Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to (...) Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world 'as it is'. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a 'world' that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of 'negotiating meaning', including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level. (shrink)

Many philosophers of education emphasise the impossibility to really ‘solve’ philosophical—and with that, educational—problems these days. Philosophers have been trying to give philosophy a new, constructive turn in the face of this insolvability. This paper focuses on irony-based approaches that try to exploit the very uncertainty of philosophical issues to further philosophical understanding. We will first briefly discuss a few highlights of historical uses of irony as a philosophical tool. Then we concentrate on two different interpretations of irony, formulated by (...) Bransen and Rorty, that aim at gaining insight into how we make meaning of the world, while at the same time recognising that such an understanding would be impossible. After discussing some problematic aspects of these interpretations a third interpretation of irony is developed, based on a third view of the nature of meaning-making. Following these three interpretations, we will discuss their philosophical merits and the different kinds of insight they can produce for philosophy of education. (shrink)

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language‐acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning‐as‐use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to (...) Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world ‘as it is’. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a ‘world’ that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of ‘negotiating meaning’, including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co‐constructive potencies at a more fundamental level. (shrink)

Many philosophers of education emphasise the impossibility to really ‘solve’ philosophical—and with that, educational—problems these days. Philosophers have been trying to give philosophy a new, constructive turn in the face of this insolvability. This paper focuses on irony-based approaches that try to exploit the very uncertainty of philosophical issues to further philosophical understanding. We will first briefly discuss a few highlights of historical uses of irony as a philosophical tool. Then we concentrate on two different interpretations of irony, formulated by (...) Bransen and Rorty, that aim at gaining insight into how we make meaning of the world, while at the same time recognising that such an understanding would be impossible. After discussing some problematic aspects of these interpretations a third interpretation of irony is developed, based on a third view of the nature of meaning-making. Following these three interpretations, we will discuss their philosophical merits and the different kinds of insight they can produce for philosophy of education. (shrink)

The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the (...) Anglophone and German-inspired deployment of the concept of critical rationality in philosophy of education. The claims to objectivity of the Anglophone tradition are contrasted with a more self-conscious concern for social justice and improvement in other European traditions, which has been followed more recently by a greater scepticism concerning the potential of critique for delivering social justice and improvement in education. This has parallels with the growing Anglophone disillusion with ‘classical’ analytic philosophy of education. This in turn has resulted in a greater awareness of the limitations of critique: its ideological character, its rootedness in specific contexts, its own potential dogmatism and its ambiguities. The various contributions to this volume are briefly described and related to each other. (shrink)

In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of ideals. Third, I question whether ideals could or should be ‘passed on’ in education, drawing attention to (...) their non-objective, personally created nature. (shrink)

This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.

How can philosophy exert its critical function in society and in education if any appeal to independent and even relatively ‘certain’ criteria seems problematic? The epistemological doubts that foundationalist models of justification encounter unavoidably seem to raise this question. In particular, the relativist implications that seem to result from rejecting such models seem to paralyse the critical potential of philosophy of education. In order to explore the possibilities of a conception of educational critique that avoids the pitfalls of foundationalism, I (...) analyse the epistemological dimensions of this much-feared relativism, illustrating this with some characteristic examples. Solving the problems raised will require an interpretation of critique that leaves our daily sense of critique intact, without literally adopting its—foundationalist—basic assumptions. After systematically developing such an alternative interpretation of critical usage, a non-relativist but still non-foundationalist and powerful conception of philosophical critique seems possible. I illustrate results with some examples from philosophy of education. (shrink)

The politics of innovation involves displacements between various interrelated settings ranging from the context of design to the context of use. This variety of settings and their particular qualities raise questions about the democratic implications of displacements, which have been addressed within science and technology studies for decades from different perspectives and along various theoretical strands. This article distinguishes five different traditions of conceptualizing the relation between technological innovation and democracy: an intentionalist, a proceduralist, an actor—network, an interpretivist, and a (...) performative perspective. They differ in their concepts of “technology,” “politics,” and “democracy”; they imply different roles for the analyst and they suggest or urge other political means. It is suggested that spelling out the differences and similarities between the five perspectives creates the possibility to overcome the limitations of any particular perspective of technology and democracy. (shrink)

Influencers belong to the daily media diet of many adolescents. As role models, they have the potential to play a crucial role in the identity construction of their viewers. In the age of social media, such role models may now be found more local – from the same city – and perhaps with more diverse backgrounds. This may be particularly valuable to adolescents growing up in super-diverse cities, as they are surrounded by a multitude of groups and identities during a (...) life phase in which they have to make sense of who they are and where they belong. Despite the heterogeneity of these identities, there is one thing all have in common: the city they live in. With the city as a common framework, local influencers may be important role models for these adolescents, particularly in negotiating their urban identity. This paper aims toward mapping the ways in which social media can play a role in the negotiation of urban identity among youngsters by investigating how YouTube influencers from a super-diverse city are related to each other online, and how their content relates to the (super-diverse) city of Rotterdam. Findings show that in their videos and on their channel pages, influencers mainly affiliate themselves with the city through having the city as the background and context of the videos, through their involvement with cultural trends (e.g. soccer, hip-hop) that link to the city, and through their affiliation with other local influencers. We argue that influencers may therefore provide their viewers with content that may potentially help their local viewers strengthen their urban identity. (shrink)

ABSTRACTThe olfactory system provides us with rich information about the world, but the odours around us are not always detectable. Previous research has shown that disgust enhances olfactory sensi...

BackgroundTo prevent sexual boundary violations (SBV) in mental health care institutions overall governments require these institutions to report SBV incidents to a central registry and to develop institutional guidelines how to react. In Europe SBV policies are only recently developed or implemented, as is also the case in Flanders (Belgium). The implementation of a new institutional policy is always a challenge and can encounter resistance, especially when it concerns SBV, because they remain delicate and complex.MethodThis study evaluated the extent to (...) which mandatory policies on SBV have been implemented in mental health care institutions in Flanders, and possible factors for (non-)implementation of these policies. An online survey was sent to the executives of all mental health care institutions in Flanders (N = 162).ResultsIn total 56 executives of mental health care institutions filled out the survey (response rate 35%). Results showed that the implementation of an SBV policy in mental health care institutions is unfortunately inadequate and not all SBV incidents were reported to the central registry. Type of institution and opinions on the SBV policy were related to the (non-)implementation of the requirements.ConclusionsIt is recommended that governments regularly communicate with mental health care institutions to better understand the concerns and difficulties concerning implementation of the required SBV policy and to support/stimulate an organisational culture of more openness and safety on this topic. (shrink)

This article presents an analysis of Turkish film screenings in Belgium as a case study of diasporic media practices in Europe. Turkish blockbusters have only recently become part of the programs of Belgian mainstream film theaters. This study provides insight into both historical and recent dynamics that characterize this new film and audience segment in film exhibition. After analyzing transnational patterns of distribution, selection and promotion, we put forward that changing circulation patterns and the associated power relations define the social (...) and spatial conditions of reception, resulting in the creation of new semi-public diasporic spaces. Thus, the links between the political economy of media and audience research are discussed. The findings of this article are based on archival and press research and a series of semi-structured expert interviews with exhibition and distribution professionals, as well as social workers and representatives from Turkish cultural associations. (shrink)

Presumed consent alone will not solve the organ shortage, but it will create an ethical and legal context that supports organ donation, respects individuals who object to organ donation, relieves families from the burden of decision making, and can save lives.

In the early days of organ transplantation from deceased donors, the surgical team would bring the donor into the operating room with the recipient, the respirator would be stopped, and the team would wait for the donor’s heart to cease beating. This type of organ donation has been defined as donation after cardiac death, also referred to as non-heart-beating donation. These donors were not declared dead using neurological criteria, but rather using conventional cardiorespiratory criteria. In 1959, Mollaret and Goulon coined (...) the term “coma dépassé” for the patients with an irreversible state of coma and apnea. Jean Morelle and Guy Alexandre of the Catholic University of Louvain, Belgium, were the first to introduce a set of brain death criteria based on the description of coma dépassé, and carried out, in 1963, the first transplants from a brain dead donor in their country and in the world. (shrink)

Background The European Union aims to optimize patient protection and efficiency of health-care research by harmonizing procedures across Member States. Nonetheless, further improvements are required to increase multicenter research efficiency. We investigated IRB procedures in a large prospective European multicenter study on traumatic brain injury, aiming to inform and stimulate initiatives to improve efficiency. Methods We reviewed relevant documents regarding IRB submission and IRB approval from European neurotrauma centers participating in the Collaborative European NeuroTrauma Effectiveness Research in Traumatic Brain Injury. (...) Documents included detailed information on IRB procedures and the duration from IRB submission until approval. They were translated and analyzed to determine the level of harmonization of IRB procedures within Europe. Results From 18 countries, 66 centers provided the requested documents. The primary IRB review was conducted centrally or locally and primary IRB approval was obtained after one, two or three review rounds with a median duration of respectively 50 and 98 days until primary IRB approval. Additional IRB approval was required in 55% of countries and could increase duration to 535 days. Total duration from submission until required IRB approval was obtained was 114 days and appeared to be shorter after submission to local IRBs compared to central IRBs. Conclusion We found variation in IRB procedures between and within European countries. There were differences in submission and approval requirements, number of review rounds and total duration. Research collaborations could benefit from the implementation of more uniform legislation and regulation while acknowledging local cultural habits and moral values between countries. (shrink)

The paper uses the formalism of indexed categories to recover the proof of a standard final coalgebra theorem, thus showing existence of final coalgebras for a special class of functors on finitely complete and cocomplete categories. As an instance of this result, we build the final coalgebra for the powerclass functor, in the context of a Heyting pretopos with a class of small maps. This is then proved to provide models for various non-well-founded set theories, depending on the chosen (...) axiomatisation for the class of small maps. (shrink)

There are two principles that lend Brouwer's mathematics the extra power beyond arithmetic. Both are presented in Brouwer's writings with little or no argument. One, the principle of bar induction, will not concern us here. The other, the continuity principle for numbers, occurs for the first time in print in [4]. It is formulated and immediately applied to show that the set of numerical choice sequences is not enumerable. In fact, the idea of the continuity property can be dated fairly (...) precisely, it is to be found in the margin of Brouwer's notes for his course on Pointset Theory of 1915/16. The course was repeated in 1916/17 and he must have inserted his first formulation of the continuity principle in the fall of 1916 as new material right at the beginning of the course.In modern language, the principle readswhere α and β range over choice sequences of natural numbers, m and x over natural numbers, and stands for ⟨α, α, …, α⟩, the initial segment of α of length m.An immediate consequence of WC-N is that all full functions are continuous, and, as a corollary, that the continuum is unsplittable [28]. Note that WC-N is incompatible with Church's thesis, [22], section 4.6.After Brouwer asserted WC-N, Troelstra was the first to ask in print for a conceptual motivation, but he remained an exception; most authors followed Brouwer by simply asserting it, cf. [18].Let us note first that in one particular case the principle is obvious indeed, namely in the case of the lawless sequences. The notion of lawless sequence surfaced fairly late in the history of intuitionism. Kreisel introduced it in [17] for metamathematical purposes. There is a letter from Brouwer to Heyting in which the phenomenon also occurs [7]. This is an important and interesting fact since it is the only time that Brouwer made use of a possibility expressly stipulated in, e.g., [5], see below. (shrink)

Following the book Algebraic Set Theory from André Joyal and leke Moerdijk [8], we give a characterization of the initial ZF-algebra, for Heyting pretoposes equipped with a class of small maps. Then, an application is considered (the effective topos) to show how to recover an already known model (McCarty [9]).

This article aims to open up the biographical black box of three experts working in the boundary zone between science, policy and public debate. A biographical-narrative approach is used to analyse the roles played by the virologists Albert Osterhaus, Roel Coutinho and Jaap Goudsmit in policy and public debate. These figures were among the few leading virologists visibly active in the Netherlands during the revival of infectious diseases in the 1980s. Osterhaus and Coutinho in particular are still the key (...) figures today, as demonstrated during the outbreak of novel influenza A (H1N1). This article studies the various political and communicative challenges and dilemmas encountered by these three virologists, and discusses the way in which, strategically or not, they handled those challenges and dilemmas during the various stages of the field’s recent history. Important in this respect is their pursuit of a public role that is both effective and credible. We will conclude with a reflection on the H1N1 pandemic, and the historical and biographical ties between emerging governance arrangements and the experts involved in the development of such arrangements. (shrink)

In earlier work we introduced two systems for nonstandard analysis, one based on classical and one based on intuitionistic logic; these systems were conservative extensions of first-order Peano and Heyting arithmetic, respectively. In this paper we study how adding the principle of countable saturation to these systems affects their proof-theoretic strength. We will show that adding countable saturation to our intuitionistic system does not increase its proof-theoretic strength, while adding it to the classical system increases the strength from first- (...) to full second-order arithmetic. (shrink)

Brouwer’s view on induction has relatively recently been characterised as one on which it is not only intuitive (as expected) but functional, by van Dalen. He claims that Brouwer’s ‘Ur-intuition’ also yields the recursor. Appealing to Husserl’s phenomenology, I offer an analysis of Brouwer’s view that supports this characterisation and claim, even if assigning the primary role to the iterator instead. Contrasts are drawn to accounts of induction by Poincaré, Heyting, and Kreisel. On the phenomenological side, the analysis provides (...) an alternative to that in Tieszen’s Mathematical Intuition, and confirms a view of Gödel on his Dialectica Interpretation. (shrink)

We develop the theory of Krull dimension forS4-algebras and Heyting algebras. This leads to the concept of modal Krull dimension for topological spaces. We compare modal Krull dimension to other well-known dimension functions, and show that it can detect differences between topological spaces that Krull dimension is unable to detect. We prove that for aT1-space to have a finite modal Krull dimension can be described by an appropriate generalization of the well-known concept of a nodec space. This, in turn, (...) can be described by modal formulaszemnwhich generalize the well-known Zeman formulazem. We show that the modal logicS4.Zn:=S4+ zemnis the basic modal logic ofT1-spaces of modal Krull dimension ≤n, and we construct a countable dense-in-itselfω-resolvable Tychonoff spaceZnof modal Krull dimensionnsuch thatS4.Znis complete with respect toZn. This yields a version of the McKinsey-Tarski theorem forS4.Zn. We also show that no logic in the interval [S4n+1S4.Zn) is complete with respect to any class ofT1-spaces. (shrink)

In 1969, De Jongh proved the “maximality” of a fragment of intuitionistic predicate calculus forHA. Leivant strengthened the theorem in 1975, using proof-theoretical tools (normalisation of infinitary sequent calculi). By a refinement of De Jongh's original method (using Beth models instead of Kripke models and sheafs of partial combinatory algebras), a semantical proof is given of a result that is almost as good as Leivant's. Furthermore, it is shown thatHA can be extended to Higher Order Heyting Arithmetic+all trueΠ 2 (...) 0 -sentences + transfinite induction over primitive recursive well-orderings. As a corollary of the proof, maximality of intuitionistic predicate calculus is established wrt. an abstract realisability notion defined over a suitable expansion ofHA. (shrink)

There are two principles that lend Brouwer's mathematics the extra power beyond arithmetic. Both are presented in Brouwer's writings with little or no argument. One, the principle of bar induction, will not concern us here. The other, the continuity principle for numbers, occurs for the first time in print in [4]. It is formulated and immediately applied to show that the set of numerical choice sequences is not enumerable. In fact, the idea of the continuity property can be dated fairly (...) precisely, it is to be found in the margin of Brouwer's notes for his course on Pointset Theory of 1915/16. The course was repeated in 1916/17 and he must have inserted his first formulation of the continuity principle in the fall of 1916 as new material right at the beginning of the course.In modern language, the principle readswhere α and β range over choice sequences of natural numbers, m and x over natural numbers, and stands for ⟨α, α, …, α⟩, the initial segment of α of length m.An immediate consequence of WC-N is that all full functions are continuous, and, as a corollary, that the continuum is unsplittable [28]. Note that WC-N is incompatible with Church's thesis, [22], section 4.6.After Brouwer asserted WC-N, Troelstra was the first to ask in print for a conceptual motivation, but he remained an exception; most authors followed Brouwer by simply asserting it, cf. [18].Let us note first that in one particular case the principle is obvious indeed, namely in the case of the lawless sequences. The notion of lawless sequence surfaced fairly late in the history of intuitionism. Kreisel introduced it in [17] for metamathematical purposes. There is a letter from Brouwer to Heyting in which the phenomenon also occurs [7]. This is an important and interesting fact since it is the only time that Brouwer made use of a possibility expressly stipulated in, e.g., [5], see below. (shrink)

There are two principles that lend Brouwer's mathematics the extra power beyond arithmetic. Both are presented in Brouwer's writings with little or no argument. One, the principle of bar induction, will not concern us here. The other, the continuity principle for numbers, occurs for the first time in print in [4]. It is formulated and immediately applied to show that the set of numerical choice sequences is not enumerable. In fact, the idea of the continuity property can be dated fairly (...) precisely, it is to be found in the margin of Brouwer's notes for his course on Pointset Theory of 1915/16. The course was repeated in 1916/17 and he must have inserted his first formulation of the continuity principle in the fall of 1916 as new material right at the beginning of the course.In modern language, the principle readswhere α and β range over choice sequences of natural numbers,mandxover natural numbers, andstands for ⟨α(0), α(1), …, α(m− 1)⟩, the initial segment of α of lengthm.An immediate consequence of WC-N is that all full functions are continuous, and, as a corollary, that the continuum is unsplittable [28]. Note that WC-N is incompatible with Church's thesis, [22], section 4.6.After Brouwer asserted WC-N, Troelstra was the first to ask in print for a conceptual motivation, but he remained an exception; most authors followed Brouwer by simply asserting it, cf. [18].Let us note first that in one particular case the principle is obvious indeed, namely in the case of the lawless sequences. The notion of lawless sequence surfaced fairly late in the history of intuitionism. Kreisel introduced it in [17] for metamathematical purposes. There is a letter from Brouwer to Heyting in which the phenomenon also occurs [7]. This is an important and interesting fact since it is (probably) the only time that Brouwer made use of a possibility expressly stipulated in, e.g., [5], see below. (shrink)

On the intended interpretation of intuitionistic logic, Heyting's Proof Interpretation, a proof of a proposition of the form p -> q consists in a construction method that transforms any possible proof of p into a proof of q. This involves the notion of the totality of all proofs in an essential way, and this interpretation has therefore been objected to on grounds of impredicativity (e.g. Gödel 1933). In fact this hardly ever leads to problems as in proofs of implications (...) usually nothing more is assumed about a proof of the antecedent than that it indeed is one, and this assumption does not require a further grasp of the totality of proofs. The prime example of an intuitionistic theorem that goes beyond that assumption is Brouwer's proof of the 'bar theorem': For every tree x, if x contains a decidable subset of nodes such that every path through the tree meets it (a 'bar'), then there is a well-ordered subtree of x that contains a bar for the whole of x. Instantiated with an arbitrary tree t, this proposition takes the form P(t) -> Q(t). Brouwer's proof of the bar theorem mainly consists in an analysis of the inner structure that a proof of P(t) must have, where proofs are taken to be primarily mental objects. So here Brouwer engages in phenomenological reflection by considering the acts in which we think about bars. From that analysis he obtains the information from which to construct a proof of Q(t). In this talk I will argue that Brouwer circumvents the problem of impredicativity by resorting to a transcendental argument based on phenomenological description, and defend this application by showing how common objections to transcendental arguments do not apply here. Finally, I will indulge in some historical speculation by relating the foregoing considerations to the remarkable change that Gödel's view on the Proof Interpretation underwent between his Yale Lecture (1941) and the Dialectica paper (1958). (shrink)

Engineering programs in the United States have been experimenting with diverse pedagogical approaches to educate future professional engineers. However, a crucial dimension of ethics education that focuses on the values, personal commitments, and meaning of engineers has been missing in many of these pedagogical approaches. We argue that a value-based approach to professional ethics education is critically needed in engineering education, because such an approach is indispensable for cultivating self-reflective and socially engaged engineers. This paper starts by briefly comparing two (...) prevalent approaches to ethics education in science and engineering: professional and philosophical. While we acknowledge that both approaches help meet certain ethics education objectives, we also argue that neither of these is sufficient to personally engage students in authentic moral learning. We make the case that it is important to connect ethics education to the heart, which is extensively driven by values, and present a value-based approach to professional ethics education. We provide some classroom practices that cultivate a safe, diverse, and engaging learning environment. Finally, we discuss the implications of a value-based approach to professional ethics education for curriculum design and pedagogical practice, including opportunities and challenges for engineering faculty eager to incorporate value-based inquiry into their classrooms. (shrink)

This paper investigates the fundamental idea at stake in current bioeconomies such as Europe's Bio-Based Economy (BBE). We argue that basing an economy upon ecology is an ambivalent effort, causing confusion and inconsistencies, and that the dominant framing of the damaged biosphere as a market-failure in bioeconomies such as the BBE is problematic. To counter this dominant narrative, we present alternative conceptualisations of bio-economies and indicate which concepts are overlooked. We highlight the specific contradictions and discrepancies in the relation between (...) economy and ecology, and then work towards outlining a genuine and consistent conceptualisation of the BBE. The philosophical perspective of Emmanuel Levinas is employed to develop a more profound understanding of the tensions at stake; Levinas' work is compared with that of Nicholas Georgescu-Roegen's work on bioeconomics, and found to be of complementary value. Our hypothesis is that, rather than the impossible, absolute amalgamation of economy and ecology striven for today, a principal heterogeneity between humankind and nature must be acknowledged if a bioeconomy that truly operates within the carrying capacity of planet Earth is to be achieved. (shrink)

Since 2009, the Norwegian public service broadcaster NRK has produced a number of slow TV shows. Some of the programmes have had a surprisingly big success in terms of public engagement and audience share even though the majority of the audience was from the oldest age groups. These programmes are not only slow, lasting a long time and lacking dramatic development and progress, they also engage in a particular, traditional version of national identity. The current article argues that, through slow (...) TV, the Norwegian public service broadcaster has found a new way to reflect a particular version of Norwegian identity and to tap into the central values of Norwegian culture. Taken together, the shows cover all regions of the country—the coastal areas as well the inlands and mountains. In terms of representation, the programmes highlight nature and traditional Norwegian values such as closeness to nature, rural life, and “friluftsliv” (living the outdoor life). Urban areas and the non-white population are conspicuously absent. (shrink)