In lieu of an abstract, here is a brief excerpt of the content:Hard Times:Philosophy and the Fundamentalist ImaginationRandall Everett Allsup"Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of service to them. This is the principle on which I bring up my own children, and (...) this is the principle on which I bring up these children. Stick to the Facts!" So admonishes headmaster Gradgrind in the very beginning of Hard Times, Charles Dickens' prescient tale of education in the industrial world.1 Facts—"addition, subtraction, multiplication and division, settle everything somehow and never wonder"—Facts form the essence of Gradgrind's philosophy.2A close reading of Gradgrind's opening monologue will provide the starting off point for an examination of the role and place of philosophy in the music curriculum. I am particularly intrigued by the question Reimer posed in his opening. He asked us to consider, Who is philosophy of music education for? We will return to this question at the close of this brief reflection.For the moment, however, I would like to continue on to the second paragraph of Hard Times, where Dickens does something very interesting. Following Gradgrind's inglorious monologue, he casts the scene of a small schoolroom, a "plain, bare, monotonous vault."3 Headmaster Gradgrind stands in front; he is described with a "square wall of a forehead," his mouth is "wide, thin, and hard set," his voice "inflexible and dry."4 His hair "bristled on the skirts of his bald head, a plantation of firs to keep the wind from its shining surface, all covered with knobs, like the crust of a plum pie, as if the head had scarcely warehouse-room for the hard facts stored inside."5 A square wall of a forehead, a lumpy head like the crust of a plum pie: these words give us more than "hard Facts"—they are more than mere descriptors. It seems that Dickens, through metaphor, mood, dynamic contrast—through the aesthetic imagination—has imbedded a quiet rebuke to the bold commonsense of Facts.The Gradgrind philosophy finds easy parallel to current thinking in American education. In the fundamentalist imagination, sources of ambiguity must be rooted out—basic skills make adults out of reasoning animals. "Children should be tested on basic reading and math skills every year, between grades three and eight. Measuring is the only way to know whether all our children are learning—and I want to know, because I refuse to leave any child behind."6 The speaker, of course, is George W. Bush whose call to basic skills and episodic testing appeals [End Page 139] to our sense of reason. Like Gradgrind suggests, it is the principle on which we brought up our own children, and this is the principle on which we will bring up today's children. Such a philosophy of education proudly combines folk beliefs about teaching and learning with the hard science of thorough assessment.The President further recommends that our children "must also be educated in the values of our civil society. Some people think it's inappropriate to make moral judgments anymore. Not me. We must be willing to draw a clear line between right and wrong. Those clear lines must be supported by political leaders, public schools, and our public institutions. Educating our children about their moral and civil responsibilities will serve them—and the nation—every bit as well as the academic learning they require."7 In addition to discipline-based standards of knowledge, Facts (in this view) govern the rules of citizenship, provide moral clarity, and as we will see shortly, inform the aesthetic. It is worth noting that such a linear equation—those clear straight lines—currently places skeptics in the category of unpatriotic, miseducative, and morally corrupt.8The fundamentalist philosophy of education is a governing philosophy—it is a philosophy for, not with, its initiates. Judgments are passed, not reached; answers are given, not argued. Teachers in this setting—whether willing accomplices or not—define what needs to be known and... (shrink)

The essays in this volume have been selected for their contribution to Everett W. Hall's mature philosophical position, which was grounded in careful linguistic analysis and directed toward philosophically clarifying the major areas of culture. He emerges as skillful, meticulous, and patient in his exploration of language as a means of interpreting the categorial structure of the world. Originally published in 1964. A UNC Press Enduring Edition -- UNC Press Enduring Editions use the latest in digital technology to make (...) available again books from our distinguished backlist that were previously out of print. These editions are published unaltered from the original, and are presented in affordable paperback formats, bringing readers both historical and cultural value. (shrink)

I IN WHAT SENSE CAN VALUE BE ANALYSED? THE present essay is meant to be an instance of philosophical analysis. ...

In 1939, just before graduating from high school in the small town of Ridgeway in northeast Iowa, Everett Kuntz spent his entire savings of $12.50 on a 35mm Argus AF camera. He made a camera case from a worn-out boot, scraps from a tin can, and a clasp from his mother’s purse. For the next several years, especially during the summers when he worked on his parents’ dairy farm, he clicked the shutter of his trusty Argus all around the (...) quiet town. Everett bought movie reel film in bulk from a mail-order house, rolled his own film, and developed it in a closet at home, but he never had the money to print his photographs. More than two thousand negatives stayed in a box while he married, raised a family, and worked as an electrical engineer in the Twin Cities. When he became ill with cancer in the fall of 2002—sixty years after he had developed the last of his bulk film—Everett opened his time capsule and printed the images from his youth. He died in 2003, having brought his childhood town back to life just as he was leaving it. A sense of peace radiates from these images. Whether skinny-dipping in the Turkey River, wheelbarrow-racing, threshing oats, milking cows, visiting with relatives after church, or hanging out at the drugstore or the movies, Ridgeway’s hardworking citizens are modest and trusting and luminous in their graceful harmony and their unguarded affection for each other. Visiting the town in 2006 as he was writing the text to accompany these photographs, Jim Heynen crafted vignettes that perfectly complement these rediscovered images by blending fact and fiction to give context and voice to Ridgeway’s citizens. (shrink)

The major question—what is categorial analysis and how can it be reliably performed?—lies beyond the scope of this paper. Indeed, I would presume that very little can be said significantly about it in general. One's convictions on the subject have to be shown by actual performance, which is my intention in the present instance. But it may help the process of communication if I try to indicate at the beginning the general frame in which this analysis of value occurs.

Although a great deal has been written concerning the verifiability of empirical, declarative sentences, yet some further clarification in this area seems possible and desirable. I think it is important to determine what sort of property ‘verified by’ is. Obviously it is a semiotical property. Only sentences, never matters of fact, are verified. But where, in the area of semiotics, is it to be placed? To use Charles Morris's useful and now somewhat traditional classification, is it a syntactic, semantic, or (...) pragmatic predicate? My answer is that it falls within semantics. Before developing this, however, I should like to point out why I do not place it in either of the other two subdivisions. (shrink)

Understanding factors that motivate farmers to perform conservation behaviors is seen as key to enhancing efforts to address agri-environmental challenges. This study uses survey data collected from 277 farmers in the La Moine River watershed in western Illinois to develop new measures of farmers’ environmental attitudes and examine their influence on current usage of agricultural best management practices (BMPs). The results suggest that a Dual Interest Theory approach reflecting two separate, competing psychological frames representing a stewardship view of the environment (...) and a farm as a business (or profit maximization) view of the environment are present within the decision making domain. Using a cluster analysis technique to examine the interaction between these attitude frames reveals four groups of farmers who hold distinct views of the environment. Further exploration of these distinct belief systems reveals little evidence of differences in participation or willingness to participate in agricultural BMPs; however, we observe significant differences between these groups with regard to their willingness to support rural conservation planning priorities that address agri-environmental challenges. Further discussion focuses on the implications of these interactive dual interest typologies and the implications of these findings on efforts to engage farmers in conservation efforts. (shrink)