In _Philosophers as Educators_ Brian Patrick Hendley argues that philosophers of edu­cation should reject their preoccupation with defining terms and analyzing concepts and embrace the philosophical task of con­structing general theories of education. Hendley discusses in detail the educational philosophies of John Dewey, Bertrand Rus­sell, and Alfred North Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that, like these men­tors, philosophers should take a more ac­tive, practical role (...) in education. Dewey and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education. (shrink)

Brian Hendley; Martin Buber on the Teacher/Student Relationship: a critical appraisal, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Page.

Brian Hendley; Martin Buber on the Teacher/Student Relationship: a critical appraisal, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Page.

Hendley argues that philosophers of edu­cation should reject their preoccupation of the past 25_ _years with defining terms and analyzing concepts and once again embrace the philosophical task of con­structing general theories of education. Exemplars of that tradition are John Dewey, Bertrand Russell, and Alfred North Whitehead, who formulated theo­ries of education that were tested. Dewey and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education. (...) After providing a general introduction to the present state of educational phi­losophy, Hendley discusses in detail the educational philosophies of Dewey, Rus­sell, and Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that like these men­tors, philosophers should take a more ac­tive, practical role in education. (shrink)

In his "metalogicon" (written in 1159), John of salisbury summarizes nine current views of the problem of universals and then proposes his own solution. His solution is to distinguish between the exact nature of things, Knowledge of which provides scientific certainty, And the nature which men must infer from various sensibly manifested effects. Genera and species represent such inferred natures. They are not mental representations of the substantial likeness of things (aristotle's view), But "useful fictions" devised by man to facilitate (...) his investigation of sensible reality. (shrink)

This collection of original essays pays tribute to the man by exploring topics that have interested him through a long and productive career.

Consisting of nineteen essays plus an epilogue and a postscript, and subtitled "Form, Arts, Gadgets, and Hemlock," this book is a collection of published articles and public lectures which encapsulate Brumbaugh's ongoing interest in Platonic themes. The postscript contains his final lecture on the history of ancient philosophy, delivered after an outstanding teaching career of more than forty-five years. This reviewer can personally attest to the observation made by Robert Neville in his foreword of the lasting impact that Brumbaugh as (...) a lecturer has had on the subsequent careers of his teaching assistants. He is the only professor I've ever known whose concluding course lectures invariably received a well-deserved standing ovation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:'0". J.~·VleWS GETTING ONE'S HANDS DIRTY; OR, PRACTISING WHAT YOU TEACH DAVID HARLEY Finlayson House, 40 Dumfries Street Paris, Ont., Canada N3L 2c8 Brian Patrick Hendley.. Dewey, Russell, Whitehead: Philosophers as Educators. Carbondale and Edwardsville: Southern Illinois U. P., 1986. Pp. xxi, 177· US$19.95; paper $9·95· B rian Hendley's book is more than a well-written account of three eminent philosophers who wrote about and participated in (...) educational theory and reform. The author has in fact selected Dewey, Russell and Whitehead as three stallions to draw a chariot. The precise nature of this "chariot" is indicated in the chapter entitled "The Philosopher as Educator Today" appearing at the end of the book: My intention throughout has been to suggest a way out of the current impasse in the philosophy ofeducation by reopening a conversation regarding a more productive role for philosophers to play, rather than merely analyzing concepts and policing arguments. My claim has been that philosophers of education can learn from their past, that we can see in Dewey, Russell and Whitehead instances of a productive approach to educational problems through thought and action. (P. 105) Having said this, the structure and contents of Hendley's book fall squarely into place. Chapter One, entitled "The Reconstruction of the Philosophy of Education", argues that there is a crisis in the current state of educational philosophy. The ensuing three chapters are devoted individually to Dewey, Russell and Whitehead. The concluding chapter, resting upon the strength of the examples given of three constructive contributors to the field, suggests new directions for the philosophy of education. It is clear that Hendley's book is more than an interesting account of the practical and theoretical educational activities of three of the most influential philosophers of the twentieth century. Dewey, Russell and Whitehead are not gathered together between the. same covers in order to explore or present a detailed analysis of their theoretical similarities or who may have influenced Reviews 219 whom. Instead, one gathers that the author has selected them on the basis of his own admiration and preference rather than for any shared theories which connect them. The point is made, however, that the strongest common element, and the most significant one, is that each man had ideas about education, each was a philosopher, and each attempted to exert some practical influence upon the educational institutions and practices of the day. In short, Dewey, Russell and Whitehead were theorists who were prepared to get their hands dirty. Hendley argues that after the death of John Dewey in 1952 educational philosophy was neglected and· philosophers tended to pay less attention to education. The author goes on to suggest some renewed interest in the field on the grounds of contributions made to the fifty-fourth Yearbook of the National Society for the Study of Education in 1955 under the theme "Modern Philosophies and Education", a special issue of the Harvard Education Review published in 1956; the publication of Israel Scheffler's edited collection of readings entitled Philosophy and Education in 1958; and R. S. Peters' Inaugural Address given at London in 1963, and his publication of Ethics and Education in 1966. According to this argument, we witness a general lapse after the death of Dewey, a rekindling in the mid-1950S and a broader resurgence in the 1960s. On the basis of the author's own account, I think that it is very difficult to argue that Dewey's death initiated any period of calm or disinterestedness. Furthermore, it is very problematic to point to various yearbooks or publications as indicators. The point is that with the death of Dewey there were numerous contenders to fill his position as the pre-eminent American philosopher of education. The extent to which anyone has been able to do so is a different matter. What I believe Hendley is really trying to say here is implicit in his argument, namely, that after the death of Dewey, no philosopher of equal stature took his place. The reason why no candidate equal to the task emerged is also suggested by the author. Dewey, Russell and Whitehead are to be admired because they had the... (shrink)

Authors have a lot of leeway with regard to what they can make true in their story. In general, if the author says that p is true in the fiction we’re reading, we believe that p is true in that fiction. And if we’re playing along with the fictional game, we imagine that, along with everything else in the story, p is true. But there are exceptions to these general principles. Many authors, most notably Kendall Walton and Tamar Szabó Gendler, (...) have discussed apparent counterexamples when p is “morally deviant”. Many other statements that are conceptually impossible also seem to be counterexamples. In this paper I do four things. I survey the range of counterexamples, or at least putative counterexamples, to the principles. Then I look to explanations of the counterexamples. I argue, following Gendler, that the explanation cannot simply be that morally deviant claims are impossible. I argue that the distinctive attitudes we have towards moral propositions cannot explain the counterexamples, since some of the examples don’t involve moral concepts. And I put forward a proposed explanation that turns on the role of ‘higher-level concepts’, concepts that if they are satisfied are satisfied in virtue of more fundamental facts about the world, in fiction, and in imagination. (shrink)

We provide a new interpretation of Zeno’s Paradox of Measure that begins by giving a substantive account, drawn from Aristotle’s text, of the fact that points lack magnitude. The main elements of this account are (1) the Axiom of Archimedes which states that there are no infinitesimal magnitudes, and (2) the principle that all assignments of magnitude, or lack thereof, must be grounded in the magnitude of line segments, the primary objects to which the notion of linear magnitude applies. Armed (...) with this account, we are ineluctably driven to introduce a highly constructive notion of (outer) measure based exclusively on the total magnitude of potentially infinite collections of line segments. The Paradox of Measure then consists in the proof that every finite or potentially infinite collection of points lacks magnitude with respect to this notion of measure. We observe that the Paradox of Measure, thus understood, troubled analysts into the 1880’s, despite their knowledge that the linear continuum is uncountable. The Paradox was ultimately resolved by Borel in his thesis of 1893, as a corollary to his celebrated result that every countable open cover of a closed line segment has a finite sub-cover, a result he later called the “First Fundamental Theorem of Measure Theory.” This achievement of Borel has not been sufficiently appreciated. We conclude with a metamathematical analysis of the resolution of the paradox made possible by recent results in reverse mathematics. (shrink)

Normative Externalism argues that it is not important that people live up to their own principles. What matters, in both ethics and epistemology, is that they live up to the correct principles: that they do the right thing, and that they believe rationally. This stance, that what matters are the correct principles, not one's own principles, has implications across ethics and epistemology. In ethics, it undermines the ideas that moral uncertainty should be treated just like factual uncertainty, that moral ignorance (...) frequently excuses moral wrongdoing, and that hypocrisy is a vice. In epistemology, it suggests we need new treatments of higher-order evidence, and of peer disagreement, and of circular reasoning, and the book suggests new approaches to each of these problems. Although the debates in ethics and in epistemology are often conducted separately, putting them in one place helps bring out their common themes. One common theme is that the view that one should live up to one's own principles looks less attractive when people have terrible principles, or when following their own principles would lead to riskier or more aggressive action than the correct principles. Another common theme is that asking people to live up to their principles leads to regresses. It can be hard to know what action or belief complies with one's principles. And now we can ask, in such a case should a person do what they think their principles require, or what their principles actually require? Both answers lead to problems, and the best way to avoid these problems is to simply say people should follow the correct principles. (shrink)