In The Formation of Reason, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind. Provides the first detailed examination of the relevance of John McDowell's work to the Philosophy of Education Draws on a wide-range of philosophical sources, including the work of 'analytic' philosophers Donald Davidson, Ian Hacking, Peter Strawson, David Wiggins, and Ludwig Wittgenstein Considers non-traditional ideas from Russian philosophy and psychology, represented by Ilyenkov and Vygotsky Discusses foundational philosophical ideas in a way that reveals their relevance to educational theory and practice
The Heart of the Matter explores the legacies of Ilyenkov and Vygotsky, two Russian thinkers who marshalled their passion for truth, enlightenment and independent thought to understand the human mind, not for the sake of knowledge alone, but to help create the conditions in which human flourishing can become a reality for all. The book renders their theories intelligible against the dramatic social and historical background in which they lived and worked, bringing their ideas into dialogue with themes and thinkers in Western philosophy to reveal how they illuminate philosophical issues of enduring significance.
In The Formation of Reason, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind. Provides the first detailed examination of the relevance of John McDowell's work to the Philosophy of Education Draws on a wide-range of philosophical sources, including the work of 'analytic' philosophers Donald Davidson, Ian Hacking, Peter Strawson, David Wiggins, and Ludwig Wittgenstein Considers non-traditional ideas from Russian philosophy and psychology, represented by Ilyenkov and Vygotsky Discusses foundational philosophical ideas in a way that reveals their relevance to educational theory and practice
Jerome Bruner is the vanguard of “the cognitive revolution” in psychology and the predominant spokesman for the role of culture and education in the making of the modern mind. In this text Olson encourages the reader to think about children as Bruner did, not as bundles of traits and dispositions to be diagnosed and remediated, but as thoughtful, keenly interested, agentive persons who are willing and indeed able to play an important role in their own learning and development. Through the unique approach of combining commentary and conversation with Bruner, the author provides an insight into what it is like to engage with one of the intellectual masters of our time and highlights the relevance and importance of his contribution to educational thinking today.
Stalinism and the Politics of Mobilization' provides a new explanation of the political violence in Stalin's Soviet Union during the late 1930s by examining the thinking of Stalin and his allies, and placing it in the broader context of Bolshevik ideas since 1917.
Their songs, played frequently on Soviet radio and purchased in the hundreds of millions, tell the story of Soviet popular culture since the death of Joseph Stalin, David MacFadyen discusses national identity, gender, and the development of celebrity in a socialist state, ultimately tackling the question of whether it is possible for artists to achieve genuine self-expression while under continuous political scrutiny."--BOOK JACKET.
This book explores curricular, teaching and learning practices in schools in England and in higher education institutions, and considers the damaging effects of the Research Excellence Framework (REF) for UK higher education institutions, international comparative assessment systems such as the Programme for International Student Assessment (PISA), and broadly, how educational judgements are now made about educational matters. David Scott criticizes the implementation of neo-liberal policies and practices in education systems round the world, management and control system approaches, and empiricist/positivist research agendas. The book offers an account of a new education model, which is directly in opposition to agendas currently supported by the right of the political spectrum. It will be of interest to teachers and students of education, the education research community, practising and trainee teachers, and education policy makers.
The authors present an insight into the social psychology of experience drawing upon a few classic works to help develop their argument. The signficance of their ideas for developing a contemporary psychology of experience is illustrated with material from studies focused on setting at home and at work.
How History Made the Mind, David Martel Johnson argues that what we now think of as "reason" or "objective thinking" is not a natural product of the existence of an enlarged brain or culmination of innate biological tendencies. Rather, it is a way of learning to use the brain that runs counter to the natural characteristics involved in being an animal, a mammal, and a primate. Johnson defends his theory of mind as a cultural artifact against objections, and uses it to question a number of currently fashionable positions in philosophy of mind, known theories of Julian Jaynes, which Johnson argues go too far in the direction of emphasizing the dissimilarities between ancient and modern ways of thinking.
An Iceberg as Big as Manhattan is a gripping report on the new frontlines of science and the environment from the BBC's Science Editor, David Shukman. His skill is to get the big picture and to present it amid the everyday details of life and people. And these are the major stories of our day, whether Shukman is journeying up the fabled North West Passage in the Arctic, chasing after loggers in the Amazon, battling through plastic waste in the Pacific, or heading to the bottom of the sea to chart the effects of the BP oil spill in the Gulf of Mexico. This new paperback edition of Reporting Live from the End of the Word (9781846688874) has been revised and updated to take stock of recent events. It provides a fascinating eye-witness account of both the environment and of life behind the cameras at the BBC.
Developing original accounts of the many aspects of belief, On Believing puts the believer at the heart of the story. Hunter argues that to believe something is to be in position to do, think, and feel things in light of a possibility whose obtaining would make one right. The logical aspect is that being right depends only on whether that possibility obtains. The psychological one concerns how that possibility can rationalise what one does, thinks, and feels. But, Hunter argues, beliefs are not causes, capacities, or dispositions. Rather, believing rationalises because possibilities are potential reasons. Hunter also denies that believing is a form of representing. The objects of belief are possibilities, not representations, and belief states are not themselves true or false. Hunter defends this modal view against familiar objections and explores how objective and subjective limits to belief generate credal illusions and ground credal necessities. Developing a novel account of the normativity of belief, he argues that voluntary acts of inference make us responsible for our beliefs. While denying that believing is intrinsically normative, Hunter grounds the ethics of belief in attributive goodness. Believing something is to our credit when it shows us to be good in some way, and what we ought to believe depends on what we ought to know, and not on the evidence we have. The ethics of belief, Hunter argues, concern how a believer ought to be positioned in a world of possibilities.
Almost every thoughtful person wonders at some time why morality says what it says and how, if at all, it speaks to us. David Wiggins surveys the answers most commonly proposed for such questions--and does so in a way that the thinking reader, increasingly perplexed by the everyday problem of moral philosophy, can follow. His work is thus an introduction to ethics that presupposes nothing more than the reader's willingness to read philosophical proposals closely and literally. Gathering insights from Hume, Kant, the utilitarians, and a twentieth-century assortment of post-utilitarian thinkers, and drawing on sources as diverse as Aristotle, Simone Weil, and Philippa Foot, Wiggins points to the special role of the sentiments of solidarity and reciprocity that human beings will find within themselves. After examining the part such sentiments play in sustaining our ordinary ideas of agency and responsibility, he searches the political sphere for a neo-Aristotelian account of justice that will cohere with such an account of morality. Finally, Wiggins turns to the standing of morality and the question of the objectivity or reality of ethical demands. As the need arises at various points in the book, he pursues a variety of related issues and engages additional thinkers--Plato, C. S. Peirce, Darwin, Schopenhauer, Leibniz, John Rawls, Montaigne and others--always emphasizing the words of the philosophers under discussion, and giving readers the resources to arrive at their own viewpoint of why and how ethics matters.
In this book, which thoroughly revises and greatly expands his classic work Sameness and Substance (1980), David Wiggins retrieves and refurbishes in the light of twentieth-century logic and logical theory certain conceptions of identity, of substance and of persistence through change that philosophy inherits from its past. In this new version, he vindicates the absoluteness, necessity, determinateness and all or nothing character of identity against rival conceptions. He defends a form of essentialism that he calls individuative essentialism, and then a form of realism that he calls conceptualist realism. In a final chapter he advocates a human being-based conception of the identity and individuation of persons, arguing that any satisfactory account of personal memory must make reference to the life of the rememberer himself. This important book will appeal to a wide range of readers in metaphysics, philosophical logic, and analytic philosophy.
W.D. Ross (1877-1971) was the most important opponent of utilitarianism and consequentialism in British moral philosophy between 1861 and 1939. In Rossian Ethics, David Phillips offers the first monograph devoted exclusively to Ross's seminal contribution to moral philosophy. The book has two connected aims. The first is to interpret and evaluate Ross's moral theory, focusing on its three key elements: his introduction of the concept of prima facie duty, his limited pluralism about the right, and his limited pluralism about the good. The metaethical and epistemological framework within which Ross develops his moral theory is the subject of the fifth and final chapter of the book. The second aim is to articulate a distinctive view intermediate between consequentialism and absolutist deontology, which Phillips calls "classical deontology." According to classical deontology the most fundamental normative principles are principles of prima facie duty, principles which specify general kinds of reasons. Consequentialists are right to think that reasons always derive from goods; ideal utilitarians are right, contra hedonistic utilitarians, to think that there are a small number of distinct kinds of intrinsic goods. But consequentialists are wrong to think that all reasons have the same weight for all agents. Instead there are a small number of distinct kinds of agent-relative intensifiers: features that increase the importance of certain goods for certain agents. Phillips claims that classical deontology combines the best elements of the moral theories of Ross and of Sidgwick, ultimately arguing that Ross is best interpreted as a classical deontologist.
For well over a century educational reformers have looked for a breakthrough in the sciences of psychology and pedagogy that would dramatically improve the effectiveness of schooling. This book shows why such an ambition is an illusion. Schools are institutions which attempt to balance the needs of a bureaucratic society that funds them with the personal goals, interests, hopes and ambitions of the students who enroll in them. Reform efforts attempt to realign that balance without any clear conception of how the two are related. This book offers a theoretical account of the relation between the minds of learners and the institutional structure of the school that would account both for the ways that schooling remakes minds and societies and why such institutions are resistant to change.
Marxism, one of the few philosophies that turned into an effective movement, was not so long ago the official ideology (in one form or another) of much of humanity. It was initially promulgated by the Soviet Union, then imposed on Central and Eastern Europe, later emerged in the People's Republic of China, and gradually spread to other parts of Asia, Africa, and Latin America. Although declining in popularity, the movement still remains in power in several countries and is supported by numerous parties and countless individuals around the world." "The A to Z of Marxism covers, in a comprehensive manner, the history of Marxism and its philosophers and schools of thought. It contains a chronology, a list of acronyms and abbreviations, an introductory essay, a bibliography, and hundreds of cross-referenced dictionary entries on basic terms and concepts as well as significant people, parties, and countries." --Book Jacket.
This volume offers a carefully argued, compelling theory of bioethics while eliciting practical implications for a wide array of issues including medical assistance-in-dying, the right to health care, abortion, animal research, and the definition of death. The authors' dual-value theory features mid-level principles, a distinctive model of moral status, a subjective account of well-being, and a cosmopolitan view of global justice. In addition to ethical theory, the book investigates the nature of harm and autonomous action, personal identity theory, and the 'non-identity problem' associated with many procreative decisions. Readers new to particular topics will benefit from helpful introductions, specialists will appreciate in-depth theoretical explorations and a novel take on various practical issues, and all readers will benefit from the book's original synoptic vision of bioethics. This title is also available as Open Access on Cambridge Core.
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