ABSTRACT This article examines the vision of democracy evolved by Theobald Wolfe Tone, a leading thinker within in the Society of United Irishmen and an iconic figure in Irish history. Focusing on 1790–1792, it argues that Tone embraced democracy early, though his pragmatism ensured that he continued to work for goals short of his ideal. Through reading Tone’s works in the context of his actions, it suggests that his vision of democracy was heavily influenced by the confessional nature of the (...) Irish state and sectarianism within Irish society, and that it extended far beyond political reform to a belief in the need to reshape Ireland’s society and economy in the interests of the lower and middle orders. Tone emerges as a truly revolutionary figure. In re-examining this crucial period for Tone’s political thought, we gain a clearer understanding of the politics of the United Irishmen, and of Irish events in the 1790s, their relationship to events abroad, and of the origins of democratic thought and practice in Ireland. (shrink)

The current prominent influence of the theories of L. S. Vygotsky on studies of education, particularly of pedagogic practice, requires a re-examination. The dominance of deficient editions of his writings has had regrettable consequences such as a misplaced reading of the 'zone of proximal development'. The publication of his recent, albeit incomplete, "Collected Works" in English affords an opportunity to reassess Vygotsky's work. Potential areas for such rethinking include: a comparison between his work and influence with that of Piaget; Vygotsky's (...) own epistemology and methodology; and the relevance of his approach to contemporary concerns. (shrink)

This article is an exploration of a democratic school where the author spent several years researching and engaging with teachers and students while investigating the practice of Philosophy for/with Children (P4C) within Irish Educate Together schools. I offer an account of how teachers in these contexts seek to reconcile and harmonise their P4C practice with their own educational and democratic outlooks. These perspectives were uncovered through a ‘lived enquiry’ study involving deep immersion in the day-to-day life of a school as (...) a researcher and P4C practitioner. Teachers seeking to reconcile their practice with their views in this context resulted in the children in their classrooms learning through democratic processes, where democracy is not merely prescribed, but instead becomes a way of life. By drawing upon excerpts of teacher interview data from my doctoral studies, I suggest that there is a ‘rough ground’ of practice where diverse and unique perspectives can be revealed when lived, deeply immersive and sensitive approaches are taken towards practitioners and their communities. The intertwining of Educate Together and P4C philosophies of education is explored, with particular emphasis on the notion of child-centredness, dialogue and philosophical enquiry with children. Expanding on the democratic educational ideas of Biesta and Fielding, I argue that there is a deeply contextual and philosophically compelling connection between teachers engaging in P4C, the atmosphere or environment in which dialogue with children can occur and a different understanding of democracy through education that may result. (shrink)

In the media and communications field, research investigating the digital media engagements of very young children at home has largely been restricted to survey methods relying on parental self-reports. Recognizing that qualitative approaches can provide insights in families’ practices, values, and attitudes, we argue for the fruitfulness of an ethnographic perspective, drawing on three cases from the project “A Day in the Digital Lives of children 0–3;” two in Sweden and one in England. Using the concept of methodological responsibility, we (...) argue that methodology and ethics are intrinsically entwined. We offer reflections on dilemmas and challenges involved in our participatory work with children under three and their families, bringing attention to such issues as ensuring initial and ongoing consent, using a video camera in the home and data sharing and dissemination. Building trust in such sensitive work is a complex process but the rewards are considerable. (shrink)

According to the Social Security Administration, 98% of minor children are eligible to receive survivors benefits if a working parent dies. However, the eligibility of children born, and even conceived, after a working parent dies is less clear. In recent years, the Social Security Administration has received more than 100 applications for survivors benefits filed on behalf of children conceived after a parent's death, and one such case, Astrue v. Capato, was heard by the U.S. Supreme Court in 2012. In (...) that case, whether the child is eligible to inherit under state intestacy law was accepted as a reasonable — and is a common — approach for determining eligibility for Social Security survivors benefits. The purpose of this study is to examine attitudes concerning access to Social Security survivors benefits in the context of various reproductive pathways and varying state intestacy laws. (shrink)

Most minor children are eligible for Social Security survivors benefits if a wage-earning parent dies, but eligibility of children not in utero at the time of death is more nuanced. The purpose of this study was to examine attitudes concerning access to Social Security survivors benefits in the context of posthumous reproduction. A probability sample of 540 Florida households responded to a multiple-segment factorial vignette designed to examine the effects of state intestacy laws and five reproductive pathways – normative, posthumous (...) birth, cryopreserved embryo, cryopreserved gametes, and posthumous gamete retrieval – on attitudes toward eligibility for the Social Security survivors benefits. Broad support was found for the survivors benefits following normative and posthumous birth pathways, but attitudes were decidedly less favorable when the child was not in utero at the time of parental death. In addition, in stark contrast to the recent U.S. Supreme Court decision in Astrue v. Capato, the vast majority of respondents did not believe state intestacy laws should determine eligibility for Social Security survivors benefits. (shrink)

In this paper I provide an interpretative reading Spencer and Gillen. What is read depends in part on what one is looking for, on the purposes for which it is being read, and, what is there to be read depends partly on the audiences that the author has in. I provide a critique of social Darwinist and post-colonial readings of their work. I employ the concept of a motivating theme, which can be applied to segments of the text, which (...) share a common purpose. The themes reflect the ways in which different scholars — historians and anthropologists — have read into the text. I will consider three categories of motivating themes: general contextualisations, ethnographic descriptions, and explanations of data. My discussion of their explanatory approach is centred on their analysis of ritual performances. The accounts of the rituals are not just unanalysed ethnography but are ordered by relating ritual event to social organisation. The centrality of ritual to Aboriginal society has contributed to the lasting impact of their work. (shrink)

productive Traditions in Ancient Egypt: Proceedings of the Conference Held at the University of Liège, 6th–8th February 2013. Edited by Todd Gillen. Aegyptiaca Leodiensia, vol. 10. Liege: Presses Universiraires de Liège, 2017. Pp. v + 621. €74.

In this paper, I discuss rape myths and mythologies, their negative effects on rape and sexual assault complainants, and how they prejudicially construct women qua women. The backdrop for the analysis is the Belfast Rugby Rape Trial, which took place in 2018. Four men, two of whom were well-known rugby players, were acquitted of rape and sexual assault in a nine-week criminal trial that dominated local, national and international attention. The acquittal resulted in ‘I Believe Her’ rallies and protests across (...) Northern Ireland. Of concern were the deeply sexist and misogynistic text exchanges among the acquitted about the complainant and women more generally. One month after the trial, the Criminal Justice Board of Northern Ireland commissioned an independent review of the arrangements to deliver justice in cases of serious sexual offences. The Gillen Review proposed 16 key recommendations, among them measures to dispel rape myths and the role that Relationship and Sex Education in schools could play in combatting these myths. I will explore these issues using Miranda Fricker's construction of epistemic injustice. I argue that there is little appreciation of the profound impact that routine testimonial injustice—where the credibility of a speaker is deflated or undermined on account of her social identity—can have on the wellbeing of speakers and how it ramifies with other forms of injustice. To illustrate, I draw on neurological explanations to show why attributions of sexual consent are unjustly sustained in cases of rape and sexual assault. (shrink)

Can the so-ca\led first incompleteness theorem refer to itself? Many or maybe even all the paradoxes in mathematics are connected with some kind of self-reference. Gбdel built his proof on the ground of self-reference: а statement which claims its unprovabllity. So, he demonstrated that undecidaЬle propositions exist in any enough rich axiomatics (i.e. such one which contains Peano arithmetic in some sense). What about the decidabllity of the very first incompleteness theorem? We can display that it fulfills its conditions. That's (...) why it can Ье applied to itself, proving that it is an undecidaЬle statement. It seems to Ье а too strange kind of proposition: its validity implies its undecidabllity. If the validity of а statement implies its untruth, then it is either untruth (reductio ad absurdum) or an antinomy (if also its negation implies its validity). А theory that contains а contradiction implies any statement. Appearing of а proposition, whose validity implies its undecidabllity, is due to the statement that claims its unprovability. Obviously, it is а proposition of self-referential type. Ву Gбdel's words, it is correlative with Richard's or liar paradox, or even with any other semantic or mathematical one. What is the cost, if а proposition of that special kind is used in а proof? ln our opinion, the price is analogous to «applying» of а contradictory in а theory: any statement turns out to Ье undecidaЬ!e. Ifthe first incompleteness theorem is an undecidaЬ!e theorem, then it is impossiЬle to prove that the very completeness of Peano arithmetic is also an tmdecidaЬle statement (the second incompleteness theorem). Hilbert's program for ап arithmetical self-foundation of matheшatics is partly rehabllitated: only partly, because it is not decidaЬ!e and true, but undecidaЬle; that's wby both it and its negation шау Ье accepted as true, however not siшultaneously true. The first incompleteness theoreш gains the statute of axiom of а very special, semi-philosophical kind: it divides mathematics as whole into two parts: either Godel шathematics or Нilbert matheшatics. Нilbert's program of self-foundation ofmatheшatic is valid only as to the latter. (shrink)

_Humanizing Education_ offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the _Harvard Educational Review_ carries readers to places where people have first imagined—and then organized—their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, (...) Valerie Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. (shrink)