Plato, Aristotle, and the Stoics identify mental health with moral virtue. Are they right? We might be inclined to disagree with him if we believe that mental health is good for the agent, whereas virtues of character are good for other people. These philosophers answer that the mental features of the virtues of character are also features of a person's good. Still, their demands for psychic unity and cohesion might appear to exaggerate reasonable conditions on mental health. In the view (...) of these philosophers, our conception of mental health should make us aware of the aspects of agency that we value. We do not refer to different characteristics when we think of mental health and when we think of moral virtue. The main question is not about whether we choose to confine the expression "mental health" to the minimal condition, but about what makes the minimal condition valuable. It turns out to be difficult to explain why the minimal condition is valuable without also endorsing the moral virtues. (shrink)

Terence H McLaughlin; Liberalism, Education and the Common School, Journal of Philosophy of Education, Volume 29, Issue 2, 30 May 2006, Pages 239–255, https://d.

Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in (...) England in the light of these developments. (shrink)

Terence Mclaughlin’s essay addresses the conceptual and practical complexities involved in identifying and evaluating the nature, status, and institutional context of common education in pluralist societies. He explores some of the neglected burdens and dilemmas faced by common schools in pluralist, multicultural, and liberal–democratic societies. The potential weight and complexity of these burdens and dilemmas is reflected in Stephen Macedo’s observation that common schools give rise to questions relating to some of the ‘deepest divisions’ and ‘most intractable conflicts’ characterizing (...) the public lives of modern states. The chapter has five sections: Section 5.1 outlines some general considerations relating to common schooling and a conception of common education, pointing out that the relationship between the two is a contingent one – the adequacy of a particular institutional arrangement, such as the common school, depends critically on the extent to which it embodies an adequate conception of common education; Section 5.2 offers a sketch of some general features of such conceptions; in Sections 5.3 and 5.4, respectively, some of the burdens and dilemmas of common schooling are explored; Section 5.5 addresses neglected questions relating to the pre-eminently practical burdens and dilemmas highlighted in the previous two sections. McLaughlin’s chapter is especially helpful in identifying a number of the most important considerations in the presumption in favour of common schools as the most suitable arrangement for advancing common education, and his essay maps the conceptual, curricular, pedagogical, and policy issues that must be addressed in clarifying and defending the role of common schools and common education in liberal–democratic societies. (shrink)

This paper examines some neglected aspects of the conceptualisation of teaching as a ‘practice’ and as involving a ‘community of practice’. The concepts of a ‘practice’ and of a ‘community of practice’ are brought into focus by contrasting the differing senses of the notions employed in the work of Alasdair MacIntyre and Etienne Wenger respectively. Concepts of educational ‘practice’ and ‘communities of practice’ which embody a coherent overall holistic vision of education are contrasted with senses of educational ‘practice’ and ‘communities (...) of practice’ which relate to lower level, specific and subordinate elements of the educational process which are detachable from such visions. The possibility of specifying a single, common, overall, holistic conception of an educational ‘practice’ or ‘community of practice’ in the context of a pluralistic, diverse, liberal democratic society is discussed. It is suggested that the demands of diversity in this context open up the possibility of, and the need for, diverse forms of teacher education and training based on differing and partly competing conceptions of educational ‘practice’ and ‘communities of practice’ involving contrasting, coherent, overall, holistic visions of education. (shrink)

This chapter contains sections titled: Religion Spirituality Education.

Wittgenstein's approach to religion is an important part of any assessment of the significance of his thought as a whole for educational thinking and practice. As we have seen, although his view of religion is elusive and stands in need of definitive evaluation, it offers a number of insights and challenges.Whilst Wittgenstein's approach conflicts in important respects with the LR view of education in religion, because that view is based on important social and cultural realities which are significant for Wittgensteinian (...) principles, it is not supplanted. The Wittgensteinian approach both supplies important perspectives which will enrich the LR view, whilst giving support to a greater pluralism in the way in which education in religion is conceived, including forms of substantial religious upbringing and schooling. (shrink)

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

This article offers an introduction to the four philosophical perspectives on school inspection that are presented in the articles which follow. Several aspects of practical contexts relating to school inspection are outlined (with particular reference to England) and major points made in the articles are outlined.

After indicating a number of points of agreement with the argument 0eveloped by Kenneth Strike in his article ‘Liberalism, Citizenship and the Private Interest in Schooling’, this article identifies and explores a number of queries and criticisms which arise in relation to that argument. These queries and criticisms relate especially to the nature and extent of the ‘expansiveness’ involved in Strike's conception of ‘public’ or common educational influence, and to the implications and justification of the claim that ‘private’ educational interests (...) enjoy a greater salience and recognition on Strike's view of ‘public’ or ‘common’ educational influence than on some alternative views. (shrink)

Citizenship education is being formally introduced into schools in England as a matter of national policy for the first time. This article offers a critical evaluation of the report of the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools which was chaired by Professor Bernard Crick, and which has been influential in shaping current educational policy in relation to these matters. An assessment is also offered of the challenges and prospects which confront citizenship education in (...) England in the light of these developments. (shrink)

The aim of this article is to describe the phenomenon of male rape from the victims’ perspectives. The methodology employed relied on transcendental phenomenology in order to create the rich descriptions of the lived experiences of three male survivors of rape. From the descriptions elicited from the formulation of an open-ended question, it was discovered that the phenomenon of male rape has a dominant structure that is related to the destruction and reconstruction of the masculine self. The research also revealed (...) several textural themes that include the characteristics of the assault, treatment and support that victims receive, the effects of the assault on the self, disclosure, the learning and life changes brought about by the assault, the victims’ feelings towards their assailants and the effect of the assault on the victims’ relationships. This study hopes to facilitate further descriptive research on the phenomenon of male rape in order that greater knowledge be gleaned and applied regarding its prevention and healing processes. (shrink)

Ecological restoration is an inherently challenging endeavour. Not only is its underlying science still developing, but the concept itself raises complex questions about nature, culture and the role of humans in the landscape.

This article offers an introduction to the four philosophical perspectives on school inspection that are presented in the articles which follow. Several aspects of practical contexts relating to school inspection are outlined (with particular reference to England) and major points made in the articles are outlined.

Since the realisation that the antigen‐binding regions of antibodies, the variable (V) regions, can be uncoupled from the rest of the molecule to create fragments that recognise and abrogate particular protein functions in cells, the use of antibody fragments inside cells has become an important tool in bioscience. Diverse libraries of antibody fragments plus in vivo screening can be used to isolate single chain variable fragments comprising VH and VL segments or single V‐region domains. Some of these are interfering antibody (...) fragments that compete with protein‐protein interactions, providing lead molecules for drug interactions that until now have been considered difficult or undruggable. It may be possible to deliver or express antibody fragments in target cells as macrodrugs per se. In future incarnations of intracellular antibodies, however, the structural information of the interaction interface of target and antibody fragment should facilitate development of binding site mimics as small drug‐like molecules. This is a new dawn for intracellular antibody fragments both as macrodrugs and as precursors of drugs to treat human diseases and should finally lead to the removal of the epithet of the ‘undruggable’ protein‐protein interactions. (shrink)

Israel Scheffler has only recently written directly and about religion and education in religion, although these are matters in which he has a strong personal interest. Scheffler's views on these issues are outlined and critically appraised, with some reference to the views of R.S. Peters on similar questions. It is suggested that one of the major difficulties which arise in relation to Schelffer's position concern its account of the balance between ‘acceptance’ and ‘critical search for clarity’ needed on the part (...) of students in their engagement with Jewish ritual. This difficulty brings into focus a numer of central questions which arise concerning the reinterpretive account of Jewish tradition which Scheffler offers. (shrink)

Reductionism as a scientific methodology has been extraordinarily successful in biology. However, recent developments in molecular biology have shown that reductionism is seriously inadequate in dealing with the mind-boggling complexity of integrated biological systems. This title presents an appropriate balance between science and philosophy and covers traditional philosophical treatments of reductionism as well as the benefits and shortcomings of reductionism in particular areas of science. Discussing the issue of reductionism in the practice of medicine it takes into account the holistic (...) and integrative aspects that require the context of the patient in his biological and psychological entirety. The emerging picture is that what first seems like hopeless disagreements turn out to be differences in emphasis. Although genes play an important role in biology, the focus on genetics and genomics has often been misleading. The consensus view leads to pluralism: both reductionst methods and a more integrative approach to biological complexity are required, depending on the questions that are asked. * An even balance of contributions from scientists and philosophers of science - representing a unique interchange between both communities interested in reductionism. (shrink)

T.H. Irwin characterizes the reflective equilibrium procedure as one which should not involve ruthless surgery, in a metaphorical sense. I argue that many people will find avoiding this difficult, because they do not conceive or go in for subtle options.

Previous research in North America has supported the view that male involvement in committed, romantic relationships is associated with lower testosterone (T) levels. Here, we test the prediction that undergraduate men involved in committed, romantic relationships (paired) will have lower T levels than men not involved in such relationships (unpaired). Further, we also test whether these differences are more apparent in samples collected later, rather than earlier, in the day. For this study, 107 undergraduate men filled out a questionnaire and (...) collected one saliva sample (from which a subject’s T level was measured) at various times across the day. As in previous studies, men involved in committed, romantic relationships had lower salivary T levels, though only during later times of the day. Furthermore, additional analysis of the variation among unpaired subjects indicated that men without prior relationship experience had lower T levels than experienced men. Finally, while paired men as a group had lower T levels than unpaired men, those men at the earliest stage (less than six months) of a current relationship had higher T levels than unpaired men as well as men in longer-term relationships. These results suggest that variation in male testosterone levels may reflect differential behavioral allocation to mating effort. (shrink)