About a British Academy collection of papers on Bayes' famous theorem.

At a time when nationalism is rising and support for democratic values is declining, this paper considers the role that businesses and corporations play in building and undermining social trust. It was published as part of the Future of the Corporation programme led by the British Academy.

"From the Proceedings of the British Academy, London, volume LXV (1979)" - title page. Series: Henrietta Hertz Trust annual philosophical lecture -- 1978 Other Titles: Proceedings of the British Academy. Vol.65: 1979.

This report highlights and explores five questions that arose from the workshop on sensory substitution and augmentation at the British Academy, March 26th through 28th, 2013.

This is an excerpt from a report on the Sensory Substitution and Augmentation Conference at the British Academy in March of 2013. This portion of the report explores the question: Does sensory substitution generate perceptual or cognitive states?

Tradução para o português do ensaio "Freedom and Resentment”, de P. F. Strawson. Publicado originalmente em Proceedings of the British Academy, v. 48, 1960. Republicado em Freedom and Resentment and Other Essays. Londres: Methuen, 1974. [Routledge, 2008, p. 2-28]. Publicado na coletânea: Ensaios sobre a filosofia de Strawson: com a tradução de Liberdade e ressentimento & Moralidade social e ideal individual. Organizadores: Jaimir Conte & Itamar Luís Gelain. Editora da UFSC, 2015. ISBN: 9788532807250.

This is an excerpt from a report on the Sensory Substitution and Augmentation Conference at the British Academy in March of 2013. This portion of the report explores the question: How does sensory substitution interact with the brain’s architecture?

By Martin Roderick & Jacquelyn Allen-Collinson -/- To date, no sociological studies of professional athletes have investigated the lived experiences of sportspeople in highly publicly-visible occupations that provide relatively few opportunities for back-stage relaxation from role demands. Drawing on findings from a British Academy-funded project examining high-profile sports workers, and employing Goffman’s dramaturgical insights, this article provides a novel examination of high-profile athletes who work in highly publicly visible contexts. This working context can render them ‘open’ persons in (...) interactional situations. To explore this sociologically significant occupational domain, interviews were conducted with 26 UK-based professional athletes (female and male) from seven different sports. For these athletes, dramaturgical demands were found to be relentless and unremitting, as back-stage regions proved so challenging to access. -/- . (shrink)

The book is written on purpose of Indian Academy for higher classes on English and British Literature. As personally found being a teacher that majority of students are incapable on setting and developing an answer on context of the chapter. It is hurt to say the sweetness of Classic Literature is exactly not teaching properly at Indian Academy on English and British Stories. Students , concerning at my place on context of the aforesaid book, only are (...) gulping in India the matter rather to understand the history on Literature. (shrink)

The UK Government's Higher Education (Freedom of Speech) Bill is currently progressing through Parliament. The bill is designed to strengthen free speech and academic freedom in higher education, in response to what former Education Secretary Gavin Williamson describes as ‘the rise of intolerance and cancel culture upon our campuses’. But is there really a crisis of academic freedom in British universities?To see that there is, say Judith Suissa and Alice Sullivan, we need only look at the contemporary reality of (...) suppression of debate on sex and gender. The evidence they catalogue of suppression of research, of blacklisting, harassment and smear campaigns, of no-platforming, disinvitations and shutting down of events, is incontrovertible. The recent experience of scholars and students wishing to discuss the material reality and political salience of sex makes complacency about academic freedom a luxury we cannot afford.Suissa and Sullivan set out a powerful argument for the role of academic freedom in pursuing truth within the academy and developing democracy beyond it. They effectively counter attempts to narrow the scope of academic freedom so as to render it compatible with no-platforming. And they lay out a series of practical steps administrators can take to ensure that universities are places where an expansive and pluralistic intellectual climate prevails.This is a timely and compelling intervention in a vexed but urgent public debate. For their clear-sighted diagnosis of where and how academic freedom has been eroded in our universities, and for their judicious account of what must be done to rebuild it, Suissa and Sullivan deserve a wide and attentive hearing. (shrink)

A set point in the historical time line stands as the medieval period. The medieval period in history was the era in European history – from around the 5th to the 15th century, coming after the fall of the Western Roman Empire, and preceding the start of the early modern era. This historical time period has been long since been the victim of film directors and romantic novelists, which has lead to the common, but false, idea of the medieval period (...) consisting of knights and damsels in distress, wizards and dragons, and castles and battles. Although mainly wrong in most parts and being highly historically inaccurate – some aspects of the dramatic works do play true to the original time period. Certainly within British/English history we have a huge heritage in the medieval world and so it is quite easy to look for how aspects of this period develop through time but still retain relevance for people today. (shrink)

Ancient philosophy knew two main skeptical traditions: the Pyrrhonian and the Academic. In this final paper of the three‐part series devoted to ancient skepticism, I present some of the topics about Academic skepticism which have recently been much debated in the specialist literature. I will be concerned with the outlooks of Arcesilaus, Carneades, and Philo of Larissa.

Ce recueil de textes propose de contribuer à l’histoire des grandes académies scientifiques européennes. Plutôt que de vouloir tenter d’en dégager une homogénéité discutable, les études réunies tentent, au contraire, de montrer comment la pratique académique trouve son unité dans un ensemble de querelles.

British structural-functionalist anthropology famously faces an objection that it is incapable of dealing with the influence of wider processes. An analytical response to this objection, which at least needs to be registered, is that some wider processes can be ignored when there is causal overdetermination.

This essay investigates how British women in the Balkan military zone of WWI wrote on the sanitary crisis, which demonstrated itself in epidemics. It researches how these narratives figured in developing and strengthening their agendas which were part of their cultural and personal background. The military crisis was a way for the British women to prove their worth in the theatres of war, as a prerequisite for obtaining suffrage. The health crisis in the war-stricken Balkans was the main (...) danger of life for these women, and dying in an epidemic was viewed as the closest thing to dying in a battle, which in turn endorsed the possibility of obtaining suffrage. (shrink)

Note that this paper is 35 pages, and had been replaced in many places w/ a draft w/o authorization. -/- The academy, broadly construed to include faculty, administrators at all levels, and editors, referees, and publishers of academic work, is beset by more ills bespeaking of a fundamental lack of integrity than can possibly be enumerated in a single monograph; nevertheless, as the need is urgent, and everyone seems to prefer either silence or piecemeal treatments, myself heretofore included, five (...) ills are enumerated herein, then traced to seven deadly sins that beset the entire enterprise—although not in its entirety, of course—and some surprisingly simple, commonsensical, and practicable solutions are advanced. (shrink)

Marilyn Strathern’s arguments against the possibility of feminist research bringing about a paradigm shift in social anthropology have led to a number of responses. Regarding one argument she presents, her own writings suggest a response: the argument that feminist research cannot bring about such a shift, because it is only concerned with part of society. A foray into the history of British social anthropology is of value for appreciating this argument and the response.

Existence of state-supported academies of science is a distinctive feature of the fundamental-science organization in Ukraine. Their research staff is divided into two groups: (i) personal members (academicians and corresponding members) and the rest of the researchers. First-group members have numerous economic and status privileges. It is officially purported that personal members are scientifically qualified than their colleagues. We analyzed this hypothesis on the basis of international indicators of the scientifi c activity (numbers of publications in the international peer-reviewed journals (...) and citations in them). The indicators testify that there are no distinctions between representatives of both groups being of the same age and qualifi cation. A conclusion is made that the lifelong privileges of the first group are ill-founded. (shrink)

This article attempts to reveal intercultural connections at the Kyiv Theological Academy at the beginning of the 20th century by reconstructing the spiritual biographies of two theological academy professors: Archimandrite (later, Archbishop of Berlin and Germany) Tykhon (Tymofii Liashchenko) and Petro Kudriavtsev. The article demonstrates how different cultural traditions intersected and combined in the spiritual experience of these figures. The author of the article argues that, as a result of revolutionary events in 1917–1919, both Kyiv Theological Academy (...) professors experienced transformations in personal cultural identity, and their spiritual biographies reveal a transition from Russian to Western European and a combination of both (Tykhon (Liashchenko) identities), and from Russian to Ukrainian ideological cultural orientation (Petro Kudriavtsev). (shrink)

This paper presents a proposal for how British structural-functionalist anthropology can cope with some change. It may not seem a very sensible proposal, but I think it needs to be registered. I use a structure of universities in a country to illustrate the proposal.

In this paper, drawing on evidence internal to the Platonic dialogues (supplemented with some ancient testimonia), I answer the question, “How did Plato teach in the Academy?” My reconstruction of Plato’s pedagogy in the Academy is that there was a single person who read the dialogue aloud like a rhapsode (this is in contrast to the dramatic theatrical hypothesis, in which several speakers function as actors in the performance of a dialogue). After the rhapsodic reading, students were allowed (...) to ask that portions of the text to be re-read, to ask a question about the text, and were encouraged to enter into a broader conversation about the topic and themes brought out by the text. This later pedagogical method of interrogating and investigating a dialogue is of more importance than the mere reading of a dialogue. I contend that Plato’s experiences teaching were woven into some of the dialogues, and that Plato’s pedagogy reflects some of the ways that he taught in the Academy. I propose that excellent points made by students may have been written into revised forms of the dialogue. And not only good points, but also mistakes in reasoning may have been added into the dialogues. I suggest that the way certain dialogues are organized with “guest lecturers” and “tag-team” philosophical debates reflect Plato’s pedagogy in the Academy. Plato’s broadmindedness, his openness to various and opposing viewpoints, is also evident from both outside and inside of the dialogue. Lastly, drawing on the idea of Socratic mimēsis, I give a plausible curriculum for how Plato may have used the dialogues to teach them: he had his students “play” with them. Plato may have asked his students to enter into the roles of the characters in the dialogues to better understand them and the type of person they represent. Plato may have also asked students to take over from the position of the character in the dialogue and to suggest a better, truer account of things than what the characters said or did. (shrink)

Based upon the Ukrainian hierarchs’ epistolary legacy, the article analyzes characteristic features of Kyiv-Mohyla Academy intellectual space, which was created by Academy alumni of different generations and various hierarchy levels. The author establishes that the closest relations were between correspondents belonging to the same or almost same hierarchy level and who were bonded together by the Kyiv-Mohyla Academy educational system and school comradeship, eventually obtained high positions in the hierarchy. Communication within the boundaries of individual centers (the (...) Kyiv-Mohyla Academy, the Kyiv Pechersk Lavra, collegiums in Chernihiv, Kharkiv, and Pereiaslav, seats of Ukrainian bishops in Russia, etc.) depended on specificity of the environment. Predominant themes encountered in the letters of the Ukrainian bishops included needs of the alma mater, the Kyiv Academy, and the collegiums. The correspondence addressed issues of their legal status, academic staff, financial support, as well as the literary work and publishing activities of the hierarchs. (shrink)

recolection and the street, probably two similar ways to percieve the world and the self.

I address the problem that British social anthropologists ignored the wider colonial relations which the societies they studied were part of, by proposing a solution from reflecting on the structure of European intellectual cults.

The Système de philosophie by Pierre Sylvain Régis can be considered as the achievement both of the scientific liveliness of the Académie des Sciences in the 17th century and of its fruitful relationship with the Royal Society. Since it aims to shape the new conception of the universe in terms of a system, the Système represents one of the most mature achievements of Cartesian philosophy and it is characterized by an empirical interpretation of Descartes’ thought. The Système therefore reflects two (...) important phenomena occurring in the Europe of the 17th century: the scientific revolution and the proliferation of Academies. In fact, this ambitious work could be undertaken with the support of the Académie des Sciences and the Journal des Sçavants. My paper will analyse the French context by focusing to outline the role which the Académie de France had both in France, as the medium of dissemination of the new philosophy despite censorship, and abroad, in particular through the relationship with the Royal Society in England. I aim to analyse the role of the Journal des Sçavants as a means to share ideas other than by correspondence and as a trait d’union between “rationalist France” and “empiricist England”. I intend to question whether it is possible to establish a connection between the empirical interpretation of French Cartesianism, the consolidation of the Académie de France and the employment of new means of academic communication. The paper will show that the second half of 17th century France represents a remarkable exception to the conventional picture, which states that in 17th century Europe, following the success of a mechanistic interpretation of reality, two philosophical school clashed: rationalism, predominating on the continent, and empiricism, in England. (shrink)

I try to reconstruct the hidden agenda of nineteenth-century British controversy between Utilitarianism and Intuitionism, going beyond the image, successfully created by the two Mills, of a battle between Prejudice and Reason. When examined in depth, competing philosophical outlooks turn out to be more research programs than self-contained doctrinal bodies, and such programs appear to be implemented, and indeed radically transformed while in progress thanks to their enemies no less than to their supporters. Controversies, the propelling devices of research (...) programs, are real-words affairs, and philosophers do not engage in them just for the sake of the argument, but in order to win, and alignments are defined on the basis of strategic and tactical requirements that cross the boundaries of disciplines. I suggest that good objections and counter-objections, and most of all amendments of doctrines, were incidentally produced in the course of the fight, and they were no less valuable because of their being more side-effects than sought-for discoveries. (shrink)

Legal theorists seek to persuade other jurists of certain theories: Textualism or purposivism; formalism or realism; natural law theory or positivism; prison reform or abolition; universal or particular human rights? Despite voluminous literature about these debates, tremendous uncertainty remains about which views experts endorse. This Article presents the first-ever empirical study of American law professors about legal theory questions. A novel dataset of over six hundred law professors reveals expert consensus and dissensus about dozens of longstanding legal theory debates. -/- (...) Law professors also debate questions about the nature of the legal academy. Descriptively, which subjects (e.g. constitutional law) and methods (e.g. law & economics) are most central within the legal academy today? And prescriptively, should today’s legal academy prioritize additional areas (e.g. legislation) or methods (e.g. critical race theory)? There is great interest in these questions but no empirical dataset of experts’ views; this results in uncertainty about which views experts endorse. This Article’s empirical study also clarifies these questions, documenting law professors’ evaluation of over one-hundred areas of law. -/- The legal theory and legal academy findings support implications for legal scholarship, education, and practice. Clearly, debates about law and the legal academy’s evolution should not be settled by a survey. Nevertheless, insofar as law professors are experts about these issues, it is instructive to discover and carefully examine what views those experts hold, so as to help determine which views are most likely to be true and how the legal academy ought to develop. (shrink)

Malcolm’s English-Latin Leviathan is a marvelous technical accomplishment. My issues are with his contextualization, seeing Leviathan primarily as an advice book for Hobbes’s teenage pupil, the future Charles II. Malcolm’s localization involves minimalizing Leviathan's remoter sources, so the European Republic of Letters, for which Hobbes so painstakingly translated his works into Latin, is almost entirely missing, along with current European traditions of Hobbes scholarship. Is this very British Hobbes truly credible, or do we need a more European Hobbes to (...) account for the complexity of Leviathan? (shrink)

Samuel Alexander was a central figure of the new wave of realism that swept across the English-speaking world in the early twentieth century. His Space, Time, and Deity (1920a, 1920b) was taken to be the official statement of realism as a metaphysical system. But many historians of philosophy are quick to point out the idealist streak in Alexander’s thought. After all, as a student he was trained at Oxford in the late 1870s and early 1880s as British Idealism was (...) beginning to flourish. This naturally had some effect on his philosophical outlook and it is said that his early work is overtly idealist. In this paper I examine his neglected and understudied reactions to British Idealism in the 1880s. I argue that Alexander was not an idealist during this period and should not be considered as part of the British Idealist tradition, philosophically speaking. (shrink)

A review of the the book Disability, Avoidance and the Academy.

There is an inherent phenomenological tendency in British moral theory, especially from John Locke onward. The purpose of his Essay was, he said, to consider the discerning faculties of a man, as they are employed about the objects which they have to do with. This is language that might serve well in a general description of the work of Husserl and other phenomenologists.

The development of a professional identity is particularly interesting for those occupations that have a troubled emergence. The hinterland between science and technology accommodates many such ‘in-between’ subjects, which appear to have distinct attributes. Some of these specialisms disappear in the face of culturally stronger occupations. Others endure, their technical expertise becoming appropriated or mutated to serve the needs of different professional groups. This chapter is concerned with one extreme of these interstitial specialisms. Chemical engineering – a subject that by (...) its very name is between the science of chemistry and the technology of engineering – did eventually become a profession, in at least some countries. It had a relatively easy time becoming established in America in the first third of this century, but chemical engineering remained largely unrecognised in Germany until the 1960s, and has attracted a smaller professional community there. In Britain, the chemical engineering profession has evinced distinct transitions over a period of a century. It emerged to become an influential contributor to western economies and one of the ‘big four’ engineering professions (along with civil, mechanical and electrical engineering) after the second world war, due in large part to the unmindful aid of an influential, if capricious, sponsor: the state. Yet chemical engineers had a long and troubled history of contestation with other professions. Because of this, the British case is particularly appropriate for examining the continual re-casting of the professional identity in response to external and internal pressures. (shrink)

This study aims to examine the Islamic Theological School that was opened in Nicosia back in 1932 to meet the chaplain needs of the Cypriot Muslims. In this context, how the Islamic Theological School was welcomed among the groupings of the period, its physical structure, teaching staff, and students were all addressed within the framework of the education program and the closure process. The "Foundation Files" in the National Archives and Research Department in the TRNC and the newspaper collections of (...) the period and the "British Colonial Documents" in the Archives of the General Directorate of the Foundations of Cyprus are the main sources of our research. Documentation method, which is one of the qualitative research methods, was used in the study. In this context, the documents that could be accessed in the researches related to the subject of the study are examined and described for the objectives of the study. In conjunction with the madrasas in Cyprus becoming dysfunctional until the end of the 1920s, the wrecked Great Madrasah building in Nicosia, which had the purpose of training personnel such as imams, preachers, chaplains and muezzins for the mosques, was demolished and a school called Islamic Theological School was built instead. The opening of the Islamic Theological School led to important debates between the two opposition groups of the time, the Halkçılar and the Evkafçılar. Halkçılar are the group of people who advocate the adoption of the revolutions and reforms of the newly established Turkish Republic also by Turkish Cypriots. For this reason, they strongly criticized the opening of the Islamic Theological School on the grounds that it would cause reactionism and bigotry. On the other hand, the concept of Evkafçılar is used for people who represent tradition and are close to the current British rulers. Evkafçılar advocated the opening of the Islamic Theological School by stating that it was a social need. Accordingly, both groups used the press effectively as a means of conveying their own thoughts. The halkçı group used the newspapers called "Söz" and "Masum Millet" and the evkafçılar group used the newspaper called "Hakikat" as a means to convey their views to the society. In the shadow of the discussions between the two groups, the Islamic Theological School, which was built in 1932 in place of the wrecked Great Madrasah building in the northeast of Selimiye (Hagia Sofia) Mosque in Nicosia, was built as a single-floor building and a gable roof system was used on its roof. Funds were appropriated by Education (Hatib Ahmed Efendi) Foundation for supplying the school's materials such as tables, chairs, cabinets, sofas, and armchairs. In 1932, when the Islamic Theological School began educating, there were only three professors and one teacher in its teaching staff. Hürremzâde Hakkı Efendi, one of the professors, was both the school director and the Fatwa Emin. One of the other professors was an imam and the other one was a fatwa clerk. And Muallim Ahmed Fehim Efendi undertook the duty of imamate. According to the documents examined, the aforementioned faculty members have taught religious and human sciences-oriented courses in the school. As far as we can identify from the documents open to research in the archives, in the years between 1932 and 1950, when the Islamic Theological School was open, a total of 11 students were educated in this school. In the first year of this school, which started education with three students only, students were given a monthly scholarship of 15 shillings. In addition, the students were both able to practice as assistants to muezzins in the mosques during the month of Ramadan and they were also provided with economic support. After graduation, the students were nominated as imams, muezzins and devirhan. The Islamic Theological School was closed in 1950 because there was no student demand. Despite the fact that 11 people received education in 18 years between the school's opening year 1932 and 1950, and the annual reports published by General Directorate of Foundations stated that the Islamic Theological School continued its services satisfactorily under the upervision of its Fatwa Emin, these statements were unrequited in reality. The Islamic Theological School started to serve in the shadow of the debates between the opposition groups of its time. The parties of the discussions are divided into two groups: Halkçılar and Evkafçılar. The first group opposed the opening of the school by claiming that the financial resources of the General Directorate of Foundations would be spent unnecessarily and that the students to be educated would be raised with reactionism and bigoted ideas. The second group, Evkafçılar, approached the issue with a need-centred approach and defended the necessity of a school to educate religious officials. The mentality of the populist group reflects the ideology of the young Turkish Republic and this is clearly seen in their defence mechanisms. Evkafçılar, on the other hand, did not pay the required attention to the Theological School despite their discourses of necessity. As a result, the power struggle of these two groups aiming to hold the leadership of the Turkish Cypriots caused the Theological School to be adversely affected. Very low salaries of religious officials working in existing mosques and low fees being paid to the graduates of the Theological School who were employed in mosques were other factors that reduced the demand for Theological School. As a result, those who saw low-paid religious officials who had difficulty even getting along did not seek education to become religious officials and their families never pointed such way to them. The fact that a very limited number of students attended Theological School did not lead General Directorate of Foundations to alternative solutions. As the Islamic Theological School was not well organized, the issue of religious officials was felt more and more by the muslim people in the following years in Cyprus where many villages do not even have religious officials. (shrink)

I suggest that the current interest in philosophical counseling is comparable to the situation in the Sixties when many philosophy graduates entertained false hopes of nonacademic philosophical employment. I describe my own experience as a welfare worker, in the course of which my philosophical training proved useful in various ways; I maintain, though, that there was nothing especially philosophical in this. I then consider some ways in which philosophical counseling might be distinctively philosophical. I conclude that philosophical training, as we (...) know it, is in any case inadequate for philosophical counseling and would need to be supplemented by psychological and other training. (shrink)

In the last decade there has been a movement towards facilitating Open Access to academic outputs via the World Wide Web. This movement has been characterised as one that embodies corporate citizenship because such sharing has the potential to benefit all stakeholders: academics, policy makers, charitable sectors and the wider public. In the UK, the Economic and Social Research Council are implementing Open Access compliance guidelines for research that they fund, which is interpreted by individual institutions in their school regulations. (...) In the case of doctoral theses, there is now a requirement for students to provide an electronic format of their final work to be included in their school's online digital repository. In a number of UK institutions, University Awards and Progress Committees will only consider awarding the doctoral degree once these requirements have been satisfied. Although this move to Open Access can be considered as an egalitarian endeavour, this paper argues that an important stakeholder may have been overlooked in the march towards progressive dissemination. The temporal space between gaining informed consent from research participants and the changing nature of the accessibility of outputs can both engender a breach of ethics in terms of the initial agreements negotiated with participants and raise issues around representation in the ongoing dissemination and reformulation of the original work, particularly where visual images are central to research outputs. The paper utilises autoethnography and poetry to reflect on my own encounter with the requirement for Open Access and the ways in which this brings up concerns around ethics, obligations and integrity. (shrink)

I analyse the 2014 policy to promote 'British values' in schools from the perspective of the two main positions in contemporary liberal theory, comprehensive liberalism and political liberalism. I highlight in what ways comprehensive and political liberal defences of the policy are unsatisfactory, before briefly sketching a possible alternative position – ‘thin comprehensive liberalism’ – and discussing its potential for justifying a substantive education in liberal values. In light of this theoretical perspective, I suggest some ways that the existing (...) British values policy might be amended in practice so as to bring it more in line with the liberal ideal. (shrink)

This thesis explores Officer Cadets' social construction of leadership at the Royal Military Academy Sandhurst (RMAS). It addresses calls for more research into leadership behaviours. Taking a social constructionist perspective, the thesis focuses on unmasking the social construction of Leadership amongst Officer Cadets. This study adopts a reflexive approach, acknowledging the centrality of the researcher in the co-construction of the data. The thesis develops interdisciplinary links between the theoretical areas of Dark Leadership to problematize and inform contemporary understandings of (...) Officer Cadets' social construction of leadership through the emergent findings of the study. This qualitative study employed a mono-method research design consisting of semistructured interviews. Through these, participants shared their lived experiences and gave descriptions and understandings of their past leadership experiences before and current experiences within Sandhurst with a reflexive interview approach. The thesis utilises Reflexive Thematic analysis to interpret the data, with the results presented thematically. The thesis uses reflexive thematic analysis to explore dark leadership through a social constructionist lens; the research has evidenced functional changes to practices within Sandhurst and developed a model of what dark leadership at Sandhurst is from an Officer Cadets view. This approach highlights the importance of contextuality, the person and the situation through a holistic Leadership approach. The thesis proposes a holistic framework for leadership, which would advance toward de-coupling the dichotomies of leadership. (shrink)

British writers of the eighteenth century such as Shaftesbury and Hutcheson are widely thought to have used the notion of disinterestedness to distinguish an aesthetic mode of perception from all other kinds. This historical view originates in the work of Jerome Stolnitz. Through a re-examination of the texts cited by Stolnitz, I argue that none of the writers in question possessed the notion of disinterestedness that has been used in later aesthetic theory, but only the ordinary, non-technical concept, and (...) that they did not use this notion to define a specifically aesthetic mode of perception or a specifically aesthetic mode of anything else. The nearest thing that they had to the Stolnitzian conception of “the aesthetic” was their conception of taste, which differs from the former in some essential respects. (shrink)

This research assesses the competency and skill requirements for Seaplane aircraft maintenance in the pilot education program at the Indonesian Pilot Academy Banyuwangi. Utilizing qualitative methods, including in-depth interviews and direct observation, the study involves students and teachers in the pilot education program. Analysis reveals crucial competencies for students, encompassing a profound understanding of Seaplane aircraft systems, adept problem-solving during operations, and the capacity for quick and precise decision-making. Special skills, such as adaptability to complex working conditions and meticulousness (...) in maintenance procedures, are also deemed essential. The research identifies alignment between the academy's curriculum and Seaplane aircraft maintenance needs, yet highlights specific areas requiring enhancement. The study recommends strengthening the curriculum and teaching methods to better address competency and skill needs. Implementing these recommendations is anticipated to elevate the quality of graduates, ensuring they are well-equipped to meet the challenges of Seaplane aircraft maintenance in the aviation industry. (shrink)

This is a one page handout, which specifies four uses of the social organism analogy in British structural-functionalist anthropology and contrasts these uses with uses in analytic political philosophy.

This chapter outlines an alternative interpretation of Hume’s philosophy, one that aims, among other things, to explain some of the most perplexing puzzles concerning the relationship between Hume’s skepticism and his naturalism. The key to solving these puzzles, it is argued, rests with recognizing Hume’s fundamental irreligious aims and objectives, beginning with his first and greatest work, A Treatise of Human Nature. The irreligious interpretation not only reconfigures our understanding of the unity and structure of Hume’s thought, it also provides (...) a radically different picture of the way in which Hume’s philosophy is rooted in its historical context. By altering our understanding of the fundamentals of Hume’s philosophy in this way, the irreligious interpretation also challenges the adequacy of the familiar and entrenched framework of “British Empiricism.”. (shrink)

Through examining the BBC television series, Black and British: A Forgotten History, written and presented by the historian David Olusoga, and in extending Paul Gilroy’s assertion that the everyday banality of living with difference is now an ordinary part of British life, this article considers how Olusoga’s historicization of the Black British experience reflects a convivial rendering of UK multiculture. In particular, when used alongside Žižek’s notion of parallax, it is argued that understandings of convivial culture can (...) be supported by a historical importance that deliberately ‘shocks’, and subsequently dislodges, popular interpretations of the UK’s ‘white past’. Notably, it is parallax which puts antagonism, strangeness and ambivalence at the heart of contemporary depictions of convivial Britain, with the UK’s cultural differences located in the ‘gaps’ and tensions which characterize both its past and present. These differences should not be feared but, as a characteristic part of our convivial culture, should be supplemented with historical analyses that highlight but, also, undermine, the significance of cultural differences in the present. Consequently, it is suggested that if the spontaneity of conviviality is to encourage openness, then understandings of multiculturalism need to go beyond reification in order to challenge our understandings of the past. Here, examples of ‘alterity’ are neither ‘new’ nor ‘contemporary’, but instead, constitute a fundamental part of the nation’s history: of the ‘gap’ made visible in transiting past and present. (shrink)

In this paper, I consider the objection to British structural-functionalism that it is unable to deal with the significance of individuals. There are various ways in which individuals may pose a problem for it. I identify four ways, one of which is novel. This way is when someone does not appear to meet the official role requirements in an organization, which gives rise to the question of whether the anthropologist should posit an alternative structure of roles for the organization.

The dissertation traces the development of what I call “the problem of partiality” through the work of certain key figures in the British Moralist tradition: John Locke, Catharine Trotter Cockburn, Anthony Ashley Cooper (the Third Earl of Shaftesbury), Francis Hutcheson, John Gay, David Hume, Joseph Butler, and Adam Smith. On the one hand, we are committed to impartiality as a constitutive norm of moral judgment and conduct. On the other hand, we are committed to the idea that it is (...) permissible, or even obligatory, to expend disproportionate resources promoting the good of our loved ones over the good of strangers. However, these two commitments conflict with one another. This problem challenges us to provide an account of the scope and limits of reasonable partiality that does justice to both commitments. I argue that confronting this tension is a central project of early modern ethics. I offer a rereading of the British Moralist tradition, centered on debates about partiality, and thereby shift discussion of the tradition away from concerns about meta-ethics and moral epistemology, to issues of practical ethics. The topic of partiality remains central in contemporary ethics, as is evident in ongoing debates about the place of empathy in moral judgment, and the role of love in shaping our moral commitments. Though the aim of the dissertation is not to settle questions about the scope and limits of reasonable partiality, the focus here remains fixed on how the concept of partiality was problematized in our ethical thought, and how it informs our discussions in normative ethics and moral psychology. Alongside building a bridge between early modern scholarship and recent work in ethics, the dissertation casts light on two understudied figures in the British Moralist tradition – Cockburn and Gay – who contributed greatly to debates about partiality. By examining their contributions, I reconsider their place in the history of modern ethics and therefore provide a more contextualized account of philosophical thought in the period. (shrink)

This study aims to present how a religious education is given in the formal education institutions while Turkish Cypriots are under British administration. In this context, studies were conducted to clarify the issue by using the method of documentation based on the supplied documents from the archives of Turkey and the TRNC and printed works, periodicals and reports. The educational institutions of the Turkish Cypriots continued the tradition that they obtained from the Ottoman Empire under the British administration. (...) During this period, sıbyan schools-primary schools, rushdiyyeh-secondary schools, idadi-high schools and madrasahs constitute the formal education institutions of Turkish Cypriots. Religious education courses were taught in the primary schools of these formal education institutions until the end of the British administration. In secondary and high schools, while religion courses were given for many years, this course was removed from the curriculum after 1942-1943 academic year. The madrasahs, another formal education institution of the period, have lost their effectiveness with the increase of the rushdiyyeh-secondary schools as of the beginning of the 20th century and in the 1920s, all of them were closed except the Peristerona Madrasah. With the death of the teacher of the Peristerona Madrasah in 1940, this madrasah also vanished. (shrink)

Worried by the drastic decline in the quality of content of Nigerian movies as evaluated by critics, this paper analyzes the evaluation of Nigerian movies by the African Movie Academy Awards (AMAA) between 2006 and 2016. The objective is to review the decisions of the AMAA jury and to present the academy’s position on the prospects and deficiencies of the Nigerian Movie industry. The paper employs analytical research approach using both primary and secondary sources to explore assessed contents (...) of the Nollywood movies and how far the industry has fared in the mirror of a renowned African movie assessor like AMAA. This paper assembles data of the awards of AMAA since inception and graphically presents the data. Findings reveal a sharp drop in quality of content of Nigerian movies over the years with a hope of an upsurge as adjudged by AMAA since 2006. The study recommends the private sector’s all round support to Nollywood and the federal government’s training or retraining of filmmakers as well as sustained funding for the steady development of the Nigerian movie industry. (shrink)

Consistent evaluation of speakers is an integral part of any training program. Bangladesh Civil Service Administration Academy imparts training primarily for newly recruited administrative civil servants. Depending on both primary and secondary data, this study examines various issues related to the lack of credibility of the speaker-evaluation by the participants to provide deep insights and potential solutions. Secondary data was collected from 300 evaluation forms and the academic backgrounds of 20 regular speakers. A questionnaire-led survey was conducted among 36 (...) participants of a training program to obtain primary data. Although the regular speakers are usually highly educated and professionally experienced, the one-sided subjective feedback remains critical to this evaluation process. The statistical analysis of both primary and secondary data shows that the participants do not invest enough time and thought for completing the evaluation. A reluctance to put descriptive observations makes the outcome of the evaluation lose some of its credibility. Participants have also pointed out a few critical limitations of the form. Findings suggest that adding qualitative measures to the form can be useful to provoke qualitative views from the participants and to obtain constructive suggestions for the speakers. Further insights from the speakers can be valuable to complement the outcome of this study. This study concludes that the Academy must combine planned and incidental evaluations to revitalize the effectiveness of the process. (shrink)