Four models are outlined for describing and analysing the role of teachers in the formulation of educational policy and the resulting processes of change. The model of teachers as partners in education policy making draws on a pluralist view of political processes and an assumption of a degree of autonomy for teachers and schools. A model of teachers as implementers of change draws a sharp distinction between the processes of policy making and policy execution and excludes teachers from an involvement (...) in the former. A model of teachers as resisting change has been put forward both by those most opposed to and those most supportive of current educational policy developments. Finally, a model of teachers as policy makers in practice is proposed to describe the way in which the reality of teaching situations can lead to the independent actions of individual teachers having systematic policy effects. The applicability of these models is considered in the context of contemporary educational changes drawing on empirical research evidence, in particular that of the PACE study of the implementation of the National Curriculum at KS1 and KS2. (shrink)

Introduction: the figure of this world -- 1. The question of political ontology -- 2. The poetic experience of the world -- 3. The myth of the earth -- 4. The unbearable -- 5. The creature before the law -- 6. The animal for which animality is an issue -- 7. Understanding the happy -- 8. The picture and its captives -- 9. The passing of the figure of this world.

"This reviewer had to be restrained from stopping people in the street to urge them to read it: They would learn something of the way science is done,...

Board books with padded covers Full-color 24 pages 6-1/2 (16.5 cm) square Ages 0+. - Adorable illustrated characters introduce important first concepts to your baby or toddler. - First concepts are reinforced with full-color photographs to provide real-world images and context. - Fosters image and word recognition as well as speaking and motor skills. Perfect primers for babies and toddlers! 20 pages.

A Place for Beauty in the Therapeutic Encounter is written for all psychotherapists, counsellors, and psychologists who practise under the broad banner of psychoanalytic thinking. It is also for anyone who loves beauty and wants to think more about its place in the mind.

This would have been a better book if Sampson had argued his main point, the usefulness of the Simonian principle as an explanation of the evolution, structure, and acquisition of language, on its own merits, instead of making it subsidiary to his attack on ‘limited-minders’ (e.g., Noam Chomsky). The energy he has spent on the attack he might then have been willing and able to employ in developing his argument at reasonable length and detail. He might then have found that (...) argument faulty, or even wrong. Underdeveloped as it is, however, his point about the Simonian principle does seem to have thepossibility of some significance in understanding the empirical issues of this book (and the dichotomy of ‘limited’ and ‘creative’ minds is certainly not one of these).What Sampson has done inMaking Sense has the appearance of science, and theoretical linguistics, and therefore it is somewhat puzzling to find the conclusions that the human mind cannot be scientifically studied (p. 10), and that theoretical linguistics is a “mirage” (p. 210). His statement that It may still seem worthwhile to some to work out the exact implications for present-day linguistic structure of the fact that languages are evolved systems, but I cannot see that there is much glamour or, indeed, much substance in this task (p. 210) would surely be surprising to a geneticist or ethologist. We hope his apparent misunderstanding on this point will not lead him to give up his profession, in which he seems willing and able to make a significant contribution.What in particular is required is a clear indication of how the Simonian principle imposes itself in the ontogenesis of language. Consider Chomsky's example of the rule for forming questions in English. For sentence (1) below, children able to deal with such examples would give (2) but not (3) as the corresponding question (Chomsky, 1975, p. 31).The man who is tall is in the room.Is the man who is tall in the room?*Is the man who tall is in the room?Now compare Sampson's evolutionary explanation for the structure-dependence of rules which is illustrated in (1)-(3): “once a behavior-pattern has become thoroughly established, it will tend to be treated as a fixed given when used as a constituent of a more complex, later-learned behavior-pattern” (p. 183). In order for this to account for Chomsky's example it would have to be the case that children learn relative clauses before they learn questions, which simply isn't true.In conclusion, we wish not to seem unaware of the problems with the position Sampson is attacking, or unaware of the sometimes dogmatic way it too has been presented. Chomsky's hypothesis of innate linguistic ideas seems, fundamentally, to derive from the claimed rapidity and uniformity of language acquisition in the face of limited and degenerate data. Chomsky appears to have been unwilling to argue these points directly or to show their relation to others, for which he has argued, for example, the implausibility of some abstract constraint's having been learned (cf. 1971, pp. 22–44; 1975, pp. 30–33; 1980, pp. 35–52). And almost from his first invoking of rationalism in support of his linguistic method, Chomsky has himself resorted to an unnecessarily polemical attack on empiricism (cf. 1965, p. 58, n. 33). The innateness issue is just not clear or simple enough to justify so much animus, or even conviction. (shrink)

This book presents a powerful new film-philosophy through the cinema of Iranian director Abbas Kiarostami. Mathew Abbott argues that Kiarostami's films carry out cinematic thinking: they do not just illustrate pre-existing philosophical ideas, but do real philosophical work. Crossing the divide between analytic and continental philosophy, he draws on Ludwig Wittgenstein, Stanley Cavell, John McDowell, Alice Crary, Noël Carroll, Giorgio Agamben and Martin Heidegger, bringing out the thinking at work in Kiarostami's later films: Taste of Cherry, The Wind Will (...) Carry Us, ABC Africa, Ten, Five, Shirin, Certified Copy, and Like Someone in Love"--Back cover. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This book traces the career development and influence on American intellectual life of the first twenty women to earn a PhD in philosophy in the United States. Rogers explores the factors that led these women to pursue careers in academic philosophy, examines the ideas they developed, and evaluates the impact they had on the academic and social worlds they inhabited. This volume investigates not only the success stories of such women as Eliza Ritchie, Julia Gulliver, and Christine Ladd-Franklin, to name (...) a few, but also the policies and practices that made it difficult or impossible for others to succeed. (shrink)

Last year (2005) marked the 100th anniversary of the publication of Russell’s classic ‘On denoting’. It should not cast any shadow on that great work to note that the problems it provided solutions to are still the subject of controversy. Two of those problems involved noun phrases (NPs) which fail to denote. Russell’s examples (1a) and (1b) (1) a. The king of France is bald. b. The king of France is not bald. are puzzling because they have the form of (...) simple contradictories, and yet we are not inclined to say either one is true. Example (2) (2) Pegasus does not exist. is even more problematic; the lack of denotation for Pegasus, which makes the sentence true, also seems to rob it of a meaningful constituent. Once the king of France is unpacked according to Russell’s analysis, (1b) is revealed to be ambiguous. It’s logical forms are given in (3). (3) a. ∃x[Kx ∧ ∀y[Ky ↔ y=x] ∧ ¬Bx] b. ¬∃x[Kx ∧ ∀y[Ky ↔ y=x] ∧ Bx] (3a) says that there is a unique (French) king who is not bald (obviously false), but (3b), the logical contradictory of (1a) says that it is not the case that there is a unique king who is bald (which is true). We can apply the analysis to sentence (2) once we recognize Pegasus as a concealed definite description, e.g. the winged horse of Greek mythology. (2) can then be unpacked as (4) (4) ¬∃x[Wx ∧ ∀y[Wy ↔ y=x]] which seems both meaningful and true, as required. Problems solved. Well, not quite. Strawson (1950) challenged the first solution above, arguing that neither (1a) nor (1b) could be used to assert the existence of a king of France. Rather, use of such sentences presupposes the existence of a king of France, and failing that existence, neither of (1a) or (1b) could be used to make either a true or a false statement – in Strawson’s words, “the question of whether it’s true or false simply doesn’t arise” (Strawson 1950, 330).1 In an extended series of essays, and one book, Jay Atlas (1977, 1978, 1979, 1989, 2004) has taken issue with the work of both Russell and Strawson.. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The living God.--The guest after God.--The hidden presence.--The power of vision.--Pursing God.--Listening to God.--The door.--Christ's yoke.--The fruits of the spirit.--Devout forgetting.--Devout remembering.

There has been a long debate on whether demonstratives are directly referential as Kaplan originally argued, or indirectly referential like a definite description. I propose a new analysis of demonstratives that combines intuitions from both direct and indirect approaches. The demonstrative is analyzed as an indirectly referential expression with a binary maximality operator that takes two arguments, where the second argument can be a deictic pointing, an anaphoric index, or a relative clause. Direct reference is encoded not in the meaning (...) of the demonstrative but in the meaning contributed by the pointing gesture, thus capturing both direct and indirect uses. I further propose that some pronouns in English function as demonstratives, realizing the binary structure and competing with the demonstrative. The main advantages of this proposal include (a) deriving the distribution of pronominal and adnominal demonstratives systematically; (b) capturing the unique interaction that demonstratives have with a pointing gesture; and (c) locating English demonstratives against a larger, cross-linguistic picture. (shrink)

In a number of influential articles published since 1972, Dorothy Grover has developed the prosentential theory of truth. Brought together and published with a new introduction, these essays are even more impressive as a group than they were as single contributions to philosophy and linguistics. Denying that truth has an explanatory role, the prosentential theory does not address traditional truth issues like belief, meaning, and justification. Instead, it focuses on the grammatical role of the truth predicate and asserts that (...) “it is true” is a prosentence, functioning much as a pronoun does. Grover defends the theory by indicating how it can handle notorious paradoxes like the Liar, as well as by analyzing some English truth-usages. The introduction to the volume surveys traditional theories of truth, including correspondence, pragmatic, and coherence theories. It discusses the essays to come and, finally, considers the implications of the prosentential theory for other theories. Despite the fact that the prosentential theory dismisses the “nature of truth” as a red herring, Grover shows that there are important aspects of traditional truth theories that prosentential theorists have the option of endorsing. (shrink)

Why are bookstore shelves filled with mysteries, horror stories, romances, Westerns and other genre fiction? Why should one spend time reading narratives that are so similar? Why, for that matter, should one write works that are so similar to those of other authors? One philosopher, Noel Carroll, in fact, refers to the phenomenon as the ?paradox of junk fiction?. Are there works in political theory as well that share characteristics with these genres? And is there also a paradox involved among (...) both these readers and authors? This essay reviews both the criticisms and defenses of popular generic texts focusing on arguments that defend the complexity of genre texts and those that deny the distinction between generic works and others. Utopias are identified as counterparts in political theory and are applied to this genre debate. I conclude by revising the genre paradox. (shrink)

What is morally permissible, and what is morally obligatory? These questions form the core of a vast amount of philosophical reasoning. In his Fundamental Principles of the Metaphysics of Morals, Immanuel Kant developed a basis for the answers. In this landmark work, the German philosopher asks what sort of maxim might function as a guide to appropriate action under a given set of circumstances. By universalizing such a maxim, would morally permissible behavior not become clear? Suppose that everyone were to (...) behave in accordance with this maxim. If everyone followed the maxim in the same way without harm to civilized culture, then the behavior would be morally permissible. But what if no one followed the maxim? Would civilization thereby be at risk? In such a case, the behavior would be morally obligatory. Kant's test, known as the Categorical Imperative, is a logical proof of the Golden Rule and the centerpiece of this work. It constitutes his best-known contribution to ethical discussion, and a familiarity with his reasoning in this book is essential to students of philosophy, religion, and history. (shrink)