In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to a (...) discussion of methods in education. (shrink)

In much theory there is a tendency to place thought above action, or the opposite, action over thought. The consequence of the first option is that philosophy or scientific evidence gains the upper hand in educational thinking. The consequence of the second view is that pragmatism and relativism become the dominant features. This article discusses how different branches of the Aristotelian tradition can mediate between these two views. I argue, contrary to some other Aristotelian approaches, that thinking and action are (...) both separated and yet prerequisites for each other and point to some educational consequences of this way of thinking. To build this argument I draw on selected aspects of the philosophy of Hanna Arendt, Leo Strauss and John Dewey. (shrink)

This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. (...) This concept controverts a number of major educational concepts, i.e. concepts such as causality, autonomy, subjectivity and originality. In other words, it allows us to take a fresh look at old concepts. Finally, I relate the discussion to a number of recent theories of learning. (shrink)

In this paper, I work out a five-stringed criticism of John Hattie’s theory of Visible Learning. First, I argue that the theory is a theory of evaluation that denies education as such. Second, I show that there are problems with the dependent variable, learning, i.e. the effect of a given intervention. Thirdly, I show that Hattie's theory belongs to the radical constructivist paradigm. Thus, the problems of constructivism, i.e. problems of normativity and the outside world, walks directly into Hattie’s concept (...) of teaching, resulting in a double breakdown of the essence of teaching. Fourth, I argue that Hattie’s concept of feedback has a centralizing trend which ultimately has the potential to transform the country’s educational activities into a big hierarchical and data-driven organism. Finally, I show that Hattie’s reference to Karl Popper’s theory of “three worlds” is based on a highly problematic reading, where Popper’s objective world is reduced to a subset of a radical subjectivity. (shrink)

Is Gert Biesta is a philosopher of Bildung? The answer is “both yes and no. First I argue that Biesta's philosophy is based on a denial of the concept of Bildung, and that he, by the very nature of...

In this essay, I argue that education should be conceived of as a thing in itself. To lift this view, I present aspects of Graham Harman’s philosophy, a speculative realism that can be seen as a radical break with social constructivism and similar approaches. Next, I attempt to outline a rough sketch of an educational “thing”, drawing on concepts such as protection, love, swarm, tension and shadow. Finally, I briefly discuss some implications of this vision for philosophy of education. In (...) particular, I think that my discussion point to philosophy of education as the basic discipline in an educational science. (shrink)

The main formal structures of generalized quantum theory are summarized. Recent progress has sharpened some of the concepts, in particular the notion of an observable, the action of an observable on states (putting more emphasis on the role of proposition observables), and the concept of generalized entanglement. Furthermore, the active role of the observer in the structure of observables and the partitioning of systems is emphasized.

Pentateuch, Hexateuch, or Enneateuch? Identifying Literary Works in Genesis through Kings. Edited by Thomas B. Dozeman; Thomas Römer; and Konrad Schmid. Ancient Israel and Its Literature, vol. 8. Atlanta: SociEty of BiBlical litERatuRE, 2011. Pp. x + 313. $39.95.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

The concepts of complementarity and entanglement are considered with respect to their significance in and beyond physics. A formally generalized, weak version of quantum theory, more general than ordinary quantum theory of physical systems, is outlined and tentatively applied to two examples.

Relational egalitarianism is a theory of justice according to which justice requires that people relate as equals. According to some relational egalitarians, X and Y relate as equals if, and only if, they (1) regard each other as equals; and (2) treat each other as equals. In this paper, we argue that relational egalitarians must give up 1.

What makes discrimination morally bad? In this paper, we discuss the putative badness of a case of consensual discrimination to show that prominent accounts of the badness of discrimination—appealing, inter alia, to harm, disrespect and inequality—fail to provide a satisfactory answer to this question. In view of this, we present a more promising account.

According to the relational egalitarian theory of justice, justice requires that people relate as equals. To relate as equals, many relational egalitarians argue, people must (i) regard each other as equals, and (ii) treat each other as equals. In this paper, we argue that, under conditions of background injustice, such relational egalitarians should endorse affirmative action in the ways in which (dis)esteem is attributed to people as part of the regard-requirement for relating as equals.

The fascination and thrill of arts festivals relates to their capacity to host the unexpected, surprising and new. The economic model of novelty bundling markets presents a rare attempt to account for the potential impact of festivals on innovation. Its cognitive conception of festivals as sites of economic evolution offers a point of departure for this paper. The economic model is criticised and further developed, especially in two respects, drawing on sociological studies on science, technology and society and on empirical (...) data from two cases of innovatively used lighting technology in festivals. First, it is argued that festivals offer a fair space for the simultaneous discovery, display and valorisation of the new that is produced by performers, curators and audiences, and by innovators, intermediaries and consumers alike. Secondly, the production and consumption of newness in festivals is linked to the specific way in which their socio-material setting facilitates what has been termed framing and overflowing of cognitive formats. Finally, the analysis sheds new light not only on the innovative impact of festivals but also on the scholarly reserve to engage with this field of research. (shrink)

v. 1. Editorial introduction -- v. 2. The English and Latin texts (i) -- v. 3. The English and Latin texts (ii).

Do privacy rights restrict what is permissible to infer about others based on statistical evidence? This paper replies affirmatively by defending the following symmetry: there is not necessarily a morally relevant difference between directly appropriating people’s private information—say, by using an X-ray device on their private safes—and using predictive technologies to infer the same content, at least in cases where the evidence has a roughly similar probative value. This conclusion is of theoretical interest because a comprehensive justification of the thought (...) that statistical inferences can violate privacy rights is lacking in the current literature. Secondly, the conclusion is of practical interest due to the need for moral assessment of emerging predictive algorithms. (shrink)

Whereas the reality of “innate talent” is questioned by the authors, the role of “attributed talent” is not discussed fully. “Attributed talent” is the imputation of high, not yet unfolded ability to an individual. Only if talent is attributed to a novice will resources be invested in the development of expertise. An alternative for estimating future achievement is discussed.

This paper is an exposition and evaluation of the Agustín Rayo's views about the epistemology and metaphysics of mathematics, as they are presented in his book The Construction of Logical Space.

This volume is a study of the influence of Timaeus on the development of Western cosmology in three axial periods of European culture: Late Antiquity, Middle Ages and Renaissance.

We present a scenario describing how time emerges in the framework of weak quantum theory. In a process similar to the emergence of time in quantum cosmology, time arises after an epistemic split of an undivided unus mundus as a quality of the individual conscious mind. Synchronization with matter and other mental systems is achieved by entanglement correlations. In the course of its operationalization, time loses its original quality and the time of physics as measured by clocks appears. avoided/explicated.

Thomas Reid is now recognized as one of the towering figures of the Enlightenment. Best known for his published writings on epistemology and moral theory, he was also an accomplished mathematician and natural philosopher, as an earlier volume of his manuscripts edited by Paul Wood for the Edinburgh Reid Edition, Thomas Reid on the Animate Creation, has shown. The Correspondence of Thomas Reid collects all of the known letters to and from Reid in a fully annotated form. (...) Letters already published by Sir William Hamilton and others have been reedited, and roughly half of the letters included appear in print for the first time. Writing in 1802, Reid's disciple and biographer Dugald Stewart doubted that Reid's correspondence &"would be generally interesting.&" This collection proves otherwise, for the letters illuminate virtually every aspect of Reid's life and career and, in some instances, provide us with invaluable evidence about activities otherwise undocumented in his manuscripts or published works. Through his correspondence we can trace Reid's relations with contemporaries such as David Hume and his colleagues at both King's College, Aberdeen, and the University of Glasgow, as well as his engagement with the most controversial philosophical, scientific, and political issues of his day. If anything, the letters assembled here serve as the starting point for understanding Reid and his place in the Enlightenment. (shrink)

Since the publication of his first book in 1953, Yves Bonnefoy has become one of the most important French poets of the postwar years. At last, we have the long-awaited English translation of Yves Bonnefoy’s celebrated work, _L’Arrière-pays_, which takes us to the heart of his creative process and to the very core of his poetic spirit. In his poem, “The Convex Mirror,” Bonnefoy writes: “Look at them down there, at that crossroads, / They seem to hesitate, then go on.” (...) The idea of the crossroads haunts Bonnefoy’s work, as he is troubled by the idea that the path not taken may lead to the _arrière-pays_, a place of greater plenitude, and of more authentic being—an “elsewhere in the absolute.” Seized by this fear that what he terms “presence” exists always somewhere else, a little further on, Bonnefoy here sets out on a labyrinthine quest to find traces of this “original place,” which he locates not only in objects of knowledge and experience as diverse as the deserts of Asia, a hill fort in India, a church in Armenia, the painting of Piero della Francesca but also, crucially, in the undivided intensity of his experiences as a child. Written with a visionary grace, _The Arrière-pays_ is a spiritual testament to art, philosophy, and poetry. Enriched by a new preface by the poet, this volume also includes three recent essays in which he returns to his original account of an ethical and aesthetic haunting, one that recounts the struggle between our instinct to idealize—what he deems our eternal Platonism—and the equally strong need to combat this and to be reconciled with our nature as finite beings, made of flesh and blood, in the world of the here and now. (shrink)

Synchronistic or psi phenomena are interpreted as entanglement correlations in a generalized quantum theory. From the principle that entanglement correlations cannot be used for transmitting information, we can deduce the decline effect, frequently observed in psi experiments, and we propose strategies for suppressing it and improving the visibility of psi effects. Some illustrative examples are discussed.

Andrei Marmor has recently offered a narrow interpretation of the right to privacy as a right to having a reasonable amount of control over one's self‐presentation. He claims that the interest people have in preventing others from abusing their personal information to do harm is not directly protected by the right to privacy. This article rejects that claim and defends a view according to which concerns about abuse play a central role in fleshing out the appropriate scope of a general (...) right to privacy. (shrink)

Process philosophy endeavors to replace the classical ontology of substances by a process ontology centered on the notions of change and transition. We argue that the substantial and processual approach are mutually complementary in the sense of a generalized quantum theory which is not limited to physical phenomena. From this point of view, restricting oneself to either substance ontology or process ontology would be as ill-advised as exclusively relying on position or momentum representations in physics. A new view on Zeno's (...) paradox lends itself. The meaning of a 'mental energy' observable, complementary to 'internal time', and its relationship to acategorial states of the human mind will be tentatively discussed. (shrink)

Feeling good: four ways -- Finding that feeling -- The place of pleasure -- Knowing what's what -- Making things happen -- Being good -- Love and friendship -- Putting it together.