Openness implies bottom-up empowerment and top-down transparency. The Paradox of Openness analyses the tensions encountered when openness is applied to the quest for democracy and markets, freedom and truth, compliance and transparency, and consensus and dissent in progressive Nordic societies.

Over the years, egalitarian philosophers have made some challenging claims about the nature of egalitarianism. They have argued that egalitarian reasoning should make us reject the Pareto principle; that the Rawlsian leximin principle is not an egalitarian idea; that the Pigou–Dalton principle needs modification; that the intersection approach faces deep problems; that the numbers should not count within an egalitarian framework, and that egalitarianism should make us reject the property of transitivity in normative reasoning. In this paper, taking the recent (...) philosophical debate on equality versus priority as the starting point, I review these claims from the point of view of an economist. (shrink)

The most influential egalitarian perspective is undoubtedly Rawls's (1971, 1993), which assigns absolute priority to the least advantaged in society (the difference principle). However, many have claimed that even though an egalitarian perspective should imply some priority to the worst off, the Rawlsian perspective is too demanding. One response to this criticism is to argue in favour of an egalitarian perspective that never assigns absolute priority to the worse off, but which still includes limited priority to those members of society (...) in distributive conflicts. A different response to the demandingness criticism is to agree that the worse off should not always be given absolute priority, but to argue that there are some cases where they should be. In this paper, we elaborate on this view, and look at the possibility of deviating from the leximin approach within this category of egalitarian principles. (shrink)

Luce once declared that his and Jessop’s interpretation of Berkeley is “reflected in our edition of the Works.” The appearance of a recent article by Stephen Daniel draws attention to two examples of the implications of this interpretive model of editing. One is Luce’s and Jessop’s rejection of Alciphron as a reliable source for Berkeley’s philosophy, because we have access to his true philosophy elsewhere , and “it is idle to turn to Alciphron for Berkeleianism,” for he does not rest (...) his case there “on his own philosophy” . The other is the “correction” of Alciphron by incorporating an anonymous letter to Peter Browne “as a supplement” to Berkeley’s work—something that Daniel criticizes for circularity and lack of scholarly accuracy. The question arises as to whether Alciphron is the only example of a text in the Worksthat is biased in favor of the editors’ private interpretation. (shrink)

Summary A. Vagueness is not definable in terms of behaviour (Section 4).

In this paper, I argue that there is a paradigm shift in George Berkeley's philosophy between his early, unpublished manuscripts (1707-1708) and the Theory of Vision (1709). If so, the traditional method of mixing published and unpublished material will lead to a confused picture of both his early, unpublished view and the doctrine that he published. Cet article montre qu'il y a eu un changement de paradigme dans la philosophie de Berkeley entre ses premiers manuscrits, non publiés, de 1707-1708 et (...) la Théorie de la vision de 1709. Dans ces conditions, la méthode d'analyse traditionnelle consistant à mêler textes publiés et non publiés ne peut conduire qu'à fausser la représentation tant de ses premières idées restées inédites que de la doctrine qu'il a publiée. (shrink)

George Berkeley opens the Principles (Part I) with "a Survey of the Objects of Human Knowledge" including such ideas "as are perceiv'd by attending to the Passions and Operations of the Mind." Scholars have rejected this passage as being "philosophically impossible," not seriously meant, just a reference to John Locke's ideas of reflection, or not at all about "ideas." It is true, in a few unpublished manuscripts Berkeley used the term "ideas" for image-pictures of particular things (the Old Paradigm). But, (...) I argue, in the Theory of Vision he develops a New Paradigm; and if we follow Berkeley's advice to read his book "in the order [he] published them," then his "Survey of the Objects of Human Knowledge" makes perfect sense in the light of this New Paradigm. (shrink)

Did George Berkeley, as I argued long ago in Belfrage (1986), defend a theory of "emotive meaning" in his Manuscript Introduction (an early version of the introduction to the Principles)? This question has raised a broad spectrum of different issues, which I think it is important to keep apart, such as rhetorical, psychological, semantic, ethical, metaphysical, and theological aspects. In the present paper, I hope to clear the ground of ambiguities, which have led to serious misunderstandings on this interesting point (...) in Berkeley's unpublished philosophy. I open with a summary account of the historical context. (shrink)

In a seminal paper of 1923 on vagueness, Bertrand Russell discussed some of the most important problems concerning the nature of vagueness, its extension within the language, and its relation to truth and logic. The present paper inquires into Russell's theory. The following topics will be analysed and discussed in turn in sections 1?5: Russell's definition of vagueness; his claim that all phrases are vague; his theory of the source of the vagueness in our language; his principles for the transmission (...) of vagueness; and his claim that logic is incompatible with vagueness. This paper is an attempt to give a rational reconstruction of Russell's position as expressed in his paper. Compatible passages in other of his works are also studied. (shrink)

School-based Physical Education is important, especially to students with disabilities whose participation in physical activities out of school is limited. The development over time of participation-related constructs in relation to students’ perceived functioning and achievement is explored. Students in mainstream inclusive secondary school self-rated their PE-specific self-efficacy, general school self-efficacy, aptitude to participate in PE, and perceived physical and socio-cognitive functional skills at two timepoints, year 7 and year 9. Results were compared between three groups of students with: disabilities, high (...) grades, or low grades in PE. Over time, perceived physical skills of students with disabilities became strongly associated with self-efficacy and aptitude to participate. Perceived socio-cognitive skills in the study sample improved and had a positive effect on PE-specific self-efficacy. Efforts should be made to limit the accelerated negative impact of perceived restricted functioning of students with disabilities. Grading criteria need to be developed to comply with standards adapted to fit abilities of students with disabilities. Meaningful learning experiences appear to be created when participation is promoted and capacity beliefs are boosted. Allocating resources to support the development of students’ socio-cognitive skills seem to have potential for overall positive school outcome. (shrink)

Utopian rationalism names the belief that science has made utopia a practical possibility. Its characteristics include determinism, collectivism, distrust of individual initiative and belief in the superiority of collective planning in securing human happiness. The first section traces the utopian and dystopian tradition into modern science fiction. The ideas collected here are systematized in the next section, which on all points dismisses the tenets and claims of utopian rationalism as false, and in a final section, which discusses utopian thinking and (...) its dangers in general. Utopian thinking is traced to three traits of human nature, namely, the quests for happiness, perfection, and submergence. (shrink)