This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding of what has been done and (...) what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

ABSTRACT: This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approxim-ately, the last three decades, we seek to develop a clearer understanding of what has been done (...) and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

Journal of Philosophy of Education, EarlyView.

The primary appeal of stakeholder theory in business ethics derives from its promise to help solve two large and often morally difficult problems: (1) how to manage people fairly and efficiently and (2) how to determine the extent of a firm's moral responsibilities beyond its obligations to enhance its profits and economic value. This article investigates a variety of conceptual quandaries that stakeholder theory faces in addressing these two general problems. It argues that these quandaries pose intractable obstacles for stakeholder (...) theory which prevent it from delivering on its large promises. Acknowledging that various versions of stakeholder theory have made a contribution in elucidating the complex nature of firms and business decision making, the article argues that it is time to move on. More precise explications of the nature of modern firms focusing on the application of basic moral principles to different business contexts and situations are likely to prove more accurate and useful. (shrink)

One challenge posed by climate change education is that, despite the scientific consensus on human induced climate change, the issue is controversial and politicised. A recent poll conducted in the USA revealed that 45% of respondents did not believe that human activity is a key cause of climate change, while 8.3% denied that climate change was occurring at all. The poll also found that those with conservative political beliefs were far more likely to deny anthropogenic climate change. The controversial nature (...) of climate change is a double-edged sword for educators—offering both benefits and risks. Controversial topics can be engaging for students, allowing them to critically examine competing perspectives, justify opinions and, thus, develop and practice critical thinking skills. On the other hand, they may provoke classroom conflict and expose teachers to backlash from students, parents, colleagues or even members of the public, including accusations of indoctrination. This risk has resulted in some teachers adopting problematic approaches to teaching about climate change, such as presenting students with an impartial account of ‘both sides’ of the debate. Some climate change sceptics groups have even developed their own curriculum materials and lobbied for their implementation in schools in order to provide students with a ‘balanced’ account of the issue. These problems, and suggestions for overcoming them, are explored by several papers in this special issue. (shrink)

The Handbook of Implicit Cognition and Addiction features the work of an internationally renowned group of contributing North American and European authors who ...

This study locates what is happening to teachers' work in the global economy. Two case studies show how teachers are simultaneously experiencing significant changes to their work, and responding in ways that actively shape these process.

American undergraduates rated masculinity, femininity, and likability of two men from a videotaped interaction. Participants were informed that both men were cat persons, dog persons, heterosexual, adopted, or gay, or were unlabeled. Participants rated the men less masculine when cat persons than when dog persons or unlabeled, and less masculine and more feminine when gay than when anything else or unlabeled. The more masculine man received lower feminine ratings when a dog person than when a heterosexual, and higher masculine ratings (...) when a dog person than when unlabeled. Labels did not affect likability. Overall, the gay label consistently promoted cross-gender attributions, the dog person label encouraged somewhat heightened gender-appropriate attributions, and the cat person label allowed for normative attributions. (shrink)

Cortical color blindness, or cerebral achromatopsia, has been likened by some authors to ''blindsight'' for color or an instance of ''covert'' processing of color. Recently, it has been shown that, although such patients are unable to identify or discriminate hue differences, they nevertheless show a striking ability to process wavelength differences, which can result in preserved sensitivity to chromatic contrast and motion in equiluminant displays. Moreover, visually evoked cortical potentials can still be elicited in response to chromatic stimuli. We suggest (...) that these demonstrations reveal intact residual processes rather than the operation of covert processes, where proficient performance is accompanied by a denial of phenomenal awareness. We sought evidence for such covert processes by conducting appropriate tests on achromatopsic subject M.S. An ''indirect'' test entailing measurement of reaction times for letter identification failed to reveal covert color processes. In contrast, in a forced choice oddity task for color, M.S. was unable to verbally indicate the position of the different color, but was surprisingly adept at making an appropriate eye movement to its location. This ''direct'' test thus revealed the possible covert use of chromatic differences. (shrink)

Mrs. F, seventy‐five, was diagnosed with Alzheimer's. She and her spouse often discussed how to handle the progression of the disease. She was adamant about not coming to the point where she would be unable to recognize herself, her husband, or their son and daughter. The manner she chose was voluntarily stopping eating and drinking (VSED), and she chose a specific date on which to carry out her plan. She asked her husband to promise, should she ever waver and request (...) nutrition or hydration, to remind her of the reasons she had chosen for pursuing this path.Mrs. F's ability to function was beginning to wax and wane. Sometimes she was her old self, and sometimes she had no recollection of her past identity. After she voluntarily stopped eating and drinking, the couple's promise created a dilemma for her professional caregivers. She asked for food and drink. Her husband and family reminded her of the reasons she had chosen VSED: “Remember, you didn't want to live in a nursing home, and you didn't want us to be responsible for caring for you at home. You believe that stopping eating and drinking will allow you to die with dignity.” Although they also asked Mrs. F, “What do you want to do?” the family asked the professional caregivers to respect her original choice to stop eating and drinking. Mrs. F still evidenced decision‐making capacity but often did not recall having chosen VSED. She again requested food and drink, from family and the professional caregivers.Can VSED be carried out for a patient whose advanced dementia makes disciplined voluntary action difficult? (shrink)

This book is a major contribution to the history of analytic philosophy in general and of logical positivism in particular. It provides the first detailed and comprehensive study of Rudolf Carnap, one of the most influential figures in twentieth-century philosophy. The focus of the book is Carnap's first major work: Der logische Aufbau der Welt. It reveals tensions within the context of German epistemology and philosophy of science in the early twentieth century. Alan Richardson argues that Carnap's move to (...) philosophy of science in the 1930s was largely an attempt to dissolve the tension in his early epistemology. This book fills a significant gap in the literature on the history of twentieth-century philosophy. It will be of particular importance to historians of analytic philosophy, philosophers of science, and historians of science. (shrink)

The relationship between religiosity and ethical behavior at work has remained elusive. In fact, inconsistent results in observed magnitudes and direction led Hood et al. (The psychology of religion: An empirical approach, 1996 ) to describe the relationship between religiosity and ethics as “something of a roller coaster ride.” Weaver and Agle (Acad Manage Rev 27(1):77–97, 2002 ) utilizing social structural versions of symbolic interactionism theory reasoned that we should not expect religion to affect ethical outcomes for all religious individuals; (...) rather, such a relationship likely depends on specific religious attitudes including religious motivation orientation (intrinsic RMO vs. extrinsic RMO), perceived sacred qualities of work (job sanctification), and views of God (VOG, loving vs. punishing). We examined the effects of these three religious attitudes on participants’ judgments of 29 ethically questionable vignettes. Consistent with symbolic interactionism theory, intrinsic RMO and having a loving view of God were both negatively related to endorsing ethically questionable vignettes, whereas extrinsic RMO was positively related to endorsing the vignettes. Unexpectedly, job sanctification was positively related to endorsing the vignettes. However, both intrinsic and extrinsic RMO moderated this relationship such that sanctifying one’s job was related to ethical judgments only for those who were: (a) low in intrinsic RMO or (b) high in extrinsic RMO. We reasoned based on symbolic interactionism theory that intrinsically motivated participants, in contrast to extrinsically motivated participants, may have utilized their religious beliefs as a guiding framework in making ethical judgments. (shrink)

Hans Reichenbach was a formidable figure in early-twentieth-century philosophy of science. Educated in Germany, he was influential in establishing the so-called Berlin Circle, a companion group to the Vienna Circle founded by his colleague Rudolph Carnap. The movement they founded—usually known as "logical positivism," although it is more precisely known as "scientific philosophy" or "logical empiricism"—was a form of epistemology that privileged scientific over metaphysical truths. Reichenbach, like other young philosophers of the exact sciences of his generation, was deeply impressed (...) by the far-reaching changes in physics brought about by Einstein's special and general theories of relativity. Reichenbach responded to scientific advances by doing fundamental work in space-time theories, in quantum mechanics, in statistical mechanics, and in the development of probability theory—making him the most important philosopher of physics in the first generation of logical empiricism. Forced from his academic position by the Nazi race laws in 1933, Reichenbach wrote _Experience and Prediction_ at the University of Istanbul, where had had fled, expressly to introduce logical positivism to English speakers. In the two decades following World War II, during the explosion of scientific advances in North America, logical positivism was the reigning theory of the philosophy of science and Reichenbach was at the peak of his career. But, inevitably, support for logical positivism began to wane as it became obvious that the justification of scientific theories could not be entirely resolved by relying on strictly formal, technical processes. The growth of the discipline of the history of philosophy of science, which has created an audience of scholars eager for seminal classics in scientific philosophy, and the evidence supporting a historicist paradigm within logical positivism are two important reasons to make _Experience and Prediction_ available once again. "Hans Reichenbach's_ Experience and Prediction_ is one of the most important books in twentieth-century philosophy of science. Its author was, along with Rudolf Carnap, one of the two principal ambassadors to North America of the exciting new European philosophical movement known here under the names 'Logical Positivism' and 'Scientific Philosophy.' In 1938, when the book was published, Reichenbach was an exile from his native Germany, teaching in Istanbul, Turkey, and about to emigrate to the United States to take up a prestigious position at UCLA. He wrote_ Experience and Prediction_ in English as his calling card to his new American colleagues. More than any other single book,_ Experience and Prediction_ set the agenda for the new discipline of the philosophy of science that was to emerge after World War II as, perhaps, the most exciting new area in North American philosophy. Many of the problems still at the focus of discussion were given their classic formulations in this book. Long out of print,_ Experience and Prediction_ appears here in a new edition accompanied by a splendid historical introduction by the noted young philosopher and historian of the philosophy of science, Alan Richardson. A jewel of a book may once again be appreciated in its proper setting." —Don A. Howard, University of Notre Dame. (shrink)

: This essay explores some themes in use of a relativized Kantian a priori in the work of Thomas Kuhn and Michael Friedman. It teases out some shared and some divergent beliefs and attitudes in these two philosophers by comparing their characteristic questions and problems to the questions and problems that seem most appropriately to attend to an adequate understanding of games and their histories. It argues for a way forward within a relativized Kantian framework that is suggested but not (...) argued for in Friedman (2001): philosophers of science should move from a concern with unreason as meaninglessness to a concern with unreason as argumentative coercion. It ends with a few suggestions regarding a place for philosophy in the history of reason. (shrink)

This essay examines logical empiricism and American pragmatism, arguing that American philosophy's embrace of logical empiricism in the 1930s was not a turning away from Dewey's pragmatism. It places both movements within scientific philosophy and finds two key points on which they agreed: their revolutionary ambitions and their social engineering sensibility. The essay suggests that the disagreement over emotivism in ethics should be placed within the context of a larger issue on which the movements disagreed: demarcationism and imperialism.

This essay examines logical empiricism and American pragmatism, arguing that American philosophy's embrace of logical empiricism in the 1930s was not a turning away from Dewey's pragmatism. It places both movements within scientific philosophy and finds two key points on which they agreed: their revolutionary ambitions and their social engineering sensibility. The essay suggests that the disagreement over emotivism in ethics should be placed within the context of a larger issue on which the movements disagreed: demarcationism and imperialism.

Black, Alan W The Rationalist Press Association, which was one of the original sponsors of the British Humanist Association, was also one of the influences which helped to bring the New South Wales Humanist Society into being. The immediate event which triggered the formation of the latter society was the visit to Australia in 1959 of the American evangelist, Billy Graham. Bill and Daphne Weeks, two Sydney school teachers who were members of the Rationalist Press Association, felt the need (...) for an organisation to promote humanism in Australia. Even prior to the Graham visit, they and others of similar persuasion had been writing to the ABC Weekly urging the Australian Broadcasting Commission to include humanist views in its programmes. (shrink)