Over the past twenty-five years, or so, considerable advances have been made in understanding how learning occurs in the brain, though much of this research is still to make its way into education. One contribution it should be making is to furnish the philosophical critique of past and current theory with supporting empirical evidence. For example, motivation theory and its cognate expectancy-value theory continue to be taught in teacher education, even though their rational cognitivist foundations are philosophically shaky, and their (...) shared representational notion of the mind is incompatible with what is now known about the learning brain. Furthermore, the central claim of motivation theory that children need to be motivated in order to learn is educationally problematic, not least because it incorporates a deficit model of the child as learner. This paper provides a philosophical and educational critique of motivation and expectancy-value theories and begins to sketch out an alternative dynamic systems approach, which argues that value is deeply embedded in the learning process, not only in the value students may or may not attach to their learning, but also neurobiologically. In opposition to motivation and its notion of the learner this paper argues that every student is equipped with a brain that is value-orientated towards learning and will learn, when nested in suitably affordant learning environments. In place of expectancy-value, we argue for value-embedded learning, which provides a non-reductive and biologically plausible account of how value and emotional salience are dynamically interwoven in the learning process. (shrink)

Over the past two decades, two heavily funded initiatives of the Federal government of Australia have been founded on two very different and seemingly conflicting visions of education. The first, the Australian Values Education Program enshrines what may be called an ‘embedded values’ vision of education; the second, the National Assessments Program-Literacy and Numeracy enshrines a ‘performative’ vision. The purpose of this article is to unpack these two seemingly conflicting visions and to argue instead for their possible consilience, bringing together (...) apparently incompatible phenomena to coalesce into a single, more expansive vision of schooling. Against the historical context that gave rise to AVEP and NAPLAN in Australia, the article argues that the visions of education rendered in these abrupt policy shifts are vestiges of a history of dichotomous and dualistic thinking in western educational philosophy. Underpinning this dualism is a fundamental schism between cognition and emotion and a Cartesian separation of mind from body that can no longer be sustained. Our increased understanding of the neural substrates of cognition, the ‘intertwined’ nature of cognition and emotion, combined with a philosophy of mind that does not dissociate propositional knowledge from the disposition of the learner, points to an alternative vision of education. A vision that is thoroughly values embedded, concerned with the educational wellbeing of each child, while also giving value to and prioritising educational performance and achievement, and the intellectual liberation these can offer each and every child. (shrink)

This article explores “pragmatic arguments” for theistic belief – that is, arguments for believing in God that appeal, not to evidence in favor of God’s existence, but rather to alleged practical benefits that come from belief in God. Central to this exploration is a consideration of Jeff Jordan’s recent defense of “the Jamesian wager,” which portrays itself as building on the case for belief presented in William James’s essay “The Will to Believe.” According to Jordan, religious belief creates significant gains (...) in this‐worldly happiness , and provided the individual does not have decisive evidence against God’s existence, these gains give the individual sufficient reason to strive to believe in God. In its exploration of this argument, the article presents an overview of recent social scientific work on the this‐worldly effects of religious belief. It canvases several challenges to pragmatic arguments, namely, a challenge according to which happiness rooted in false belief is worth less than that rooted in truth, a perfectionistic challenge alleging that one should strive for personal excellence rather than happiness, and a challenge alleging that any happiness gains of religious belief are outweighed by the potential harms brought about by religious belief. (shrink)

In this book encounter with Kostas Axelos' Introduction to Future Ways of Thought: On Marx and Heidegger, I introduce Axelos as an imaginative reader of Marx and Heidegger. His approach draws on their parallels to imagine what is possible. I argue that Axelos makes three unique contributions to the Heideggerian-Marxist project. First, Axelos’ understanding of the planetary epoch relies on a reading of Marx that is heavily influenced by Heidegger’s concept of “world”. Second, he builds on the idea of an (...) “open world” meant to combat the technological over-determination characteristic of the planetary era. Third, Axelos preserves the significance of Heidegger and Marx to outline the possibilities of a thinking that, as of yet, remain a future undertaking. I conclude with some ideas about how Axelos' thinking may be further developed. (shrink)

Libertarianism: For and Against offers dueling perspectives on the scope of legitimate government. Tibor R. Machan, a well-known libertarian philosopher, argues for a minimal government devoted solely to protecting individual rights to life, liberty, and property. Against this view, philosopher Craig Duncan defends democratic liberalism, which aims to ensure that all citizens have fair access to a life of dignity. In a dynamic exchange of arguments, the two philosophers cut to the heart of this important debate.

(a chapter from my book Libertarianism:For and Against).

Alan Hájek has recently argued that certain assignments of vague probability defeat Pascals Wager. In particular, he argues that skeptical agnostics – those whose probability for God''s existence is vague over an interval containing zero – have nothing to fear from Pascal. In this paper, I make two arguments against Hájek: (1) that skeptical agnosticism is a form of dogmatism, and as such should be rejected; (2) that in any case, choice situations with vague probability assignments ought to be treated (...) as second-order cases of choice under uncertainty, with the result that belief in God is the favored option in a very wide range of cases. (shrink)

In the fall of 1998 Trent Lott used his power as Senate Majority Leader to prevent the confirmation of James C. Hormel, an openly gay San Francisco philanthropist who was then President Clinton’s nominee for Ambassador to Luxembourg.[2] Mr. Lott made it clear that his opposition to Hormel was based on his opposition to homosexuality in general. Asked by a television interviewer during the controversy whether homosexuality is a sin, Mr. Lott answered "Yes, it is"; he went on to compare (...) gay people to alcoholics, sex addicts, and kleptomaniacs.[3] Shortly thereafter, Dick Armey, the House Majority Leader, seconded Lott’s view, adding that “[t]he Bible is very clear on this…Both myself and Senator Lott believe very strongly in the Bible.”. (shrink)

This article responds to Tibor Machan's criticisms of government provision for needy citizens. It argues that although charity may be morally worthy, private charity is inadequate to the task of providing our fellow citizens with the security they deserve; the tremendous social good of secure access to a life of dignity can only be produced by a public social safety net. Moreover, individual rights to property do not stand in the way of providing a public social safety net. Since there (...) are social inputs in wealth creation, reasonable levels of taxation do not violate people's rights to their wealth. (shrink)

In the pages of philosophy journals debate rages these days between "political" and "comprehensive liberals," a debate inaugurated by John Rawls’s seminal 1985 paper entitled "Justice as Fairness: Political not Metaphysical," from which the above quotation is drawn. As the quotation suggests, a political liberal is someone who believes that liberal justice should be defined and defended in terms that are independent of "comprehensive" philosophical and religious doctrines, that is, independent of doctrines that purport to describe, in some comprehensive way, (...) the sources of meaning, purpose, and worth in human life. A comprehensive liberal, by contrast, is someone who believes some such comprehensive doctrine must be invoked in defense of liberal justice. In this debate it is perhaps fair to say that political liberals have the more prestigious roll call, for in addition to Rawls, prominent political liberals include Thomas Nagel, Brian Barry, Ronald Dworkin, Charles Larmore, and Bruce Ackerman. (shrink)

In a recent article Martha Nussbaum identified three problems with the Stoic doctrine of respect for dignity: its exclusive focus on specifically human dignity, its indifference to the need for external goods, and its ineffectiveness as a moral motive. This article formulates a non-Stoic doctrine of respect for dignity that avoids these problems. I argue that this doctrine helps us to understand such moral phenomena as the dignity of nonhuman animals as well as the core human values of life, freedom, (...) and equality. I end by arguing that Nussbaum underestimates the mutual support between motives of respect and other moral motives such as compassion. (shrink)

The philosophy of religion has enjoyed a resurgence in recent years. This is fortunate, for it is a rewarding area in which to research and teach. The complexity of the metaphysical and epistemological ideas relevant to the philosophy of religion, however, can pose a challenge for instructors. Fortunately, the resurgence of activity in the field has brought with it an increase in the number of texts that aim to render these complex ideas accessible to students. In order to assist instructors (...) in the selection of course material, this article examines four recently published texts in the philosophy of religion—two stand-alone texts and two anthologies—and judges their strengths and weaknesses and the types of classes for which each is best suited. (shrink)

In all likelihood, the Bush Administration’s aim is to continue abusive interrogation methods that on any reasonable definition amount to torture (methods such as waterboarding,” for example, in which a detainee is laid on his back and choked with water until he believes he is drowning). This new law, however, is both foolish and immoral: foolish, because torture won’t make Americans safer; and immoral, because torture is the grossest of affronts to human dignity.