Studdert-Kennedy, Gerald, Evidence and Explanation in Social Science. ... Kauffman, Stuart, "Articulation of Parts Explanation in Biology and the Rational ...

One day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating,_ What Is Education?_ is a profound philosophical exploration of how we transmit knowledge in human society and how (...) we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, _What Is Education?_ is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people. (shrink)

Bibliography of works in experimental philosophy.

Some properties are causally relevant for a certain effect, others are not. In this paper we describe a problem for our understanding of this notion and then offer a solution in terms of the notion of a program explanation.

Expressivists hold that ethical sentences express attitudes. We argue that it is very hard for expressivists to give an account of the relevant sense of 'express' which has some plausibility and also delivers the kind of noncognitivist account of ethical sentences they affirm. Our argument draws on Locke's point that words are voluntary signs.

It turned out that there was no phlogiston, no caloric fluid, and no luminiferous ether. Might it turn out that there are no beliefs and desires? Patricia and Paul Churchland say yes} We say no. In part one we give our positive argument for the existence of beliefs and desires.

Coauthored by Philip Kitcher, deals critically with the view – whose most influential proponent is Bas van Fraassen – that the traditional problems of scientific explanation can be resolved by means of pragmatic considerations alone. This approach, elaborated in 1980 in The Scientific Image, has found much favor among philosophers of science. As this chapter reveals, however, the traditional problems do not disappear when the resources of pragmatics are brought to bear. The authors show that if van Fraassen introduces (...) constraints that allow him to avoid the “anything goes” theory of explanation, then he must face what he would regard as the unacceptable supposition that there is an objective virtue of theories distinct from their saving of the phenomena. (shrink)

ONE way t0 defend narrow content is to produce a sentence 0f the form ‘S believes that P’, and show that this sentence is true 0f S if and 0nly if it is true 0f any duplicate from the skin in, any doppclgangcr, of S. N0toriously, this is hard to d0. Twin Earth examples are pervasivc.1 Another way to defend narrow content; is t0 show that Only 2. narrow notion can play thc causal explanatory r01c we require 0f contcnt in (...) 2. properly scicntiicm psychology 0r cognitive science. Notoriously, this is hard t0 d0. The considerations—mcthod010gicaI solipsism, the principle 0f autonomy, 0r what:cvcr—invokcd to show that a broad notion 0f content cannot.. (shrink)

We respond to Mark van Roojen's discussion of our 'Moral Functionalism and Moral Motivation', "Philosophical Quarterly", 45 (January, 1995): 20-40. There we assumed that ethical language makes claims about how things are and sought to make plausible under this assumption a view of moral language modelled on David Lewis's treatment of theoretical terms. Van Roojen finds the idea of treating ethical terms as theoretical terms attractive but doubts that we 'have succeeded in offering a reduction of evaluative properties to natural (...) properties'. Our reply turns on what we learn from the supervenience of the ethical on the descriptive. (shrink)

Experimental philosophy is a new interdisciplinary field that uses methods normally associated with psychology to investigate questions normally associated with philosophy. The present review focuses on research in experimental philosophy on four central questions. First, why is it that people's moral judgments appear to influence their intuitions about seemingly nonmoral questions? Second, do people think that moral questions have objective answers, or do they see morality as fundamentally relative? Third, do people believe in free will, and do they see free (...) will as compatible with determinism? Fourth, how do people determine whether an entity is conscious? (shrink)

This edition brings Dewey's educational theory into sharp focus, framing his two classic works by frank assessments, past and present, of the practical applications of Dewey's ideas. In addition to a substantial introduction in which Philip W. Jackson explains why more of Dewey's ideas haven't been put into practice, this edition restores a "lost" chapter, dropped from the book by Dewey in 1915.

Background:The ability to save the life of an extremely premature baby has increased substantially over the last decade. This survival, however, can be associated with unfavourable outcomes for both baby and family. Questions are now being asked about quality of life for survivors of extreme prematurity. Quality of life is rightly deemed to be an important consideration in high technology neonatal care; yet, it is notoriously difficult to determine or predict. How does one define and operationalise what is considered to (...) be in the best interest of a surviving extremely premature baby, especially when the full extent of the outcomes might not be known for several years?Research question:The research investigates the caregiving dilemmas often faced by neonatal nurses when caring for extremely premature babies. This article explores the issues arising for neonatal nurses when they considered the philosophical and ethical questions about quality of life in babies ≤24 weeks gestation.Participants:Data were collected via a questionnaire to Australian neonatal nurses and semi-structured interviews with 24 neonatal nurses in New South Wales, Australia.Ethical considerations:Ethical processes and procedures have been adhered to by the researchers.Findings:A qualitative approach was used to analyse the data. The theme ‘difficult choices’ was generated which comprised three sub-themes: ‘damaged through survival’, ‘the importance of the brain’ and ‘families are important’. The results show that neonatal nurses believed that quality of life was an important consideration; yet they experienced significant inner conflict and uncertainty when asked to define or suggest specific elements of quality of life, or to suggest how it might be determined. It was even more difficult for the nurses to say when an extremely premature baby’s life possessed quality. Their previous clinical and personal experiences led the nurses to believe that the quality of the family’s life was important, and possibly more so than the quality of life of the surviving baby. This finding contrasts markedly with much of the existing literature in this field.Conclusion:Quality of life for extremely premature babies was an important consideration for neonatal nurses; however, they experienced difficulty deciding how to operationalise such considerations in their everyday clinical practice. (shrink)

JP argue that expressivists must admit that becoming competent with ethical utterances involves learning to make them only when one believes one has the relevant attitude. For expressivists hold that communicating our attitudes is the function of ethical utterances, in which case sincerity demands that we not utter an ethical sentence unless we believe we have the relevant attitude. So (b) is false, as long as we suppose that this commitment, as reflected in well-entrenched and clear-cut (henceforth, 'robust' abbreviates 'well-entrenched (...) and clear-cut') conventions, means that ethical utterances express one's belief that one has the relevant attitude. This, in turn, means that (a) is false, if we grant that a belief expressed in virtue of such conventions provides the utterance's truth-conditions. (shrink)

Improved life sustaining technology in the neonatal intensive care unit (NICU) has resulted in an increased probability of survival in extremely premature babies. Miracle baby stories in the popular press are a regular occurrence and these reports are often the first source from which the general public learn about extremely premature babies. The research from which this paper is drawn sought to explore the care‐giving and ethical dilemmas of neonatal nurses when caring for extremely premature babies 24 weeks gestation and (...) less. This current paper aims to outline the views of neonatal nurses on miracle baby stories in the media. Data were collected via a questionnaire to 760 Australian neonatal nurses with 414 returned, representing a response rate of 54.4%. Narrative was collected from semi‐structured interviews with 24 experienced neonatal nurses in NSW, Australia. A qualitative approach utilising thematic analysis was utilised to analyse the data. The theme the myth of the miracle baby is seen as generating myths and unrealistic expectations on the part of vulnerable families and the public. Neonatal nurses, as the primary caregivers for tiny babies and their families, viewed popular media publications with suspicion, believing published reports to be incomplete, inaccurate and biased towards the positive. (shrink)

This study seeks to examine Umberto Eco's views of the key ideas in John Dewey's Art as Experience. Eco's proferred suggestion of transactional psychology as a corrective to Dewey's views is criticized as a misreading of Dewey's position.

This chapter contains sections titled: A Biographical Sketch Dewey's Early Works Dewey's Chicago Years of Transition Dewey's Middle Period Dewey's Later Period Dewey's Pragmatism.

The world of John Dewey scholarship recently lost one of its most thoughtful contributors, and teachers of all kinds lost one of their most passionate and committed advocates. Philip W. Jackson was born in 1928 in Vineland, New Jersey, a locale known historically for its excellent grape-growing soil and veterinarian Arthur Goldhaft’s famous pledge to “put a chicken in every pot.” Jackson’s adoptive parents were, appropriately enough, chicken farmers, and, as the story goes, they noticed early on (...) his indisputable knack for singing and poetry recitation. Feeling very at home on the stage, the plucky six-year-old even tried his hand as a vaudevillian, performing a snake charmer act between reels at.. (shrink)