Michael Polanyi was one of the great figures of European intellectual life in the 20th century. A highly acclaimed physical chemist in the first period of his career who became a celebrated philosopher after World War II, Polanyi taught in Germany, England, and the United States and associated with many of the leading intellects of his time. His biography has remained unwritten partly because his many and scattered interests in a wide variety of fields, including six subfields of physical chemistry, (...) epistemology, economics, patent law, social and political theory, aesthetics, and theology. This long-awaited volume will be the definitive resource on Polanyi and his work. (shrink)
Abstract No matter how much our thinking about environmental education has changed over the years, and irrespective of whatever ideological perspectives have held sway, the notion that a consideration of values should have a central part in the process of such an education has been an enduring theme. This paper explores the role of environmental values education within the school curriculum and how it might contribute to the moral development of individual pupils and of society. This paper looks, from a (...) number of perspectives, at what a consideration of environmental values might bring to education, and draws upon recent critiques of established ways in which environmental education tends to be conceptualised. In particular, the paper comments on the assumption that an education for the environment necessarily has to be located within a socially critical framework. Additionally, the paper challenges conventional notions of ?balance? and ?fairness? when dealing with controversial issues in the classroom, arguing that there are circumstances where it would be imperative for teachers to make explicit the ?green theory of value? which they espouse and try to enact. It goes on to set out a range of ?sustainability values? which schools might consider promoting. The paper concludes with a call for a research?led IT/INSET model of professional development with values education at its heart as a means of boosting effective environmental education, and of exploring the relationship between education and sustainable living. (shrink)
. Two aspects of the problem of interpreting Michael Polanyi’s outlook on religion are discussed. First, various ways of relating to reality beyond the objective perception of factuality must be considered, including the shift from I-It to I-Thou relations, and the self-giving mode of surrender to a symbolized reality. Second, the active use of the imagination in perception involves a commitment that the image is of something real, transcending the person. I believe that Polanyi understands both religious rituals and works (...) of art to point to realities that can be met again in new ways. After this discussion reasons for Polanyi’s reticence to speak about his own religion are suggested and, finally, some known facts about his personal religion are given. (shrink)
This essay provides some interesting elements of early Polanyi family history as well as comments on Budapest and Hungarian history and culture at the turn of the century. It presents the Polanyis as intellectuals immersed in a worldly environment, led by “Cecil-Mama,” the radical mother of Michael Polanyi.
This paper develops existing arguments about the need to rethink ways in which environmental education is conceptualised, interpreted and enacted by schools, teachers and students working within their communities. In doing this, it critiques what it sees as the narrowing and constraining influence that socially critical theory has exerted over the field, and calls for multiple approaches, carefully and communally deliberated on, in order to deliver the (environmental) educational goals deemed appropriate and necessary by schools and communities. Such an approach, (...) it is argued, will likely be cross-disciplinary and multi-faceted in that it will be informed by a combination of traditions and ideological persuasions which together will offer more than any one of them could alone. (shrink)
A number of questions are raised concerning the purposes of data coding in qualitative research. It is suggested that in some cases these purposes may usefully be organised into two broad categories, each of which requires a separate coding response. A research project is briefly described in which it was found useful to employ two distinct, though connected, phases of data coding along the lines proposed.