This study examines how one student teaching seminar employed collective critical observation and reflection of an experienced high school social studies teacher's pedagogy using a multimedia representation of teaching. Pre-service teachers watched this teacher implement two full class lessons and reflections on teaching about freedom of speech. This study's pre-service social studies teachers exhibited a developing ability, through collective observation, to critically reflect on their individual methodological and philosophical goals, social studies teaching and learning, and professional and curricular visions in (...) relation to their student teaching experiences and future practice. The study's findings offer implications for how pre-service social studies teachers critically reflect on their practice, while also developing knowledge of learners, subject matter, and teaching social studies. (shrink)

During a divisive political time, it is critical that social studies teachers, teacher educators, and scholars commit to justice, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites of pedagogical ideas and (...) action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students’ ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education. (shrink)

Disability studies in education scholars have discussed the need to engage students, and certainly preservice teachers, in critical discussion of disability as a concept. To better understand what such critical discussion entails, Ashley Taylor examines the pedagogical implications of promoting an understanding of disability as a shared experience of being human. In particular, Taylor is concerned with how the appeal to a shared experience of disability might contribute to or impede students' development of critical attitudes toward ableist (...) social and educational practices. She describes two chief limitations of the shared reality view and argues that these complicate efforts to teach about disability in ways that avoid reinforcing students' existing beliefs. Taylor concludes by offering a pedagogical framework that retains valuable aspects of the shared reality view while avoiding its limitations. (shrink)

The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued aims of education, educational (...) philosophers tacitly or expressly concede that particular aims will be ill suited to many children with intellectual disabilities, and that separate aims will therefore apply to them. This paper evaluates the philosophical reasoning behind this conclusion that some people, by necessity, must be governed by separate educational aims, to be decided separately and secondarily. The author calls this the “deferral stance.” First, the paper outlines concerns about a particular ability-biased social and epistemic context in which theorizing about educational aims takes place. The author then examines assumptions that underpin the logic of deferral, arguing that the logic proves flawed when subjected to conceptual and empirical scrutiny. The paper concludes by outlining an inclusive approach—the affirmative stance—to theorizing about educational aims that resists the logic of exclusion and deferral. (shrink)

Intellectually disabled students face particular barriers to epistemic participation within schooling contexts. While negative forms of bias against intellectually disabled people play an important role in creating these barriers, this paper suggests that it is often because of the best intentions of educators and peers that intellectually disabled students are vulnerable to forms of epistemic injustice. The author outlines a form of epistemic injustice that operates through an educational practice widely regarded as serving the interests of intellectually disabled students. ‘Epistemic (...) ability profiling’ involves the identification of the epistemic consequences of disability in the service of promoting students’ best interests, or to create opportunities for their participation in epistemic communities. Epistemic ability profiling is a double-edged sword: it is important that educators understand and attend to the ways in which differences in ability shape students’ epistemic agency, and yet epistemic ability profiling operates against the background of a conceptually ableist conceptual terrain. As a result, epistemic ability profiling runs the risk of legitimating structural forms of injustice against intellectually disabled people. (shrink)

The growing field of feminist disability studies explores how human bodies are interpreted through cultural values and expectations surrounding physical and mental ability. This paper contributes to and expands upon this conversation by examining how the ideal of “able-mindedness” functions to maintain racial divisions and inequalities through attributions of cognitive and psychiatric disability to bodies of color. Drawing upon contemporary examples from popular social media, public policy, and academic discourse, the author shows how racialized and nonnormatively gendered bodies are identified (...) and interpreted through norms of able-mindedness and used as markers against which the ideal of the able mind is upheld. This “discourse of pathology” operates insidiously within academic theorizing by remaining largely invisible because it tracks our deeply ingrained assumptions about the undesirability of cognitive and psychiatric disability. The author argues that because of the entanglement of race with disability, so long as the normalizing and privileging of the ideal of able-mindedness goes unchallenged and we maintain the myth that there exists a normal mental state, both racism and ableism remain very much alive, including within the academy. (shrink)

_CHOICE Outstanding Academic Title 2022__ In this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them._ Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in (...) social media policy to long-simmering concerns such as admissions and access and the future of historically Black colleges and universities. The editors then bring together a diverse group of scholars and practitioners with a broad array of disciplinary and personal backgrounds to offer their commentary and insight on the cases. Leaders in higher education are under immense pressure to respond to campus crises quickly, to quell controversy, and to avoid the backlash of public scrutiny in an ever-shifting sociopolitical terrain. Yet, in tension with such pressures, adequate responses to these dilemmas require leaders to make ethical, contextual choices that effectively foster inclusion, respect individual and institutional freedoms, and promote equity. Expanding the scope of inquiry, the contributors challenge underlying assumptions, raise points that had been omitted from the original cases, and imagine alternative solutions. _Ethics in Higher Education_ appeals to readers to do the same, in the interest of advancing ethical decision-making on campuses. (shrink)

This chapter traces ‘capability’ as a topic of educational concern and ongoing debate, exploring what is meant by the philosophical concept of ‘capability’ in the international lineage of educational philosophy. Its purpose is first to clarify and situate the meaning of ‘capability’ within historical and contemporary debates within educational philosophy, and, second, to explore the relationship between specific philosophical accounts of capability and the notions of educational equality and social justice in education. While the term and concept of ‘capability’ has (...) been used by philosophers of education to denote a specific theoretical framework for thinking about educational justice and equality – The Capability Approach – the concept of capability is also understood more broadly in terms of the power or potential of individual students relative to the interaction of their individual capacities with educational environments, access, and opportunities. Literature within philosophy of education that considers capability in this latter, more general way looks at the role of educational institutions, structures, and practices as enabling and disabling social forms and considers the limiting effects of categories of difference related to individuals’ perceived and assessed capacities. These two areas of research are linked by the question of what forms of education enable students of varying abilities to develop the capabilities to live good lives. (shrink)

Taylor has recently argued that adopting either the standard Kimian or Davidsonian approaches to the metaphysics of events quite directly solves the regress of pure powers. I argue, though, that on closer inspection Taylor’s proposal does not succeed, given either the Kimian or the Davidsonian account of events.

Engineering the Climate: The Ethics of Solar Radiation Management is a wide-ranging and expert analysis of the ethics of the intentional management of solar radiation. This book will be a useful tool for policy-makers, a provocation for ethicists, and an eye-opening analysis for both the scientist and the general reader with interest in climate change.

What does it mean to teach for human dignity? Pivoting around the recently published, Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools, book authors and critics with disparate backgrounds will respond to this question. In the process, they will invite readers to also respond, working together to construct further understanding. In bringing together scholars around a shared question, the review borrows from Descriptive Inquiry – the method for studying teaching described in the book. Critics: Ashley (...) Taylor, Colgate University & Vikramadity Joshi, Teachers College, Columbia, Doris Santoro, Bowdoin College, Sam Rocha, University of British Columbia, Rachel Wahl, University of Virginia. (shrink)

Explanatory realism is the position that all explanations give information about whatever metaphysically determines the explanandum. This view is popular and plays a central role in metaphysics, but in this paper I argue that explanatory realism is false. In Sect. 1 I introduce explanatory realism in its weak and strong versions, and discuss the argumentative work that explanatory realism is used for in contemporary metaphysics. In Sect. 2 I present a series of problem cases for explanatory realism, including explanation by (...) analogy, explanations involving rules, reduction ad absurdum explanations and certain statistical explanations. In Sect. 3 I consider and reject two modified versions of explanatory realism: the position that explanatory realism is true only of explanation in metaphysics, and the position that determinative explanation is the most complete form of explanation. In conclusion I consider explanatory antirealism and explanatory pluralism as alternatives to explanatory realism. (shrink)

Jacqueline Taylor presents an original reconstruction of Hume's social theory, which examines the passions and imagination in relation to institutions such as government and the economy. She goes on to examine Hume's system of ethics, and argues that the principle of humanity is the central concept of Hume's Enlightenment philosophy.

Lucretius' Epicurean poem De Rerum Natura made a fundamental and lasting contribution to the language of Latin philosophy. In this book Barnaby Taylor offers an in-depth reconstruction of core features of Epicurean linguistic theory, and a new understanding of Lucretius' linguistic innovation and creativity.

Socialism and Feminism in the 19th century.

There is a puzzle about divine justice stemming from the fact that God seems required to judge on the basis of criteria that are vague. Justice is proportional, however, it seems God violates proportionality by sending those on the borderline of heaven to an eternity in hell. This is Ted Sider’s problem of Hell and Vagueness. On the face of things, this poses a challenge only to a narrow class of classical Christians, those that hold a retributive theory of divine (...) punishment. We show that this puzzle can be extended to the picture of divine judgement and the afterlife found in Mormon theology. This is significant because at first glance, the Mormon picture of the afterlife looks like it fails to co-operate with Sider’s puzzle. In Mormon theology, there are not two afterlife states, but three: a low, a middle, and a high kingdom. There is no afterlife state quite like Hell, and the states that function similarly to Hell aren’t places of eternal suffering. We argue that appearances are misleading. While it may be true that no place in the Mormon afterlife is bad in the sense that its inhabitants suffer eternal bodily harm, it is true that many of the places in the Mormon afterlife are bad in the sense that their inhabitants lack access to significant goods. This allows Sider’s puzzle to re-engage as a puzzle about distributive Justice. After setting out this alternative version of the puzzle, we argue that Mormon theology has sufficient resources to reject proportionality as a constraint on divine judgment by adopting a nuanced version of universalism called escapism. (shrink)

Originally published between 1982 and 1991 the 3 volumes in this set Reflect the diversity in Hegelianism and every branch of philosophy which he contributed to. Examine Hegel's work in relation to Marx and Wittgenstein Discuss Hegel's social theory Examine British Hegelian thinking and the lines of its development Offer an interpretation of Hegelian theory that is relevant for the understanding of modern republican constitutions.

ABSTRACT The financial crisis was in large part caused, prolonged, and worsened by a series of government actions and interventions. The housing boom and bust that precipitated the crisis were enabled by extraordinarily loose monetary policy. After the housing boom came to an end, the Federal Reserve misdiagnosed financial markets' uncertainty about the location and value of risky subprime mortgage‐backed securities as being, instead, a liquidity problem, and it took inappropriate compensatory actions that had side effects that included raising the (...) price of oil. Finally, in mid‐September 2008, the government's ad‐hoc bailouts, and the unpredictable terms of the proposed tarp legislation, appear to have caused a sharp spike in uncertainty in the financial markets. (shrink)

Though numerous disciplines are cultivating pedagogical relationships with the emerging field of digital humanities, philosophy appears to be among the least interested in what digital humanities has to offer. This is a missed opportunity. Through a proper pedagogical framing of both fields, I argue that philosophy educators would benefit from building a pedagogical relationship with digital humanities. First, I outline digital humanities methods and teaching practices, then I identify several core educational aims and teaching methods in philosophy, which I conceptualize (...) in terms of a creative art. Ultimately, I argue that digital humanities practices would enhance philosophy’s education aims by making philosophy more relevant and accessible to students’ needs, by fostering active learning, by establishing more equitable, collaborative participation, and by balancing skill-development with philosophical creation. The goal of this essay is not to replace traditional philosophy pedagogy, but rather to supplement it to better support modern students’ needs. (shrink)

The provision of aid in war zones can be fraught with political difficulties and may itself foster inequalities, as it is rare to be allowed access to civilians on both sides of a conflict. Over the past decade, a United Nations brokered agreement has allowed Operation Lifeline Sudan , a UN “umbrella” organisation, to provide the diplomatic cover and operational support to allow long term humanitarian and emergency food aid to both the government and the rebel sides in the long-running (...) south Sudanese civil war. Over the years, the destruction of infrastructure in the country has meant that the provision of basic health care has been seriously hampered. Operation Lifeline Sudan has coordinated the work of most of the non-governmental organisations , working in this part of Africa. Each NGO has had responsibility for a particular area of the country and has worked closely with the local Sudanese authorities on either side of the conflict, conforming to strict codes of conduct or “ground rules”, based on neutrality. Operation Lifeline Sudan has provided an air-bridge for emergency relief supplies in regions where road access is impossible, either because of landmines, or simply because the roads do not exist. The war continues, however, and the underlying causes of war—economic exploitation, marginalisation of communities, lack of political representation, and systematic violence and abuse remain unsolved. The warring factions have brought some OLS operations in south Sudan to a standstill recently, for certain political reasons that could have compromised the neutrality of the OLS-coordinated humanitarian aid schemes. It would appear that the only resolution to the country's problems are external political pressure to get the respective combatants to negotiate and, less probably, an undertaking by countries of the developed world not to continue to supply arms. Nevertheless, OLS may serve as a model for how medical aid can be delivered in an even-handed way to the populations of countries where there is civil war, irrespective of where they may live. (shrink)

First, the authors should be congratulated for bringing our attention to this important issue. They have made important observations about what may be holding us back in efforts to make progress in...

Taylor (humanities and religion, Williams College, Massachusetts) reconsiders the two philosophers based on the notion that all modern philosophy lies between the poles of their thought. He has added a new introduction to the 1980 original edition.

This chapter explores the particular vice of acedia or sloth. Sloth is a paralyzing vice, with the slothful carrying the burden of a useless self. Awareness of this condition explains occurrent moods of indolence, hopelessness, and despair. If, like Oblomov, they manage nonetheless to achieve a relatively contented state of mind then this is because they have found some mental busyness and are given to idle daydreams, which may, at least for periods of time, conceal their burden from themselves.

This introductory chapter begins with a discussion of the vices considered in this essay, namely, sloth, envy, avarice, pride, anger, lust, and gluttony. It argues that these so-called ‘deadly sins’ were correctly named and correctly classed together. Irrespective of their theological background, they are similar in structure in that the agent’s thoughts and desires, while differing in content depending on the vice in question, focus primarily on the self and its position in the world. They are similar also in that (...) in each case they are destructive of that self and prevent its flourishing. (shrink)