This qualitative study investigated an interdisciplinary expedition (based on the Expeditionary Learning Outward Bound model) in a Global History Class in an urban charter high school to understand what happens during an expedition and how the students viewed the expedition. Findings indicated students were engaged in learning about issues of security and privacy, but failed to make interdisciplinary connections between global history and their other classes. Additionally, the Global History teacher encountered challenges in enacting interdisciplinary, (...) expeditionary curricula with racially, ethnically, and socioeconomically diverse students. This study highlights the benefits and challenges of implementing an interdisciplinary approach to teaching, as well as the need for additional supports for teachers who want to implement interdisciplinary curricula. (shrink)

The story of the body. Fay Bound Alberti takes the human body apart in order to put it back anew, telling the cultural history of our key organs and systems from the inside out, from blood to guts, brains to sex organs.

Loneliness is one of the most neglected aspects of emotion history, despite claims that the 21st century is the loneliest ever. This article argues against the widespread belief that modern-day loneliness is inevitable, negative, and universal. Looking at its language and etymology, it suggests that loneliness needs to be understood firstly as an “emotion cluster” composed of a variety of affective states, and secondly as a relatively recent invention, dating from around 1800. Loneliness can be positive, and as much (...) a part of the body as the mind. Using a longue durée approach, I argue that we cannot understand loneliness as a “modern epidemic” without considering its history, its meanings, its practice, and its links with the body. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Theoretical framework -- Studying the history curriculum -- Studying the history textbooks -- Investigating history teachers' view -- Investigating pupils' perceptions -- Conclusions.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Bounds of Self: An Essay on Heidegger's by R. Matthew ShockeyNicolai KnudsenR. Matthew Shockey. The Bounds of Self: An Essay on Heidegger's Being and Time. New York: Routledge, 2021. Pp. 224. Hardcover, $160.00.In this rich and ambitious book, R. Matthew Shockey controversially claims that Heidegger's Being and Time (SZ) is an heir to the rationalism of Descartes and Kant. To show this, Shockey develops a provocative account (...) of phenomenological ontology as the normatively inert outcome of reflective and imaginative philosophical self-questioning.Four questions of an increasingly higher order frame the book (2–6): (1) How shall I live? (2) What is it to be the kind of being who can and must ask "how shall I live?" (3) What unity is there to the various ways in which things are taken to be? (4) Why should we pursue metaphysics and ontology? Chapters 1–6 reconstruct Heidegger's answers to the second- and third-order questions, while chapter 7 relates them back to the questions of the first- and fourth-order.The key claim is that Heidegger was a "Kantian Cartesian." Shockey, however, admits that Heidegger was not "driven by a need to refute skepticism, a proponent of a worldly subjectivism, a representationalist epistemologist, or a substance dualist" (9). Rather, the claim is that Heidegger follows Kant and Descartes in believing, first, that ontology must identify a form of "a priori knowledge" as the basis of intelligibility and, second, that ontological inquiry requires a deliberate, reflective, and self-questioning method.The argument rests on a reconstruction of the published parts of SZ as involving a series of meditative steps that are supposed to take us from the analytic of Dasein (the second-order question) to the meaning of being (the third-order question). Chapter 1 explains why the Seinsfrage (the third-order question) requires the analytic of Dasein (the second-order question) and argues that ontology requires that we abstract from all our ontical characteristics (i.e. all the things that make me, me and you, you) insofar as the aim of ontology is to identify the "bounds" that are shared by any ontological inquirer (47). This, Shockey claims, makes Heidegger's existential analytics critical in a roughly Kantian way and meditational in a roughly Cartesian way (31, 47).Chapter 2 follows the analysis of worldhood and being-with in introducing us to three regions of entities that we are not: the ready-to-hand, the present-at-hand, and other Dasein. The next chapters turn away from our understanding of "outward" entities and initiates a series of "inward" meditative steps supposed to clarify the unitary and a priori basis rendering [End Page 718] these regions intelligible. Chapter 3 analyzes the first meditative step, namely, Heidegger's account of being-in and the trinity of understanding, discourse, and self-finding that constitute the structure of care. Chapter 4 shows, in a second step, that the care structure is unified by originary temporality. Originary temporality is, Shockey argues, the necessary temporal form that Dasein spontaneously gives to itself.Heidegger abandoned the SZ project at this point, but Shockey ambitiously undertakes to complete it by showing, in chapter 5, how Heidegger found a final meditative step in Kant's concept of imagination. On Heidegger's controversial interpretation of Kant, the imagination is the common root of understanding and sensibility and, importantly, an anticipation of his own concept of originary temporality. Imagination, Shockey explains, is the general capacity for "making present that which is absent" (141). Based on this argument, Shockey concludes that "in doing ontology, we imagine ourselves imagining being" (148).Having reconstructed the final and missing meditative step, Shockey in chapter 6 presents what he thinks would have been the story of the unwritten (or discarded) division 3 of SZ, namely, that Descartes and Kant, when read as ontologists rather than epistemologists, were right in claiming that the unity of being is located in our a priori ontological (self-) understanding, although they failed to realize that this unity is imaginative and temporal rather than substantial or logical and that the a priori basis for intelligibility opens up several distinct regions of... (shrink)

SUMMARYAs the Enlightenment drew to a close, translation had gradually acquired an increasingly important role in the international circulation and transmission of scientific knowledge. Yet comparatively little attention has been paid to the translators responsible for making such accounts accessible in other languages, some of whom were women. In this article I explore how European women cast themselves as intellectually enquiring, knowledgeable and authoritative figures in their translations. Focusing specifically on the genre of scientific travel writing, I investigate the narrative (...) strategies deployed by women translators to mark their involvement in the process of scientific knowledge-making. These strategies ranged from rhetorical near-invisibility, driven by women's modest marginalization of their own public engagement in science, to the active advertisement of themselves as intellectually curious consumers of scientific knowledge. A detailed study of Elizabeth Helme's translation of the French ornithologist François le Vaillant's Voyage dans l'intérieur de l'Afrique [Voyage into the Interior of Africa] allows me to explore how her reworking of the original text for an Anglophone reading public enabled her to engage cautiously – or sometimes more openly – with questions regarding how scientific knowledge was constructed, for whom and with which aims in mind. (shrink)

“I often said before starting, that I had no doubt I should frequently repent of the whole undertaking.” So wrote Charles Darwin aboard The Beagle , bound for the Galapagos Islands and what would arguably become the greatest and most controversial discovery in scientific history. But the theory of evolution did not spring full-blown from the head of Darwin. Since the dawn of humanity, priests, philosophers, and scientists have debated the origin and development of life on earth, and (...) with modern science, that debate shifted into high gear. In this lively, deeply erudite work, Pulitzer Prize–winning science historian Edward J. Larson takes us on a guided tour of Darwin’s “dangerous idea,” from its theoretical antecedents in the early nineteenth century to the brilliant breakthroughs of Darwin and Wallace, to Watson and Crick’s stunning discovery of the DNA double helix, and to the triumphant neo-Darwinian synthesis and rising sociobiology today. Along the way, Larson expertly places the scientific upheaval of evolution in cultural perspective: the social and philosophical earthquake that was the French Revolution; the development, in England, of a laissez-faire capitalism in tune with a Darwinian ethos of “survival of the fittest”; the emergence of Social Darwinism and the dark science of eugenics against a backdrop of industrial revolution; the American Christian backlash against evolutionism that culminated in the famous Scopes trial; and on to today’s world, where religious fundamentalists litigate for the right to teach “creation science” alongside evolution in U.S. public schools, even as the theory itself continues to evolve in new and surprising directions. Throughout, Larson trains his spotlight on the lives and careers of the scientists, explorers, and eccentrics whose collaborations and competitions have driven the theory of evolution forward. Here are portraits of Cuvier, Lamarck, Darwin, Wallace, Haeckel, Galton, Huxley, Mendel, Morgan, Fisher, Dobzhansky, Watson and Crick, W. D. Hamilton, E. O. Wilson, and many others. Celebrated as one of mankind’s crowning scientific achievements and reviled as a threat to our deepest values, the theory of evolution has utterly transformed our view of life, religion, origins, and the theory itself, and remains controversial, especially in the United States (where 90% of adults do not subscribe to the full Darwinian vision). Replete with fresh material and new insights, Evolution will educate and inform while taking readers on a fascinating journey of discovery. (shrink)

According to Aristotle, philosophy had come into being in the VIth century with Thales, just as a mere, disinterested pursuit of truth, a curiosity for great problems which were substantially identical with those which Aristotle himself and his school were now raising. This abstract reading is very similar to that which views Greek poets as inspired by "eternal beauty" or by "art's for art sake" and which is nowadays completely discredited and given up by scholars of the history of (...) literature. Against this view the present text pro-poses a new reading of the "archaic" presocratic scientists: in fact, it is about those "sages" who lived on the bound-aries of the Greek-speaking world before the concentration of such people in Periclean Athens. They were closely linked to their native towns where they held high office; here there oral teaching and the public reading of their texts were followed closely by their fellow citizens. Thus the picture of the "cosmic republic" arises: to the "cosmic monarchy" of Homer and Hesiod a different mythical world succeeds. Here the earth, the sea, the sky, the human body and, generally, the "existing thing", all behave like isonomic towns or like the governing body of these towns. Philosophy will arise later, in Athens of the Vth century. (shrink)

With the publication of Being and Time and Truth and Method philosophical hermeneutics seems to have become the official philosophy of history, with exclusive rights on the questions arising from the fact-of-having-a-past. From now on the epistemological approach of the German historical school, reaching a peak in Dilthey’s thought, is unanimously recognized as definitively overcome, aufheben, by the ontological interrogation of hermeneutics. But, with the same unanimity, it is also recognized that the reasons behind this overcoming and their validity (...) are not readily apparent. For, as it has been shown in the literature, Heidegger’s critique of Dilthey proves to be partial and lacunar, whereas Gadamer’s is straightforwardly ambiguous. Our paper assumes as its first task a re-evaluation of these critiques and of the hypotheses proposed in the literature with regard to what could be the problem with Dilthey’s epistemology. In this sense the paper argues that the problem resides in that the fundamental concepts on which it is based are bound to miss the peculiarity of history by idealizing it and masking the power relations inhabiting it. As a second task, our paper proposes an investigation of whether philosophical hermeneutics itself manages torise to the expectations through which Dilthey’s thought is evaluated. As it will become manifest, the answer to this question is in the negative. That is why, in the end, we will defend the necessity of a post-historicist and post-hermeneutic philosophy of history. (shrink)

This article introduces the Special Issue on ‘Interpretivism and the English School of International Relations’. It distinguishes between what we term the interpretivist and structuralist wings of...

The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to (...) delineate between those from different ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools. (shrink)

Challenging the assumption that the concept of divine action is necessarily paradoxical, on the grounds that God is radically transcendent of finitude, or can perform only a master act of creating and sustaining the universe, Frank Kirkpatrick defends as philosophically credible the Christian conviction that God is a personal Agent who also acts in particular historical moments to further the divine intention of fostering universal community. Kirkpatrick claims that God and the world are distinct realities "together bound" in a (...) mutual relationship of reciprocal historical action. In this relationship, God both acts upon and responds to human beings in specific moments in their history. The implications of this claim for understanding the biblical narrative, the problem of evil, cosmological theories, and the realism of Christian community are pursued. (shrink)

This qualitative study examines the expectations and beliefs parents, students, and teachers have about the teaching of heritage histories in public high schools. Students from three heritage groups, as well as their parents and teachers, were interviewed to shed light on this complex, often silent, relationship. This study is grounded in literature about the purposes of history education, historical distance, and collective memory/heritage, which give shape to and help to explicate some of the more complex issues inherent in (...) the teaching of heritage histories. Participants included four Hmong students, three of their parents, and their teacher in St. Paul, Minnesota; eight Chinese students, nine of their parents, and their teacher in Elmdale, California; and five Jewish students, five of their parents, and their teacher in Maple Lake, Illinois. Findings indicate that the three stakeholder groups believe that the public school history classroom is an appropriate and desired place for heritage histories to be taught. This is complicated, however, by several factors: the placement of the heritage history narratives within larger curricular and mainstream narratives, how the teachers choose to incorporate the heritage narratives into the formal classroom curriculum, and the changing nature of historical and generational distance. (shrink)

This article is based on the premise that the constructed image of the national self is a fundamental criterion shaping the conceptions of history teaching in the Turkish educational system. In this regard, I argue that examining how particular ethno-religious groups are discursively positioned in relation to the idealised self-image can reveal whether and how history textbooks can be revised. Having described the historical and political context for the only curriculum revision occurred in 2013 concerning a non-Muslim community, (...) the Assyrians, the article demonstrates that specific discursive strategies are used to position the Assyrian community in relation to the favourable national self-image, rather than a fixed categorization for non-Muslim communities. Adopting the methodological framework of critical discourse analysis, the author examines the portrayal of the Assyrian community in the secondary school Turkish history textbooks taught over the last three decades and identifies how the topoi of justice and tolerance, as well as allegiance and betrayal allow a particular group to be a member of the larger body of ‘acceptable citizens.’. (shrink)

School choice is most often viewed through the lens of provision: most of the debate on the issue searches for desirable ways to offer vouchers, scholarships or other tools that provides choice as a way to achieve equality and/or freedom. This paper focuses on the consumer side of school choice, and utilises behavioural economics as well as ethnographic and network studies to consider ways to structure choice which respond to actual cognitive and social processes of choice. These empirical studies give (...) scholars and policy-makers who grapple with school choice a perspective that should affect the principled design of these programs as well as their execution. The paper considers the ways in which actual choice processes should affect current visions of school choice. It concludes with recommendations concerning the design of choice sets and the accessibility of information regarding choice, which together can assist school choice policies in better fulfilling their promise of equality and freedom. (shrink)

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

In our current times, educators as a whole—and social studies educators particularly—are facing increased pressures of conservatism and accountability as applied to their curriculum, resulting in excessive test preparation, narrowed curricula, and an inability to prepare students satisfactorily for their lives as adult citizens—factors which are exacerbated in schools of color. While some scholars have proposed the framework for authentic intellectual work (AIW) as a solution to satisfy both accountability pressures and students’ needs beyond schooling while reducing achievement gaps, (...) few have examined classroom teachers with this framework directly. To consider whether the AIW framework stands a chance at successful adoption long term, this study explores several high school world history teachers’ experiences with learning to use authentic intellectual work in a school of color, describes the textures and structures of their experiences through the lens of hermeneutic phenomenology, and makes recommendations for additional research. (shrink)

We take into account two areas of the logical research of the Lvov-Warsaw School. First, we consider a new approach to research in the history of logic introduced and practiced by Łukasiewicz and some of his followers. In this style of doing history of logic, the knowledge of original philosophical and logical texts was combined with competence in modern logic. This method resulted in many important discoveries both in history and in logic and philosophy. At the same (...) time, we pay attention to contemporary historical research devoted to the logic created by the School itself. In this context, we present an overview of the six papers included in the special issue ‘Logic and its History in the Lvov-Warsaw School’. These papers were presented at an international symposium, ‘History in/of the Lvov-Warsaw School’, held in October 2022 in Warsaw, and they cover various aspects of historical-logical and logical achievements of the School. They concern topics from history of ancient logic, history of modern proof theory, and the issues of applying logic to philosophy and theology in the same way as the one implemented at the Lvov-Warsaw School. (shrink)

In _The School of Doubt_ Orazio Cappello presents a study of Cicero’s fragmentary philosophical treatise on sense-perception, the _Academica_, examining the dialogue’s literary, historiographical and theoretical texture.

The article asks why and how Hannah Arendt framed The Human Condition as a history of modern science. It answers that, in telling the history of instrumental rationality and the work of the experim...

This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting (...) materials for philosophy in schools, the making of the Australasian journal, and more recent events. Our purpose is to create further interest in exploring this complex and rich history. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

This book covers the first 500 years of the common era. These years witnessed the revivals of Aristotelianism, Epicureanism, Pyrrhonism, Cynicism, and Pythagoreanism; but by far the most important movement was the revival of Platonism under Plotinus. Here, the historical context of Plotinus is provided including the currents of thought that preceded him and opened the path for him. The presuppositions of the Enneads are made explicit and the thought of Plotinus is reconstructed. The author reorients the expositions of Middle (...) Platonism and neo-Pythagoreanism. He provides a full exposition of Hermeticism and the doctrines of the Chaldean Oracles. He also defends the notion that Philo of Alexandria nourished a Jewish philosophy, not an eclectic mixture. (shrink)

This book covers the first 500 years of the common era. These years witnessed the revivals of Aristotelianism, Epicureanism, Pyrrhonism, Cynicism, and Pythagoreanism; but by far the most important movement was the revival of Platonism under Plotinus. Here, the historical context of Plotinus is provided including the currents of thought that preceded him and opened the path for him. The presuppositions of the Enneads are made explicit and the thought of Plotinus is reconstructed. The author reorients the expositions of Middle (...) Platonism and neo-Pythagoreanism. He provides a full exposition of Hermeticism and the doctrines of the Chaldean Oracles. He also defends the notion that Philo of Alexandria nourished a Jewish philosophy, not an eclectic mixture. (shrink)

The analysis of historical literature allows to consider profoundly the development of national culture and science of the 18th-first half of the 20th centuries and the formation and change of different historical concepts. With the analysis of historical periods that are highlighted in the research, general trends in the changing of paradigms about Russian historical development were concluded, which were translated to mass historical consciousness from the beginning of the 18th century up to 1917. The periods were closely connected with (...) the specific political, historical and economic changes in Russian Empire and with the dominance of certain textbooks during this time. The books were selected because of a number of factors: their inclusion to the school curriculum, the number of publications, the equal number of textbooks devoted to different historical periods. For the analysis were used 19 textbooks, schoolbooks for different courses of secondary schools and primary schools. All the sources of educational literature were grouped into two concepts - officially-state and the liberal. Each publication was highlighted the dominant concept as a base for the whole textbook. There is also a characteristic of the concepts that are presented chronologically. The analysis represents school history books as an important source for the formation of state policy in the representing of Russian history, and, that is more important, for creation of the concept of the state of Russian history. (shrink)

Using mainly historical material fromAustralia, the paper seeks to understand earlyforms of school physical training, sport andmedical inspection as specialised means ofschooling bodies. The study adopts a socialepistemological perspective in seeking tounderstand the meaning-in-use of notions suchas physical training. It explores the socialconsequences of the practices carried out inthe name of physical training, particularly inrelation to shifts in the social regulation ofbodies over time from a mass, externalised, andcentralised form to a relatively moreindividualised, internalised and diffuse form.This focus on the (...) body is of key importance fora social epistemological study of physicaleducation because it forces us to look closelyat the practices constituting physicaleducation. (shrink)

Reale (history of ancient philosophy, Catholic U. of Milan) covers the first 500 years of the common era.