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This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink) | |
My purpose in this article is to raise the problem of meaning in sport. The problem has two aspects. One is whether sport has any meaning in itself. The other is about how sport can be a part of a... | |
Political theorists have traditionally grappled with laughter by posing a simple, normative question: ‘What role, if any, should laughter play in the polis?’ However, the outsized presence of laughter in contemporary politics has rendered this question increasingly obsolete. What good does determining laughter’s role in the polis do when the polis itself is to a large extent shaped by laughter? The present essay argues that Kant’s aesthetic investigations of laughter in the Critique of Judgment and Anthropology from a Pragmatic Point (...) of View offer a much needed alternative to the normative discourse. Kant theorizes laughter as an intensely dialectical experience — at once an aesthetic judgment and an affect. Laughter in Kant enacts dissensus: it disrupts and transforms sensus communis, or the ways subjects see and hear the world in common that organize and structure a political community. The essay illustrates the advantages of a Kantian conception of the politics of laughter over the normative discourse by examining Dave Chappelle’s controversial 2019 stand-up comedy special Sticks & Stones. It concludes that the dissensus enacted by laughter, while not necessarily democratic, provides a privileged opening for democratic politics. (shrink) | |
This essay is a meditation on the philosophical preconceptions shaping the reception of Plato’s metaphysics. The central focus is on the dualism of a world of Forms existing separately from the world we know. The overarching aim is to explore the motivation for postulating that second world instead of making do with the one we have. While the approach is indeed exploratory, the underlying suspicion is that everything, Forms and all, belongs in the same world. The goal is not to (...) prove that the Forms exist, nor to evaluate the proofs and objections on record, but to consider why and how they are supposed to exist, and what follows if they actually do. Dialogue toward a mutual understanding of why we think the Forms exist, and why we think they do not, might encourage a “second sailing” in waters where we have been unable to agree whether they do, and where they would if they did. (shrink) | |
The article tries to prove that the famous formula "epekeina tês ousias" has to be understood in the sense of being beyond being and not only in the sense of being beyond essence. We make hereby three points: first, since pure textual exegesis of 509b8–10 seems to lead to endless controversy, a formal proof for the metaontological interpretation could be helpful to settle the issue; we try to give such a proof. Second, we offer a corollary of the formal proof, (...) showing that not only self-predication of the form of the Good, but of any form is not possible, that is: no form of F has the form of F. Third, we apply Spinoza’s distinction between an ens imaginarium and a chimaera to Plato’s Idea of the Good. (shrink) | |
The article argues that the possibility of an unlimited gap in income and wealth between the top and bottom segments of society is incompatible with a democratic commitment to political equality. T... No categories | |
Patients belonging to ethnic, racial, and religious minorities have been all but excluded from the legal academy’s ongoing conversation about informed consent. Perhaps this is just as well, since the conversation appears to have concluded that the doctrine has failed to serve as a meaningful regulation of clinical relationships. Informed consent does not operate in practice the way it was intended in theory. More than a decade ago, Peter Schuck noted the “informed consent gap” that distinguishes the “proper” law of (...) informed consent “on the books” from the actual consent law in action, and called for a more contextualized approach to informed consent. Susan Wolf later called for a systemic approach to informed consent in order to accommodate multiple decision points in the managed care setting. Some reformers have sought enhancements to expand the doctrine. (shrink) | |
Abstract The main thesis of the paper is that, in the coda to the Protagoras (360e-end), Plato tells us why and with what justification he demands a definition of virtue: namely, in order to resolve a particular aporia . According to Plato's assessment of the outcome of the arguments of the dialogue, the principal question, whether or not virtue can be taught , has, by the end of the dialogue, emerged as articulating an aporia , in that both protagonists, Socrates (...) and Protagoras, have argued equally on both its sides. The first part of the paper provides an extensive analysis of the coda, with the aim of establishing the main thesis. The second part provides a comprehensive review of the arguments in the dialogue, with the aim of determining whether their outcome is what Plato says in the coda that it is. I undertake this review in three steps: on Plato's conception of reasons (logoi); Socrates' arguing on both sides; and Protagoras' arguing on both sides. (shrink) | |
Contemporary approaches to the study of suicide tend to examine suicide as a medical or public health problem rather than a moral problem, avoiding the kinds of judgements that have historically characterised discussions of the phenomenon. But morality entails more than judgement about action or behaviour, and our understanding of suicide can be enhanced by attending to its cultural, social, and linguistic connotations. In this work, I offer a theoretical reconstruction of suicide as a form of moral experience that delineates (...) five distinct, yet interrelated domains of understanding: the temporal, the relational, the existential, the ontological, and the linguistic. Attention to each of these domains, I argue, not only enriches our understanding of the moral realm but also provides a heuristic for examining the moral traditions and practices that constitute contemporary understandings of suicide. (shrink) | |
This article develops a dynamic account of rhythm as ‘order‐in‐movement’ that opposes static accounts of rhythm as abstract time, as essentially a pattern of possibly unstressed sounds and silences. This dynamic account is humanistic: it focuses on music as a humanly‐produced, sonorous phenomenon, privileging the human as opposed to the abstract, or the organic or mechanical. It defends the claim that movement is the most fundamental conceptualization of music—the basic category in terms of which it is experienced—and suggests, against Scruton, (...) that music literally and not merely metaphorically moves. (shrink) | |
In Plato’s Laws, the Athenian Stranger maintains that law should consist of both persuasion (πειθώ) and compulsion (βία) (IV.711c, IV.718b-d, and IV.722b). Persuasion can be achieved by prefacing the laws with preludes (προοίμια), which make the citizens more eager to obey the laws. Although scholars disagree on how to interpret the preludes’ persuasion, they agree that the preludes instill true beliefs and give citizens good reasons for obeying the laws. In this paper I refine this account of the preludes by (...) arguing that the primary purpose of the preludes is to motivate correct action, and that for citizens who lack rational-governance this is achieved via useful false beliefs. That is to say, in many cases, the prelude functions as a “noble lie” (γενναῖον ψεῦδος). (shrink) | |
There is an extensive body of work that has previously examined the teaching of ethics in business schools whereby it is hoped that the values and behaviours of students might be provoked to show positive and enduring change. Rather than dealing with the content issues of particular business ethics courses per se, this article explores the philosophical foundations and the structural conditions for developing ethical training programs in business schools. It is informed by historical analysis, specifically, an examination of Platonic (...) and Aristotelian philosophies that inspires virtue ethics, and together provides four conditions for consideration: respect for law, dialectics, imitation and deliberation. We outline the necessary structural conditions for implementing these requirements as well as suggesting the necessary pedagogical protocol applicable to all courses. It is argued that reference to our two ancient Greek philosophers provide many valuable and insightful lessons for the implementation of ethical training today including choice of theoretical content and the approach towards learning. Further, the enactment of a pedagogical protocol requires a policy of recruiting and managing business school teachers-instructors that takes into account, and consciously encourages, intellectual, relational and spiritual pedagogical qualities. (shrink) | |
In Purity and Danger, Douglas theorizes purity and impurity in terms of the instantiation and disruption of a shared symbolic order. Purity/impurity discourses act, according to Purity and Danger, as a homeostatic system which ensures the preservation of this social whole, generally encoding that which threatens social equilibrium as impurity. There have been calls for new social theory on this ‘under-theorized’ topic. Presenting such further reflections, I argue that Douglas’ account is less a full explanation than a regularity. Representations of (...) purity are only secondarily symbols of the social order. Rather, purity/impurity discourses are only associated with ‘matter out of place’ when phenomena are assessed for their relative deviation from an imputed state of ‘self-identity’: qualitative homogeneity and correspondence with their essence. Purity and impurity do more than judge self-identity, however. They can play a fundamental role in its performative construction; they are well adapted for smuggling assumptions into our discourses regarding the essence of particular phenomena and forms of subjectivity, simplifying a complex world into a stark contrast between the dangerous and the innocent, the valuable and the valueless, the necessary and the contingent, the originary and the prosthetic, the real and the apparent, and the unitary and the fragmented. (shrink) No categories | |
In this article, I examine Michele Moody-Adams’ critique of the ‘inability thesis’, according to which some cultures make the resources for criticizing injustice ‘unavailable’ to their members. I investigate Moody-Adams’ alternative ‘affected ignorance’ thesis. Using the example of slavery in ancient Greece, I consider two potential candidates for affected ignorance which involve, respectively, ‘unawareness’ and ‘mistaken moral weighing’; in neither, I hold, may one ascribe culpability to those involved. | |
A commentary on the Symposium as a challenge and a gift to Athens. I begin with a reflection on three dates: 416 bce, the date of Agathon’s victory party, c. 400, the approximate date of Apollodorus’ retelling of the party, and c. 375, the approximate date of the ‘publication’ of the dialogue, and I argue that Plato reminds his contemporary Athens both of its great poetic and legal and scientific traditions and of the historical fact that the way late fourth (...) century Athens appropriated them in some way led to the city’s demise at the turn of the century; thus the dialogue is Plato’s challenge to his contemporary Athens to recognize and overcome its flawed relation to its cultural resources. Heard in this way, the key moments are Aristophanes’ implied critique of Pausanias and Eryximachus and Socrates’ implied critique of Aristophanes and Agathon. Proceeding by a close reading, I argue that Plato exposes, for those moved to rise to his challenge, the failure of his great predecessors to conceive the divine in a way that, worthy of the height and otherness divinity requires, can provide substantive orientation for the burgeoning new reason that animates the city’s culture. (shrink) | |
Despite Diotima’s irresistible virtues and attractiveness across the millennia, she spells trouble for philosophy. It is not her fault that she has been misunderstood, nor is it Plato’s. Rather, I suspect, each era has made of Diotima what it desired her to be. Her malleability is related to the assumption that Plato invented her, that she is a mere literary fiction, licensing the imagination to do what it will. In the first part of my paper, I argue against three contemporary (...) ‘majority views’ about Diotima that I regard as false. The first is that we can be certain she is fictional;1 a second is that Diotima is our best evidence for Plato’s feminism; the third, that she is Plato’s mouthpiece for the higher mysteries in the Symposium. After I have set aside what I regard as false, I proceed in the second half of my paper to develop Diotima’s positive contribution to philosophical psychology, her naturalistic account of the psyche as mortal, unified, and developmental. Whether the view Plato assigns to her is one that he held I do not pretend to know; but it is a powerful, defensible, and coherent view that inspired positive aspects of Freudian psychology in the twentieth century. Freud’s insight, in fact, makes clear how erōs can be developed in relation to the bad as well as the good. (shrink) | |
It is generally agreed that the current methods of providing health care in the West need to be reformed. Such reforms must operate within the practical limitations to which any future system of health care will be subject. These limitations include an increase in the demand for costly end-of-life health care coupled with a reduction in the proportion of the population who are working taxpayers (and hence a reduction in the proportionate amount of health care funding that can be secured (...) through taxation) and the fact that the imposition of bureaucratic regulations on health care systems is costly. Recognizing these limitations should naturally lead one to consider market-based reforms. Yet despite the practical impetus for such reforms, there is still widespread concern that market-based health care is unethical. The purpose of this paper is to address this concern and, in so doing, to pave the way for the market-based reform of health care to proceed. (shrink) | |
Plato's discussion of women in the Republic is problematic. For one, arguments in Book V which purport to establish that women should guard and rule alongside men do not deliver the advertised conclusion. In addition, Plato asserts that women are "weaker in all pursuits" than men. Given this assumption, having women guard and rule seems inimical to the health, security, and goodness of the kallipolis. I argue that we best understand the inclusion of women by seeing how women's inclusion contributes (...) to the civic unity of the kallipolis. I further argue that Plato's Laws reveals that (a) women will become more virtuous by doing similar jobs to men; and (b) women will be given lesser responsibilities than men in any polis approximating justice. (shrink) | |
Markets have long had a whiff of sulphur about them. Plato condemned innkeepers, whose pursuit of profit he believed led them to take advantage of their customers, Aristotle believed that the pursuit of profit was indicative of moral debasement, and Cicero held that retailers are typically dishonest as this was the only path to gain. And even those who are more favorably disposed towards markets in general are frequently inclined to be suspicious of markets in medical goods and services. For (...) example, Margaret Thatcher supported the legal prohibition of markets in kidneys despite being arguably the most pro-market Prime Minister the United Kingdom saw in the 20th century. (shrink) | |
The author explains that there is scope for a general theory about the nature and place of form in the fundamentals of law. Form organizes the institutions, rules and other varieties of law, and the system as a whole. All such constructs have non‐formal elements, too, but form unifies each construct and provides its criteria of identity. Appropriate form makes a system of law possible. It also tends to beget good content in the law. It is indispensable to the basic (...) needs of a legal system, and when such an end is organizational, as with democracy, liberty, and the rule of law, form is end as well as means. (shrink) | |
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This essay examines the multifaceted roles of drinking parties in early Greece and in medieval China. It takes as paradigm examples descriptions of ritual intoxication in Plato’s Laws and in the poetry of Ouyang Xiu and Mei Yaochen, arguing that these divergent cultural and philosophical traditions can be both related and made distinct through concepts of pleasure, creativity, and social harmony. | |
Today there is a fruitful dispute between secularists and those who argue the compatibility between Christianity, with its religious precepts and intrinsic system of ethical values, and the liberal democracy. The second group is however hopelessly wrong, as much as the first. This endeavor is epistemologically wrong and the argument is pretty simple. The institutions of divine right, such as the Church or family, shall be subject to the single principle or hierarchy of being, that goes beyond the narrow human (...) consciousness and action. From this perspective, these institutions may be called undemocratic or they do not respect the ideology of inalienable human rights, as formulated at the present time. (shrink) | |
This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...) has been little canvassed and remains an underdeveloped area. To help bring science education closer into the fold of educational philosophy and theorizing, the historical development of science education and philosophy of education are sketched to reveal their common roots, interests, and concerns. Thereto, the contours of a new philosophy of science education are presented (as an integration of three academic fields). Arguments are provided which seek to illustrate why philosophy in general and philosophy of education in particular can make positive contributions to teacher education and the research field together with suggesting future directions and possible reform contributions (scientific literacy, educational aims, educational theory, pedagogical content knowledge, science teacher, and curricular epistemologies). (shrink) | |
Ion Dur is an authentic scholar. His working methods, his interest and freshness of his discourse are placing him among the active contemporary Romanian philosophers and critics. Among the constant coordinates of his work are the attempt to guide readers "towards the North point of value". Ion Dur distinguishes himself by depth of his analysis on culture, criticism and journalism. The aim of this study is to offer, to young researchers and others as well, an Ariadne‘s Thread to the hermeneut‘s (...) work. In preparation of this article, extensive documentation was made and most diverse sources have been used in order to illustrate the author's ideas and to highlight the warm reception of his writings. Among others, in 1995, the essayist has re-established Sæculum, a journal founded by Lucian Blaga, in 1943, coordinated by Ion Dur for 20 years. We are writing this article in honorem to a scholar and an university Professor who this year climbed onto the seventieth step of his life. (shrink) | |
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¿Cómo pensar el sorteo con eficacia? Mi propuesta es construir una teoría general del sorteo, abordándolo de forma comparativa, para averiguar cuáles son las constantes teóricas entre la gran diversidad empírica de sus usos particulares. En primer lugar, comparo el sorteo a los otros tres modos de selección: elección, nombramiento o cooptación y certificación. En segundo lugar, analizo los marcos deliberativos, es decir, “quién decide qué y cómo”. Tercero, distingo cuatro principios democráticos del sorteo: igualdad, imparcialidad, representatividad y legitimidad. Mi (...) primera hipótesis es que el sorteo amplía considerablemente la igualdad, imparcialidad y representatividad. La segunda de mis hipótesis radica en que el sorteo es el único método de selección con una forma específica de humildad-legitimidad, mientras que los tres restantes modos de selección producen una superioridad-legitimidad que declara superior al representante por encima del representado a través del proceso de selección. (shrink) No categories | |
It is well-known in Western scholarship that Rousseau has been the forerunner of integral value-based pedagogies; in any case, his name stands as one of the main educationists of the West. However, the pedagogic reflections of two major philosophers of modern Europe, Kant and Hegel, have been largely overlooked, especially in the last decades. Dr. Ferrer shows in this paper that Kant and Hegel can also be regarded as forerunners of holistic value-based pedagogies. Their enlightening contributions to philosophy of education (...) and ethics, deeply complementary with Rousseau, can enrich the educational scenario of the Western world, dramatically impoverished by materialism, utilitarianism and technocracy. Before them, Plato already outlined a profound philosophy of education that can be regarded as integral and value-based; beyond contextual factors and the historical distance, Plato can still inspire Western education in a spiritual, ethical and humanistic horizon, just like Rousseau, Kant and Hegel. (shrink) | |
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