Working within weak subsystems of second-order arithmetic Z2 we consider two versions of the Baire Category theorem which are not equivalent over the base system RCA0. We show that one version (B.C.T.I) is provable in RCA0 while the second version (B.C.T.II) requires a stronger system. We introduce two new subsystems of Z2, which we call RCA+ 0 and WKL+ 0, and show that RCA+ 0 suffices to prove B.C.T.II. Some model theory of WKL+ 0 and its importance in view of (...) Hilbert's program is discussed, as well as applications of our results to functional analysis. (shrink)

Continuing the investigations of X. Yu and others, we study the role of set existence axioms in classical Lebesgue measure theory. We show that pairwise disjoint countable additivity for open sets of reals is provable in RCA0. We show that several well-known measure-theoretic propositions including the Vitali Covering Theorem are equivalent to WWKL over RCA0.

This work investigates the complexity of ethics as a field of inquiry and practice across a principal's career. Fully contextualized, and thus carrying the contradictions and requirements of any school, the issues realistically do not usually lead to a single, beat-all answer, as any solution will likely have positive and negative consequences. Drawn from the authors' experiences and studies of schools over decades, the central figure is a fictional principal of a magnet school, whose dilemmas reflect the questions educators must (...) be prepared for. Each decision takes into account the principal's and staff's identities and values because they are all human and their opinions influence the outcomes. The work injects analytic, virtue, feminist, care, deontological, and critical theory insights as Deweyan ethics provides a lens for examining dilemmas. This accessible work blends reflective theory, the ordinary worlds of schools, and engaging pedagogical practice to guide those planning to enter the education sector. (shrink)

John Dewey is a well-known proponent of certain aspects of progressive education, including the idea that students and teachers should be reflective co-inquirers, not just acquirers of information.1 Among his many other educational ideas are the continuing need to reconstruct school conditions and environments, pedagogical thinking and practice, curricular planning and development, and educational activities and outcomes.2 In the field of education, however, his ideas of ethical inquiry, thinking, and decision-making are not as widely known as his views of teaching (...) and learning. Moreover, some advocates and critics of his ideas often confuse or blur his ethical deliberations.3 Since we think his ethical... (shrink)

This book illuminates contemporary educational reform discussions regarding teacher education programs and pre-K-12 schools by providing a clear analysis and application of John Dewey's relevant educational writings and ideas. The volume addresses issues of how future teachers should be liberally educated as well as prepared to be professional educators. Pre-K-12 education is evaluated through a Deweyan lens, involving a discussion of such topics as the teacher's responsibilities, charter schools, a common curriculum, professional development schools, new curricula, school administration, and cooperative (...) learning. In the concluding chapter, the authors point out many of the questions and concerns that those who are interested in educational reform are well-advised to ask and discuss. (shrink)

The four coauthors describe the twenty-five-year history of efforts of the Council of Learned Societies in Education (CLSE) to represent the interests of the social foundations of education in the National Council for Accreditation of Teacher Education (NCATE), including the evolution of CLSE into the Council for the Social Foundations of Education and its recent departure from NCATE after a quarter century of successful involvement. The coauthors, each personally supportive of foundational involvement in national accreditation, delineate advantages gained by both (...) CLSE and NCATE during the quarter century of involvement, while also describing concerns and arguments that have led to the current disassociation of the Council for Social Foundations of Education (CSFE) fromNCATE. The article concludes with suggestions for the future and the coauthors' hope that this history and chronicle will provide incentive for reinvolvement of the foundations in national accreditation circles. (shrink)

Annotation. A new translation of Schelling's Die Philosophie der Kunst, 1859 with extensive commentary by the translator, Douglas W. Stott. Annotation copyrighted by Book News, Inc., Portland, OR.

An award-winning author explores how the world works in our age of "continuous now" Back in the 1970s, futurism was all the rage. But looking forward is becoming a thing of the past. According to Douglas Rushkoff, "presentism" is the new ethos of a society that's always on, in real time, updating live. Guided by neither history nor long term goals, we navigate a sea of media that blend the past and future into a mash-up of instantaneous experience. Rushkoff (...) shows how this trend is both disorienting and exhilarating. Without linear narrative we get both the humiliations of reality TV and the associative brilliance of The Simpsons. With no time for long term investing, we invent dangerously compressed derivatives yet also revive sustainable local businesses. In politics, presentism drives both the Tea Party and the Occupy movement. In many ways, this was the goal of digital technology--outsourcing our memory was supposed to free us up to focus on the present. But we are in danger of squandering this cognitive surplus on trivia. Rushkoff shows how we can instead ground ourselves in the reality of the present tense. (shrink)

Dynamical simulations of male and female mating strategies illustrate how traits such as restrictedness constrain, and are constrained by, local ecology. Such traits cannot be defined solely by genotype or by phenotype, but are better considered as decision rules gauged to ecological inputs. Gangestad & Simpson's work draws attention to the need for additional bridges between evolutionary psychology and dynamical systems theory.

Francis Ingledew's impressive recent article in this journal argues the following: that the Trojan historiography produced by secular clerics for Norman lords and English kings is characterized by the defining features of the Virgilian philosophy of history . Even if the “Book of Troy” is “irreducible … to any single work,” Geoffrey of Monmouth's Historia regum Britanniae may be taken to be exemplary of it, since Geoffrey's “book is the effective mastertext of the new rendering of the historical field.” In (...) this article I set aside my agreement with the broad thrust of Ingledew's argument; instead I want to qualify it in two ways. In the first place, I question whether the template of the Aeneid can be used quite so straightforwardly for Galfridian material. More importantly, I question the notion of one “Troy Book.” There is another version of the “Troy Book,” that of Guido delle Colonne's Historia destructionis Troiae, translations of which constitute a significant body of English vernacular writing in the fourteenth and fifteenth centuries. This tradition is resolutely anti-imperialistic in every way. Even if works in this tradition were written for aristocratic readers, they were pitched from a clerical position that stood opposed to imperial enterprise. I make each of these points by looking back to English narratives in the Guido tradition from the vantage point of Gavin Douglas's early-sixteenth-century translation of the Aeneid, his Eneados. (shrink)

In our feature presentation, “Mahatma Gandhi’s Philosophy of Nonviolence and Truth" Douglas Allen explicates central Gandhian values and concepts in a way that gives readers a kind of ‘one stop’ source for appreciating Gandhi’s nonviolence. In an author-meets-critics dialogue, Court Lewis, author of Repentance and the Right to Forgiveness, defends and clarifies his argument that wrongdoers have a right to forgiveness. Our reviews in this issue invite comparative analysis: Philip J. Rossi’s book on The Ethical Commonwealth in History; a (...) collection of essays on Tolstoy and Spirituality; the third volume of The Selected Papers of Jane Addams; George Monbiot's Out of the Wreckage; and Leanne Betasamosake Simpson’s book, As We Have Always Done: Indigenous Freedom Through Radical Resistance. (shrink)

In this article, I make the case for the continued relevance of Plato’s Timaeus. I begin by sketching Allan Bloom’s picture of the natural sciences today in The Closing of the American Mind, according to which the natural sciences are, objectionably, increasingly specialized and have ejected humans qua humans from their purview. I argue that Plato’s Timaeus, despite the falsity of virtually all of its scientific claims, provides a model for how we can pursue scientific questions in a comprehensive way (...) that stresses their connections to other disciplines, including the humanities, and that puts humanity qua humanity back in the picture. I then argue that being led by Plato’s philosophy to return humanity conceptually to the natural world can improve our thinking regarding climate change and other important environmental crises. (shrink)

Chapter INTRODUCTION Charles Sanders Peirce is quickly becoming the dominant figure in the history of American philosophy. The breadth and depth of his work ...

This article is featured in a special issue dedicated to theme, "the human being in the digital era: awareness, critical thinking and political space in the age of the internet and artificial intelligence." In this article, I consider the way that social-media companies nudge us to spend more time on their platforms, and I argue that, in principle, these nudges are morally permissible: they are not manipulative and do not violate any obvious moral rules. The moral problem, I argue, is (...) not with nudging in principle but is instead with the fact that users are being nudged towards something bad for them. In practice, this often involves being nudged to spend an unhealthy amount of time using a social-media app or being nudged towards content that is bad for us, such as by promoting eating-disorder content to young girls. Since nudging is morally permissible, it is open to these companies to use the same technologies to nudge us towards the good. (shrink)