Approximately one in six top economic research papers draws an explicitly causal conclusion. But what do economists mean when they conclude that A 'causes' B? Does 'cause' say that we can influence B by intervening on A, or is it only a label for the correlation of variables? Do quantitative analyses of observational data followed by such causal inferences constitute sufficient grounds for guiding economic policymaking? The Philosophy of Causality in Economics addresses these questions by analyzing the meaning of (...) causal claims made by economists and the philosophical presuppositions underlying the research methods used. The book considers five key causal approaches: the regularity approach, probabilistic theories, counterfactual theories, mechanisms, and interventions and manipulability. Each chapter opens with a summary of literature on the relevant approach and discusses its reception amongst economists. The text details case studies, and goes on to examine papers which have adopted the approach in order to highlight the methods of causal inference used in contemporary economics. It analyses the meaning of the causal claim put forward, and finally reconstructs the philosophical presuppositions accepted implicitly by economists. The strengths and limitations of each method of causal inference are also considered in the context of using the results as evidence for policymaking. This book is essential reading to those interested in literature on the philosophy of economics, as well as the philosophy of causality and economic methodology in general. (shrink)

This dissertation addresses two questions at the center of critical debate about ecology’s ability to provide scientific guidance in efforts to address mounting environmental problems. The first concerns whether and, if so, how theoretical ecological models (TEMs) can usefully inform environmental policy and resource management decision-making. The second concerns whether and, if so, in what manner the entities such models characterize (i.e., ecological populations, communities, and systems) exist. Throughout this work, I clarify how these questions are, and are not, (...) related and infer answers to each by analyzing the arguments of critics of theoretical, TEM-based, ecological research and analyzing ecologist’s practices of using TEMs in landmark research studies. My analyses illuminate numerous ways in which theoretical ecological research can aid in environmental policy and resource management decision-making, and show that modern ecologists embrace a largely ontology-neutral metaphysics and instrumentalist epistemology (contrary to the received view among critics of ecology). I defuse a number of popular criticisms of theoretical ecological research by showing that they rely on confusions about ecology’s conceptual foundations and the reasoning processes employed in theoretical ecological research. At the same time, I take pains to isolate the substantive point about the limitations of such research that critics can reasonably make. Accordingly, the overarching structure of this dissertation sees it as an effort to, first, isolate the substantive point critics make about the limitations of theoretical ecological research and then identify ways in which such research can aid in practical decision-making despite those limitations. This dissertation pushes forward the philosophical and broader crossdisciplinary dialogue concerning ecology’s conceptual foundations and practical value, while at once directly addressing the ever more urgent practical need to make plain how theoretical ecological research can usefully inform crucially important political, ethical, and management decisions about how best to cope with mounting environmental problems. It contributes to multiple disciplines as such, and students and professionals of all stripes interested in ecology and its practical applications should find resources to extend their own investigations in it. (shrink)

Lectures from experts in scientific research, law, insurance, philosophy, ethics, theology and public policy.

This article is mainly concerned with the methodology of public policy studies and how this methodology compares with that of standard scientific studies. The main systematic section of the article develops a concept of justified policy which is related to the concept of justified procedure that originates in ancient Greek mathematics. The last section sketches some ways in which philosophers can make a methodological contribution to policy analysis. Possible contributions are discussed under four headings: numerical models, statistical (...) methodology, philosophy of applications, and analysis of predictions. (shrink)

In recent years, philosophers of science have taken renewed interest in pursuing scholarship that is “socially engaged.” As a result, this scholarship has become increasingly relevant to public policy. In order to illustrate the ways in which the philosophy of science can inform public policy, this chapter focuses specifically on environmental research and policy. It shows how philosophy can assist with environmental policy making in three ways: clarifying the roles of values in policy-relevant (...) science; addressing scientific dissent, especially in response to “hot-button” policy issues; and responding thoughtfully to scientific uncertainty. (shrink)

The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy‐making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid‐1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on (...) the future of the English National Curriculum. Embedded in this is a critique of Michael Young's influential notion of ‘powerful knowledge’. (shrink)

This is the introduction to a special, guest-edited issue of Philosophy Today. It lays out the extent to which the philosophy of science has ignored science policy and argues that policy issues deserve attention in parallel with epistemological ones. It further reviews the historical development of science policy in the United States since World War II, identifies some recent contributions to critical reflection on basic science policy assumptions, and outlines a set of issues to (...) be addressed by any comprehensive philosophy of science policy. (shrink)

The post-Westphalian Nation State developed by becoming more and more an Information Society. However, in so doing, it progressively made itself less and less the main information agent, because one of the main forces that made the Nation State possible and then predominant, as a historical driving force in human politics, namely Information and Communication Technologies (ICTs), is also what is now making it less central, in the social, political and economic life of humanity across the world. ICTs enable and (...) promote the agile, temporary and timely aggregation, disaggregation and re-aggregation of distributed groups around shared interests across old, rigid boundaries represented by social classes, political parties, ethnicity, language barriers, physical and geographical barriers, and so forth. Similar novelties call for a serious exercise in conceptual re-engineering. This paper argues for the need to understand how the new informational multiagent systems may be designed in such a way as to take full advantage of the socio-political progress made so far, while being able to deal successfully with the new global challenges (from the environment to the financial markets) that are undermining the legacy of that very progress. (shrink)

The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy-making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid-1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on (...) the future of the English National Curriculum. Embedded in this is a critique of Michael Young's influential notion of ‘powerful knowledge’. (shrink)

Reviews the book "Science, Truth, and Democracy," by Philip Kitcher.

The overall question addressed in this article is,‘What kind of philosophy of education is relevant to educational policy makers?’ The article focuses on the following four themes: The meanings attached to the term philosophy by philosophers themselves; the meanings attached to the term philosophy by policy makers; the difference place and time makes to these meanings; how these different meanings affect the possibility of philosophy influencing policy.The question is addressed using philosophical methods and (...) empirical evidence from conversations and conversational interviews with some philosophers of education and other educational researchers.The argument begins with an investigation of different ways of understanding philosophy and philosophy of education in relation to education and educational policy. It then examines first the current policy context and secondly some evidence about the practices of policy makers in relation to ideas and to research. It goes on to present some of the findings from the conversational evidence.The article is drawn together in the penultimate section where I make some suggestions about possible fruitful relationships between doing philosophy and policy making. Finally, in the concluding section, some further—thorny—questions are raised by the analysis, especially in relationship to ethics and social justice. (shrink)

Is a policy-friendly philosophy of science possible? In order to respond this question, I consider a particular instance of contemporary philosophy of science, the semantic view of scientific theories, by placing it in the broader methodological landscape of the integration of philosophy of science into STS (Science and Technology Studies) as a component of the overall contribution of the latter to science policy. In that context, I defend a multi-disciplinary methodological integration of the special discipline (...) composing STS against a reductionist interdisciplinary unification, arguing that if STS wants to contribute to policy advising by constructing narratives of science practice feasible for science policy both in terms of descriptive completeness and intelligibility, then it must avoid the explanatory reductionism tendencies of special disciplines in interdisciplinary contexts. This would favour, at the same time, a relaxation of esoteric language. On this basis, it seems that the semantic view is one right candidate among other approaches in the philosophy of science for facilitating the integration of the methodologically different contributions to STS toward policy objectives. In fact, besides offering a more realistic and descriptively complete picture of science practice with respect to its predecessor in the philosophy of science, namely the syntactic view, the semantic view is also able to capture some aspects of science practice that elude even sociological approaches to STS, thus inviting different perspective on the same subject matter. (shrink)

The goal of this paper is to articulate and advocate for an enhanced role for philosophers of science in the domain of science policy as well as within the science curriculum. I argue that philosophy of science as a field can learn from the successes as well as the mistakes of bioethics and begin to develop a new model that includes robust contributions to the science classroom, research collaborations with scientists, and a role for public philosophy through (...) involvement in science policy development. Through an analysis of two case studies, I illustrate how philosophers of science can make effective and productive contributions to science education as well as to interdisciplinary scientific research, and argue for the essential role of philosophers of science in the realm of science policy. (shrink)

The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy‐making and the moral dimensions of (...) teaching. The whole is preceded by a provocative introductory essay written by Wilfred Carr, the book's editor. In it he suggests a different Aristotelian perspective on these issues, a different narrative from the usual contemporary post‐analytic one we are used to and a means of responding to them, inspired mainly by the work of Alasdair MacIntyre. This essay both takes up Carr's provocations in this Introduction and comprehensively reviews the book and the chapters in it. (shrink)

The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy-making and the moral dimensions of (...) teaching. The whole is preceded by a provocative introductory essay written by Wilfred Carr, the book’s editor. In it he suggests a different Aristotelian perspective on these issues, a different narrative from the usual contemporary post-analytic one we are used to and a means of responding to them, inspired mainly by the work of Alasdair MacIntyre. This essay both takes up Carr’s provocations in this Introduction and comprehensively reviews the book and the chapters in it. (shrink)

Introduction. In conservative political philoso- phy in Germany at the end of the 20th century, there developed two main approaches to social policy. The first one, paternalistic and corporat- ist approach continued the line that had been established in the 19th century and assumed the active participation of the state in regulating social support. The second, the market one, adopted American ideas of the second half of the 20th cen- tury and proposed limiting the scope of the welfare state (...) in order to save resources and avoid a nega- tive impact on the labor market. The purpose of the study is to analyze the argu- ments of the two directions of German conserva- tism at the end of the 20th century, their philo- sophical origin and their significance for politics. Methods. The article is based on the comparative historical approach, analysis of institutions and legal documents, and the hermeneutic method for studying the political, administrative and ideological context of the development of German conserva- tism at the end of the 20th century. Scientific novelty of the research. The article focuses on the intellectual heritage of German theorists, while the main attention of domestic and foreign researchers of conservative political philosophy of the late 20th century was attracted by American and British authors. Results. The key arguments of the paternalistic approach to social issues include pointing out the responsibility of elites for the well-being of the population and a strong state as a means of com- pensating for inequality in society. The arguments of the market approach are based on the appeal to the ideas of civic virtue and the protection of property as key forces that ensure social peace and well-being. Conclusions. In practice, the approach that offered the preservation and expansion of the welfare state prevailed, and favorable economic condi- tions, as well as institutional and ideological inertia, contributed to implementing solutions within the framework of this paradigm. But the ideas of the market approach have not lost their relevance, since the burden on the welfare state increases due to the aging of the population. (shrink)

The Philosophy of Social Science: A Contemporary Introduction examines the perennial questions of philosophy by engaging with the empirical study of society. The book offers a comprehensive overview of debates in the field, with special attention to questions arising from new research programs in the social sciences. The text uses detailed examples of social scientific research to motivate and illustrate the philosophical discussion. Topics include the relationship of social policy to social science, interpretive research, action explanation, game (...) theory, social scientific accounts of norms, joint intentionality, reductionism, causal modeling, case study research, and experimentation. (shrink)

A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between (...) class='Hi'>philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right. Such an exploration seeks to shed light on the proper métier of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike. (shrink)

This paper applies Oakeshott’s distinction between work and play to his philosophy of language education. The first part explores his critique of the vocational rationale for learning foreign languages and his affirmation of the intrinsic value or playful character of the activity. The second part of the article endeavours to give practical content to Oakeshott’s vision of studying language for the pleasure of the activity by drawing on sources that reflect the character of the experience in terms of playfulness.

Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated (...) and nuanced comprehension of the issues. Philosophy of Education is designed for general students of education who need to know something about philosophical thought and its exercise in teaching, learning, research, and educational policy. It assumes no previous training in philosophy. Ranging broadly from the great historical figures through John Dewey to contemporary representatives of both analytic and Continental traditions, it is always fair-minded, generous, and undogmatic. Attractive features are the author’s nondoctrinaire feminism, her commitment to the empowerment of students, and her coverage of the most recent trends in educational thought.This is an essential book not just for teachers and for future teachers but for anyone needing a survey of contemporary trends in the philosophy of education. (shrink)

Introduction : what is policy thought? -- The principle of policy statism -- The principle of policy goodness -- The principle of policy balance -- The principle of policy practicality -- The principle of policy humans : interpenetrated policy humans with nonhumans -- Concluding remarks.

This paper presents the main topics, arguments, and positions in the philosophy of AI at present (excluding ethics). Apart from the basic concepts of intelligence and computation, the main topics of ar-tificial cognition are perception, action, meaning, rational choice, free will, consciousness, and normativity. Through a better understanding of these topics, the philosophy of AI contributes to our understand-ing of the nature, prospects, and value of AI. Furthermore, these topics can be understood more deeply through the discussion of (...) AI; so we suggest that “AI Philosophy” provides a new method for philosophy. (shrink)

This co-edited volume compares Chinese and Western experiences of engineering, technology, and development. In doing so, it builds a bridge between the East and West and advances a dialogue in the philosophy of engineering. Divided into three parts, the book starts with studies on epistemological and ontological issues, with a special focus on engineering design, creativity, management, feasibility, and sustainability. Part II considers relationships between the history and philosophy of engineering, and includes a general argument for the necessity (...) of dialogue between history and philosophy. It continues with a general introduction to traditional Chinese attitudes toward engineering and technology, and philosophical case studies of the Chinese steel industry, railroads, and cybernetics in the Soviet Union. Part III focuses on engineering, ethics, and society, with chapters on engineering education and practice in China and the West. The book’s analyses of the interactions of science, engineering, ethics, politics, and policy in different societal contexts are of special interest. The volume as a whole marks a new stage in the emergence of the philosophy of engineering as a new regionalization of philosophy. This carefully edited interdisciplinary volume grew out of an international conference on the philosophy of engineering hosted by the University of the Chinese Academy of Sciences in Beijing. It includes 30 contributions by leading philosophers, social scientists, and engineers from Australia, China, Europe, and the United States. (shrink)

This book offers an up-to-date overview of the research on philosophy of mathematics education, one of the most important and relevant areas of theory. The contributions analyse, question, challenge, and critique the claims of mathematics education practice, policy, theory and research, offering ways forward for new and better solutions. The book poses basic questions, including: What are our aims of teaching and learning mathematics? What is mathematics anyway? How is mathematics related to society in the 21st century? How (...) do students learn mathematics? What have we learnt about mathematics teaching? Applied philosophy can help to answer these and other fundamental questions, and only through an in-depth analysis can the practice of the teaching and learning of mathematics be improved. The book addresses important themes, such as critical mathematics education, the traditional role of mathematics in schools during the current unprecedented political, social, and environmental crises, and the way in which the teaching and learning of mathematics can better serve social justice and make the world a better place for the future. (shrink)

"Race" is so highly charged and loaded a concept it often hampers critical thinking about racial practice and policy. A philosophical approach allows us to isolate and analyse the key questions: What is race? Can we do without race? What is racism and why is it wrong? What should our policies on race and racism be? The Philosophy of Race presents a concise and up-to-date overview of the central philosophical debates about race. It then builds on this philosophical (...) foundation to analyse the sociopolitical questions of racism and race-relevant policy. Throughout, the discussion is illustrated with a wide range of examples: Afro-American 'blackness'; British-Asian racial formation; Aboriginal identity in Australia; the racial grouping of Romany-Gypsies and Jews in Europe; categories of race in Brazil; and the concept of model minorities in the US and UK. (shrink)

These essays assess market liberal or libertarian political theory. They provide insights into the limits of government, develop market-oriented solutions to pressing social problems, and explore some defects in traditional libertarian theory and practice. Some of the essays deal with crucial theoretical issues, asking whether the promotion of citizens' welfare can serve as the justification for the establishment of government, or inquiring into the constraints on individual behavior that exist in a liberal social order. Some essays explore market liberal or (...) libertarian positions on specific public policy issues, such as affirmative action, ownership of the airwaves, the provision of healthcare, or the regulation of food and drugs. Other essays look at property rights, the morality of profit-making, or the provision of public goods. Still others address libertarianism as a political movement, suggesting ways in which libertarians can reach out to those who do not share their views. (shrink)

Philosophy of science attempts to reconstruct science as a rational cognitive enterprise. In doing so, it depicts a normative ideal of knowledge acquisition and does not primarily seek to describe actual scientific practice in an empirically adequate way. A comprehensive picture of what good science consists in may serve as a standard against which we evaluate and criticize actual scientific practices. Such a normative picture may also explain why it is reasonable for us to trust scientists – to the (...) extent that they live up to the ideal – and to rely on their findings in decision making. Likewise, a sound normative understanding of science exposes the limits of scientific understanding and prevents us from placing blind faith in scientists and experts. For these reasons, philosophy of science represents a useful resource and background theory for the practice and study of science communication. In this handbook article, we provide an opinionated introduction to philosophy of science by flashing a light on 22 central issues which (we think) are of special interest to scholars and practitioners of science communication – and, in particular, to scholars and practitioners of external science communication. (shrink)

The article contains the replies to the collection of contributions discussing my research on the philosophy of information.

This new edition of _Philosophy of Education: The Key Concepts_ is an easy to use A-Z guide summarizing all the key terms, ideas and issues central to the study of educational theory today. Fully updated, the book is cross-referenced throughout and contains pointers to further reading, as well as new entries on such topics as: Citizenship and Civic Education Liberalism Capability Well-being Patriotism Globalisation Open-mindedness Creationism and Intelligent Design. Comprehensive and authoritative this highly accessible guide provides all that a student, (...) teacher or policy-maker needs to know about the latest thinking on education in the 21st century.'. (shrink)