This chapter contains sections titled: Introduction Vocational‐Academic Distinctions Criticisms of the Vocational Education/General Education Dichotomy The Front‐end Model and its Increasing Problems Vocational Education and Training: Developments and Strategies Conclusion: Enhancing Vocational Studies.

Prolog -- Eros : auf dem Weg zur Erkenntnis -- Liebe als einheitsstiftende Macht -- Das tragische Chorspiel der Hellenen und ihre Imaginationen von Liebe -- Narkissos : die unstillbare Selbstliebe und das Spiegelmotiv -- Gnosis als erlösende Erkenntnis der Liebe -- Liebe in der kontemplativen Metaphysik Plotins -- Das Eine und das Viele -- Kontemplation und Liebe : das Mysterium Sacrum -- Sensorisches und Imaginatives : Weisen der Vergeistigung der Liebe -- Mystische Liebe : Gott-Leiden und Gott-Lieben in der (...) "Rheinischen Mystik" (Eckhart, Tauler, Seuse, Ruusbroec) -- Figurationen der Liebe auf den Brettern, die "die Welt bedeuten" (Wissen, Macht, Liebe, Tod) -- Amor fati : die Liebe zum Schicksal -- Die Liebe auf der Bühne des Theatrum Mundi -- Reflexionen und Mythopoetik der Liebe : philosophisch, theologisch, poetisch -- Liebe in der Theologie des Alten Bundes -- Liebe in der Theologie des Neuen Bundes. (shrink)

I. THE TASK OF DOGMATICS As a theological discipline dogmatics is the scientific self- examination of the Christian Church with respect to the content of ...

Muss Philosophie immer eine bierernste Angelegenheit sein? Einer, der das vehement bestritten hat, war der griechische Denker Diogenes, jener berühmte Tonnen-Philosoph, der bis heute als eine der schillerndsten und originellsten Gestalten des Altertums gilt. Seine Gesellschaftskritik lebte er mit einer nachgerade schockierenden Konsequenz vor. Seine Forderung: nicht mehr und nicht weniger als der konsequente Ausstieg aus der Zivilisation. Karl-Wilhelm Weeber stellt in diesem locker geschriebenen Band den scharfzüngigen, schlagfertigen und respektlosen Philosophen und seine Ideenwelt vor.

Zeigt, wie der äTonnenphilosophä in einer unsicheren Zeit eine auch heute noch gültige Überlebensphilosophie für das Individuum entwickelte und praktizierte.

There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions (true, false; more certain, less certain); such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; (...) the process and product of learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. (shrink)

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know-how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

According to Alasdair MacIntyre's influential account of practices, ‘teaching itself is not a practice, but a set of skills and habits put to the service of a variety of practices’ (MacIntyre and Dunne, 2002, p. 5). Various philosophers of education have responded to and critiqued MacIntyre's position, most notably in a Special Issue of the Journal of Philosophy of Education (Vol. 37.2, 2003). However, both in that Special Issue and since, this debate remains inconclusive. Much of this earlier discussion seems (...) to accept that teaching is a unique case in being a putative practice that does not fit readily into MacIntyre's account. In fact many supposed practices, including some nominated by MacIntyre himself, do not fit his account. A constructive critique of this account leads to a refurbished, broadly MacIntyrean account of practice. This will clarify the issue of whether teaching and a range of other activities are, indeed, practices. (shrink)

This Special Issue addresses a range of educational issues linked to main themes from our 2019 book The Emergence of Complexity: Rethinking Education as a Social Science. This book elaborated two major theses that raise fundamental questions for philosophy of education. First, that learning by groups is typically a distinctive kind of learning that is not reducible to learning by individuals. Second, that a degree of holism, as against a focus on individuals, is essential for achieving a convincing understanding of (...) this distinctive type of group learning. These two theses are of direct interest to philosophy of education since they challenges the resources of received theories of learning. Yet this kind of group learning characterises the vast bulk of human learning situations that occur outside of formal education systems. In this Special Issue introductory article we, firstly, introduce some basic principles of complexity theory, and demonstrate that, together with the concept of a ‘co-present group’ (between 2 and about 12 individuals), these ideas offer develop novel understandings of the distinctive learning that occurs within such groups. Secondly, we outline and illustrate with further examples the main features of co-present groups. Thirdly, we consolidate our conceptual work by showing five ways in which our account of group learning serves to refurbish the concept of ‘learning’. (shrink)

In workplace situations of all kinds novices are transformed by experience of practice into highly proficient practitioners. How are we to understand this change which appears to be as much a qualitative one as it is a quantitative one? This paper argues that the available resources for understanding the informal learning that occurs during the course of successful workplace practice are somewhat limited. Theories about know-how are criticised for shedding little light on this topic. The notion of tacit knowledge is (...) also rejected as unhelpful. The development of judgement is proposed as a more promising way to understand the phenomenon. A consideration of four main dimensions of contextuality is used as a lead into an account of eleven key features of workplace practical judgement. (shrink)

Envy is a negative emotion experienced in response to another person’s higher status. However, little is known about the composition of its most important element: status. The present research investigates the two main forms of social status in the generation of envy. In Study 1, participants recounted real-life situations when they felt envious; in Study 2 we examined whether the effect was the same in a controlled situation. We consistently found that those who were the most respected in the eyes (...) of others were envied more than the richest ones. Furthermore, perceived deservingness of the superior other’s success differentiated between benign and malicious envy. Although previous studies focused on material comparisons when investigating envy, our results indicate that envy is rather a subjective social status related emotion. Not material, but social advantage of the superior other causes the most painful envy and future studies should put more emphasis on this type of social comparison in envy research. (shrink)

This chapter contains sections titled: The Early Decades of Analytical Philosophy Analytic Philosophy of Education Criticism Contemporary Practice.

_Conjectures and Refutations_ is one of Karl Popper's most wide-ranging and popular works, notable not only for its acute insight into the way scientific knowledge grows, but also for applying those insights to politics and to history. It provides one of the clearest and most accessible statements of the fundamental idea that guided his work: not only our knowledge, but our aims and our standards, grow through an unending process of trial and error.

_Conjectures and Refutations_ is one of Karl Popper's most wide-ranging and popular works, notable not only for its acute insight into the way scientific knowledge grows, but also for applying those insights to politics and to history. It provides one of the clearest and most accessible statements of the fundamental idea that guided his work: not only our knowledge, but our aims and our standards, grow through an unending process of trial and error.

In Alexandre Kojève’s lectures on Hegel, the unfolding of the (philosophical) concept, from the desire for recognition to the (politically) universal and (socially) homogenous state (UHS), is broug...

The way in which knowledge progresses, and especially our scientific knowledge, is by unjustified anticipations, by guesses, by tentative solutions to our problems, by conjectures. These conjectures are controlled by criticism: that is, by attempted refutations, which include severely critical tests. They may survive these tests; but they can never be positively justified: they can neither be established as certainly true nor even as 'probable'. Criticism of our conjectures is of decisive importance: by bringing out our mistakes it makes us (...) understand the difficulties of the problems which we try to solve. This is how we become better acquainted with our problem, and able to propose more mature solutions: the very refutation of a theory - that is, of a tentative solution to our problem - is always a step forward that takes us nearer the truth. And this is how we can learn from our mistakes. As we learn from our mistakes our knowledge grows, even though we may never know - that is, know for certain. Since our knowledge can grow, there can be no reason here for despair of reason. And since we can never know for certain, the can be no authority here for any claim to authority, for conceit over our knowledge, or for smugness. The essays and lectures of which this book is composed apply this thesis to many topics, ranging from problems of the philosophy and history of the physical and social sciences to historical and political problems. (shrink)

Contrary to the received opinion that Pablo Picasso conceived of Guernica only after learning of the bombing of the Basque town on 26 April 1937, and in direct response to it, in this article we demonstrate that the mural was visualized much earlier, as part of Picasso’s larger artistic and intellectual response to war. In February 1937 Picasso met with José Luis Sert, the architect of the Spanish Pavilion planned for the Paris World Fair that was to open in June. (...) That he was so quickly able to provide the architect with the exact dimensions of the mural suggests that he had already conceived a vision and plan for the painting that would only later be known as Guernica—a vision that saw him less preoccupied with iconographical minutiae than with visual problem-solving around a general theme: the types and consequences of political violence in Spain and wars past, present, and future. In searching for inspiration, Picasso paid homage to three other artists whose works reflected different aspects of this theme: Francisco Goya, Robert Capa, and David Seymour. The whole mural was painted in black and white because Picasso was certain that Guernica would be seen as a work of photojournalism, which form of journalism had only recently started to be transmitted by wire and radio services. Lastly, Picasso was confident that his painting would eventually be installed in the Prado Museum and be compared to both of Goya’s paintings, The Second of May 1808 (1814) and The Third of May 1808 (1814). To place himself as pre-eminent, Picasso made Guernica larger than either of Goya’s paintings by subsuming the former into a completely original compositional overlay. (shrink)

Marx and Engels's Communist Manifesto has become one of the world’s most influential political tracts since its original 1848 publication. Part of the Rethinking the Western Tradition series, this edition of the Manifesto features an extensive introduction by Jeffrey C. Isaac, and essays by Vladimir Tismaneanu, Steven Lukes, Saskia Sassen, and Stephen Eric Bronner, each well known for their writing on questions central to the Manifesto and the history of Marxism. These essays address the Manifesto's historical background, its impact on (...) the development of twentieth-century Communism, its strengths and weaknesses as a form of ethical critique, and its relevance in the post-1989, post-Cold War world. This edition also includes much ancillary material, including the many Prefaces published in the lifetimes of Marx and Engels, and Engels's "Principles of Communism.". (shrink)

The eminent British philosopher Bertrand Arthur William Russell (born 18 May 1872, died 2 February 1970) studied philosophy and mathematics at Trinity College, Cambridge, and subsequently held posts at Cambridge and various other major universities, interspersed with periods devoted to political, educational, and literary pursuits. He was author of numerous influential books and papers on philosophy, politics, and education. Few philosophers of science have had as strong a scientific background as Russell. His mathematical training at Cambridge was almost entirely in (...) applied mathematics which was largely physics. (shrink)

Corporate concentration in the United States has been on the rise in recent years, sparking a heated debate about its causes, consequences, and potential remedies. This article examines a facet of public policy that has been neglected in the debate: corporate taxation. Developing the first empirical mapping of the effective tax rates of nonfinancial corporations disaggregated by size and broken down by jurisdiction, the article reveals a striking tax advantage for big business at home and abroad. The analysis goes on (...) to show how persistent regressivity in the tax structure is bound up with the increasing relative power of large corporations within the corporate universe, as well as a shift in firm-level power relations. As large corporations become less disposed to investments that may indirectly benefit ordinary workers, they become more disposed to shareholder value enhancement that directly benefits the asset-rich. What this means is that the corporate tax structure is connected not only to rising corporate concentration but also to widening household inequality. (shrink)

Twitter is a virtual social network where people share their posts and opinions about the current situation, such as the coronavirus pandemic. It is considered the most significant streaming data source for machine learning research in terms of analysis, prediction, knowledge extraction, and opinions. Sentiment analysis is a text analysis method that has gained further significance due to social networks’ emergence. Therefore, this paper introduces a real-time system for sentiment prediction on Twitter streaming data for tweets about the coronavirus pandemic. (...) The proposed system aims to find the optimal machine learning model that obtains the best performance for coronavirus sentiment analysis prediction and then uses it in real-time. The proposed system has been developed into two components: developing an offline sentiment analysis and modeling an online prediction pipeline. The system has two components: the offline and the online components. For the offline component of the system, the historical tweets’ dataset was collected in duration 23/01/2020 and 01/06/2020 and filtered by #COVID-19 and #Coronavirus hashtags. Two feature extraction methods of textual data analysis were used, n-gram and TF-ID, to extract the dataset’s essential features, collected using coronavirus hashtags. Then, five regular machine learning algorithms were performed and compared: decision tree, logistic regression, k-nearest neighbors, random forest, and support vector machine to select the best model for the online prediction component. The online prediction pipeline was developed using Twitter Streaming API, Apache Kafka, and Apache Spark. The experimental results indicate that the RF model using the unigram feature extraction method has achieved the best performance, and it is used for sentiment prediction on Twitter streaming data for coronavirus. (shrink)

There is an influential story about learning that retains a grip on the public mind. Main elements of this story include: the best learning resides in individual minds not bodies; it centres on propositions ; such learning is transparent to the mind that has acquired it; so the acquisition of the best learning alters minds not bodies. Implications of these basic ideas include: the best learning can be expressed verbally and written down in books, etc.; the process and product of (...) learning can be sharply distinguished; and, though residing in minds and books, the best learning can be applied, via bodies, to alter the external world. The pervasive influence of this story is apparent in many writings about learning, including philosophical writings. A number of basic assumptions about learning underpin this story. The central purpose of this paper is to further delineate and then challenge each of these basic assumptions. The main implication of challenging these basic assumptions is that a somewhat different philosophical understanding of learning emerges. This different understanding of learning may offer fresh insights on current educational issues. (shrink)

Described by the philosopher A.J. Ayer as a work of 'great originality and power', this book revolutionized contemporary thinking on science and knowledge. Ideas such as the now legendary doctrine of 'falsificationism' electrified the scientific community, influencing even working scientists, as well as post-war philosophy. This astonishing work ranks alongside _The Open Society and Its Enemies_ as one of Popper's most enduring books and contains insights and arguments that demand to be read to this day.