide between "nativist" approaches to development, based on innateness, and "empiricist" approaches, based on learning. It shows how a view of humans as a flexible, culturally-dependent species is compatible with a complexly specialized brain, and how the nature of our flexibility can be better understood by confronting the evolved design of the organ on which that flexibility depends. (shrink)

_Rabghūzī’s_ _Stories of the Prophets_, written in Khwarezmian Turkish (14th century) contains an account of the life of the biblical prophets and of the Prophet Muḥammed.