This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...) this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems. In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’. (shrink)

This Special Issue of Educational Philosophy and Theory originated from a suggestion by the late Professor Jim Walker that the main themes of our 2019 book were ripe for further exploration, not on...

Envy is a negative emotion experienced in response to another person’s higher status. However, little is known about the composition of its most important element: status. The present research investigates the two main forms of social status in the generation of envy. In Study 1, participants recounted real-life situations when they felt envious; in Study 2 we examined whether the effect was the same in a controlled situation. We consistently found that those who were the most respected in the eyes (...) of others were envied more than the richest ones. Furthermore, perceived deservingness of the superior other’s success differentiated between benign and malicious envy. Although previous studies focused on material comparisons when investigating envy, our results indicate that envy is rather a subjective social status related emotion. Not material, but social advantage of the superior other causes the most painful envy and future studies should put more emphasis on this type of social comparison in envy research. (shrink)

In Alexandre Kojève’s lectures on Hegel, the unfolding of the (philosophical) concept, from the desire for recognition to the (politically) universal and (socially) homogenous state (UHS), is broug...

Contrary to the received opinion that Pablo Picasso conceived of Guernica only after learning of the bombing of the Basque town on 26 April 1937, and in direct response to it, in this article we demonstrate that the mural was visualized much earlier, as part of Picasso’s larger artistic and intellectual response to war. In February 1937 Picasso met with José Luis Sert, the architect of the Spanish Pavilion planned for the Paris World Fair that was to open in June. (...) That he was so quickly able to provide the architect with the exact dimensions of the mural suggests that he had already conceived a vision and plan for the painting that would only later be known as Guernica—a vision that saw him less preoccupied with iconographical minutiae than with visual problem-solving around a general theme: the types and consequences of political violence in Spain and wars past, present, and future. In searching for inspiration, Picasso paid homage to three other artists whose works reflected different aspects of this theme: Francisco Goya, Robert Capa, and David Seymour. The whole mural was painted in black and white because Picasso was certain that Guernica would be seen as a work of photojournalism, which form of journalism had only recently started to be transmitted by wire and radio services. Lastly, Picasso was confident that his painting would eventually be installed in the Prado Museum and be compared to both of Goya’s paintings, The Second of May 1808 (1814) and The Third of May 1808 (1814). To place himself as pre-eminent, Picasso made Guernica larger than either of Goya’s paintings by subsuming the former into a completely original compositional overlay. (shrink)

This chapter contains sections titled: The Early Decades of Analytical Philosophy Analytic Philosophy of Education Criticism Contemporary Practice.

Twitter is a virtual social network where people share their posts and opinions about the current situation, such as the coronavirus pandemic. It is considered the most significant streaming data source for machine learning research in terms of analysis, prediction, knowledge extraction, and opinions. Sentiment analysis is a text analysis method that has gained further significance due to social networks’ emergence. Therefore, this paper introduces a real-time system for sentiment prediction on Twitter streaming data for tweets about the coronavirus pandemic. (...) The proposed system aims to find the optimal machine learning model that obtains the best performance for coronavirus sentiment analysis prediction and then uses it in real-time. The proposed system has been developed into two components: developing an offline sentiment analysis and modeling an online prediction pipeline. The system has two components: the offline and the online components. For the offline component of the system, the historical tweets’ dataset was collected in duration 23/01/2020 and 01/06/2020 and filtered by #COVID-19 and #Coronavirus hashtags. Two feature extraction methods of textual data analysis were used, n-gram and TF-ID, to extract the dataset’s essential features, collected using coronavirus hashtags. Then, five regular machine learning algorithms were performed and compared: decision tree, logistic regression, k-nearest neighbors, random forest, and support vector machine to select the best model for the online prediction component. The online prediction pipeline was developed using Twitter Streaming API, Apache Kafka, and Apache Spark. The experimental results indicate that the RF model using the unigram feature extraction method has achieved the best performance, and it is used for sentiment prediction on Twitter streaming data for coronavirus. (shrink)

Corporate concentration in the United States has been on the rise in recent years, sparking a heated debate about its causes, consequences, and potential remedies. This article examines a facet of public policy that has been neglected in the debate: corporate taxation. Developing the first empirical mapping of the effective tax rates of nonfinancial corporations disaggregated by size and broken down by jurisdiction, the article reveals a striking tax advantage for big business at home and abroad. The analysis goes on (...) to show how persistent regressivity in the tax structure is bound up with the increasing relative power of large corporations within the corporate universe, as well as a shift in firm-level power relations. As large corporations become less disposed to investments that may indirectly benefit ordinary workers, they become more disposed to shareholder value enhancement that directly benefits the asset-rich. What this means is that the corporate tax structure is connected not only to rising corporate concentration but also to widening household inequality. (shrink)

According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ (MacIntyre and Dunne, 2002, p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems (...) to accept that teaching is a unique case in being a putative practice that does not fit readily into MacIntyre's account. In fact many supposed practices, including some nominated by MacIntyre himself, do not fit his account. A constructive critique of this account leads to a refurbished, broadly MacIntyrean account of practice. This will clarify the issue of whether teaching and a range of other activities are, indeed, practices. (shrink)

How do we theorize and analyze the structural power of finance when global capitalism itself undergoes constant and profound structural transformation? The literature continues to assume that the source of financial structural power is its unique ability to provide credit to the real economy, playing a crucial role in meeting the investment imperative. But recent research documents that most financial market activities no longer facilitate productive investment and can even be a drag on economic development. If the financial sector's primary (...) role is not to support productive investments, then on what basis does it continue to hold structural power? The contributions to this special issue engage with how decades of financialization have transformed the basis of structural power toward alternative functions that have gone unnoticed in the existing literature. These include household and real estate lending that fuels consumption-led growth, concentration and expansion of financial institutions as tools of geo-economic strategy, financing current account deficits that facilitate global imbalances, and wealth preservation that bolsters inequality. (shrink)

Addressing both collegiate and professional sports, the updated edition of Fair Play: The Ethics of Sport explores the ethical presuppositions of competitive athletics and their connection both to ethical theory and to concrete moral dilemmas that arise in actual athletic competition. This fourth edition has been updated with new examples, including a discussion of Spygate by the New England Patriots and recent discoveries on the use of performance enhancing drugs by top athletes. Two additional authors, Cesar R. Torres and Peter (...) F. Hager, bring to this edition a discussion of the moral issues involved in youth sports and the ethics of being a fan, as well as a fresh perspective on the theories of broad internalism and the quest for excellence. Furthermore, major criticisms of broad internalism by philosophers William J. Morgan and Scott Kretchmar add a new dimension to the discussion on the moral foundations of winning. (shrink)

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know‐how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions (true, false; more certain, less certain); such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; (...) the process and product of learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. (shrink)

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know-how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions ; such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; the process and product of (...) learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. (shrink)

Transcription factor (TF) signaling regulates gene transcription and requires a complex network of proteins. This network includes co‐activators, co‐repressors, multiple TFs, histone‐modifying complexes, and the basal transcription machinery. It has been widely appreciated that pioneer factors, such as FoxA1 and GATA1, play an important role in opening closed chromatin regions, thereby allowing binding of a secondary factor. In this review we will focus on a newly proposed model wherein multiple TFs, such as steroid receptors (SRs), can function in a pioneering (...) role. This model, termed dynamic assisted loading, integrates data from widely divergent methodologies, including genome wide ChIP‐Seq, digital genomic footprinting, DHS‐Seq, live cell protein dynamics, and biochemical studies of ATP‐dependent remodeling complexes, to present a real time view of TF chromatin interactions. Under this view, many TFs can act as initiating factors for chromatin landscape programming. Furthermore, enhancer and promoter states are more accurately described as energy‐dependent, non‐equilibrium steady states. (shrink)

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know-how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

This chapter contains sections titled: Introduction Vocational‐Academic Distinctions Criticisms of the Vocational Education/General Education Dichotomy The Front‐end Model and its Increasing Problems Vocational Education and Training: Developments and Strategies Conclusion: Enhancing Vocational Studies.

Ectopic pregnancy, when not resolved naturally, can be fatal to the mother if left untreated. A number of medical solutions exist, though none that save the life of the embryo. This article assesses the ethical value of one of these solutions, the salpingostomy, by examining the moral object of the salpingostomy and whether the procedure constitutes a direct abortion. The author responds with William E. May and Maria DeGoede to salpingostomy proponents Albert Moraczewski, Christopher Kaczor, John Tuohey, and others. Because (...) of the lack of moral certitude that the trophoblast is neither a vital organ of the fetus nor a member of the fetus’s body, the author concludes that the salpingostomy may not be considered a licit procedure in the treatment of ectopic pregnancy, and challenges readers to admit that medical science lacks a direct, active solution to ectopic pregnancy. (shrink)