Online research in philosophy

Towards the end of eighteenth century in France, the newly acquired rights of people as citizens needed assuring. This article traces the principles through which Condorcet tried to realise this on an institutional level. Condorcet did not view the Enlightenment ideas of progress as primarily referring to the state. Rather, he focused on the rights of individuals, particularly on their right to develop their own potential. He bound this perception with the unconditional demand for recognition of the rights of all people, in particular also for a clear renunciation of any gender-specific interpretation of this fundamental idea. Evidence for this is found in Condorcet’s writings on Instruction Publique. In contrast to other educational programmes of the revolutionary period, these evince a discriminating interpretation of freedom and equality, and recognise the numerous threats to a self-determined human existence.

The traditional, dogmatic educational sys tem was reinforced by the addition of science instruction to its curriculum. Three errors are reinforced by this move and the subsequent split of the system into streams. a) Pressure is confused with coercion, b) Interactive study is confused with assigned e x e r c i s e s a n d w i t h s e l f- instruction, and c) Aptitude (disposition) is confused with talent (ability). Reform must begin in the public educational system, at least until experimental schooling becomes the norm; yet research must now repudiate traditional v iews and develop the theory of, and the tools for, free interactive study, aiming at imparting universal literacy, including science literacy.

Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a ...

Peer Instruction (or PI for short) is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences.

Peer Instruction is a simple and effective technique you can use to make lectures more interactive, more engaging, and more effective learning experiences. Although well known in science and mathematics, the technique appears to be little known in the humanities. In this paper, we explain how Peer Instruction can be applied in philosophy lectures. We report the results from our own experience of using Peer Instruction in undergraduate courses in philosophy, formal logic, and critical thinking. We have consistently found it to be a highly effective method of improving the lecture experience for both students and the lecturer.

As the public relations (PR) field becomes more and more concerned about ethics, attention turns to ethics instruction in university public relations programs. Analysis of six leading public relations texts shows a wide disparity in coverage of the topic, ranging from sparse philosophical to primarily anecdotal. According to the author, no basic conceptual framework has emerged to suggest common ground for studying public relations ethics and the default position seems to be to teach social responsibility / professionalism.

This paper develops an interpretation and analysis of the arguments for public education which open Book VIII of Aristotle's Politics , drawing on both the wider Aristotelian corpus and on examination of continuities with Plato's Laws . Part III : Sections VIII-XI examine the two arguments which Aristotle adduces in support of the claim that education should be provided through a public system. The first of these arguments concerns the need to unify society through education for friendship and the sharing of a common end. Several versions of his second argument are considered, and the most promising of them is elaborated in connection with an examination of the links between instruction and legislation in the Laws . This yields what is probably the most compelling argument there is for the claim that public supervision of education is a necessary condition for a just society.