This chapter contains sections titled: Introduction Historical Perspective Progressivism: Five Themes Progressivism Today.

In Emile Rousseau emphasises four pedagogical principles which have become associated with child-centred education. Rousseau's conception of education, however, is utilitarian. This combination of principles and overall conception anticipates one particular strand of policy thinking today: the ‘new vocationalism’. As a postscript, this paper asks why little work in the history of philosophy of education has been done, and identifies the early arguments of R. S. Peters as responsible for this failure.

John Darling; Progressive, Traditional and Radical: a re-alignment, Journal of Philosophy of Education, Volume 12, Issue 1, 30 May 2006, Pages 157–166, https://.

Building on the work of anthropologists, historians, sociologists, literary critics, and feminist philosophers of science, the essays in Women Out of Place: the Gender of Agency and Race of Nationality investigate the linkages between agency and race for what they reveal about constructions of masculinity and femininity and patterns of domesticity among groups seeking to resist varied forms of political and economic domination through a subnational ideology of racial and cultural redemption. Does agency have a gender? Does nationality have a (...) race? Does the race of nationality predetermine the gender of agency? This volume asks these questions of a variety of nationalist ideologies, some at the same point in history, others as precursors of or predecessors to an initial nationalist formation. Contributors are: Richard G. Fox, Eva Haseby-Darvas, Paulette Pierce, Deborah Rubin, Louisa Schein, Carol A. Smith, Jacqueline True. (shrink)

John Darling; Education as Horticulture: some growth theorists and their critics, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 173.

John Darling; Are Women Good Enough? Plato’s feminism re-examined, Journal of Philosophy of Education, Volume 20, Issue 1, 30 May 2006, Pages 123–128, https://d.

John Darling; Is Play Serious?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 103–109, https://doi.org/10.1111/j.1467-9752.1983.tb0.

A nineteenth-century aristocrat, Nishi Amane (1829-1897) was one of the first Japanese to assert the supremacy of Western culture. He was sent by his government to Leiden to study the European social sciences; on his return to Japan shortly before the climactic Meiji Restoration of 1868 he introduced and adapted European utilitarianism and positivism to his country's intellectual world. To modernize, Nishi held, Japan must cast off the bonds of the Confucian world-view in order to adopt new principles of empirical (...) scholarly investigation and new standards of self-improvement. Though a Confucian by upbringing, Nishi became thoroughly committed to Western intellectual values in his programs for the new Japanese society. In his roles of teacher, writer, and government administrator, he was influential at one of the most critical times in Japan's history. Originally published in 1970. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Despite continuing interest in the impact of employees’ emotional intelligence in explaining for their engagement and emotional exhaustion, there are still large gaps in our understanding of the role played by contextual EI-related factors, such as an EI-related organizational culture and supervisors’ emotionally intelligent behavior. This two-study research approaches EI from a macro-level perspective, attempting to address three objectives: to develop and define a theoretical concept of EI-supportive organizational culture, to develop and validate measures of organizations’ EI-related values and practices, (...) and to investigate their top-down effect on employee engagement and exhaustion, via supervisor EI-related behavior. In the first study, we conceptualize and develop measures of perceived EI-related organizational values and human resource management practices, as separate yet related dimensions of organizations’ EI-related culture, and test their validity. In the second study, we build on the job demands-resources theory and Ability-Motivation-Opportunity framework to develop and test a model of the process links between perceived EI-related values and HRM practices and employee engagement and exhaustion, using a large sample of employees across industries in the USA workforce. In line with our hypotheses, the findings suggest that EI-supportive HRM practices have a top-down effect on employee engagement and exhaustion via supervisor EIB, whereas low regard for emotions values has a top-down effect on employee exhaustion via supervisor emotional misbehavior. Results are discussed in the context of the JD-R theory, AMO framework, and the EI literature. (shrink)

Current discussion of scientific realism and antirealism often cites Pierre Duhem’s argument for the underdetermination of theory choice by evidence. Participants draw on an account of his underdetermination thesis that is familiar, but incomplete. The purpose of this article is to complete the familiar account. I argue that a closer look at Duhem’s The aim and structure of physical theory suggests that the rationale for his underdetermination thesis comes from his philosophy of scientific language. I explore how an understanding of (...) physical laws as symbolic is meant to support the thesis. In the course of my argument, I point out that Duhemian underdetermination is not meta-practical but grounded in the practice of science, specifically in the scientist’s use of instruments and measurement techniques. Measurement has a significant limitation, according to Duhem: it always involves approximation and a degree of experimental error. Consequently, it cannot overcome the gap between the ordinary, concrete language of observation and the mathematical language of science. Moreover, Duhem argues that the use of instruments in experiment invokes whole groups of theories. I contend that, ultimately, this reliance on auxiliary assumptions—which makes possible the use of instruments—is the foundation of his thesis and that recognizing this completes the familiar account of his underdetermination argument.Author Keywords: Duhem; Suppes; Underdetermination; Measurement; Physical theory. (shrink)

This paper addresses a central interpretive problem in understanding Pierre Duhem's philosophy of science. The problem arises because there is textual support for both realist and antirealist readings of his work. I argue that his realist and antirealist claims are different. For Duhem, scientific reasoning leads straight to antirealism. But intuition (reasons of the heart) motivates, without justifying, a kind of realism. I develop this idea to suggest a motivational realist interpretation of Duhem's philosophy.

I identify and then aim to resolve a tension between the psychological and existential conceptions of boredom. The dominant view in psychology is that boredom is an emotional state that is adaptive and self-regulatory. In contrast, in the philosophical phenomenological tradition, boredom is often considered as an existentially important mood. I leverage the predictive processing framework to offer an integrative account of boredom that allows us to resolve these tensions. This account explains the functional aspects of boredom-as-emotion in the psychological (...) literature, offering a principled way of defining boredom’s function in terms of prediction-error-minimisation. However, mediated through predictive processing, we can also integrate the phenomenological view of boredom as a mood; in this light, boredom tracks our grip on the world – revealing a potentially fundamental (mis)attunement. (shrink)

Per the OpenNotes directive of the 21st Century Cures Act implemented in 2021, patients and their legally recognized representatives must be able to access the electronic medical record in real time. This is an opportunity for clinical ethicists and other providers to reflect on their charting practices, particularly how and when they quote patients. Although using direct quotations is common because it seems to avoid misinterpretation, it may not always be appropriate. In this article, we discuss some of the risks (...) and benefits of quoting in the context of OpenNotes and provide suggestions for how clinical ethicists can leverage their unique position to help mitigate some of these risks and promote more reflective charting practices among the teams they work with. (shrink)

This book represents a comparison of the critique of Buddhism as set forth in the interpretations of Sankara, Madhva, and Ramanuja to the sutras of the second section (adhyaya) of the Brahma-sutras concerned with the refutation of Buddhism, ...

__Preparing Teachers for Deeper Learning _answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world._ In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for (...) deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, _Preparing Teachers for Deeper Learning _depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world. (shrink)

In this book philosophers, scholars of religion, and activists address the theme of responsibility. Barbara Darling-Smith brings together an enlightening collection of essays that analyze the ethics of responsibility, its relational nature, and its global struggle.

Collection of the 391 essays produced by Sir James Darling in his fortnightly column 'Reflections'. Covering universal themes, topical matters and events as they occured, the essays also reflect Sir James's remarkable insight and wisdom, and his compassion and humour.

Book reviewed in this article: Families Against Society: A Study of Reactions to Chidren with Birth Defects. By Rosalyn Benjamin Darling The Unexpected Minority: Handicapped Children in America. By John Gliedman and William Roth.

This is a meditation on death and life after death which employs current scientific thinking as a metaphor for immortality. The author examines the possibility that consciousness may survive death, and explores the many interpretations of death that exist - the scientific, the philosophical, the pyschological and the religious/spiritual. He addresses the ultimate question: do human beings have a spirit or soul which can exist independently from their physical brain?

Pierre Duhem's well-known argument for the underdetermination of theory choice by evidence is often cited in current discussion of scientific realism and antirealism. I argue that the familiar account of it that participants draw on is incomplete. After studying Duhem's philosophy of scientific language, which he regards as both abstract and symbolic, I conclude that, for Duhem, underdetermination rests on the observation that instruments are ubiquitous in mathematical sciences. This ties auxiliary assumptions to the use of instruments and completes the (...) familiar account of underdetermination. Even when complete, however, this account has no obvious implications for the debates about realism, nor does it settle how Duhem's own philosophy should be interpreted. An interpretive problem arises because there is textual support for both antirealist and realist readings of his work. Accordingly, in the recent literature he has been interpreted both as a fictionalist and as a structural realist. I argue that neither of these readings will do. First, the reasoning that might motivate a fictionalist interpretation assumes a certain semantical view that Duhem would not accept. To develop his pragmatic alternative, I address his conception of theory-ladenness and his account of how scientists come to understand phenomena. Second, the realist conviction that mitigates his apparent instrumentalism---specifically, the belief that physical theory is approaching a logically unified and natural classification---does not implicate him as a structural realist. For Duhem, natural classifications are ontologically significant and preserved over conceptual revolutions because they pick out essential features of real things and order phenomena accordingly. To properly classify Duhem's philosophy, I study his realist and antirealist claims and point out that they are different. In his view, scientific reasoning leads straight to antirealism but feelings, hunches, and intuitions motivate, without justifying, a kind of realism. I argue that Duhem's approach is characteristic of motivational realism. (shrink)

Soul Search lifts the shroud that has, until now, blindfolded us to the discovery that soul and mortality lie at the very heart of the universe.

The research climate plays a key role in fostering integrity in research. However, little is known about what constitutes a responsible research climate. We investigated academic researchers’ perceptions on this through focus group interviews. We recruited researchers from the Vrije Universiteit Amsterdam and the Amsterdam University Medical Center to participate in focus group discussions that consisted of researchers from similar academic ranks and disciplinary fields. We asked participants to reflect on the characteristics of a responsible research climate, the barriers they (...) perceived and which interventions they thought fruitful to improve the research climate. Discussions were recorded and transcribed at verbatim. We used inductive content analysis to analyse the focus group transcripts. We conducted 12 focus groups with 61 researchers in total. We identified fair evaluation, openness, sufficient time, integrity, trust and freedom to be mentioned as important characteristics of a responsible research climate. Main perceived barriers were lack of support, unfair evaluation policies, normalization of overwork and insufficient supervision of early career researchers. Possible interventions suggested by the participants centered around improving support, discussing expectations and improving the quality of supervision. Some of the elements of a responsible research climate identified by participants are reflected in national and international codes of conduct, such as trust and openness. Although it may seem hard to change the research climate, we believe that the realisation that the research climate is suboptimal should provide the impetus for change informed by researchers’ experiences and opinions. (shrink)

She Who Is. The Mystery of God in Feminist Theological Discourse by Elizabeth A. Johnson.

There is an increased focus on fostering integrity in research by through creating an open culture where research integrity dilemmas can be discussed. We describe a pilot intervention study that used Moral Case Deliberation (MCD), a method that originated in clinical ethics support, to discuss research integrity dilemmas with researchers. Our research question was: can moral case deliberation in research groups help to navigate research integrity dilemmas? We performed 10 MCDs with 19 researchers who worked in three different research groups (...) from three different disciplinary fields at a university in the Netherlands. We analyzed the dilemmas and values discussed, sent out a survey questionnaire to assess self-perceived moral competencies, and conducted in-depth interviews. We found research integrity dilemmas pertained to authorship disputes, supervision of junior co-workers, and questionable handling of data. Participants perceived the majority of moral competencies to a higher degree during the MCD when compared to perceiving them in daily practice afterward. Interviewees told us that they felt most comfortable discussing dilemmas among peers with whom they were not closely affiliated. We conclude that MCD sessions could be relevant in navigating research integrity dilemmas, but that revisions to ensure commitment and safety are required. (shrink)