Journal of Philosophy of Education, Volume 56, Issue 2, Page 342-355, April 2022.

In this volume, international philosophers of education explore and question diverse strains of the liberal tradition, discussing autonomy and other key issues including social justice, national identity, curriculum, critical thinking and social practices.

The aim of this article is to demonstrate the respects in which private schools are unfair, and why they pose a threat to the well-being of not only those who are excluded on financial grounds, but to democratic equality and social cohesion in general. The shortcomings associated with relying on a form of educational provision that is merely ‘adequate’ are rendered explicit, and the article concludes with a consideration of a variety of measures that might go some way towards nullifying (...) the harmful effects of private schools, the objections to which are sufficiently strong as to warrant a prima facie case for the abolition of such schools. (shrink)

The Platonic view that art is incapable of providing us with knowledge is sufficiently widely held as to merit a serious attempt at refutation. Once it is acknowledged that there are alternative forms of knowledge other than propositional, then it is possible to establish the truth of the claim that the knowledge which art affords has a value on a par with that provided by other disciplines. Art, it is argued, has a unique potential to provide imaginative insights by reference (...) to which we may understand what it is like to experience and to feel, in ways very different from those with which we may be familiar. It is shown to be instrumental in enabling us to refine our moral concepts as well as in determining what is salient from the moral point of view. As a powerful tool in the education of the emotions, artworks have the power to increase our moral sensitivity and to sharpen our perception of what is required of us inways that are otherwise unobtainable. (shrink)

Roger Marples; Is Religious Education Possible?, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 81–91, https://doi.org/10.1111/j.146.

John White is one of the leading philosophers of education currently working in the Anglophone world. Since first joining the London Institute of Education in 1965, he has made significant contributions to the landscape of the discipline through his teaching, research and numerous publications. His academic work encompasses a broad range of rich philosophical issues, ranging from questions surrounding the child's mind, through the moral and pedagogical obligations of teachers and schools, to local and national questions of educational policy. In (...) this volume, international contributors address key issues in the philosophy of education, touching on significant contemporary concerns and demonstrating the breadth and influence of John White's work. Each chapter critically examines, builds on, and pays tribute to John White's unique contribution, considering how his work has impacted on the discipline of education as we know it today. Topics covered include: - policy and the role of philosophy of education - liberal education - the aims of education - moral education - leadership. Education, Philosophy and Wellbeing will appeal to postgraduate students and academics in the fields of history, policy, education studies, and philosophy, as well as to policy-makers, educational administrators and teachers. (shrink)

Legitimate parental interests need to be distinguished from any putative rights parents qua parents may be said to possess. Parents have no right to insulate their children from conceptions of the good at variance with those of their own. Claims to the right to faith schools, private schools, home-schooling or to withdraw a child from any aspect of the curriculum designed to enhance a child’s capacity for autonomous decision-making, are refuted.

This review essay provides a critical assessment of Christopher Winch and John Gingell's Philosophy & Educational Policy: A Critical Introduction. This book presents a powerful and stimulating challenge to conventional and sloppy thinking about a wide range of issues confronting anyone who is seriously concerned with schooling in the 21st century. While each chapter merits an essay in response, this article can merely highlight the virtues of the book as well as the respects in which a number of claims remain (...) unpersuasive. There is found to be a noticeable difference between the odd and even numbered chapters, betraying perhaps the difference in authorship and suggesting insufficient discussion between the authors as to their overall content. Chapters 3, 5 and 9 are, for the most part, outstandingly good and should inject a note of caution into policy makers' all too frequent desire for change. The extent to which the authors favour democratic decision‐making on educational matters is shown, however, to be far from clear. (shrink)

David Attfield; Is Religious Education Possible? A reply to Roger Marples, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 93–97, htt.

I argue that its appearing to you that P does not provide justification for believing that P unless you have independent justification for the denial of skeptical alternatives – hypotheses incompatible with P but such that if they were true, it would still appear to you that P. Thus I challenge the popular view of ‘dogmatism,’ according to which for some contents P, you need only lack reason to suspect that skeptical alternatives are true, in order for an experience as (...) of P to justify belief that P. I pursue three lines of objection to dogmatism, having to do with probabilistic reasoning, considerations of future or hypothetically available justification, and epistemic circularity. I briefly sketch a fall-back position which avoids the problems raised. (shrink)

Michael Bergmann claims that all versions of epistemic internalism face an irresolvable dilemma. We show that there are many plausible versions of internalism that falsify this claim. First, we demonstrate that there are versions of ‘‘weak awareness internalism’’ that, contra Bergmann, do not succumb to the ‘‘Subject’s Perspective Objection’’ horn of the dilemma. Second, we show that there are versions of ‘‘strong awareness internalism’’ that do not fall prey to the dilemma’s ‘‘vicious regress’’ horn. We note along the way that (...) these versions of internalism do not, in avoiding one horn of the dilemma, succumb to the dilemma’s other horn. The upshot is that internalists have many available strategies for avoiding dilemmatic defeat. (shrink)

I believe that Tom is the proud father of a baby boy. Why do I think his child is a boy? A natural answer might be that I remember that his name is ‘Owen’ which is usually a boy’s name. Here I’ve given information that might be part of a causal explanation of my believing that Tom’s baby is a boy. I do have such a memory and it is largely what sustains my conviction. But I haven’t given you just (...) any causally relevant information, I’ve given my grounds for my belief. I’ve given reasons that might justify me in supposing that Tom’s baby is a boy. Less naturally, the question might be taken as a request for a broader causal explanation of my holding this belief. Appropriate answers might cite all manner of facts concerning the evolution of the human race, why I chose to pursue philosophy and hence came to know Tom, the mechanisms of email transmission, the firing of various neurons, the circumstances of concept formation as a result of which I’m able to grasp the thought that Tom’s baby is a boy, and so on. It is an interesting question what distinguishes the narrower set of answers that I first suggested. I won’t pursue that here. I assume you have a good enough sense of the distinction I’m drawing. We might call the narrower set of answers justifying reasons, the kind of reasons I might cite in justifying my belief. Answers of the first sort are clearly relevant to epistemological evaluation. In assessing whether you know p or are rational in believing it to the degree you do, I will naturally want to consider what reasons you have for your belief. In deliberating myself about whether to believe p, in seeking an answer to the question of whether p, I will naturally consider what reasons or grounds I have to suppose that p. But what I want to focus on here is how explanations of the broader sort bear on such questions as whether to believe p. From a third-person perspective we can ask, ‘In assessing the epistemic status of S’s belief that p, what is the relevance of causal information that lies outside of the realm of justifying reasons?’ From the first-person standpoint we can ask ‘In seeking to answer whether p, how should such causal information affect my deliberations?’ At first it might seem that such broader causal information could have little relevance if any. Like any belief my belief that p can be traced back to innumerable causes from far and wide.. (shrink)

This is a three-part exchange on the relationship between belief and credence. It begins with an opening essay by Roger Clarke that argues for the claim that the notion of credence generalizes the notion of belief. Julia Staffel argues in her reply that we need to distinguish between mental states and models representing them, and that this helps us explain what it could mean that belief is a special case of credence. Roger Clarke's final essay reflects on the (...) compatibility of the previously discussed views with dualist and monist interpretations of our mental states and our ways of modeling them. (shrink)

Introduction -- The mathematical roots of the concept of analogy -- Aristotle : the uses of analogy -- Aristotle : analogy and language -- Thomas Aquinas -- Immanuel Kant -- Karl Barth -- Final reflections.

Can human beings be free and responsible if there is an all-powerful God? Anselm of Canterbury offers viable answers to questions which have plagued religious people for at least two thousand years. Katherin Rogers examines Anselm's reconciliation of human free will and divine omnipotence in the context of current philosophical debates.

Introduction -- Anselm's classical theism -- The Augustinian legacy -- The purpose, definition, and structure of free choice -- Alternative possibilities and primary agency -- The causes of sin and the intelligibility problem -- Creaturely freedom and God as Creator Omnium -- Grace and free will -- Foreknowledge, freedom, and eternity : part I, the problem and historical background -- Foreknowledge, freedom, and eternity : part II, Anselm's solution -- The freedom of God.

Recent work in positive psychology demonstrates the importance of self-transcendence: understanding oneself to be part of something greater than the self, such as a family, community, or tradition of sacred practice. Self-transcendence is positively associated with wellbeing and a sense of meaning and purpose. Philosophers have argued that self-transcendent motivation has a central role in good character, or virtue. Positive psychologists are just now beginning to integrate the aim of developing such motivation in character interventions. In this paper we draw (...) attention to an important but overlooked condition on effectively developing self-transcendent motivation constitutive of virtue: such a process must engage the subject’s will in the right way. If a process does not meet this condition it will fail to produce motivation constitutive of virtue according to leading philosophical accounts of virtue. We identify a suite of strategies for cultivating motivations that do meet this condition but have not been explored in relation to character interventions, namely, reappraisal strategies from the extended process model of emotion regulation (EPM-ER). (shrink)

The preface paradox does not show that it can be rational to have inconsistent beliefs, because preface writers do not have inconsistent beliefs. I argue, first, that a fully satisfactory solution to the preface paradox would have it that the preface writer's beliefs are consistent. The case here is on basic intuitive grounds, not the consequence of a theory of rationality or of belief. Second, I point out that there is an independently motivated theory of belief – sensitivism – which (...) allows such a solution. I sketch a sensitivist account of the preface writer's doxastic state. (shrink)

For many years, the aims of education have been informed by liberalism, with an emphasis on autonomy. The aim has been to mentally equip students to be autonomous individuals, able to live self-directed lives. In this volume, international philosophers of education explore and question diverse strains of the liberal tradition, discussing not only autonomy but other key issues such as: social justice; national identity; curriculum; critical thinking; and social practices. The contributors write from a variety of standpoints, offering many interpretations (...) of what liberalism might mean in educational terms. The result is a collection of research, which is intended to stimulate debate. (shrink)

A substantial body of recent philosophy envisages a close, congenial relationship between blame and morality. It has been posited, assumed or argued, for instance, that blame is responsive to moral...

Starting from an examination of foundational issues, the book covers a range of topics, including animals, agency, enjoyment, the good life, contemplation, ...

My intention is to show that, starting from an empiricist philosophy of mind, it is possible to give a systematic account of aesthetic experience. I argue that empiricism involves a certain theory of meaning and truth; one problem is to show how this theory is compatible with the activity of aesthetic judgment. I investigate and reject two attempts to delimit the realm of the aesthetic: one in terms of the individuality of the aesthetic object, and the other in terms of (...) 'aesthetic properties'. I go on to argue that aesthetic descriptions must not be thought to ascribe properties to their objects, and I show how the suggestion that they are non-descriptive need not conflict with the empiricist view of meaning. The problem is then seen to lie with the analysis of the 'acceptance-conditions' of aesthetic descriptions. I counter certain idealist objections to this approach, and then present a theory of imagination, in terms of which the acceptance conditions of aesthetic judgments may be described. This theory attempts to explain how the element of thought in aesthetic appreciation may become inseparable from an experience of its object, and how the aesthetic emotions are both like and unlike their equivalents in life. The first part concludes with an analysis of the general conditions of aesthetic experience. I try to show that aesthetic experience can be described in terms of certain 'formal' properties, independently of its material object. In the second part I am concerned to show that this empiricist theory of aesthetics does not, like most empiricist theories, make nonsense of our appreciation of art. First, I attempt to show that 'understanding' art is not merely a cognitive process, but involves certain experiences that can be accounted for in terms of the previous theory. I then analyse the concepts of representation and expression, and in the course of this analysis I attempt to refute what I take to be the most serious rival analysis of our appreciation of art - the semantic theory. (shrink)

Abstract Scientific advances have made the end of life into the primary concern of medicine. But medicine also postpones the end of life, often until the time when we no longer have the mental and physical capacity to deal with it. I argue that we need to develop Nietzsche's idea of timely death, in order to find a moral basis for health care at the end of life, and that the crucial factor is the cultivation of the virtues that would (...) enable us to live in another and more reckless way. We should look on the problem not from the first-person point of view, but from the perspective of the other, and ask ourselves what is most admirable in another person, in his or her attitude to death. The point of timely death is to make death into the completion of life, where life is understood as a moral rather than a biological idea. (shrink)

This chapter contains sections titled: Understanding and Reality Tradition and Interpretation Forms of Realism Works cited.

Gödel appears to have believed strongly that the human mind cannot be explained in terms of any kind of computational physics, but he remained cautious in formulating this belief as a rigorous consequence of his incompleteness theorems. In this chapter, I discuss a modification of standard Gödel-type logical arguments, these appearing to strengthen Gödel’s conclusions, and attempt to provide a persuasive case in support of his standpoint that the actions of the mind must transcend computation. It appears that Gödel did (...) not consider the possibility that the laws of physics might themselves involve noncomputational procedures; accordingly, he found himself driven to the conclusion that mentality must lie beyond the actions of the physical brain. My own arguments, on the other hand, are from the scientific standpoint that the mind is a product of the brain’s physical activity. Accordingly, there must be something in the physical actions of the world that itself transcends computation. We do not appear to find such noncomputational action in the known laws of physics, however, so we must seek it in currently undiscovered laws going beyond presently accepted physical theory. I argue that the only plausibly relevant gap in current understanding lies in a fundamental incompleteness in quantum theory, which reveals itself only with significant mass displacements between quantum states (“Schrödinger’s cats”). I contend that the need for new physics enters when gravitational effects just begin to play a role. In a scheme developed jointly with Stuart Hameroff, this has direct relevance within neuronal microtubules, and I describe this (still speculative) scheme in the following. (shrink)

A-t-on le droit de croire en l'existence de Dieu? Non, répondent ceux qui veulent des preuves. Oui, affirme ce livre, car nous avons le droit de croire même sans justification épistémologique. Cela n'a rien d'intellectuellement honteux, contrairement à ce que disent certains philosophes, en parlant d'une éthique des croyances Une nouvelle question se pose alors : a-t-on le droit de croire avoir reçu une révélation et prétendre connaître ainsi la vérité? Non, répondent ceux pour lesquels la vérité ne peut pas (...) être donnée par Dieu dans la Bible. Oui, affirme ce livre, et, qui plus est, une épistémologie peut défendre la rationalité de notre croyance à la révélation. Dès lors, peut-on faire comme si les affirmations du Credo étaient des fictions? Est-il vrai que la religion est avant tout une affaire pratique et une forme de vie? Non, répond ce livre : les arguments en faveur d'une conception non réaliste de la religion sont faibles ; en revanche, le réalisme théologique peut être défendu. Renouvelant ainsi la traditionnelle question de la relation entre foi et raison, ce livre discute aussi bien les thèses de saint Thomas, de John Locke, du cardinal Newman et de Ludwig Wittgenstein, que celles de philosophes analytiques contemporains de la religion comme Alvin Plantinga, Richard Swinburne, Peter van Inwagen ou Linda Zagzebski. (shrink)

Sexual experimentation, living together, raising children outside of marriage, remarriage after divorce, and same-sex relationships...These behaviours have become common in the wider society as well as among Christians and Catholic Christians. Not only do they think and act differently than the official Church teaching, but they do so convinced that they are acting rightly. This challenges ethics to respond by what can be called an 'ethics of mercy', by meeting people where they are and helping them to grow towards the (...) fullness of life and love. Such a pastoral and educational ethics of growth should dare to stand within the tension between what is desirable and what is attainable, without surrendering the 'pro-vocative' idea of conjugal covenant as the basis for the family. Mercy is needed not only after ethics but in ethics. In harmony with Pope Francis's plea for a 'gospel of mercy', this book seeks a middle way between merciless rigourism and relativising subjectivism. It proposes an ethics of redemption that accompanies people on their way to meaningful living and loving, grounded in a spirituality that springs from the salvation offered in Jesus. (shrink)

In addition the book also includes a good number of unpublished essays.

Winner of the Wolf Prize for his contribution to our understanding of the universe, Penrose takes on the question of whether artificial intelligence will ever ...

This paper seeks critically to elucidate Hume’s views on pleasure and the good, in particular his evaluative hedonism, and to show that evaluative hedonism is in certain respects at least as significant a component of his philosophical ethics as sentimentalism. The first section explains his notion of pleasure, and how it is, in an important sense, prior to desire. The following two sections show how this conception of pleasure and its relation to desire leads Hume to accept evaluative hedonism, as (...) well as a form of psychological hedonism, and to give pleasure a key role in his metaethics. The paper ends, as do both the Treatise and the second Enquiry, with the distinction—a false one, according to Hume—between virtues and natural abilities, and an attempt to bring out the implicit challenge Hume is making to non-hedonist accounts of value, especially those that postulate “moral” value. (shrink)

The last few years have seen a remarkable revival of interest in the virtues, which have regained their central role in moral philosophy. This thought-provoking new collection is a much-needed survey of virtue ethics and virtue theory. The specially commissioned articles by an international team of philosophers represent the state of the art in this subject and will set the agenda for future work in the area. The contributors--including Lawrence Blum, John Cottingham, Julia Driver, Rosalind Hursthouse, Terence Irwin, Susan Moller (...) Okin, Onora O'Neill, Michael Slote, Michael Stocker, and David Wiggins--cover practical virtue ethics, ancient views of the virtues, impartiality and partiality, Kant, utilitarianism, human nature, natural and artificial virtues, virtue and the good life, the vices, emotions, politics, feminism, moral education, and community. (shrink)

Presenting a look at the human mind's capacity while criticizing artificial intelligence, the author makes suggestions about classical and quantum physics and ..