Dictionary entry discussing the main moral and meta-ethical doctrines found in the works of James Griffin.

We explore the evidential relationships that connect two standard claims of modern evolutionary biology. The hypothesis of common ancestry (which says that all organisms now on earth trace back to a single progenitor) and the hypothesis of natural selection (which says that natural selection has been an important influence on the traits exhibited by organisms) are logically independent; however, this leaves open whether testing one requires assumptions about the status of the other. Darwin noted that an extreme version of adaptationism (...) would undercut the possibility of making inferences about common ancestry. Here we develop a converse claim—hypotheses that assert that natural selection has been an important influence on trait values are untestable unless supplemented by suitable background assumptions. The fact of common ancestry and a claim about quantitative genetics together suffice to render such hypotheses testable. Furthermore, we see no plausible alternative to these assumptions; we hypothesize that they are necessary as well as sufficient for adaptive hypotheses to be tested. This point has important implications for biological practice, since biologists standardly assume that adaptive hypotheses predict trait associations among tip species. Another consequence is that adaptive hypotheses cannot be confirmed or disconfirmed by a trait value that is universal within a single species, if that trait value deviates even slightly from the optimum. 1 Two Darwinian hypotheses 2 Logical independence 3 How adaptive hypotheses bear on the tree of life hypothesis 4 How the tree of life hypothesis bears on adaptive hypotheses 5 What do adaptive hypotheses predict? 6 Common ancestry and quantitative genetics to the rescue 7 Conclusion. (shrink)

This volume offers a critical appreciation of the work of 16 leading curriculum theorists through critical expositions of their writings. Written by a leading name in Curriculum Studies, the book includes a balance of established curriculum thinkers and contemporary curriculum analysts from education as well as philosophy, sociology and psychology. With theorists from the UK, the US and Europe, there is also a spread of political perspectives from radical conservatism through liberalism to socialism and libertarianism. Theorists included are: John Dewey, (...) Lev Vygotsky, Ralph Tyler, Joseph Schwab, Jerome Bruner, Maxine Greene, Basil Bernstein, Micheal Foucault, Paul Hirst, Donald Schon, Lawrence Stenhouse, Elliott Eisner, John White, Michael Apple, Henry Giroux and Robin Usher. This book is ideal for students looking for an introduction to some of the key educational thinkers of our time. It can also be used as a companion volume to the Routledge four-volume set on Curriculum Theory , 2003, which is also edited by David Scott. (shrink)

Can a pain-belief such as “I feel pain” be fallibly justified and luckily true? In this discussion note, I provide a Gettier-type example to show that a belief about one’s own pain can be held on fallible justification and a matter of epistemic luck for its believer. This example underscores the significance of introspection and direct awareness in such epistemic situations. Moreover, perhaps surprisingly, the example suggests that one can, at the same time and with regard to the same body (...) part, though in different respects, both know and not know “I feel pain.” The knowledge is possessed in terms of acquaintance; the lack of knowledge is explainable in terms of non-introspective justification. (shrink)

As much a portrait of his time as a biography of the man, Karl Marx: Greatness and Illusion returns the author of Das Kapital to his nineteenth-century world, before twentieth-century inventions transformed him into Communism’s patriarch and fierce lawgiver. Gareth Stedman Jones depicts an era dominated by extraordinary challenges and new notions about God, human capacities, empires, and political systems—and, above all, the shape of the future. In the aftermath of the Battle of Waterloo, a Europe-wide argument began about (...) the industrial transformation of England, the Revolution in France, and the hopes and fears generated by these occurrences. Would the coming age belong to those enthralled by the revolutionary events and ideas that had brought this world into being, or would its inheritors be those who feared and loathed it? Stedman Jones gives weight not only to Marx’s views but to the views of those with whom he contended. He shows that Marx was as buffeted as anyone else living through a period that both confirmed and confounded his interpretations—and that ultimately left him with terrible intimations of failure. Karl Marx allows the reader to understand Marx’s milieu and development, and makes sense of the devastating impact of new ways of seeing the world conjured up by Kant, Hegel, Feuerbach, Ricardo, Saint-Simon, and others. We come to understand how Marx transformed and adapted their philosophies into ideas that would have—through twists and turns inconceivable to him—an overwhelming impact across the globe in the twentieth century. (shrink)