In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to a (...) discussion of methods in education. (shrink)

In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are (...) both separated and yet prerequisites for each other and point to some educational consequences of this way of thinking. To build this argument I draw on selected aspects of the philosophy of Hanna Arendt, Leo Strauss and John Dewey. (shrink)

This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. (...) This concept controverts a number of major educational concepts, i.e. concepts such as causality, autonomy, subjectivity and originality. In other words, it allows us to take a fresh look at old concepts. Finally, I relate the discussion to a number of recent theories of learning. (shrink)

In this essay, I argue that education should be conceived of as a thing in itself. To lift this view, I present aspects of Graham Harman’s philosophy, a speculative realism that can be seen as a radical break with social constructivism and similar approaches. Next, I attempt to outline a rough sketch of an educational “thing”, drawing on concepts such as protection, love, swarm, tension and shadow. Finally, I briefly discuss some implications of this vision for philosophy of education. In (...) particular, I think that my discussion point to philosophy of education as the basic discipline in an educational science. (shrink)

In this paper, I work out a five-stringed criticism of John Hattie’s theory of Visible Learning. First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are problems with the dependent variable, learning, i.e. the effect of a given intervention. Thirdly, I show that Hattie's theory belongs to the radical constructivist paradigm. Thus, the problems of constructivism, i.e. problems of normativity and the outside world, walks directly into Hattie’s concept (...) of teaching, resulting in a double breakdown of the essence of teaching. Fourth, I argue that Hattie’s concept of feedback has a centralizing trend which ultimately has the potential to transform the country’s educational activities into a big hierarchical and data-driven organism. Finally, I show that Hattie’s reference to Karl Popper’s theory of “three worlds” is based on a highly problematic reading, where Popper’s objective world is reduced to a subset of a radical subjectivity. (shrink)

Is Gert Biesta is a philosopher of Bildung? The answer is “both yes and no. First I argue that Biesta's philosophy is based on a denial of the concept of Bildung, and that he, by the very nature of...

This latest volume in the acclaimed Ruffin Series in Business Ethics brings together the contributions to the annual Ruffin Lecture series, in which some of the leading scholars in business ethics addressed the question: Can business, and business education, be considered one of the humanities, or is it in a class by itself? At a time when business is coming under attack for its apparent transgressions, this book iluminates the special values that inhere in the business world. Arguing all sides (...) of the issue, the distinguished contributors include Richard DeGeorge, Ronald Green, Thomas Dunfee, Robert Solomon, Edwin Hartman, Peter French, Patricia Werhane, Clarence Walton, W. Michael Hoffman, David Fedo, Kenneth Andrews, Joanne Ciulla, Manuel Velasquez, and George Brenkert. The editors contribute an informative Introduction and an Epilogue to set the debate in its proper context. (shrink)

A translation based on the Latin text of the Leonine edition. The Quaestiones Disputatae de Veritate constitutes Aquinas's most extended treatment of any single topic. Volume I discusses the nature of truth and divine and angelic intellects. Volume II deals with truth and human intellect. Volume III investigates the operation of the will.

This article presents a new set of analytical tools for understanding competing conceptions of political membership. Controversies concerning nationality and citizenship are often seen as products of conflict between `civic' and `ethnic' visions. However, the conceptual roots of current discussions and disagreements about political membership are actually more complicated than this might suggest. After examining the dichotomy of civic and ethnic and its limitations, this article identifies five competing ways of understanding the meaning of belonging to, or being a citizen (...) of, a given polity. Political membership may be understood and discussed as a matter of descent from common biological ancestors, cultural attachment, or identification with particular political principles. Alternatively, it may also be imagined either as an exchange of rights for duties or as a benefit granted to those contributing materially to the community. Each of these conceptions figures significantly in current political and intellectual discussions of citizenship and nationality. The typology may also prove applicable to new kinds of debates about global citizenship. (shrink)

A quick look at what is happening in the corporate world makes it clear that the stakeholder idea is alive, well, and flourishing; and the question now is not “if ” but “how” stakeholder theory will meet the challenges of its success. Does stakeholder theory’s “arrival” mean continued dynamism, refinement, and relevance, or stasis? How will superior stakeholder theory continue to develop? In light of these and related questions, the authors of these essays conducted an ongoing dialogue on the current (...) state and future of stakeholder thinking. Beginning with a review of research and theory that has developed since the majorstakeholder theorizing efforts of the 1990s, the authors individually offer their perspectives on the key issues relevant today to stakeholder thinking, and to suggest possible approaches that might lead toward and enable the continuing development of superior stakeholder theory. (shrink)

We present a model of steady state solute and water reabsorption along the rat proximal tubule. Major co-and counter-transport systems in the apical and basolateral cell membranes are described using kinetic descriptions based on data from the flows and solute concentrations along the length of the proximal tubule as a function of filtration rate and peritubular solute concentrations. We show that for many aspects of proximal tubule transport physiology this kinetics-based model is an adequate representation of the mammalian proximal tubule.