Online research in philosophy

This essay explores two largely distinct discussions about equality: the 'luck egalitarian' debate concerning the appropriate metric of equality and the 'equality and difference' debate which has focused on the need for egalitarianism to consider the underlying norms in light of which the abstract principle to 'treat equals equally' operates. In the end, both of these discussions point to the importance of political equality for egalitarianism more generally and, in the concluding section, an attempt is made to show how the ideal of 'equal concern and respect' might best be pursued given the results of these important discussions.

Although constructivist discussions in the classroom are often treated as if they were all of the same kind, in this paper I argue that there are subtle but important distinctions that need to be made. An analysis of these distinctions shows that there is a continuum of different constructivist discussions. At one extreme are teacher-directed discussions where students are led to construct the ‘correct’ understanding of a pre-decided conclusion; at the other extreme are unstructured discussions where students are free to construct any understanding. While there are many positions on the continuum, the middle ground is occupied by discussions that find a balance between teacher-control and student-independence, and between having set-answers and a free-for-all. I argue that the Community of Inquiry is a useful conception of constructivist discussions in this middle ground.

In this paper the relations between the almost unknown Spanish mathematician Ventura Reyes Prósper (1863-1922) with Charles S. Peirce and Christine Ladd-Franklin are described. Two brief papers from Reyes Prósper published in El Progreso Matemático 12 (20 December 1891), pp. 297-300, and 18 (15 June 1892) pp. 170-173 on Ladd-Franklin, and on Peirce and Mitchell, respectively, are translated for first time into English and included at the end of the paper.