Pierre Bourdieu was one of the most important thinkers of the twentieth century. He argued for, and practiced, rigorous and reflexive scholarship, interrogating the inequities and injustices of modern societies. Through a lifetime's explication of the ways in which schooling both produces and reproduces the status quo, Bourdieu offered a powerful critique and method of analysis of the history of schooling, and of contemporary educational polices and trends. Though frequently used in educational research, Bourdieu's work has had much less take (...) up in Educational Leadership, Management and Administration. Educational Leadership and Pierre Bourdieuargues that ELMA scholars have much to gain by engaging more thoroughly with his work. The book explains each of the key terms in Bourdieu's thinking tool kit, showing how the tripartite concepts of field, habitus and capitals offer a way through which to understand the interaction of structure and agency, and the limits on the freedom of an individual - in this case an educational leader - to act. Educational Leadership and Pierre Bourdieuoffers an analysis of dominant trends in ELMA research, examining the kinds of questions asked, projects undertaken and methods used. It provides alternative questions and methods based on a Bourdieusian approach, further readings and a range of exemplars of the application of these tools. The book will be of interest to those whose primary focus is the utility of Bourdieu's social theory. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Fischer suggests that the endless life of an immortal would be just as desirable as the very long but finite life of a long‐lived mortal. Fischer acknowledges that this is “one of the most difficult and challenging issues surrounding immortality.” This chapter answers the following: Why do we think, conversely, that being able to die makes a crucial difference? Why would an individual existence that could never come to an end necessarily be bad?. An immortal being could conceivably cycle through (...) an endless succession of such selves, each organized into a coherent and meaningful identity by the new life‐project born out of the collapse of the old one. The author argues, however, that the endless life of an immortal would necessarily fail to qualify as life worth living. So, were we ever to face that choice with which we began, we think living with death remains preferable to the alternative. (shrink)

Immortalité de l'âme, intelligence, distinction des substances, vie éternelle: ces questions, qui sont au coeur de la réflexion sur la nature de l'être humain, ont passionné les philosophes et les lettrés du Grand Siècle et du Siècle des Lumières. Un débat animé, polémique, s'est noué dans toute l'Europe savante et, notamment, de part et d'autre de la Manche. Avec pour fil conducteur l'émergence d'une conception laïque et matérielle de l'être humain, Ann Thomson nous fait partager l'effervescence féconde de ces (...) échanges et de ces débats. Elle nous initie aux polémiques théologico-politiques qui ont nourri la "crise de la conscience européenne" et ses prolongements, jusqu'au milieu du XVIIIesiècle. Consacrée à l'Angleterre après la Glorieuse Révolution de 1688, la première partie analyse les luttes idéologiques et religieuses de la fin du XVIIe et du début du XVIIIe siècle, replacées dans leur contexte historique, philosophique et scientifique, avant d'étudier la controverse sur Dieu, sur l'âme et sur la nature humaine. La deuxième partie, centrée sur les "premières Lumières" françaises, suit le cheminement des échos de ces controverses anglaises transmis par les passeurs huguenots et les voies clandestines de la circulation philosophique, puis analyse la spéculation scientifique et philosophique dans la première moitié du XVIIIe siècle. Ces vifs débats ont fait naître de multiples courants qui ont permis l'éclosion et l'épanouissement d'une pensée matérialiste qui s'affirma à partir des années 1760, dans le cadre, notamment, dune réflexion sur la génération. En soulignant le rôle joué par les polémiques théologiques protestantes mais également par la recherche médicale, cet essai d'histoire intellectuelle, transnationale, nous transporte au coeur de la philosophie des Lumières, et des "Lumières radicales". En même temps, il s'inscrit clans une histoire de longue durée, car les questions soulevées par ce livre continuent aujourd'hui d'interpeller les théologiens, les philosophes, les anthropologues, les neurobiologistes. Les penseurs des Lumières furent aux avant-postes d'une vertigineuse interrogation sur l'identité et la nature de l'homme. Pour la première fois, ce livre nous permet d'en explorer toutes les dimensions. (shrink)

The late eleventh and twelfth centuries were Europe's first age of pamphlet warfare, of invective and satire. The perceived failure, or at least hypocrisy, of its new institutions-the new monastic orders and the reformed papacy-gave rise to the phenomenon, and it was shaped by the study of grammar and rhetoric in the new Schools. The central figures in the texts in the present book are Bernard of Clairvaux, the powerful ostensible founder of the Cistercian order, and the popular and influential (...) teacher Peter Abelard, leader of the radical faction in the Schools of Paris. The event which sparked this controversy was the Church council at Sens in 1141 which had led to the condemnation of Abelard's doctrines. Abelard proposed to use reason to explain the mysteries of faith, and this had led him into all kinds of difficulties with established church doctrine. The leading light in the atttack on his ideas was Bernard, the famous abbot of Clairvaux, a group of whose letters, written to gather support for it before and after the Council, are presented here. A little while later Abelard was defended by the vituperative but otherwise unknown Berengar, who wrote an outrageous Apology attacking Bernard; we also edit his remaining polemical works: his Letter to the Carthusians, and his Letter to the Bishop of Mende. None of Berengar's works has been translated before. An extensive introductory essay describes the course of the debate and the personnel, and analyses the invective employed by both Bernard and Berengar. There is full annotation identifying the writers' sources and clarifying the issues."-- Back cover. (shrink)

Abstract In this paper I suggest a way that an already promising view on ethical art criticism can account for the value of mediocre artworks which endorse morally commendable perspectives. In order for the view I call prescriptive ethicism to deal with such cases of critical ambivalence, it must take account of the interaction between moral content and form in art. Such interaction is seen in the way the aesthetic features of an artwork partly determine its moral value, or success (...) in providing ethical insight. I argue that if a work lacks the kind of moral value which is determined by the interaction between form and content, then we have little reason to engage with that work. When a work expresses an otherwise commendable moral attitude in a clumsy or trite manner, while it is clearly compromised aesthetically, it is also compromised ethically. For such a work forfeits the ability to reveal new aspects of ethical life. (shrink)

This volume attempts to give a short account of Herbert Spencer's life, an appreciation of his characteristics, and a statement of some of the services he rendered to science. Prominence has been given to his Autobiography, to his Principles of Biology, and to his position as a cosmic evolutionist; but little has been said of his psychology and sociology, which require another volume, or of his ethics and politics, or of his agnosticism-the whetstone of so many critics. Our appreciation of (...) Spencer's services is therefore partial, but it may not for that reason fail in its chief aim, that of illustrating the working of one of the most scientific minds that ever lived, -whose excess of science was almost unscientific.-. (shrink)

It is commonly believed that disability disqualifies people from full participation in or recognition by society. This view is rooted in eugenic logic, which tells us that our world would be a better place if disability could be eliminated. In opposition to this position, I argue that that disability is inherent in the human condition and consider the bioethical question of why we might want to conserve rather than eliminate disability from our shared world. To do so, I draw together (...) an eclectic, rather than systematic, configuration of counter-eugenic arguments for conserving disability. The idea of preserving intact, keeping alive, and even encouraging to flourish denoted by conserve suggests that disabilities would be better understood as benefits rather than deficits. I present, then, a reading of disability as a potentially generative resource rather than unequivocally restrictive liability. In other words, what I consider here is the cultural and material contributions disability offers to the world. (shrink)

This article offers the critical concept misfit in an effort to further think through the lived identity and experience of disability as it is situated in place and time. The idea of a misfit and the situation of misfitting that I offer here elaborate a materialist feminist understanding of disability by extending a consideration of how the particularities of embodiment interact with the environment in its broadest sense, to include both its spatial and temporal aspects. The interrelated dynamics of fitting (...) and misfitting constitute a particular aspect of world-making involved in material-discursive becoming. The essay makes three arguments: the concept of misfit emphasizes the particularity of varying lived embodiments and avoids a theoretical generic disabled body; the concept of misfit clarifies the current feminist critical conversation about universal vulnerability and dependence; the concept of misfitting as a shifting spatial and perpetually temporal relationship confers agency and value on disabled subjects. (shrink)

I begin by distinguishing two notions of model, the notion of a truth-making structure and the notion of a mathematical model (in one specific sense). I then argue that although the models of the semantic view have often been taken to be both truth-making structures and mathematical models, this is in part due to a failure to distinguish between two ways of truth-making; in fact, the talk of truth-making is best excised from the view altogether. The result is a version (...) of the semantic view which is better supported by the direct evidence offered for it, better equipped to achieve its avowed aims, and, I think, closer to the intentions of the original proponents of the view in many ways, despite some of their own declarations to the contrary. (shrink)

In the first book of its kind, Garland-Thomson defines staring, explores the factors that motivate it, and considers the targets and the effects of the stare.

Why do people enjoy watching scary movies? Should we bet on the existence of God? Why is pleasure better than pain? And when is a duck not a duck? Mini Philosophy is a fascinating journey into what some of the greatest minds of the last 2500 years have to say about the big questions in life, and why they are relevant to us today. Covering everything from Sun Tzu's strategy for winning at board games to Freud's insights into our 'death (...) drive'; why De Beauvoir believed the mothering instinct is a myth to why Schopenhauer probably wasn't much fun at parties, these mini meditations will expand your mind (and bend it too). (shrink)

What has come to be called critical disability studies is an emergent field of academic research, teaching, theory building, public scholarship, and something I'll call "educational advocacy." The critical part of critical disability studies suggests its alignment with areas of intellectual inquiry, sometimes awkwardly called identity studies, rooted in the political and social transformations of the mid-20th century brought forward by the broad civil and human rights movement. These movements pressed both the law and the social order toward an expansion (...) of rights for people previously marginalized or excluded from full participation in exercising the obligations and benefits of equal citizenship. The ideas of... (shrink)

we always get to this difficult conversation one way or another when I'm talking to friends who have kids with disabilities. It goes like this: "If there had been a test for autism when my wife was pregnant with our son," my close friend tells me, "she would definitely have had an abortion." He tells me this with candor because he knows I know that this does not mean that he regrets having the son, grown up now, that they do (...) have. Parents with disabled children are usually rightfully wary about engaging in such conversations, but perhaps because I have a significant congenital genetic disability myself, we talk together about this with intimacy and mutual understanding. With his reflection about what we now... (shrink)

This edited volume brings together a range of perspectives on Educational Leadership, Management and Administration (ELMA) and various theories of resistance or compliance along with how policy and politics play out in school communities. The book makes a significant contribution to debates around theorising educational leadership and the implications of discourses on schooling and the politics of education. It brings together a broad array of international scholars to examine theories of resistance in ELMA and establish a resistance-oriented agenda for critical (...) ELMA research that promotes change and diverse ideas about leadership. Using both empirical data and conceptual analysis, the chapters provide opportunities for theorising the work and working conditions of educational leaders alongside questions of compliance and resistance that further improve the understanding of these concepts in the field. Providing cutting-edge research and theorisation into this emerging area, the book will be highly relevant for researchers, academics and postgraduate students in the fields of educational leadership, management and administration, and educational policy. It will also be of interest to school leaders. (shrink)

Berger and Miller assert that race and ethnicity based cultural competence is a failure because medicine grounds its conceptualization of cultural competence on a “flawed” understanding of r...

In lieu of an abstract, here is a brief excerpt of the content:The Ethical, Legal, and Social Implications Research Program at the National Human Genome Research InstituteEric M. Meslin (bio), Elizabeth J. Thomson (bio), and Joy T. Boyer (bio)Organizers of the Human Genome Project (HGP) understood from the beginning that the scientific activities of mapping and sequencing the human genome would raise ethical, legal, and social issues that would require careful attention by scientists, health care professionals, government officials, and (...) the public. The establishment of the ELSI (ethical, legal, and social implications) programs at the National Human Genome Research Institute (NHGRI) and the Department of Energy (DOE) was thought to be vital to the success of the HGP in the United States. It also provided a novel approach to the simultaneous study of ethical, legal, and social issues and basic scientific issues. Eric Juengst, the first director of the ELSI program, described its origins in a previous issue of the Kennedy Institute of Ethics Journal (Juengst 1991). Now in its seventh year, the ELSI program has accomplished much. This article summarizes the evolution and goals of the ELSI program at NHGRI, outlines the program’s current research priorities with examples of activities within each priority area, and provides a look to the future, including the initiation of a strategic planning process.Evolution and Goals of the ELSI Research ProgramThe HGP’s “genomic” goals are unique: to map and sequence the entire human genome—some 3 billion base pairs that make up approximately 80–100,000 genes—and the genomes of related model organisms by the year 2005. This goal was particularly ambitious since, when it was proposed, the technologies for mapping and sequencing had yet to be developed. When the HGP was first established, its organizers also elaborated a set of ELSI goals, which they saw as vital to the success of the genome project. The original ELSI goals were: (1) to anticipate and address the implications of the HGP for individuals and society and (2) to examine the ELSI consequences of mapping and sequencing the human genome in order to stimulate public discussion. To meet these goals, the NHGRI created its ELSI research program in 1990. Along with mapping, sequencing, [End Page 291] and mammalian genetics, ELSI was one of four original branches in the NHGRI Division of Extramural Research that funded research in those areas. Although the individual “branches” no longer exist, the mechanisms for funding research remain much the same. While the overall goals of the program have not changed, the specific ways of achieving the goals have continued to evolve. The importance of the ELSI program lies not in the collection of a full set of data that will be valuable in and of itself, but in the value of using and interpreting this new set of information.Early on, the NHGRI described a set of somewhat more specific goals: (1) to develop a program to help understand the ethical, legal, and social implications of the human genome project and (2) to identify and define the major issues of concern and develop policy options to address them. These more specific goals have been largely met. As the most recent biennial NHGRI Progress Report notes, “a robust ELSI research and education program has been established, many of the most urgent ELSI issues have been identified, and many policy options to address these issues have been proposed” (NCHGR 1995, p. 21). Between 1990 and 1996, ELSI provided more than $32.5 million in funding through 128 research and education grants in more than 30 states and in Canada (Table 1). The ELSI research budget is unique in that when originally created, it was specifically tied to the amount of money provided for the overall NHGRI budget. The NHGRI originally devoted 3 percent of its extramural budget to fund ELSI projects, but in FY 1991, it increased the ELSI budget to 5 percent, a figure that remains today. Table 2 lists the expenditures for each fiscal year since 1990 and the cumulative expenditures to date. The ELSI research budget at NHGRI this year will be about $7 million. When other sources of funding—e.g., co-funding arrangements with other institutes and agencies and the funding of ELSI... (shrink)

This paper examines the French erudite scholar Théodore Godefroy's (1580-1649) service to Cardinal Richelieu as a commercial expert. Using manuscripts that reveal his reading, connections and intellectual methods, it shows how Godefroy used his connections in the Parisian lettered circles and a politicized group within the Republic of Letters to gather commercial information, and used the techniques of juridical scholarship to organize his collection. His papers suggest that historians must look beyond a narrow canon of "mercantilist" works to understand seventeenth (...) century debates about the governance of commerce, to a broader context of debates about law, history, and sovereignty. (shrink)

The question is raised whether there are forms of reasoning peculiar to philosophy. But if one considers what has been written over the centuries in the name of philosophy, it hardly seems possible that there is any form of ‘reasoning’, however widely one uses that word, which has not been employed. Formal deductive reasoning, appeals to empirical data, arguments from the way in which language is used, arguments from analogy—it is not difficult to think of examples of all of these (...) and more. How effectively or successfully they have been used is, of course, another matter. (shrink)

The institution of slavery is an unjust institution. The aim of this paper is to provide an explanation of why it is unjust. I argue that slavery is unjust because it makes it impossible for slaves to realise both their interest in self-respect and their interest in being at home in the world. Furthermore, I argue that this explanation of the injustice of slavery also provides us with an argument for political equality.

Dive et al. argue to limit the scope, scale, and quantity of results in genomic screening programs at the population level. Their analysis offers two interrelated reasons for this recommendation: f...

James Frederick Ferrier was born in Edinburgh on June 16th, 1808. He was educated privately and at the Royal High School, Edinburgh. After spending two sessions at Edinburgh University, he entered Magdalen College, Oxford, where he graduated in 1831. Returning to Edinburgh, he qualified as an advocate in 1832, but devoted himself to philosophical studies, largely as a result of his close friendship with Sir William Hamilton. In 1838-9, he published An Introduction to the Philosophy of Consciousness in Blackwood's Magazine. (...) This was followed by a number of interesting articles and reviews, chiefly on sense-perception. In 1844, Ferrier deputised for SirWilliam Hamilton in the Chair of Logic and Metaphysics at Edinburgh, and, in the following year, he became Professor of Moral Philosophy and Politica Economy in St Andrews. In 1854, he published The Institutes of Metaphysics. He died in 1864, leaving behind him a valuable course of Lectures on Greek Philosophy, which was published posthumously. (shrink)

This book examines public policy in physical education and sport and provides insights into practices of school curriculum and after-school sport programs from a global context. The authors reflect on the continuously shifting understanding of the field of physical education and suggest a new direction for the profession.

This book examines public policy in physical education and sport and provides insights into practices of school curriculum and after-school sport programs from a global context. The authors reflect on the continuously shifting understanding of the field of physical education and suggest a new direction for the profession.

In lieu of an abstract, here is a brief excerpt of the content:53. AN INDEX OF HUME'S REFERENCES IN A TREATISE OF HUMAN NATURE The index below of Hume's references in the Treatise te the works of other authors excludes those which are accurate and full in his text (of which there are few) and those which are so general, e.g., to Spinoza's atheism, that no passage is specifiable. Hume mentions other writings, for which this index is compiled, in several (...) different ways. Occasionally he mentions the author's name, the title of his book and gives a reference which is less specific than it could be. These have been identified. Often he mentions an author's name only, e.g., de Retz, and in such cases the fullest possible reference has been given. One of Hume's notable intellectual gifts was his ability to distil several pages of a book into one or two sentences of crisp and accurate synthesis. (This skill is most apparent in his summaries of articles in Bayle' s Dictionary in his "Notes on Philosophy", of which the manuscript is in the Royal Society of Edinburgh Library.) In these instances, page references are impossible and the closest indication one can give is a section or chapter. Some of his references are anonymous, e.g., as an 'elegant writer' says, and so are some quotations. These have been identified with one exception. One anonymous reference (number 24 below) requires explanation because it is both anachronistic and interesting. Hume refers to an observation by "a late eminent philosopher". It is anachronistic because the book to which he refers was published after the Treatise; it is interesting because it provides further evidence of Hutcheson's influence on Hume and the latter' s regard for him. The explanation, for Hutcheson was still alive when Vol.11 of the Treatise appeared in 1739, is that 'late' is here being used in the sense of 'recent' - Hutcheson himself uses the word in the same way in referring to Mandeville when the latter was 54. alive. (An enquiry concerning moral good and evil. Section 1, VI.) Further, the System circulated widely among Hutcheson's friends in Scotland and over so many years that it finally appeared posthumously. That Hume could not cite a published work also accounts for the anonymity of the reference to someone he admired. It is often impossible to determine in which language or in which edition Hume read a particular author. Where there is evidence as to which language he used, the title has been given in that language. There are now so many extant editions of the Treatise that Volume, Part, Chapter and Section references are given, as well as the pagination of Selby-Bigge' s edition, so that readers of other editions may be able to use the index. 1.Vol. 1. Title-page. Tacitus, The Histories, Bk. I. 1. 2.Part 1, Sect. 1, p. 2, n. John Locke, An Essay concerning Human Understanding, Bk. I, Chap. I, 8. 3.Sect. VII, p. 17, n. George Berkeley, A Treatise concerning the Principles of Human Knowledge, Introductixi, Sect. 7, e_t seq. 4.Part II, Sect. II, p. 30, n. Nicolas de Malezieu, Elementa Geometrica. 5.Sect. Ill, p. 35, n. John Locke, Essay, Bk. II, Chap. XIV. 6.Sect. IV, p. 43, n. Antoine Arnauld, La logique ou l'art de penser. Part I, Chap. 5. (In some editions Pierre Nicole is named as co-author. The book is also known as the Port Royal Logic). 7.Sect. IV, p. 46, n. Isaac Barrow, Mathematical Lectures. 8.Part III, Sect. Ill, p. 80, n. Thomas Hobbes, Elements of Philosophy, Part Second, Chap. 9. And Tripos : in Three Discourse. Ill, of Liberty and Necessity. 55. Sect. Ill, p. 80, n. e.g., Samuel Clarke, A Demonstration of the Being and Attributes of God, Props. I-III, et. seq. 10.Sect. Ill, p. 81, n. John Locke, Essay, Bk. IV, Chap. X. 11.Sect. VIII, p. 100 and appendix Vol. Ill, p. 630. Cicero, De Finibus Bonorum et Malorum, Bk. V. 1.2. 12.Sect. XIII, p. 153. Jean Francois Paul de Gondi, Cardinal de Retz, Mémoires, Bk. III. The second 'observation' is from Book... (shrink)