This article examines, experimentally, whether inequality affects the social capital of trust in non-market and market settings. We consider three experimental treatments, one with equality, one with inequality but no knowledge of the income of other agents, and one with inequality and knowledge. Inequality, particularly when it is known, has a corrosive effect on trusting behaviours in this experiment. Agents appear to be less sensitive to known relative income differentials in markets than they are in the non-market settings, but trust (...) in markets appears generally more vulnerable to the introduction of inequality than in the non-market setting. (shrink)

Summary Pattern and generalisation are both thought to be fundamental to mathematics and are therefore important in mathematics education. This study investigates how children throughout the junior age range generalise about number patterns and the cognitive processes involved in this. The data were collected from 315 children aged between 7 and 11 years, by means of a workbook which gave children the opportunity to work with different types of pattern within different tasks. Analysis of the data revealed the different types (...) of generalisation made by the children and the different cognitive processes which seemed to be involved. This paper examines specifically the strategies children use when they make generalisations about individual number patterns and briefly discusses how these vary across year groups. (shrink)

This article examines, experimentally, whether inequality affects the social capital of trust in non-market and market settings. We consider three experimental treatments, one with equality, one with inequality but no knowledge of the income of other agents, and one with inequality and knowledge. Inequality, particularly when it is known, has a corrosive effect on trusting behaviours in this experiment. Agents appear to be less sensitive to known relative income differentials in markets than they are in the non-market settings, but trust (...) in markets appears generally more vulnerable to the introduction of inequality than in the non-market setting. (shrink)

The report on educational research, commissioned by the Office for Standards in Education, written by James Tooley with assistance, and published under the title Educational Research: a critique, set out to ‘help provide some badly needed evidence to inform the debate about the quality of educational research’ . Whether this ‘snapshot’ actually upholds Hargreaves' contention that there is a considerable amount of ‘second rate educational research’ is far from clear, although Tooley does conclude that the majority of studies surveyed (...) lacked a clear focus, employed sloppy methodology and displayed partisanship. Now, those whose work was critiqued might, with some justification, grumble about Tooley's own ideological bias given his well‐known right‐wing, market‐oriented views about education. Concern could also be directed at the report's methodological inadequacies, including the procedures adopted to select the journal sample, the categories employed for analysis, and the validity of the conclusions reached. I leave all of these for others to address. Rather, I shall examine two basic distinctions which Tooley adopts and deems important for his investigation into the state of educational research in Britain. The first is between empirical and non‐empirical research, the second is between quantitative and qualitative empirical research. Philosophically, both of these distinctions are highly problematic and as a philosopher Tooley should, at the very least, have acknowledged their contentiousness rather than simply taking them for granted. The purpose of this short note is to indicate why Tooley's reliance on these two distinctions will not do. (shrink)

The report on educational research, commissioned by the Office for Standards in Education, written by James Tooley with assistance, and published under the title Educational Research: a critique, set out to ‘help provide some badly needed evidence to inform the debate about the quality of educational research’. Whether this ‘snapshot’ actually upholds Hargreaves' contention that there is a considerable amount of ‘second rate educational research’ is far from clear, although Tooley does conclude that the majority of studies surveyed lacked (...) a clear focus, employed sloppy methodology and displayed partisanship. Now, those whose work was critiqued might, with some justification, grumble about Tooley's own ideological bias given his well‐known right‐wing, market‐oriented views about education. Concern could also be directed at the report's methodological inadequacies, including the procedures adopted to select the journal sample, the categories employed for analysis, and the validity of the conclusions reached. I leave all of these for others to address. Rather, I shall examine two basic distinctions which Tooley adopts and deems important for his investigation into the state of educational research in Britain. The first is between empirical and non‐empirical research, the second is between quantitative and qualitative empirical research. Philosophically, both of these distinctions are highly problematic and as a philosopher Tooley should, at the very least, have acknowledged their contentiousness rather than simply taking them for granted. The purpose of this short note is to indicate why Tooley's reliance on these two distinctions will not do. (shrink)

Robert John Ackermann deals decisively with the problem of relativism that has plagued post-empiricist philosophy of science. Recognizing that theory and data are mediated by data domains (bordered data sets produced by scientific instruments), he argues that the use of instruments breaks the dependency of observation on theory and thus creates a reasoned basis for scientific objectivity. Originally published in 1985. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished (...) backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Examines Arthur Schopenhauer's (1788-1860) conception of human agency and responsibility, his unique ethics of the morally virtuous character, and his assessment of life as fundamentally suffering. This title focuses on his contention that the human will and the human body cannot have a cause and effect relationship with each other.

Elliot Eisner has spent the last 40 years researching, thinking and writing about some of the key and enduring issues in Arts Education, Curriculum Studies and Qualitative Research. He has contributed over 20 books and 500 articles to the field. In this book, Professor Eisner has compiled a career-long collection of his finest pieces-extracts from books, key articles, salient research findings and major theoretical contributions-so the world can read them in a single manageable volume. Starting with a specially written Introduction, (...) which gives an overview of Professor Eisner's career and contextualizes his selection, the chapters cover a wide range of issues, including: · Children and art · The use of educational connoisseurship · Aesthetic modes of knowing · Absolutism and relativism in curriculum theory · Education reform and the ecology of schooling · The future of education research This is a must-have book for anyone wishing to know more about the development of Arts Education, Curriculum Studies and Qualitative Research over the last four decades, and about Elliot Eisner's contribution to these exciting fields. This book is part of the World Library of Educationalists series, which celebrates the contributions made to education by leading figures. Each scholar has selected his or her own key writings from across numerous books and journal articles, and often spread across two or more decades to be presented in a single volume. Through these books, readers can chase up the themes and strands that have been lodged in a lifetime's work, and so follow the development of these scholars' contributions to the field, as well as the development of the fields themselves. Other scholars included in the series: Richard Aldrich, Stephen J. Ball, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree, E.C. Wragg, John White. (shrink)

Livro de memórias escrito num tom ensaístico, que refle sobre a vida do autor em relação direta com os temas transversais ao seu trabalho: filosofia, ética, educação e política.

Translation of On liberty, Utilitarianism, selections from Principles of political economy with some of their applications to social philosophy and The utility of religion.

Epistemic justifi cation is necessary for deliberative democracy, yet there is a question about what we mean by the concept of epistemic values of public deliberation. According to one reading, the epistemic value of public deliberation implies a procedure’s ability to achieve a correct outcome, as judged by a procedure-independent standard of correctness. As I shall show in this paper, however, there is another reading of the "epistemic" value of public deliberation extant in the literature: Epistemic values are constitutive of (...) a deliberative process as an exchange of reasons. If the distinction between two concepts of epistemic values of public deliberation holds, then we can re-conceptualize the relationship between procedural fairness, epistemic values, and legitimacy. Thus, a concept of legitimacy that combines procedural fairness and a procedure-independent standard of correctness on the one hand, versus one that combines procedural fairness and the constitutive epistemic value of deliberation on the other hand. (shrink)

Things that don't exist -- Fictional object nominalism -- Fictional object realism -- Meinongianism -- God's existence and nonexistence -- Contingency and nonexistence -- Perfection and divine existence -- Nonexistence and creatures -- Ex nihilo and nonexistence -- Infinite existence and countless nonexistents -- Providence and freedom -- Nonexistents and middle knowledge -- Evil as nonexistence.

"A Handbook of Traditional Living" consists of two texts originally published by the Italian cultural organization Raido, translated here for the first time: "The World of Tradition," a comprehensive summary of the principle ideas of Julius Evola; and "The Front of Tradition," a more practical guide for living as a traditionalist.

This volume brings together a group of researchers from different European countries and disciplines who are involved in Clinical Ethics Consultation. The work provides a discussion on the theories and methods underlying CEC and on the issues of implementation and evaluation.

Among Thomists the standard practice is to show the openness of human nature to beatitude from the speculative side. The intellectual desire to know the richness of the notion of being, the ratio entis, becomes the desire to know the creator who as esse subsistens embodies the intelligible heart of being. I want to try the same strategy but from the practical side. I believe that more people experience a desire to love than a desire to know. Few have noticed (...) that Aquinas’s first practical principle “Good ought to be done” is, as I will explain, a call to be respectful and solicitous of ourselves and others as intellectors of being. Hence, fidelity to this principle illustrates a connection between being and love so that the greater is the concentration of being, then the greater is the concentration of love. A subsistent instance of being should be a subsistent instance of love. In his metaphysics Aquinas attains the creator as subsistent being. Hence, contact with that instance would strengthen in an unparalleled way the human’s fidelity to the first practical principle. Does this contact in fact occur? That philosophical question raises the religious possibility. In its parade of saints, Christianity provides tantalizing evidence that that contact is realized. (shrink)

Job: the soul's pathfinder.--Plato: intimations of immortality.--Kant: a protest against materialism.--Hegel: theistic evolution.--Persistence of ideas: the spirit in the trend of thought.--Robert Browning: the subtle assertor of the soul.

Clear focus on its application of formal logic to ordinary English is the most distinctive feature of this textbook for the introductory course in deductive logic. Great care is taken with the appropriate translation into logical languages of ordinary English sentences. Evaluation of these translations promotes a more effective use of ordinary language. The Principles of Deductive Logic presents symbolic logic in a fuller and more leisurely fashion than other introductory textbooks. Early chapters cover informal material, including definition and informal (...) fallacies. The remainder of the text is devoted to the treatment of four distinct artificial languages. The Categorical language is the language of syllogistic logic. The Extended Categorical language enriches this first language with the symbolic connectives for conjunction and negation. The Propositional Connective language and the First-Order language are the two basic languages of modern logic. Each language is accompanied by a deductive system, and is used as an instrument for exploring ordinary language, including ordinary arguments The book contains a large number of exercises whose answers are supplied in the back of the book, and many more that can be assigned as homework. A solution’s manual is available to instructors upon their request. The request must be written on college or university letterhead. (shrink)

Friedrich Nietzsche was a German philosopher, poet and cultural critic. He is best known for his controversial idea of 'life affirmation' that challenged traditional morality and all doctrines. Born in 1844 outside Leipzig, Germany, his teachings inspired people in all walks of life, from dancers and poets to psychologists and social revolutionaries. Here you will find insights from his greatest works. The School of Life takes a great thinker and highlights those ideas most relevant to ordinary, everyday dilemmas. These books (...) emphasize ways in which wise voices from the past have urgently important and inspiring things to tell us. (shrink)

The latest advances and discoveries in science have made, and continue to make, a huge impact on our lives. This book is a history of the social impact of science and technology from the beginnings of civilization up to the present. The book explains how the key inventions: agriculture, writing and printing with movable type, initiated an explosive growth of knowledge and human power over the environment. It also shows how the Industrial Revolution changed the relationship between humans and nature, (...) and initiated a massive use of fossil fuels. Problems related to nuclear power, nuclear weapons, genetic engineering, information technology, exhaustion of non-renewable resources, use of fossil fuels and climate change are examined in the later chapters of the book. Finally, the need for ethical maturity to match our scientific progress is discussed. (shrink)

Prompting this book is the paradox of belonging. What pushes the author to write are art's questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art's questions remains akin to art's acts of belonging. In these lessons of belonging this is done through art's paradox. Belonging is a matter of art because art belongs to the aporia that writes it.

This is the first reference work to explore and define what continental philosophy of education is and what its boundaries are. The book includes 28 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel, the Netherlands, Norway, New Zealand, Sweden, Taiwan, The UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such otherness, empathy, (...) personhood and problems including political influences on education and the limits of education. (shrink)