Switch to: References

Add citations

You must login to add citations.
  1. (1 other version)Liberty and Compulsory Education.Peter Gardner - 1983 - Royal Institute of Philosophy Lectures 15:109-129.
    Although it is primarily concerned with the value of liberty and the justification of compulsory education, what lies behind much of this paper is the question ‘;Why treat children like children?’ The fact is that we do not regard children as having the same rights, privileges and liberties as adults, and children may not be thought of as deserving the same degree of respect or consideration as their seniors. In the past this has led to some horrific states of affairs, (...)
    Download  
     
    Export citation  
     
    Bookmark   4 citations  
  • Natural Kinds: Rosy Dawn, Scholastic Twilight.Ian Hacking - 2007 - Royal Institute of Philosophy Supplement 61:203-239.
    The rosy dawn of my title refers to that optimistic time when the logical concept of a natural kind originated in Victorian England. The scholastic twilight refers to the present state of affairs. I devote more space to dawn than twilight, because one basic problem was there from the start, and by now those origins have been forgotten. Philosophers have learned many things about classification from the tradition of natural kinds. But now it is in disarray and is unlikely to (...)
    Download  
     
    Export citation  
     
    Bookmark   110 citations  
  • Learning from a Novel.R. W. Beardsmore - 1972 - Royal Institute of Philosophy Lectures 6:23-46.
    There is always a danger in philosophy, that what is intended initially as simply one explanation of some form of activity, should come to be regarded as the only possible form of explanation. Nor does this danger seem to be diminished where a philosopher's aim is itself that of attacking limited notions of what is possible as an explanation. This is one, though not the only, reason why it is often the case that what at first appears as a revolutionary (...)
    Download  
     
    Export citation  
     
    Bookmark   3 citations  
  • Liberty and Education: John Stuart Mill's Dilemma.E. G. West - 1965 - Philosophy 40 (152):129 - 142.
    The Term ‘liberty’ invokes such universal respect that most modern political economists and moralists endeavour to find a conspicuous place for it somewhere in their systems or prescriptions. But in view of the innumerable senses of this term an insistence on some kind of definition prior to any discussion seems to be justified. For our present purposes attention to two particularly conflicting interpretations will be sufficient. These are sometimes called the ‘negative’ and the ‘positive’ notions of Liberty. According to the (...)
    Download  
     
    Export citation  
     
    Bookmark   5 citations  
  • The Mill-Whewell Debate: Much Ado about Induction.Laura J. Snyder - 1997 - Perspectives on Science 5 (2):159-198.
    This article examines the nineteenth-century debate about scientific method between John Stuart Mill and William Whewell. Contrary to standard interpretations (given, for example, by Achinstein, Buchdahl, Butts, and Laudan), I argue that their debate was not over whether to endorse an inductive methodology but rather over the nature of inductive reasoning in science and the types of conclusions yielded by it. Whewell endorses, while Mill rejects, a type of inductive reasoning in which inference is employed to find a property or (...)
    Download  
     
    Export citation  
     
    Bookmark   15 citations