Originally published in 1913, this book charts the development, growth and legacy of the schools of the Jansenists of Port-Royal based in Paris. The Port-Royalists used many innovative teaching methods in the years before they were closed down in the mid-seventeenth century, such as their use of the vernacular and their views on the role of the teacher, and Barnard examines the place that the Port-Royalists held in the context of French education more generally to illustrate their lasting influence (...) on other schools. This book will be of value to anyone with an interest in Jansenism and the history of education. (shrink)

Originally published in 1918, this book contains edited English translations of French texts written by the Jansenist inhabitants of Port-Royal during the seventeenth century. Barnard provides an introduction with historical background to the state of education in France at the time, and annotates each translation with pertinent historical and literary references. This book will be of value to anyone with an interest in the history of education and the history of faith schools.

In spite of the seeming heterogeneity of topics in its title - Revolutions, Systems, and Theories - this volume purports to be something more than a random collection of Essays in Political Philosophy. The Colloquium of the Philosophy Department of the University of Western Ontario (29-31 Octo­ ber, 1971) at which initial versions of the first eight papers were delivered was entitled 'Political Theory'; and while the organizers anticipated and indeed welcomed topicality in the issues accorded priority arid in the (...) empirical evidence invoked, they were also hoping for a reasonably comprehensive explorat ion of some of the central issues of political philosophy. For this reason it was quickly decided that in such a field a philosophical focus on clarification of ordering concepts required the suppIement - and test - of researches into more particular subject maUers by social scientists. Thus, to speak in general terms (where the specializatlons and their taxonomies multi­ ply fissiparously!), contributors include political scientists, economists and sociologists (Barnard, Baston, Tullock, Rapoport) as well as philosophers (Scriven, Morgenbesser, Braybrooke, TayIor), and juxtaposed as proponents and commentators ·to generate exchanges across disciplinary frontiers. While the five additional invited papers are alI by professional philosophers, they extend the original Colloquium either by continuing controversy on its funda­ mental issues (e. g., Rubinoff, Nielsen, Roy) or by their continued explorations in what are acknowledged to be boundary areas (e. g., Schick, Wartofsky). The greatest topical emphasis is that on revolution. (shrink)

This paper outlines the background and significance of philosophy of technology as a focus of inquiry emerging within nursing scholarship and research. The thesis of the paper is that philosophy of technology and nursing is fundamental to discipline development and our role in enhancing health care. It is argued that we must further our responsibility and interest in critiquing current and future health care systems through philosophical inquiry into the experience, meaning and implications of technology. This paper locates nurses as (...) important contributors to the use and integration of health care technology and identifies nursing as a discipline that can provide specific insights into the health experience of individuals, cultures and societies. Nurses are encouraged to undertake further examination of epistemological, ontological and ethical challenges to arise from technology as a focus of philosophical inquiry. The advancement of philosophy of technology and nursing will make a profound contribution to inquiry into the experience of technology, the needs of humanity and the development of appropriate health care. (shrink)

This book foregrounds postcolonial theory as a lens through which to explore the concept of 'global heritage' and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality. Through interviews and accounts of observational, eampirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to 'prove itself' in the Western school. (...) Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West's cultural identity within a globalised world. This book will appeal to scholars, researchers, and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume. (shrink)

Asking and answering questions is the cornerstone of science yet formal training in understanding this key process is often overlooked. "Asking Questions in Biology" unpacks this crucial process of enquiry, from a biological perspective, at its various stages. It begins with an overview of scientific question-asking in general, before moving on to demonstrate how to derive hypotheses from unstructured observations. It then explains in the main sections of the book, how to use statistical tests as tools to analyse data and (...) answer those questions before, finally, showing the best practice in presenting scientific reports. As such, it is an indispensable companion to all students of biology, but particularly those enrolled in courses concerning experimental design; data analysis; hypothesis testing; research methods; or any practical project work. The late Chris Barnard was Professor of Animal Behaviour at Nottingham University. Francis Gilbert is Associate Professor of Ecology at Nottingham University. Peter McGregor isa Reader in Applied Zoologyat Cornwall College. ". (shrink)

We will here describe a conception of truth that is robust rather than deflationist, and that differs in important ways from the most familiar robust conceptions.' We will argue that this approach to truth is intrinsically and intuitively plausible, and fares very well relative to other conceptions of truth in terms of comparative theoretical benefits and costs.