Societies concerned with preventing acts of violent extremism often target the ideas that are thought to motivate such acts. The state's use of educational institutions is one mechanism by which those ideas are subjected to challenge. Teaching liberal democratic values to students is one method. Here, David Stevens argues that this model is misguided. First, commitment to violent methods is not primarily driven by the attractiveness of radical ideas themselves, but by material facts and circumstances. Second, an education that (...) ignores the teaching of various socioeconomic values, such as a commitment to a certain degree of material equality and welfare provision, is inadequate as a conception of citizenship. These criticisms are related. Citizens are owed certain resources and commitments as citizens, and grounds for dissatisfaction and violence are reduced when citizens receive the holdings to which they are entitled, and when their fellow citizens recognize and endorse this. Consequently, it is the role of education to teach directively toward the adoption of such socioeconomic values and commitments. (shrink)

What exactly do we mean when we talk about fundamental British values? Further, what defines Britishness and has this remained a static concept over time? How have recent changes to legislation and policy repositioned the way teachers engage with British values and how has it affected their status in the private and public spheres of their lives? This illuminating book sets out to address these questions, providing a historical account of how national identity in Britain (...) has developed over time and an overview of the status that teachers currently hold. As the book focuses on British education, it will be most relevant for professionals working in the UK context, however international readers will undoubtedly be interested in how national identity can develop and how the role of the educator progresses to reflect these changes. (shrink)

Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to implement the FBV agenda and the development of autonomous dispositions of the kind demanded for the practice of critical (...) GCE. Four teacher orientations towards FBV are developed and explored, demonstrating the role of practice-based learning for the cultivation of critical dispositions. (shrink)

This article examines the social development of Hong Kong's cultural and national identity since its return from the UK to the People's Republic of China nearly six years ago, focusing on the extent to which Hong Kong students are now inculcated in traditional Chinese music and express their devotion to the PRC through singing the national anthem. Hong Kong music teachers experience conflicts concerning their roles as music teachers and as purveyors of values education. These observations raise fundamental (...) questions concerning the sociopolitical function of values education in the music classroom. (shrink)

The purpose of this article is to show that the value interaction debate is deeply flawed and constitutes a superficial analysis of the relationship between morality and art. I introduce the debate, which concerns whether a moral defect in a work of art is an aesthetic defect, in Section 1. Section 2 establishes the vagueness of two key terms in the discussion, _moral defects_ and _aesthetic defects_. In Section 3, I introduce the naive assumption-uninteresting claim disjunction, identifying five of the (...) six approaches as demonstrating a fundamental naivety about the relationship between morality and narrative art. I show, in Section 4, that four of the six are philosophically uninteresting as they offer an incomplete—and ultimately unsatisfactory—explanation of this relationship. In Section 5, I discuss the quantity and quality of examples employed in the debate, many of which are non-canonical, and some of which are entirely inappropriate. I conclude by recommending a reorientation of the debate to focus on the underlying question of whether the characteristically artistic value is finally or instrumentally valuable. (shrink)

The aim of this text is to teach beginning students, not about philosophy, but how to philosophize. It presents the enduring problems of Western philosophy through artful selection from the writings of Plato, Descartes, and the British Empiricists, together with analysis and criticism of the positions and their supporting arguments. After a short essay on pre-Socratic contributions, the student is conducted through the Phaedo with frequent halts for recapitulation and examination of the issues. The thesis of the Phaedo is (...) seen to involve problems of the nature and function of value, the sources and validity of knowledge, the nature of reality, the nature of the mind and the self, and the relation of mind and body. The same technique of alternate text and commentary is used with excerpts from Descartes' Meditations on First Philosophy; Books I, II, and from Locke's Essay Concerning Human Understanding, Book IV; Berkeley's Three Dialogues between Hylas and Philonous; and Book I of Hume's A Treatise of Human Nature. The focus shifts from problems of value and conduct to those of the nature of the self and of knowledge, and the student learns that old themes have new aspects and that each still involves all the others. A contrast between the complementary doctrines of rationalism and empiricism emerges, with the inadequacies of each clearly exhibited. This leads into a masterly condensation and exposition of Kant's attempted reconciliation in the Critique of Pure Reason. Bertrand Russell's article, Logical Atomism, forms a coda, indicating the assumptions underlying contemporary analytic philosophies and the kinship of logical and linguistic problems with those of earlier philosophical traditions.--L. G. (shrink)

In his Letters on the Aesthetic Education of Man, Friedrich Schiller draws a striking connection between aesthetic value and individual and political freedom, claiming that, ‘it is only through beauty that man makes his way to freedom’. However, contemporary ways of thinking about freedom and aesthetic value make it difficult to see what the connection could be. Through a careful reconstruction of the Letters, we argue that Schiller’s theory of aesthetic value serves as the key to understanding not only his (...) view of aesthetic engagement, but also his distinctive account of individual and political freedom. In Part I, we develop a reconstruction of Schiller's view that aesthetic value is the only path to individual freedom and in Part II we analyze how Schiller connects aesthetic value to political freedom. In the end, we show that Schiller defends a non-hedonic, action-oriented, communitarian theory of aesthetic value and a theory of freedom that makes the aesthetic not just supererogatory but fundamental for any fully autonomous life. Although we have lost touch with this way of thinking about aesthetic value and freedom, we submit that it is illuminating for contemporary thinking about both. (shrink)

Character education is a specific approach to morals or values education, which is consistently linked with citizenship education. But how is it possible for a heterogeneous society that disagrees about basic values to reach a consensus on what constitutes character education? This article explores how character education has returned to the agenda of British education policy, having been largely neglected since the 1960s in response to unsatisfactory attempts at character education going back to the nineteenth century. Between (...) 1979 and 1997 Conservative governments attempted to reverse a perceived decline in moral standards, established State control of the schools curriculum, imposed on State schools the duty to provide for moral and other development, and established a National Forum which attempted to articulate a set of consensus values in education. Labour has extended these developments in the curriculum, introduced compulsory citizenship education, and its White Paper of September 2001 speaks of 'education with character'. The character and virtues Labour seeks to promote through schools are pragmatic and instrumental in intention, linked to raising pupil school performance, meeting the needs of the new economy, and promoting democratic participation. Otherwise the vision is pluralistic and evades explicit directives, and there is no explanation or analysis of its theoretical basis. The question of how agreement can be reached on what counts as character education may benefit from Sunstein's analysis of how law is possible in a heterogeneous society - 'incompletely theorized agreements on particular cases' allow for common laws without agreement on fundamental principles. Many schools in fact operate in this way, but such a consensus is not entirely stable and runs the danger of teaching character education as a series of behaviour outcomes taught in a behaviourist fashion. (shrink)

In his Letters on the Aesthetic Education of Man, Friedrich Schiller draws a striking connection between aesthetic value and individual and political freedom, claiming that, ‘it is only through beauty that man makes his way to freedom’. However, contemporary ways of thinking about freedom and aesthetic value make it difficult to see what the connection could be. Through a careful reconstruction of the Letters, we argue that Schiller’s theory of aesthetic value serves as the key to understanding not only his (...) view of aesthetic engagement, but also his distinctive account of individual and political freedom. Whereas in Part I, we developed a reconstruction of Schiller's view that aesthetic value is the only path to individual freedom, in Part II we analyze how Schiller connects aesthetic value to political freedom. In the end, we show that Schiller defends a non-hedonic, action-oriented, communitarian theory of aesthetic value and a theory of freedom that makes the aesthetic not just supererogatory but fundamental for any fully autonomous life. Although we have lost touch with this way of thinking about aesthetic value and freedom, we submit that it is illuminating for contemporary thinking about both. (shrink)

It is often suggested that aesthetic and ethical value judgements are similar in such a way that they should be analysed in analogous manners. In this paper, I argue that the two types of judgements share four important features concerning disagreement, motivation, categoricity, and argumentation. This, I maintain, helps to explain why many philosophers have thought that aesthetic and ethical value judgements can be analysed in accordance with the same dispositional scheme which corresponds to the analogy between secondary qualities and (...) values. However, I argue that aesthetic and ethical value judgements differ as regards their fundamental structures. This scheme is mistaken as regards ethical value judgements, but it is able to account for aesthetic value judgements. This implies that aesthetic value judgements are autonomous in relation to ethical value judements and that aestheticians, not moral philosophers, are the true heirs of this renowned analogy. (shrink)

In his Letters on the Aesthetic Education of Man (1795), Friedrich Schiller draws a striking connection between aesthetic value and individual and political freedom, claiming that, “it is only through beauty that man makes his way to freedom.” However, contemporary ways of thinking about freedom and aesthetic value make it difficult to see what the connection could be. Through a careful reconstruction of the Letters, we argue that Schiller’s theory of aesthetic value serves as the key to understanding not only (...) his view of aesthetic engagement, but also his distinctive account of individual and political freedom. More specifically, we show that Schiller defends a non-hedonic, action-oriented, communitarian theory of aesthetic value and a theory of freedom that makes the aesthetic not just supererogatory but fundamental for any fully autonomous life. Although we have lost touch with this way of thinking about aesthetic value and freedom, we submit that it is illuminating for contemporary thinking about both. (shrink)

Sir Arthur Eddington, the celebrated astrophysicist, made great strides towards his own 'theory of everything'in his last two books published in 1936 and 1946. Unlike his earlier lucid and authoritative works, these are strangely tentative and obscure - as if he were nervous of the significant advances that he might be making. This volume examines both how Eddington came to write these uncharacteristic books - in the context of the physics and history of the day - and what value they (...) have to modern physics. The result is an illuminating description of the development of theoretical physics, in the first half of the twentieth century, from a unique point of view: how it affected Eddington's thought. This will provide fascinating reading for scholars in the philosophy of science, theoretical physics, applied mathematics and the history of science. (shrink)

I analyse the 2014 policy to promote 'British values' in schools from the perspective of the two main positions in contemporary liberal theory, comprehensive liberalism and political liberalism. I highlight in what ways comprehensive and political liberal defences of the policy are unsatisfactory, before briefly sketching a possible alternative position – ‘thin comprehensive liberalism’ – and discussing its potential for justifying a substantive education in liberal values. In light of this theoretical perspective, I suggest some ways that (...) the existing British values policy might be amended in practice so as to bring it more in line with the liberal ideal. (shrink)

This article examines how Žižek’s analysis of “subjective” violence can be used to explore the ways in which media coverage of a terrorist attack is contoured and shaped by less noticeable forms of “objective” (symbolic and systemic) violence. Drawing upon newspaper coverage of the 2017 London Bridge attack, it is noted how examples of “subjective” violence were grounded in the externalization of a clearly identifiable “other”, which symbolically framed the terrorists and the attack as tied to and representative of the (...) UK Muslim community. Examples of “systematic” violence were most notable in the ideological edifice that underpinned this framing but also in the ways in which newspaper reports served to draw upon British values in the aftermath of the attack. This directed attention away from the contradictions within the UK, towards narratives that sought to “fix” these contradictions through eradicating the problem of “the other” and/or by violently protecting the British values “they” seek to undermine. As a consequence, newspaper coverage worked to uphold the illusion that “peace” could be achieved by eradicating terrorism through further forms of objective violence, including, internment without trial; the “ripping up” of human rights; and, closer surveillance of Muslim communities. Indeed, it was this unacknowledged violence that worked to maintain British values in the press’ coverage. (shrink)

Character education in schools has been high on the UK political agenda for the last few years. The government has invested millions in grants to support character education projects and declared its intention to make Britain a global leader in teaching character and resilience. But the policy has many critics: some question whether schools should be involved in the formation of character at all; others worry that the traits schools are being asked to cultivate are excessively competitive or military. In (...) this pamphlet Randall Curren sets out a robust defence of character education. He welcomes the political support it presently enjoys, but contends that greater clarity about the nature, benefits and acquisition of good character is essential. In particular, he argues that too narrow a focus on traits like perseverance and resilience is a serious mistake: these traits are only virtues when they are part of a wider set of moral and intellectual qualities, and when their exercise is guided by good judgment. Curren offers us a compelling and coherent account of what good character is and how it might be cultivated in schools. He explains why schools must be needs-supporting environments that provide students with opportunities to engage in rewarding activity, and why cultivating good character implies promoting the ‘fundamental British values’ of democracy, the rule of law, individual liberty, and mutual respect and tolerance. His groundbreaking pamphlet promises to expand the scope and strengthen the foundations of character education in British schools, and should go a long way towards allaying the fears of its detractors. (shrink)

ABSTRACTIn this paper, I question the orthodox position that true belief is a fundamental epistemic value. I begin by raising a particularly epistemic version of the so-called “value problem of knowledge” in order to set up the basic explanandum and to motivate some of the claims to follow. In the second section, I take aim at what I call “bottom-up approaches” to this value problem, views that attempt to explain the added epistemic value of knowledge in terms of its (...) relation to a more fundamental value of true belief. The final section is a presentation of a value-theoretic alternative, one that explains the value problem presented in the first section while also doing justice to intuitions that may cause us to worry about bottom-up approaches. In short, knowledge and not mere true belief is a fundamental epistemic value as it is the constitutive goal of propositional inquiry. (shrink)

This article explores the rhetoric, and mass mediation, of the national Holocaust Memorial Day commemoration ceremony, as broadcast on British television. I argue that the televised national ceremonies should be approached as an example of multi-genre epideictic rhetoric, working up meanings through a hybrid combination of genres, author/animators and modes. Epideictic rhetoric has often been depreciated as simply ceremonial ‘praise or blame’ speeches. However, given that the topics of praise/blame assume the existence of social norms, epideictic also acts to (...) presuppose and evoke common values, in general, and a collective recognition of shared social responsibilities, in particular. My methodology draws on the Discourse-Historical Approach to Critical Discourse Analysis, given, first, its central prominence in analysing argumentative strategies in discourse and, second, the ways it facilitates a reflexive ‘shuttling’ between text-discursive features, intertextual relations and wider contexts of society and history. Here, I examine how a catastrophic past is invoked in speech and evoked through image and music, in response to the demands that uncertainty of the future ‘places upon one’s conscience’. (shrink)

I argue that life’s meaning is not only a distinct, gradational final value of individual lives, but also an “extradimensional” final value: the realization of meaning in life brings final value along an additional evaluative dimension, much as the realization of depth in solids or width in plane geometric figures brings magnitude along an additional spatial dimension. I go on to consider the extent to which Metz’s (2013) fundamentality theory respects the principle that life’s meaning is an extradimensional final value, (...) and consequently suggest that the theory may stand in need of further refinement and supplementation. (shrink)

This paper explores the intertwining of uncertainty and values. We consider an important but underexplored field of fundamental uncertainty and values in decision-making. Some proposed methodologies to deal with fundamental uncertainty have included potential surprise theory, scenario planning and hypothetical retrospection. We focus on the principle of uncertainty transduction in hypothetical retrospection as an illustrative case of how values interact with fundamental uncertainty. We show that while uncertainty transduction appears intuitive in decision contexts it (...) nevertheless fails in important ranges of strategic game-theoretic cases. The methodological reasons behind the failure are then examined. (shrink)

Certain principle aspects of the fundamental science state in Ukraine as of 2014 were analyzed. It was shown that no awareness exists in the country that the main although not unique task of the science consists in the creation of new knowledge. The special attention was paid to state academies of science, in particular, to the National academy of science of Ukraine. It was demonstrated that the active law concerning science as well as the project of the new law (...) have substantial shortcomings from the judiciary viewpoint and inhibit a free progress of science in line with general trends of the developed countries. The existing status of the autonomous state academies, being a peculiar symbiosis the non-governmental organization and state institution, was criticized. The concept of a scientific elite was analyzed, which was used to determine its true level. Certain scientometric data on the Ukrainian science were presented. A very unsatisfactory situation with social sciences and humanities was shown. Criteria were discussed for the future audit of the Ukrainian science in order to reform it in the European style. (shrink)

Polish society has found itself at a very important point in its history. The transformation from a traditional to a postmodern pluralistic society involves changes in many spheres of social life. These trends give rise to the question of which way the younger generation of Polish nurses will be going. The main objective of this research was to elucidate the opinions of nurses on life and health as basic values, and on their ethical and religious background regarding their nursing (...) care. The study made use of a questionnaire for collection and interpretation of the data. Although this article shows some lack of consistency, and even contradictions, it is possible to conclude that life and health are cherished with affection by the great majority of nurses as positive factors of human existence. (shrink)

Eigentlich ist es offenkundig, dass Hegel keine Ethik hat. Es ist allgemein bekannt, dass die Individualitat der Person, die vom Person abhangige Aspekte der moralischen Wahl bei Hegel in der menschlichen Gattung--im allgemeinobjektiven Wertcharakter deren--aufgehoben werden. Ebensowohl ist es wahr, dass eine moderne Sozialontologie und ontologisch fundierte Ethik ohne Hegel nicht moglich ist. Die Philosophie Hegels bringt im Rahmen der Geschichte der Philosophie eine ontologische Wendung zustande, als er in den Mittelpunkt der gesellschaftsphilosophischen Untersuchung die menschliche gegenstandliche Tatigkeit stellt.(edited).

In this volume, originally published in 1928, Mackenzie explores the meaning of Value and its place and relation in human thought and life. Divided into two parts, the first concerns itself with more general problems concerning Value while the latter part details the bearing Value has upon social problems. Mackenzie integrates the major branches of philosophy to analyse and evaluate the fundamental problems of citizenship making this title ideal for students of Philosophy and Politics.

This paper examines the work ethic characteristics of particular practising Protestant, Catholic and Muslim managers in Britain, Ireland and Turkey. Max Weber, argued that Protestant societies had a particular work ethic which was quite distinct from non-Protestant societies. The Protestant work ethics (PWE) thesis of Weber was reviewed. Previous empirical and analytical research results showed that the number of research results which support Weberian ideas were more than those which did not support. Methodological issues were also discussed. Results revealed that (...) there was a considerable difference between Muslim and other groups in terms of PWE characteristics. The Muslim group showed the highest PWE level, while the Protestant group was placed second and the Catholic group third. The Protestant group showed a slightly higher of PWE level than the Catholic group. The possible reasons for the higher level of the PWE values of Muslim managers are discussed in the light of historical, political, social and economic developments in Turkey. (shrink)

To raise the question of the nature of narrative is to invite reflection on the very nature of culture and, possibly, even on the nature of humanity itself. So natural is the impulse to narrate, so inevitable is the form of narrative for any report of the way things really happened, that narrativity could appear problematical only in a culture in which it was absent—absent or, as in some domains of Western intellectual and artistic culture, programmatically refused. As a panglobal (...) fact of culture, narrative and narration are less problems than simply data. As the late Roland Barthes remarked, narrative "is simply there like life itself . . . international, transhistorical, transcultural."1 Far from being a problem, then, narrative might well be considered a solution to a problem of general human concern, namely, the problem of how to translate knowing into telling,2 the problem of fashioning human experience into a form assimilable to structures of meaning that are generally human rather than culture-specific. We may not be able fully to comprehend specific thought patterns of another culture, but we have relatively less difficulty understanding a story coming from another culture, however exotic that culture may appear to us. As Barthes says, "narrative...is translatable without fundamental damage" in a way that a lyric poem or a philosophical discourse is not. · 1. Roland Barthes, "Introduction to the Structural Analysis of Narratives," Music, Image, Text, trans. Stephen Heath , p. 79.· 2. The words "narrative," "narration," "to narrate," and so on derive via the Latin gnārus and narro from the Sanskrit root gnâ . The same root yields γνωριμος : see Emile Boisacq, Dictionnaire étymologique de la langue grecque , under the entry for this word. My thanks to Ted Morris of Cornell, one of our greatest etymologists. Hayden White, professor in the program of history of consciousness at the University of California, Santa Cruz, is the author of The Tropics of Discourse: Essays in Cultural Criticism, The Greco-Roman Tradition, and Metahistory: The Historical Imagination in Nineteenth Century Europe. " The Narrativization of Real Events" appeared in the Summer 1981 issue of Critical Inquiry. Critical Responses to the present essay include Louis O. Mink's "Everyman His or Her Own Annalist", and Marilyn Robinson Waldman's "The Otherwise Unnoteworthy Year 711: A Reply to Hayden White," both in the Summer 1981 issue of Critical Inquiry. (shrink)

Recent years have seen a growth of interest in the great English idealist thinker T. H. Green as philosophers have begun to overturn received opinions of his thought and to rediscover his original and important contributions to ethics, metaphysics, and political philosophy. This collection of essays by leading experts, all but one published here for the first time, introduces and critically examines his ideas both in their context and in their relevance to contemporary debates.

(1996). Is later British idealist political theory fundamentally conservative? 1. The European Legacy: Vol. 1, Fourth International Conference of the International Society for the study of European Ideas, pp. 403-408.

Computer science is an engineering science whose objective is to determine how to best control interactions among computational objects. We argue that it is a fundamental computer science value to design computational objects so that the dependencies required by their interactions do not result in couplings, since coupling inhibits change. The nature of knowledge in any science is revealed by how concepts in that science change through paradigm shifts, so we analyze classic paradigm shifts in both natural and computer (...) science in terms of decoupling. We show that decoupling pervades computer science both at its core and in the wider context of computing at large, and lies at the very heart of computer science’s value system. (shrink)

_First Philosophy: Values and Society_ brings together classic and ground-breaking readings on ethics and political philosophy. Andrew Bailey’s highly regarded introductory anthology has been revised and updated in this new edition. The comprehensive introductory material for each chapter and selection remains, and new sections on philosophical puzzles and paradoxes and philosophical terminology have been added. New to this edition is an article by Susan Moller Okin on justice and gender.

In this article, I reply to a critical notice of my book, Meaning in Life: An Analytic Study, that Stephen Kershnar has published elsewhere in this issue of Science, Religion & Culture. Beyond expounding the central conclusions of the book, Kershnar advances two major criticisms of it, namely, first, that I did not provide enough evidence that meaning in life is a genuine value-theoretic category as something distinct from and competing with, say, objective well-being, and, second, that, even if there (...) were a value of meaning in life, my fundamentality theory of it would not capture it well. Here I respond to both of these criticisms, aiming to probe these underexplored issues still more deeply. I also contend that these two criticisms are in tension with each other; in order to contend that my theory of meaning is incorrect, Kershnar must draw on intuitions about the existence of meaning that undercut his suggestion that there is no such thing. (shrink)

In this essay, I develop the concept of episodic value, which describes a form of value connected to a particular object or individual expressed and delivered through a narrative. Narrative can bestow special kinds of value on objects, as exemplified by auction articles or museum collections. To clarify the nature of episodic value, I show how the notion of episodic value fundamentally differs from the traditional axiological picture. I extend my discussion of episodic value to argue that the notion of (...) episodic value readily incorporates the role of narratives into the construction of identity in personal and social contexts. My main contentions are twofold. First, events or experiences from our personal narratives are episodically valuable insofar as they contribute to shaping our narrative identities. Second, when engaged in a collective action, we write a joint narrative with other participants that confers special meanings on the actions of each participant. (shrink)

_First Philosophy: Values and Society_ brings together classic and ground-breaking readings on ethics and political philosophy. Andrew Bailey’s highly regarded introductory anthology has been revised and updated in this new edition. The comprehensive introductory material for each chapter and selection remains, and new sections on philosophical puzzles and paradoxes and philosophical terminology have been added. New to this edition is an article by Susan Moller Okin on justice and gender.