This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1752 edition. Excerpt:... to which the original Exclusion had been owing, the Points of two short and slender Hairs appear'd protruding themselves from its oval Surface. The thicker butoblong Bodies, from whose Extremities these grew, next forc'd themselves out, and it was evident to a-'n accustom'd Eye, that they were (...) the Antennze of a two wing'd Fly; next presented themselves the anterior Surfaces of two chequeffd Orbs, which were plainly the complex Eyes of anlnsect' of the same Species, separated by a plain Portion of a Forehead; and soon after the whole Head. This was no sooner all in View, than it swell'd to a Diameter equal to twice the Measure of that of the Breast. lt might have appear'd from the first, that the Head was growing under the Eye of the Observer, from the Extremity of the Thorax, but tho' a more rational Enquiry could not but produce for its Answer, that it was only now thrust forth out of the Cavity of the Breast in which it had before been lodg'd; it yet appear'd singular after this sudden Change in Size to conceive how a Thing should have been till that Moment lodg'd in a Cavityz not equal to half its own Diameter. P a The The Head was now entire and in its Place, and the Legs were firm, and supported the Body well, but the Wings did not yet appear. On examining the Place where they were to be expacted, I discover'd two irregular Protuberances of a wrinkled Surface, and considerably large, and under them the two oblong Pedicies which we see supporting the Balls under the Wings of all the two wing'd Flies. It was evident from this, that the Protuberances at the two Sides of the Base of the Thorax were the very Wings in their folded State, and this was soon prov'd by their expanding. The Wings in all this Race of Creatures are the last Part... (shrink)

This commentary analyses the quantitative parameters of Reichle et al.'s model, using estimates when explicit information is not provided. The analysis highlights certain features that appear to be necessary to make the model work and ends by noting a possible problem concerning the variability associated with oculomotor programming.

The success of deep brain stimulation (DBS) for movement disorders and the improved understanding of the neurobiologic and neuroanatomic bases of psychiatric diseases have led to proposals to expand current DBS applications. Recent preclinical and clinical work with Alzheimer's disease and obsessive-compulsive disorder, for example, supports the safety of stimulating regions in the hypothalamus and nucleus accumbens in humans. These regions are known to be involved in addiction and overeating associated with obesity. However, the use of DBS targeting these areas (...) as a treatment modality raises common ethical considerations, which include informed consent, coercion, enhancement, threat to personhood, and manipulation of the reward center. Pilot studies for both of these conditions are currently investigational. If these studies show promise, then there is a need to address the ethical concerns related to the initiation of clinical trials including the reliability of preclinical evidence, patient selection, study design, compensation for participation and injury, cost-effectiveness, and the need for long-term follow-up. Multidisciplinary teams are necessary for the ethical execution of such studies. In addition to establishing safety and efficacy, the consideration of these ethical issues is vital to the adoption of DBS as a treatment for these conditions. We offer suggestions about the pursuit of future clinical trials of DBS for the treatment of addiction and overeating associated with obesity and provide a framework for addressing ethical concerns related to treatment. (shrink)

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical (...) relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises. (shrink)

John White; The Problem of Self-interest: the educator’s perspective, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 163–175, https.

Humanist education, within families and at school, is best understood in its historical context. It involves a shedding, over time, of religion‐dependent features belonging to a more devout age. This chapter focuses on British history, although many of the points apply more widely, especially to other countries with a Protestant background, like the USA. Liberal humanist approaches to children's education in the home are best understood in terms of the rejection, over time, of the religious setting within which it formerly (...) took place. A modern knowledge‐based education suited the requirements of seventeenth‐century Protestant merchants and rulers better than an impractical scholasticism. If education in the arts has been held back, historically, by religious views on the division between soul and body, the same is truer for sex education. The individualism built into the traditional model of headship is echoed in the ways children have been traditionally expected to learn. (shrink)

This paper concerns the influence of gender on a firm’s moral and economic performance. It supports Thomas White’s intimation of a male gender bias in the value system underlying extant business theory. We suggest that this gender bias may be corrected by drawing on the concept of substantive rationality inherent in virtue-ethics theory. This feminine-oriented relationship-based value system complements the essential nature of the firm as a nexus of relationships between stakeholders. Not only is this feminine firm morally desirable, (...) but it is also economically more efficient in that trust becomes a more feasible implicit contractual enforcement mechanism. In an organizational context, therefore, from both a moral and an economic perspective, long established economic man is dominated by nascent economic woman. (shrink)

In the World Library of Educationalists series, international experts themselves compile career- long collections of what they judge to be their finest pieces-extracts from books, key articles, salient research findings, major theoretical and/practical contributions-so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. Emeritus Professor John White has spent the last 35 years researching, thinking (...) and writing about some of the key and enduring issues in education. In this book, he brings together 16 key writings in one place. Starting with a specially written Introduction, which gives an overview of John's career and conceptualizes his selection within the development of the field, the chapters cover: · Mind · State and Curriculum · Well-being · Politics · Curriculum subjects. This book not only shows how John's thinking developed during his long and distinguished career; it also gives an insight into the development of the fields to which he contributed. (shrink)

"Despite a dramatic rise in average income in the last 40 years, people are no happier. Since the millennium personal well-being has recently shot up the political and educational agendas, with schools in the UK even including "Personal Well-being" as a curriculum topic in its own right.This book takes teachers, student teachers and parents step by step through the many facets of well-being, pausing at each step to look at the educational implications for teachers and parents trying to make our (...) children's lives more meaningful. With his renowned talent for distilling the most complex of philosophical arguments into accessible laymen's terms, John White addresses the moral maze of well-being through three distinct parts:Part 1 describes the remarkable growth of interest in children's well-being in the UK since 2000, and suggests that a philosophical look at the concept of well-being is essential, so that teachers and parents can avoid confusion and misunderstanding.Part 2 takes the reader step by step through the intricacies of the concept in a deliberately accessible way with each chapter containing a substantial section showing how the new ideas just introduced can be taken up in education, especially in schools.Part 3 is about the future of education for well-being, pulling together, expanding on home as well as school, discussing the main aims and emphases of an education focussed on personal well-being. The author also looks at how school's traditional practices will have to change, given the new focus on well-beingAs well as looking at educational implications of all these questions step by step, the book concludes with an extensive practical guide for families and schools wanting to realise the new well-being agenda.This short, engaging book takes the reader with little or no background in philosophy into these issues. It is of special interest to teachers and parents, since they are now at the sharp end of the culture change we are now experiencing"-- Provided by publisher. (shrink)

John Paul II proposes that 1 Cor. 9:24-27 includes sport among the human values and offers a paradigm to recognise ‘the fundamental validity of sport, considering it not just as a term of comparison to illustrate higher ethical and aesthetic ideal, but also in its intrinsic reality as a factor in the formation of man as a part of his culture and his civilization’. In this paper, I intend to follow John Paul II’s interpretation and moral reasoning in (...) order to demonstrate how 1 Cor. 9:24-27 can be used in Christian ethics as a paradigm for theological reflection on sport. (shrink)

Pat White, John White; David Cooper's Illusions, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 239–248, https://doi.org/10.1111/j.1.

A central aim of education has to do with the promotion of the pupil's and other people's well-being. Recent work by John O'Neill locates the strongest justification of the market in an individualistic preference-satisfaction notion of well-being. His own preference for an objective theory of well-being allows us to make a clear separation of educational values from those of the market. Problems in O'Neill's account suggest a third notion of well-being which better supports the separation mentioned.

This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life.

Introduction Patients require an accurate knowledge about placebos and their possible effects to ensure consent for placebo-controlled clinical trials is adequately informed. However, few previous studies have explored patients’ baseline levels of understanding and knowledge about placebos. The present online survey aimed to assess knowledge about placebos among patients with a history of back pain. Design A 15-item questionnaire was constructed to measure knowledge about placebos. Additional questions assessed sociodemographic characteristics, duration and severity of back pain, and previous experience of (...) receiving placebos. Setting Participants recruited from community settings completed the study online. Results 210 participants completed the questionnaire. 86.7% had back pain in the past 6 months, 44.3% currently had back pain. 4.3% had received a placebo intervention as part of a clinical trial and 68.1% had previously read or heard information about placebos. Overall knowledge of placebos was high, with participants on average answering 12.07 of 15 questions about placebos correctly. However, few participants correctly answered questions about the nocebo effect and the impact of the colour of a placebo pill. Conclusions The findings identified key gaps in knowledge about placebos. The lack of understanding of the nocebo effect in particular has implications for the informed consent of trial participants. Research ethics committees and investigators should prioritise amending informed consent procedures to incorporate the fact that participants in the placebo arm might experience adverse side effects. (shrink)

A central but somewhat obscure concept in Scheler’s philosophy is that of person. I suggest that one aid to understanding Scheler’s notion of person is interpreting it in terms of what I call a tripartite anthropology. This term is meant to suggest that the human being can be conceived as comprising three distinct though characteristically cooperating sources of conscious activity. Once we understand Scheler’s anthropology in these terms, his concept of person becomes clearer. In this paper, I develop the notion (...) of a tripartite anthropology, including some discussion of its roots in the tradition. Second, I offer an overview of Scheler’s own anthropology, offering some account of the three-fold sources of activity in the human being and how they function together. Finally, I discuss Scheler’s anthropology in comparison to a section of Aquinas’s On Spiritual Creatures. I show that Scheler is not as far from Aquinas as it might seem and can actually help us to understand Aquinas’s intentions. (shrink)

This article discusses what might be called the standard picture of Ockham in 20th century Catholic thought, especially as regards his theory of knowledge. First, it explains why it is that Ockham’s theory of knowledge has generally gotten bad press from Catholic philosophers. Second, it seeks to demonstrate why Ockham deserves a better reputation among Catholic thinkers.

In this paper, I investigate what I call “ecological value cognition,” a term designating a cognitive process by which one understands: (1) a value or set of values which pertain to the environment, (2) that such values are morally relevant, and (3) that these values may invite or even require virtues, attitudes or actions with respect to them and the entities which bear them. I seek, in this paper, to elucidate the nature of ecological value cognition and suggest specific challenges (...) that the American capitalist ethos poses for understanding these values and therefore for developing a sound environmental ethics and policy. (shrink)

The Aeolic dimeter and trimeter constitute so considerable a part of Greek lyric and dramatic poetry that the correct apprehension of their form is a matter of great moment. The Greek metricians comprehended this rightly, in the main, but in the first half of the nineteenth century the doctrine of these learned men was supplanted by a new theory that attempted to apply the principles that underlie modern poetry to the explanation of the undoubtedly complex rhythm of these clauses. Many (...) scholars persistently maintain this theory. It is not difficult to discover why it was invented and why it remains attractive. That the quantitative rhythms and metres of Greek poetry should seem complicated to men whose language is accentual is inevitable, whereas modern metres and rhythms are notoriously simple. The limitations imposed upon poetic form by accentual speech are extreme. No modern poet, for example, has attempted Ionic or Cretic measures. Again Greek music was simple, and both music and dance were under the control of the singers, but modern music is a complex art, and casts language in an iron mould. Nevertheless musical expression must be the basis of comparison, so far as we allow ourselves to institute it, between ancient and modern rhythms. The attempt to conform Greek lyrics to the elementary—and uncertain—rhythms of modern poetry that is merely read or recited implies a fundamental misconception of relations. Greek lyrics were melic. Agathon, in the Thesmophoriazusae, sings as he composes. These Greek songs were never intended to be read by anybody, Greek or barbarian. (shrink)

This is a long review of a long book, the longest to my knowledge on what educational aims and the curriculum that flows from them should be. The first half of the review is devoted to a brief summary of each of the eleven chapters. The second half raises some critical points. These cover remarks about R.S. Peters' alleged traditionalism; the salience of climate change considerations among educational aims; the claim that the arts, like the sciences, make progress; seeing the (...) elements of morality as a toolbox. The longest critical discussion is about Kitcher's notion of human fulfillment and whether he is right in his view that we should see it in terms of a successful life-plan aimed at furthering ‘the human project’. (shrink)

We report on the small-scale (0.5 13 h - 1M, a large-scale bias of ~2.0 and a satellite fraction of 12 ± 2 per cent. Thus, these galaxies occupy haloes with average masses in between those of the higher redshift BOSS CMASS sample and the original SDSS I/II luminous red galaxy sample © 2012 The Authors Published by Oxford University Press on behalf of the Royal Astronomical Society © doi:10.1093/mnras/sts314.

A short encyclopaedia entry on the nature of education.

Few figures of the Middle Ages command the attention of so many modern disciplines as Robert Grosseteste (c. 1170-1253). Theology, Philosophy, History, and Science are all areas which his life and thought continue to have significance and to inspire re-interpretation. Accompanied by a series of original commentaries, this new edition of Grosseteste's work, with English translation, draws together the perspectives of modern scientists and medieval specialists. Volume I of a six volume series, Knowing and Speaking presents two of the earliest (...) of Grosseteste's works, the treatises On the Liberal Arts and On the Generation of Sounds. These are accompanied by a significant Middle English treatise on the Seven Liberal Arts whose anonymous fifteenth-century author translated and excerpted passages from Grosseteste's treatises in a re-imagining of their structure and function.0Each work is treated separately within the volume, which is constructed in three parts. On the Liberal Arts sets Grosseteste's thoughts on the arts subjects and emphasises moral concerns about the purpose of learning. On the Generation of Sounds builds on the theories and statements of On the Liberal Arts in connection to the production of sound, elaborating the earlier position, relating the generation of sounds to human vocal and speech production. (shrink)

The nature of intelligence and how it can be measured has occupied psychologists, educationalists, biologists and philosophers for hundreds of years. However, there has been little investigation into the rise of the traditional dominant educational ideology that intelligence and IQ have innate limits and are unchanging and unchangeable. This book traces the roots of this mind set back to early puritan communities on both sides of the Atlantic, drawing parallels between puritan dogma and the development of the traditional curricula and (...) selection processes that are still firmly embedded in school practice today. Drawing on the work of Galton, Pearson, Burt, Goddard, Terman and others in his search for the truth about intelligence testing, John White looks at the personal histories and socialised religious backgrounds of these key psychologists and casts an entirely new light on schooling in Britain and the USA in modern times. This work also shows how we can transcend this heritage and base our educational system on values and practices more in tune with the twenty-first century. (shrink)

We live in a world in which God is made known in and through God’s material works, which are other than himself. That is, they are signs of God’s presence whether in the natural world or the world we structure, as God’s image bearers, in our practices, rituals, and the stuff we make. The Christian tradition holds that the created order and human creativity witness to God, because creation is suffused with God’s presence. A sacramental understanding of sports aims to (...) give an alternative stance to how Christian traditions conceive of sports. A sacramental understanding intimates how this worldview helps us reckon that sports can be an acceptable form of divine worship, because of how sports can participate in and point to God. I argue that, when sport is understood as a material mode of worship, sport can serve as an iconic indicator which reflects and imparts something of divine presence. If we inhabit such a world in which God is close to the lived experience of this strenuous and sensual mode of existence, this re-sacralizes sports as contexts in which humans can actually celebrate with gratitude goods such as autotelicity and experience God’s presence in this cultural liturgy. (shrink)

Love comes in many forms. From friendship to parenthood, from the lover to the altruist, it touches all our lives. As time passes by this remains constant in the human experience. Love's Philosophy explores the basic expressions of love. In this book, White takes into account classical and historical perspecitives. His reflections explain the historical and contemporary formations of love, and offer alternative models to that most encompassing sensation, love.

This paper argues that egalitarianism, in itself and as a basis for educational policy, is unacceptable. Three recent defences of it are examined and rejected. Three anti-egalitarian positions, however, all of which stress sufficiency rather than equality, pass muster. Educational implications are followed through, with reference to mixed ability grouping, selection, equal opportunities in education and conflicting views about the minimum content of a common school curriculum.

In this series of eight articles, the Australian Traumatic Brain Injury Initiative (AUS-TBI) consortium describes the Australian approach used to select the common data elements collected acutely that have been shown to predict outcome following moderate-severe traumatic brain injury (TBI) across the lifespan. This article presents the unified single data dictionary, together with additional measures chosen to facilitate comparative effectiveness research and data linkage. Consultations with the AUS-TBI Lived Experience Expert Group provided insights on the merits and considerations regarding data (...) elements for some of the study areas, as well as more general principles to guide the collection of data and the selection of meaningful measures. These are presented as a series of guiding principles and themes. The AUS-TBI Aboriginal and Torres Strait Islander Advisory Group identified a number of key points and considerations for the project approach specific to Aboriginal and Torres Strait Islander peoples, including key issues of data sovereignty and community involvement. These are outlined in the form of principles to guide selection of appropriate methodologies, data management, and governance. Implementation of the AUS-TBI approach aims to maximize ongoing data collection and linkage, to facilitate personalization of care and improved outcomes for people who experience moderate-severe TBI. (shrink)

A Humean Critique of David Hume's Theory of Knowledge provides the first full-length Aristotilian-Thomistic critique of Hume's most mature and familiar work. While giving Hume proper respect and appreciation for his achievement, Jeremy White engages in a thoughtful critique through an approach based in Hume's own method.