Parameters of a Bertalanffy type of temperature dependent growth model are fitted using data from a population of stone loach ( Barbatula barbatula ). Over two periods respectively in 1990 and 2010 length data of this population has been collected at a lowland stream in the central part of the Netherlands. The estimation of the maximum length of a fully grown individual is given special attention because it is in fact found as the result of an extrapolation over a large (...) interval of the entire lifetime. It is concluded that this parameter should not at forehand be set at one fixed value for the population at that location due to varying conditions over the years. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Until late in the nineteenth century, madder was the most popular natural red dye. Holland was the largest and best-known supplier. As early as the fourteenth and fifteenth centuries, the province of Zeeland and adjoining parts of the provinces of South Holland and Brabant developed into important producers. In the course of the seventeenth century these areas even succeeded in acquiring a monopoly position. Early in the nineteenth century, however, this position came under attack because France had gone over to (...) industrial production methods from around 1800, whereas Holland continued to produce with craft technologies. After 1820, as a result, a period of stagnation and decay set in. The fate of the Dutch madder industry would have been completely sealed if the production capacity of the French factories had been sufficiently large to satisfy the great increase in demand. Consequently, in Holland, after 1845, a process of revival based upon the French manufacturing methods began slowly and hesitatingly. This process started too late and was not persevered with sufficiently to regain lost markets. The Dutch producers remained strongly attached to their own out-dated, craft methods of production. (shrink)

Scholars have long been captivated by the parallels between birdsong and human speech and language. In this book, leading scholars draw on the latest research to explore what birdsong can tell us about the biology of human speech and language and the consequences for evolutionary biology. They examine the cognitive and neural similarities between birdsong learning and speech and language acquisition, considering vocal imitation, auditory learning, an early vocalization phase, the structural properties of birdsong and human language, and the striking (...) similarities between the neural organization of learning and vocal production in birdsong and human speech. After outlining the basic issues involved in the study of both language and evolution, the contributors compare birdsong and language in terms of acquisition, recursion, and core structural properties, and then examine the neurobiology of song and speech, genomic factors, and the emergence and evolution of language. Contributors: Hermann Ackermann, Gabriël J.L. Beckers, Robert C. Berwick, Johan J. Bolhuis, Noam Chomsky, Frank Eisner, Martin Everaert, Michale S. Fee, Olga Fehér, Simon E. Fisher, W. Tecumseh Fitch, Jonathan B. Fritz, Sharon M.H. Gobes, Riny Huijbregts, Eric Jarvis, Robert Lachlan, Ann Law, Michael A. Long, Gary F. Marcus, Carolyn McGettigan, Daniel Mietchen, Richard Mooney, Sanne Moorman, Kazuo Okanoya, Christophe Pallier, Irene M. Pepperberg, Jonathan F. Prather, Franck Ramus, Eric Reuland, Constance Scharff, Sophie K. Scott, Neil Smith, Ofer Tchernichovski, Carel ten Cate, Christopher K. Thompson, Frank Wijnen, Moira Yip, Wolfram Ziegler, Willem Zuidema. (shrink)

_ Source: _Volume 35, Issue 1, pp 5 - 33 The ironic but very readable dialogues on folk religion in Erasmus’ Colloquia were used as school books for two centuries. Though their influence on the battle against superstition is difficult to measure, they obviously reflect the practices and debates of their own time. This article confronts Erasmus’ dialogue on exorcism with the ideas and practices of folk religion in the sixteenth-century biconfessional duchy of Cleves under Duke William V. Two sources (...) stand out in particular: the influential treatise De praestigiis daemonum of court physician Johan Wier, an admirer of Erasmus and opponent of magic and sorcery, and the vernacular treatise on magical agency by Jacob Vallick, Catholic parish priest of the village of Groessen, which was printed by Nicolaas Biestkens in 1559. Vallick’s practical and pastoral approach to these matters, though it greatly irritated Wier, nevertheless reflects the influence of Erasmianism in Cleves even among the lower clergy. (shrink)

This paper argues that the main global critiques of scientism lose their punch because they rely on an uncharitable definition of their target. It focuses on epistemological scientism and divides it into four categories in terms of how strong (science is the only source of knowledge) or weak (science is the best source of knowledge) and how narrow (only natural sciences) or broad (all sciences or at least not only the natural sciences) they are. Two central arguments against scientism, the (...) (false) dilemma and self‐referential incoherence, are analysed. Of the four types of epistemological scientism, three can deal with these counterarguments by utilizing two methodological principles: epistemic evaluability of reliability and epistemic opportunism. One hopes that these considerations will steer the discussion on scientism to more fruitful pastures in the future. For example, there are interesting methodological considerations concerning what evaluability or reliability and epistemic opportunism entail. (shrink)

Analytic social ontology has been dominated by approaches where institutions tend to come out paradigmatically as being relatively harmonious and mutually beneficial. This can however raise worries about such models potentially playing an ideological role in conceptualizing certain politically charged features of our societies as marginal phenomena or not even being institutional matters at all. This article seeks to develop a nonideal theory of institutions, which neither assumes that institutions are beneficial or oppressive, and where ideology is understood as a (...) structuring and stabilizing phenomenon that helps maintain specific distributions of rights and duties by conferring perceived legitimacy onto them. (shrink)

The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into (...) the early modern history of political ideas with a philosophical inquiry into a persistent conceptual problem residing at the heart of education. As such, the aim of the article is ultimately to offer an account of indoctrination less fraught with the dangers of epistemological and political idealism that often haunt rival conceptions. (shrink)

Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community. -/- In (...) providing an educational reading of Spinoza’s moral theory, this book sets up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. This book also considers how education, from a Spinozistic point of view, may be approached in terms of a kind of cognitive therapy serving to further a more scientifically adequate understanding of the world and aimed at combating prejudices and superstition. -/- Spinoza and Education demonstrates that Spinoza’s moral theory can further an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent philosophy of education. As such, it will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, critical thinking, philosophy, ethics, and Spinoza studies. (shrink)

This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration–emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives. This will set the stage for the next part, looking (...) at how early modern philosopher Benedict Spinoza adopts a Vivesian notion of ingenium, adjusting it so as to fit into the setting of his political theory. Next, I will turn to Spinoza’s use of the concept of ingenium in relation to his portrayal of exemplary persons, offering a pedagogical model of moral exemplarism that can counter some of the perceived problems of the admiration–emulation model as it highlights the necessary fallibility of efficient exemplars as well as acknowledges the socio-political dimension of emotions. Finally, I will lay out some preliminary consequences for educational theory, hoping to offer a way of reconciling moral exemplarism with a more realistic pedagogical and psychological framework. (shrink)

This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, this book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being (...) carefully tailored and adjusted to the natural limitations of human reason. -/- Readers will benefit from a succinct introduction to Spinoza’s political philosophy and from an account of civic education that is based on careful exegetical work. It draws conclusions only hinted at in Spinoza’s own writings. (shrink)

Saul Smilansky's Illusionism suggests that some false beliefs are important enough to warrant the indefinite perpetuation of illusions in order to protect the larger moral community from breaking down. In this article I suggest that this position actualises an old educational paradox where education is expected to protect the common moral community (even if this means maintaining some illusions), and at the same time promote the pursuit of truth. Taking Smilansky's position of Illusionism as a starting point, I argue that (...) while Illusionism highlights and addresses an important problem—that sometimes false beliefs can function to maintain social stability where the truth threatens to unsettle it—relying on indefinite illusions is problematic from an educational point of view. It is difficult to justify that education, being at least in part motivated by truth-seeking, should (or even could) be grounded in illusion. Taking seriously the fact that a dimension of education concerns maintaining social stability, I suggest that Spinoza's notion of fiction can complement Smilansky's view in that it can be conceived in terms of an instrument for maintaining social stability and promoting truth-seeking without assuming that one end is pursued at the expense of the other. (shrink)

ABSTRACTWhile Spinoza stipulates an ideal moral person in the propositions on the ‘free man’ in Ethics IV, this account does not seem to be intended to function as a pedagogical tool of political relevance. Hence, it does not seem to correspond to the purpose of moral exemplarism. If we look for that kind of practical guidance, Spinoza’s political works seem more relevant. Interestingly, when we approach Spinoza’s political theory with moral exemplarism in mind, we find that instead of constructing his (...) exemplar on the idea of a supremely moral person, he emphasizes the concept of ingenium to chisel out an imperfect model of human behavior. We argue that the purpose of this is to avoid a utopian and inefficient political theory and to work out a moral practice that is capable of assisting people and communities in ethical self-transformation. (shrink)

A significant part of contemporary social ontology has been focused on understanding forms of collective intentionality. It is suggested in this paper that the contested nature of some institutional matters makes this kind of approach problematic, and instead an alternative approach is developed, one that is oriented towards a micro-level analysis of the institutional constraints that we face in everyday life and which can make sense of how there can be institutional facts that are deeply contested and yet still real. (...) The model is applied to two main examples, sexism and racism, and it is argued that on this approach it can make sense to understand both of them as institutions in our societies. (shrink)

Starting from MacIntyre’s virtue ethics, we investigate several codes of conduct of banks to identify the type of virtues that are needed to realize their mission. Based on this analysis, we define three core virtues: honesty, due care, and accuracy. We compare and contrast these codes of conduct with the actual behavior of banks that led to the credit crisis and find that in some cases banks did not behave according to the moral standards they set themselves. However, although banks (...) and the professionals working in them can be blamed for what they did, one should also acknowledge that the institutional context of the free market economy in which they operated made it difficult to live up to the core values lying at the basis of the codes of conduct. Given the neo-liberal free market system, innovative and risky strategies to enhance profits are considered desirable for the sake of shareholder’s interests. A return to the core virtues in the financial sector will therefore only succeed if a renewed sense of responsibility in the sector is supported by institutional changes that allow banks to put their mission into practice. (shrink)

In this paper, we examine the relationship between various Christian denominations and attitude and behavior regarding consumption of socially responsible products. Literature on the relationship between religiosity and pro-social behavior has shown that religiosity strengthens positive attitudes towards pro-social behavior, but does not affect social behavior itself. This seems to contradict the theory of planned behavior that predicts that attitude fosters behavior. One would therefore expect that if religiosity encourages attitude towards SR products, it would also increase the demand for (...) them. We test this hypothesis for four affiliations on a sample of 997 Dutch consumers, using structural equation modeling. We find that Christian religiosity, indeed, increases positive attitude towards SR products, except for the Orthodox Protestant affiliation. In accordance with the theory of planned behavior, attitude is found to increase the demand for SR products. We find no evidence of hypocrisy for any of the Christian denominations. (shrink)

Starting from MacIntyre’s virtue ethics, we investigate several codes of conduct of banks to identify the type of virtues that are needed to realize their mission. Based on this analysis, we define three core virtues: honesty, due care, and accuracy. We compare and contrast these codes of conduct with the actual behavior of banks that led to the credit crisis and find that in some cases banks did not behave according to the moral standards they set themselves. However, although banks (...) and the professionals working in them can be blamed for what they did, one should also acknowledge that the institutional context of the free market economy in which they operated made it difficult to live up to the core values lying at the basis of the codes of conduct. Given the neo-liberal free market system, innovative and risky strategies to enhance profits are considered desirable for the sake of shareholder’s interests. A return to the core virtues in the financial sector will therefore only succeed if a renewed sense of responsibility in the sector is supported by institutional changes that allow banks to put their mission into practice. (shrink)

Human rights have increasingly been put forward as an important framework for bioethics. In this paper, it is argued that human rights offer a potentially fruitful approach to understanding the notion of Respect for Persons in bioethics. The idea that we are owed a certain kind of respect as persons is relatively common, but also quite often understood in terms of respecting people’s autonomous choices. Such accounts do however risk being too narrow, reducing some human beings to a second-class moral (...) status. This paper puts forward a political approach to our standing as persons and a strongly pluralistic account of human rights that lays the ground for a more broadly applicable conception of Respect for Persons. It is further argued that this model also provides an example of a more general approach to philosophical ethics, an approach which is here called taxonomical pluralism. When it comes to Respect for Persons specifically, this principle is developed in terms of five distinct core concerns. (shrink)

In one of the most noteworthy and criticized articles from the prominent periodical Foreign Affairs, Samuel Huntington defends the position that the most important geo-strategic problem of the future is the ‘clash of civilizations’. This replaces the older cold war paradigm and the one-sided conceptual model based on relations between states with the paradigm of cultural conflicts. According to Huntington, what ultimately counts for people is not political ideology or economic interests: “Faith and family, blood and belief, are what people (...) identify with and what they will fight and die for.”Despite many nuances, Huntington primarily emphasizes a global cultural conflict between the ‘West and the Rest’ of the world. In broad terms, he speaks of a ‘Confucian-Islamic connection’ that threatens and weakens Western values and power. He has in mind the connection between Islamic and Confucian countries that are quickly becoming industrialized, that are acquiring military as well as economic power, but that are also either unwilling or unable to adapt to Western culture. We could look upon China’s rejection of the universal declaration of human rights for being ‘myopically Western’ as a classic example. (shrink)

This paper argues that Rousseau’s lawgiver is best thought of as a fictional teacher of peoples. It is fictional as it reflects an idea that is entertained despite its contradictory nature, and it is contradictory in the sense that it describes ‘an undertaking beyond human strength and, to execute it, an authority that amounts to nothing’ (II.7; 192). Rousseau conceives of the social contract as a necessary device for enabling the transferal of individual power to the body politic, for subsuming (...) individual wills under the general will, and for aligning the good of the individual with the common good. For the social contract to be valid, however, it needs to be preceded by a desire to belong to a moral community that can induce people to join willingly, and that will grant legitimacy to the laws established. If the social contract is the machinery that makes the body politic function, the lawgiver is ‘the mechanic who invents the machine’ (II.7; 191). In this paper we will look closer at the pedagogical functions of Rousseau’s mythical lawgiver by first examining the relationship between the social contract, the general will and the lawgiver. Then, we aim to flesh out a pedagogical understanding of the figure of the lawgiver by way of the two educational dimensions of accommodation and transformation. Finally, we will argue for the importance of understanding Rousseau’s lawgiver as a fictional device allowing for the fundamental and enduring educational task of balancing between the preservation and renewal of society. (shrink)

In recent years, we have witnessed renewed interest in metaphors in political theory. In this context, Hobbes’s theory of metaphor is of great importance as it helps us understand aesthetic qualities in theory and politics. This article argues that in the work of Hobbes – often portrayed as hostile to the use of metaphor, especially so by himself – there is a remarkable discrepancy between his professed enmity to metaphor and his own use of the very word ‘metaphor’. In a (...) philosopher who censures conceptual imprecision, we find a fundamentally inconsistent and ever-changing use of this key term. This inconsistency can be accounted for if we relate it to Hobbes’s own often neglected poetics and his theory of the need for conceptual innovation. This will help solve riddles that have haunted Hobbes studies. Moreover, we must discover Hobbes’s theory of metaphor as a source of potential insights into the way in which political and theoretical languages operate with regard to aesthetic pleasure through linguistic change. Hobbes’s theory can thus make us understand the importance of something being new, that is, how theoretical languages need novelty in order to be pleasant and persuasive. (shrink)

During the last years competition in the textile sector has increased, putting financial returns under considerable pressure. As a result, production has shifted to low wage countries in the third world. This has raised the relevance of ethical procedures. This paper analyses how C&A, as one of the largest Western apparel companies, organises its sourcing ethics, notwithstanding the financial pressure in the market. Based on interviews with Asian suppliers of C&A during the second half of 2000, we review the opinions (...) of external stakeholders about the sourcing ethics of C&A. Finally, we evaluate C&A’s sourcing ethics from a theoretical perspective. (shrink)

In considering patriarchy as potentially institutional and as a characteristic also of contemporary Western societies, a fundamental issue concerns how to make sense of largely informal institutions to begin with. Traditional accounts of institutions have often focused on formalized ones. It is argued here, however, that the principal idea behind one commonly accepted conception of institutions can be developed in a way that better facilitates an explication of informal institutions. When applied to the phenomenon of patriarchy, such an approach can (...) then also allow us to ontologically make sense of gray areas and hierarchies of authority, as well as the intersectionality of social positions. (shrink)

This article begins with the question: What is it to live? It is argued that, from a Spinozistic perspective, to live is not an either/or kind of matter. Rather, it is something that inevitably comes in degrees. The idea is that through good education and proper training a person can learn to increase his or her degree of existence by acquiring more adequate ideas. This gradual qualitative enhancement of existence is an operationalization of Spinoza's quest for immortality of the mind. (...) While Spinoza's idea of immortality differs from the traditional Christian account of the immortality of the soul in some key respects, it nevertheless concerns a form of immortality of the mind albeit grasped from a strictly naturalistic standpoint. And as such it is clear that we are faced with not only a philosophical and metaphysical problem of some magnitude but that we have come up against an educational problem that is rarely addressed. The educational problem, emanating from this, concerns the tension between Spinoza's necessitarianism and the overall goal of education. Why educate people at all if their lives are already predetermined? In addressing these problems, this article marks an attempt to present a pedagogization of the degrees of existence in Spinoza. To this end, it is argued that the imitation of affects is key to understanding Spinoza in an educational setting and; that teaching, in a Spinozistic context, involves the act of offering the right amount of resistance. (shrink)

In this Spinozist defence of the educational promotion of students’ autonomy I argue for a deterministic position where freedom of will is deemed unrealistic in the metaphysical sense, but important in the sense that it is an undeniable psychological fact. The paper is structured in three parts. The first part investigates the concept of autonomy from different philosophical points of view, looking especially at how education and autonomy intersect. The second part focuses on explicating the philosophical position of causal determinism (...) and it seeks to open up a way to conceive of education for autonomy without relying on the notion of free will in a metaphysical sense. The concluding part attempts to outline a Spinozistic understanding of education for autonomy where autonomy is grounded in the student's acceptance and understanding of the necessary constraints of natural causation rather than processes of self-causation. (shrink)

The article explores the limits of buck-passing analysis in evaluating value or goodness. It talks about the inability of back-passers to account for two important types of value or goodness, which include excellence and means. The use of delimiting strategy in buck-passing analysis in order to be in possession of goodness is discussed.

Christian ethics accentuates in manifold ways the unique character of human nature. Personalists believe that the mind is never reducible to material and physical substance. The human person is presented as the supreme principle, based on arguments referring to free-willed actions, the immateriality of both the divine spirit and the reflexive capacity, intersubjectivity and self-consciousness. But since Darwin, evolutionary biology slowly instructs us that morality roots in dispositions that are programmed by evolution into our nature. Historically, Thomas Huxley, “Darwin's bulldog,” (...) agreed with Darwin on almost everything, except for his gradualist position on moral behavior. Huxley's “saltationism” has recently been characterized by Frans de Waal as “a veneer theory of morality.” Does this mark the end of a period of presenting morality as only the fruit of socialization processes (nurture) and as having nothing in common with nature? Does it necessarily imply a corrosion of personalist views on the human being or do Christian ethics have to become familiar again with their ancient roots? (shrink)

Little is known about the world’s first sociological society, Émile Littré’s Société de Sociologie (1872—4). This article, based on prosopographic research, offers an interpretation of the foundation, political-intellectual orientation and early demise of the society. As indicated by recruitment and texts by its founding members, the Société de Sociologie was in fact conceived more as a political club than a learned society. Guided in this by Littré’s heterodox positivism and the redefinition of sociology he proposed around 1870, the Société de (...) Sociologie was intended first and foremost to accompany intellectually the political changes that Littré considered imperative in the early years of the Third Republic (1870— 1940). This expectation found little echo among the members of the society, and it seems possible that Littré himself and his closest associates were the ones to interrupt the society’s meetings. Some of its members’ general studies on the status of the social sciences and their main divisions were continued in the framework of the journal La Philosophie positive (1867—83), but the authors most committed to those studies were on the margins of the Littré network. Neither the dominant positivist republicanism, centered around Littré and Dubost, nor the general sociology of the more peripheral members of the network (Mesmer, Roberty, Vitry) represented an important intellectual contribution to the formation of academic sociology in France. Given that the Société de Sociologie did contribute to diffuse the project of a sociological science and developed forms of sociology coherent enough to be rejected by the pioneers of university sociology, the group constitutes a significant case of failure in the history of the discipline. (shrink)