Any philosophical method that treats the analysis of the meaning of a sentence or expression in terms of a decomposition into a set of conceptually basic constituent parts must do some theoretical work to explain the puzzles of intensionality. This is because intensional phenomena appear to violate the principle of compositionality, and the assumption of compositionality is the principal justification for thinking that an analysis will reveal the real semantical import of a sentence or expression through a method of decomposition. (...) Accordingly, a natural strategy for dealing with intensionality is to argue that it is really just an isolable, aberrant class of linguistic phenomena that poses no general threat to the thesis that meaning is basically compositional. On the other hand, the later Mohists give us good reason to reject this view. What we learn from them is that there may be basic limitations in any analytical technique that presupposes that meaning is perspicuously represented only when it has been fully decomposed into its constituent parts. The purpose of this paper is to (a) explain why the Mohists found the issue of intensionality to be so important in their investigations of language, and (b) defend the view that Mohist insights reveal basic limitations in any technique of analysis that is uncritically applied with a decompositional approach in mind, as are those that are often pursued in the West in the context of more general epistemological and metaphysical programs. (shrink)

It is sometimes argued that the study of grammar is irrelevant or unimportant in the business of comparative philosophy, or that it ought to be avoided in favor of methods that presuppose a strongly pragmatic point of view. In this regard, some philosophers have expressed skepticism about whether facts about grammar have anything to offer in the adjudication of competing theories of interpretation or translation. This essay argues that a strongly pragmatic orientation in comparative philosophy invariably overlooks an important role (...) that the study of grammar can play in shedding light on the nature of intention and communicative practice, and that an essential part of the methodology of comparative philosophy should involve a grammatical approach to interpretation and translation. These points are supported by a semantical analysis of passages from Confucius’ Analects that clarifies the relationship between illocutionary force and grammatical mood. (shrink)

In The Quantum Self, Danah Zohar argues that the insights of modem physics can illuminate our understanding of everyday life -- our relationships to ourselves, to others, and to the world at large. Guiding us through the strange and fascinating workings of the subatomic realm to create a new model of human consciousness, the author addresses enduring philosophical questions. Does the new physics provide a basis by which our consciousness might continue beyond death? How does the material world (for instance, (...) ugly inner cities) impinge upon our sense of self? Is there a subatomic wellspring from which our creativity, our empathy with others, and our feelings of unity with the inanimate world originate?Most important, Zohar shows how the vitality of the new physics combats the alienation and fragmentation of twentieth-century life, and replaces it with a model of reality in which the universe itself may possess a type of consciousness, of which human consciousness is one expression. (shrink)

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

Corporate psychopathy thrives perhaps as the most significant threat to ethical corporate behaviour around the world. We argue that Human Resources Management professionals should formulate strategic solutions metaphorically by balancing what strategic military planners famously call ‘Search and Destroy’ and ‘Hearts and Minds’ counter-terrorist strategy. We argue that these military metaphors offer creative inspiration to help academics and practitioners theorise CP in richer, more reflective and more balanced and complementary ways. An appreciation of both metaphors is likely to favour the (...) use of hybrid strategies comprising SD and HM elements, which may provide the best HRM solutions to CP for the same reasons as the military now considers parallel hybrid solutions optimal for combating terrorist and guerrilla insurgency. (shrink)

(1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.

Far more than the dialectic philosophy of Socrates, the rhetorical humanist tradition avoids objectivist epistemology, charts a traversable path to practical wisdom, and aptly highlights the importance of aesthetic style. In those and other ways, we argue, it offers a preferable historical basis for today’s philosophical counseling. Advocates of that contemporary practice tend to cite Socrates as its historical progenitor and favor the narrow propositional logic that is ascribed to him. Some practitioners, though, have also grown more attuned to metaphorical (...) and narrative elements in a client’s worldview. We aim to supplement their claims by drawing from principles of classical rhetorical theory, showing a way to rethink the practice of philosophical counseling today. (shrink)

Physicians generally recommend that patients resuscitated with naloxone after opioid overdose stay in the emergency department for a period of observation in order to prevent harm from delayed sequelae of opioid toxicity. Patients frequently refuse this period of observation despiteenefit to risk. Healthcare providers are thus confronted with the challenge of how best to protect the patient’s interests while also respecting autonomy, including assessing whether the patient is making an autonomous choice to refuse care. Previous studies have shown that physicians (...) have widely divergent approaches to navigating these conflicts. This paper reviews what is known about the effects of opioid use disorder on decision-making, and argues that some subset of these refusals are non-autonomous choices, even when patients appear to have decision making capacity. This conclusion has several implications for how physicians assess and respond to patients refusing medical recommendations after naloxone resuscitation. (shrink)

The modern restorative justice movement, perhaps one of the most important social movements of our time, was born in a Christian home to Christian parents, specifically to Christian peace workers striving to put their faith into action in the public arena. The first major book on the subject was written primarily for a church audience and drew deeply on biblical themes and values. But as restorative justice has moved into the mainstream of criminological thought and policy, the significance of its (...) originating spiritual impulse has been minimized or denied, and subsequent theological scholarship has done little to probe the relevance of restorative perspectives for doctrine and discipleship. In this collection of essays, Christopher D. Marshall, a biblical scholar and restorative practitioner who has devoted his career to exploring the relationship between the two fields, considers how peacemaking Christians can honor the witness and authority of Scripture, including its apparently violence-endorsing strands, as they strive to join in God’s great work in Christ of “reconciling to himself all things, whether on earth or in heaven, by making peace through the blood of his cross” (Col 1:20). (shrink)

There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the (...) writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault. (shrink)

Lyotard talks of performativity or the subsumption of education to the efficient functioning of the social system. Education is no longer to be concerned with the pursuit of ideals such as that of personal autonomy or emancipation, but with the means, techniques or skills that contribute to the efficient operation of the state in the world market and contribute to maintaining the internal cohesion and legitimation of the state. But this requires individuals of a certain kind -- not Kantian autonomous (...) persons but Foucault's normalized and governable individuals. In constituting such individuals discourse is critically important. But how discourse effects this through the force of language is not fully developed by Foucault. This paper draws upon the performative account of language offered by John Austin to develop more fully comments made by Foucault on the force or effects of language in constituting normalized and governable individuals for the march of performativity. (shrink)

At no time in recent decades has more attention been paid to ethical issues in pregnancy. Particularly riveting—and alarming, to many—was the passage of Senate Bill 8, a Texas law banning abortion...

James D Marshall; John Wilson on the Necessity of Punishment, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2006, Pages 97–104, https://doi.org.

In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement (...) sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense. It will be argued that in recent (neo‐liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. ‘Teaching’ then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate. (shrink)

In this paper I wish to comment upon the use of polemical argument in philosophy of education and education. Like Foucault, I believe that a whole morality is at stake because polemical argument obfuscates the search for truth at the expense of truth and the other’s veracity, integrity and dignity. The use of polemics is illustrated by two arguments. The first general argument is taken from an attack upon Albert Camus by the British writer Colin Wilson. The second more particular (...) example is taken from attacks in New Zealand by the State Department of Education upon the educational ideas of the novelist and educator Sylvia Ashton-Warner. Finally I discuss how polemics might be countered in education. (shrink)

In Victor Hugo’s novel, Notre-Dame de Paris, 1482, the priest says that, alas, ‘this will destroy that’, meaning that the book upon which his hand was placed would destroy the building opposite. He is looking out of a window at the immense Cathedral of Notre-Dame (Hugo, 1967, p. 197). If the cathedral is a library to be read by the religious, and if the church is the symbol of authority and the repository of medieval knowledge, then the priest means not (...) only that the book, printing and new literacy would undermine the church’s authority, but that human thought will undermine the church’s expression of its authority (Bolter, 1991). The priest continues: the principal idea of each generation would no longer write itself with the same material and in the same way, that the book of stone, so solid and durable, would give place to the book made of paper, yet made more solid and durable. (Hugo, 1967, p. 199; Bolter’s 1991 translation). (shrink)

J D Marshall; The Concept of Teaching, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 105–118, https://doi.org/10.1111/j.1467-9752.19.

J D Marshall; Thomas Hobbes: education and obligation in the Commonwealth, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 193–203, h.

The propagation of errors in physics research is studied, with particular attention being paid to the effectiveness of the erratum in avoiding error propagation. We study the citation history of 17 physics papers which have significant errata associated with them. It would appear that the existence of an erratum does not significantly decrease the frequency with which a paper is cited and in most cases the erratum isnot cited along with the original paper. The authors comment on implications for the (...) responsibilities of authors. (shrink)

Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...) developed from moretraditional accounts of the self from Descartes toSchopenhauer, Nietzsche and Wittgenstein. (shrink)

Funding organizations around the world are adopting open science policies, resulting in a pressing need for open science programs. In response to the 2011 decadal survey, NASA sought to expand and accelerate omics research, releasing its GeneLab Strategic Plan in 2014. GeneLab is an open science data repository and analysis portal for spaceflight and space-relevant omics data. GeneLab’s output has been outstanding, but its full potential as a way to transform space biology has not yet been achieved. NASA should pursue (...) the development of GeneLab as an open science platorm in earnest. (shrink)

DURING THE PAST THIRTY YEARS, A GROWING CONVERSATION ABOUT THE "restorative" dimensions of justice in contrast to its "retributive" dimensions in addressing crime, wrongdoing, and cultural conflict has emerged around the world. In New Zealand, an initiative known as Family Group Conferencing has virtually replaced the conventional juvenile justice that preceded it. This initiative has inspired many people around the world to adapt that restorative approach in many different settings.