This article investigates National Defense Education Act and National Defense Education Act-related calls in the late 1950s for the training of guidance counselors, an emergent profession that was to play an instrumental role in both the measuring and placement of students in schools by “intelligence” or academic “ability”. In analyzing this mid-century push for more guidance counseling in schools, this article will first explore a foundational argument for the fairness of intelligence testing made by Educational Testing Service psychometrician William Turnbull (...) in 1951, and then later taken up and employed by other National Defense Education Act-era advocates of testing and grouping. Secondly, this analysis will proceed to National Defense Education Act expert testimony, examining here assertions of the necessity of guidance counseling in schools, and an emergent and shared vision articulating the role guidance counseling was supposed to play in school life. A pattern or structure to this vision emerges here. According to its advocates, guidance counseling would not only inform the self-understanding of the measured individual, but it would also work to condition the ideology of individual intelligence across numerous layers of social life around the student: through peer group, through teachers and school administrators, and finally through home, family, and the wider community. (shrink)

Some public health behavioral intervention research studies involve deception. A methodological imperative to minimize bias can be in conflict with the ethical principle of informed consent. As a case study, we examine the specific forms of deception used in three online randomized controlled trials evaluating brief alcohol interventions. We elaborate our own decision making about the use of deception in these trials, and present our ongoing findings and uncertainties. We discuss the value of the approach of pragmatism for examining these (...) kinds of ethical issues that can arise in research on public health interventions. (shrink)

Alors que les pratiques dédicatoires ont été régulièrement étudiées par les historiens de la religion grecque, un important dossier chypriote a jusqu’ici été quasiment négligé. Il s’agit d’un sanctuaire rupestre situé sur la colline de Kafizin, où quelque 310 fragments de céramique inscrits ont été mis au jour, dont la grande majorité porte le nom d’Onesagoras, fils de Philounios, et est dédiée à une Nymphe, entre 225 et 218 avant notre ère. Onesagoras a manifesté une telle intensité dans le culte (...) de la Nymphe qu’il peut être considéré comme un nympholepte ou « possédé par une Nymphe ». Le dossier comprend un matériel important pour l’étude des pratiques religieuses à un niveau intermédiaire dans la polis. Cet article entend porter ce matériel à l’attention de ceux qui étudient la religion grecque, en soulevant les questions qu’il pose en matière de pratiques dédicatoires. (shrink)

Since its first publication in 1992, _New Perspectives on Historical Writing_ has become a key reference work used by students and researchers interested in the most important developments in the methodology and practice of history. For this new edition, the book has been thoroughly revised and updated and includes an entirely new chapter on environmental history. Peter Burke is joined here by a distinguished group of internationally renowned historians, including Robert Darnton, Ivan Gaskell, Richard Grove, Giovanni Levi, Roy Porter, (...) Gwyn Prins, Joan Scott, Jim Sharpe, Richard Tuck, and Henk Wesseling. The contributions examine a wide range of interdisciplinary areas of historical research, including women’s history, history "from below," the history of reading, oral history, the history of the body, microhistory, the history of events, the history of images, and political history. (shrink)

Contextualists offer "high-low standards" practical cases to show that a variety of knowledge standards are in play in different ordinary contexts. These cases show nothing of the sort, I maintain. However Keith DeRose gives an ingenious argument that standards for knowledge do go up in high-stakes cases. According to the knowledge account of assertion (Kn), only knowledge warrants assertion. Kn combined with the context sensitivity of assertability yields contextualism about knowledge. But is Kn correct? I offer a rival account of (...) warranted assertion and argue that it beats Kn as a response to the "knowledge" version of Moore's Paradox. (shrink)

A new edition of this best-selling collection of essays by leading experts on historical methodology. Since its first publication in 1992, _New Perspectives on Historical Writing_ has become a key reference work used by students and researchers interested in the most important developments in the methodology and practice of history. For this new edition, the book has been thoroughly revised and updated and includes an entirely new chapter on environmental history. Peter Burke is joined here by a distinguished group of (...) internationally renowned historians, including Robert Darnton, Ivan Gaskell, Richard Grove, Giovanni Levi, Roy Porter, Gwyn Prins, Joan Scott, Jim Sharpe, Richard Tuck, and Henk Wesseling. The contributions examine a wide range of interdisciplinary areas of historical research, including women's history, history "from below," the history of reading, oral history, the history of the body, microhistory, the history of events, the history of images, and political history. (shrink)

I argue that God could give us the robust power to do other than we do in a deterministic universe.

Freud's account of dreams has a cogent interpretive basis.

Here is a new version of the Evidential Problem of Evil.

Psychoanalysis provides the best explanation of a range of empirical phenomena; epistemic criics do not take this fully into account.

Since its first publication in 1992, _New Perspectives on Historical Writing_ has become a key reference work used by students and researchers interested in the most important developments in the methodology and practice of history. For this new edition, the book has been thoroughly revised and updated and includes an entirely new chapter on environmental history. Peter Burke is joined here by a distinguished group of internationally renowned historians, including Robert Darnton, Ivan Gaskell, Richard Grove, Giovanni Levi, Roy Porter, (...) Gwyn Prins, Joan Scott, Jim Sharpe, Richard Tuck, and Henk Wesseling. The contributions examine a wide range of interdisciplinary areas of historical research, including women’s history, history "from below," the history of reading, oral history, the history of the body, microhistory, the history of events, the history of images, and political history. (shrink)

This paper argues that recent work in the 'free energy' program in neuroscience enables us better to understand both consciousness and the Freudian unconscious, including the role of the superego and the id. This work also accords with research in developmental psychology (particularly attachment theory) and with evolutionary considerations bearing on emotional conflict. This argument is carried forward in various ways in the work that follows, including 'Understanding and Healing', 'The Significance of Consilience', 'Psychoanalysis, Philosophical Issues', and 'Kantian Neuroscience and (...) Radical Interpretation', and the discussion of conscious extends that of both 'The Problem of Consciousness and the Innerness of the Mind' and 'Psychoanalysis, Metaphor, and the Concept of Mind'. (shrink)

: Liberal philosopher James Mill has been understood as being unambiguously antifeminist. However, Terence Ball, supposedly informed by a feminist perspective, has argued for a new interpretation. Ball has reconceptualized Mill as a feminist and the sole source of the feminism of his son (J. S. Mill), suggesting a revision of the received wisdom about their relationship to the development of nineteenth century feminist thought. This paper takes issue with Ball's "new interpretation" and its presumed feminist basis.

Davidson's account of interpretation is closely related to that offered by Wittgenstein in his remarks on following a rule.

The Principle of Credulity: 'It is basic to human knowledge of the world that we believe things are as they seem to be in the absence of positive evidence to the contrary' [Swinburne 1996: 133]. This underlies the Evidential Problem of Evil, which goes roughly like this: ‘There appears to be a lot of suffering, both animal and human, that does not result in an equal or greater utility. So there's probably some pointless suffering. As God's existence precludes pointless suffering, (...) theism is implausible.’ CORNEA is the principle that observation O raises hypothesis H's probability only if O is more probable given H than it is given not-H. Theists sometimes maintain that apparently pointless suffering is just as likely given theism as atheism (I support this claim by appealing to a Lewisian account of the relevant counterfactuals). Given CORNEA, therefore, what we see of suffering does not make theism unlikely. I maintain that a consequence of so deploying CORNEA is that CORNEA and the Principle of Credulity are incompatible. We are left with a skeptical paradox. CORNEA is a consequence of Bayes’s Theorem, I argue; but it is incompatible with a presupposition of empirical science, namely, that appearances create epistemic warrant, ceteris paribus. External-world probability skepticism follows. I treat the paradox as real. First, I offer an account of how we strike a balance in practice between CORNEA, on the one hand, and the Principle of Credulity and the scientific enterprise on the other. Second, I try to resolve the paradox outright by rejecting the Principle of Credulity and maintaining that the scientific project remains well motivated even allowing probability skepticism. On either response to the paradox, the Evidential Problem of Evil continues to have serious, but defeasible, force against theism. (shrink)

Syracuse University, NY, USA This paper seeks to demonstrate that hermeneutics is a powerful conceptual tool for exploring the current trend towards theorizing justice as a conversation. Specifically we explore the work of John Rawls in order to describe the particular variety of hermeneu tics at work in both 'political liberalism' and 'justice as fairness' and to critique this hermeneutics from the perspective of the ontological hermeneutics of Hans-Georg Gadamer. Using the critique of Quinean pragmatism found in Joseph Rouse's epistemology, (...) we draw a par allel between the 'hermeneutics as translation' in Quine and Rawls's public reason. This parallel, we argue, helps us better understand the features and the limitations of political liberalism, especially when Rawls's hermeneutics is contrasted with the possibility of a theory of justice inspired by Gadamer. Key Words: democracy • dialogue • Gadamer • hermeneutics • justice • pluralism • Quine • Rawls. (shrink)

: The history of modern feminist political theories is often framed in terms of the already existing theories of a number of radical nineteenth-century men philosophers such as James Mill, John Stuart Mill, Charles Fourier, Karl Marx, and Friedrich Engels. My argument takes issue with this way of framing feminist political theory by demonstrating that it rests on a derivation that remains squarely within the logic of malestream political theory. Each of these philosophers made use of a particular discursive trope (...) that linked the idea of women's emancipation with the idea of social progress. I argue that this trope reproduced the masculinist signification and symbolism inherent in their particular political philosophies. I argue for a more positive, less masculinist, account of the history of feminist political thought. (shrink)

Our commonsense understanding of meaning and motive is realized via the semantic encoding of causal role. Appreciating this together with other features of semantic theories enables us to see that methodological critiques of psychoanalysis, such as those by Popper and Grunbaum, systematically fail to take account of empirical data, and if taken seriously would render commonsense understanding of mind and language void. This is particularly problematic if we consider much of what we regard ourselves as knowing is registered in language, (...) or understood through our use of it, since this includes science itself. (shrink)

This paper offers an introduction to the philosophy and science of embodied learning, conceived as both the stabilizing and expansionary process that sustains order and novelty within learners’ worlds enacted through observing and describing. Embodied learning acknowledges stability and change as the purposeful conjoined characteristics that sustain learners. It is, in many respects, a composite theory that represents work from various disciplines. This ‘naturalized epistemology’ conceives a world of fact inevitably imbued with the values that our own structural histories guarantee (...) us observers, whether acknowledged or not within our reflective awareness. These values, however, are not simple sets of preferences, for they are constituted in our individual learning histories that, for good or bad, influence the course of future learning. This conservational element of our condition is only half the story, however. The more radical aspect resides in the expansionary capacity of embodied observers to change, to enact worlds that are not pre‐given but, rather, brought forth by learners as observers and describers. Furthermore, embodied learning seeks a grounding for understanding in the often‐unexplored epistemological terrain between positivist absolutism or its mirrored polar opposite, postmodern nihilism. Its epistemological stance derives from its ontology, which is grounded in the profound obviousness that ‘everything said is said by someone’. (shrink)

Over the past 50 years, postmodernism has been a progressively growing and influential intellectual movement inside and outside the academy. Postmodernism is characterised by rejection of parts or the whole of the Enlightenment project that had its roots in the birth and embrace of early modern science. While Enlightenment and ‘modernist’ ideas of universalism, of intellectual and cultural progress, of the possibility of finding truths about the natural and social world and of rejection of absolutism and authoritarianism in politics, philosophy (...) and religion were first opposed at their birth in the eighteenth century, contemporary postmodernism sometimes appeals to (and sometimes disdains) philosophy of science in support of its rejection of modernism and the enlightenment programme. (shrink)

Recent discussions of practice in this Journal have appealed to what they describe as the classical concept of practice. In this paper, it is argued that if there is a single classical concept of practice, it has not been described with sufficient clarity for it to be of use in illuminating or correcting anything, even our ‘radically ambiguous’ common-sense understanding of educational practice; and that there are writers today whose understanding of practical wisdom is far superior to that of the (...) modern philosophers whose treatment of the topic has been relied upon. (shrink)

Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis-described the terms in which he poses the alleged problem.

I argue that being wide awake is an epistemic virtue which enables me to recognize immediately that I'm wide awake. Also I argue that dreams are imaginings and that the wide awake mind can immediately discern the difference between imaginings and vivid sense experience. Descartes need only pinch himself.

An account of the feature all games share in virtue of which they are games.

This paper briefly addresses questions of confirmation and disconfirmation in psychoanalysis. It argues that psychoanalysis enjoys Bayesian support as an interpretive extension of commonsense psychology that provides the best explanation of a large range of empirical data. Suggestion provides no such explanation, and recent work in attachment, developmental psychology, and neuroscience accord with this view.

Darwin's and Freud's theories cohere in explaining human group conflict.

Psychoanalytic theory can be regarded as a cogent extension of commonsense psychology by interpretive means internal to it.

Wittgenstein's arguments about rule-following and private language turn both on interpretation and what he called our 'pictures' of the mind. His remarks about these can be understood in terms of the conceptual metaphor of the mind as a container, and enable us to give a better account of physicalism.

This paper argues that psychoanalysis enables us to see mental disorder as rooted in emotional conflicts, particularly concerning aggression, to which our species has a natural liability. These can be traced in development, and seem rooted in both parent-offspring conflict and in-group cooperation for out-group conflict. In light of this we may hope that work in psychoanalysis and neuroscience will converge in indicating the most likely paths to a better neurobiological understanding of mental disorder.

In his work on following a rule Wittgenstein discerned principles of interpretation that apply to commonsense psychology and psychoanalysis. We can use these to assess the cogency of psychoanalytic reasoning.

Infants apparently start to understand their experience via the linked concepts of numerical identity and spatio-temporally continuous objects during the forth month of life. As described by Piaget and Klein, this development requires them to synthesise their experience in a new ways: in particular they must start to acknowledge that the main target of their anger at frustration and the main target of their gratitude and love are the same person, who is unique and irreplaceable. This seems to have an (...) immediate consequence in the onset of separation distress and stranger anxiety, and apparently has far-reaching psychological consequences later. (shrink)

This is a provocative international and interdisciplinary collaboration between scholars of Nietzsche and philosophers of religion. Nietzsche, famous for declaring the death of God, nevertheless was responsible throughout his writing for the most telling modern meditation on the nature of the religions of the world, mysticism, the divine as a principle in culture, and the relation of mankind to the infinite. This collection deals with the full scope of Nietzsche's thought on this topic, encompassing Greek, Hebraic, Asian and Mystic religion. (...) Nietzsche scholarship has flourished immeasurably in recent years, not least in respect to the religious question. Nietzsche and the Divine will be an essential underpinning of this area for Nietzsche scholars and theological scholars alike. (shrink)

Freudian theory as an extension of commonsense psychology that is potentially cogent, cumulative, and radical.

This note is part of a discussion of Mark Solm's 'The Conscious Id'. -/- It seconds Solms' claim that recent work in neuroscience indicates that the subcortical mechanisms that generate motives also generate consciousness, and that his enables us to integrate neuroscience with the Freudian Ego and Id. -/- Still this is not reason to regard the Id as conscious. If we take full account of the role of conflict, as described in terms of the Freudian superego, we can see (...) that the complex role of aggression in human life ensures that much of our emotional life is unconscious. (shrink)

Freud's account of dreams can be understood via interpretive patterns that span language and action, enabling an extension of common sense psychology that is potentially cogent, cumulative, and radical.

A comparison between two teachers drawn from fiction leads to an exploration of the issues between those whose concept of education is focused on the curriculum, and those who understand that pupils are active agents in their education and that therefore some beneficial outcomes can result from pupil subversion of the school. This is developed as a concept of an adversarial curriculum, with particular reference to moral education.