Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide (...) range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation. (shrink)

In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...) two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short‐term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently‐available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long‐term policy. (shrink)

In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...) two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

The introduction of Philosophy and Ethics to the Western Australian Certificate of Education courses in 2008 brought philosophy into the Western Australian secondary school curriculum for the first time. How philosophy came to be included is part of a larger story about the commitment and perseverance of a relatively small number of Australian educators and their belief in the value of introducing philosophical communities of inquiry into school classrooms through a revised pedagogy which could sit comfortably with an outcomes-based education (...) system. (shrink)

Loss of self is widely regarded to be a consequence of dementia, and this perceived loss presents a variety of problems - not least because a clear understanding of the concept of self is elusive. This paper suggests a way to cut through problems that arise because we rely on conceptions of self in our understanding of the effects of dementia. It is proposed that we can avoid reliance on the concept of self through an approach based in in bio-phenomenology. (...) Such an approach would help us better understand the inner life of those with dementia and assist us to recognize that even in late stage dementia they are semiotic subjects with unique value. (shrink)

This paper provides a critical examination of philosophy teaching at all levels in Australian schools. It looks at the points of difference and congruence between the States and Territories and argues that teaching philosophy through the philosophical community of inquiry should be a core element of school curricula. In spite of a growing interest in philosophy in schools, its documented benefits and the high degree of “fit” with a revised curriculum in at least two states, the implementation of philosophy by (...) education departments has been relatively slow and piecemeal. There are discrete courses available in upper secondary school, but approaches differ between the various education jurisdictions. The work of the Federation of Australasian Philosophy in Schools Associations, and the branches at State level, provide training and networking for interested educators but this has not translated into policy. An education policy that gives a central role to good, clear philosophical thinking will give children the tools they need to succeed in the rapidly changing cultural, technological, social and cultural environment of the 21st Century. (shrink)

Vacuolar ATPases (V‐ATPases, V1Vo‐ATPases) are rotary motor proton pumps that acidify intracellular compartments, and, when localized to the plasma membrane, the extracellular space. V‐ATPase is regulated by a unique process referred to as reversible disassembly, wherein V1‐ATPase disengages from Vo proton channel in response to diverse environmental signals. Whereas the disassembly step of this process is ATP dependent, the (re)assembly step is not, but requires the action of a heterotrimeric chaperone referred to as the RAVE complex. Recently, an alternative pathway (...) of holoenzyme disassembly was discovered that involves binding of Oxidation Resistance 1 (Oxr1p), a poorly characterized protein implicated in oxidative stress response. Unlike conventional reversible disassembly, which depends on enzyme activity, Oxr1p induced dissociation can occur in absence of ATP. Yeast Oxr1p belongs to the family of TLDc domain containing proteins that are conserved from yeast to mammals, and have been implicated in V‐ATPase function in a variety of tissues. This brief perspective summarizes what we know about the molecular mechanisms governing both reversible (ATP dependent) and Oxr1p driven (ATP independent) V‐ATPase dissociation into autoinhibited V1 and Vo subcomplexes. (shrink)

This book addresses what 'nature' is and humans' obligations toward the natural world. Beginning with ideas traced from Aristotle through some of the significant figures in European philosophy, the author shows that each living thing is a unique source of value. This value puts humans under an obligation and adopting an attitude of responsibility to living things is an essential part of what it means to be human.

The use of expert evidence in courts has been problematic for many years and a focus on the ethics of witnesses has given rise to the widespread introduction of rules governing how experts may behave. But, in additions to the ethics of witnesses, the ethics of expert evidence also encompasses the ethics of lawyers; the financial and other costs of using experts; the use, or misuse, of science; the way claims to truth are made; and the impact on the law (...) itself. In short, despite recent clarification of rules for witnesses, there remain significant issues with how the legal system makes use of expert testimony. This article explores some of those issues. (shrink)

This is a textbook for secondary school students in Philosophy. It contains chapters on: critical reasoning; reasons and persons; action; mind and body; science; people and societies; culture; explanation and interpretation; aesthetics; language. It was written for students in the Western Australian school system, but can be used in other school systems.

This is a textbook for secondary school students in Philosophy. It contains chapters on: critical reasoning; justice and the good society; liberalism, democracy and republicanism; ethics and society; society and social sciences; ideas of God; religious and mystical experience; the meaning of life; moral theory; issues of life and death. It was written for students in the Western Australian school system, but can be used in other school systems.

This is a textbook for Philosophy in schools, designed for students in the 13-16 age groups. The chapters discuss work and community; laws and rights; critical reasoning; science and technology; persons; ultimate reality; friendship; rights and fairness; the good life.

This paper argues that specific individual informed consent and other forms of consent predicated on a right to autonomy may not in all circumstances be appropriate for the establishment and use of large data sets of health information. We suggest that there are inherent failings in such an approach, shortcomings that we analyse below. We argue that individuals share an obligation to contribute their data, as doing so is cost-free and benefits accrue to the population as a whole. Large health (...) data sets can be considered public goods – goods that are non-rival in consumption and in some cases non-exclusive in use – and contributing to these goods may be an obligation, the meeting of which allows citizens to invest in knowledge infrastructure. The approach argued for here is a variation of a communitarian ethic in which people have an obligation to contribute their data but have no correlative right to expect or receive an individual benefit. (shrink)

In this article we revisit the concept of a profession. Definitions of the concept are readily encountered in the literature on professions and we have collected a sample of such definitions. From this sample we distil frequently occurring elements and ask whether a synthesis of these elements adequately explains the concept. We find that bringing the most frequently occurring elements together does not adequately address the reason that society differentiates professions from other occupations or activities -- why there is a (...) concept of ‘profession’ at all. We suggest an alternative approach that attempts to make sense of the concept at a more general level. This more philosophical approach employs analytical tools from Julius Kovesi, Patricia Hanna and Bernard Harrison to address the question of what is the point of the concept. (shrink)

Why has the ‘Philosophy for Children’ movement failed to make significant educational inroads in Australia, given the commitment and ongoing efforts of philosophers and educators alike who have worked hard in recent decades to bring philosophy to our schools? In this article we single out one factor as having particular importance, namely, that, on the whole, teachers consider philosophical inquiry to be futile. We argue that the explanation rests with teachers’ underlying epistemological beliefs and that openness to philosophy depends upon (...) teachers being disposed to engage in the practices of reason-giving and reason evaluation, being aware of the epistemic value of such practices and, concomitantly, having highly developed reasoning skills. Drawing on both anecdotal evidence and wide-ranging research from within cognitive psychology, we go on to make a case for change within teacher education programmes. (shrink)

This article questions the commonly held view that professional ethics is grounded in general ethical principles, in particular, respect for client (or patient) autonomy and beneficence in the treatment of clients (or patients). Although these are admirable as general ethical principles, we argue that there is considerable logical difficulty in applying them to the professional-client relationship. The transition from general principles to professional ethics cannot be made because the intended conclusion applies differently to each of the parties involved, whereas the (...) premise is a general principle that applies equally to both parties. It is widely accepted that professionals are required to recognize that clients or patients possess rights to autonomy that are more than the general rights to personal autonomy accepted in ordinary social life, and that professionals are expected to display beneficence toward their clients that is more than the beneficence expected of anyone in ordinary social life. The comparative component of professional ethics is an intrinsic feature of the professional situation, and thus it cannot be bypassed in working out a proper professional ethics. Thus, we contend, the proper professional treatment of clients or patients has not been explained by appeal to general ethical principles. (shrink)

In this commentary on Michael Hand’s paper ’Moral education in the community of inquiry’, I argue that Hand is right to call for the Community of Inquiry method to include directive moral teaching. I do so in the light of having worked with this broader conception, or something very like it, in the writing of the NSW Primary Ethics Curriculum. Using examples from this curriculum, I aim to show the necessity of a broader Col, and to argue for a process (...) that involves even more direction. (shrink)

Identifying a range of key concerns related to representation and difference, Representing the Other offers a provocative agenda for the future development of feminist theory and practice. The book's contributors, including many key international researchers in women's studies, draw on personal experiences of speaking "for" and "about" others in their research, professional practice, academic writing, or political activism. They highlight problems of representing the Other with an ethnic or cultural background different from one's own and extend discussions of "Othering" to (...) representations of children, prostitutes, infertile women, fat women, gay men with HIV/AIDS, and people with disabilities. The reader, which includes articles and discussions from four issues of the journal Feminism & Psychology, also features new pieces and an extensive editorial introduction. Representing the Other will be integral reading for students and academics in women's studies, gender studies, and feminist theory across a range of social science disciplines, including social psychology, sociology, anthropology, sociolinguistics, social policy, and political science. (shrink)

De se attitudes seem to play a special role in action and cognition. This raises a challenge to the traditional way in which mental attitudes have been understood. In this chapter, we review the case for thinking that de se attitudes require special theoretical treatment and discuss various ways in which the traditional theory can be modified to accommodate de se attitudes.

For many people "animal rights" suggests campaigns against factory farms, vivisection or other aspects of our woeful treatment of animals. Zoopolis moves beyond this familiar terrain, focusing not on what we must stop doing to animals, but on how we can establish positive and just relationships with different types of animals.

Let me first state that I like Antti Revonsuo’s discussion of the various methodological and interpretational problems in neuroscience. It shows how careful and methodologically reflected scientists have to proceed in this fascinating field of research. I have nothing to add here. Furthermore, I am very sympathetic towards Revonsuo’s general proposal to call for a Philosophy of Neuroscience that stresses foundational issues, but also focuses on methodological and explanatory strategies.2 In a footnote of his paper, Revonsuo complains – as many (...) others do today – about what is sometimes called “physics imperialism”. This is the view that physics dominates the philosophy of science. I am not sure if this is still the case nowadays, but it is certainly historically correct that almost all work in the field of methodology centered around cases from physics. Although this has been changing, there are still plenty of special sciences philosophers did not worry about much. Admittedly, I am myself a trained physicist and not a neuroscientist and will therefore probably be biased negatively. As it is, I will discuss some examples from physics in order to illustrate my points. (shrink)

Professor H. L. Van Breda had hoped to write this preface, but his recent, unexpected and untimely death has left that task in my hands. Although my remarks will not be as eloquent and insightful as his surely would have been, some few words are clearly in order here; for the phenomenological community has not only lost the leadership of Fr. Van Breda these last years, but also the scholarship and leadership of Aron Gurwitsch and Alden Fisher - both contributors (...) to this volume - as well as that of Dorion Cairns and John Wild. Our leaders are fewer now but Herbert Spiegelberg is still very obviously one of them. This volume thus presents the work of some of the past and presently recognized leaders in phenomenology - e. g. Gurwitsch, Straus, and Fisher - but, more important perhaps, it also presents the work of some of those who are sure to be future leaders of our community of phenomenological philosophers, if in fact they have not already achieved this status. Most, if not all, of the contribu tors to this volume are in some way or another indebted to Herbert Spiegelberg and his work in phenomenology. (shrink)

Our research examined understandings of individual student target setting processes through semi?structured interviews with staff and students from two schools in England: a special school for students with severe learning difficulties and a linked mainstream secondary school. This article details some of the tensions and issues arising from perceived ownership of targets and the communication and sharing of these between and within schools, specifically focusing on dimensions of power and agency.

In their commentaries on Zoopolis, Alasdair Cochrane and Oscar Horta raise several challenges to our argument for a “political theory of animal rights”, and to the specific models of animal citizenship and animal sovereignty we offer. In this reply, we focus on three key issues: 1) the need for a groupdifferentiated theory of animal rights that takes seriously ideas of membership in bounded communities, as against more “cosmopolitan” or “cosmo- cosmopolitan” or “cosmo- cosmopolitan” or “cosmo- ” or “cosmo- or “cosmozoopolis” (...) alternatives that minimize the moral significance of boundaries and membership; 2) the challenge of defining the nature and scope of wild animal sovereignty; and 3) the problem of policing nature and humanitarian intervention to reduce suffering in the wild. (shrink)

This paper assesses the contribution of Karl Polanyi, a theorist largely ignored in fascism scholarship, toward understanding fascism’s interwar rise and present-day implications. In exploring Polanyi’s work in The Great Transformation and lesser-known and unpublished writings, a sophisticated and largely original conception of fascism emerges, rooted in the idea of ‘anti-individualism’ as its foundational trait. Polanyi accounts for fascism’s philosophical content, ideological plasticity, political function and societal form, intervening in debates over how to define fascism, its ambiguity with the populist (...) far-right, and on its both economically reactionary and socially revolutionary qualities. Polanyi’s analysis suggests an enduring vulnerability on the part of liberal capitalism to fascist currents as (1) a solution to the instability of the market economy (and broader incompatibility between capitalism and democracy) at the systemic level, and (2) to the crisis of the individual subject on a social and moral level. I end by considering how Polanyi’s theory might be applied to locate current neo-fascist movements and elucidate the sociological problems underpinning their existence. (shrink)

When we consider the issue of linguistic justice, we must define what we mean by language. Standardisation of languages is closely associated with the development of the nation state, and the de Saussurian conception of language as system is in concert with nationalism and its divisions. In the early twenty-first century, however, this view of the world as a mosaic of stable national monolingualisms is outdated. In a globalising world, much of the political, social and economic structure that is developing (...) is transnational and patterns of contact, both real and virtual, have become extraordinarily complex. In the resulting communities of communication of this superdiverse world, much language practice is more function driven than in the recent past. New practices mean that we cannot consider questions of linguistic justice in this new world order using the linguistic toolkit of the old. The flows, exchanges and networks of globalisation present us with a new paradigm and we need to recalibrate concepts. (shrink)

Bayesian epistemology addresses epistemological problems with the help of the mathematical theory of probability. It turns out that the probability calculus is especially suited to represent degrees of belief (credences) and to deal with questions of belief change, confirmation, evidence, justification, and coherence. Compared to the informal discussions in traditional epistemology, Bayesian epis- temology allows for a more precise and fine-grained analysis which takes the gradual aspects of these central epistemological notions into account. Bayesian epistemology therefore complements traditional epistemology; it (...) does not re- place it or aim at replacing it. (shrink)

This paper employs Hannah Arendt’s characterization of the social, which lacks location and mandates conformity, to evaluate social media’s: a) challenge to the polis, b) relationship to the social, b) influence on private space, d) impact on public space, and e) virus-like capacity to capture, mimic, and replicate the agonistic polis, where “everything [is] decided through words and persuasion and not through force and violence.” Using Arendt’s exact language, this paper begins by discussing how she differentiated the political, private, social, (...) and public realms. After explaining how online activities resemble (or not) her notion of the social, I demonstrate how the rise of the social, which she characterized as dominated by behavior (not action), ruled by nobody and occurring nowhere, continues to eclipse both private and public space at an alarming pace. Finally, I discuss the ramifications of social media’s setting the stage for worldlessness to spin out of control, as the public square becomes an intangible web. Unlike an Arendtian web of worldly human relationships that fosters individuality and enables excellence to be publicly tested, social media feeds a craving for kinship and connection, however remotely. Leaving such needs unfulfilled, social media risks to trump bios politicos. (shrink)