Antisemitism has long been found on both the political far-right and farleft. The recent rise in antisemitism worldwide raises the question of whether current antisemitism is found more with the far-right or far-left, the former a function of right-wing populism and the latter with what has been termed the new antisemitism. This paper uses data from the 2014 round of the European Social Survey in 20 nations to test for the connection between ideological selfplacement and antisemitic attitudes in mass publics. (...) Analysis finds greater levels of antisemitism with the extreme far-right compared to the far-left, but extreme leftists appear slightly more antisemitic than moderate leftist. Further, there is less antisemitism than anti-Muslim and anti-Roma attitudes at all positions on the left-right continuum. The conclusion puts the findings into context and suggests directions for future research. (shrink)

The paper is concerned with the conflicting principles revealed respectively by those who argue for the common school and by those who seek to promote a system of schools that, though maintained by the state, might reflect the different religious beliefs within the community. The philosopher, John Dewey, is appealed to in defence of the common school, though similar ideas are reflected in the developing comprehensive ideal in Britain.

Two short paragraphs, 42 and 43, in the White Paper, Excellence in Schools , published in July 1997, announced the UK government's intention to educate for citizenship: Schools can help to ensure that young people feel that they have a stake in our society and the community in which they live by teaching them the nature of democracy and the duties, responsibilities and rights of citizens.

In this article, I explore a new reason in favor of precollegiate philosophy: It could help narrow the persistent gender disparity within the discipline. I catalog some of the most widely endorsed explanations for the underrepresentation of women in philosophy and argue that, on each hypothesized explanation, precollegiate philosophy instruction could help improve our discipline's gender balance. Explanations I consider include stereotype threat, gendered philosophical intuitions, inhospitable disciplinary environment, lack of same-sex role models for women students in philosophy, and conflicting (...) “schemas” for philosophy and femininity. I argue that, insofar as some combination of these hypothesized explanations accounts for some portion of the underrepresentation of women in philosophy, those of us concerned to make things better have reason to participate in and promote efforts to share philosophy with younger students. (shrink)