The purpose of this study was to compare working memory (WM), executive function, academic ability and problem classroom behaviors in children aged 8 to 11 years who were either identified via routine screening as having low WM, or had been diagnosed with ADHD. Standardised assessments of WM, executive function and reading and mathematics were administered to 83 children with ADHD, 50 children with low WM and 50 typically developing children. Teachers rated problem behaviors on checklists measuring attention, hyperactivity/impulsivity, oppositional behavior, (...) and difficulties associated with executive function in the classroom. The ADHD and low WM groups had highly similar WM and executive function profiles, but were distinguished in two key respects: children with ADHD had higher levels of rated and observed impulsive behavior, and children low WM had slower response times. Possible mechanisms for these common and distinct deficits are discussed. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

Scholars have long debated how exactly Aristotle thinks that agents acquire the distinctive archai (“principles” or “starting‐points”) that govern their practical reasoning. The debate has traditionally been dominated by anti‐intellectualists, who hold that for Aristotle all agents acquire their archai solely through a process of habituation in the nonrational soul. Their traditional opponents, the intellectualists, focus their argument on the case of the virtuous person, arguing that in Aristotle’s view virtuous agents acquire their archai through a process of reasoning. I (...) intervene in this debate in two main ways: first, I press a heretofore underappreciated objection against anti‐intellectualism, that it is inconsistent with Aristotle’s account of akrasia; and second, I urge that all sides in the debate would benefit from more sustained attention to Aristotle’s nonvirtuous character types. In the final section, I suggest that proper consideration of the full breadth of Aristotle’s account of character points in the direction of a new approach that I call “character pluralism,” according to which Aristotle’s moral psychology does not involve a single conception of psychic structure or moral development that is equally applicable to all character types. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

Did Plato see something that Aristotle missed? According to a familiar narrative, Plato regarded literature as dangerous to the aims of philosophy, and he accordingly exiled the poets from his ideal republic. By contrast, Aristotle is supposed to have reconciled literature and philosophy, not only through his appreciative account of epic and tragedy in the Poetics but also through his invocations of literary examples at crucial junctures elsewhere in his corpus, for example his use of the Trojan legend of Priam (...) in the Nicomachean Ethics. (shrink)

In this paper we argue that attempts to distinguish between categories of 'dyslexia' and 'poor reader' or 'reading disabled' are scientifically unsupportable, arbitrary and thus potentially discriminatory. We do not seek to veto scientific curiosity in examining underlying factors in reading disability, for seeking greater understanding of the relationship between visual symbols and spoken language is crucial. However, while stressing the potential of genetics and neuroscience for guiding assessment and educational practice at some stage in the future, we argue that (...) there is a mistaken belief that current knowledge in these fields is sufficient to justify a category of dyslexia as a subset of those who encounter reading difficulties. The implications of this debate for large-scale intervention are outlined. (shrink)

This article examines the ethnographic case study in education in the context of policy making with particular emphasis on the practice of research and policy making. The central claim of the article is that it is impossible to establish a transcendental epistemology of the case study on instrumental rationality. Instead it argues for the notion of situated judgement that needs to be made by practitioners in context, practitioners being both researchers and policy makers. In other words, questions about the level (...) of confidence or warrant that can be placed in different sorts of research evidence and findings cannot be answered independently of forming a view about the appropriateness of the policy culture that shapes political decision-making. The article draws a distinction between the general, which is internal to the data as construed by a particular discipline, and the universal, which is the result of embedded human deliberation. This applies to all research findings and not only to case study, although since case study has long had to defend itself against accusations of the lack of generality, it can be a useful starting point for the discussion. This article is not meant to be yet another defence of the case study research genre, although a summary of other defences is offered. Rather it focuses on how use of the case study points to the limits of epistemology as rationality and offers a view of epistemology as ethics. (shrink)

This article examines the ethnographic case study in education in the context of policy making with particular emphasis on the practice of research and policy making. The central claim of the article is that it is impossible to establish a transcendental epistemology of the case study on instrumental rationality. Instead it argues for the notion of situated judgement that needs to be made by practitioners in context, practitioners being both researchers and policy makers. In other words, questions about the level (...) of confidence or warrant that can be placed in different sorts of research evidence and findings cannot be answered independently of forming a view about the appropriateness of the policy culture that shapes political decision-making. The article draws a distinction between the general, which is internal to the data as construed by a particular discipline, and the universal, which is the result of embedded human deliberation. This applies to all research findings and not only to case study, although since case study has long had to defend itself against accusations of the lack of generality, it can be a useful starting point for the discussion. This article is not meant to be yet another defence of the case study research genre, although a summary of other defences is offered. Rather it focuses on how use of the case study points to the limits of epistemology as rationality and offers a view of epistemology as ethics. (shrink)

Although the relationship between faith and intellectual humility has yet to be specifically addressed in the philosophical literature, there are reasons to believe that they are at least in some sense incompatible, especially when judging from pre-theoretical intuitions. In this paper I attempt to specify and explicate this incompatibility, which is found in specific conflicting epistemic attitudes they each respectively invite. I first suggest general definitions of both faith and intellectual humility (understood as intellectual virtues), building off current proposals in (...) the literature, in an attempt to portray both in as broad and uncontroversial a manner as feasible. I then move to arguing how this prima facie incompatibility aligns with these understandings of faith and intellectual humility, and illustrate how this incompatibility is even clearer on one recent theory. I close by considering one avenue of response for those who want to maintain that, while conflicting in these ways, intellectual humility and faith can be simultaneously virtuous. (shrink)

In an unsung yet excellent paper, W.Z. Harvey set out to explain how both Maimonides and Spinoza have similarly problematic views on the nature of the knowledge of good and evil. In it, he proposed an answer to solving the problem. In the many decades since, debates surrounding this topic have flourished. A recent paper by Joshua Parens, his conclusions mark a distinction between Spinoza and Maimonides that threaten to undermine Harvey’s solution to the problem. I will argue that, although (...) Parens’ distinction forces us to revise Harvey’s contention, Harvey’s argument is still generally valid. (shrink)

John Elliott; Neutrality, Rationality and the Role of the Teacher, Journal of Philosophy of Education, Volume 7, Issue 1, 30 May 2006, Pages 39–65, https://doi.

John Elliott; Neutrality, Rationality and the Role of the Teacher, Journal of Philosophy of Education, Volume 7, Issue 1, 30 May 2006, Pages 39–65, https://doi.

In Nicomachean Ethics III.5, Aristotle argues that virtue and vice are “up to us and voluntary.” Readers have long struggled to make sense of Aristotle’s arguments in this chapter and to explain how they cohere with the rest of his ethical project. Among the most influential lines of complaint is that the argument of III.5 appears to contradict his emphasis elsewhere on the power of upbringing to shape character, beginning in childhood. Scholars have developed two main interpretive approaches to III.5, (...) which I label “libertarian” and “compatibilist.” I argue that neither approach succeeds in removing the appearance of contradiction. I develop an alternative interpretation that reveals the coherence of Aristotle’s commitments, showing that for him the voluntariness of character and the power of upbringing are in reality two sides of the same philosophical coin. Both are grounded in his fundamental idea that virtue and vice are acquired by practice. (shrink)

Understanding Child and Adolescent Behaviour in the Classroom is a vital guide for pre-service and in-service teachers, providing the tools to respond effectively and ethically to child and adolescent behaviour that is of concern. In this innovative book, expert authors offer 'positive rules' that will assist educators in their classroom practice. Key practical issues that are addressed include: • Building a purposeful and emotionally and psychologically positive classroom culture • Recognising and responding to children who present with social, emotional and (...) behavioural difficulties • Using research to inform and enrich classroom practice around student conduct • Working collegially to respond to the social, emotional and/or behavioural needs of individual students, including those needs associated with poor mental health and/or child protection Cutting-edge research from psychology, behavioural science and education is accessibly presented to help develop professional expertise and knowledge in the area of child and adolescent behaviour. (shrink)

For Plato and Aristotle, arete (traditionally translated as "virtue") was the essential object of human admiration and striving, and even the key to happiness. Their work continues to inspire reflection on fundamental questions of ethics and politics today, as the fourteen new essays collected here demonstrate. -/- Contributors: Lidia Palumbo, Eva Anagnostou-Laoutides, Ryan M. Brown, Jay R. Elliott, Guilherme Domingues da Motta, Federico Casella, Jonathan A. Buttaci, George Harvey, Mark Ralkowski, Gary S. Beck, Paula Gottlieb, Giulio di Basilio, Audrey L. (...) Anton, and Elena Bartolini. (shrink)

Mainstream economics evaluates capitalism primarily from the perspective of efficiency. Social philosophy typically applies other or additional normative criteria, such as equality, democracy, and community. This essay examines the implications of these contrasting sets of criteria in the evaluation of capitalism. Its first two sections consider the criteria themselves, assuming that a trade-off exists between them. The last three sections question whether such a trade-off necessarily occurs, and explore the claim that improvements in nonefficiency dimensions of capitalist society may enhance, (...) rather than conflict with, efficiency. (shrink)

IThe so-called enterprise or commercial-bureaucratic university has been with us for some time. To its advocates, it has set higher education on a rational footing and demystified the folkways of cosseted intellectuals. To its detractors, it galls the kibe. For observers and stakeholders alike, the age of the office has introduced a new way of thinking and speaking in campus boardrooms and action sessions. The idiom of markets and corporations—How competitive are we? What are the anticipated returns on investment? Where (...) can payroll efficiencies be found?—frames an instrumental, quantifiable understanding of the vita academica. Corporate clients need to decide…. (shrink)

The coming of bioethics to Singapore / W. Calvin Ho and Sylvia S.N. Lim -- The impact of the bioethics advisory committee on the research community in Singapore / Charmaine K.M. Chan and Edison T. Liu -- Engaging the public : the role of the media / Chang Ai-Lien and Judith Tan -- Confucian trust and the biomedical regulatory framework in Singapore / Anh Tuan Nuyen -- The clinician-researcher : a servant of two masters? / Alastair V. Campbell, Jacqueline Chin, (...) and Teck Chuan Voo -- The US model for oversight of human stem cell research / Lindsay Parham and Bernard Lo -- Genetics and stem cell research : models of international policy-making / Bartha Maria Knoppers, Emily Kirby and Rosario Isasi -- Public engagement and bioethics commissions / Thomas H. Murray and Ross S. White -- Norm-making on human-animal chimeras and hybrids in Singapore, the United Kingdom and the international domain / W. Calvin Ho and Martin Bobrow -- How will future bioethical issues engage Singapore? / John Elliott. (shrink)

Lawrence Stenhouse was one of the most distinguished, original and influential educationalists of his generation. His theories about curriculum, curriculum development, pedagogy, teacher research, and research as a basis for teaching remain compelling and fresh and continue to be a counterpoint to instrumental and technocratic thinking in education. In this book, renowned educationalists describe Stenhouseâe(tm)s contribution to education, explore the contemporary relevance of his thinking and bring his work and legacy to the attention of a wide range of students, teachers, (...) teacher educators and others involved in education. Stenhouse saw the primary aim of education as the development of individuality through a creative and critical engagement with culture. He was an early advocate of inclusive education and was committed to making available to all pupils an education that was challenging and empowering. For Stenhouse many of the problems of education stemmed not so much from its content as from the terms and conditions under which students were required to access it. Consequently he pioneered an approach to curriculum reform that stressed the quality of the educational process and the values that defined it, as opposed to âe~rational curriculum planningâe(tm), which stressed the pre-specification of measureable learning outcomes. Stenhouse devised the curriculum reform movementâe(tm)s most ambitious strategy, âe~the process modelâe(tm), and was its principal theorist. His idea of âe~the teacher as researcherâe(tm) lay at the heart of this strategy as the means by which the values that define a worthwhile educational process could be progressively realized by teachers in concrete forms of action within their classrooms and schools. What marked out Stenhouseâe(tm)s unique contribution to the field of curriculum was his distinctive conceptualisation of the relationship between the teacher (authority), the learner (autonomy) and the subject matter (understanding). Founded on his epistemological scepticism and forged in his encounters with expertly discerning teachers who valued and nurtured the intellectual independence of students, Stenhouse acquired an acute appreciation of the ways in which teaching enhances or inhibits, develops or displaces the potential for autonomous thinking of students. He changed the relationship between curriculum theory, educational research and teachers; placing teachers right at the heart of the curriculum development process and the teacher as researcher at the heart of teacher professionalism. (shrink)

Different views of life documented for discussion. For 14-16 year-olds.