On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...) recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education. (shrink)

After a unilateral focus on medical professional obligations to patients in most of the 20th century, there is a growing, if modest, interest in patient responsibility. This article critiques some public assertions, explores the ethics literature, and attempts to find some consensus and moral grounds for positions taken on the question, "Does a patient have moral obligations in the process of interactions with medical and other professional caregivers?" There is widespread agreement on a few responsibilities, such as "truth telling" and (...) "avoiding harm to others," but no apparent consensus either on the list of duties or on the appropriate justification for such duties. The context and clinical realities of patient interactions are noted to suggest that feasibility is important in making judgments of patient obligations. (shrink)

In this paper we describe the development and initial psychometric evaluation of a new measure, the values in scientific work. This scale assesses the level of importance that investigators attach to different VSW. It taps a broad range of intrinsic, extrinsic, and social values that motivate the work of scientists, including values specific to scientific work and more classic work values in the context of science. Notably, the values represented in this scale are relevant to scientists regardless of their career (...) stage and research focus. We administered the VSW and a measure of global values to 203 NIH-funded investigators. Exploratory factor analyses suggest the delineation of eight VSW, including autonomy, research ethics, social impact, income, collaboration, innovation and growth, conserving relationships, and job security. These VSW showed predictable and distinct associations with global values. Implications of these findings for work on research integrity and scientific misconduct are discussed. (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings (...) of education. (shrink)

Much business ethics and corporate social responsibility literature suggests, implicitly or explicitly, that firms ought to engage in activities that can be characterized as philanthropy, namely, expending resources beyond what is required by law and market norms to promote others’ welfare at the expense of firm profits. However, this literature has struggled to provide a normative framework for evaluating corporate philanthropy, although scholars have noted that such expenditures can potentially remedy market failures and provide public goods more efficiently. I articulate (...) two specific rationales that can justify corporate philanthropy based on considerations of welfare economics: 1) firms making strategic but high-risk investments in activities that are likely to generate positive externalities even if they prove unprofitable and 2) firms possessing a strong comparative advantage in their ability to address a social problem at lower social cost. Moreover, these rationales can be evaluated by a concept I develop called the philanthropy multiplier, indicating the ratio of net positive externalities to net costs. I suggest that firms consider publicizing their philanthropy multipliers, and I discuss theoretical and practical implications. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...) the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

In What We Say, Who We Are, Parker English explores the commonality between Leopold Senghor's concept of "negritude" and Zora Neale Hurston's view of "Negro expression." For English, these two concepts emphasize that a person's view of herself is above all dictated by the way in which she talks about herself. Focusing on "performism," English discusses the presentational/representational and externalistic/internalistic facets of this concept and how they relate to the ideas of Senghor and Hurston.

An emerging view of science rejects an infallible observational given and takes consensus as the starting point for confirmation. Theory and Observation are seen as mutually correcting. I argue that the same is true of ethics, such as Rawls' "reflective equilibrium." Though epistemologically similar, their truth conditions may differ. Ethics may be reducible to physics; but even if it is not, that does not imply that it has no truth conditions. The options for truth in ethics are the same as (...) those of other abstract fields such as mathematics. (shrink)

Presents the latest research on how reasoning with analogies, metaphors, metonymies, and images can facilitate mathematical understanding. For math education, educational psychology, and cognitive science scholars.

In Absent Minds: Intellectuals in Britain, Stefan Collini deploys a fiercely skeptical wit against what he calls the "absence thesis": the cliché view of England as a land peculiarly lacking in intellectuals. The brio and aggression with which he demolishes this longstanding myth serve a paradoxical double function, marking his own claim to a place in the specifically English and male tradition of writing that he so effectively deconstructs.

Maurice Blondel, best known for his 1893 work on Action, offers a window on the world of philosophers who negotiated the scientific disciplines at the turn of the twentieth century. During this amazing era of discoveries, Blondel encouraged the bold, encyclopedic spirit of science as well as the new standards coming into use for accumulating and judging observational evidence. However, he warned of reductionism, determinism, and phenomenism, trends which could be avoided or corrected if the nature and scope of science (...) were broadened. Such a broadening would introduce a more integrated and holistic understanding of the scientific quest. (shrink)

The doctor-patient relationship -- Consent, choice, and refusal : adults with capacity -- Treating adults who lack capacity -- Children and young people -- Confidentiality -- Health records -- Contraception, abortion, and birth -- Assisted reproduction -- Genetics -- Caring for patients at the end of life -- Euthanasia and physician assisted suicide -- Responsibilities after a patient's death -- Prescribing and administering medication -- Research and innovative treatment -- Emergency situations -- Doctors with dual obligations -- Providing treatment and (...) care in detention settings -- Education and training -- Teamwork, referral, delegation, and shared care -- Public health dimensions of medical practice -- Reducing risk, clinical error, and poor performance. (shrink)

A number of sport philosophers have noted the potential of sport as meaningful narrative and storytelling. While these arguments are convincing, they fail to acknowledge that not all athletes exper...

Si le nombre permet de comparer d’une manière qui est pleinement significative les philosophies transcendantales de Kant et de Husserl, c’est parce qu’il peut faire apparaître à la fois ce qu’elles ont eu en commun dans le relevé des emplacements qu’elles ont attribués aux différents facteurs constitutifs de la subjectivité transcendantale et ce qui les a fait néanmoins diverger l’une de l’autre dans l’établissement du réseau des affinités où elles ont dû aussi les faire entrer en deçà comme au-delà de (...) ce dispositif central. (shrink)

Hegemonic masculinity, a framework where stereotypically masculine traits are over-emphasized, plays a central role in sport, partly due to an excessive focus on winning. This type of masculinity marginalizes those that do not possess specific traits, including many women and men. I argue sport reform focused on mitigating hypercompetitive attitudes can reduce this harmful and marginalizing hegemonic masculinity in sport. I make this argument first by challenging the dichotomous nature of sport, especially in recognizing that all outcomes are a blend (...) of winning and losing, that ties are relevant and informative outcomes to contests, and that winning and losing do not always tell accurate stories of the outcome. Secondly, I contend that expanding the potential outcomes in sport can help broaden the emphasis of competitive sport to take into account playing well and improving, in terms of both the test and the contest. I conclude that these reforms decrease hegemonic masculinity, making sport better for all. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

In the wake of scandals about the unauthorised retention of organs following postmortem examination, the issue of valid consent has returned to the forefront. Emphasis is put on obtaining explicit authorisation from the patient or family prior to any medical intervention, including those involving the dead. Although the controversies in the UK arose from the retention of human material for education or research rather than therapy, concern has been expressed that public mistrust could also adversely affect organ donation for transplantation. (...) At the same time, however, the British Medical Association continues to call for a shift to a system of presumed consent for organ transplantation. This apparent inconsistency can be justified because valid distinctions exist between the reasons requiring explicit consent for retention and the acceptability of presumed consent for transplantation. This paper argues for introducing a system of presumed consent for organ donation, given the overwhelming expressions of public support for transplantation. Ongoing legislative review in the UK provides an ideal chance to alter the default position to one where potential donors can simply acquiesce or opt out of donation. Combined with consultation with their relatives, this could be a much better method of realising individuals’ wishes. It would also achieve a better balance between the duties owed to the deceased and those owed to people awaiting a transplant. (shrink)

Hard direction, e.g.: Universalese to Organicese. Suggestion: ‘Some chairs wobble’ should become something like ‘If composition were universal, some chairs wobble’ or ‘Assuming that composition is universal, some chairs wobble’ or ‘According to the fiction that composition is universal, some chairs wobble’.

From philosophy to theology -- Structure -- Mystery -- Power.

Pour se repérer dans l'immense labyrinthe que forme l'œuvre de Husserl, telle qu'elle nous est enfin devenue accessible aujourd'hui grâce aux publications des Archives de Louvain, il faut y prendre pour fil d'Ariane la décomposition du versant subjectif de l'intentionnalité en ses trois modes : son mode perceptif, son mode imaginaire et son mode signitif, en la situant à l'arrière de celle de son versant objectif en un a priori synthétique matériel et un a priori analytique formel. Il s'agit bien (...) là, en effet, du double invariant structural autour duquel sont venus s'ordonner tous les déplacements thématiques où a dû s'engager Husserl avant de parvenir à fonder la phénoménologie transcendantale, en y prenant toujours davantage de distance par rapport aux conditions de fonctionnement actuelles de l'intentionnalité. Et Husserl put alors résoudre l'énigme qu'elles posent au départ : en tendant à faire croire à tort que ces deux versants n'auraient jamais été séparés par rien, alors que les lois d'essence qui régissent les rapports entre leurs éléments respectifs ont toujours été et resteront toujours irréductiblement dissymétriques. Aussi la question devait-elle finir par se poser : de savoir si la phénoménologie est axiomatisable à l'aide d'un modèle rigoureux. Peut-elle prendre appui, pour procéder au traitement de cet a priori subjectif, sur le paradigme fourni, au terme de son histoire, par la mathesis universalis? Et devra-t-elle même se donner plusieurs systèmes d'axiomes, afin de rendre compte par là des différents genres de phases de développement à la fois généalogiques et téléologiques par où passe et repasse sans cesse toute vie intentionnelle? J. E. (shrink)

It is argued that cultural attitudes of a speciesist nature are background to the current practice of animal use in teaching medical students and residents. The scope of this activity is estimated, and educational theory is enlisted to suggest that many assumptions about the effectiveness of the practice are not valid. An assessment of one course used for ob-gyn training is presented. Since it is clear that animal suffering should be avoided when possible, the case is made that alternatives to (...) animals may be used to replace animal use in much of current medical education. Medical educators should routinely question and offer adequate justification for any use of animals in medical education. (shrink)

This profound resource extends the concept of education as a human right to propose lasting solutions to educational disparities worldwide. Its multiperspective analysis probes the roots of educational inequities in recent and longstanding economic divisions, cultural domination, and political injustice, framing equal access to meaningful learning as a core aspect of a humane society. Characteristics of Educational Leaders without Borders (ELWB) are defined, and the challenges of their mission are examined in global context, from education of girls in the Middle (...) East to internet access in Haiti to the complex situation of U.S. minority students. In addition, an overview of historical precedents for ELWB in the work of Dewey and others helps to illuminate pressing issues that must be addressed by current and future humanistic leaders to improve educational access for the world's children. Among the topics covered: Education without nationalism: locating leadership when borders no longer hold. Toward a metanoia of global educational leadership. Teaching, technology, and transformation. The unique challenges of education in emerging West African countries. The economics of globalization in higher education. The transnational context of schooling. Educators, education researchers, and policymakers in education will welcome the clear-minded realism and ethically robust agenda found in Educational Leaders without Borders. (shrink)

Psychology does not get rid of its problems by taking experience at its face value, for it is the province of psychology to study problems arising when experience is taken at its face value. Only in actual lived experience is concrete reality to be found in its fullest sense. All reality which is experience includes attributes both spatial and temporal. Objects cannot b7 considered in the first place apart from such attributes. Physical objects are perceived as parts of a total (...) situation and there is merit in the suggestion of the Gestalt psychologists. Always much will be found in the perceptum which will not correspond with the physical object, since the physical object is only an abstract. The effort to control our environment has led to a sophisticated attitude toward perceptual experience, which is said in psychological circles to lead to the stimulus error. Those who have seen children gradually grow into a realization of the unreliability of perception—for purposes of muscular manipulation—will understand what is meant. (PsycINFO Database Record (c) 2009 APA, all rights reserved). (shrink)

Reframing Consciousness is a collection of sixty-three papers that were presented at the Second International CAiiA Research Conference, ‘Consciousness Reframed: Art and Consciousness in the Post-biological Era', at the University of Wales College, Newport, in August 1998. CAiiA stands for the Center for Advanced Inquiry in the Interactive Arts. Many of the presenters in this book are among the foremost people in their fields and several are current or former PhD candidates of the CAiiA programme. Roy Ascott, the editor of (...) the book, is also the founder-director of the programme. Ascott has worked with interactive media and its implications for several decades, and the fact that he is frequently referenced throughout the book suggests that he has had a strong influence on many of its contributors. Considering the fact that decades ago he was dealing with ideas that are currently considered cutting-edge, this seems reasonable. (shrink)

The author, a cardiac surgeon specialising in heart transplantation, argues that excellence in medicine must always be pursued and confronts the problems of specialties and super-specialties with widely varying costs and benefit in which the pursuit of excellence results. He advocates that decisions on resource allocation should be the responsibility of the Department of Health and Social Security, acting on the advice of the public's elected representatives on the one hand and the medical profession on the other. The profession has (...) an ever-increasing responsibility to ensure that its advice is soundly based on rigorous self-audit, which should include considering the costs and benefit of its work. His commentator, Lady McCarthy, until recently chairman of an area health authority, responds by arguing that the tripartite system for resource allocation does not work. Doctors resent the imposition of any priorities other than their own. Their two-dimensional medical ethics, concerning doctors' obligations to individual patients, must be supplemented by concern for society as a whole. Both papers are based on contributions to the 1982 annual conference of the London Medical Group on Appropriate Medicine. (shrink)

v. 1. The scientific basis for reading character ...