Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to (...) all those who have been influenced by his contributions to educational and philosophical debate. (shrink)

Ever since Copernicus, scientists have continually adjusted their view of human nature, moving it further and further from its ancient position at the center of Creation. But in recent years, a startling new concept has evolved that places it more firmly than ever in a special position. Known as the Anthropic Cosmological Principle, this collection of ideas holds that the existence of intelligent observers determines the fundamental structure of the Universe. In its most radical version, the Anthropic Principle asserts that (...) "intelligent information-processing must come into existence in the Universe, and once it comes into existence, it will never die out." This wide-ranging and detailed book explores the many ramifications of the Anthropic Cosmological Principle, covering the whole spectrum of human inquiry from Aristotle to Z bosons. Bringing a unique combination of skills and knowledge to the subject, John D. Barrow and Frank J. Tipler--two of the world's leading cosmologists--cover the definition and nature of life, the search for extraterrestrial intelligence, and the interpretation of the quantum theory in relation to the existence of observers. The book will be of vital interest to philosophers, theologians, mathematicians, scientists, and historians, as well as to anyone concerned with the connection between the vastness of the universe of stars and galaxies and the existence of life within it on a small planet out in the suburbs of the Milky Way. (shrink)

My discussion suggests that one of Richard Peters’ main contributions to the philosophy of education was in expounding and stressing the need for a particular view of the subject, essentially conceptual analysis. The paper proceeds to defend this view and Peters’ specific account of education against the charges that his work relies simply on preferred definitions and that it is unwarrantably prescriptive. The practical value of this kind of philosophy is then further assessed, while in the final section attention is (...) drawn to Peters’ commitment to the idea of education being an integrally moral enterprise. (shrink)

Gigant v t︠s︡epi︠a︡kh -- Chelovek protiv mifov -- Mysliteli i kaznachei.

When schools react to contemporary events and focus on complex moral problems they commonly fail to make basic distinctions between the morally serious and trivial, the moral and the non-moral, and problems and dilemmas. We need to teach the distinction between moral and other values, and between what is intrinsically good, what is right in practice and what is justifiable. Moral theory seeks to delineate an ideal situation. Different circumstances give rise to different particular practices; but the principles of freedom, (...) fairness, respect for persons, truth and felicity constitute a widely recognized view of the essence of morality. These principles, and the nature of education itself, are often ignored in programs of moral education, which should proceed by providing an understanding of the nature and limits of the moral sphere. (shrink)

Is it rational to be moral? Can moral disputes be settled rationally? Which criteria determine what we have a good reason to do? In this innovative book, Logi Gunnarsson takes issue with the assumption made by many philosophers faced with the problem of reconciling moral norms with a scientific world view, namely that morality must be offered a non-moral justification based on a formal concept of rationality. He argues that the criteria for the rationality of an action are irreducibly substantive, (...) rather than purely formal, and that assuming that morality must be given a non-moral justification amounts to a distortion of both rationality and morality. His discussion includes substantial critical engagement with major thinkers from two very different philosophical traditions, and is notable for its clear and succinct account of Habermas' discourse ethics. It will appeal to anyone interested in practical reason and the rational credentials of morality. (shrink)

The aim of the paper is to defend the project of transforming philosophy carried out in my book Vernunft und Temperament. Eine Philosophie der Philosophie. In section 1, I distinguish between five philosophical genres in which transformation plays a role: 1. academic texts in which transformation is simply a topic; 2. texts meant to adequately articulate through their form the transformative experiences of their authors; 3. texts aiming to enable the reader to transform herself; 4. texts on other texts; 5. (...) manifestos defending the project of transforming philosophy. Section 2 is such a manifesto. Its main thesis is: “What makes somebody – anybody – a good philosopher is that she is a real human being.” Many of the remaining 16 theses of the manifesto are elaborations on this main thesis. One example is the thesis that the philosophical activity is essentially a becoming – the development of an individual human being. (shrink)

In this paper, I argue against certain dogmas about ambivalence and alienation. Authors such as Harry Frankfurt and Christine Korsgaard demand a unity of persons that excludes ambivalence. Other philosophers such as David Velleman have criticized this demand as overblown, yet these critics, too, demand a personal unity that excludes an extreme form of ambivalence (“radical ambivalence”). I defend radical ambivalence by arguing that, to be true to oneself, one sometimes needs to be radically ambivalent. Certain dogmas about alienation are (...) even more entrenched. Allen Wood’s entry on “alienation” in the Oxford Companion to Philosophy begins as follows: “A psychological or social evil, characterized by one or another type of harmful separation, disruption or fragmentation, which sunders things that belong together.” I think that it is not true that self-alienation is necessarily “harmful.” I argue that radical ambivalence is a form of self-alienation. Thus, because faithfulness to oneself sometimes requires radical ambivalence, to be true to oneself, one sometimes needs to be alienated from oneself. (shrink)

Argues that Plato's views as expounded in the "Republic" indicate that he was a utilitarian. This book also argues that utilitarianism is the only acceptable ethical theory, and that these conclusions have significant repercussions for education.

The Routledge Encyclopedia of Films comprises 200 essays by leading film scholars analysing the most important, influential, innovative and interesting films of all time. Arranged alphabetically, each entry explores why each film is significant for those who study film and explores the social, historical and political contexts in which the film was produced. Ranging from Hollywood classics to international bestsellers to lesser-known representations of national cinema, this collection is deliberately broad in scope crossing decades, boundaries and genres. The encyclopedia thus (...) provides an introduction to the historical range and scope of cinema produced throughout the world. (shrink)

As witnessed by recent films such as _Fight Club_ and _Identity_, our culture is obsessed with multiple personality—a phenomenon raising intriguing questions about personal identity. This study offers both a full-fledged philosophical theory of personal identity and a systematic account of multiple personality. Gunnarsson combines the methods of analytic philosophy with close hermeneutic and phenomenological readings of cases from different fields, focusing on psychiatric and psychological treatises, self-help books, biographies, and fiction. He develops an original account of personal identity and (...) offers a provocative interpretation of multiple personality: in brief, "multiples" are right about the metaphysics but wrong about the facts. (shrink)

John Barrow is increasingly recognized as one of our most elegant and accomplished science writers, a brilliant commentator on cosmology, mathematics, and modern physics. Barrow now tackles the heady topic of impossibility, in perhaps his strongest book yet. Writing with grace and insight, Barrow argues convincingly that there are limits to human discovery, that there are things that are ultimately unknowable, undoable, or unreachable. He first examines the limits on scientific inquiry imposed by the deficiencies of the (...) human mind: our brain evolved to meet the demands of our immediate environment, Barrow notes, and much that lies outside this small circle may also lie outside our understanding. Barrow investigates practical impossibilities, such as those imposed by complexity, uncomputability, or the finiteness of time, space, and resources. Is the universe finite or infinite? Can information be transmitted faster than the speed of light? The book also examines the deeper theoretical restrictions on our ability to know, including Godel's theorem--which proved that there were things that could not be proved--and Arrow's Impossibility theorem about democratic voting systems. Finally, having explored the limits imposed on us from without, Barrow considers whether there are limits we should impose upon ourselves. For instance, if the secrets of the atom are to be found only by recreating extreme environments at great financial cost, just how much should we devote to that quest? Weaving together this intriguing tapestry, he illuminates some of the most profound questions of science, from the possibility of time travel to the very structure of the universe. (shrink)

In-depth study of the enduring impact of the 1970s debate between state theorists Ralph Miliband and Nicos Poulantzas. We have recently lived through the turmoil of a global financial crisis that originated in the United States and, despite the platitudes of neo-liberal ideology, nation-states were deeply involved in managing this crisis. If “the state” is again a preeminent actor in the global economy, then state theory and the problem of the state should also return to the forefront of political theory. (...) Toward a Critical Theory of States is an intensive analysis of the 1970s debate between state theorists Ralph Miliband and Nicos Poulantzas, including its wider impact on Marxist theories of the state in subsequent decades. Clyde W. Barrow makes unique arguments and contributions to this continuing discussion in state theory and lays the foundation for more theoretically informed empirical and historical research on the state in the age of globalization. He argues that by merely moving past the Poulantzas-Miliband debate, as some have recommended, scholars have abandoned much that is valuable in understanding the state, particularly the need to comprehend the contemporary transformation of the state form and the state apparatuses as part of the new conditions of globalization and transnational capital accumulation. Building upon themes of state restructuring found in Poulantzas and Miliband, Barrow establishes the outlines of an approach that integrates the thought of both to propose a synthetic understanding of the new imperialism. (shrink)

In books such as The World Within the World and The Anthropic Cosmological Principle, astronomer John Barrow has emerged as a leading writer on our efforts to understand the universe. Timothy Ferris, writing in The Times Literary Supplement of London, described him as "a temperate and accomplished humanist, scientist, and philosopher of science--a man out to make a contribution, not a show." Now Barrow offers the general reader another fascinating look at modern physics, as he explores the quest (...) for a single, unifying theory that will unlock nature's secrets. Theories of Everything is more than a history of science, more than a popular report on recent research and discoveries. Barrow provides a reflective, intelligent commentary on what a true Theory of Everything would be--its ingredients, its limitations, and what it could tell us about the universe. Never before, he writes, have physicists been so confident and so eager in the hunt for this "cosmic Rosetta Stone," as he calls it: "a single all-embracing picture of all the laws of nature from which the inevitability of all things seen must follow with unimpeachable logic." He lays out eight essential ingredients for a Theory of Everything and then explores each in turn, tracing how our knowledge has developed and how scientific discovery relates to our changing philosophy and religious thought in each area. Some of these ingredients are obvious--the laws of nature must be explained, for example, as well as its organizing principles--but others may be surprising, such as broken symmetries and selection biases. A Theory of Everything must account for the fact that the universe is "messy and complicated," he tells us, and for the limitations imposed by the questions we ask and the information we can obtain. The key lies in the remarkable capacity of mathematics to express the fundamental workings of the physical world--a language that the human mind is uniquely equipped to understand and manipulate. Barrow examines what mathematics actually is and describes how it makes the universe intelligible and provides a path to the underlying coherence in nature--which has led, in fact, to arguments that the universe itself is a vast computer. Yet even the most complete theory, even the most comprehensive mathematical explanation, cannot account for the uncomputable varieties of human experience and thought. "No non-poetic account of reality," he writes, "can be complete." In a field where the authorities converse in equations and mathematical notations, John Barrow speaks with the voice of thoughtful and knowledgeable humanist. Written with eloquence and expertise, Theories of Everything establishes a new perspective on humanity's efforts to explain the universe. (shrink)

This chapter contains sections titled: I II III IV V Notes References.

As witnessed by recent films such as _Fight Club_ and _Identity_, our culture is obsessed with multiple personality—a phenomenon raising intriguing questions about personal identity. This study offers both a full-fledged philosophical theory of personal identity and a systematic account of multiple personality. Gunnarsson combines the methods of analytic philosophy with close hermeneutic and phenomenological readings of cases from different fields, focusing on psychiatric and psychological treatises, self-help books, biographies, and fiction. He develops an original account of personal identity and (...) offers a provocative interpretation of multiple personality: in brief, "multiples" are right about the metaphysics but wrong about the facts. (shrink)

The literature of bioethics suffers from two serious problems. (1) Most authors are unable to take seriously both the rights of the great apes and of severely disabled human infants. Rationalism—moral status rests on rational capacities—wrongly assigns a higher moral status to the great apes than to all severely disabled human infants with less rational capacities than the great apes. Anthropocentrism—moral status depends on membership in the human species—falsely grants all humans a higher moral status than the great apes. Animalism—moral (...) status is dependent on the ability to suffer—mistakenly equates the moral status of humans and most animals. (2) The concept person is widely used for justificatory purposes, but it seems that it cannot play such a role. It seems that it is either redundant or unable to play any justificatory role. I argue that we can solve the second problem by understanding person as a thick evaluative concept. This then enables us to justify assigning a higher moral status to the great apes than to simple animals: the great apes are persons. To solve the first problem, I argue that certain severely disabled infants have a higher moral status than the great apes because they are dependent upon human relationships for their well-being. Only very limited abilities are required for such relationships, and the question who is capable of them must be based on thick evaluative concepts. Thus, it turns out that to make progress in bioethics we must assign thick evaluative concepts a central role. (shrink)

Materialism is the view that existence does not necessarily involve perceiving or being perceived, knowing or being known. Dialectics is the view that the universe is a system of entities in process of change, the dynamic arising from the impact of the parts on one another. The epistemology of Dialectical Materialism (Marxism) is therefore the view that truth (i.e. the correspondence of a sentence with fact) can be determined by the following rule: "Examine any alleged state of affairs as related (...) to and distinguished from a total environment, and you will know whether or not the sentence alleging that state of affairs is true." No special pedagogy is required for Marxist epistemology: the only rule is the usual rule of honesty and candor which bids us teach every subject as that subject actually is. (shrink)

One way to understand philosophy as a form of therapy is this: it involves a philosopher who is trying to cure himself. He has been drawn into a certain philosophical frame of mind—the ‘disease’—and has thus infected himself with this illness. Now he is sick and trying to employ philosophy to cure himself. So philosophy is both: the ailment and the cure. And the philosopher is all three: pathogenic agent, patient, and therapist.

This chapter contains sections titled: I II III IV V VI VII Notes References.

Working-memory retention as activated long-term memory fails to capture orchestrated processing and storage, the hallmark of the concept of working memory. The event-related potential (ERP) data are compatible with working memory as a mental workspace that holds and manipulates information on line, which is distinct from long-term memory, and deals with the products of activated traces from stored knowledge.

Glenberg focuses on conceptualizations that change from moment to moment, yet he dismisses the concept of working memory (sect. 4.3), which offers an account of temporary storage and on-line cognition. This commentary questions whether Glenberg's account adequately caters for observations of consistent data patterns in temporary storage of verbal and visuospatial information in healthy adults and in brain-damaged patients with deficits in temporary retention.

This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to (...) Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing. (shrink)