Considered by many to be Abraham Robinson's magnum opus, this book offers an explanation of the development and applications of non-standard analysis by the mathematician who founded the subject. Non-standard analysis grew out of Robinson's attempt to resolve the contradictions posed by infinitesimals within calculus. He introduced this new subject in a seminar at Princeton in 1960, and it remains as controversial today as it was then. This paperback reprint of the 1974 revised edition is indispensable reading for anyone interested (...) in non-standard analysis. It treats in rich detail many areas of application, including topology, functions of a real variable, functions of a complex variable, and normed linear spaces, together with problems of boundary layer flow of viscous fluids and rederivations of Saint-Venant's hypothesis concerning the distribution of stresses in an elastic body. (shrink)

Research integrity is a well-established term used to talk and write about ethical issues in research. Part of its success might be its broad applicability. In this paper, we suggest that this might also be its Achilles heel, since it has the potential to conceal important value conflicts. We identify three broad domains upon which research integrity is applied in the literature: (1) the researcher (or research group), (2) research, and (3) research-related institutions and systems. Integrity in relation to researchers (...) concerns character, although it remains to specify precisely what character traits are the desirable ones in this context and what values researchers should endorse. Integrity in relation to research concerns correct and sufficient description of the research process, data, results, and overall ‘research record’. Hence, it concerns the quality of research. However, whether or not this notion of research integrity covers all ethical aspects of research depends on whether one endorses a wider or a narrower interpretation of the ‘research process’. Integrity in relation to research-related institutions and systems leaves open whether they should be understood as agents in their own right or merely as means to research integrity. Besides the potential lack of clarity that our analysis reveals, we point to how this variety in uses might lead to concealment of value conflicts and propose an open discussion of central values. (shrink)

Joshua Gert presents an original account of color properties, and of our perception of them. He employs a general philosophical strategy - neo-pragmatism - which challenges an assumption made by virtually all other theories of color: he argues that colors are primitive properties of objects, irreducible to physical or dispositional properties.

The Logical Foundations of Social Theory describes Gert Mueller’s argument that physical, biological, social, moral, and cultural reality form an asymmetrical hierarchy of founding and controlling relationships that condition social reality rather than mechanically determining it. This book analyzes social stratification, the moral order, and culture systems.

Prologue: on the weakness of education -- Creativity -- Communication -- Teaching -- Learning -- Emancipation -- Democracy -- Virtuosity -- Epilogue: for a pedagogy of the event -- Appendix: coming into the world, uniqueness, and the beautiful risk of education: an interview with Gert Biesta by Philip Winter.

Joshua Gert offers an original account of normative facts and properties, those which have implications for how we ought to behave. He argues that our ability to think and talk about normative notions such as reasons and benefits is dependent on how we respond to the world around us, including how we respond to the actions of other people.

Those who endorse the twin theses of transparency and representationalism with regard to visual experience hold that the qualities we are aware of in such experience are, all of them, apparently possessed by external objects. They hold, therefore, that we are not introspectively aware of any qualities of visual experience itself. In this paper I argue that attention to visual noise—also known as ‘eigenlicht’ or ‘eigengrau’—puts pressure on both of these theses, though in different ways. Phenomenally, visual noise does not (...) even seem to belong to any external objects, which is a challenge to transparency. Moreover, visual noise is not the normal visual response to any distinctive external property, such as external graininess. Nor is it treated by our visual system as the perception of any such property. Given extant views of visual representation, it is therefore implausible to claim that it is the transparent representation of any such property. (shrink)

Gert Biesta; How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal, Journal of Philosophy of Education, Volume 36, Issue 3, 16 Dec.

There is a relation between the way we analyse arguments and the consideration we give to the role of showing in argumentation. the concept of showing covers different ideas. Different kinds of showing are present in argumentative practice. This can be exemplified by reference to sensory evidence, logical inference, and analogical arguments. If showing plays an essential role in the argumentative use of language, and analysis which completely replaces that which is shown by that which is said, distorts what it (...) is trying to understand. Analysing argument is interpreting and continuing argumentative practice; it does not operate on a separate level. (shrink)

Adverbialism is the view that to have a conscious perceptual experience is to be consciously experiencing in a certain way, and that this way is not to be understood in relational or representational terms. We might compare what it is for a conscious being to be experiencing in a certain way with what it is for a string to be vibrating in a certain way. This paper makes a new case for adverbialism by appealing to the fact that we can (...) pick out ways of experiencing by treating them as information-bearing signals. In both presenting and defending the view, it will be crucial that information is not the same as representational content, but can still concern objects and the properties of those objects. The resulting information-theoretic adverbialism can answer or deflect the most influential objections to adverbialism. (shrink)

In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper (...) is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices. (shrink)

Much work in the field of education for democratic citizenship is based on the idea that it is possible to know what a good citizen is, so that the task of citizenship education becomes that of the production of the good citizen. In this paper I ask whether and to what extent we can and should understand democratic citizenship as a positive identity. I approach this question by means of an exploration of four dimensions of democratic politics—the political community, the (...) borders of the political order, the dynamics of democratic processes and practices, and the status of the democratic subject—in order to explore whether and to what extent the ‘essence’ of democratic politics can and should be understood as a particular order. For this I engage with ideas from Chantal Mouffe and Jacques Rancière who both have raised fundamental questions about the extent to which the ‘essence’ of democratic politics can be captured as a particular order. In the paper I introduce the figure of the ignorant citizen in order to hint at a conception of citizenship that is not based on particular knowledge about what the good citizen is. I introduce a distinction between a socialisation conception of citizenship education and civic learning and a subjectification conception of citizenship education and civic learning in order to articulate what the educational implications of such an ‘anarchic’ understanding of democratic politics are. While the socialisation conception focuses on the question how ‘newcomers’ can be inserted into an existing political order, the subjectification conception focuses on the question how democratic subjectivity is engendered through engagement in always undetermined political processes. This is no longer a process driven by knowledge about what the citizen is or should become but one that depends on a desire for a particular mode of human togetherness or, in short, a desire for democracy. (shrink)

In contemporary societies, there is a strong push toward seeing education as an instrument for the delivery of particular societal agendas. On such a view, the only questions that remain are how effective education is at delivering such agendas and how its effectiveness can be increased. While this might be a desirable way forward for those who believe that a consensus about the agenda for education can easily be achieved, it is at odds with the idea that a democratic society (...) is characterized by a fundamental plurality of visions about what schools are supposed to be for. Yet the democratic critique of educational instrumentalism cannot be confined to giving each and every vision its own school, as this would simply multiply educational instrumentalism rather than oppose it. A true democratic response thus needs to take education's own interest seriously as well, which, as Gert Biesta argues in this paper, amounts to a defense of the school as institution. (shrink)

1. Questions about the quality of education are at the forefront of discussions amongst politicians, policy makers, parents, teachers, students, the media and the wider public in almost all countri...

Although it goes against a widespread significant misunderstanding of his view, Michael Smith is one of the very few moral philosophers who explicitly wants to allow for the commonsense claim that, while morally required action is always favored by some reason, selfish and immoral action can also be rationally permissible. One point of this paper is to make it clear that this is indeed Smith's view. It is a further point to show that his way of accommodating this claim is (...) inconsistent with his wellknown "practicality requirement" on moral judgments: the thesis that any rational person will always have at least some motivation to do what she judges to be right. The general conclusion is that no view that, like Smith's, associates the normative strength of a reason with the motivational strength of an ideal desire will allow for the wide range of rational permissibility that Smith wants to capture. (shrink)

When did the concept of model begin to be used in mathematics? This question appears at first somewhat surprising since “model” is such a standard term now in the discourse on mathematics and “modelling” such a standard activity that it seems to be well established since long. The paper shows that the term— in the intended epistemological meaning—emerged rather recently and tries to reveal in which mathematical contexts it became established. The paper discusses various layers of argumentations and reflections in (...) order to unravel and reach the pertinent kernel of the issue. The specific points of this paper are the difference in the epistemological concept to the usually discussed notions of model and the difference between conceptions implied in mathematical practices and their becoming conscious in proper reflections of mathematicians. (shrink)

A closer look at the lived illness experiences of medical professionals themselves shows that shared decision making is in need of a logic of care. This paper underlines that medical decision making inevitably takes place in a messy and uncertain context in which sharing responsibilities may impose a considerable burden on patients. A better understanding of patients’ lived experiences enables healthcare professionals to attune to what individual patients deem important in their lives. This will contribute to making medical decisions in (...) a good and caring manner, taking into account the lived experience of being ill. (shrink)

In this article, I explore the impact of the contemporary culture of measurement on education as a professional field. I focus particularly on the democratic dimensions of professionalism, which includes both the democratic qualities of professional action in education itself and the way in which education, as a profession, supports the wider democratic cause. I show how an initial authoritarian conception of professionalism was opened up in the 1960s and 1970s towards more democratic and more inclusive forms of professional action. (...) I then show how, in the wake of the transformation of the welfare state and the rise of neo-liberal forms of governing, the democratic dimension of professionalism became distorted. I discuss three distortions: having to do with the position of clients, the nature of accountability and the status of professional knowledge. While at first sight, the developments in each of these areas can be seen as furthering the democratisation of the professions, I argue that in fact they have eroded the democratic dimension of the professions and show the contribution of the culture of measurement to this erosion process. In the final step of my argument, I suggest how a more democratic mode of professional action might be regained and how such a mode of professional action might contribute to wider processes of democratisation. (shrink)

_Obstinate Education: Reconnecting School and Society_ argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist.

Informed consent is central to modern research ethics. Informed consent procedures have mainly been justified in terms of respect for autonomy, the core idea being that it should be every competent individual’s right to decide for herself whether or not to participate in scientific studies. A number of conditions are normally raised with regard to morally valid informed consent. These include that potential research subjects get adequate information, understand those aspects that are relevant to them, and, based on that information, (...) make a voluntary decision whether or not to participate. These conditions are meant to guarantee that participation is genuinely the individual’s own choice and is coherent with his or her authentic interests. (shrink)

Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.

Slippery-slope arguments typically question a course of action by estimating that it will end in misery once the first unfortunate step is taken. Previous studies indicate that estimations of the long-term consequences of certain debated actions, such as legalizing physician-assisted suicide, may be strongly influenced by tacit personal values. In this paper, we suggest that to the extent that slippery-slope arguments rest on estimations of future events, they may be mere rationalizations of personal values. This might explain why there are (...) proponents even for strikingly poor slippery-slope arguments. (shrink)

This paper urges that if we wish to give social intelligence to our agents, it pays to look at how we acquired our social intelligence ourselves. We are born with drives and motives that are innate and deeply social. Next, as children we are socialized to acquire norms and values and to understand rituals large and small. These social elements are the core of our being. We capture them in the acronym GRASP: Groups, Rituals, Affiliation, Status, Power. As a consequence, (...) economic rationality or logical reasoning do not suffice when it comes to social intelligence. Basic features of our social behaviour, of the kind that one sees early in the lives of children, need to be prominent. These include fear, love, and aggression. They extend to the combination of these drives with basic social clues from the environment such as big and small, good and bad, as well as culture-specific specializations of these. This will make agents respond differentially to inferred attributes such as gender, age, group membership. This level of universality in social intelligence should receive our full attention. The general insights gained can then be re-used in myriad implementations to specific modelling issues. (shrink)

We give a historical overview of the development of almost 50 years of empirical research on the affordances in the past and in the present. Defined by James Jerome Gibson in the early development of the Ecological Approach to Perception and Action as the prime of perception and action, affordances have become a rich topic of investigation in the fields of human movement science and experimental psychology. The methodological origins of the empirical research performed on affordances can be traced back (...) to the mid 1980’s and the works of Warren (1984, 1988) and Michaels (1988). Most of the research in Ecological Psychology performed since has focused on the actualization of discretely defined actions, the perception of action boundaries, the calculation of pi-numbers, and the measurement of response times. The research efforts have resulted in advancements in the understanding of the dynamic nature of affordances, affordances in a social context and the importance of calibration for perception of affordances. Although affordances are seen as an instrumental part of the control of action most studies investigating affordances do not pay attention to the control of the action. We conclude that affordances are still primarily treated as a utility to select behaviour, which creates a conceptual barrier that hinders deeper understanding of affordances. A focus on action-boundaries has largely prevented advancement in other aspects of affordances, most notably an integrative understanding of the role of affordances in the control of action. (shrink)

Since Jean Paul Gustav Ricoeur's passing away in 2005, there has been a significant international resurgence of interest in his work. Coming to grips with the sheer extent of Ricoeur's publications on a variety of subjects can leave one thoroughly perplexed. This is also true when investigating his views on myth and demythologisation. Numerous of his publications expound from various perspectives his insights on myth and its interpretation. This investigation proposes to bring together Ricoeur's extensive contributions on myth, its interpretation (...) and demythologisation in order to present them in condensed form. This will pave the way for a future follow-up study to compare Ricoeur's perspectives to Bultmann's demythologisation program and consider combining their contributions for theological hermeneutics. (shrink)

Proper procedures for informed consent are widely recognized as an ethical requirement for biomedical research involving human beings, in particular as a means to respect the autonomy and personal integrity of potential and actual research participants.