In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have mostly served to obscure (...) the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)

In this paper I focus on the central role faith plays in the thought of Polanyi and Voegelin. I begin by indicating how both find the modern conception of scientific knowing seriously wanting. What Polanyi terms "objectivism" and Voegelin calls "scientism" is the modern tendency to reduce knowledge to only that which can be scientifically demonstrated. This errant view of knowledge does not occur in a vacuum, though, and both men draw a connection between this and the political pathologies of (...) the twentieth century. I then show the complementary ways in which these two thinkers believe recovery is possible: an epistemological solution encompassed in Polanyi's personal knowledge and an ontological reorientation that is the core of Voegelin's insistence that we must recover an awareness of human participation in transcendent reality. (shrink)

This article argues that assessment is a central feature of teaching, particularly as a means to determine whether what has been taught has been learnt. However, I take issue with the current trend in education which places a significant amount of emphasis upon large-scale public testing, which in turn has exacerbated the ‘teaching-to-the-test’ syndrome, not to mention distorting teaching decisions that are detrimental to the overall development of student knowledge and understanding. Part of the problem with assessment in education seems (...) to revolve around the nature of knowledge and how best to assess human knowledge and understanding. Although much philosophical uncertainty and disagreement exists surrounding the nature of knowledge, I argue that coming to know something is a sine qua non of any education. In saying this, I highlight the limits of assessment by demonstrating how certain activities are resistant to large-scale public testing because they are not easily reducible to facts which can be tested for, or at least in the same way as propositional forms of knowledge. Consequently, my argument is a philosophical one to the effect that assessment, particularly large-scale public testing is incapable of assessing all forms of learning, or even the quality of student understanding because the instruments available are both too blunt and tend to capture a certain kind of knowledge that privileges theory over practice, and mental skills over physical skills. (shrink)

This paper extends previous discussions of corporate character and corporate virtues. By drawing particularly on the work of Alasdair MacIntyre, it offers a perspective on context-dependent categories of the virtues. It then provides a philosophically grounded framework which enables a discussion of which virtues are required for business organizations to qualify as virtuous. It offers a preliminary taxonomy of such corporate virtues and provides a revised definition of corporate character.

This short paper is a response to Richard Smith’s ‘ion and finitude: education, chance and democracy’. In his paper Smith contends that a rationalist agenda dominates education and democracy today, and that this agenda by rendering us insensitive to the tragic dimension of life, breeds a sense of hubris, or arrogance towards fate which is fuelled by an inordinate confidence in our knowledge. In the worlds of education and politics it has led to an obsession with management and transparency, and (...) to students who fear to take risks. As a specific example of this, he takes up the recent fixation in universities with learning how to learn, which he says leads to an over-emphasis on skills in the curriculum, and to an ‘audit’ culture. While sympathising with much of his analysis of the latter, my counter-suggestion is that the contemporary world lacks anything but a sense of the contingency of things, to the contrary, that at the heart of its mangerialist culture and its performatist ethos lies the need for reassurance. My response focuses on the politics of the self-directed learner that lies at the heart of the lifelong learning literature, on learning how to learn, on the notion of transparency and on the transparent society, and on the politics of contingency and scepticism. (shrink)

In the UK, as elsewhere in the world, the global financial crisis has focused attention on the cost of public services and the need to reduce expenditure, not least in respect of higher education. This, however, raises a set of prior questions: What kind of society do we want? What is important to democratic society? What kind of higher education is desirable? The article takes Alasdair MacIntyre's critique of what he calls liberal capitalist society as a starting point for considering (...) questions concerning the kind of higher education that would be valuable and relevant to a healthy democratic society. His thesis is outlined and the implications of this for the university set out. The article examines MacIntyre's notion of community, which he elaborates in relation to medieval religious worldviews, and argues that whilst his conceptualisation is more intellectually and educationally coherent than some others, it is ultimately too restrictive. The article argues instead for a recognition, within education, of what is uncommon. This may open greater possibilities for keeping alive the serious questions that we must constantly attend to, beyond and within our communities, secular or religious. (shrink)

It is seldom in dispute that genealogy, or genealogical accounts are central to Nietzsche’s philosophic enterprise. The role that genealogy plays in Nietzsche’s thought is little understood, however, as is Nietzsche’s argumentation in general, and, for that matter, what Nietzsche might be arguing for. In this paper I attempt to summarize Nietzsche’s genealogical account of modern ethical practices and offer an explanation of the philosophical import of genealogy. The difficulties in coming to understand the philosophical function of genealogy are obvious. (...) Genealogy, whatever else we say about it, offers a story of the genesis of contemporary ethical beliefs and practices. The story that Nietzsche gave is obviously a revisionist one, and Nietzsche seldom cites specific historical evidence; although it contains many historical allusions, the presentation is thematic or even mythical. At the same time, Nietzsche’s interests were primarily ethical: he seems to be attempting, in some novel way, either to solve or to eliminate1 philosophical problems about norms and values. In particular, he offered his genealogy as part of a critique of specifically “modern” values and the advancement of an “immoralism” that would take their place. So the difficulties are: it is unclear what status we should accord Nietzsche’s stories in particular, and it is unclear what role any story about the emergence of modern values can play in an assessment of those values. We seem to need a reason to take Nietzsche’s account as particularly authoritative, and then an explanation of how his account does in fact bear upon the normative status of “modern values.”. (shrink)

In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have mostly served to obscure (...) the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education. (shrink)

Educational Research is commonly regarded as a rational pursuit aimed at the production of objective knowledge. Researchers are expected to avoid value bias by detaching themselves from the normative conceptions of education that shape practice in schools and classrooms, and by casting themselves in the role of the impartial spectator. It is assumed that, as a rational pursuit, educational research is not directly concerned with changing practice but simply with discovering facts about it.This paper claims that it is possible to (...) construct a view of educational research as a form of rational and disciplined inquiry that does not depend on any underpinning spectator theory of knowledge. Nor, the paper claims, does it imply any underpinning foundational principles of rational action and choice. Rather it implies a form of disciplined conversation in which reasons for action are scrutinised, critiqued and modified without resort to foundational principles of rationality. Drawing particularly on the work of John Dewey, Richard Rorty and Amartya Sen, the paper casts educational research as a practical science—a form of action research—that is underpinned by a democratic conception of rationality. In doing so, it contrasts educational research, shaped by a pragmatic theory of knowledge, with research on education that is shaped by a spectator theory. (shrink)

Our aim is to explore and develop notions of objectivity that are useful and appropriate for critical realist empirical research. In Part I, we provided an initial definition that introduced the idea that objectivity is a value that must be chosen but that its significance is rooted in a series of other epistemological and ontological matters. We also addressed why it is worthwhile in realist terms to develop the notion of objectivity, and began to develop a revision of the concept (...) to recognise the role of subjectivities. This, we maintain, is an important clarification in developing social research. Part II explores the linkages between objectivity and situated action. In Part II we argue that the growth of knowledge requires engagement and critical analysis. We develop the idea that if subjects are engaged through multiple standpoints, then objectivity becomes significant as a lever of agency in the service of dialogue and debate and of transformations. Again, our aim is to be of use to practical researchers by providing underlying arguments. Specifically, we argue that objectivity is a bridge between the subjectivities of subjects and the rest of the real world. In so doing, the paper works through various desirable characteristics of an adequate theorisation of knowledge that could make objectivity part of the ontological underpinnings as well as the daily practices of a realist researcher. Objectivity thus links philosophical work to the everyday work of realist researchers. (shrink)

Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to (...) support improving the student experience, we then consider ways in which this might be achieved that foreground the relation of university teachers with their subject matter and students’ engagement in this. A higher education, we argue, should expose its students to disciplines whose standards are rightly contested and to a form of learning that intensifies or unsettles desires rather than simply aspiring to satisfy them. (shrink)

We offer a reading of Anselm's Ontological Argument inspired by Wittgenstein which focuses on the fact that the “argument” occurs in a prayer addressed to God, making it a strange argument since as a prayer it seems to presuppose its conclusion. We reconstruct the argument as expressive. Within the religious perspective, the issues are to be focused on the right object not to present an argument for the existence of God. While this sort of reading lets us understand much about (...) the argument, it also opens new avenues of criticism, one of which is the problem of worship. (shrink)

Karl Jaspers argued that academics must be prepared to accept, perhaps even to welcome, the fact that most students 'will learn next to nothing' from a university education. In this paper I shall argue that, while Jaspers' model is unpersuasive as an ideal and inaccurate as a description, there is an uncomfortable truth lurking behind his forthright but gloomy conclusion; viz., that university teaching pays little direct attention to the needs of the student in the wider world (i.e. to the (...) needs of the student qua employee or qua citizen or even qua rounded human being) and pays even less attention, or perhaps none at all, to the needs and expectations of third parties such as employers. In terms of the political context universities now find themselves in, this is an uncomfortable and embarrassing truth for faculty to admit, for it appears to epitomise a self-regarding and inward looking academy. Yet, despite this, perhaps it is a truth that academics should be prepared to accept, even to welcome. At least, in starting any serious discussion on the nature of a university education, it should be a truth we are prepared to admit. (shrink)

A manifestation of globalisation as an economic imperative has occurred at the national level in Australia.This manifestation is in the form of political policies, administrative practices and funding distribution ostensibly aimed at creating a more competitive national economy.Philosophy of Education, as a practice and product of some employees in the higher education industry in Australia, is being influenced by this manifestation of globalisation.Reflection on ways in which established concepts are being reshaped to suit the agenda of globalising political policies may (...) assist those engaged in philosophising about education to enhance their practice in ways they desire.It is argued here that such reflection should lead many academics in Australian universities to the conclusion that they should not undertake research and that research should not be part of the job specification for most academics employed in Australian universities.The argument in this paper is based on a set of epistemological assumptions about the nature of academic practices or traditions .Philosophy of Education is one such academic tradition or practice.A university may be conceived of as a community of academics engaged in a range of traditions or practices.A university may also be conceived of as a quasi‐governmental administrative entity employing workers to value‐add to customers intending to maximise personal economic rewards from future engagement in a more competitive national economy. (shrink)

In this paper, I investigate whether there are nonreligious, epistemic reasons that could justify consulting religious traditions. In this way, I supplement the ongoing debate on the value of tradition, which has focused mostly on practical values for maintaining traditions, with an examination of epistemic reasons for consulting traditions. To do so, I focus on the problem-solving aspect of religious traditions and their epistemic resources. I discuss whether consulting traditions of religious wisdom, religious practical knowledge, religious institutions, or religious rationalities (...) can be justified based on their continuous transmission, the test of time, an intergenerational learning process, or moral enquiry. (shrink)

Journal of Philosophy of Education, EarlyView.

The transformative university is a reflective and critical university that attempts to transform the world so as to live under democratic values of freedom, inclusion, equality and justice. It is a...

Karl Jaspers argued that academics must be prepared to accept, perhaps even to welcome, the fact that most students ‘will learn next to nothing’ from a university education. In this paper I shall argue that, while Jaspers’ model is unpersuasive as an ideal and inaccurate as a description, there is an uncomfortable truth lurking behind his forthright but gloomy conclusion; viz., that university teaching pays little direct attention to the needs of the student in the wider world (i.e. to the (...) needs of the student qua employee or qua citizen or even qua rounded human being) and pays even less attention, or perhaps none at all, to the needs and expectations of third parties such as employers. In terms of the political context universities now find themselves in, this is an uncomfortable and embarrassing truth for faculty to admit, for it appears to epitomise a self-regarding and inward looking academy. Yet, despite this, perhaps it is a truth that academics should be prepared to accept, even to welcome. At least, in starting any serious discussion on the nature of a university education, it should be a truth we are prepared to admit. (shrink)

Our aim is to explore and develop notions of objectivity that are useful and appropriate for critical realist empirical research. In Part I, we provided an initial definition that introduced the idea that objectivity is a value that must be chosen but that its significance is rooted in a series of other epistemological and ontological matters. We also addressed why it is worthwhile in realist terms to develop the notion of objectivity, and began to develop a revision of the concept (...) to recognise the role of subjectivities. This, we maintain, is an important clarification in developing social research. Part II explores the linkages between objectivity and situated action. In Part II we argue that the growth of knowledge requires engagement and critical analysis. We develop the idea that if subjects are engaged through multiple standpoints, then objectivity becomes significant as a lever of agency in the service of dialogue and debate and of transformations. Again, our aim is to be of use to practical researchers by providing underlying arguments. Specifically, we argue that objectivity is a bridge between the subjectivities of subjects and the rest of the real world. In so doing, the paper works through various desirable characteristics of an adequate theorisation of knowledge that could make objectivity (as redefined) part of the ontological underpinnings as well as the daily practices of a realist researcher. Objectivity thus links philosophical work to the everyday work of realist researchers. (shrink)

Charles Taylor has recently provided an in-depth exploration of secularity, with a central characteristic being the understanding that religious commitment is optional. This essay extends this analysis, considering the possibility that American society may be entering a second stage of secularity, one in which the possibility of religious commitment ceases to be an option at all for many. The possible implications of such a development are considered for the theology-and-science dialogue.

It has been common for researchers and commentators within the discipline of Social and Public Policy to evoke Rawlsian theories of justice. Yet some now argue that the contractualist tradition cannot adequately incorporate, or account for, relations of care, respect and interdependency. Though contractualism has its flaws this article proposes that we should not reject it. Through a critique of one of its most esteemed critics, Martha Nussbaum, it proposes that contractualism can be defended against the capabilities approach she prefers. (...) The article concludes by suggesting how and why the moral philosophy of Thomas Scanlon offers a basis for reconciling the strengths of a contractualist, egalitarian liberalism with those of Nussbaum’s capabilities approach. (shrink)

This paper reviews a publication entitled ‘Ethics Matters. Managing Ethical Issues in Higher Education’, which was distributed to all UK universities and equivalent in October 2005. The publication proposed that HEIs should put in place an institution‐wide ethical policy framework, well beyond the customary focus on research ethics, together with the mechanisms necessary to ensure its implementation. Having summarised the processes that led to the publication and the publication itself, the paper then considers whether following the now commonplace corporate practice (...) of implementing a code of ethics is appropriate for such institutions. Drawing on both the empirical evidence in relation to codes in the business ethics literature and a consideration of the nature of the university as an institution, the paper offers an alternative suggestion for how ethical issues in higher education might be managed. (shrink)

My central claim is that texts introducing and explaining critical realism focus on its ontological insights, and even though issues of judgemental rationality and theory choice are central to research these often become peripheral and/or are not stated in the way Bhaskar presented them. This claim is defended by comparing Bhaskar's statements and arguments about theory choice to texts introducing critical realism and its potential research implications. The method of rational theory choice and the key criterion for it are presented: (...) immanent critique combined with retroduction to determine whether a theory has greater explanatory power than its rivals, where greater explanatory power is defined as having greater epistemic credibility because it can explain more significant phenomena and has a greater ability to integrate knowledge; and multitheoretic-linguality as a prerequisite for applying the criterion of greater explanatory power. Greater explanatory power may be assigned to competing theories, metatheories and interpretations. Lastly, a more detailed example of the disparity between Bhaskar's specifications for rational theory choice and those found in a methodology text is provided. (shrink)

The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy-making and the moral dimensions of teaching. The whole is (...) preceded by a provocative introductory essay written by Wilfred Carr, the book’s editor. In it he suggests a different Aristotelian perspective on these issues, a different narrative from the usual contemporary post-analytic one we are used to and a means of responding to them, inspired mainly by the work of Alasdair MacIntyre. This essay both takes up Carr’s provocations in this Introduction and comprehensively reviews the book and the chapters in it. (shrink)

Opposition to university fees is often framed as a defence of higher education as a 'right' rather than a 'privilege'. However, the basis and nature of this right is unclear. This article presents a conceptual exploration of the question, drawing on an initial analysis of international law. An argument is put forward for a right to higher education seen as one of a number of possible forms of post-school education, restricted only by a requirement for a minimum level of academic (...) preparation. (shrink)

En la tradición ilustrada de Kant y en la tradición aristotélica de Tomás de Aquino encontramos los mismos elementos para explicar la experiencia moral: razón práctica del hombre común, ley moral, voluntad, inclinaciones naturales. Pero la relación de estos elementos entre sí varía radicalmente de una tradición a otra, ya que en la tradición kantiana la razón práctica y la ley moral son completamente heterogéneas respecto a las inclinaciones naturales. En la tradición aristotélica de Tomás de Aquino, en cambio, la (...) razón práctica que conoce la ley moral es parte de la naturaleza del hombre. En la tradición kantiana la ética se encuentra completamente separada de la antropología, y no se conoce a partir de la experiencia. En la tradición aristotélico-tomista, la ética se conoce a partir de la experiencia y su conocimiento es explicable a partir de ella. Both Kant’s Enlightenment tradition and Aquinas’ Aristotelian tradition will usually manage the same elements in order to explain the reality of moral experience, namely: practical reason of the common man, moral law, will, and natural inclinations. Yet the relation existing between these elements certainly varies from one tradition to the other since, within Kantian tradition, practical reason and moral law are completely heterogeneous with regard to natural inclinations. On the contrary, within Aquinas’ Aristotelian tradition, the same practical reason that recognizes the moral law is itself an element of human nature as well. Thus, according to Kantian tradition, ethics are totally detached from anthropology, and they are not grasped out of experience. Aristotelian-Thomistic tradition would state that ethics are grasped through experience and, although they are certainly not derived from anthropology, this later would make the grasping of the former explicable. (shrink)

The current article offers a short critique of some of the pre-suppositions of the positive psychology approach. It takes the seminal book 'Character Strengths and Virtues' by Peterson and Seligman as the key text, and then explores an alternative programme of enquiry offered by virtue ethics as articulated by MacIntyre. The MacIntyrean approach developed here is consciously focused on traditions of virtue ethics, engaging in empirical enquiry from within a particular tradition, and enquiring into the practical ethics of others who (...) may themselves be members of that same tradition, or who may be adherents of some alternative tradition. The purpose of this article is to explore some of the fundamental differences between this kind of virtue ethics approach and that offered by positive psychology. It is suggested that philosophy is much better placed to undertake empirical work than Peterson and Seligman assume, and that their claims to possess superior data should be treated with caution, particularly in respect of their championing of measurement over philosophy. (shrink)

I argue that, in analysing the structure and development of moral traditions, MacIntyre relies primarily on Kuhn's model of scientific tradition, rather than on Lakatos' model. I unpack three foci of Kuhn's conception of the sciences, namely: the ‘crisis’ conception of scientific development, what I call the ‘systematic conception’ of scientific paradigms, and the view that successive paradigms are incommensurable. I then show that these three foci are integrated into MacIntyre's account of the development of moral traditions with a surprising (...) degree of faithfulness to Kuhn. And crucially, I argue against the overall cogency of his account, given the disparities I pinpoint between scientific and moral traditions. My overall critique is, however, fundamentally friendly, since nothing I have to say invalidates the very notion of a moral tradition, and all I am calling for are less problematic construals of that notion. (shrink)

In this paper, I explore a mode of concern with the question of personal identity in which the latter is raised as a problem of a practical order. What provokes this is a concern with the experience of discontinuity within the self and with the perception of continuity as a fragile and uncontrollable good. I discuss the relation which this practically oriented perspective bears to the philosophical form of engagement with personal identity, and the reasons which make the perspective of (...) the latter particularly enticing to the former, yet at the same time entirely inadequate to its needs. Finally, I consider how the need in question can instead appropriately be met, within a broader (and broadly Wittgensteinian) interest in the tendency of philosophical questions to mask?and thus sometimes betray?the need that inspires them. (shrink)