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  1. Leibniz's Best World Claim Restructured.William C. Lane - 2010 - American Philosophical Quarterly 47 (1):57-84.
    Leibniz claimed that the universe, if God-created, would be physically and morally optimal in this conjoint sense: Of all possible worlds, it would be richest in phenomena, but its richness would arise from the simplest physical laws and conditions. This claim raises two difficult questions. First, why would this “richest/simplest” world be morally optimal? Second, what is the optimal balance between these competing criteria? The latter question is especially hard to answer in the context of a multiverse or multi-domain universe. (...)
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  • Understanding Problem‐Based Learning1.Don Margetson - 1993 - Educational Philosophy and Theory 25 (1):40-57.
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  • As if by machinery: The levelling of educational research.Richard Smith - 2006 - Journal of Philosophy of Education 40 (2):157–168.
    Much current educational research shows the influence of two powerful but potentially pernicious lines of thought. The first, which can be traced at least as far back as Francis Bacon, is the ambition to formulate precise techniques of research, or ‘research methods’, which can be applied reliably irrespective of the talent of the researcher. The second is the recognition that in the social sciences we—humankind—are ourselves the objects of our study. The first line of thought threatens to cut educational research (...)
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  • Moore on goodness and the naturalistic fallacy.Hasna Begum - 1979 - Australasian Journal of Philosophy 57 (3):251-265.
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