Oxford Scholarly Classics brings together a number of great academic works from the archives of Oxford University Press. Reissued in a uniform series design, they will enable libraries, scholars, and students to gain fresh access to some of the finest scholarship of the last century.

Written nearly fifty years ago, at a time when the world was still wrestling with the concepts of Marx and Lenin, 'The Illusion of the Epoch' is the perfect resource for understanding the roots of Marxism-Leninism and its implications for philosophy, modern political thought, economics, and history. As Professor Tim Fuller has written, this "is not an intemperate book, but rather an effort at a sustained, scholarly argument against Marxian views." Far from demonising his subject, Acton scrupulously notes where Marx's (...) account of historical and economic events and processes is essentially accurate. However, Acton also points out that Marx is generally right about things that were already widely known and accepted in his own time and indeed had been long understood in the nineteenth century. On the other hand, Acton shows that in many cases Marx either is simply wrong or has stated his views so as to render his theories immune to disproof. Acton also explains why the embodiment of Marxist-Leninist theory in an actual social order would require coercive support if it were not, sooner or later, to collapse of its own contradictions. (shrink)

This fascinating study in the sociology of science explores the way scientists conduct, and draw conclusions from, their experiments. The book is organized around three case studies: replication of the TEA-laser, detecting gravitational rotation, and some experiments in the paranormal. "In his superb book, Collins shows why the quest for certainty is disappointed. He shows that standards of replication are, of course, social, and that there is consequently no outside standard, no Archimedean point beyond society from which we can lever (...) the intellects of our fellows. "- -Donald M. McCloskey, Journal of Economic Psychology "Collins is one of the genuine innovators of the sociology of scientific knowledge.... Changing Order is a rich and entertaining book. "- - Isis "The book gives a vivid sense of the contingent nature of research and is generally a good read. "- -Augustine Brannigan, Nature "This provocative book is a review of [Collins's] work, and an attempt to explain how scientists fit experimental results into pictures of the world.... A promising start for new explorations of our image of science, too often presented as infallibly authoritative. "- -Jon Turney, New Scientist. (shrink)

In this enlightening book, Sam Harris argues that free will is an illusion but that this truth should not undermine morality or diminish the importance of social and political freedom; indeed, this truth can and should change the way we think about some of the most important questions in life.

Apology is arguably the central act of the reparative work required after wrongdoing. Claudia Card’s (1940-2015) analysis of complicity in collectively perpetrated evils moves one to ask whether apology ought to be requested of persons culpably complicit in institutional evils. To better appreciate the benefits of and barriers to apologies offered by culpably complicit wrongdoers, this article examines doctors’ complicity in a practice that meets Card’s definition of an evil, namely, the non-medically necessary, nonconsensual “normalizing” interventions performed on babies born (...) with intersex anatomies. It argues that in this instance, the complicity of doctors is culpable on Card’s terms, and that their culpable complicity grounds rightful demands for them to apologize. (shrink)

ISBN-13: 978-0-226-11360-9 (cloth : alk. paper) ISBN-10: 0-226-11360-4 ... HM651.C64 2007 158.1—dc22 2007022671 The paper used in this publication meets the minimum requirements of the American National Standard for Information ...

Recent molecular evidence suggests that the body plans of insects and vertebrates may be dorsoventrally inverted with respect to one another. This poses a major challenge for comparative zoologists, either to explain how this came about or to offer alternative interpretations of the data. Dorsoventral inversion is most easily explained if the mouth of deuterostome metazoans (which would include vertebrates) is truly a secondary structure unrelated to the protostome mouth, located opposite to the latter on the dorsal surface of the (...) body. Two possibilities are (1) that the definitive deuterostome mouth has replaced a preexisting protostome‐type mouth, or (2) that ancestral deuterostomes lacked a protostome‐type mouth altogether, and formed a secondary dorsal mouth entirely de novo. Our current understanding of invertebrate embryogenesis and larval morphology provides at least as much support, if not more, for (2) as for (1). By implication, even if ancestral protostomes and deuterostomes shared common anteroposterior and dorsoventral patterning systems, they may still have differed significantly with respect to other aspects of body organization and been otherwise very dissimilar organisms. (shrink)

This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy makers as a potential method for developing theory, disseminating (...) good practice, or raising standards. Through a discussion of three major approaches to action research—seen variously as professional learning, practical philosophy and critical social science—it is argued that judgements about confidence depend upon understanding the various kinds of knowledge claim that can be made by action researchers, and appropriate judgements concerning the strength of evidence or reasons. (shrink)

Distinguishing “business” concerns from “ethical” values is not only an unfruitful and meaningless task, it is also an impossible endeavor. Nevertheless, fruitless attempts to separate facts from values produce detrimental second-order effects, both for theory and practice, and should therefore be abandoned. We highlight examples of exemplary research that integrate economic and moral considerations, and point the way to a business ethics discipline that breaks new ground by putting ideas and narratives about businesstogetherwith ideas and narratives about ethics.

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)

Boys, Boyz, Bois concerns questions of ethics, gender and race in popular American images, national discourse and cultural production by and about black men. The book proposes an ethics of masculinity, as ethnics refers to a system of morality and valuation and as ethics refers to a care of the self and ethical subject formation. The texts of analysis include recent films by black/African American filmmakers, gansta rap and hip-hop and black star persona: texts ranging from Blaxploitation and New Black (...) Cinema to contemporary music video to autobiography and the public image of Sidney Poitier. The book is a significant contribution to cultural studies and gender studies and critical race theory. What is distinctive about the book is the question of ethics as a question of race and gender. (shrink)

New brain-computer interface and neuroimaging techniques are making differentiation less ambiguous and more accurate between unresponsive wakefulness syndrome patients and patients with higher cognitive function and awareness. As research into these areas continues to progress, new ethical issues will face physicians of patients suffering from total locked-in syndrome, characterized by complete loss of voluntary muscle control, with retention of cognitive function and awareness detectable only with neuroimaging and brain-computer interfaces. Physicians, researchers, ethicists and hospital ethics committees should be aware of (...) and prepared to handle ethical issues unique to these totally locked-in patients. Several thought experiments are discussed, to highlight potential ethical dilemmas surrounding surrogate decision-making, autonomy, end-of-life care, and pediatric care, which will be unique to total LIS patients. These, along with other ethical problems especially relevant to total LIS patients, merit further discussion among physicians, researchers, ethicists and hospital ethics committees, to facilitate consensus regarding these issues, and improve patient care. (shrink)

A recent paper by Shu et al.(1) reinterprets the fossil Vetulicola and related forms, all from the Lower Cambrian, as basal deuterostomes, assigning them their own phylum, Vetulicolia. Their conclusion is based on the presence of structures resembling gill slits and a trunk‐like region that shows evidence of segmentation. This report summarizes the fossil evidence for their interpretation and evaluates a possible alternative, that vetulicolians may instead be tunicate‐like chordates. Implications for our understanding of the nature of the primitive deuterostome (...) (and chordate) body plan are discussed. BioEssays 24:208–211, 2002. © 2002 Wiley Periodicals, Inc.; DOI 10.1002/bies.10064. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hobbes on the Grand Tour: Paris, Venice, or London?Linda Levy PeckHobbes scholars have long been frustrated by how little contemporary evidence exists for the period when, after graduating from University in 1608, Hobbes was appointed by Lord Cavendish as tutor to his son Sir William Cavendish. Based on a license to travel granted in February 1610 1 and a parenthetical date in a late seventeenth-century source, 2 scholars from (...) George Croom Robertson (1886) to John Stoye (1952 and 2nd ed. 1989), Miriam Reik (1977), Noel Malcolm (1981), Arnold A. Rogow (1986), Richard Tuck (1989 and 1993), and Johann Sommerville (1992) have asserted that Hobbes and Cavendish left on the Grand Tour in 1610. Scholars have claimed that the trip to France, Italy, and perhaps Germany lasted anywhere from three to five years, and they have speculated as to where Hobbes and Cavendish went and whom they met. Robertson wroteThe first journey, which lay through France, Germany, and Italy, was begun in the year when France and Europe were thrown into consternation by the deed by Ravaillac; and so readily does the fanatic’s name slip from his pen even half a century later, that we may well suppose the future apostle of the inviolability of the sovereign to have been moved by what he may have heard or seen of the tragic event and its consequences at the time. 3 [End Page 177]Arnold A. Rogow in Thomas Hobbes, Radical in the Service of Reaction, expands on Robertson’s point by suggesting thatthe tour of 1610, close in time to the murder of Henry IV, if not overlapping it, may have been decisive in convincing Hobbes of the dangers to society and civil peace of religious fanaticism. Guy Fawkes and his coconspirators in the 1605 Gunpowder Plot and François Ravaillac were all fanatical Catholics, and Hobbes, although he wrote nothing about these conspiracies at the time, may have decided when still a young man that the single most important condition for domestic order and stability was the total and absolute submission of religion to political authority. 4While noting that the first forty years were the “dark years” in Hobbes life, Miriam Reik agrees on the date of the trip: “In 1610, the Baron sent his son for that indispensable part of a seventeenth century nobleman’s education, the Grand Tour; Hobbes went along as an escort the journey receives scant notice in his writing.” 5 Stoye commented that “Perplexed biographers can only state that Hobbes accompanied Cavendish on a journey to France and Italy, commencing in the year 1610.” 6Noel Malcolm tried to establish a chronology for the Grand Tour in his article “Hobbes, Sandys and the Virginia Company,” 7 demonstrating that Cavendish was back in England for the Parliament of 1614 to which he was elected although he was soon back in Venice on a second trip. 8 Later, in his De Dominus (1984), 9 Malcolm suggested in a footnote that the account book of the first Earl of Devonshire (Chatsworth, Hardwick Ms. 29), supported only one trip between 1614 and 1615 but he provided no detailed evidence. In his edition of Thomas Hobbes: The Correspondence (1994) Malcolm remains cautious and does not address the issue. Richard Tuck, however, is more confident: he writes that “And when Lord Cavendish sent his son off on what would later be called ‘the Grand Tour’ between 1610 and 1615, Hobbes accompanied him as a tutor.” 10 Tuck argues that Hobbes and Cavendish met Paolo Sarpi and other Venetian controversialists at the height of the Venetian interdict controversy between 1610 and 1615. [End Page 178]Between 1610 and 1615 Hobbes accompanied Cavendish as his tutor... on a tour of Europe in which Venice seems to have been a particularly important stopping-place. (Noel Malcolm (1981, pp. 319–20) claims that Cavendish sat in the 1614 Parliament, and that therefore the tour must have been interrupted; but it is probable that Cavendish’s cousin (also called William), later the Earl of New-castle, was elected for both East Retford and the county of Derbyshire, and that he was the only William Cavendish in the 1614 Parliament... (shrink)

This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy makers as a potential method for developing theory, disseminating (...) good practice, or raising standards. Through a discussion of three major approaches to action research—seen variously as professional learning, practical philosophy and critical social science—it is argued that judgements about confidence depend upon understanding the various kinds of knowledge claim that can be made by action researchers, and appropriate judgements concerning the strength of evidence or reasons. (shrink)

Informed by interviews conducted with members of a local research ethics committee, this article reflects upon how RECs can act to improve the quality of patient consent to clinical trials. Two emergent narratives which trial participants have drawn upon to account for their experiences are explored: the narrative of the clinical trial itself and a narrative of individualized treatment. Informed consent requires participants to recognize that only the first of these narratives is relevant to the design, and their experience, of (...) randomized controlled trials. Improving the clarity of patient information is argued to be a relevant, but insufficient, strategy for increasing patient familiarity with the methodology of clinical trials. In the concluding sections of the article, other approaches, and the role of RECs, are considered. (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)

The family is hotly contested ideological terrain. Some defend the traditional two-parent heterosexual family while others welcome its demise. Opinions vary about how much control parents should have over their children's upbringing. Family Values provides a major new theoretical account of the morality and politics of the family, telling us why the family is valuable, who has the right to parent, and what rights parents should—and should not—have over their children. Harry Brighouse and Adam Swift argue that parent-child relationships (...) produce the "familial relationship goods" that people need to flourish. Children's healthy development depends on intimate relationships with authoritative adults, while the distinctive joys and challenges of parenting are part of a fulfilling life for adults. Yet the relationships that make these goods possible have little to do with biology, and do not require the extensive rights that parents currently enjoy. Challenging some of our most commonly held beliefs about the family, Brighouse and Swift explain why a child's interest in autonomy severely limits parents' right to shape their children's values, and why parents have no fundamental right to confer wealth or advantage on their children. Family Values reaffirms the vital importance of the family as a social institution while challenging its role in the reproduction of social inequality and carefully balancing the interests of parents and children. (shrink)

The Routledge Classic Edition of Daniels’ influential 2001 text _Vygotsky and Pedagogy_ explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. With a new preface from Harry Daniels this book explores the growing interest in Vygotsky and the pedagogic implications of the body of work that is developing under the influence of his theories. It provides an overview of the ways in which the original (...) writing has been extended and identifies areas for future development. The author considers how these developments are creating new and important possibilities for the practices of teaching and learning in school and beyond, and illustrates how Vygotskian theory can be applied in the classroom. The book is intended for students and academics in education and the social sciences and will be of interest to all those who wish to develop an analysis of pedagogic practice within and beyond the field of education. (shrink)

This article defends the counterintuitive conclusion that public assignments of credibility – including statements, by hearers, of ‘that’s right’, ‘she is credible’, or ‘I believe you’ – can actually constitute a pernicious form of epistemic wrong. Sometimes referred to colloquially as ‘lip service’, the wrong occurs when, owing to ethically poisonous epistemic failures, hearers outwardly validate testifiers’ credibility despite not fully or duly believing them. To explain this wrong, I introduce a distinction between performed and internal credibility assignments (PCA and (...) ICA) and describe an epistemic dysfunction in which they misalign. I focus on cases in which misaligned PCA of ‘credible’ falsely – although sometimes non-deliberately – signal to testifiers and bystanders that testifiers have been believed; Republican hearers’ positive reception of Christine Blasey Ford’s 2018 testimony serves as a central case. Although some misaligned PCA are not wrongful, when epistemic and ethical failures including forms of identity prejudice and pernicious ignorance lead PCA of ‘credible’ to misalign, the PCA wrong testifiers in their capacities as knowers. These epistemic wrongs are particularly pernicious because the PCA conceal that testimony has not been efficacious, inflicting and exacerbating distinct harms. (shrink)

'Mass terms', words like water, rice and traffic, have proved very difficult to accommodate in any theory of meaning since, unlike count nouns such as house or dog, they cannot be viewed as part of a logical set and differ in their grammatical properties. In this study, motivated by the need to design a computer program for understanding natural language utterances incorporating mass terms, Harry Bunt provides a thorough analysis of the problem and offers an original and detailed solution. (...) An extension of classical set theory, Ensemble Theory, is defined, and this provides the conceptual basis of a framework for the analysis of natural language meaning which Dr Bunt calls Two-level model-theoretic semantics. The validity of the framework is convincingly demonstrated by the formal analysis of a fragment of English including sentences with quantified and modified mass terms. Separate chapters of the book are devoted to an axiomatic definition of Ensemble Theory and a detailed discussion of its status as a mathematical formalism. (shrink)

There has long been acceptance within healthcare that one of the roles that nurses fulfil is to do with patient advocacy. This has historically been positioned as part of the philosophical and inhe...