The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in ‘tuning’ the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India’s self-sufficiency is crucially linked with the institutionalization of expertise and the (...) role of morality and responsibility. This linkage can be created through a proper understanding of the social role of the profession—what motivates the professionals and what makes professional life meaningful. Value education facilitates the process of moral maturity and the development of a ‘holistic’ mindset. This paper deals with the need to create such a mindset, the human values associated with it and gives examples of efforts to impart such education through ‘action-oriented’ programmes introduced in some institutes of engineering in India. (shrink)

From the time of the earliest self-conscious emergence of modern painting around 1905, there have not been widely accepted criteria by which to judge the artistic significance and value of the abstract and nonobjective styles that displaced the traditions of representational art. This circumstance has made the education of artists problematic. For the arts of literature and music, modernism was a relatively short-lived phase of innovation and experimentation that was played out in works that defied easy appreciation. The (...) attention of readers was soon exhausted by literary works such as James Joyce’s Ulysses, as was the attention of listeners exhausted by Arnold Schoenberg’s serialism. Authors returned to writing... (shrink)

In this article, I outline three critiques of analytic philosophy; that it is irrelevant to individuals and society; unconstructive; and excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because (...) analytic philosophy is often concerned with the analysis of ordinary concepts, there is at least some potential educational value to analytic philosophy insofar as it provides guidance about the meaning of ordinary concepts that ground ordinary questions. Taking P. F. Strawson's paradigmatically analytic account of philosophy, I show that analytic philosophy can directly address ordinary questions in a constructive manner. Analytic philosophy is neither irrelevant, unconstructive, nor excessively technical. (shrink)

What role should discussion of morality play in the moral education of children? There seem to be good reasons to believe that they should play a very minor role at best. Engaging children in philosophical dialogue about values is useless, it may be contended, because children are not truly rational. Also we cannot, for example, convince someone to be caring. Such discussion might even be dangerous, it may be claimed, because it will lead children to despair or to (...) skepticism. On this view, what children need, rather, is something more akin to training or habituation. We should show them what is right and what is wrong. (shrink)

In contrast to the abundance of discussion of Plato’s portrayal of the Socratic elenchos, relatively little work has been done on the elenchos as it appears in Xenophon. The reason is obvious: Xenophon makes much less use of the elenchus than Plato and what he does offer is not as interesting philosophically. Nevertheless, there are good reasons to look more closely at Xenophon’s portrait. It provides a corrective to the excessively intellectualizing portrait of the elenchus found in Plato’s writings, and (...) exhibits an educational quality that is characteristic of ancient Greek attitudes but not always stressed in treatments of Socrates. In the introduction to Bandini and Dorion 2000-2010, cxviii-clxxxii, Louis-André Dorion offers a probing analysis of the term elenchos as used by Xenophon and a broad survey of the elenchoi in Xenophon’s Socratic writings. Although Xenophon’s Socrates sometimes uses argumentation reminiscent of his Platonic cousin, this is only a minor part of his over-all conversational repertoire. Education is accomplished not by interrogation but by the direct and open communication of doctrine and by the practice of virtue (askēsis: see Mem. i 2.23, ii 1.1). Rather than employing the elenchos, Xenophon’s Socrates generally spends his time offering abundant useful advice to his friends. According to Dorion, Xenophon’s scant use of the elenchos is a result of his deep skepticism about its educational value. As a result of this skepticism, Xenophon creates an alternative portrait of Socrates in which interrogation plays a much smaller role. Dorion is certainly right to note that the elenchos is far less important for Xenophon than for Plato, but his conclusion is somewhat extreme. Although Xenophon does not focus on the Socratic elenchos, he does offer some portraits of it and he does not contest Plato’s fuller portrait of it either. This is because the elenchos does have some value for Xenophon, even if this value differs from what we may assume is its value in the Platonic portrait. As Morrison 1994 has shown, the elenchos serves a valuable role in selecting or preparing students for more substantive lessons. It can also play a valuable role in training for and acting in political affairs. And the elenchos can serve an educational role in another way, by contributing directly to the acquisition of virtue (sophrosune) by the interlocutor. I shall trace these significant roles of the elenchos for Xenophon. (shrink)

Values Education in Schools is a new resource for teachers involved in values and ethics education. It provides a range of 'practical philosophy' resources for secondary school teachers that can be used in English, religious education, citizenship, personal development and social science subjects. The materials include narratives to engage students in philosophical inquiry, doing ethics through the activity of philosophy, not simply learning about it.

This book is about values education in early years settings and discusses theory and concepts, as well as methodological and empirical perspectives. It explores issues such as the kinds of values that are communicated between educators and children and the kind of future citizens we foster in early childhood settings. It illustrates by way of cases involving many participants, including children, educators, and researchers, who have their roots in diverse contexts, and reside in different parts of the world, (...) including Australia, Denmark, Finland, Iceland, Norway, Slovenia, and Sweden. The book carefully considers the contextualized character of the cases presented, yet argues that the questions, theories, and methodologies emphasized do inform the international debate in manifold ways. Communication of values in a broad and diverse sense is central in any pedagogy, especially for the youngest children in the educational system. Still, values education has been neglected as a research field, in education in general and particularly in the early years. This book addresses this lack of knowledge by scrutinizing various questions about values education in ECEC settings. (shrink)

Against those who question that ethical character should be considered as convincing factor of the human constitution based on empirical reasons, Obiora F. Ike gives good arguments, based on the agenda of the human development and education across the planet, to reaffirm some truth about character formation. There should be no question that simplifications, related to some sort of skepticism over the moral character, are at best purely theoretical fanciness, at worst irresponsible. Passivity in a world made (...) of urgent challenges around education and economic inequalities is not acceptable. Our need to believe, to trust and to act in the real world, lead us to praise some dogmatism on the ground assumption that we act accordingly to our [moral] character. Education has shown us the value of developing moral character. Cross-situational consistency of integrity needs to be shared across cultures, against the impression that it opens a room for abuses, as integrity is also a social construct. (shrink)

The ethics of the Zhuāngzi is distinctive for its valorization of psychological qualities such as open-mindedness, adaptability, and tolerance. The paper discusses how these qualities and their consequences for morality and politics relate to the text’s views onskepticism and value. Chad Hansen has argued that Zhuangist ethical views are motivated by skepticism about our ability to know a privileged scheme of action-guiding distinctions, which in turn is grounded in a form of relativism about such distinctions. Against (...) this, Icontend that the Zhuāngzi’s skepticism and its ethical stance jointly rest on a metaethical view of value as inherently plural, perspectival, heterogeneous, and contingent. This view provides grounds for moral consideration toward others and for political liberalism. It also explains how the psychological qualities valorized in the Zhuāngzi contribute to the value of our individual lives, by showing what their absence costs us. (shrink)

Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they comprise a tradition that establishes the impossibility of instruction and the imperative to undertake it. The value of this tradition for contemporary education is that it redirects attention away from performance assessments (...) and learning outcomes to the ethical, aesthetic, and metaphysical dimensions of schooling. I argue that philosophers of education are uniquely responsible for teaching this tradition so that instruction might be undertaken in the right spirit. To this end, my essay is divided into three parts. In the first part, I explain why instructional skepticism has not been prominent in philosophy of education. I follow up, in the second part, by clarifying my choice of the term ‘instruction.’ In the third part, I sketch the instructional philosophies that ‘book-end’ this tradition: those of Plato and Wittgenstein. (shrink)

In this essay, a quintet of values in doing philosophy of music education are examined: the need for a broad view, a personal perspective, a constructive vision, a relevant plan, and the courage to speak about important issues in music education. The following questions frame the analysis of each, in turn: What do these values mean? What importance do they hold today? How can they be expressed practically in the life and work of philosophers and those interested (...) in the philosophy of music education? (shrink)

This article, drawing on philosophical sources, proposes a certain way of seeing the nature and scope of values education: as a matter of ‘sustaining the ethical environment’. The idea is introduced that just as we live in a physical environment we also live in an ethical environment, ‘the surrounding climate of ideas about how to live’. It is argued that there are some illuminating analogies between our responsibility for the quality of the physical environment and our responsibility for (...) the quality of the ethical environment. Values education, in turn, can be seen as an important way in which we can collectively attend to the quality of the ethical environment; in doing so, we should put positive value on diversity within that environment. This way of seeing values education suggests a way in which teachers can realistically see their own responsibilities for values education. (shrink)

The article examines the situation associated with the spread of social networks, which brought not only new communication opportunities, but also the risks of blurring the boundaries between privacy and publicity. People voluntarily share personal data in exchange for public acceptance. This information is recorded and studied by various government and commercial institutions. The danger to information privacy as a right to control access to personal information is aggravated by the peculiarities of online communication, which is characterized by “context collapse”: (...) the merging of different audiences with different norms and values. Content posted on social media is searchable beyond a specific point in time and situation. If offline communication involves a foreseeable number of interlocutors, there is an “invisible audience” on social networks, which leads to information asymmetry. However, despite the fact that most users are aware of the potential dangers of privacy breaches, they share personal information on social networks. This phenomenon is called the privacy paradox. The reasons for this behavior are a lack of technical and social skills, a reluctance to spend time and energy on measures to minimize risks, a desire to have wide social connections and skepticism about the effectiveness of the efforts being made. The behavior of users on social networks is influenced primarily by factors such as age and education. The most concerned about the preservation of privacy are young people and middle-aged people, as they have to manage the most complex social relations. (shrink)

A central problem for phronetic case-based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves cannot generate. To resolve this practical and theoretical problem, Nicolas (...) Tanchuk and Alyssa Emery argue for a Deweyan approach to teacher ethics that asserts two central theses: First, negatively, that inductive evidence warrants skepticism about any normative theory grounded in external reasons — (purported) reasons that are actually or possibly disconnected from an agent's motivational set of beliefs, desires, and dispositions. Second, that a cognitive and affective orientation toward solving problems through learning survives skepticism about external ethical reasons, grounding the commitments of many anti-oppressive teacher educators. (shrink)

Helping scientists and engineers challenge received assumptions about how science, engineering, and society relate is a critical cornerstone for macroethics education. Scientific and engineering research are frequently framed as first steps of a value-free linear model that inexorably leads to societal benefit. Social studies of science and assessments of scientific and engineering research speak to the need for a more critical approach to the noble intentions underlying these assumptions. “Science Outside the Lab” is a program designed to (...) help early-career scientists and engineers understand the complexities of science and engineering policy. Assessment of the program entailed a pre-, post-, and 1 year follow up survey to gauge student perspectives on relationships between science and society, as well as a pre–post concept map exercise to elicit student conceptualizations of science policy. Students leave Science Outside the Lab with greater humility about the role of scientific expertise in science and engineering policy; greater skepticism toward linear notions of scientific advances benefiting society; a deeper, more nuanced understanding of the actors involved in shaping science policy; and a continued appreciation of the contributions of science and engineering to society. The study presents an efficacious program that helps scientists and engineers make inroads into macroethical debates, reframe the ways in which they think about values of science and engineering in society, and more thoughtfully engage with critical mediators of science and society relationships: policy makers and policy processes. (shrink)

This book is an important contribution to the Values literature on the meanings of work. These essays explore the philosophical, ethical, religious, and social foundations that underscore so much of the current thinking and concern about work satisfaction and the place of work in the search of meaning. Various points of view are presented and these include among others historical perspectives, empirical studies and cross-cultural explorations. The result is a compelling and critical volume which challenges many basic cultural and (...) empirical assumptions and raises many questions about values and value-based decisions. (shrink)

Debunking arguments aim at defeating the justification of a belief by revealing the belief to have a dubious genealogy. One prominent example of such a debunking argument is Richard Joyce’s evolutionary debunking explanation of morality. Joyce’s argument targets only our belief in moral facts, while our belief in prudential facts is exempt from his evolutionary critique. In this paper, I suggest that our belief in prudential facts falls victim to evolutionary debunking, too. Just as our moral sense can be explained (...) in evolutionary terms, so presumably can our tendency to judge our actions in prudential terms. And if the evolutionary explanation of our moral sense has an undermining effect, then so does the evolutionary explanation of our belief in prudential facts. This also undermines moral fictionalism, the view that we have prudential reasons to maintain moral discourse as a fiction. I consider and refute four possible objections to the suggested debunking of our belief in prudential normativity. (shrink)

Teaching business ethics and corporate social responsibility should neither be misconstrued as a plea for moral rectitude, nor as a limited utilitarian recipe for managing public interest issues or stakeholders — as it too often is. Rather, teaching CSR should allow students to recognize corporations as social institutions so that they can gauge their impact on a social scale and better weigh the values that inform them.However, this vision of CSR training has not found many supporters in North American schools (...) of management, even as the demand for ethics education continues to increase. Our paper endeavours to clarify the bipolar origins of the rising concern around ethics in the business world and how demand for more ethical corporate management is impacting demand for ethics education in management programs. We have noted that despite the intensity of demand, there is a great deal of skepticism and strong resistance to the integration of ethics and social responsibility into the education of management students. Therefore, while providing a preliminary assessment of ethical training in North American schools of management, we raise questions regarding current objectives and those that could be pursued. With these factors in mind, teaching choices that inspired the development of a new course in economic and social ethics can be presented and justified. (shrink)

Over the last few decades, skepticism about political and moral experts has grown into a serious social problem, undermining the functioning of liberal democratic regimes. Indeed, meritocracy-that is, government by hard working, public-spirited people with high levels of relevant expertise-has never looked so promising as an alternative to the dangers of know-nothing populism. One cultural tradition has devoted sustained attention to the idea of meritocracy, as well as to the cultivation of true expertise or mastery: Confucianism. Mastery, Dependence, (...) and the Ethics of Authority presents a compelling analysis of expertise and authority, and examines classical Confucian conceptions of mastery, dependence, and human relationships in order to suggest new approaches to these issues in ethics and political theory. Contemporary Westerners are heirs to multiple traditions that are suspicious of authority, especially coercive political authority. We are also increasingly wary of dependence, which now often seems to signify weakness, neediness, and pathology. Analysts commonly presume that both authority and dependence threaten human autonomy, and are thus intrinsically problematic. But these judgments are mistaken. Our capacity for autonomy needs to be cultivated over time through deliberate practices of training, in which we depend on the guidance of virtuous and skilled teachers. Confucian thought provides a subtle and powerful analysis of one version of this training process, and of the social supports such an education in autonomy requires-as well as the social value of having virtuous and skilled leaders. Early Confucians also argue that human life is marked by numerous interacting forms of dependence, which are not only ineradicable, but in many ways good. On a Confucian view, it is natural, healthy, and good for people to be deeply dependent on others in a variety of ways across the full human lifespan. They teach us that individual autonomy only develops within a social matrix, structured by relationships of mutual dependence that can either help or hinder it, including a variety of authority relations. (shrink)

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching (...) how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education. (shrink)

Medical ethics involve more than a prohibition against advertising or solicitation of patients, or a limit on the height of the letters on a doctor's office door. The true ethics of health care are the fundamental values that guide-or should guide-physicians in every aspect of their interaction with patients, their families, and society at large. Professional ethics is a complex and controversial issue, but one that must be dealt with in an era of increasing skepticism about the practice (...) of medicine. Medical Stewardship is a carefully reasoned historical and philosophical inquiry into the origins of our notions of medical ethics, and the ways in which a true sense of the doctor's proper role can be restored. Tracing the development of medical ethics from ancient times to the modern era, Dr. Kepler consides them in relation to the medical profession of today. He considers several areas seldom discussed in works on medical ethics: the exploitation of the patient, preventive versus disease treatment, ethical problems in medical education, drug abuse by physicians, the ethics of organized medicine, and some important but under-utilized roles of the physician. (shrink)

The article examines the situation associated with the spread of social networks, which brought not only new communication opportunities, but also the risks of blurring the boundaries between privacy and publicity. People voluntarily share personal data in exchange for public acceptance. This information is recorded and studied by various government and commercial institutions. The danger to information privacy as a right to control access to personal information is aggravated by the peculiarities of online communication, which is characterized by “context collapse”: (...) the merging of different audiences with different norms and values. Content posted on social media is searchable beyond a specific point in time and situation. If offline communication involves a foreseeable number of interlocutors, there is an “invisible audience” on social networks, which leads to information asymmetry. However, despite the fact that most users are aware of the potential dangers of privacy breaches, they share personal information on social networks. This phenomenon is called the privacy paradox. The reasons for this behavior are a lack of technical and social skills, a reluctance to spend time and energy on measures to minimize risks, a desire to have wide social connections and skepticism about the effectiveness of the efforts being made. The behavior of users on social networks is influenced primarily by factors such as age and education. The most concerned about the preservation of privacy are young people and middle-aged people, as they have to manage the most complex social relations. (shrink)

Paul Kurtz has been the dominant voice of secular humanism over the past thirty years. This compilation of his work reveals the scope of his thinking on the basic topics of our time and his many and varied contributions to the cause of free thought. It focuses on the central issues that have concerned Kurtz throughout his career: ethics, politics, education, religion, science, and pseudoscience. The chapters are linked by a common theme: the need for a new enlightenment, one (...) committed to the use of rationality and skepticism, but also devoted to realizing the highest values of humanist culture. Many writings included here were first published in magazines and journals long unavailable. Some of the essays have never before been published. They now appear as a coherent whole for the first time. Also included is an extensive bibliography of Kurtz's writings. Toward a New Enlightenment is essential for those who know and admire Paul Kurtz's work. It will also be an important resource for students of philosophy, political science, ethics, and religion. Among the chapters are: "Humanist Ethics: Eating the Forbidden Fruit"; "Relevance of Science to Ethics"; "Democracy without Theology"; "Misuses of Civil Disobedience"; "The Limits of Tolerance"; "Skepticism about the Paranormal: Legitimate and Illegitimate"; "Militant Atheism vs. Freedom of Conscience"; "Promethean Love: Unbound"; "The Case for Euthanasia"; and "The New Inquisition in the Schools.". (shrink)

Critical thinking and values are fundamental topics of interest in higher education. The current study is an empirical validation of a university’s effort to teach students to apply critical thinking to the recognition and articulation of values contained in focal essays. A Critical Thinking about Values Assessment (CTVA) is provided, which evaluates students’ responses regarding (1) key components of critical thinking, and (2) “critical thinking about values,” in response to the essays. These two criteria were assessed at (...) the beginning and end of the semester as part of a naturally-occurring quasiexperiment. Results provide some support for the reliability and validity of the CTVA and suggest that the program has a tenuous relationship with students’ critical thinking, but a moderate to strongrelationship with students’ ability to recognize and articulate values. (shrink)

Since Galileo, critics have waged a relentless assault against science, attacking it as dehumanizing, reductionist, relativistic, dominating, and imperialistic. Supporters meanwhile view science as synonymous with modernity and progress. The current debates over the role of science-- described by such headlines as Scientists are Urged to Fight Back Against `Politically Correct' Critics in The Chronicle of Higher Education--testify to how deeply divided we remain about the values and responsibilities of science in the modern age. Acknowledging the validity of (...) a deep skepticism about science but eager to preserve its strengths and values, Alfred I. Tauber's anthology seeks to avoid an either/or configuration. Science, Tauber argues, is fundamentally pluralistic and must accept detracting criticism as part of its very code in the hope that, in its defense, the scientific enterprise is strengthened and reaffirmed. Featuring essays by a wide range of interdisciplinary, classical, and contemporary thinkers such as Martin Heidegger, Thomas Kuhn, Hilary Putnam, Evelyn Fox Keller, and Max Weber, the work is divided into five parts: science and its worldview; the problem of scientific realism; the nature of scientific change; the boundaries of science; and science and values. (shrink)

The classical Indian Cārvāka (“Materialist”) tradition contains three branches with regard to the means of knowledge (pramāṇas). First, the standard Cārvākas accept a single means of knowledge, perception, supporting this view with a critique of the reliability and coherence of inference (anumāna). Second, the “more educated” Cārvākas as well as Purandara endorse a form of inference limited to empirical matters. Third, radical skeptical Cārvākas like Jayarāśi attempt to undermine all accounts or technical definitions of the means of knowledge (even perception) (...) in order to enjoy a life free from philosophical and religious speculation. These branches respectively present something akin to David Hume’s problem of induction, endorse a fallibilistic, mitigated skepticism, and embody a thoroughgoing skepticism about philosophy itself. While all three branches are skeptics about religious matters, each branch exemplifies a different variety of epistemological skepticism. (shrink)

The present education system is mainly object oriented material in nature but not subjective or spiritual. We study mainly subject viz. physic, chemistry, Biology, Computer, Applications, and Engineering etc.; which are related to the objective world, but we don’t ourselves, or the subjective world. There is story associated with a famous Greek philosopher, Socrates, who ones asked his disciples, what do you want to become in future?” One of them said that he wanted to become a lawyer, another wanted (...) to become a politician, so on and so forth. But one student told that he wanted to become a ‘man’. To become a man is very important, for unless we become a real man first, we will not be able to handle objective knowledge properly. That is why, speaking about education Swami Vivekananda said, “We must have life-building, man making, character-making assimilation of ideas”. So education must be subject-oriented. The subject orientation is an indispensable aspect of personality development. These are self-reliance, self-knowledge, self-control and self-sacrifice. A man of high personality must have the combination of super head, heart and hand. (shrink)

Effective interprofessional collaboration depends upon establishing understanding that respects differences in values and beliefs, and thus differences in response to the multiplicity of patient/client/user needs. To facilitate the latter, this article suggests that health and social care students need a formal knowledge of the meaning of values and the varieties of systems within which values are expressed. Students need especially to understand the genesis of their own professional value system and to recognize the gap that inevitably develops between the (...) values of the professional and those of the society within which a professional may function. The conceptual framework that underpins the approach to teaching values to health and social care professionals advocated here is derived from key concepts identified from the literature relating to education for, and participation in, a democratic, multicultural, multifaith society. These are: tolerance, compromise and education for dialogue. Finally, it is suggested that professional educators must take seriously the tasks of educating for professional pluralism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Astrology, Computers, and the VolksgeistDenis DuttonCarroll Righter is not a name you will recognize, unless, perhaps, you’re old enough and you grew up reading the Los Angeles Times. Righter was the Times’s astrologer, and encountering his name recently brought back a couple of memories from the early 1950s. I remember finding it strange that a man (he was pictured alongside his column) was called Carroll, though he didn’t spell (...) it like the girl who lived across the street. But especially I recall the fun we had when my father would read the horoscopes out loud and we’d compare them with the day’s events. Ours was a tough family for an astrologer to please, with rather different things happening to too many Aquarians, and a robust skepticism about anything of the sort later to be called “New Age.”How could I know that while we laughed and debated, somewhere else out there in the urban sprawl, Righter’s prognostications were being subjected to subtle and portentous analysis by that kingpin of the Frankfurt School, Theodor W. Adorno? Mirabile dictu, Adorno was living in L.A. at the time, and we now have his examination of Righter in The Stars Down to Earth, and Other Essays on the Irrational in Culture, edited with an excellent introduction by Stephen Crook (Routledge, $16.95). The result seems, now in the fullness of time, of mixed value and relevance. Adorno has produced an admirably accessible rhetoric of astrology, what he terms “content analysis.” In this, he is finding out for himself about the so-called cold-reading techniques of psychic consultation, practices long known to magicians and astrologers and only really understood by psychologists since Bertram Forer’s work in the 1940s. But beyond that, Adorno uses astrology to support and exemplify his theory of authoritarian irrationalism. As you might expect, this is more questionable. [End Page 424]To be sure, there are many intriguing observations throughout this mostly readable essay. In a passage perhaps even more true today than when it was written, Adorno says that a “climate of semi-erudition is the fertile breeding ground for astrology.” He refers to people who have gone just beyond the naive acceptance of the authority of science, but who don’t know enough, or who have not sufficiently developed “the power of thinking,” that they can replace such acceptance with anything better: “The semi-erudite vaguely wants to understand and is also driven by the narcissistic wish to prove superior to the plain people but he is not in a position to carry through complicated and detached intellectual operations.” In other words, quantum mechanics is pretty tough, but astrology offers sophisticated understanding of all reality in a few easy steps. Besides, astronomy is about those remote stars and planets out there—rather cold and impersonal. In Adorno’s apt title phrase, astrology brings it all down to earth, because it’s about the single most important thing in the universe: me. In an analogy that isn’t too far-fetched, he says that to the semi-erudite individual “astrology, just as other irrational creeds like racism, provides a short-cut by bringing the complex to a handy formula and offering at the same time the pleasant gratification that he who feels excluded from educational privileges nevertheless belongs to the minority of those who are ‘in the know.’” Someone once remarked that Scientology boosts self-esteem largely by giving semi-educated, degreeless persons impressive certificates to hang on their walls, and Adorno is right that there’s a similar syndrome at work with most New Age esoterica, including astrology. (In literary theory, there are no certificates, of course—you just have to learn the jargon.)Much to his credit, Adorno independently identifies many of the features of cold reading described by Forer and later writers, such as the persistent tendency of the client to personalize the general message. Of Righter’s “Follow up that intuition of yours,” or “Display that keen mind of yours,” Adorno says, “People who have any affinity at all to occultism are usually prepared to react to the information they are craving in such a way... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Astrology, Computers, and the VolksgeistDenis DuttonCarroll Righter is not a name you will recognize, unless, perhaps, you’re old enough and you grew up reading the Los Angeles Times. Righter was the Times’s astrologer, and encountering his name recently brought back a couple of memories from the early 1950s. I remember finding it strange that a man (he was pictured alongside his column) was called Carroll, though he didn’t spell (...) it like the girl who lived across the street. But especially I recall the fun we had when my father would read the horoscopes out loud and we’d compare them with the day’s events. Ours was a tough family for an astrologer to please, with rather different things happening to too many Aquarians, and a robust skepticism about anything of the sort later to be called “New Age.”How could I know that while we laughed and debated, somewhere else out there in the urban sprawl, Righter’s prognostications were being subjected to subtle and portentous analysis by that kingpin of the Frankfurt School, Theodor W. Adorno? Mirabile dictu, Adorno was living in L.A. at the time, and we now have his examination of Righter in The Stars Down to Earth, and Other Essays on the Irrational in Culture, edited with an excellent introduction by Stephen Crook (Routledge, $16.95). The result seems, now in the fullness of time, of mixed value and relevance. Adorno has produced an admirably accessible rhetoric of astrology, what he terms “content analysis.” In this, he is finding out for himself about the so-called cold-reading techniques of psychic consultation, practices long known to magicians and astrologers and only really understood by psychologists since Bertram Forer’s work in the 1940s. But beyond that, Adorno uses astrology to support and exemplify his theory of authoritarian irrationalism. As you might expect, this is more questionable. [End Page 424]To be sure, there are many intriguing observations throughout this mostly readable essay. In a passage perhaps even more true today than when it was written, Adorno says that a “climate of semi-erudition is the fertile breeding ground for astrology.” He refers to people who have gone just beyond the naive acceptance of the authority of science, but who don’t know enough, or who have not sufficiently developed “the power of thinking,” that they can replace such acceptance with anything better: “The semi-erudite vaguely wants to understand and is also driven by the narcissistic wish to prove superior to the plain people but he is not in a position to carry through complicated and detached intellectual operations.” In other words, quantum mechanics is pretty tough, but astrology offers sophisticated understanding of all reality in a few easy steps. Besides, astronomy is about those remote stars and planets out there—rather cold and impersonal. In Adorno’s apt title phrase, astrology brings it all down to earth, because it’s about the single most important thing in the universe: me. In an analogy that isn’t too far-fetched, he says that to the semi-erudite individual “astrology, just as other irrational creeds like racism, provides a short-cut by bringing the complex to a handy formula and offering at the same time the pleasant gratification that he who feels excluded from educational privileges nevertheless belongs to the minority of those who are ‘in the know.’” Someone once remarked that Scientology boosts self-esteem largely by giving semi-educated, degreeless persons impressive certificates to hang on their walls, and Adorno is right that there’s a similar syndrome at work with most New Age esoterica, including astrology. (In literary theory, there are no certificates, of course—you just have to learn the jargon.)Much to his credit, Adorno independently identifies many of the features of cold reading described by Forer and later writers, such as the persistent tendency of the client to personalize the general message. Of Righter’s “Follow up that intuition of yours,” or “Display that keen mind of yours,” Adorno says, “People who have any affinity at all to occultism are usually prepared to react to the information they are craving in such a way... (shrink)

Journal of Philosophy of Education, EarlyView.

Effective interprofessional collaboration depends upon establishing understanding that respects differences in values and beliefs, and thus differences in response to the multiplicity of patient/client/user needs. To facilitate the latter, this article suggests that health and social care students need a formal knowledge of the meaning of values and the varieties of systems within which values are expressed. Students need especially to understand the genesis of their own professional value system and to recognize the gap that inevitably develops between the (...) values of the professional and those of the society within which a professional may function. The conceptual framework that underpins the approach to teaching values to health and social care professionals advocated here is derived from key concepts identified from the literature relating to education for, and participation in, a democratic, multicultural, multifaith society. These are: tolerance, compromise and education for dialogue. Finally, it is suggested that professional educators must take seriously the tasks of educating for professional pluralism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Astrology, Computers, and the VolksgeistDenis DuttonCarroll Righter is not a name you will recognize, unless, perhaps, you’re old enough and you grew up reading the Los Angeles Times. Righter was the Times’s astrologer, and encountering his name recently brought back a couple of memories from the early 1950s. I remember finding it strange that a man (he was pictured alongside his column) was called Carroll, though he didn’t spell (...) it like the girl who lived across the street. But especially I recall the fun we had when my father would read the horoscopes out loud and we’d compare them with the day’s events. Ours was a tough family for an astrologer to please, with rather different things happening to too many Aquarians, and a robust skepticism about anything of the sort later to be called “New Age.”How could I know that while we laughed and debated, somewhere else out there in the urban sprawl, Righter’s prognostications were being subjected to subtle and portentous analysis by that kingpin of the Frankfurt School, Theodor W. Adorno? Mirabile dictu, Adorno was living in L.A. at the time, and we now have his examination of Righter in The Stars Down to Earth, and Other Essays on the Irrational in Culture, edited with an excellent introduction by Stephen Crook (Routledge, $16.95). The result seems, now in the fullness of time, of mixed value and relevance. Adorno has produced an admirably accessible rhetoric of astrology, what he terms “content analysis.” In this, he is finding out for himself about the so-called cold-reading techniques of psychic consultation, practices long known to magicians and astrologers and only really understood by psychologists since Bertram Forer’s work in the 1940s. But beyond that, Adorno uses astrology to support and exemplify his theory of authoritarian irrationalism. As you might expect, this is more questionable. [End Page 424]To be sure, there are many intriguing observations throughout this mostly readable essay. In a passage perhaps even more true today than when it was written, Adorno says that a “climate of semi-erudition is the fertile breeding ground for astrology.” He refers to people who have gone just beyond the naive acceptance of the authority of science, but who don’t know enough, or who have not sufficiently developed “the power of thinking,” that they can replace such acceptance with anything better: “The semi-erudite vaguely wants to understand and is also driven by the narcissistic wish to prove superior to the plain people but he is not in a position to carry through complicated and detached intellectual operations.” In other words, quantum mechanics is pretty tough, but astrology offers sophisticated understanding of all reality in a few easy steps. Besides, astronomy is about those remote stars and planets out there—rather cold and impersonal. In Adorno’s apt title phrase, astrology brings it all down to earth, because it’s about the single most important thing in the universe: me. In an analogy that isn’t too far-fetched, he says that to the semi-erudite individual “astrology, just as other irrational creeds like racism, provides a short-cut by bringing the complex to a handy formula and offering at the same time the pleasant gratification that he who feels excluded from educational privileges nevertheless belongs to the minority of those who are ‘in the know.’” Someone once remarked that Scientology boosts self-esteem largely by giving semi-educated, degreeless persons impressive certificates to hang on their walls, and Adorno is right that there’s a similar syndrome at work with most New Age esoterica, including astrology. (In literary theory, there are no certificates, of course—you just have to learn the jargon.)Much to his credit, Adorno independently identifies many of the features of cold reading described by Forer and later writers, such as the persistent tendency of the client to personalize the general message. Of Righter’s “Follow up that intuition of yours,” or “Display that keen mind of yours,” Adorno says, “People who have any affinity at all to occultism are usually prepared to react to the information they are craving in such a way... (shrink)

(1982). ’What is the Good?’: a comparison of young people's responses to two unfinished sentences about values. Educational Studies: Vol. 8, No. 2, pp. 113-121.

An argument is epistemically self-defeating when either the truth of an argument’s conclusion or belief in an argument’s conclusion defeats one’s justification to believe at least one of that argument’s premises. Some extant defenses of the evidentiary value of intuition have invoked considerations of epistemic self-defeat in their defense. I argue that there is one kind of argument against intuition, an unreliability argument, which, even if epistemically self-defeating, can still imply that we are not justified in thinking intuition has (...) evidentiary value. (shrink)

The integration of ethics into accounting curricula is a critical challenge facing accounting educators. The ethical subject matter to be covered and the role of the professor in ethical debates in the classroom are important unresolved issues. In this paper, we explore teaching basic values as an integral part of ethics education. Concern about indoctrination of students is addressed and the consistency of values education with the goals of ethics education is examined. A role for ethics (...) researchers in identifying and clarifying the basic values that define our profession is recommended, and suggestions for implementing values education in accounting ethics are provided. (shrink)

This paper begins by rehearsing some commonly heard conservative and radical objections to the idea of citizenship education. I then explore another potentially radical objection, implicit in the tenets of ‘character education’ and ‘socio-emotional learning’ but rarely stated explicitly. According to this objection, citizenship education, with its overarching ideal of democratic justice, politicises values education beyond good reason by assuming that political literacy and specific (democratic) social skills, rather than transcultural moral and emotional ‘basics’, are the (...) primary values to be transmitted. I show how this objection is based on three major disagreements about (a) the good and the right, (b) pluralism and (c) the connection between morality and politics. (shrink)

This paper begins by rehearsing some commonly heard conservative and radical objections to the idea of citizenship education. I then explore another potentially radical objection, implicit in the tenets of ‘character education’ and ‘socio-emotional learning’ but rarely stated explicitly. According to this objection, citizenship education, with its overarching ideal of democratic justice, politicises values education beyond good reason by assuming that political literacy and specific (democratic) social skills, rather than transcultural moral and emotional ‘basics’, are the (...) primary values to be transmitted. I show how this objection is based on three major disagreements about (a) the good and the right, (b) pluralism and (c) the connection between morality and politics. (shrink)

The main claim of this essay is that knowledge is no more
valuable than lasting true belief.
This claim is surprising. Doesn't knowledge have a unique
and special value? If the main claim is correct and if, as it seems,
knowledge is not lasting true belief, then knowledge does not have a unique value:
in whatever way knowledge is valuable, lasting true belief is just as valuable.
However, this result does not show that knowledge is worthless, nor does it undermine
our knowledge gathering (...) practices. There is, rather, a positive philosophical payoff:
skepticism about knowledge is defused. Assuming one can have lasting true belief,
then even if one cannot have knowledge, one can have something just as valuable.
. (shrink)

Faculty journals are one of the necessary platforms for qualified academic production. Since 2018, the number of the published journals of theology faculty has reached 56. The purpose of this study is to analyze the articles on religious education published at journals of theology faculty between 1925 and 2017 by virtue of the used research methods such as qualitative and quantitative, and numerical distribution according to the journals, subject area diversity, scientific research methods used, contributions of different science branches, (...) number of author and foreign language writing. Research is a type of descriptive and cross-sectional screening based on document analysis and content analysis. There are 604 articles on religious education published in journal of theology faculty. According to the results of the research, the religious education articles have a very wide subject network and the majority of the articles are the theoretical studies. Research is important in terms of revealing the current state of published works on religious education.SummaryReligious education is quite old as the practice, but as a scientific discipline is an area that can be considered new in Turkey. However, it should be noted that religious education has left behind a process that lasts nearly 40 years and has been making a rapid progress towards becoming a scientific discipline. In Turkey, the first journal of the Republican period in theology is The Journal of Dârü'l-Fünûn Faculty of Theology. it published 25 issues until 1933 in which the Dârü’l-fünûn Faculty of Theology ended its education. In this research, covering the 92-year period between 1925-2017, articles on religious education published in the journals of the faculty of theology have been evaluated by document analysis and content analysis. During the research, databases of all theology journals were examined through their web pages. There are 604 articles on religious education published in journals of theology faculty. There are only a limited number of studies in the literature that subject the articles in the field of religious education to assessment. The most relevant one to this research is the article by Kaymakcan and Ünsal about the religious education published in the journals of the theology faculty in 1952-2003. A total of 213 articles published in 18 journals of faculties were listed in alphabetical order.The purpose of this study is to analyze the religious education articles published at journals of theology faculty between 1925 and 2017 by virtue of the used research method such as qualitative and quantitative, and numerical distribution according to the journals, subject area diversity, scientific research methods used, contributions of different science branches, number of author and foreign language writing. Research is a type of descriptive and cross-sectional screening based on document analysis and content analysis. The scope of the research is limited to 57 faculties. All articles of all academicians working / had worked in main science branch of religious education were included in the research. In addition, articles of title of religious education / religious teaching which were written by academicians from other fields were also included in the study.The evaluation process of the published articles on religious education in the journals of theology faculty from 1925 to 2017 is divided into three parts. The first is the period from 1925 to 1980. In this period, a total of 17 articles have been published and each year an average of 0.3 percent of articles. The second part is between the years 1995 and 1995 when the new divinity magazines began to be published. In this process, 55 religious education articles were published in the journals of the faculty of theology. In this period, the average number of articles per year is 3,4. The third part is from 1996 to the present. In this period, a total of 532 articles were published and the average of articles per year was 24. One of the results of the study is that the articles on religious education published in the journals of the Faculty of Theology have a wide range of topics. When the subject classification of the articles is examined, it can be seen that the articles are divided into 10 main subject / problem areas. Foundations of religious Education history of religious education, formal religious education, common religious education, informal religious education, ethics and values education, education based on religion, development and religious education, religious education in the countries, person surveys are from these main subject areas. Formal religious education is the area where the most articles are produced (189 article). When we look into the faculty journals the most studies were published in the Journal of Faculty of Theology of Ankara University with 86 articles. With 59 articles Uludag, with 52 articles 19 May, with 51 articles The Republican Journal of Theology follow Ankara University Faculty of Theology Journal. 65% of the articles (368) were written based on the literature review method. 23% of the articles were quantitative, 10% were qualitative and 2% had mixed methods. The number of articles using the qualitative method is 54 and the number of articles using the hash method is 14. According to the academic studies of the authors, the distribution of articles related to religious education is given. According to this, religious education branch constitutes 85% of all articles with 510 articles. 15% of them are composed of 89 articles which are contributed by 23 branches such as theology, philosophy, sociology, literature, educational sciences, and social services. When we look at the distribution of the articles according to the academic study areas of their authors, it is revealed that the science of religious education has an interdisciplinary aspect. It seems that there is an article level contribution to the field of religious education from almost every discipline in theology. When we analyze the articles about religious education published in the faculty of theology journals in terms of the number of authors, it is seen that only 43 of the 604 articles were carried out by more than one researcher. Of the 43 articles with more than one author, 8 were theoretical and the other 35 used empirical methods. When we look at the publication of the articles published in the journals of Theology Faculty in foreign languages, only 12 articles were published in foreign languages. This ratio corresponds to 2%. 7 of the 12 articles were published in German, 4 in English and one in Arabic. According to the results of the study, the rate of writing in a foreign language on the religious education is clearly insufficient. These two problems not only belong to the field of religious education, but also to all the disciplines of theology. In particular, production of articles in foreign languages is obvious that pose a problem for all academic fields in Turkey. In this issue, individual and institutional developments are highly needed. (shrink)

This study aims to reveal the nature of the Adep lesson, which is seen as an effort to transfer national and spiritual values to the next generation in Kyrgyzstan. In line with the purpose of the study, it focused on the questions of how the Adep lesson emerged, which factors are effective, what kind of discussions it brings, its place in the education system, what its purpose and principles are. The answers to these questions are constructed with a descriptive (...) design within the framework of inductive analysis. An effort are made to provide an idea about the Adep lessons and to clarify the meanings through descriptions. In this respect, our study draws attention as data for determining the situation of moral values education in Kyrgyzstan. At the same time, it is thought that it will contribute to making qualified decisions for moral values education. According to the results of the study, the Adep lesson emerged with the need for religious education, which plays an important role in the spiritual values of the society. However, as a result of the discussions within the framework of legal regulations, it has turned into moral and national values education. At the same time, the experience of the Adep lesson has revealed that the subject of religion in formal education can only be included as a cultural and social reality. In this context, the citizens of the Kyrgyzstan state should not ignore the religious preferences and the issue of consciously building their religious life. Rather than leaving religious education only to religious institutions, it would be useful to consider the complementarity of formal education and religious education. (shrink)

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education—what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop (...) for their own benefit and that of others; “childhood goods” are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes. (shrink)

The contributors discuss why character education is considered valuable, what character education is taken to mean, and identify and test hypotheses about various influences on the development of character through reporting on our research in UK schools, universities and businesses.

This paper explores the thesis that the overarching goal of education is to cultivate virtuous intellectual character. It is shown how finally valuing the truth is central to this theory on account of how such valuing is pivotal to intellectual virtues. This feature of the proposal might be thought to be problematic for a number of reasons. For example, it could be argued that truth is not valuable, that insisting on valuing the truth in educational contexts could be politically (...) dubious, or that there is something unduly prescriptive about an educational methodology that has this component. It is argued, however, that many of these grounds for concern are not sound on closer inspection. Properly understood, educating for virtuous intellectual character, even once the truth-valuing aspect of this thesis is made explicit, should not be a contentious proposal. (shrink)

The faith in progress that propelled the West for over four centuries is in decline due to its own success. The emergence of capitalism with its novel market imperatives has created both the poverty that causes political crises and the material growth that has destabilized the Earth’s climate. There is a growing sense that we are dominated by the technologies and social organizations that we hoped would liberate us. Individualism and secularity have left people feeling isolated and without a sense (...) of higher purpose, leading some to reject Enlightenment values in favor of traditionalisms and even neofascism. In universities, faculty struggle to prove their utility and relevance, because they cannot guarantee their graduates a decent living in a world of automation and globalized production. As a result of these trends, the West’s ability to produce responsible citizens is in question. Our students are largely inured to appeals to transcendent values because they are urged to be “practical.” Faculty are no longer encouraged to care about the character-building nature of a liberal education. United States universities are in danger of not having an independent voice, as those departments that can consistently get major external funding seek commercial applications for the products of their research. In the United States, ideologically based harassment and censorship of unpopular ideas takes place regularly and is a major deterrent to pursuing a career in higher education. Given these challenges, can intellectuals still make a difference in universities? Many have taken to social media and other ways of getting their ideas around the increasingly steep paywalls of academic publications and the de facto censorship in their institutions. Some of the most vibrant exchanges of ideas are now happening in other places, largely online. These venues draw in people who are trying their best to learn something they are unlikely to learn at universities. But are such alternatives truly sustainable or good enough? Higher education is at a crossroads in which even this “retreat and regroup” strategy is highly problematic. (shrink)

This paper addresses value changes that have occurred to college?educated youth as China is going through drastic social transformations under Western influences. It explains how socio?economic and cultural forces interplay within a particular historical and political context in bringing about such notable changes as individualism, materialism and moral crisis. Through exploring young people's perceptions of the relative status of China versus the West, represented by the USA, the paper reveals a collective inferiority complex and resulting dislocation of cultural (...) identities, manifested as national nihilism and a magnified, empty patriotism. Conclusions are drawn on the importance of educating the younger generations with a sound knowledge of Chinese history, culture and traditional values, and a sensible perspective as regards Western civilization. (shrink)