Little is in print on the development in Britain of university disciplines including the academic study of education. This paper provides a historical narrative of the study of adolescence from the 1870 Education Act to the contemporary day. Adolescence textbooks are examined in the context of changes in the education system, such as the demand for secondary education and the expansion of teacher education. Changing emphases in adolescence research are traced through various publications to illustrate curriculum developments. The important contributions (...) of Dame Olive Wheeler, Professor W. D. Wall and other leading writers on adolescence are evaluated. It is clear that in over a century of national educational provision British teachers have never faced a great choice of adolescence texts and the paper concludes with some reflections on this observation. (shrink)

Wilhelm (Forthcom Synth 199:6357–6369, 2021) has recently defended a criterion for comparing structure of mathematical objects, which he calls Subgroup. He argues that Subgroup is better than SYM \(^*\), another widely adopted criterion. We argue that this is mistaken; Subgroup is strictly worse than SYM \(^*\). We then formulate a new criterion that improves on both SYM \(^*\) and Subgroup, answering Wilhelm’s criticisms of SYM \(^*\) along the way. We conclude by arguing that no criterion that looks only to the (...) automorphisms of mathematical objects to compare their structure can be fully satisfactory. (shrink)

Little is in print on the development in Britain of university disciplines including the academic study of education. This paper provides a historical narrative of the study of adolescence from the 1870 Education Act to the contemporary day. Adolescence textbooks are examined in the context of changes in the education system, such as the demand for secondary education and the expansion of teacher education. Changing emphases in adolescence research are traced through various publications to illustrate curriculum developments. The important contributions (...) of Dame Olive Wheeler, Professor W. D. Wall and other leading writers on adolescence are evaluated. It is clear that in over a century of national educational provision British teachers have never faced a great choice of adolescence texts and the paper concludes with some reflections on this observation. (shrink)

Although Tacitus began his writing career during the Principate at the end of the first century CE, the dominant approach to thinking about political life was still guided by Republicanism, a constellation of concepts from the mid-first century BCE Roman Republic. Republicanism held that there was only one type of monarchy and that it necessarily precluded libertas. Tacitus, who was living under different iterations of monopolistic power in the Principate, questions this tenet by examining various Germanic tribes. The Germania explores (...) different types of monarchical arrangements, showing that monarchy is not a one-size-fits-all form and that there are significant political differences among the Germanic monarchies, some of which preserve libertas. In this examination, he highlights the inapplicability of Republicanism to a system as dynamic as the Principate. (shrink)

J. B. Schneewind's "The Invention of Autonomy" has been hailed as a major interpretation of modern moral thought. Schneewind's narrative, however, elides several serious interpretive issues, particularly in the transition from late medieval to early modern thought. This results in potentially distorted accounts of Thomas Aquinas, Hugo Grotius, and G. W. Leibniz. Since these thinkers play a crucial role in Schneewind's argument, uncertainty over their work calls into question at least some of Schneewind's larger agenda for the history of (...) ethics. (shrink)

The study of intellectual humility is still in its early stages and issues of definition and measurement are only now being explored. To inform and guide the process of defining and measuring this important intellectual virtue, we conducted a series of studies into the implicit theory – or ‘folk’ understanding – of an intellectually humble person, a wise person, and an intellectually arrogant person. In Study 1, 350 adults used a free-listing procedure to generate a list of descriptors, one for (...) each person-concept. In Study 2, 335 adults rated the previously generated descriptors by how characteristic each was of the target person-concept. In Study 3, 344 adults sorted the descriptors by similarity for each person-concept. By comparing and contrasting the three person-concepts, a complex portrait of an intellectually humble person emerges with particular epistemic, self-oriented, and other-oriented dimensions. (shrink)

Agriculture plays a key role in national economies and individual livelihoods in many developing countries, and yet agriculture as a field of study and an occupation remain under-emphasized in many educational systems. In addition, working in agriculture is often perceived as being less desirable than other fields, and not a viable or compelling option for students who have received a post-secondary education. This article explores the historical and contemporary perceptions of agriculture as a field of study and an occupation globally, (...) and applies themes from the literature to analyze primary data from focus groups with international students studying for university degrees in the United States. The article analyzes students’ perceptions and experiences in four countries—Bangladesh, Nepal, Honduras and Haiti—in order to make recommendations about how best to address challenges and develop capacity in agricultural education and employment in low-income countries. (shrink)

This article gives new information about the social, cultural, and political beliefs of Thomas Wilson, the first Secretary and Treasurer of the Yorkshire Geological and Polytechnic Society founded in 1837. Wilson's private correspondence was not available to J. W. Davis, who wrote the standard history of the Society to celebrate its jubilee. Davis's history underestimates the part played by Wilson and overestimates the importance of Thomas William Embleton, whose private papers were placed at Davis's disposal. It is shown (...) that Wilson, and not Embleton, was the driving force in forming and consolidating the Society, especially with respect to its early difficulties in defining even its title and aims. (shrink)

This discussion is grounded in Aristotelian–Thomistic realism and takes the position that nursing is a practical science. As an exposition of the title statement, distinctions are made between opinion and truth, and the speculative, productive and practical sciences. Sources of opinion and truth are described and a discussion follows that truth can be achieved through knowing principles and causes of the natural kind behind phenomena. It is proposed that humans are the natural kind behind nursing phenomena. Thus, human nature provides (...) proper principles (the truth) of nursing practice. (shrink)

During the past decade some of the most provocative and controversial disputes concerning the philosophy and history of science have centered about the work of Thomas Kuhn and Sir Karl Popper. One, therefore, looks with anticipation to this volume which is based on a symposium held in July, 1965 where Kuhn, Popper and several of Popper's former students met for an intellectual confrontation. But the result is depressing. The volume is an editorial mess. Two of the main scheduled speakers (...) never appeared at the symposium, although papers by them are published here. Some of the remarks published here seem to be those spoken on the day the symposium was held while others, like Kuhn's answer to his critics, were written four years after the symposium. The result is a confusing and distracting editorial unevenness. While Kuhn's fair-minded opening paper raises some of the most important issues to be confronted, one quickly senses that the Popperians are not really very much interested in discussing Kuhn's work but rather in pushing their own pet theses. Kuhn puts this rather generously when he labels it an example of "talking-through-each-other." Most of the Popperians seem to be obsessed with Kuhn's understanding of normal science and neglect the much more interesting questions concerning his views on scientific revolutions, the sense in which science does and does not make progress, the criteria involved in adjudicating among competing theories. It is almost with relief that one reads Margaret Masterman's remark that it is a "crashingly obvious fact" that there is normal science. Ironically, Masterman's article which is basically sympathetic to Kuhn's work is the most illuminating and the most critical. More successfully than any of other contributors she shows the ambiguities involved in Kuhn's idea of a paradigm. One's wishes that the Popperians would take a good hard look at themselves and what they are doing as it is so disastrously illustrated here. Although ostensibly dedicated to serious critical rationalism, they seem more eager to score points than to understand what they are criticizing. Although they supposedly abhor clubiness, they are rapidly forming themselves into a scholastic circle where the object seems to be to show how brilliant or how stupid some other student of Popper is. Although they scorn the quest for origins, they are almost compulsive in attempting to show that anything worthwhile was previously said by Sir Karl. This book illustrates the faults of the Popperians at their worst and few of their virtues. There is much heat and wit, but little light.--R. J. B. (shrink)

This guide is intended to be a comprehensive survey of Dewey's work. It consists of ten essays by Dewey scholars surveying an area of Dewey's work. Each essay is followed by a checklist of articles and books. The topics include divisions such as Dewey's Psychology, Philosophy and Philosophic Method, Logic and Theory of Knowledge, Ethics, etc. Contributors include Schneider, Hahn, Kennedy, Rucker, Leys, among others. Despite the enormous amount of work that must have gone into producing this volume, its value (...) is questionable. One reason for this is that Dewey's thought does not lend itself into such convenient divisions--it is difficult to think of a standard "topic" that isn't intertwined with some other. The novice may be bewildered by the rapid surveys and checklists. And scholars of Dewey and American philosophy may detect other groupings which they consider more illuminating. Although one can appreciate the desire not to reproduce the type of bibliography prepared by M. H. Thomas, a complete annotated bibliography would have been a much more helpful guide than the present one. Nevertheless the present guide does help the novice and the scholar to see important connections among the more than thousand items that make up the Dewey corpus.--R. J. B. (shrink)

Thomas, who started working on Dewey bibliography in 1926, has completely revised his 1939 edition. Many features, including a list of writings on Dewey which contains unpublished dissertations and masters' theses, reviews of Dewey's works, and translations, help to make this a definitive bibliography. Considering the chaotic state of Dewey's writings, Thomas is to be congratulated for his extreme care, and the publisher is to be thanked for this fine edition.--R. J. B.

Writing in Elizabethan English and Renaissance Latin, Stapleton was one of the leading controversialists in the Catholic Counter Reformation of the sixteenth century. Two areas of specific disagreement were the problem of justification and church government but Stapleton could indulge in the usual bitter polemics of the period by emphasizing Protestant abuses and minimizing similar conditions on the Catholic side. Father O'Connell writes well and is in control of the sources.—D. J. B.

This discussion is grounded in Aristotelian–Thomistic realism and takes the position that nursing is a practical science. As an exposition of the title statement, distinctions are made between opinion and truth, and the speculative, productive and practical sciences. Sources of opinion and truth are described and a discussion follows that truth can be achieved through knowing principles and causes of the natural kind behind phenomena. It is proposed that humans are the natural kind behind nursing phenomena. Thus, human nature provides (...) proper principles (the truth) of nursing practice. (shrink)

This book is a qualitative, interpretive, phenomenological, and interdisciplinary, examination of food and food practices and their meanings in the modern world. Each chapter thematically focuses upon a particular food practice and on some key details of the examined practice, or on the practice’s social and cultural impact.

This second volume of a new intellectual history series purports to examine the thought of the two greatest medieval philosophers and theologians. It is a combination of an anthology and a "Heath" pamphlet. Included are select writings on God, man, sin, will, secular law and governments. Most of the selections have been reproduced in other anthologies. A historical introduction, modern commentary, and study questions compose the rest of the book. The modern commentary is the most valuable part of the book (...) since it shows Augustine and Aquinas as fallible human beings within a social and historical setting. The modern metaphysical commentary, lacking explanation by the editors, will probably leave the undergraduate confused and frustrated.--J. B. (shrink)

Thomas surveys most of the major philosophers attempting to analyze each figure as a representative of different religious philosophies. While the expositions are competent, much of the material has been well-worked by similar studies. It is unfortunate that the author did not develop his own, often very pertinent, critical remarks usually argued from the standpoint of some form of modified theism. The book, however, is useful as an introductory text or for review purposes.—D. J. B.

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students’ understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations.In this paper we report findings from a survey of (...) European upper secondary students’ views on issues relating to academic integrity. We relate these findings to the students’ training about academic integrity, self-reported level of questionable behavior and country of study.A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgement. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students’ level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge. (shrink)

The Latin manuscript of Hobbes’s critique of White’s De mundo dialogi tres was discovered among the Mersenne papers in the Bibliothèque Nationale by Jean Jacquot and published by Jacquot and Jones. The present English translation makes generally available a text that, while following the disposition of White’s, goes beyond commentary to constitute a work of philosophy in its own right and a significant addition to the Hobbesian corpus.

A successful blending of extensive historical documentation with close systematic argument exhibiting the coherence and substance of this Scottish philosophical movement. By starting with the Common Sense criticism of the sceptical strain in Locke, Berkeley, and Hume, Grave vividly conveys the philosophic context and orientation of this school. The main protagonist is Thomas Reid, although the roles of Stewart, Oswald, Beattie, and others, are also explained. By resisting the temptation of writing the history of Common Sense philosophy through the (...) spectacles of the contemporary ordinary language philosophy, Grave shows that the claims as well as the perplexities of an appeal to common sense have a complex history. A cogent and comprehensive discussion of a movement that has both historical and philosophic interest for philosophy today.--R. J. B. (shrink)

Beginning with the traditional rules for syllogistic validity, Bird leads the reader without further ado through Aristotle's method of reduction, Keynes' treatment of the antilogism, Lukasiewicz's axiomatization, Ivo Thomas's extension of the last to negative terms, and on to the treatment of empty terms via informal Boolean algebra and the introduction of singular terms. Lukasiewicz's axiom system is investigated in some detail, and independence and consistency are proved. The problem of existential import is discussed quite thoroughly, though it is (...) doubtful that the last word is spoken here. Modalities come in for discussion, but their relation to syllogistic is hardly indicated. Not covered are quantificational analyses of syllogistic. The presentation is marred though not vitiated by various imprecisions in the metatheory. Symbolism is used from the start, and Venn diagrams are resorted to throughout.—J. B. B. (shrink)

The forces of reason and revelation, sometimes intimately intertwined, sometimes diametrically opposed, formed the leitmotif of medieval metaphysics. Utilizing the classic theories of Chenu and Gilson, Persson examines the harmonious balance between ratio and revelatio in the philosophy of Thomas Aquinas. Basing his highly detailed analysis directly on the Summa Theologica, he ultimately shows how reason provided the systematizing impetus while revelation primarily determined the content of Thomistic thought. Examined are the subjects of divine love, causality, grace, and redemption--all (...) of which compose the formative elements of sacra doctrina. The author presents Thomas primarily as a theologian on whom the major influence was Scripture, not the patristics or Aristotle. When compared to the latter, however, Aquinas emerges as a revolutionary, breaking with traditions which undermined his thought. The author's thesis and methodology should be thought-provoking to both conservative and radical Thomists.--J. B. (shrink)