Balawendar’s documentation of students’ reactions to deep philosophical questions held in an education setting. The facilitator (noting emotional responses to the course) delegated a recorder in this open discussion to worst-case scenarios and related them to Philosophy.

By 1918 Bertrand Russell had well-formed and distinctive opinions on many aspects of economic philosophy, theory and policy. In the second half of his life (1919–70) he wrote at great length on a very wide range of economic issues, including modern technology and the prospects for abolishing scarcity; population growth, eugenics and birth control; the economic development of China; the case for democratic socialism; the case against Soviet communism; the causes of economic crises; and the economic background to war (...) and peace. Russell’s economic writings appeared as chapters of books on subjects as diverse as the philosophy of science, the history of nineteenth-century Europe, the principles of education and the case for world government. Economic themes can be detected even in his most frivolous newspaper articles. He was a great literary stylist, and his popular writings on economics were widely read and possibly quite influential, especially between the wars. (shrink)

In the first part of this book Hausman defends a Millian view of the nature of economics. Economic models are deductive constructs based on principles that are arrived at through empirical generalization conjoined with simplifying assumptions. Economic theories are models put into practice by filling in economic data as initial conditions and by deducing predictions that are open to testing. If predictions fail, a reasoned account of the failure is due. Such an account consists in a critical examination of (...) whether the premises of the deduction do justice to the economic reality at hand, and may lead to modifications in the theory. (shrink)

In 1972, Matthew Lipman founded the Institute of Advancement for Philosophy for Children, producing a series of novels and teaching manuals promoting philosophical inquiry at all levels of schooling. The programme consisted of stories about children discussing traditional topics of ethics, values, logic, reality, perception, and politics, as they related to their own daily experiences. Philosophy for Children has been adapted beyond the IAPC texts, but the process remains one of an open community of inquiry in which teachers (...) promote respect, conceptual clarity, critical judgement, and active listening without imposing their own ideas. Philosophy in Schools describes the successes and difficulties in implementing this community of inquiry model. The book covers topics including the formation of non-didactic courses in ethics, the difficulties of fitting a post-compulsory philosophy course into a standard curriculum framework, and the political assumptions of adopting this model in a low socio-economic school. The contributions also ask deeper questions about how a genuine community of inquiry model is incompatible with conventional models of schooling, with their positioning of the discipline of philosophy in the curriculum. This book was originally published as a special issue of _Educational Philosophy and Theory. _. (shrink)

A survey of recent research reveals that there is a growing interest in knowledge regarding the opinions and attitudes toward ethics amongst business school faculty members. Based on an empirical study conducted in Norway we address the following issue: "What do faculty members of the Norwegian Business Schools consider to be their responsibilities in preparing their students for leading positions in public and private organizations?" Moving on to interpreting the results from the survey, we discuss the empirical findings by (...) comparing the data using four different theoretical perspectives; neoclassical economics, strategic management, corporate social responsibility and socio-economics. The implications are highlighted. (shrink)

Joan Robinson was one of the greatest economists of the twentieth century and a fearless critic of free-market capitalism. A major figure in the controversial 'Cambridge School' of economics in the post-war period, she made fundamental contributions to the economics of international trade and development. In Economic Philosophy Robinson looks behind the curtain of economics to reveal a constant battle between economics as a science and economics as ideology, which she argued was integral (...) to economics. In her customary vivid and pellucid style, she criticizes early economists Adam Smith and David Ricardo, and neo-classical economists Alfred Marshall, Stanley Jevons and Leon Walras, over the question of value. She shows that what they respectively considered to be the generators of value - labour-time, marginal utility or preferences - are not scientific but 'metaphysical', and that it is frequently in ideology, not science, that we find the reason for the rejection of economic theories. She also weighs up the implications of the Keynesian revolution in economics, particularly whether Keynes's theories are applicable to developing economies. Robinson concludes with a prophetic lesson that resonates in today's turbulent and unequal economy: that the task of the economist is to combat the idea that the only values that count are those that can be measured in terms of money. This Routledge Classics edition includes a new foreword by Sheila Dow. (shrink)

The ongoing series of global financial crises offers some important philosophical lessons and insights for educators. The epistemological lesson is stark: we should beware of certainty and all claims to it. Were the disposition of generic skepticism in place at all levels of schooling, then the intellectual rigidity that has characterized economics as a “discipline” would be balanced by demands to consider possible alternatives. The ethical lessons to be learned include ensuring that ethics, as a form of rigorous but (...) openended inquiry into key questions about the kind of world in which we want to live, be included in every classroom and curriculum. At the center of this inquiry are relationships, most notably those between and among individual persons, on the one hand, and those between persons and the groups to which they belong and on which they are often said to depend, on the other. Such relationships also have an aesthetic dimension, in terms of their place in building, not just an ethically better world, but a more wholesome, integrated and harmonious world. (shrink)

What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council in Canada. These three topics include curricular disputes, stories of transformation from (...) philosophy student to philosophy teacher, and preliminary research findings. All underscore the importance and complexity of philosophy education, as well as its challenges and benefits, including the cross-curricular benefits philosophy education imparts to the study of other subject areas. Collectively, these serve as a springboard for asking some larger and broader philosophical questions about the teaching and learning of philosophy, and they demonstrate that this is a promising new area of study and of teaching for philosophers of education. I will raise some questions about philosophy that will help frame the next stage in the SSHRC research into the teaching and learning of philosophy in Ontario, and which I contend are new and fundamental questions to ask about philosophy itself. (shrink)

Understanding moral philosophy can help one to do economics better, and philosophers can learn by drawing on economic insights and analytical tools. This book argues that standard views of rationality lead economists to espouse questionable moral principles, and discusses methods of economic evaluation in terms of welfare and other moral criteria. It also contains a brief discussion of the relevance of social choice and game theory to philosophy. There is a glossary and at the end of each (...) chapter are suggestions for further reading. (shrink)

This book is concerned with the role of economic philosophy ("ideas") in the processes of belief-formation and social change. Its aim is to further our understanding of the behavior of the individual economic agent by bringing to light and examining the function of non-rational dispositions and motivations ("passions") in the determination of the agent's beliefs and goals. Drawing on the work of David Hume and Adam Smith, the book spells out the particular ways in which the passions come to (...) affect our ordinary understanding and conduct in practical affairs and the intergenerational and interpersonal transmission of ideas through language. Concern with these problems, it is argued, lies at the heart of an important tradition in the British moral philosophy. This emphasis on the non-rational nature of our belief-fixation mechanisms has important implications: it helps to clarify and qualify the misleading claims often made by utilitarian, Marxist, Keynesian, and neo-liberal economic philosophers, all of whom stress the overriding power of ideas to shape conduct, policy, and institutions. (shrink)

The references to "Chicago" (meaning, of course, the University of Chicago) Schools of economics and history of religion, and the quotation of Allan Bloom, who may be considered to belong to a Chicago school of philosophy, may suggest a general endorsement of "Chicago" ideas. This is not the case.

"Philosophy and Economics I," treats "Methods and Models" of "Economic Philosophy." "Philosophy and Economics II" deals with "Morals." In both cases an effort to integrate many strands of modern philosophy and economics via decision theoretic language is made. Regardless of this decision theoretic background the treatment is non-technical. The aspiration is to sketch some tools that may be used in search of what philosophers call a "wide reflective equilibrium" on foundational matters of (...) class='Hi'>economics as well as of philosophy. The presentation will enable an advanced undergraduate or beginning graduate student from fields like, philosophy, economics, law, political science and sociology to use the tools, arguments and paradigm examples provided to search for her or his own reflective equilibrium on matters of economic philosophy. Specialists from the aforementioned fields may find the text useful, too, as an accessible account of an increasingly elaborate intellectual discourse on "philosophy, politics and economics.". (shrink)

Author note: Matthew Lipman, Professor of Philosophy at Montclair State College and Director of the Institute for the Advancement of Philosophy for Children, is ...

Hunting Causes and Using Them argues that causation is not one thing, as commonly assumed, but many. There is a huge variety of causal relations, each with different characterizing features, different methods for discovery and different uses to which it can be put. In this collection of new and previously published essays, Nancy Cartwright provides a critical survey of philosophical and economic literature on causality, with a special focus on the currently fashionable Bayes-nets and invariance methods - and it exposes (...) a huge gap in that literature. Almost every account treats either exclusively how to hunt causes or how to use them. But where is the bridge between? It's no good knowing how to warrant a causal claim if we don't know what we can do with that claim once we have it. This book will interest philosophers, economists and social scientists. (shrink)

This paper is concerned with the puzzling divorce that exists between writing on economic methodology and work by philosophers of science. After documenting the extent and nature of the separation and making some disparaging comments about the quality of much of the literature on economic methodology, this essay argues that the divorce results from the differences between the aims of philosophers of science, who are concerned to learn about knowledge acquisition in disciplines such as economics, and the more immediately (...) practical aims of writers on economic methodology, who want to improve the practice of economics. Even with the transcendence of logical positivism or logical empiricism, this separation should persist, although communication between philosophers and eonomists should improve and collaboration increase. (shrink)

The prevailing discourse around AI ethics lacks the language and formalism necessary to capture the diverse ethical concerns that emerge when AI systems interact with individuals. Drawing on Sen and Nussbaum’s capability approach, we present a framework formalizing a network of ethical concepts and entitlements necessary for AI systems to confer meaningful benefit or assistance to stakeholders. Such systems enhance stakeholders’ ability to advance their life plans and well-being while upholding their fundamental rights. We characterize two necessary conditions for morally (...) permissible interactions between AI systems and those impacted by their functioning, and two sufficient conditions for realizing the ideal of meaningful benefit. We then contrast this ideal with several salient failure modes, namely, forms of social interactions that constitute unjustified paternalism, coercion, deception, exploitation and domination. The proliferation of incidents involving AI in high-stakes domains underscores the gravity of these issues and the imperative to take an ethics-led approach to AI systems from their inception. (shrink)

Description of the Center for the Advancement of Philosophy in the Schools (CAPS) program at California State University, Long Beach. The program places undergraduate philosophy students in area schools to lead pre-college students in various philosophical learning activities.

Sociologists exploring educational injustice often focus on socio-economic segregation as a central measure of injustice. The comprehensive ideal, furthermore, has the idea of socio-economic integration built into it. The current paper argues that socio-economic segregation is valuable only insofar as it serves other, more fundamental values. This matters because sometimes policy-makers will find themselves facing trade-offs between increasing integration and promoting the other, more fundamental values that underpin the value of integration.

This article discusses the possibility of an economic foundation for a work and savings ethic. In particular, James M. Buchanan has, in his late works, endorsed traditional 'Puritan' demands for working and saving more, while arguing that this is beneficial for all members of a society. I will question Buchanan's analysis of the 'Puritan' ethic both in normative and methodological respects before aiming at a constructive interpretation.

This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education-2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state-wide industry-school partnerships with key global players in the Queensland economy. (...) Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post-bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self-governance in Queensland. (shrink)

Colleges of agriculture are being forced to adapt to a changing world. The forces behind these changes affect all departments within the college. In this paper, the place of agricultural economics within the college and within the university is identified, the current situation facing the discipline is outlined, and strategies for responding to the forces of change are discussed. Three alternatives are available: continuation, termination, and metamorphosis. Different departments are likely to pursue different strategies. Some may disappear altogether or (...) may be absorbed into the parent discipline, economics, or into the business school. Other departments may transform themselves into specialized sub-disciplines, such as natural resources or agribusiness departments. Still others may continue with little or no change. Whatever course is followed, strategic planning will surely be necessary. (shrink)

This collection brings together the essays of one of the foremost American philosophers of economics. Cumulatively they offer fresh perspectives on foundational questions such as: what sort of science is economics? and how successful can economists be in acquiring knowledge of their subject matter?

This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education‐2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state‐wide industry‐school partnerships with key global players in the Queensland economy. (...) Industry sectors that have formed partnerships in Gateway projects include Minerals and Energy, Aerospace, Wine Tourism, Agribusiness, Manufacturing and Engineering, Building and Construction and ICT, with more industries and schools forecast to join the program. It is argued that this ‘post‐bureaucratic’ model of schooling represents a new social settlement of neoliberal governance, which seeks to align educational outcomes with economic objectives, thereby framing the conditions for community self‐governance in Queensland. (shrink)

Previous research has shown that the UK has low levels of financial literacy by international standards, particularly among those in lower socio-economic groups. This may have an impact upon young people, with social inequalities in financial attitudes, behaviours and skills perpetuating across generations. Using parent-child linked survey data from 3,745 UK families, we find sizeable socio-economic inequalities in young people’s financial capabilities, aspects of their mindset, and their financial behaviours. Sizeable differences are also observed in the financial education that socio-economically (...) advantaged and disadvantaged children receive at school, and how they interact with their parents about money. Parental interactions can account for part of the socio-economic gap in money confidence, money management, financial connections, and financial behaviours, but less so in boosting financial abilities. However, we find no evidence of differences in financial education in schools driving differences in young people’s financial capabilities. (shrink)

This paper evaluates Nancy Cartwright’s critique of economic models. Cartwright argues that economics fails to build relevant “nomological machines” able to isolate capacities. In this paper, I contend that many economic models are not used as nomological machines. I give some evidence for this claim and build on an inferential and pragmatic approach to economic modeling. Modeling in economics responds to peculiar inferential norms where a “good” model is essentially a model that enhances our knowledge about possible worlds. (...) As a consequence, models and experiments are very different knowledge-producing devices, at least in economics. (shrink)

Reprinted in Wolfgang Grassl and Barry Smith (eds.), Austrian Economics: Historical and Philosophical Background, London: Routledge, 2010. 1–36. See https://philpapers.org/rec/SMIAEA.

This book is concerned with the role of economic philosophy in the processes of belief-formation and social change. Its aim is to further our understanding of the behaviour of the individual economic agent by bringing to light and examining the function of non-rational dispositions and motivations in the determination of the agent's beliefs and goals. Drawing on the work of David Hume and Adam Smith the book spells out the particular ways in which the passions come to affect our (...) ordinary understanding and conduct in practical affairs and the intergenerational and interpersonal transmission of ideas through language. Concern with these problems, it is argued, lies at the heart of an important tradition in British moral philosophy. This emphasis on the non-rational nature of our belief-fixation mechanisms has important implications: it helps to clarify and qualify the misleading claims often made by utilitarian, Marxist, Keynesian and neo-liberal economic philosophers, all of whom stress the overriding power of ideas to shape conduct, policy and institutions. (shrink)

Every price is set by someone; this is where economics begins. Building on that fundamental idea and on Ayn Rand's philosophy of Objectivism, Objective Economics transforms economics. The thesis of this book is that Ayn Rand's concept of "objective" is the indispensible base of valid economic thought. Consistently applying this idea across the board, the author reaches a general theory of price for the first time in the history of economic thought. This theory of price then (...) provides a valid base for explaining how a free economy functions. Based on facts everyone knows, presented without graphs or higher mathematics, Objective Economics makes accessible to the intelligent layman a clear understanding of how the economy works. For everyone who found college economics impenetrable--and that is just about everyone--this is the book.The thesis of Objective Economics changes everything about economics, including economics' method, the conception of the economy, the meaning of competition, the idea of price, the nature of business costs, the concept of supply, the concept of demand, the law of supply and demand, the theory of price, and the theory of total national output. Overall, as the result of all the preceding, Objective Economics demonstrates that capitalism is the practical economic system. (shrink)

There is a growing perception among economists that their field is becoming increasingly irrelevant due to its disregard for reality. Critical realism addresses the failure of mainstream economics to explain economic reality and proposes an alternative approach. This book debates the relative strengths and weaknesses of critical realism, in the hopes of developing a more fruitful and relevant socio-economic ontology and methodology. With contributions from some of the leading authorities in economic philosophy, it includes the work of theorists (...) critical of this approach. In the first part, contributors develop and deepen economics as a realist social theory by considering the work of individuals, various schools of thought, socio- economic phenomena and methodology. In the second part, contributors weigh the strengths and weaknesses of critical realism. (shrink)

I argue that philosophical inquiry as underpinning educational practice can reduce the fragmentation in the school curriculum, and therefore, create an educational environment that is in accord with the Adelaide Declaration on the National Goals for Schooling in the Twenty-First Century, and in Queensland, the 2010 Initiative. It can also promote democratic practice itself as opposed to students merely practising the processes of democracy while at school in preparation to function effectively as future democratic citizens.

The paper aims to address the following two questions: what kind of discourse is that which attempt to found or defend the autonomy or the boundaries of a discipline? Why do such discourses tend to turn into normative, dogmatic-excommunicating discourses between disciplines, schools or scholars? I will argue that an adequate answer may be found if we conceive disciplines as dogmatics, where such discourses often take the form of a discourse on the foundation of a discipline, a foundation in the (...) name of which the scholar speaks and with which he/she entertains an identity relationship. To this purpose I will re-examine the methodological discourses of (and debates between) Pareto, Croce and Einaudi on the demarcation issue between philosophy, economics and value-judgments as highly instructive to understand such issues. (shrink)

The book investigates the relationship between the economic and political writings of four seminal authors: Adam Smith, Karl Marx, Joseph A. Schumpeter, and..

Taking an innovative look at the origins of economics, this forward-thinking book relocates economics from a materialistic general theory of rational action into an idealistic theory of social organization and individual action. Adding new insightful analytical methods such as complexity theory, graph theory and computational modelling to the original insights of the Scottish Enlightenment, Richard Wagner explores economics in an ever-changing society, looking at the key civilizing processes and the important social questions. Rethinking Economics as Social (...) Theory moves away from the traditional review of analytical exercises and associated data and illustrates an enlightening scheme of thought where human societies are heterogeneous and not homogeneous and where change is continually in motion. Furthermore, Wagner theorises that economizing is a universal form of human action that plays out in numerous substantive directions and shows cooperation and conflict to have a yin-and-yang relationship. This illuminating book will prove an excellent resource for economists interested in working outside of comparative statics as well as social scientists looking for a broader vision of economics. Philosophers and those working in the field of biological sciences will also find this an informative read. (shrink)

A simple, visual beginner's guide to philosophy If you've ever wondered 'What is philosophy?' then Idiot's Guides: Philosophyhas the answers, with illustrations helping to explain and enhance philosophical ideas. Idiot's Guides: Philosophytakes you on a journey through all the major philosophers and schools from pre-Socratics to Post-Modernism, showing you the relevance of philosophical ideas to everyday life. Along the way you'll learn all about Renaissance Humanism, Idealism, Existentialism and much more, with religious philosophies included. You'll never be baffled (...) by Post-Structuralism again and will easily be able to discuss Eastern philosophies at a dinner party or down the pub. Idiot's Guides: Philosophy(previous ISBN 9781592573615) is perfect for anyone looking for a simple, visual guide to this fascinating subject. (shrink)

Description of the Center for the Advancement of Philosophy in the Schools (CAPS) program at California State University, Long Beach. The program places undergraduate philosophy students in area schools to lead pre-college students in various philosophical learning activities.

Hermeneutics has become a major topic of debate throughout the scholarly community. What has been called the "interpretive turn" has led to interesting new approaches in both the human and social sciences, and has helped to transform divided disciplines by bringing them closer together. Yet one of the largest and most important social sciences economics has so far been almost completely left out of the transformation. Economics and Hermeneutics takes a significant step towards filling this gap by introducing (...) scholars on both sides of the divide to ways that hermeneutics might help economists address some of their most important problems. Among the topics addressed are entrepreneurship, price theory, rational expectations, monetary theory, welfare economics, and economic policy. The approaches to economics represented include the Austrian school, McCloskey's "rhetoric" approach, Marxian critical theory and institutionalism. (shrink)

This book shows through argument and numerous policy-related examples how understanding moral philosophy can improve economic analysis, how moral philosophy can benefit from economists' analytical tools, and how economic analysis and moral philosophy together can inform public policy. Part I explores the idea of rationality and its connections to ethics, arguing that when they defend their formal model of rationality, most economists implicitly espouse contestable moral principles. Part II addresses the nature and measurement of welfare, utilitarianism and (...) cost-benefit analysis. Part III discusses freedom, rights, equality, and justice - moral notions that are relevant to evaluating policies, but which have played little if any role in conventional welfare economics. Finally, Part IV explores work in social choice theory and game theory that is relevant to moral decision making. Each chapter includes recommended reading and discussion questions. (shrink)

To circumvent both historicism and utopianism, Reiner Schürmann develops an account of a three-tiered temporal difference in which the entitative and the event-like are connected by an “economy of presence.” This paper investigates Schürmann’s notion of “economy” to draw out the historical-systematic status of what he construes as “economic anarchy” in distinction from both Giorgio Agamben’s idea of a “true anarchy” purged of all oikonomia and from Miguel Vatter’s rights-based notion of “politico-legal anarchy.” What is at stake in “economic anarchy” (...) is the preparation of a place that puts an end to domination by first principles without fantasizing a clean cut that ends up reproducing hegemonic fantasms. Rather, Schürmann insists on the aporetic and incongruous nature of that “caesura-place” in which the synchronic and the diachronic, universalization and singularization, are bound together. At variance with both Agamben’s appeal to a destituent potential and Vatter’s assertion of constituent power, Schürmann draws out the discordance of times that is implied by what he calls originary or individual practice. The paper concludes with a brief confrontation of Schürmann’s critique of epochal economy with a Marxian critique of political economy. (shrink)

This book is a critical edition based on the Assisi and Merton College manuscripts of Scotus's question on restitution of ill-gotten goods. The question, entitled "Is one bound to restitution who may have unjustly taken or retained something belonging to another, so that he could not be truly penitent without making such restitution?" is theological in nature and pertains to Scotus's treatment of the sacrament of penance, but it provides him the occasion to set forth his philosophical theories of the (...) origin of private property, political authority, and the ethical rules governing a wide variety of business transactions, especially loans. It is in the latter sections of the question that Scotus treats of usury. The text is preceded by a detailed and very interesting historical introduction by Wolter which describes the struggle between King Philip the Fair of France and Pope Boniface VIII and how this political context affected the life and career of Scotus himself. Scotus reflected on the origin of the state at a time when some claimed that all political authority came through the pope, while others defended a king's right to resist a pope when necessary for the common good. But according to the Subtle Doctor, political authority is derived from the consent of the community. Rulers or legislators have the right and duty to regulate economic transactions between individuals for the sake of the common good. (shrink)