This paper examines the sensitivity of Stafford Beer’s Viable System Model of organization to the concept of human freedom. The paper notes the many critics who have suggested that the Viable System Model is inimical to human freedom and their especial reference to its application to the social economy of Chile in the early 1970s. Drawing on the work of philosophers, a conceptual analysis of freedom is provided that suggests a complex ordinary language usage of the term. At least three (...) determinants of freedom, that are logically independent of one another, are identified as being of relevance to its ordinary usage. The paper finds that these determinants are implicitly addressed and acknowledged within Beer’s own writings, but that they are ignored by the critics of the Viable System Model and that this makes for a lack of clarity and precision in the debate. The paper also applies a further criterion, formulated in political philosophy, to judge whether the leadership of the government that applied the Viable System Model to the Chilean social economy was itself hostile to political freedom or democracy. This application of the criterion suggests that they were not. (shrink)

Idealized explanations are the one subtype of incomplete explanations which is most frequently used in the empirical sciences and at the same time least analyzed in philosphy of science. It is argued that idealized explanations, while having the same logical structure as adequate explanations, differ from these in the mode of validity of the argument. Whereas an adequate explanation shows why the occurrence of some event had to be expected, an idealized explanation argues that a certain event would occur if (...) certain conditions were fulfilled. Idealized explanations are heuristic devices which, in the long run, ought to be transformed into adequate explanations. (shrink)

This article explores Peter Winch’s account of the relationship between language and reality. It defends Winch against some common misunderstandings of his views but identifies two problematic areas. The first concerns the internal coherence of his account of philosophy. The second relates to the issue of rejecting particular ways of life or cultural practices as erroneous or illusory. One source of these problems is a tension between Winch’s official conception of philosophy and his own commitment to ‘defending’ the plurality of (...) diverse ways of life. (shrink)

Any theory of reduction that goes only so far as carried in Parts I and II does only half the job. Prima facie at least, there are cases of would-be reduction which seem torn between two conflicting intuitions. On the one side there is a strong intuition that reduction is involved, and a strongly retentive reduction at that. On the other side it seems that the concepts at one level cross-classify those at the other level, so that there is no (...) way to identify properties at one level with those at the other. There is evidence to suggest that there will be no unique mental state/neural state association that can be set up, because, e.g., many different parts of the nervous system are all capable of taking over ‘control’ of the one mental function. And it is alleged that infinitely many, worse: indefinitely many, different bio-chemo-physical states could correspond to the economic property ‘has a monetary system of economic exchange’; and similarly for the property ‘has just won a game of tennis’. Yet one doesn't want an economic system or a game of tennis to be some ghostly addition to the actual bio-chemo-physical processes and events involved. Similarly one hopes that neurophysiology allied with the rest of natural science will render human experience and behaviour explicable. (shrink)

Since publication of the 1986 Carnegie Commission report, A Nation Prepared: Teachers for the 21st Century, the professional teaching standards movement has gained noticeable momentum. The professional standards movement in teaching has been fueled by national organizations such as the National Council for Accreditation of Teacher Education, the Interstate New Teachers Assessment and Support Consortium, the National Board for Professional Teaching Standards, the National Commission on Teaching and America's Future, and by close collaboration among these four entities. Further, nearly all (...) of the fifty states are embracing the professional standards movement through formal participation in the work of one or more of these organizations. Although the professional standards movement in teaching is strong and growing stronger, its implications are not clear for instructional programs in social foundations of education, either at the teacher preparation or the advanced graduate levels. In response to the standards movement, social foundations educators have a number of options before them, three of which are to (1) largely ignore these developments, as "this too shall pass"; (2) critically interpret and resist these developments through scholarship and collective professional action, as social foundations scholars did with Competency Based Teacher Education in the 1970s; and (3) critically interpret these developments while working to strengthen the potential of the professional teaching standards movement to achieve its stated goal of providing caring and qualified teachers for every classroom in the nation. Of these three options, the last is most advisable, but it presents a considerable challenge to social foundations educators. Although the absence of social foundations skills, perspectives, and understanding should make it very difficult for teacher candidates and teachers to perform well on standards-based teaching assessments, there is no guarantee that these assessments will hold candidates accountable for social foundations learning. Implications for social foundations educators and activists are significant. (shrink)