A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make various (...) ‘high stakes’ academic decisions, such as hiring and promotion, funding of research projects and how much money is to be awarded to a particular area. By focusing on a particular practice, problems with the application of the metric generally are outlined. Finally, we offer some general observations about the unintended consequences and other problems arising from the widespread use of this metric, including attempts to ‘game the system’. We argue that the use of impact factors increasingly shapes the kind of topics and issues scholars write on, their choices of methodology, and their choice of publication venues for their work. Technical measures and mechanisms tend to ‘colonise’ the qualitative and professional judgments that must also be part of the process of evaluation, and for which bibliometrics alone cannot offer a substitute. (shrink)

Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...

In this essay Nicholas C. Burbules reviews his experiences and the lessons he learned as editor of Educational Theory for more than twenty years, and he explores some of the normative choices that are inevitably made by any editor in carrying out his or her role. Burbules examines the relationship of a journal to its intellectual field; the review process; communications and interactions with authors; the process of editing and revising manuscripts; questions of representativeness in a theoretically (...) pluralistic field; the business of journal publishing; and the dilemmas that confront an editor in terms of his or her own position and identity within a field. In all of these reflections, he examines the ethical and political background of the choices made, and how these in turn reveal deeper assumptions about the nature and purpose of academic publishing. The result is to “lift up the curtain” and reveal how one philosophically reflective and self-questioning editor handled his responsibilities. (shrink)

ABSTRACTThis essay explores the concept of phronesis in two contexts: phronesis as a virtue, in fact a meta-virtue because it guides the exercise of other virtues; and phronesis as an element in theories of practice. I argue that these two aspects are closely related, because ethics – especially virtue ethics – is best understood as a kind of practice. The second part of the essay explores some of the consequences of thinking about ethics in this way.

In this article, Nicholas C. Burbules explores the effects of various social media on the ways people communicate, and the implications of these effects for the use of social media in educational contexts. Facebook, Twitter, and a host of other applications are being used in increasing numbers, especially by young people. It is where they live, share, and learn, so it is to be expected that educators would want to find ways to use these technologies to engage them. (...) At the same time, however, these new media come with a host of issues and dangers as well as possibilities. Creative educators need to be aware of these in weighing the advantages and disadvantages of social media for educational purposes. (shrink)

Journal of Philosophy of Education, EarlyView.

In his writings Jim Marshall has helpfully emphasized such Wittgensteinian themes as the multiplicity of language games, the deconstruction of ‘certainty,’ and the contexts of power that underlie discursive systems. Here we focus on another important legacy of Wittgenstein's thinking: his insistence that human activity is rule‐governed. This idea foregrounds looking carefully at the world of education and learning, as against the empirical search for new psychological or other facts. It reminds us that we need to consider, in Peter Winch's (...) words, ‘what it makes sense to say’ about certain educational phenomena, and how these meanings stand against understanding a wider form of life. This insight has important implications for doing educational research, and we examine some of these. (shrink)

This essay reflects upon certain aspects of Wittgenstein's own practices as a teacher. Doing philosophy always took priority for Wittgenstein, whether this was in oral or written form: it was important to show the deep puzzles in our language (and our culture and thinking) as a step toward dissolving them. In this respect, one can teach only as a guide; it is a matter of showing more than saying. Wittgenstein's approach suggests a model that I will call tacit teaching. Tacit (...) teaching refers to the many forms of informal instruction—some intentional, some unintentional, and some difficult to categorize simply as one or the other—by which skills, capacities, and dispositions are passed along within a domain of practice. Wittgenstein repeatedly uses the language of signposts, of wandering through a city, of being lost and finding one's way, of needing a guide, of learning how to go on by one's self, to refer to the complex web of knowledge and understanding that allows successful autonomous practice in some discipline: most pertinently, in the context of Wittgenstein's own teaching and writing, the discipline of doing philosophy, but with clear reference to teaching and learning in other complex and ill-structured domains as well. (shrink)

This chapter contains sections titled: Overview Ralph Waldo Emerson John Dewey Richard Rorty Martha Nussbaum Conclusion.

Journal of Philosophy of Education, EarlyView.

The latest book in the Philosophy, Theory, and Educational Research series introduces the main philosophical and theoretical ideas of recent western feminisms as it applies to educational research. Unlike other books that focus on these topics, the authors present a balanced overview of the issues, instead of pushing a particular perspective.

Most discussions of the potential of new information technologies (IT) for education have taken one of two forms: enthusiastic proclamations of the revolutionary impact that IT can have for teaching and learning in school and nonschool settings, or dire warnings of the terrible fraud being perpetrated on society about the educational potential of IT. This essay attempts to avoid exaggerated optimism and pessimism about IT and education, while avoiding the trite oversimplification that technology is “neutral” and can be used for (...) good or bad purposes. Our view is guided by the assumption that it is actually very difficult, if not impossible, in many cases to sort out benefits from costs—the very same outcomes can be viewed as favorable or unfavorable, depending on other assumptions about their effects. We propose a posttechnocratic view of IT that recognizes the multiplicity of effects, the indeterminacy and inseparability of consequences, and the difficulty of isolating “good” and “bad” outcomes. As an example of posttechnocratic analysis, the recent educational concern about censorship and the Internet is discussed to demonstrate how educational policy choices are often more complex and ambiguous than we might wish. (shrink)

This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...

The global #MeToo movement has precipitated a reckoning with gendered, sexual, and other forms of harassment and bullying in higher education. In academia, harassment is rooted in the history of re...

This volume brings together mostly previously unpublished studies by prominent historians, classicists, and philosophers on the roles and effects of religion in Socratic philosophy and on the trial of Socrates. Among the contributors are Thomas C. Brickhouse, Asli Gocer, Richard Kraut, Mark L. McPherran, Robert C. T. Parker, C. D. C. Reeve, Nicholas D. Smith, Gregory Vlastos, Stephen A. White, and Paul B. Woodruff.

Computational models will play an important role in our understanding of human higher‐order cognition. How can a model's contribution to this goal be evaluated? This article argues that three important aspects of a model of higher‐order cognition to evaluate are (a) its ability to reason, solve problems, converse, and learn as well as people do; (b) the breadth of situations in which it can do so; and (c) the parsimony of the mechanisms it posits. This article argues that fits of (...) models to quantitative experimental data, although valuable for other reasons, do not address these criteria. Further, using analogies with other sciences, the history of cognitive science, and examples from modern‐day research programs, this article identifies five activities that have been demonstrated to play an important role in our understanding of human higher‐order cognition. These include modeling within a cognitive architecture, conducting artificial intelligence research, measuring and expanding a model's ability, finding mappings between the structure of different domains, and attempting to explain multiple phenomena within a single model. (shrink)

Uncertainty and affect are fundamental and interrelated aspects of the human condition. Uncertainty is often associated with negative affect, but in some circumstances it is associated with positive affect. In this paper, we review different explanations for the varying relationship between uncertainty and affect. We identify “mental simulation” as a key process that links uncertainty to affective states. We suggest that people have a propensity to simulate negative outcomes, which results in a propensity towards negative affective responses to uncertainty. We (...) also propose the existence of several important moderators of this process, including context and individual differences such as uncertainty tolerance, as well as emotion regulation strategies. Finally, we highlight important knowledge gaps and promising areas for future research, both empirical and conceptual, to further elucidate the relationship between uncertainty and affect. (shrink)

Philosophy is shaped by life and life is shaped by philosophy. This is reflected in The Philosophical I, a collection of 16 autobiographical essays by prominent philosophers.

Generative linguistics' search for linguistic universals (1) is not comparable to the vague explanatory suggestions of the article; (2) clearly merits a more central place than linguistic typology in cognitive science; (3) is fundamentally untouched by the article's empirical arguments; (4) best explains the important facts of linguistic diversity; and (5) illuminates the dominant component of language's nature: biology.

Formalised knowledge systems, including universities and research institutes, are important for contemporary societies. They are, however, also arguably failing humanity when their impact is measured against the level of progress being made in stimulating the societal changes needed to address challenges like climate change. In this research we used a novel futures-oriented and participatory approach that asked what future envisioned knowledge systems might need to look like and how we might get there. Findings suggest that envisioned future systems will need (...) to be much more collaborative, open, diverse, egalitarian, and able to work with values and systemic issues. They will also need to go beyond producing knowledge about our world to generating wisdom about how to act within it. To get to envisioned systems we will need to rapidly scale methodological innovations, connect innovators, and creatively accelerate learning about working with intractable challenges. We will also need to create new funding schemes, a global knowledge commons, and challenge deeply held assumptions. To genuinely be a creative force in supporting longevity of human and non-human life on our planet, the shift in knowledge systems will probably need to be at the scale of the enlightenment and speed of the scientific and technological revolution accompanying the second World War. This will require bold and strategic action from governments, scientists, civic society and sustained transformational intent. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

"Understanding Scientific Progress constitutes a potentially enormous and revolutionary advancement in philosophy of science. It deserves to be read and studied by everyone with any interest in or connection with physics or the theory of science. Maxwell cites the work of Hume, Kant, J.S. Mill, Ludwig Bolzmann, Pierre Duhem, Einstein, Henri Poincaré, C.S. Peirce, Whitehead, Russell, Carnap, A.J. Ayer, Karl Popper, Thomas Kuhn, Imre Lakatos, Paul Feyerabend, Nelson Goodman, Bas van Fraassen, and numerous others. He lauds Popper for advancing (...) beyond verificationism and Hume’s problem of induction, but faults both Kuhn and Popper for being unable to show that and how their work could lead nearer to the truth." —Dr. LLOYD EBY teaches philosophy at The George Washington University and The Catholic University of America, in Washington, DC "Maxwell's aim-oriented empiricism is in my opinion a very significant contribution to the philosophy of science. I hope that it will be widely discussed and debated." – ALAN SOKAL, Professor of Physics, New York University "Maxwell takes up the philosophical challenge of how natural science makes progress and provides a superb treatment of the problem in terms of the contrast between traditional conceptions and his own scientifically-informed theory—aim-oriented empiricism. This clear and rigorously-argued work deserves the attention of scientists and philosophers alike, especially those who believe that it is the accumulation of knowledge and technology that answers the question."—LEEMON McHENRY, California State University, Northridge "Maxwell has distilled the finest essence of the scientific enterprise. Science is about making the world a better place. Sometimes science loses its way. The future depends on scientists doing the right things for the right reasons. Maxwell's Aim-Oriented Empiricism is a map to put science back on the right track."—TIMOTHY McGETTIGAN, Professor of Sociology, Colorado State University - Pueblo "Maxwell has a great deal to offer with these important ideas, and deserves to be much more widely recognised than he is. Readers with a background in philosophy of science will appreciate the rigour and thoroughness of his argument, while more general readers will find his aim-oriented rationality a promising way forward in terms of a future sustainable and wise social order."—David Lorimer, Paradigm Explorer, 2017/2 "This is a book about the very core problems of the philosophy of science. The idea of replacing Standard Empiricism with Aim-Oriented Empiricism is understood by Maxwell as the key to the solution of these central problems. Maxwell handles his main tool masterfully, producing a fascinating and important reading to his colleagues in the field. However, Nicholas Maxwell is much more than just a philosopher of science. In the closing part of the book he lets the reader know about his deep concern and possible solutions of the biggest problems humanity is facing."—Professor PEETER MŰŰREPP, Tallinn University of Technology, Estonia “For many years, Maxwell has been arguing that fundamental philosophical problems about scientific progress, especially the problem of induction, cannot be solved granted standard empiricism (SE), a doctrine which, he thinks, most scientists and philosophers of science take for granted. A key tenet of SE is that no permanent thesis about the world can be accepted as a part of scientific knowledge independent of evidence. For a number of reasons, Maxwell argues, we need to adopt a rather different conception of science which he calls aim-oriented empiricism (AOE). This holds that we need to construe physics as accepting, as a part of theoretical scientific knowledge, a hierarchy of metaphysical theses about the comprehensibility and knowability of the universe, which become increasingly insubstantial as we go up the hierarchy. In his book “Understanding Scientific Progress: Aim-Oriented Empiricism”, Maxwell gives a concise and excellent illustration of this view and the arguments supporting it… Maxwell’s book is a potentially important contribution to our understanding of scientific progress and philosophy of science more generally. Maybe it is the time for scientists and philosophers to acknowledge that science has to make metaphysical assumptions concerning the knowability and comprehensibility of the universe. Fundamental philosophical problems about scientific progress, which cannot be solved granted SE, may be solved granted AOE.” Professor SHAN GAO, Shanxi University, China . (shrink)

This collection of essays originated from an interdisciplinary conference held at the University of Pittsburgh. Contents: Aesthetic Factors in Natural Science, by Nicholas Rescher; Three Arguments against Simplicity, by Kristin Shrader-Frechette; Simplicity and the Aesthetics of Explanation, by Joseph C. Pitt; Simplicity as an Epistemic Virtue: The View from the Neuronal Level, by Paul M. Churchland; Taming a Regulative Principle: From Kant to Schlick, by Matti Sintonen; Simplicity and Distinctness: The Limits of Referential Semantics, by Ulrich Majer; The (...) Aesthetics of Theory Testing: Economy and Simplicity, by Jane Duran; Simplicity in Evolutionary Explanations, by David B. Resnik; and The Role of Simplicity in Geology, by illiam R. Brice. Index. Co-published with Center for the Philosophy of Science. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Eucharistic Form of God: Trinity, Incarnation, and Sacrament in the Theology of Hans Urs von Balthasar by Jonathan Martin CirauloNicholas J. HealyThe Eucharistic Form of God: Trinity, Incarnation, and Sacrament in the Theology of Hans Urs von Balthasar. By Jonathan Martin Ciraulo. Notre Dame, Ind.: University of Notre Dame Press, 2022. Pp. xiii + 297. $50.00 (hardcover). ISBN: 978-0-268-20223-1.In Fides et Ratio 93, under the heading “current (...) tasks for theology,” John Paul II writes:The chief purpose of theology is to provide an understanding of Revelation and the content of faith. The very heart of theological enquiry will thus be the contemplation of the mystery of the Triune God. The approach to this mystery begins with reflection upon the mystery of the Incarnation of the Son of God: his coming as man, his going to his Passion and Death.... From this vantage-point, the prime commitment of theology is seen to be the understanding of God’s kenosis, a grand and mysterious truth for the human mind, which finds it inconceivable that suffering and death can express a love which gives itself and seeks nothing in return. In this light, a careful analysis of texts emerges as a basic and urgent need: first the texts of Scripture, and then those which express the Church’s living Tradition. On this score, some problems have emerged in recent times, problems which are only partially new; and a coherent solution to them will not be found without philosophy’s contribution.These words about the mystery of Jesus Christ’s life and death as a revelation of the Triune God—and about the emergence of new difficulties and questions—underscore the importance of a dialogue between St. Thomas Aquinas and the great twentieth-century theologian Hans Urs von Balthasar. As two recent books written from a Thomistic perspective have shown (Aidan Nicholas, Balthasar for Thomists [San Francisco: Ignatius Press, 2020]); [End Page 715] Matthew Levering, The Achievement of Hans Urs von Balthasar [Washington, D.C.: The Catholic University of America Press, 2019]), Balthasar’s profound indebtedness to the metaphysics of Aquinas provides a solid foundation for dialogue. And yet a number of difficulties remain. What is the relationship between the so-called real distinction of esse and essence and the hypostatic union of two natures in the person of the Son? How and in what sense does the paschal mystery of Jesus’s death and Resurrection presuppose and express the mystery of the Father’s eternal generation of the Son? In the words of Joseph Ratzinger, “in the pierced heart of the Crucified, God’s own heart is opened up—here we see who God is and what he is like” (Spirit of the Liturgy [San Francisco: Ignatius Press, 2000], 48). How does the mystery of Christ’s Eucharist reveal the heart of God?This last question about the Eucharist and the nature of God is explored in depth in Jonathan Martin Ciraulo’s monograph, The Eucharistic Form of God: Hans Urs von Balthasar’s Sacramental Theology. Despite the expansive title, the primary aim of this book is fairly straightforward: to present Balthasar’s theology of the Eucharist and to show the significance of his thought for contemporary sacramental theology. Anyone who seeks to offer a systematic account of Balthasar’s theology of the Eucharist is confronted with at least two basic obstacles or challenges. First, his reflections on the Eucharist are scattered throughout (and often hidden within) an immense and complex corpus of writings. Second, the most distinctive feature of Balthasar’s theology of the Eucharist is the inseparability of his sacramental theology from his speculative account of the central mysteries of the Christian faith—Trinity, Incarnation, Cross and Resurrection, Church, and eschaton.The Eucharistic Form of God represents a thoughtful, well-written, and original response to this twofold challenge. Regarding the first point: Ciraulo demonstrates an intimate familiarity with the whole of Balthasar’s corpus. He draws together Balthasar’s early writings on German literature, his monographs on Origen, Gregory of Nyssa, and Maximus the Confessor, his engagement with Karl Barth, his interpretation of twentieth-century French Catholic literature... (shrink)

In 1887 the Open Court Publishing Company had its founding in a philosophy of monism. The company’s proprietor Edward C. Hegeler began the enterprise in an effort to promote his personal philosophic, religious, and moral ideas. He believed that these ideas could be conciliated with the growing scientific trends of the late nineteenth century, and that monism was the intellectual framework for doing so. Paul Carus, the editor of the journals The Open Court and The Monist, joined Hegeler as (...) an intellectual ally in this regard. For thirty years he openly defended the doctrines of monism in countless articles and books, successfully grounding the Open Court on this philosophy. This paper uncovers the historical development of the philosophical origin of the Open Court as it began with Hegeler’s personal religious motives, his ideological tension with the original editor Benjamin Underwood, and his embrace of the monistic writings of Paul Carus. It also examines Hegeler’s and Carus’s publications and personal letters from the 1880s and 1890s in order to determine the fundamental doctrines of their unique sense of monism. In Carus’s writings in particular is proposed a monism of causality that is compatible with a deterministic worldview and a unitary conception of the sciences. Also, both Carus and Hegeler propose a monistic ethics of meliorism that conceives the diverse periods of human history to be evolving toward the one final end of the moral improvement of humankind. While these are the positive doctrines that they accept, they further reject the antitheses of philosophical dualism and irreligious attitude of agnosticism of all varieties. (shrink)