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  1. added 2015-05-23
    Rachael L. Brown (forthcoming). Why Development Matters. Biology and Philosophy:1-11.
    Günter Wagner’s Homology, Genes, and Evolutionary Innovation is a compelling, and empirically well-supported account of the evolution of character identity and character origination which emphasizes the importance of homology and novelty as central explananda for 21st century evolutionary biology . In this essay review, I focus on the similarities and differences between the structuralist picture of evolutionary biology advocated by Wagner, and that presented by standard evolutionary theory. First, I outline the ways in which Wagner’s genetic theory of homology diverges (...)
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  2. added 2015-05-23
    Gilbert E. Plumer (2000). A Review of the LSAT Using Literature on Legal Reasoning. Law School Admission Council Computerized Testing Report 97 (8):1-19.
    Research using current literature on legal reasoning was conducted with the goals of (a) determining what skills are most important in good legal reasoning according to such literature, (b) determining the extent to which existing Law School Admission Test item types and subtypes are designed to assess those skills, and (c) suggesting test specifications or new or refined item types and formats that could be developed in the future to assess any important skills that appear [by (a) and (b)] to (...)
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  3. added 2015-05-22
    Danny Frederick, Critical Comments on Matthew McCaffrey’s ‘Economic Policy and Entrepreneurship: Alertness or Judgment?’ in The Next Generation of Austrian Economics: Essays in Honor of Joseph T. Salerno, Ed. Per Bylund and David Howden, Pp. 183-99.
    I criticise, from a critical rationalist perspective, Israel Kirzner's notion of entrepreneurial alertness and Matthew McCaffrey's endorsement of Joseph Salerno's rival account of entrepreneurial judgment.
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  4. added 2015-05-22
    A. Teicher (forthcoming). Racial Zigzags: Visualizing Racial Deviancy in German Physical Anthropology During the 20th Century. History of the Human Sciences.
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  5. added 2015-05-22
    Jan Baedke (forthcoming). Georg Toepfer: Historisches Wörterbuch der Biologie. Geschichte und Theorie der Biologischen Grundbegriffe. Journal for General Philosophy of Science:1-3.
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  6. added 2015-05-22
    N. Langlitz (forthcoming). On a Not so Chance Encounter of Neurophilosophy and Science Studies in a Sleep Laboratory. History of the Human Sciences.
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  7. added 2015-05-22
    David R. Cole (forthcoming). Educational Non-Philosophy. Educational Philosophy and Theory:1-14.
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  8. added 2015-05-22
    A. S. Sanz (forthcoming). Investigating Puzzling Aspects of the Quantum Theory by Means of Its Hydrodynamic Formulation. Foundations of Physics:1-13.
    Bohmian mechanics, a hydrodynamic formulation of the quantum theory, constitutes a useful tool to understand the role of the phase as the mechanism responsible for the dynamical evolution displayed by quantum systems. This role is analyzed and discussed here in the context of quantum interference, considering to this end two well-known scenarios, namely Young’s two-slit experiment and Wheeler’s delayed choice experiment. A numerical implementation of the first scenario is used to show how interference in a coherent superposition of two counter-propagating (...)
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  9. added 2015-05-22
    Heather Burnett (forthcoming). Comparison Across Domains in Delineation Semantics. Journal of Logic, Language and Information:1-33.
    This paper presents a new logical analysis of quantity comparatives within the Delineation Semantics approach to gradability and comparison among many others. Along with the Degree Semantics framework Delineation Semantics is one of the dominant logical frameworks for analyzing the meaning of gradable constituents of the adjectival syntactic category; however, there has been very little work done investigating the application of this framework to the analysis of gradability outside the adjectival domain. This state of affairs distinguishes the Delineation Semantics framework (...)
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  10. added 2015-05-22
    Sharon Todd (forthcoming). Education Incarnate. Educational Philosophy and Theory:1-13.
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  11. added 2015-05-22
    Massimiliano Carrara & Enrico Martino (forthcoming). The Mereological Foundation of Megethology. Journal of Philosophical Logic:1-9.
    In Mathematics is megethology . Philosophia Mathematica, 1, 3–23) David K. Lewis proposes a structuralist reconstruction of classical set theory based on mereology. In order to formulate suitable hypotheses about the size of the universe of individuals without the help of set-theoretical notions, he uses the device of Boolos’ plural quantification for treating second order logic without commitment to set-theoretical entities. In this paper we show how, assuming the existence of a pairing function on atoms, as the unique assumption non (...)
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  12. added 2015-05-22
    Jouni-Matti Kuukkanen (2015). 6. Why We Need to Move From Truth-Functionality to Performativity in Historiography. History and Theory 54 (2):226-243.
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  13. added 2015-05-22
    David D. Roberts (2015). Assessing the Italian Contribution to Historiography and Political Thought. History and Theory 54 (2):287-305.
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  14. added 2015-05-22
    Rosa Hong Chen (2015). Pedagogy Without Pedagogy: Dancing with Living, Knowing and Morale. Educational Philosophy and Theory 47 (7):688-703.
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  15. added 2015-05-22
    Jaume Aurell (2015). Making History by Contextualizing Oneself: Autobiography as Historiographical Intervention. History and Theory 54 (2):244-268.
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  16. added 2015-05-22
    Martin Nosál (2015). 4. The Gadamerian Approach to the Relation Between Experience and Language. History and Theory 54 (2):195-208.
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  17. added 2015-05-22
    Nai-Cheng Kuo (2015). Understanding the Philosophical Foundations of Disabilities to Maximize the Potential of Response to Intervention. Educational Philosophy and Theory 47 (7):647-660.
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  18. added 2015-05-22
    Eugen Zeleňák (2015). 5. Two Versions of a Constructivist View of Historical Work. History and Theory 54 (2):209-225.
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  19. added 2015-05-22
    Zoltán Boldizsár Simon & Jouni-Matti Kuukkanen (2015). 1. Introduction: Assessing Narrativism. History and Theory 54 (2):153-161.
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  20. added 2015-05-22
    Isaac Ariail Reed (2015). Can There Be a Bourdieusian Theory of Crisis? On Historical Change and Social Theory. History and Theory 54 (2):269-276.
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  21. added 2015-05-22
    Peter Fenves (2015). From Nietzsche's Philosophy of History to Kant's-and Back. History and Theory 54 (2):277-286.
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  22. added 2015-05-22
    Zoltán Boldizsár Simon (2015). 3. The Expression of Historical Experience. History and Theory 54 (2):178-194.
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  23. added 2015-05-22
    Gil Hersch (2015). Experimental Economics' Inconsistent Ban on Deception. Studies in History and Philosophy of Science Part A 52:13-19.
    According to what I call the ‘argument from public bads’, if a researcher deceived subjects in the past, there is a chance that subjects will discount the information that a subsequent researcher provides, thus compromising the validity of the subsequent researcher’s experiment. While this argument is taken to justify an existing informal ban on explicit deception in experimental economics, it can also apply to implicit deception, yet implicit deception is not banned and is sometimes used in experimental economics. Thus, experimental (...)
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  24. added 2015-05-22
    Mordechai Gordon (2015). On the Dangers of Antiquarian Investigations: Nietzsche, the Excesses of History, and the Power of Forgetting. Educational Philosophy and Theory 47 (7):704-714.
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  25. added 2015-05-22
    Sardar M. Anwaruddin (2015). Pedagogy of Ignorance. Educational Philosophy and Theory 47 (7):734-746.
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  26. added 2015-05-22
    Donato Bergandi & Patrick Blandin (2012). From the Protection of Nature to Sustainable Development: The Genesis of an Ethical and Political Oxymoron (Engl. Trans. De la Protection de la Nature au Développement Durable : Genèse D’Un Oxymore Éthique Et Politique). Revue d'Histoire des Sciences 65 (1):103-142 (French paper).
    Sustainable development is rooted in the history of two divergent movements – for the preservation of nature, and for the conservation of natural resources – and of their relationship with the natural sciences. Ecology has played a central role in this history. As a societal paradigm that is at once ecological, political, and economic, sustainable development is supposed to embody ideal policy for all societies, and to overcome the opposition between these two diverging views of man‑nature relationships. An analysis of (...)
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  27. added 2015-05-22
    John Corcoran (2009). Sentence, Proposition, Judgment, Statement, and Fact: Speaking About the Written English Used in Logic. In W. A. Carnielli (ed.), The Many Sides of Logic. College Publications. 71-103.
    The five English words—sentence, proposition, judgment, statement, and fact—are central to coherent discussion in logic. However, each is ambiguous in that logicians use each with multiple normal meanings. Several of their meanings are vague in the sense of admitting borderline cases. In the course of displaying and describing the phenomena discussed using these words, this paper juxtaposes, distinguishes, and analyzes several senses of these and related words, focusing on a constellation of recommended senses. One of the purposes of this paper (...)
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  28. added 2015-05-21
    Prem Kumar Singh & Abdullah Gani (forthcoming). Fuzzy Concept Lattice Reduction Using Shannon Entropy and Huffman Coding. Journal of Applied Non-Classical Logics:1-19.
    In the last decade, formal concept analysis in a fuzzy setting has received more attention for knowledge processing tasks in various fields. The hierarchical order visualisation of generated formal concepts is a major concern for the practical application of FCA. In this process, a major issue is the huge number of formal concepts generated from ‘a large context’, and another problem is their ‘storage’ complexity. To deal with these issues a method is proposed in this paper based on Shannon entropy (...)
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  29. added 2015-05-21
    Marco Buzzoni (forthcoming). Causality, Teleology, and Thought Experiments in Biology. Journal for General Philosophy of Science:1-21.
    Thought experiments de facto play many different roles in biology: economical, ethical, technical and so forth. This paper, however, is interested in whether there are any distinctive features of biological TEs as such. The question may be settled in the affirmative because TEs in biology have a function that is intimately connected with the epistemological and methodological status of biology. Peculiar to TEs in biology is the fact that the reflexive, typically human concept of finality may be profitably employed to (...)
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  30. added 2015-05-21
    Juan Carlos Garcia-Escartin & Pedro Chamorro-Posada (forthcoming). Secure Communication in the Twin Paradox. Foundations of Physics:1-21.
    The amount of information that can be transmitted through a noisy channel is affected by relativistic effects. Under the presence of a fixed noise at the receiver, there appears an asymmetry between “slowly aging” and “fast aging” observers which can be used to have private information transmission. We discuss some models for users inside gravitational wells and in the twin paradox scenario.
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  31. added 2015-05-21
    R. M. Angelo & A. D. Ribeiro (forthcoming). Wave–Particle Duality: An Information-Based Approach. Foundations of Physics:1-14.
    Recently, Bohr’s complementarity principle was assessed in setups involving delayed choices. These works argued in favor of a reformulation of the aforementioned principle so as to account for situations in which a quantum system would simultaneously behave as wave and particle. Here we defend a framework that, supported by well-known experimental results and consistent with the decoherence paradigm, allows us to interpret complementarity in terms of correlations between the system and an informer. Our proposal offers formal definition and operational interpretation (...)
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  32. added 2015-05-21
    José Antonio López Cerezo (forthcoming). Social Objectivity Under Scrutiny in the Pasteur–Pouchet Debate. Journal for General Philosophy of Science:1-18.
    Under the influence of naturalistic approaches, contemporary philosophy of science tends to characterize scientific objectivity not by virtue of the individualistic following of rules or satisfying epistemic utilities, but as a property arising from the organisational features of groups. This paper presents a critical review of one such proposal, that of Helen Longino, probing some of its main features against the debate between Pasteur and Pouchet in mid-nineteenth-century France regarding the spontaneous generation of life. After considering some weaknesses and strengths, (...)
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  33. added 2015-05-21
    Kobi Kremnizer & André Ranchin (forthcoming). Integrated Information-Induced Quantum Collapse. Foundations of Physics:1-11.
    We present a novel spontaneous collapse model where size is no longer the property of a physical system which determines its rate of collapse. Instead, we argue that the rate of spontaneous localization should depend on a system’s quantum Integrated Information , a novel physical property which describes a system’s capacity to act like a quantum observer. We introduce quantum Integrated Information, present our QII collapse model and briefly explain how it may be experimentally tested against quantum theory.
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  34. added 2015-05-21
    Jarosław Pykacz, L’Ubica Valášková & Ol’ga Nánásiová (forthcoming). Bell-Type Inequalities for Bivariate Maps on Orthomodular Lattices. Foundations of Physics:1-14.
    Bell-type inequalities on orthomodular lattices, in which conjunctions of propositions are not modeled by meets but by maps for simultaneous measurements -maps), are studied. It is shown, that the most simple of these inequalities, that involves only two propositions, is always satisfied, contrary to what happens in the case of traditional version of this inequality in which conjunctions of propositions are modeled by meets. Equivalence of various Bell-type inequalities formulated with the aid of bivariate maps on orthomodular lattices is studied. (...)
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  35. added 2015-05-21
    Mar Rosàs Tosas (forthcoming). Educational Leadership Reconsidered: Arendt, Agamben, and Bauman. Studies in Philosophy and Education:1-17.
    In this paper we claim educational leadership as an autonomous discipline whose goals and strategies should not mirror those typical of business and political leadership. In order to define the aims proper to educational leadership we question three common assumptions of what it is supposed to carry out. First, we turn to Hannah Arendt and her contemporary critics to maintain that education aims at opening up exceptions within the normal course of events rather than simply preserving it. This way, education (...)
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  36. added 2015-05-21
    Marco Zaopo (forthcoming). Information Theoretic Characterization of Physical Theories with Projective State Space. Foundations of Physics:1-16.
    Probabilistic theories are a natural framework to investigate the foundations of quantum theory and possible alternative or deeper theories. In a generic probabilistic theory, states of a physical system are represented as vectors of outcomes probabilities and state spaces are convex cones. In this picture the physics of a given theory is related to the geometric shape of the cone of states. In quantum theory, for instance, the shape of the cone of states corresponds to a projective space over complex (...)
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  37. added 2015-05-21
    Enrico Santamato & Francesco De Martini (forthcoming). Proof of the Spin–Statistics Theorem. Foundations of Physics:1-16.
    The traditional standard quantum mechanics theory is unable to solve the spin–statistics problem, i.e. to justify the utterly important “Pauli Exclusion Principle”. A complete and straightforward solution of the spin–statistics problem is presented on the basis of the “conformal quantum geometrodynamics” theory. This theory provides a Weyl-gauge invariant formulation of the standard quantum mechanics and reproduces successfully all relevant quantum processes including the formulation of Dirac’s or Schrödinger’s equation, of Heisenberg’s uncertainty relations and of the nonlocal EPR correlations. When the (...)
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  38. added 2015-05-21
    Edward Sarath (2015). Improvisation and Meditation in the Academy: Parallel Ordeals, Insights, and Openings. Journal of Philosophy of Education 49 (2):311-327.
    This article examines parallel challenges and avenues for progress I have observed in my efforts to introduce improvisation in classical music studies, and meditation in music and overall academic settings. Though both processes were once central in their respective knowledge traditions—improvisation in earlier eras of European classical music, meditation and contemplative disciplines in Western philosophy—as well as being globally prominent, they nonetheless occupy marginalised roles in the contemporary academy. Other parallels include the challenges and benefits inherent in the interplay between (...)
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  39. added 2015-05-21
    Sharon Todd & Oren Ergas (2015). Introduction. Journal of Philosophy of Education 49 (2):163-169.
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  40. added 2015-05-21
    David Lewin (2015). Heidegger East and West: Philosophy as Educative Contemplation. Journal of Philosophy of Education 49 (2):221-239.
    Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the (...)
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  41. added 2015-05-21
    Oren Ergas (2015). The Deeper Teachings of Mindfulness‐Based ‘Interventions’ as a Reconstruction of ‘Education. Journal of Philosophy of Education 49 (2):203-220.
    While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical act rides (...)
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  42. added 2015-05-21
    Aislinn O'Donnell (2015). Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction. Journal of Philosophy of Education 49 (2):187-202.
    Over the last decade, there has been a considerable expansion of mindfulness programmes into a number of different domains of contemporary life, such as corporations, schools, hospitals and even the military. Understanding the reasons for this phenomenon involves, I argue, reflecting upon the nature of contemporary capitalism and mapping the complexity of navigating new digital technologies that make multiple and accelerated solicitations upon attention and our affective lives. Whilst acknowledging the benefits of mindfulness practice, this article argues that it is (...)
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  43. added 2015-05-21
    Sharon Todd (2015). Experiencing Change, Encountering the Unknown: An Education in ‘Negative Capability’ in Light of Buddhism and Levinas. Journal of Philosophy of Education 49 (2):240-254.
    This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self , known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient nature of (...)
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  44. added 2015-05-21
    Robert Hattam & Bernadette Baker (2015). Technologies of Self and the Cultivation of Virtues. Journal of Philosophy of Education 49 (2):255-273.
    In this article we engage with and against Foucault's provocation to think about diagrams of subjectivation. With Foucault we take up his meditation on spirituality and propose a Buddhist alternative to Greco-Roman technologies of self. Against Foucault's notion of an ‘arts of existence’ we suggest instead ‘cultivation of virtue’, drawing on, as an example, a famous Buddhist meditation on compassion. We conclude the article by proposing rethinking doctoral supervision in terms of a cultivation of virtue.
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  45. added 2015-05-21
    Tom Culham (2015). Reuniting Virtue and Knowledge. Journal of Philosophy of Education 49 (2):294-310.
    Einstein held that intuition is more important than rational inquiry as a source of discovery. Further, he explicitly and implicitly linked the heart, the sacred, devotion and intuitive knowledge. The raison d’être of universities is the advance of knowledge; however, they have primarily focused on developing student's skills in working with rational knowledge. Given the paucity of attention to virtue and our intuitive abilities this article briefly explores the philosophical meaning of intuition and the role intuition plays in scientific discovery. (...)
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  46. added 2015-05-21
    Claudia Eppert, Daniel Vokey, Tram Truong Anh Nguyen & Heesoon Bai (2015). Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education. Journal of Philosophy of Education 49 (2):274-293.
    Radical personal and systemic social transformation is urgently needed to address world-wide violence and inequality, pervasive moral confusion and corruption, and the rapid, unprecedented global destruction of our environment. Recent years have seen an embrace of intersubjectivity within discourse on educational transformation within academia and the public sphere. As well, there has been a turn toward contemplative education initiatives within North American schools, colleges and universities. This article contends that these turns might benefit from openness to the ontologies, epistemologies, and (...)
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  47. added 2015-05-21
    Terry Hyland (2015). On the Contemporary Applications of Mindfulness: Some Implications for Education. Journal of Philosophy of Education 49 (2):170-186.
    Interest in the Buddhist concept of mindfulness has burgeoned over the last few decades as a result of its application as a therapeutic strategy in mind-body medicine, psychotherapy, psychiatry, education, leadership and management, and a wide range of other theoretical and practical domains. Although many commentators welcome this extension of the range and application of mindfulness—drawing parallels between ancient contemplative traditions and modern secular interpretations—there has been very little analysis of either the philosophical underpinnings of this phenomenon or of its (...)
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  48. added 2015-05-21
    John White (2014). Who Needs Examinations? A Story of Climbing Ladders and Dodging Snakes. Institute of Education Press.
    This short book is an interdisciplinary critique of conventional school examinations for older secondary students. -/- Chapter 1 is about their multiple shortcomings. -/- Chapter 2 asks why they have existed for so long, given that their deficiencies have been well-known for a century and more. It suggests that one factor in the UK has been their value to upper echelons of society as stepping stones to interesting careers; and documents attempts since 1900 to prevent other parts of society from (...)
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  49. added 2015-05-21
    Rosangela Barcaro (2014). L'invention des maladies à but lucratif. Arc En Ciel. La Revue de Nouveaux Droits de L’Homme (72):24-25.
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  50. added 2015-05-21
    Michael Reiss & John White (2013). An Aims-Based Curriculum: The Significance of Human Flourishing for Schools. Institute of Education Press.
    An Aims-based Curriculum spells out a ground-breaking alternative to the familiar school curriculum constructed around a number of largely academic subjects. Its starting point is not subjects, but what schools should be for. It argues that aims are not to be seen as high-sounding principles that can be easily ignored: they are the lifeblood of everything a school does. -/- The book begins with general aims to do with equipping each learner to lead a personally fulfilling life, and to help (...)
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