Matthew 18:15–18 proposed a disciplined strategy for dealing with disputes within the Matthean emerging Christian community. The present study was designed to test the theory, proposed by the SIFT approach to biblical hermeneutics, that reader interpretation of this strategy is influenced by the individual readers’ psychological type preferences. Participants attending two conferences in 2017 reflected on this strategy, working in groups that distinguished between feeling types and thinking types: 15 biblical scholars at the Summer School of the Urban Theology Unit, (...) and 22 curates and training incumbents at a 3-day residential programme. Consistent with psychological type theory and with the SIFT approach to biblical hermeneutics, the feeling types found the whole tone of the passage uncomfortable and unsettling. The thinking types identified more readily with the Matthean strategy. These findings add weight to the reader perspective approach to the interpretation of scripture that takes the psychological type profile of the reader into account. (shrink)

It has often been suggested – recently again by Michael Goulder in a debate with John Hick – that what traditionally was called the problem of ‘particular providence’, the problem of God's selective interference in the ongoing affairs of the world, is so acute as to render any form of rational theism impossible. In the same debate Hick argues for a ‘minimalist’ position which allows divine intervention only in the form of a general, radiated, goodness and benevolence on which human (...) beings may draw. In this paper I want to show that reason permits and some evidence suggests another possibility – the possibility that God intervenes through the inner life and perhaps by establishing the cast of characters. I shall construct this alternative usingideas developed from Cardinal Newman and Matthew Arnold. (shrink)

Within the passion narrative Matthew adds important pericopes to the Marcan text concerning both Pilate and Judas. These additional pericopes provide a rich resource for exploring the psychological motivation of and the psychological consequences for these two key actors in the betrayal and crucifixion of Jesus. The present study employs the Jungian framework of the sensing, intuition, feeling and thinking (SIFT) approach to Biblical hermeneutics to explore the interpretation of Matthew 27:19–25 (concerning Pilate) through the lenses of sensing and intuition, (...) and the interpretation of Matthew 27:3–10 (concerning Judas) through the lenses of thinking and feeling among 24 experienced preachers in Ontario, Canada. The findings confirm the hypotheses advanced by the SIFT approach that significant differences emerge between the psychological perceptions of sensing types and intuitive types, and that significant differences emerge between the psychological evaluations of thinking types and feeling types. (shrink)

This study is situated within the newly emerging interest in the concept of grace as a legitimate topic for empirical enquiry, and draws on the theoretical framework provided by the SIFT approach to biblical hermeneutics, an approach rooted in reader-perspective hermeneutical theory and in Jungian psychological type theory. Data were draw from two one-day workshops with Anglican Readers (lay ministers). On each occasion the participants were invited to divide into three separate groups according to their preferences for sensing or intuition (...) (the two perceiving functions) and within these groups to explore the messages of grace in Matthew 6: 25–30 (Jesus’ invitation to look at the birds and to consider the lilies). The rich data gathered from these workshops generated insights into contemporary theologies of grace and also confirmed the hypothesis that biblical interpretation is shaped by the reader’s psychological type preference for sensing or for intuition. (shrink)

The Matthean parable of the labourers in the vineyard is open to multiple interpretations. For some, the parable may speak of God's unlimited grace and generosity; for others the parable may speak of God's unfairness. The present study is set within the context of an emerging interest in the concept of grace as a topic for empirical enquiry. The study draws on the theoretical framework provided by the notion of ordinary theology and employs the sensing, intuition, feeling and thinking (SIFT) (...) approach to biblical hermeneutics, which is rooted in Jungian psychological type theory. Data were drawn from two one-day workshops with Church of England Readers (lay ministers). On each occasion the participants were divided into three separate groups according to their preferences for thinking or feeling (the two judging functions proposed by psychological type theory) and within these groups they were invited to explore the messages about grace in Matthew 20:1-15 (Jesus' parable of the labourers in the vineyard). The rich data gathered from these workshops generated insights into contemporary theologies of grace and also confirmed the hypothesis that a biblical interpretation of grace is shaped by the reader's psychological type preference for thinking or feeling. While feeling types tended to empathise, thinking types pondered motives and unfairness. CONTRIBUTION: Situated within the reader perspective approach to biblical hermeneutics, the SIFT method is concerned with identifying the influence of the psychological type of the reader in shaping the interpretation of sacred text. Employing this method, the present study contributes to three fields of scholarship: to the field of homiletics and hermeneutics, to the field of ordinary theology and to the emerging field concerned with the concept of grace as a topic for empirical enquiry. (shrink)

Beperfect, therefore, as your heavenly Father is perfect(Matthew 5:48)1What are we to make of Jesus’s injunction to be perf...

This brief article introduces a symposium discussing the extended mind thesis and its suggestive relation to religious thought. Essays by Mark Rowlands, Lynne Rudder Baker, Teed Rockwell, Joel Krueger, Leonard Angel, and Matthew Day present a variety of perspectives.

Frederick Denison Maurice.--Matthew Arnold.--Charles Bradlaugh.--Thomas Henry Huxley.--Leslie Stephen.--Harriet Martineau.--Charles Kingsley.

In lieu of an abstract, here is a brief excerpt of the content:April 3, 2010 (11:17 am) C:\Users\Milt\Desktop\backup copy of Ken's G\WPData\TYPE2902\russell 29,2 050 red.wpd 188 Reviews 1 A.yW. Brown, The Metaphysical Society (New York: Octagon, 1973), pp. 180–1. THE ETHICS OF BELIEF Sylvia Nickerson History & Philosophy of Science & Technology / U. of Toronto Toronto, on, Canada m5s 1k1 s.nickerson@utoronto.ca Timothy J. Madigan. W.yK. CliVord and “The Ethics of Beliefz”. Newcastle, uk: CambridgeScholars Publishing, 2009. Pp. [x], 202. isbn (...) 1-84718-503-7. £29.99; us$44.99 (hb). The mathematician William Kingdon CliTord (1845–1879) is generally remembered as a potentially great man whose life was cut short before his genius was fully realized. During his lifetime CliTord was well known in London as a public intellectual and noted authority on science. He was also an iconoclast, a leader in the application of Darwinian principles to areas beyond biology, and a proponent of non-Euclidean geometry. Unlike other agnostics, CliTord did not mourn the loss of his religious belief, nor did he worry that a secularized society would bring about general social decay. While other scientiWc naturalists worried that a collapse of religion would destroy morality and lead to social disintegration, CliTord willingly ceded the universal truths religion oTered, embracing the uncertainty that scientiWc knowledge actually entailed. He even dared to call himself an atheist. However, CliTord’s death at age 34 curtailed the trace of his thought. What remains is consigned to his scant private notebooks and collected works. Perhaps it was the brevity of his life that has led to his neglect within the history of science; no comprehensive appraisal of his mathematical work has been written. CliTord’sbest-knownnon-mathematical statementisthat“itiswrongalways, everywhere, and for anyone, to believe anything upon insuUcient evidence.” This was the statement he defended in his lecture “The Ethics of Beliefz”, which he delivered to London’s Metaphysical Society in 1876. The Metaphysical Society, founded in 1869 to promote discussion between religious believers and scientiWc rationalists, ceased operation in 1880 after members could not Wnd enough common ground to begin debate. The rationalist position CliTord argues in “The Ethics of Beliefz” stands on the far side of the spectrum within this discourse. CliTord’s immoderate stance, along with his use of biblical rhetoric to argue a secularist position, was calculated to provoke conservative intellectuals and institutions.1 When his essay appeared in the January 1877 issue April 3, 2010 (11:17 am) C:\Users\Milt\Desktop\backup copy of Ken's G\WPData\TYPE2902\russell 29,2 050 red.wpd Reviews 189 of Contemporary Review, it proved antagonistic enough that it led in part to the dismissal of James Knowles as editor. Timothy Madigan’s book W.yK. CliVord and “The Ethics of Beliefz”z provides an introduction to and analysis of CliTord’s ethical philosophy. His goal is to outline the historical context from which CliTord’s most famous essay arose, and to analyze the merits and demerits of its argument through the viewpoints of critics and freethinkers from the nineteenth century to the present. Madigan gives a brief history of the Victorian crisis of faith, CliTord’s mathematical work, and the biographical details of his life. He presents the argument CliTord makes within “The Ethics of Beliefz”, and outlines the critical response from his contemporaries, including founding members of the Metaphysical Society William George Ward and Richard H. Hutton, poet Matthew Arnold, physiologist George John Romanes, and American psychologist and philosopher William James. Madigan also discusses the positions argued by other rationalists in the 1870s,1880sandlater(Leslie Stephen, Karl Pearson, FriedrichNietzsche, Charles Peirce and Bertrand Russell) and by modern philosophers who have contributed to the rationalist/religionist debate (C.yS. Lewis, J.yL. Mackie, Michael Martin, Peter van Inwagen, Susan Haack, Anthony Quinton, and Lorraine Code). In Chapter 6 Madigan presents his own defence of CliTord’s ethics of belief. While early sections of the book provide a helpful summary of previously published work, I found Madigan’s discussion of CliTord’s writings on psychology and theory of mind particularly valuable (pp. 58–65). Madigan notes positively that CliTord’s contribution helped steer the early development... (shrink)

The Religion of Humanity, first expounded by the founder of Positivism, Auguste Comte, focused the minds of a wide range of prominent Victorians on the possibility of replacing Christianity with an alternative religion based on scientific principles and humanist values. This new book traces the impact of Comte's 'religion' on Victorian Britain, showing how its ideas were championed by John Stuart Mill and George Henry Lewes before being institutionalised by Richard Congreve and Frederic Harrison, the leaders of the two main (...) centres of Positivist worship. Widely discussed by scientists, philosophers, and theologians, it also attracted the attention of numerous literary figures, including Matthew Arnold, Walter Pater, and Leslie Stephen, achieving its widest circulation through the works of George Eliot, Thomas Hardy, and George Gissing. A wide-ranging and interdisciplinary contribution to the history of ideas, this book sheds new light on a significant but hitherto neglected strand of Victorian thought. (shrink)

Drawing attention to the vexed relationship between feminist theory and philosophy, Is Feminist Philosophy Philosophy? demonstrates the spectrum of significant work being done at this contested boundary. The volume offers clear statements by seventeen distinguished scholars as well as a full range of philosophical approaches; it also presents feminist philosophers in conversation both as feminists and as philosophers, making the book accessible to a wide audience. -/- Table of Contents -/- Opening plenary: Drucilla Cornell, Jacques Derrida, and Teresa Brennan — (...) Discussion / Teresa Brennan ... et al. — Women, identity, and philosophy / Marjorie C. Miller — The personal is philosophical, or teaching a life and living the truth: philosophical pedagogy at the boundaries of self / Ruth Ginzberg — Musing as a feminist and as a philosopher on a postfeminist era / Patricia S. Mann — Essence against identity / Teresa Brennan — Feminist interpretations of social and political thought / Virginia Held — Mothers, citizenship, and independence: a critique of pure family values / Iris Marion Young — Domestic abuse and Locke's liberal (mis)treatment of family / Matthew R. Silliman — Marx, Irigaray, and the politics of reproduction / Alys Eve Weinbaum — The very idea of feminist epistemology / Lynn Hankinson Nelson — Can there be a feminist logic? / Marjorie Hass — Feminism and mental representation: analytic philosophy, cultural studies, and narrow content / David Golumbia — Replies to Hass and Columbia / Nickolas Pappas — Leaping ahead: feminist theory without metaphysics / Leslie A. MacAvoy — Philosophy abandons women: gender, orality, and some literate pre-Socratics / Cornelia A. Tsakiridou. (shrink)

The deflationary aim of this book, which occupies Part I, is to show that a widely held view has little to be said for it. The constructive aim, pursued in Part II, is to make plausible a measure-theoretic account of propositional attitudes. The discussion is throughout instructive, illuminating and sensitive to the many intricacies surrounding attitude ascriptions and how they can carry information about a subject's psychology. There is close engagement with cognitive science. The book should be read by anyone (...) seriously engaged with issues about propositional attitudes.According to the widely held view, which Matthews calls the Received View, the attitude of Φing that p is a matter of standing in a computational/functional relation to an explicit Representation that expresses the proposition that p, and thinking is ‘an inferential computational process defined over one or more of these Representations that eventuates in the production of either another Representation or a behavior’. The representations are understood to be sentences in a language of thought and thus to have a compositional syntax and semantics. The theory that Matthews aims to make plausible has it that ascriptions of propositional attitudes in the form ‘X Φs that p’, ascribe a state to a person by relating that person to an abstract object that is the representative of the state in roughly the way that numbers on a scale are the measure-theoretic representations of certain physical magnitudes. We are to think of the role of ‘Jones believes that interest rates will fall’ by analogy with that of ‘Jones weighs 150lbs’. The latter depends on there being arithmetical relations defined over numbers that enable its particular assignment of a number to Jones's weight to represent physical properties that Jones has in virtue …. (shrink)

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

The modern state claims supreme authority over the lives of all its citizens. Drawing together political philosophy, jurisprudence, and public choice theory, this book forces the reader to reconsider some basic assumptions about the authority of the state. Various popular and influential theories - conventionalism, contractarianism, and communitarianism - are assessed by the author and found to fail. Leslie Green argues that only the consent of the governed can justify the state's claims to authority. While he denies that there (...) is a general obligation to obey the law, he nonetheless rejects philosophical anarchism and defends civility - the willingness to tolerate some imperfection in institutions - as a political virtue. (shrink)

Gareth Matthews suggests that we can better understand the nature of philosophical inquiry if we recognize the central role played by perplexity. The seminal representation of philosophical perplexity is in Plato's dialogues; Matthews invites us to view this as a response to something inherently problematic in the basic notions that philosophy deals with. He examines the intriguing shifts in Plato's attitude to perplexity and suggests that this development may be seen as an archetypal pattern that philosophers follow even (...) today. So it is that one may be won over to philosophy in the first place by the example of a Socratic teacher who displays an uncanny gift at getting one perplexed about something one thought one understood perfectly well. Later, however, wanting like Plato to move beyond perplexity to produce philosophical 'results', one may be chagrined to discover that one's very best attempt to develop a philosophical theory induces its own perplexity. Then, like late Plato and like Aristotle, the philosopher may seek to 'normalize' perplexity in a way that both allows for progress and yet respects the peculiarly baffling character of philosophical questions. (shrink)

This book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews. The arguments presented for feng shui being (...) a pseudoscience can be marshalled when considering a whole range of comparable beliefs and the educational benefit of their appraisal. Feng shui is a deeply-entrenched, three-millennia-old system of Asian beliefs and practices about nature, architecture, health, and divination that has garnered a growing presence outside of Asia. It is part of a comprehensive and ancient worldview built around belief in chi the putative universal energy or life-force that animates all existence, the cosmos, the solar system, the earth, and human bodies. Harmonious living requires building in accord with local chi streams; good health requires replenishment and manipulation of internal chi flow; and a beneficent afterlife is enhanced when buried in conformity with chi directions. Traditional Chinese Medicine is based on the proper manipulation of internal chi by acupuncture, tai-chi and qigong exercise, and herbal dietary supplements. Matthews has produced another tour de force that will repay close study by students, scientists, and all those concerned to understand science, culture, and the science/culture nexus. Harvey Siegel, Philosophy, University of Miami, USA With great erudition and even greater fluidity of style, Matthews introduces us to this now-world-wide belief system. Michael Ruse, Philosophy, Florida State University, USA The book is one of the best research works published on Feng Shui. Wang Youjun, Philosophy, Shanghai Normal University, China The history is fascinating. The analysis makes an important contribution to science literature. James Alcock, Psychology, York University, Canada This book provides an in-depth study of Feng Shui in different periods, considering its philosophical, historical and educational dimensions; especially from a perspective of the ‘demarcation problem’ between science and pseudoscience. Yao Dazhi, Chinese Academy of Sciences, China. (shrink)

I distinguish two ways of explaining our capacity for ‘transparent’ knowledge of our own present beliefs, perceptions, and intentions: an inferential and a reflective approach. Alex Byrne (2011) has defended an inferential approach, but I argue that this approach faces a basic difficulty, and that a reflective approach avoids the difficulty. I conclude with a brief sketch and defence of a reflective approach to our transparent self-knowledge, and I show how this approach is connected with the thesis that we must (...) distinguish between a kind of self-knowledge that is of oneself as agent and another kind that is of oneself as patient. (shrink)

Recent develops in AI technology have led to increasingly sophisticated forms of video manipulation. One such form has been the advent of deepfakes. Deepfakes are AI-generated videos that typically depict people doing and saying things they never did. In this paper, I demonstrate that there is a close structural relationship between deepfakes and more traditional fake barn cases in epistemology. Specifically, I argue that deepfakes generate an analogous degree of epistemic risk to that which is found in traditional cases. Given (...) that barn cases have posed a long-standing challenge for virtue-theoretic accounts of knowledge, I consider whether a similar challenge extends to deepfakes. In doing so, I consider how Duncan Pritchard’s recent anti-risk virtue epistemology meets the challenge. While Pritchard’s account avoids problems in traditional barn cases, I claim that it leads to local scepticism about knowledge from online videos in the case of deepfakes. I end by considering how two alternative virtue-theoretic approaches might vindicate our epistemic dependence on videos in an increasingly digital world. (shrink)

In recent years, a number of philosophers have turned their attention to developments in Artificial Intelligence, and in particular to deepfakes. A deepfake is a portmanteau of ‘deep learning' and ‘fake', and for the most part they are videos which depict people doing and saying things they never did. As a result, much of the emerging literature on deepfakes has turned on questions of trust, harms, and information-sharing. In this paper, I add to the emerging concerns around deepfakes by drawing (...) on resources from vice epistemology. As deepfakes become more sophisticated, I claim, they will develop to be a source of online epistemic corruption. More specifically, they will encourage consumers of digital online media to cultivate and manifest various epistemic vices. My immediate focus in this paper is on their propensity to encourage the development of what I call ‘intellectual cynicism'. After sketching a rough account of this epistemic vice, I go on to suggest that we can partially offset such cynicism – and fears around deceptive online media more generally – by encouraging the development what I term a trained ‘digital sensibility'. This, I contend, involves a calibrated sensitivity to the epistemic merits of online content. (shrink)

This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...) philosophy, medical philosophy, and education. The contributors include scholars from 16 countries. Bunge combines ontological realism with epistemological fallibilism. He believes that science provides the best and most warranted knowledge of the natural and social world, and that such knowledge is the only sound basis for moral decision making and social and political reform. Bunge argues for the unity of knowledge. In his eyes, science and philosophy constitute a fruitful and necessary partnership. Readers will discover the wisdom of this approach and will gain insight into the utility of cross-disciplinary scholarship. This anthology will appeal to researchers, students, and teachers in philosophy of science, social science, and liberal education programmes. 1. Introduction Section I. An Academic Vocation Section II. Philosophy Section III. Physics and Philosophy of Physics Section IV. Cognitive Science and Philosophy of Mind Section V. Sociology and Social Theory Section VI. Ethics and Political Philosophy Section VII. Biology and Philosophy of Biology Section VIII. Mathematics Section IX. Education Section X. Varia Section XI. Bibliography. (shrink)

A prospective introduction -- The received view -- Troubles with the received view -- Are propositional attitudes relations? -- Foundations of a measurement-theoretic account of the attitudes -- The basic measurement-theoretic account -- Elaboration and explication of the proposed measurement-theoretic account.

In a series of exquisite examples that could only have been gathered by a professional philosopher with an extraordinary respect for young minds, Gareth...

Matthew Arnold was born at Laleham-on-Thames on 24 December 1822 as the eldest son of Dr Thomas Arnold and his wife Mary. He was educated at Winchester College, his father's old school; Rugby, where his father was headmaster; and Oxford. In 1851 he was appointed Inspector of Schools, pursuing this taxing career to support his wife and family until his retirement in 1886. He published his first volume of verse, The Strayed Reveller, and other Poems, in 1849 followed by Empedocles (...) on Etna, and other Poems (1852) and five further collections which appeared, with a diminishing number of new poems in each, between 1853 and 1867, after which his creative gift appeared to dwindle still further and he published little poetry. His career as a writer of prose began to take over after his election to the Professorship of Poetry at Oxford in 1857. Stimulated by preparing his lectures, many of the earliest published in 1865 as Essays in Criticism (First Series), he turned increasingly to the vigorous and widely ranging polemical commentaries on culture, religion, and society which were to make him known at home and abroad as the foremost critic of his day. He died suddenly of heart failure on 15 April 1888 while awaiting at Liverpool the arrival of his married daughter from America. (shrink)

Dialogues generated over a year of weekly meetings with 8 children at a school in Edinburgh. The author and the children attempted to craft stories reflecting philosophical problems.

In this introduction to the life and thought of one of the most important French thinkers of the twentieth-century Eric Matthews shows how Merleau-Ponty has contributed to current debates in philosophy, such as the nature of consciousness, the relation between biology and personality, the historical understanding of human thought and society, and many others. Surveying the whole range of Merleau-Ponty's thinking, the author examines his views about the nature of phenomenology and the primacy of perception; his account of human (...) embodiment, being-in-the-world, and his understanding of human behaviour; his conception of the self and its relation to other selves; and, his views on society, politics, and the arts. A final chapter considers his later thought, published posthumously. The ideas of Merleau-Ponty are shown to be of immense importance to the development of French philosophy and the author evaluates his distinctive contributions and relates his thought to that of his predecessors, contemporaries and successors, both in France and elsewhere. This unrivalled introduction will be welcomed by philosophers and cognitive scientists as well as students taking courses in contemporary continental philosophy. (shrink)

Kant's philosophy of arithmetic / by Charles Parsons -- Visual geometry / by James Hopkins -- The proof-structure of Kant's transcendental deduction / by Dieter Henrich -- Imagination and perception / by P.F. Strawson -- Kant's categories and their schematism / by Lauchlan Chipman -- Transcendental arguments / by Barry Stroud -- Strawson on transcendental idealism / by H.E. Matthews -- Self-knowledge / by W.H. Walsh -- The age and size of the world / by Jonathan Bennett.

In this article, I shall contend that Rawlsian public reason liberalism (PRL) is in tension with non-anthropocentric environmentalism. I will argue that many reasonable citizens reject non-anthropocentric values, and PRL cannot allow them to be used as the justification for ecological policies. I will analyse attempts to argue that PRL can incorporate non-anthropocentric ideas. I shall consider the view, deployed by theorists such as Derek Bell and Mark A. Michael, that PRL can make a distinction between constitutional essentials and non-essentials, (...) and therefore ecocentric values can be employed when only non-essentials are at stake. I will also consider Simon Hailwood’s argument that PRL can incorporate concern for nature based on its ‘otherness’. I shall conclude that both positions fail to rebut the claim that PRL excludes non-anthropocentric viewpoints. I will consider the question of whether PRL’s exclusion of non-anthropocentric ethics is a problem, and I shall show that appealing to purely anthropocentric arguments leads to a variety of unpalatable conclusions. I will suggest that comprehensive liberalism can include non-anthropocentric concerns, and hence is superior from an environmental perspective. (shrink)

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of (...) their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. (shrink)

Genetic explanation of complex human behavior presents an excellent test case for pluralism. Although philosophers agree that successful scientific investigation of behavior is pluralistic, there remains disagreement regarding integration and elimination—is the plurality of approaches here to stay, or merely a waystation on the road to monism? In this paper we introduce an issue taken very seriously by scientists yet mostly ignored by philosophers—the missing heritability problem—and assess its implications for disagreement among pluralists. We argue that the missing heritability problem, (...) which isn’t going anywhere any time soon, implies that pluralism in behavior genetics is both practically ineliminative and theoretically non-integrative. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Excellence in sport performance is normally taken to be a matter of superior performance of physical movements or quantitative outcomes of movements. This paper considers whether a wider conception can be afforded by certain kinds of nature based sport. The interplay between technical skill and aesthetic experience in nature based sports is explored, and the extent to which it contributes to a distinction between different sport-based approaches to natural environments. The potential for aesthetic appreciation of environmental engagement is found to (...) be strongly dependent on whether or not environmental engagement is exploited for the end of producing a quantifiable result or enhancing technical skill. It is also argued that an existential rather than spectatorial attitude to aesthetic experience is offered by specifically nature oriented sport. Aesthetic experience achieved in this way is therefore neither passive nor detached, but extends Berleant's concept of participatory environmental aesthetics and underpins both an alternate (wide) conception of excellence in sport activity and a richer experience of aesthetic engagement than more objectivised standpoints. (shrink)

Philosophy plays an integral role in French society, affecting its art, drama, politics, and culture. In this accessible, chronological survey, Matthews offers some explanations for the enduring popularity of the subject and traces the developments that French philosophy has taken in the twentieth century, from its roots in the thought of Descartes to key figures such as Bergson, Sartre, Marcel, Merleau-Ponty, Foucault, Derrida, and the recent French Feminists.