Mal Leicester; Competence, Knowledge and Education: reply to Hyland, Journal of Philosophy of Education, Volume 28, Issue 1, 30 May 2006, Pages 113–118, https:/.

Mal Leicester; Collective Moral Philosophy and Education for Pluralism: a replay to Graham Haydon, Journal of Philosophy of Education, Volume 20, Issue 2, 30 Ma.

This paper is a response to papers by Wilson, Burwood and White concerning equal opportunities as an educational ideal. I seek to legitimate this ideal, in contrast to these earlier attempts to persuade us that it is incoherent, unreasonable or misguided. I argue that, given the social context in which the term is used, it is meaningful and represents rational and praiseworthy goals. I identify four aspects of ‘equal opportunities’ and conclude that the concern to promote such opportunities arises from (...) desire for a more just educational provision and out of concern for the well-being of children in oppressed groups. (shrink)

Mal Leicester; Racism, Responsibility and Education, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 201–206, https://doi.org/10.1111.

В книге сделана попытка ответить на вопросы: Лихорадит не Россию, но весь мир в целом. Под угрозой - духовные основы бытия. Откуда эта агрессия? Кто и что стоит за исподволь внедряемыми лукавыми правилами поведения?

t. 1. Klassicheskai︠a︡ algebra.--t. 2. Matematicheskai︠a︡ logika i obshchai︠a︡ teorii︠a︡ algebraicheskikh sistem.

The discussion of problems of contradiction in the development of the socialist economy has not thus far brought scholars to an agreed opinion on this question. The thought has been expressed in this regard that to frame the question as one of defining a basic contradiction of socialism is false and that under socialism only partial and temporary contradictions can occur, which spring up and are resolved in various periods of the development of socialist society.

This book has been designed specifically to support the student through the IB Diploma Programme in Mathematical Studies. It includes worked examples and numerous opportunities for practice. In addition the book will provide students with features integrated with study and learning approaches, TOK and the IB learner profile. Examples and activities drawn from around the world will encourage students to develop an international perspective.

This book has been designed specifically to support the student through the IB Diploma Programme in Mathematical Studies. It includes worked examples and numerous opportunities for practice. In addition the book will provide students with features integrated with study and learning approaches, TOK and the IB learner profile. Examples and activities drawn from around the world will encourage students to develop an international perspective.

This volume examines the conflicting factors that shape the content and form of grammatical rules in language, which speakers and addressees need to contend with when expressing themselves and when trying to comprehend messages. Chapters examine adult language, first and second language acquisition, and the motivations behind historical change.

We distinguish two pathways people may follow when they join violent groups: compliance and internalization. Compliance occurs when individuals are coerced to join by powerful influence agents. Internalization occurs when individuals join due to a perceived convergence between the self and the group. We searched for evidence of each of these pathways in field investigations of former members of two renowned terrorist organizations: the Liberation Tigers of Tamil Eelam and Islamist radical groups. Results indicated that ex-fighters joined LTTE for reasons (...) associated with both compliance and internalization but that ex-fighters joined Islamist radical groups primarily for reasons associated with internalization. When compliance occurred, it often took the form of coercion within LTTE but involved charismatic persuasion agents within Islamist groups. This evidence of systematic differences in the reasons why fighters enter violent groups suggests that strategies for preventing radicalization and fostering de-radicalization should be tailored to particular groups. (shrink)