T W Moore; Education and the Ethics of Discrimination, Journal of Philosophy of Education, Volume 15, Issue 2, 30 May 2006, Pages 235–240, https://doi.org/10.11.

T W Moore; Punishment and Education, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 29–34, https://doi.org/10.1111/j.1467-9752.1967.t.

T W Moore; Punishment and Education, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 29–34, https://doi.org/10.1111/j.1467-9752.1967.t.

The article reconsiders the nature and location of science in the development of genetic classification. Drawing on field studies of medical genetics, we explore how patient categorization is accomplished in between the clinic and laboratory. We focus on dysmorphology, a specialism concerned with complex syndromes that impair physical development. We show that dys-morphology is about more than fitting patients into prefixed diagnostic categories and that diagnostic process is marked by moments of uncertainty, ambiguity, and deferral. We describe how different forms (...) of evidence are brought into play and how patterns of physical features are identified as genetic or not. We suggest that clinical categorical work helps articulate the genetic as an emergent domain of medical classification and that moments of ambiguity and deferral create an imperative space that helps legitimate the need for more technoscience, and consequently, more clinical judgment with which to fix the genetic future. (shrink)

A large body of research has examined the relationship between moral intensity (MI) and the four‐component model of morality, typically, by separating MI into its constituent dimensions and regressing them individually against the four‐component model. This approach, however, violates the definition of MI as a single construct. To correct this problem, we develop and test a model of the impact of MI as a single, 6‐item formative construct. We find that when MI is taken into account, moral recognition is not (...) significant. MI does, however, serve as a strong trigger for judgment. We also determine that splitting MI into multiple factors does not significantly affect the results, confirming the assertion that MI is a single, coherent construct. (shrink)

Cognitive Development and Acquisition of Language.

Little research has explored the perceptions of military medical providers in the deployed environment and how their perceptions may change over time across an extended military conflict. To our knowledge, no studies have examined military medical providers’ opinions on readiness for their roles in the post-9/11 contingency operations. What has been published indicates that, during the height of Operation Iraqi Freedom, military medical providers often deployed with little notice and minimal formal training. The present report examines data obtained from multiple (...) cohorts of military medical providers (N = 321) deployed to Iraq between 2005 and 2009. Despite varying degrees of support from the U.S. public, our findings indicate that U.S. Air Force military medical providers’ support for the people of Iraq, their belief in the mission, and their ability to influence change did not vary with time. (shrink)

This is a book about the philosophy of Henri Bergson which shows how relevant Bergson is to much contemporary philosophy. The book takes as its point of departure Bergson's insistence on precision in philosophy. It then discusses a variety of topics including laughter, the nature of time as experienced, how intelligence and language should be construed as a pragmatic product of evolution, and the antinomies of reason represented by magic and religion. This is not just another exposition of Bergson's work. (...) It offers an account of why Bergson commanded such a massive reading public in his own day and why he deserves to be read now. Written in a terse and clear style, this book will prove appealing to teachers and students of philosophy, cognitive science, psychology, religious studies and literature. (shrink)

This book comes strongly to the defence of educational theory and shows that it has a structure and integrity of its own. The author argues that the validity of educational theory may best be judged in terms of the various assumptions made in it. His argument is illustrated by a review and critique of some particularly influential theories of education: those of Plato, Rousseau, James Mill and John Dewey. He stresses the need for an on-going, contemporary, general theory of education (...) and examines the ways in which the disciplines of psychology, sociology and philosophy can contribute to a general theory of this kind. (shrink)

Philosophy and philosophy of education Introduction This book sets out to give a brief and elementary introduction to philosophy of education, a specialised ...

T W Moore; Education and the Ethics of Discrimination, Journal of Philosophy of Education, Volume 15, Issue 2, 30 May 2006, Pages 235–240, https://doi.org/10.11.

David Hamilton is a leader in the American institutionalist school of heterodox economics that emerged after WWII. This volume includes 25 articles written by Hamilton over a period of nearly half a century. In these articles he examines the philosophical foundations and practical problems of economics. The result of this is a unique institutionalist view of how economies evolve and how economics itself has evolved with them. Hamilton applies insight gained from his study of culture to send the message that (...) human actions situated in culture determine our economic situation. David Hamilton has advanced heterodox economics by replacing intellectual concepts from orthodox economics that hinder us with concepts that help us. In particular, Hamilton has helped replace equilibrium with evolution, make-believe with reality, ideological distortion of government with practical use of government, the economy as a product of natural law with the economy as a product of human law and, last, he has helped us replace the entrepreneur as a hero with the entrepreneur as a real person. These articles provide an alternative to the self-adjusting market. They provide an explanation of how the interaction of cultural patterns and technology determine the evolutionary path of the economic development of a nation. This is not a simple materialist depiction of economic history as some Marxists have advocated, instead Hamilton treats technology and culture as endogenous forces, embedded and inseparable from each other and therefore, economic development. This volume will be of most interest and value to professional economists and graduate students who are looking for an in-depth explanation of the origins and significance of institutional economics. (shrink)

T W Moore; Punishment and Education, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 29–34, https://doi.org/10.1111/j.1467-9752.1967.t.

This volume provides an introduction to the philosophy of education, which will enable students meeting the subject for the first time to find their way among the many specialized volumes. It deals in a non-technical way with the more important issues raised in a philosophical approach to education, and gives a clear idea of the scope of the subject. After discussing different theories of the aims of education, whether mechanistic or organic, the author addresses practical issues - for example, about (...) the curriculum, the distinction between education and indoctrination, the role of authority and discipline, and the place of religious and moral teaching. Finally he deals with some important aspects of education and the influence of different political structures on the philosophy of education. (shrink)