In his writings on school choice and educational justice, Harry Brighouse presents normative evaluations of various choice systems. This paper responds to Brighouse's claim that it is inadequate to criticise these evaluations with reference to empirical data concerning the effects of school choice.

In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among ‘friends’, where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position (...) helpfully assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives – but also their school choices – actually matter if the inequitable outcomes seem to remain unchanged. (shrink)

Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, (...) which implies that a market in education is acceptable only if it is right to hold children disadvantaged by their parents' poor market choices substantively responsible for the fact. Since that claim is untenable, the market‐based argument for school choice not only fails, but also turns out to rely on principles which in fact condemn the very policy it was supposed to support. (shrink)

To demonstrate their appreciation for the inevitability of choice on the educational landscape, the authors acknowledge: the moral and legal right of parents to choose an education they think ‘best’ for their own child; the necessity of plural educational provision in a liberal democratic society; the legitimate concerns many parents have about the quality of education on offer; and even the (not occasional) success of copious educational alternatives, which may or may not foster innovation. So far so good. But (...) a number of difficulties quickly come into view. (shrink)

In this paper we carefully study the problem of liberty as it applies to school choice, and whether there ought to be restricted liberty in the case of homeschooling. We examine three prominent concerns that might be brought against homeschooling, viz., that it aggravates social inequality, worsens societal conflict and works against the best interests of children. To examine the tensions that occur between parental liberty, children's interests, and state oversight, we consider the case of homeschooling in the (...) Dutch context. (shrink)

An increasing vaccine hesitancy among parents, which has resulted in insufficient rates of immunization, provides reason to reconsider childhood vaccination practices. Studies suggest that parents’ decision-making process concerning whether to vaccinate their child is highly influenced by cognitive biases. These biases can be utilized to increase vaccination uptake via changes in the choice context. This article considers childhood vaccination programmes, which involve children being vaccinated in school or daycare unless their parents actively “opt out”. We suggest that such (...) programmes reconcile parents’ decisional authority and vaccination duties. First, opt-out childhood vaccination based in schools or daycare centres are not disrespectful of parental authority. Second, the programme aligns the default setting with a moral obligation to vaccinate one’s child that most parents have. (shrink)

This essay is my analysis of Eamonn Butler’s fine book, Public Choice: a Primer. I suggest that Butler’s book is especially useful for philosophers, most of whom are to this day unfamiliar with public choice theory. This body of economics studies the role that universal self-interest plays in politics. This is an unpleasant truth for many philosophers, who have the Hegelian view of government as the realm of disinterested charity. Butler reviews the history of public choice economics, (...) discusses the various schools of the theory, and the major areas of application. (shrink)

The small school movement originated in the democratic ideology of Deborah Meier, who sought to create schools that gave students, parents, teachers, and all stakeholders in the communities they served a voice in education. In New York City, Meier's vision was implemented haphazardly by a group of business and political elites able to pour millions of dollars into an initiative without carefully considering the complex interests involved in creating new small schools. According to this author, this lack of forethought (...) placed students and parents at an even greater disadvantage than had existed previously. It was thought that the creation of small schools of choice would provide students, parents, and families the most appropriate education for their children, and that free market practices would create an environment of increased accountability and transparency, which would improve educational outcomes for all students. The author argues that these measures failed to improve educational equity and opportunities for students, and that they also placed students most in-need at an even greater disadvantage, thus hurting the very children these laws were created to help. She supports this argument using a critique of neoliberalism in the context of education as defined by Michael Apple, John Rawls's original position, and the application of Rawls's position in an educational context by Barry Bull. (shrink)

Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates—Martin Buber, Emmanuel Levinas—together with Paulo Freire’s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings’s pedagogy of care and concern, and even Gadamer’s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. This article describes (...) the dual discourse connected to the schools. The first is the inner dialogical, which is devoted to student freedom and progress, the child being placed at the center. The second is the exterior discourse, which represents the school as a place of counter-education that provides personal and group development and comprises a site of liberty and choice. The schools in Israel are described as test case and indicating the existence of a sophisticated form of deception via the use of alluring terminology. The democratic private schools should be recognized for what they really are—agents of commodification that undermine democracy rather than enhance it. (shrink)

The study investigated the effects of computer-assisted instruction on mathematics achievement among secondary school students in Rivers State. Two research questions and two hypotheses guided the study. The design was quasi-experimental. The population of the study was 215 students in a senior secondary school Kpor in Gokana. The sample of the study was 35 students. The sample size was drawn using simple random sampling technique. The instrument used to collect data was multiple choice achievement test. The instrument (...) was validated by experts in computer science education and the researchers, while the reliability of the instrument was established at 0.81. Mean and standard deviation was used to analyze pre-test and post-test scores to answer research questions, while z-test was used to test the hypotheses at 0.05 significant level. The findings of the study showed that students taught with computer assisted instruction performed higher than those taught with traditional instructional methods. Findings also revealed that there is a significant difference between the pretest and post-test achievement scores of students taught Mathematics with computer assisted instructional method. The study recommended among others that government should integrate computer and educational software into the mainstream of mathematics curriculum from the junior secondary school level as this will help to prepare students for stellar performance in Mathematics at senior secondary level. (shrink)

In the last third of the 20th century, the Bielefeld School of social history, headed by Hans- Ulrich Wehler and Jürgen Kocka, rose to prominence. It had contrasting concerns: the focus on structures and processes of development sidelined intentional action and coexisted with a political rewriting of the past that indicted the interests and decisions of dominant elites in Germany from 1870 to 1933. History was viewed, oddly enough, as retrospective politics. This article analyses the main aporiae implied by (...) both the School’s programme and its scholarly output. How did a structuralist historiography contrive backward-looking political denunciations? Is our time entitled to judge and accuse the past? Notwithstanding the weight of structures and processes, were there real alternatives for the historical agents? Did systemic causality grant elbowroom to intentional action? What chances were then missed and why? Overall, the surmise that there were always choices clashes with received narratives of inevitability. (shrink)

This paper outlines ethical problems with the regional quota systems used in Japanese medical schools from the perspective of the autonomous choice of doctors and medical students. “Regional quotas” have been established in university medical schools in Japan to cultivate doctors for rural areas, and the percentage of such quotas has been significantly increasing in recent years. This study mainly focuses on the regional quota systems for medical schools whereby medical students receive scholarships on the condition that they work (...) in community medicine for a certain period after graduating and are exempt from repaying the scholarship depending on the fulfillment of their obligations. In many cases, the regional quota systems impose penalties on those who leave to prevent withdrawal, and some claim that it is morally impermissible to withdraw from the contract. Thus, the study reviews regional quota systems and argues that these systems contain contracts that restrict the signatory’s freedom of residence and professional choice for more than a decade, and that it is difficult to withdraw from the contract because of the penalties. Consequently, it demonstrates that these contracts are morally unjust as they severely restrict the autonomous choice of doctors and medical students. In conclusion, the current regional quota systems are morally impermissible and local authorities should recruit new doctors without using such systems. (shrink)

With English as a universal language and a central player in a globalized digital world, the need for an acceptable level of teacher ICT application skills, competence among teachers of English is necessary. The Government of Kenya (GoK) has put in concerted efforts to propel Kenya towards vision 2030 by investing in ICT integration in curriculum implementation, to equip a professional teacher with ICT skills for quality classroom practices and satisfactory learner performance in national examinations. Despite the efforts by the (...) GoK to equip teachers with ICT skills for good results in English, Kenya National Examinations Council (2022) contends, overall performance in English for the past 5 years falls short of the average mean of 50% and relentless effort from teachers is still required. The purpose of this study was to investigate the influence of teacher level of ICT application skills on implementation of English curriculum in public secondary schools in Kakamega North Sub-County, Kenya. The study used descriptive research design. A sample of 44 principals, 88 teachers of English and 345 form three students across the 50 public secondary schools in Kakamega North Sub-County, Kenya, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that there were teachers who neither participated in ICT workshops (67.1%) nor attended conferences on choice of teaching and learning materials (47.1%), a gap pointing on teachers. Interviews and FGD results show, teacher level of ICT application skills is crucial if quality results are to be realized. The study found a significant association between teacher level of ICT application skills and implementation of English curriculum in school. The study concluded, teacher level of ICT skills in teaching of English is a major concern. (shrink)

The untrained early childhood development education (ECDE) teacher tends to escape from children’s problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. The purpose of (...) this study was to establish teacher factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District. This study was guided by the Learning Styles theory by McCarthy (1980) and adopted a descriptive survey design. The study targeted 126 public ECDE centres, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE centres in the district. Simple random sampling technique was used to select 38 public ECDE centres. The study used the questionnaire, interview schedule and observation checklist to collect data. Data was analyzed using descriptive and inferential statistics and presented using frequencies and percentages. The availability of teaching /learning materials, age of the ECDE child, mastery of content and teacher’s experience influenced the choice of teaching method. Others such as teacher motivation, number of children and the school locality also tend to influence the choice of the teaching method. It was also established that there was a relationship between the factors and choice of teaching method. A teacher should embrace the use of a variety of teaching methods; they should appropriately choose the teaching methods in consideration of the learners’ needs. (shrink)

This Essay analyzes an essay by H. L. A. Hart about discretion that has never before been published, and has often been considered lost. Hart, one of the most significant legal philosophers of the twentieth century, wrote the essay at Harvard Law School in November 1956, shortly after he arrived as a visiting professor. In the essay, Hart argued that discretion is a special mode of reasoned, constrained decisionmaking that occupies a middle ground between arbitrary choice and determinate (...) rule application. Hart believed that discretion, soundly exercised, provides a principled way of coping with legal indeterminacy that is fully consistent with the rule of law. This Essay situates Hart’s paper – Discretion – in historical and intellectual context, interprets its main arguments, and assesses its significance in jurisprudential history. In the context of Hart’s work, Discretion is notable because it sketches a theory of legal reasoning in depth, with vivid examples. In the context of jurisprudential history, Discretion is significant because it sheds new light on long-overlooked historical and theoretical connections between Hart’s work and the Legal Process School, the American jurisprudential movement dominant at Harvard during Hart’s year as a visiting professor. Hart’s Discretion is part of our jurisprudential heritage, advancing our understanding of legal philosophy and its history. (shrink)

We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail to (...) accurately assess the possession of a concept or the lack of it, for they only check the written outputs of the pupils who take them, without detecting the inferences actually endorsed or used by them. We suggest that school tests would acquire reliability if they enabled pupils to make the reasons of their answers or the inferences they use explicit, so as to contribute to what Brandom calls the game of giving and asking for reasons. We explore the possibility to put this suggestion into practice by deploying two-tier multiple-choice tests. (shrink)

This essay is my review of Bob Bowden’s excellent documentary The Cartel. It is a powerful indictment of public schools and public school teachers’ unions. In a crucial part of the film, we see minority parents at a charter school lottery. Charter schools, like voucher private schools, give parents school choice—although charter schools are public schools technically, but run fairly independently. They are so popular, and the school districts allow so few of them, that parents (...) must apply by lottery for the few slots. The looks of grief on the faces of the parents who lose the lottery—and hence must keep their children in failing public schools—is telling. It is ironic that the nation most admired by American progressives—Sweden—completely voucharized its entire K-12 school system thirty years ago. (shrink)

Although symmetry has been discussed in terms of a major law of perceptual organization since the early conceptual efforts of the Gestalt school (Wertheimer, Metzger, Koffka and others), the first quantitative measurements testing for effects of symmetry on processes of Gestalt formation have seen the day only recently. In this study, a psychophysical rating study and a “foreground”-“background” choice response time experiment were run with human observers to test for effects of bilateral symmetry on the perceived strength of (...) figure-ground in triangular Kanizsa configurations. Displays with and without bilateral symmetry, identical physically-specified-to-total contour ratio, and constant local contrast intensity within and across conditions, but variable local contrast polarity and variable orientation in the plane, were presented in a random order to human observers. Configurations with bilateral symmetry produced significantly stronger figure-ground percepts reflected by greater subjective magnitudes and consistently higher percentages of “foreground” judgments accompanied by significantly shorter response times. These effects of symmetry depend neither on the orientation of the axis of symmetry, nor on the contrast polarity of the physical inducers. It is concluded that bilateral symmetry, irrespective of orientation, significantly contributes to the, largely sign-invariant, visual mechanisms of figure-ground segregation that determine the salience of figure-ground in perceptually ambiguous configurations. (shrink)

Neoliberalism is an approach to social policy, now globally influential, that applies market approaches to all aspects of social life, including education. Charter schools, privately operated but publicly funded, are its most prominent manifestation in the U.S. The neoliberal principles of competition, consumerism, and choice cannot serve as foundations of a sound and equitable public education system. Neoliberalism embraces socio-economic inequality overall and in doing so constricts any justice mission its adherents espouse in virtue of serving a relatively disadvantaged (...) student population, as charter schools often (by no means always) do. It constricts educational justice by (1) embracing a “human capital” approach as the primary good of education, (2) creating educational inequality through (unofficially) selecting a relatively advantaged segment of the disadvantaged demographic it serves, (3) denying the effect of poverty on educational performance, and (4) devaluing its students’ familial ethnic cultures. (shrink)

Microlearning-based lessons are still new in the field of education because it primarily focuses on corporate training and adult learning. Hence, limited research was conducted in basic education even in higher education. Microlearning-based lessons are designed and delivered in the form of small, bite-sized information which allows students to achieve a certain learning objective. The main purpose of this research is to determine the effectiveness of Microlearning-based Lessons in Chemistry in the level of academic performance of 18 Grade 9 students (...) under the online learning modality. Moreover, the research instrument used was a researcher-made pretest-posttest based on the learning competencies of the Most Essential Learning Competency (MELC) consisting of 25 multiple choice items along the topics in Grade 9 Chemistry during the Second Quarter of the school year 2020-2021. Mean and paired t-tests were used as tools for analysis. Findings reveal that students’ exposure to Microlearning-based Lessons in Teaching Grade 9 Chemistry improved their level of academic performance in Chemistry. This implies that students perform better when they use microlearning-based lessons in learning Chemistry. Thus, it can be concluded that the level of performance in Chemistry of Grade 9 students greatly improved after exposure to microlearning-based lessons. Furthermore, this shows the effectiveness of the intervention material in improving their level of academic performance, thus the microlearning-based lessons be adopted in teaching Chemistry is recommended. (shrink)

Each new decade brings ‘advances’ in technology that are more capable of collecting, aggregating, organizing, and deploying data about human practices. Where we go, what we buy, what we say online, and the people with whom we connect, are captured with ever more sophistication by governmental and corporate institutions. Data are increasingly being sold to schools to help them ‘manage’ teaching and administration tasks. Of course, at the same time, schools, teachers, and students are generating data that further advances the (...) goals of data aggregators. After some discussion regarding data’s philosophical dimensions, this chapter examines the benefits and drawbacks of surveillance and datafication in present educational contexts. In addition, this chapter raises ethical and pragmatic questions related to how datafication often reshapes or redefines agency, choice, personal relationships, and individuality. In response to some of the ethical qualms raised by these questions, a vision (imaginary) is proposed to help conserve some of the educational values threatened by datafication, including values related to genuine interest, sociality, and transformative, and qualitative experiences. -/- CITATION: Hildebrand, D.L. (2024). What are Data and Who Benefits?. In: Buch, A., Lindberg, Y., Cerratto Pargman, T. (eds) Framing Futures in Postdigital Education. Postdigital Science and Education . Springer, Cham. doi: 10.1007/978-3-031-58622-4_5 -/- . (shrink)

Having served as an educationist and administrator for over forty-two years, at various prestigious educational institutions in India, he has also established himself as an eminent writer in the field of Sikh theology. Through his literary essays, as published in several reputed journals, magazines, books, and newspapers, he has been able to create an indelible mark of scholarship on the minds of his readers. Besides, he has published about one dozen books related to Sikhism. He has been honoured for his (...) services to the Sikh cause by several Sikh and non-Sikh organizations, e.g., SGPC, Amritsar; ICCR, Govt. of India; and Templeton Foundation, USA. He has also been honoured with Shiromani Award for Scientific Literature in Punjabi (1993) by Govt. of Punjab. A renowned Physicist and a noted Sikh theologian, Prof. Virk, is a founder member of the School of Scientific and Logical Interpretation of Gurbani. He is committed to bringing out the truth of Gurbani, logically, rationally and scientifically. With his scientific training and devotion to Gurbani, he is eminently qualified to do so. Prof. Virk adheres that Sikh Gurus' Philosophy is perennial and universal in its approach to understand Cosmology, Nature, life and human behaviour in the present scientific era. His scientific background and professional life as a scientist have undoubtedly influenced his choice of paradigm and perspective. Prof. Virk asserts that Sikh Gurus, their philosophy, their bani, their Sikhi, and Sri Guru Granth Sahib delineate the basics for the global society of the 21st century. His views on various aspects of Sikh Philosophy are presented here for the benefit of readers:. (shrink)

Polish education is on a precipice of change. This is associated great hopes and great concerns. For too long the school system has condemned to indifference of politics and the public opinion was led also to similar believes. The school must change but not superficially, it must change for the inside. But in which direction should the changes be guided? The author of the this article proposes a thorough transformation of the polish school paradigm to increase the (...) autonomy of educational institutions, teachers and most importantly, students. This is the basis to build up through education an adequate attitude needed for the future world, which as never before will be in the need for informed, competent and free people, who understand the value of choice. To clarify a holistic need for abovementioned changes the author will invoke a cognitive tool in the form of metaphorology to outline an analogy between the condition of the modern student and mythical Icarus, for whom freedom and fulfillment of potential, were more important than obedience and safety, on which contemporary kids and youth also cannot count. (shrink)

This research assesses the factors influencing students' decision-making when choosing a university. The study proposes eight factors, such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation, on students' university choices. A quantitative approach was employed, utilizing both secondary and primary data. A total of 330 students were sampled for this study. The data were analyzed using SPSS, employing descriptive statistics for data summarization and inferential statistics (...) for analysis. Descriptive tools such as frequency analysis were used to examine the distribution of responses, while regression analysis was conducted to test the predictive power of the factors. The findings of this study indicate that factors such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation are all significant considerations in students' decision-making process when choosing a university. These factors play an influential role in shaping students' preferences and choices. The results show that these factors significantly impact students' university choices. The study contributes to the existing literature by providing empirical evidence on the importance of these factors in the decision-making process. Understanding the influence of these factors can assist universities in developing targeted strategies to attract and meet the needs of prospective students. By recognizing the significance of parental involvement, fostering positive relationships with high school teachers, showcasing successful graduates, promoting positive word-of-mouth recommendations, providing a conducive learning environment, and building a solid reputation, universities can enhance their appeal and effectively compete in the higher education market. Further research in this area can explore additional factors and delve deeper into the mechanisms influencing students' decision-making when choosing a university. (shrink)

TWENTIETH-CENTURY ETHICS. AFTER NIETZSCHE -/- Preface This book tells the story of twentieth-century ethics or, in more detail, it reconstructs the history of a discussion on the foundations of ethics which had a start with Nietzsche and Sidgwick, the leading proponents of late-nineteenth-century moral scepticism. During the first half of the century, the prevailing trends tended to exclude the possibility of normative ethics. On the Continent, the trend was to transform ethics into a philosophy of existence whose self-appointed task was (...) that of describing the human condition as consisting of choices, as unavoidable as arbitrary, without any attempt at providing criteria for making such choices. In the Anglo-Saxon countries, the heir of ethics was a philosophy of morality, that is, an analysis of the language of morality that intended to clarify valuations without trying to justify them. 1958 was the year of the normative turn that led to the Rehabilitation of practical philosophy, a turn followed by decades of controversies between distinct kinds of normative ethics: utilitarian, Kantian, virtue ethics. While the controversy was raging, a quiet revolution took place, that of applied ethics which surprisingly dissolved the controversy's very subject matter by providing methods for making convergence possible on intermediate principles even when no agreement was available about first principles. The normative turn and the revolution of applied ethics have led us, at the turn of the century, to a goal that was quite far from the starting point. Instead of scepticism and relativism that was the fashion at the beginning of the century, at the beginning of the third millennium impartial and universal moral arguments seem to hold the spot being supported, if not by a final rational foundation, at least by reasonableness, the most precious legacy of the Enlightenment. -/- ● TABLE OF CONTENTS -/- ● I Anglo-Saxon philosophy: naturalism 1. Dewey beyond evolutionism and utilitarianism 2. Dewey and anti-essentialist moral epistemology 3. Dewey and naturalist moral ontology 4. Dewey and normative ethics of conduct and function 5. Perry and semantic naturalism -/- ● II Anglo-Saxon philosophy: ideal utilitarianism and neo-intuitionism 1. Moore's critique of utilitarian empiricism 2. Moore on the naturalistic fallacy 3. Moore on the nature of intrinsic value 4. Moore on ideal utilitarianism 5. Prichard on the priority of the right over the good 6. Ross's coherentist moral epistemology 7. Ross's moral ontology: realism, pluralism, and non-naturalism 8. Ross's normative ethics of prima facie duties -/- The chapter reconstructs the background of ideas, concerns and intentions out of which Moore's early essays, the preliminary version, and then the final version of Principia Ethica originated. It stresses the role of religious concerns, as well as that of the Idealist legacy. It argues that PE is more a patchwork of somewhat diverging contributions than a unitary work, not to say the paradigm of a new school in Ethics. -/- ●III Anglo-Saxon philosophy: non-cognitivism 1. The Scandinavian School, the Vienna circle and proto-emotivism 2. Wittgenstein and the ineffability of ethics 3. Russell's and Ayer's radical emotivism 4. Stevenson and moderate emotivism 5. Stevenson and the pragmatics of moral language 6. Stevenson and the methods for solving ethical disagreement 7. Hare and prescriptivism The chapter reconstructs first the discussion after Moore. The naturalistic-fallacy argument was widely accepted but twisted to prove instead that the intuitive character of the definition of 'good', its non-cognitive meaning, in a first phase identified with 'emotive' meaning. Alfred Julius Ayer is indicated as a typical proponent of such non-cognitivist meta-ethics. More detailed discussion is dedicated to Bertrand Russell's ethics, a more nuanced and sophisticated doctrine, arguing that non-cognitivism does not condemn morality to arbitrariness and that the project of rational normative ethics is still possible, heading finally to the justification of a kind of non-hedonist utilitarianism. Stevenson's theory, another moderate version of emotivism is discussed at some length, showing how the author comes close to the discovery of the role of a pragmatic dimension of language as a basis for ethical argument. A section reconstructs the discussion from the Forties about Hume's law, mentioning Karl Popper's argument and Richard Hare's early non-cognitivist but non-emotivist doctrine named prescriptivism. -/- ●IV Anglo-Saxon philosophy: critics of non-cognitivism 1. Neo-naturalism and its objections to the naturalistic fallacy argument 2. Objections to Hume's law 3. Clarence Lewis and the pragmatic contradiction 4. Toulmin and the good reasons approach 5. Baier and moral reasons 5. Baier, social moralities and the absolute morality 6. Baier and the moral point of view 7. Baier and the contents of absolute ethics -/- ● V Continental philosophy: the philosophy of values 1. Max Weber and the polytheism of values 2. Phenomenology against psychologism and rationalism 3. Reinach and the theory of social acts 4. Scheler and the material ethics of values 5. Hartmann and the ontology of values 6. Plessner, Gehlen and the Philosophische Anthropologie -/- The chapter illustrates first the idea of phenomenology and the Husserl's project of a phenomenological ethic as illustrated in his 1908-1914 lectures. The key idea is dismissing psychology and trying to ground a new science of the apriori of action, within which a more restricted field of inquiry will be the science of right actions. Then the chapter illustrates the criticism of modern moral philosophy conducted in the 1920 lectures, where the main target is naturalism, understood in the Kantian meaning of primacy of common sense. The third point illustrate is Adolph Reinach's theory of social acts as a key the grounding of norms, a view that sketches the ideas 'discovered' later by Clarence I. Lewis, John Searle, Karl-Otto Apel and Jürgen Habermas. A final section discusses Nicolai Hartman, who always refused to define himself a phenomenologist and yet developed a more articulated and detailed theory of 'values' – with surprising affinities with George E. Moore - than philosophers such as Max Scheler, who claimed to be Husserl's legitimate heirs. -/- ● VI Continental philosophy: the critics of the philosophy of values 1. Freud, the Superego and Civilization 2. Heidegger on original ethos against ethics 3. Sartre and de Beauvoir on authenticity and ambiguity 4. Adorno and Horkheimer on emancipation and immoralism -/- ●VII Post-liberal theologians and religious thinkers 1. Barth on the autonomy of faith from ethics 2. Developments of Reformed moral theology after Barth 3. Bonhoeffer on the concrete divine command and ethics of penultimate realities 4. Developments of Reformed and Catholic moral theology after world war II 5. Baeck and the transformation of liberal Judaism 6. Rosenzweig against liberal Judaism 7. Buber and religion as the vital lymph of morality 8. Heschel and Judaism as a science of actions -/- The chapter examines the main protagonists of Christian theology and Jewish religious thinking in the twentieth century. It stresses how the main dilemmas of contemporary philosophical ethics lie at the root of the various path of inquiry taken by these thinkers. -/- ● VIII Normative ethics: neo-Utilitarianism 1. The discussion on act and rule utilitarianism 2. Hare on two-tiered preference utilitarianism 3. Harsanyi, Gauthier and rational choice ethics 4. Parfit, utilitarianism and the idea of a person 5. Brandt and indirect conscience utilitarianism -/- The chapter addresses the issue of the complex process of self-transformation Utilitarianism underwent after Sidgwick's and Moore's fatal criticism and the unexpected Phoenix-like process of rebirth of a doctrine refuted. Two examples give the reader a glimpse at this uproarious process. The first is Roy Harrod Wittgensteinian transformation of utilitarianism in pure normative ethics depurated from hedonism as well as from whatsoever theory of the good. This transformation results in preference utilitarianism combined with a 'Kantian' version of rule utilitarianism. The second is Richard Hare's two-level preference utilitarianism, where act utilitarianism plays the function of the eventual rational justification of moral judgments and rule-utilitarianism that of an action-guiding practical device. -/- ● IX Normative ethics: neo-Aristotelianism and virtue ethics 1. Hannah Arendt, action and judgement 2. Hans-Georg Gadamer and phronesis 3. Alasdair MacIntyre on practices, virtues, and traditions 5. Stuart Hampshire on deliberation 6. Bernard Williams and moral complexity 7. Feminist ethics -/- Sect 1 reconstructs the post-war rediscovery of ethics by many German thinkers and its culmination in the Sixties in the movement named 'Rehabilitation of practical philosophy' is described. Heidegger's most brilliant disciples were the promoters of this Rehabilitation. Hans-Georg Gadamer is a paradigmatic example. His reading of Aristotle's lesson I reconstructed, starting with Heidegger's lesson but then subtly subverting its outcome thanks to the recovery of the significant role of the notion of phronesis. Sect 3 discusses the three theses defended by Anscombe in 'Modern Moral Philosophy'. It argues that: a) her answer to the question "why should I be moral?" requires a solution of the problem of theodicy, and ignores any attempts to save the moral point of view without recourse to divine retribution; b) her notion of divine law is an odd one more neo-Augustinian than Biblical or Scholastic; c) her image of Kantian ethics and intuitionism is the impoverished image manufactured by consequentialist opponents for polemical purposes and that she seems strangely accept it; d) the difficulty of identifying the "relevant descriptions" of acts is not an argument in favour of an ethics of virtue and against consequentialism or Kantian ethics, and indeed the role of judgment in the latter is a response to the difficulties raised by the case of judgment concerning future action. The chapter gives a short look at further developments in the neo-naturalist current trough a reconstruction of Philippa Foot's and Peter Geach's critiques to the naturalist-fallacy argument and Alasdair MacIntyre's grand reconstruction of the origins and allegedly inevitable failure of the Enlightenment project of an autonomous ethic. -/- ● X Normative ethics: Kantian and rights-based ethics 1. Dialogical constructivism 2. Apel, Habermas and discourse ethics 3. Gewirth and rights-based ethics 4. Nagel on agent-relative reasons 5. Donagan and persons as ends in themselves Parallel to the neo-Aristotelian trend, there was in the Rehabilitation of practical philosophy a Kantian current. This current started with the discovery of the pragmatic dimension of language carried out by Charles Peirce and the Oxford linguistic philosophy. On this basis, Karl-Otto Apel singled out as the decisive proponent of the linguistic and Kantian turn in German-speaking ethics, worked out the performative-contradiction argument while claiming that this was able to provide a new rational and universal basis for normative ethics. The chapter offers an examination of his argument in some detail, followed by a more cursory reconstruction of Jürgen Habermas's elaboration on Apel's theory. -/- ● XI The applied ethics renaissance 1. Elisabeth Anscombe on the atom bomb 2. From medical ethics to bioethics 3. Rawls and public ethics 3. Nozick, Dworkin and further developments of public ethics 5. Sen and the revival of economic ethics -/- The chapter presents the revolution of applied ethics while stressing its methodological novelty, exemplified primarily by Beauchamp and Childress principles approach and then by Jonsen and Toulmin's new casuistry. The chapter argues that Rawls's distinction between a "political" and a "metaphysical" approach to the theory of justice, one central part of ethical theory, is a formulation of the same basic idea at the root of both the principles approach and the new casuistry, both discussed in the following chapter. The idea is that it is possible to reach an agreement concerning positive moral judgments even though the discussion is still open – and in Rawls' view never will be close – on the essential criteria for judgment. -/- ● XII Fin-de-siècle metaethics 1. Deontic logics 2. Anti-realism 3. External realism 4. Internal realism 5. Kantian constructivism -/- The chapter illustrates the fresh start of meta-ethical discussion in the Eighties and Nineties and the resulting new alignments: metaphysical naturalism, internal realism, anti-realism, and constructivism. (shrink)

Polish education is on a precipice of change. This is associated great hopes and great concerns. For too long the school system has condemned to indifference of politics and the public opinion was led also to similar believes. The school must change but not superficially, it must change for the inside. But in which direction should the changes be guided? The author of the this article proposes a thorough transformation of the polish school paradigm to increase the (...) autonomy of educational institutions, teachers and most importantly, students. This is the basis to build up through education an adequate attitude needed for the future world, which as never before will be in the need for informed, competent and free people, who understand the value of choice. To clarify a holistic need for abovementioned changes the author will invoke a cognitive tool in the form of metaphorology to outline an analogy between the condition of the modern student and mythical Icarus, for whom freedom and fulfillment of potential, were more important than obedience and safety, on which contemporary kids and youth also cannot count. (shrink)

Over the last three years I have been fortunate to teach an unusual class, one that provides an academic background in ethical and social and political theory using the medium of comedy. I have taught the class at two schools, a private liberal arts college in western Pennsylvania and a public regional state university in southern Georgia. While the schools vary widely in a number of ways, there are characteristics that the students share: the school in Pennsylvania had a (...) large population of students raised in a middle class industrial context, and the school in Georgia had a majority of students from middle-to-lower class agricultural backgrounds. Because of recent collapses in the economy of the tool and dye industry in the Great Lakes region, and the ongoing concerns for development in rural and urban areas of the southeastern United States, both groups of students were in similarly dire economic and working conditions. All faced the distinct possibility that they would not do as well in life as their parents. Most of the students grew up with television and film and had a love of comedy when they arrived at college. -/- Entertainment and mass media contributed to the students' mindset and the lens through which they viewed and interpreted their lived experience. Comedic mass media in the form of television sitcoms and films were common choices for inexpensive entertainment, in their childhood, in their past, in their homes, and now in their college dorms and apartments. In asking students to connect their own history with cultural trends depicted in comedy in film and television, even through the history of television, gave the students a familiar venue to critically consider their own intellectual growth and development and that of American society as a whole. -/- Many of them were familiar with the internet, and enjoyed the internet as a source of information about celebrities as well as the history and episodes of their favorite television shows and films. Students are rediscovering and discovering television programs that their professors may have watched as children, with the availability of a wide range of comedy television programs available on cable, especially TVLand, Comedy Central and Nick-at-Night. -/- In this article I will elaborate on the value of comedy as a teaching tool for philosophers and professors. I will provide a number of examples, showing how comedy can provide fertile examples of ethical theory at work, and I will show how comedy can be used to clarify cultural norms and values. Finally, I will discuss the political activism and student empowerment involved in teaching Philosophy, Comedy and Film in southern Georgia. (shrink)

The article is devoted to the analysis of the evident scientific method of Galen, which establishes the necessity of correct diagnosis of diseases, determination of true symptoms and causes of diseases, which results in the choice of the exact method of treatment. The article focuses on how Galen seeks to achieve reliable knowledge based on an undeniable logical necessity. Logical reliability is contrasted with “dialectical”, that is, probabilistic judgments, often leading to the opposite of what was originally asserted in (...) them. Probabilistic judgments were characteristic of the Stoic philosophical school, with which Galen hotly argues, asserting his understanding of truth. Truth, in his opinion, is achieved through facts based on true premises. The criterion of truth for Galen is the study of the device of a living organism, and the logical conclusions depend on the accuracy of knowledge of human anatomy. Thus, the nature of the proof judgments of Galen depends on their practical content and not on the formal and logical structure offered by the Stoics when studying the functions of the human body, which ultimately leads to incorrect methods of treatment. (shrink)

Nāgārjuna’s “middle path” charts a course between two extremes: Nihilism, and Absolutism, not unlike earlier Buddhism. However, as early Buddhists countinanced constituents of reality as characterizable by essences while macroscopic objects lack such essences, Nāgārjuna argues that all things lack what he calls svabhāva – “own being” – the Sanskrit term for essence. Since everything lacks an essence, it is Empty (śūnya). To lack an essence is to lack autonomy. The corollary of this is that all things are interrelated. The (...) Mahāyāna (Great Vehicle) school of Buddhist thought draws heavily on this insight: if all things are related, individualism has to give way to inclusivity. According to Nāgārjuna, the key to understanding his Middle path philosophy is dharma: ethics. It is only by a prior commitment to ethics that we can properly understand the Buddha's philosophy as teaching no doctrine of reality, for it is not a teaching of metaphysics, but of ethics, which is to say, Dharma. At the center of Dharma is a kind of Contractualism of the Buddhist community (saṅga). A failure to approach emptiness via ethics is like trying to hold a snake dangerously. However, approaching the emptiness of reality via ethics is grounds for optimism: nothing is stuck by essence, and we have reason to believe in positive change made possible by prudent ethical choice. In this module I consider some objections to Nāgārjuna's position from Vedic positions, and Yoga, and identify responses available to Nāgārjuna. (shrink)

Disney’s Frozen (2013) and Frozen 2 (2019) are among the highest-grossing films of all time (IMDb 2021) and are arguably among the most influential works of fantasy produced in the last decade in any medium. The films, based loosely on Hans Christensen Andersen’s “The Snow Queen” (Andersen 2014) focus on the adventures of the sisters Anna and Elsa as they, together with their companions, seek to safeguard their people both from external threats and (importantly) from Elsa’s inabilities to control her (...) magical abilities to summon ice and snow. While Anna’s choices drive much of the action of both films, Elsa has undoubtedly been the more influential and popular of the two characters, as indicated by measures such as merchandise sales (Ellen Byron and Paul Ziobro 2014), Google search data (Play Like Mum 2020), and even baby name choices (Wolfers 2015). -/- Despite her popularity, Elsa is in many ways a paradoxical sort of hero, as she finds her actions all but predetermined by both external and internal forces. This is particularly the case in the first film, where we meet an Elsa who has been born with a power she cannot control, and which appears more as a force of nature than as anything that “belongs” to Elsa. The film’s action is driven, in large part, precisely by Elsa’s failures to exert control over her emotions and abilities. She begins the film by accidentally injuring Anna. This, in turn, causes Elsa to become fearful and withdrawn and to isolate herself from her sister, even after their parents die on a quest to find a cure for Elsa. Elsa's fear and lack of control lead to an even more dire outcome when she inadvertently calls down winter on Arendelle and abandons her people for the mountains. It is only through Anna's devoted quest to rescue her sister, first by pursuing her to the mountains, and later by throwing herself in front of the villainous Hans’ sword attack on her sister, that Elsa (and Arendelle) are saved. Elsa's most active contribution to this is to appreciate the import of Anna's sacrifice and to discover the power of "love" to overcome her fear. -/- What then, are we to make of Elsa as a character? It is the younger sister Anna who corresponds most closely to Gerda, the unquestioned protagonist of Andersen’s original tale, and her character arc fits neatly with the well-known “Hero’s Journey” model for describing myth (Campbell 2020). It is Anna, for example, who goes on a quest, meets a group of motley companions (the human Kristoff, the reindeer Sven, and the magical snowman Olaf), accepts advice from wise elders (the trolls), undergoes a severe trial, and even gets the "reward" of romantic love at the end. All of this has led some scholars (Niemiec and Bretherton 2015; Heit 2019) to hold up Anna, rather than Elsa, as something like the hero of the story. Existing scholarship on Elsa, by contrast, has focused largely on issues related to her gender and sexuality (Law 2014; Lee 2015; Steinhoff 2017; Streiff and Dundes 2017; Dundes, Streiff, and Streiff 2018; Dundes 2020; Llompart and Brugué 2020). In what follows, I’ll be taking a closer look at Elsa’s unique status as a protagonist, and what her struggles with fate reveal about the nature of free will and ethical responsibility. I’ll argue that Elsa provides a useful model of a “Stoic hero” and that her strengths and weaknesses as a character provide valuable insight into an often-misunderstood school of philosophy. My argument will proceed in several stages. I’ll begin by describing the basic tenets of Stoic philosophy, paying special attention to the role of fate and nature. I’ll then move on to a more detailed treatment of Stoic ethics, as exemplified by Elsa’s own character development. I’ll close by considering the infamous “Lazy Argument” against. (shrink)

Prof. Devinder Singh Chahal, an international microbiologist, having worked at various prestigious universities in India and the USA, migrated to Canada in 1975. In Canada, firstly, he worked at the University of Waterloo, Ontario and later on at Institut Armand‐Frappier, Université du Québec, Laval, Québec. He retired as a Professor of Industrial Microbiology in 1996. In his long career as a microbiologist, he is credited with the discovery of two new species of fungi, three scientific books, numerous research articles and (...) five patents. He has published 6 books and several articles on the scientific and logical interpretation of Gurbani. He played an instrumental role in establishing the Institute of Understanding Sikhism, Laval, Quebec. Presently, he is working as honorary Editor‐in‐Chief of "Understanding Sikhism: The Research Journal." Besides, he is a member of the Advisory Committee of SGGS Study Centre, G.N.D. University, Amritsar since 2011. He has been honoured for his services to Sikhism by several Sikh organizations e.g., SGPC, Amritsar; DSGMC, New Delhi and SGGS World University, Fatehgarh, Punjab. A renowned microbiologist and a noted Sikh theologian, Prof. Chahal, is a founder member of the School of Scientific and Logical Interpretation of Gurbani. He is committed to bringing out the truth of Gurbani, logically, rationally and scientifically. With his scientific training and devotion to Gurbani, he is eminently qualified to do so. Prof Chahal adheres that Nanakian Philosophy is perennial and universal in its approach to understand Cosmology, Nature, life and human behaviour in the present era. In his works, he portrays intellectually courageous and authentic attempts to interpret Guru Nanak's verses logically and scientifically, to create an accurate understanding of the Guru's messages. His scientific background and professional life as a scientist have undoubtedly influenced his choice of paradigm and perspective. Prof Chahal asserts that Guru Nanak, his philosophy, his bani, his Sikhi, and the Guru Granth Sahib delineate the basics befitting the 21st century. His views on various aspects of Nanakian Philosophy are presented here for the benefit of readers:. (shrink)

There is a close relationship between education and citizenship. Liberal political theorists tend to spend much of their work justifying the role of educational institutions in political communities. However, the development of these proposals is usually thought for subjects who do not have disabilities, arbitrarily excluding a significant proportion of society. This not only happens at an educational level, it is replicated in various areas of social life. In this sense, in the present work I am going to propose that (...) the adequacy approach proposed by Debra Satz is extremely valuable to think about the educational equity of people with disabilities. The choice is not accidental or arbitrary. Satz is a renowned philosopher whose interest in education and its importance in forming citizens for diverse and plural societies. To do this, I will begin by presenting three possible models of special education: the special school, integration and inclusion. Then the two paradigms that prevail in the characterization of disability will be addressed: the social model and the medical model. Instead, I will reconstruct the third proposal elaborated by Satz in order to evaluate with which inclusive education model and disability paradigm it is compatible and why it is presented as a valuable proposal in this field. (shrink)

Dâwûd al-Qarisî (Dâvûd al-Karsî) was a versatile and prolific 18th century Ottoman scholar who studied in İstanbul and Egypt and then taught for long years in various centers of learning like Egypt, Cyprus, Karaman, and İstanbul. He held high esteem for Mehmed Efendi of Birgi (Imâm Birgivî/Birgili, d.1573), out of respect for whom, towards the end of his life, Karsî, like Birgivî, occupied himself with teaching in the town of Birgi, where he died in 1756 and was buried next to (...) Birgivî. Better known for his following works on Arabic language and rhetoric and on the prophetic traditions (hadith): Sharḥu uṣûli’l-ḥadîth li’l-Birgivî; Sharḥu’l-Ḳaṣîdati’n-nûniyya (two commentaries, in Arabic and Turkish); Şarḥu’l-Emsileti’l-mukhtalifa fi’ṣ-ṣarf (two commentaries, in Arabic and Turkish); Sharḥu’l-Binâʾ; Sharḥu’l-ʿAvâmil; and Sharḥu İzhâri’l-asrâr, Karsî has actually composed textbooks in quite different fields. Hence the hundreds of manuscript copies of his works in world libraries. Many of his works were also recurrently printed in the Ottoman period. One of the neglected aspects of Karsî is his identity as a logician. Although he authored ambitious and potent works in the field of logic, this aspect of him has not been subject to modern studies. Even his bibliography has not been established so far (with scattered manuscript copies of his works and incomplete catalogue entries). This article primarily and in a long research based on manuscript copies and bibliographic sources, identifies twelve works on logic that Karsî has authored. We have clarified the works that are frequently mistaken for each other, and, especially, have definitively established his authorship of a voluminous commentary on al-Kâtibî’s al-Shamsiyya, of which commentary a second manuscript copy has been identified and described together with the other copy. Next is handled his most famous work of logic, the Sharhu Îsâghûcî, which constitutes an important and assertive ring in the tradition of commentaries on Îsâghûcî. We describe in detail the nine manuscript copies of this work that have been identified in various libraries. The critical text of Karsî’s Sharhu Îsâghûcî, whose composition was finished on 5 March 1745, has been prepared based on the following four manuscripts: (1) MS Kayseri Raşid Efendi Kütüphanesi, No. 857, ff.1v-3v, dated 1746, that is, only one year after the composition of the work; (2) MS Bursa İnebey Yazma Eser Kütüphanesi, Genel, No.794B, ff.96v-114v, dated 1755; (3) MS Millet Kütüphanesi, Ali Emiri Efendi Arapça, No. 1752, ff.48v-58r, dated 1760; (4) MS Beyazıt Yazma Eser Kütüphanesi, Beyazıt, No. 3129, ff.41v-55v, dated 8 March 1772. While preparing the critical text, we have applied the Center for Islamic Studies (İslam Araştırmaları Merkezi, İSAM)’s method of optional text choice. The critical text is preceded by a content analysis. Karsî is well aware of the preceding tradition of commentary on Îsâghûcî, and has composed his own commentary as a ‘simile’ or alternative to the commentary by Mollâ Fanârî which was famous and current in his own day. Karsî’s statement “the commentary in one day and one night” is a reference to Mollâ Fanârî who had stated that he started writing his commentary in the morning and finished it by the evening. Karsî, who spent long years in the Egyptian scholarly and cultural basin, adopted the religious-sciences-centered ‘instrumentalist’ understanding of logic that was dominant in the Egypt-Maghrib region. Therefore, no matter how famous they were, he criticized those theoretical, long, and detailed works of logic which mingled with philosophy; and defended and favored authoring functional and cogent logic texts that were beneficial, in terms of religious sciences, to the seekers of knowledge and the scholars. Therefore, in a manner not frequently encountered in other texts of its kind, he refers to the writings and views of Muhammad b. Yûsuf al-Sanûsî (d.1490), the great representative of this logical school in the Egyptian-Maghrib region. Where there is divergence between the views of the ‘earlier scholars’ (mutaqaddimûn) like Ibn Sînâ and his followers and the ‘later scholars’ (muta’akhkhirûn), i.e., post-Fakhr al-dîn al-Râzî logicians, Karsî is careful to distance himself from partisanship, preferring sometimes the views of the earliers, other times those of the laters. For instance, on the eight conditions proposed for the realization of contradiction, he finds truth to be with al-Fârâbî, who proposed “unity in the predicative attribution” as the single condition for the realization of contradiction. Similarly, on the subject matter of Logic, he tried to reconcile the mutaqaddimûn’s notion of ‘second intelligibles’ with the muta’akhkhirûn’s notion of ‘apprehensional and declarational knowledge,’ suggesting that not much difference exists between the two, on the grounds that both notions are limited to the aspect of ‘known things that lead to the knowledge of unknown things.’ Karsî asserts that established and commonly used metaphors have, according to the verifying scholars, signification by correspondence (dalâlat al-mutâbaqah), adding also that it should not be ignored that such metaphors may change from society to society and from time to time. Karsî also endorses the earlier scholars’ position concerning the impossibility of quiddity (mâhiyya) being composed of two co-extensive parts, and emphasizes that credit should not be given to later scholars’ position who see it possible. According to the verifying scholars (muhaqqîqûn), it is possible to make definition (hadd) by mentioning only difference (fasl), in which case it becomes an imperfect definition (hadd nâqis). He is of the opinion that the definition of the proposition (qadiyya) in al-Taftâzânî’s Tahdhîb is clearer and more complete: “a proposition is an expression that bears the possibility of being true or false”. He states that in the division of proposition according to quantity what is taken into consideration is the subject (mawdû‘) in categorical propositions, and the temporal aspect of the antecedent (muqaddam) in hypothetical propositions. As for the unquantified, indefinite proposition (qadiyya muhmalah), Karsî assumes that if it is not about the problems of the sciences, then it is virtually/potentially a particular proposition (qadiyya juz’iyyah); but if it is about the problems of the sciences, then it is virtually/potentially a universal proposition (qadiyya kulliyyah). This being the general rule about the ambiguous (muhmal) propositions, he nevertheless contends that, because its subject (mawdû‘) is negated, it is preferable to consider a negative ambiguous (sâliba muhmalah) proposition like “human (insân) is not standing” to be a virtually/potentially universal negative (sâliba kulliyyâh) proposition. He states that a disjunctive hypothetical proposition (shartiyya al-munfasila) that is composed of more than two parts/units is only seemingly so, and that in reality it cannot be composed of more than two units. Syllogism (qiyâs), according to Karsî, is the ultimate purpose (al-maqsad al-aqsâ) and the most valuable subject-matter of the science of Logic. For him, the entire range of topics that are handled before this one are only prolegomena to it. This approach of Karsî clearly reveals how much the ‘demonstration (burhân)-centered’ approach of the founding figures of the Muslim tradition of logic like al-Fârâbî and Ibn Sînâ has changed. al-Abharî, in his Îsâghûjî makes no mention of ‘conversion by contradiction’ (‘aks al-naqîd). Therefore, Karsî, too, in his commentary, does not touch upon the issue. However, in his Îsâghûjî al-jadîd Karsî does handle the conversion by contradiction and its rules. Following the method of Îsâghûjî, in his commentary Karsî shortly touches on the four figures (shakl) of conjuctive syllogism (qiyâs iqtirânî) and their conditions, after which he passes to the first figure (shakl), which is considered ‘the balance of the sciences’ (mi‘yâr al-‘ulûm), explaining the four moods (darb) of it. In his Îsâghûjî al-jadîd, however, Karsî handles all the four figures (shakl) with all their related moods (darb), where he speaks of fife moods (darb) of the fourth figure (shakl). The topic of ‘modal propositions’ (al-muwajjahât) and of ‘modal syllogism’ (al-mukhtalitât), both of which do not take place in the Îsâghûjî, are not mentioned by Karsî as well, either in his commentary on Îsâghûjî or in his Îsâghûjî al-jadîd. Karsî proposes that the certainties (yaqîniyyât), of which demonstration (burhân) is made, have seven, not six, divisions. After mentioning (1) axioms/first principles (awwaliyyât), (2) observata/sensuals (mushâhadât), (3) experta/empiricals (mujarrabât), (4) acumenalia (hadthiyyât), (5) testata (mutawâtirât), and (6) instictives (fitriyyât), that is, all the ‘propositions accompanied by their demonstrations,’ Karsî states that these six divisions, which do not need research and reflection (nazar), are called badîhiyyât (self-evidents), and constitute the foundations (usûl) of certainties (yaqîniyyât). As the seventh division he mentions (7) the nazariyyât (theoreticals), which are known via the badîhiyyât, end up in them, and therefore convey certainty (yaqîn). For Karsî, the nazariyyât/theoreticals, which constitute the seventh division of yaqîniyyât/certainties, are too numerous, and constitute the branches (far‘) of yaqîniyyât. Every time the concept of ‘Mughâlata’ (sophistry) comes forth in the traditional sections on the five arts usually appended to logic works, Karsî often gives examples from what he sees as extreme sûfî sayings, lamenting that these expressions are so widespread and held in esteem. He sometimes criticizes these expressions. However, it is observed that he does not reject tasawwuf in toto, but excludes from his criticism the mystical views and approaches of the truth-abiding (ahl al-haqq), shârî‘â-observant (mutasharri‘) leading sufis who have reached to the highest level of karâmah. (shrink)

Item analysis is a general term that refers to the specific methods used in education to evaluate test items, typically for the purpose of test construction and revision. Construction and analysis of science examinations in high school curricula needs the integration of integrated process and skill type which help students develop their rational and logical thinking. This exploratory study aimed to investigate the comparative results of item analyses using Rasch Model Analysis and SPSS. It examined the reliability, mean difficulty, (...) mean ability, discrimination index, mean trend scores, infit and misfit, and item-person and fit maps using the results of the Basic & Integrated Science Process and Skill Test (BISPST) administered to secondary science high school teachers in the Division of Nueva Vizcaya. The Rasch Model Analysis and SPSS revealed the same unsatisfactory value of internal consistency or the reliability coefficient Cronbach’s alpha (0.66 and 0.67), mean score (19.52) and standard deviation (4.53) of the BISPST. The mean item difficulty was set at 0 by definition (SD = 2.02) and the mean examinee ability was 1.56 (SD = 0.98), which means that the examinees were able to correctly answer 61% of items on average. 33 items with difficulty lower than the least able examinee. The mean ability using Rasch Model Analysis per item showed that high performers in the test got the correct answers compared to the low performing group. This is the same and consistent with the results of the mean trend scores of the upper, middle and lower groups as generated by the SPSS. Choices in the BISPST were found to be effective distracters. Although most items needs revision as revealed by the values generated by both softwares, no items were found to be misfit in the distribution. (shrink)

Against an interpretation of Saint Thomas Aquinas’s thought that understands the divine motion of the created will only providing a generic impulse to it, in this article is defended that God moves specifically for every good choice. This motion doesn’t prevent at all the contingency of creatures and neither freedom of choice. Is also shown how Báñez’s thought is quite faithful to Saint Thomas in this and doesn’t intend anything else but simply to make it known and defend (...) it from molinists misinterpretations. That’s why is shown that the divine motion of the will doesnt's make God responsible for sin, especially since that would only be possible if divine causality were not the action of the eternal God, who is outside the created causality. (shrink)

A guide for translators, about the translation theory, the translation process, interpreting, subtitling, internationalization and localization and computer-assisted translation. A special section is dedicated to the translator's education and associations. The guide include, as annexes, several independent adaptations of the corresponding European Commission works, freely available via the EU Bookshop as PDF. For a “smart”, sensible translation , you should forget not the knowledge acquired at school or university, but the corrective standards. Some people want a translation with the (...) touch of the source version, while another people feel that in a successful version we should not be able to guess the original language. We have to realize that both people have right and wrong, and that their only fault is to present requirement as an absolute truth. Teachers agree at least on this principle: “If a sentence is ambiguous, the translation must also be“. There is another critical, less easy to argue, based on an Italian phrase with particularly strong wording: “Traduttore, traditore“. This critique argues that any translation will betray the author‘s language, spirit, style … because of the choices on all sides. What to sacrifice, clarity or brevity, if the formula in the text is brief and effective, but impossible to translate into so few words with the exact meaning? One could understand this criticism that it encourages us to read “in the text.” It seems obvious that it is impossible to follow this advice into practice. (shrink)

A fundamental problem in understanding the nature of time is explaining its directionality. This 1990 PhD thesis re-examines the concepts of time flow, the physical directionality of time, and the semantics of tensed language. Several novel results are argued for that contradict the orthodox anti-realist views still dominant in the subject. Specifically, the concept of "metaphysical time flow" is supported as a valid scientific concept, and argued to be intrinsic to the directionality of objective probabilities in quantum mechanics; the common (...) claims that quantum probability theory is time reversible is shown to be based on an analytic error, stemming from a false choice for the criterion for reversibility of probabilistic theories (recognized by Satosi Watanabe in the 1950s but ignored in all philosophical discussions); and a consistent semantics for tensed language (adapted from the tree model of Storrs McCall) is constructed, showing that the common rejection of "time flow" as having no meaningful semantics is false. These debates are still ongoing in almost exactly the same state they were pre-1990, and there is appears to be no visible progress in the subject. Critical points made against errors in the orthodox account (which has been sustained for 70 years by the anti-realist philosophy of time, typified by the "Pittsburg School" of Grunbaum-Earman-Norton-Roberts), are still not recognized in the philosophy of time or physics. Some key technical proofs in this thesis have been published in physics proper. See p.ii-iii for full original abstract. (This pdf is uploaded from the Massey University archive.). (shrink)

This book is a collection and reworking of research done by Pascal Salin since around 1990. Salin is an economist in the tradition of the Austrian school of economics. He emphasizes the centrality of individual choice in an uncertain world in which individual actions interact to produce spontaneous orders. But he is no mere conduit of established ideas. He also offers his own highly original insights honed after a lifetime as an economist, one who has earned the respect (...) in which he is now held by his peers worldwide. The book makes delightful reading. Salin covers a lot of ground in this book, mostly within the topics indicated by the title, though in the final two chapters he goes beyond these and into the foundations of economic science. The book is divided into five parts: (1) firms, markets and competition, (2) globalization and international economic problems, (3) monetary integration, (4) money, finance and economic policies, and (5) foundations of economic theory. (shrink)

Welfarism is the view that individual welfare is the only thing that matters. One important contribution of social choice theory has been to provide a precise formulation and axiomatic characterization of welfarism using Amartya Sen's framework of social welfare functionals. This paper is motivated by the observation that the standard formalization of welfarism is too restrictive, since a welfarist social planner need not be committed to maximizing a preference ordering or any other binary relation over alternatives. We therefore provide (...) a characterization of welfarism in a more general choice-functional setting and show that welfarism, so understood, carries no commitment to rationalizability. This characterization is compatible with welfare values having any structure whatsoever. It also sheds light on different formulations of anonymity, revealing only some of these to be fundamental requirements of impartiality. (shrink)

Over the past 45 years there has been increasing vocal opposition to religious schools, particularly in Western Europe. Only some of this opposition is related to the perception that some religious schools might be excluding the less fortunate. Much of the opposition rests on the conviction that it is no longer tenable to fund and support so many religious schools when the number of persons professing religious belief has sharply declined. This argument, buttressed by the belief that Europe has undergone (...) a profound “secularization,” maintains that religious schools are but an obsolete cultural relic to be discarded in favor of nondenominational alternatives. Relatedly, religious schools are believed to contribute to segregation and “divisiveness”: Rather than maintain a system in which persons are drawn to schools that reflect their own cultural or religious background, children ought to attend the same schools, learning from – and not only about – each other through substantive interaction. Underneath this argument lies a concern with fostering the skills and dispositions necessary for citizenship. It remains unclear, however, whether religious schools are more guilty of segregation than nonreligious schools. Nor is it clear why attending a religious school would make one less capable of cultivating the skills and dispositions necessary for citizenship than nonreligious alternatives. (shrink)

Background: Food fortification refers to the process of adding nutrients to foods during their production. It is a cost-effective strategy with well-documented health, economic, and social benefits. Food fortification practices in school meal programs need guidance and legal support from various national policies. Aim: This study aims to analyze how various national policies—such as those related to school feeding, nutrition, health, food safety, agriculture, and the private sector—associate with the implementation of in-school food fortification among countries with (...) school meals programs. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that food safety policy and agriculture policy were positively and significantly associated with the in-school food fortification practices, while school feeding policy and private sector policy had ambiguous relationships with these practices. Nutrition policy and health policy had a significant negative association with food fortification practices among countries implementing school meal programs. Conclusions: Findings underscore the strong position of food safety policy and agriculture policy in guiding food fortification practices in school meal programs. There is a need to re-assess the implemented nutrition policy and health policy due to their significant negative associations with these practices. Enhancing and strengthening the school feeding policy and private sector policy may increase their potencies in giving positive impacts on in-school food fortification practices. (shrink)

It has long been known that in the context of axiomatic second-order logic (SOL), Hume's Principle (HP) is mutually interpretable with "the universe is Dedekind infinite" (DI). I offer a more fine-grained analysis of the logical strength of HP, measured by deductive implications rather than interpretability. The main result is that HP is not deductively conservative over SOL + DI. That is, SOL + HP proves additional theorems in the language of pure second-order logic that are not provable from SOL (...) + DI alone. Arguably, then, HP is not just a pure axiom of infinity, but rather it carries additional logical content. On the other hand, I show that HP is $\Pi^1_1$ conservative over SOL + DI, and that HP is conservative over SOL + DI + "the universe is well ordered" (WO). Next, I show that SOL + HP does not prove any of the simplest and most natural versions of the axiom of choice, including WO and weaker principles. Lastly, I discuss other axioms of infinity. I show that HP does not prove the Splitting or Pairing principles (axioms of infinity stronger than DI). (shrink)

Background: Food insecurity condition challenges the availability of food, access to food, food supply stability, and food utilization. Food banks play a major role in the food aid sector by distributing donated and purchased groceries directly to food-insecure families, thus significantly impacting food insecurity. On the other hand, school meal programs are implemented in many countries to combat food insecurity among school-aged children. The synergy between school meal programs and food banks has a great potency to combat (...) food insecurity among children effectively. Aim: This study aims to examine the association between experts’ involvement—such as nutritionists, farmers, and private sectors—and community engagement, including parents and others, with the linkage between food banks and school meal programs among implementing countries. Methods: The Bayesian Mindsponge Framework, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 126 government representatives who manage large-scale school meal programs in 126 different countries. Results: Findings showed that the involvement of nutritionists and the private sector was positively associated with the linkage between food banks and school meal programs, while farmers’ involvement showed an ambiguous association. The engagement of parents and others also showed an ambiguous relationship with this linkage. Conclusions: Findings underscore the strong need to formulate strategies for increasing the involvement of nutritionists and the private sector to successfully link the food banks with school meal programs in implementing countries, which is crucial for effectively combating food insecurity among school-aged children. (shrink)

What makes a choice hard? I discuss and criticize three common answers and then make a proposal of my own. Paradigmatic hard choices are not hard because of our ignorance, the incommensurability of values, or the incomparability of the alternatives. They are hard because the alternatives are on a par; they are comparable, but one is not better than the other, and yet nor are they equally good. So understood, hard choices open up a new way of thinking about (...) what it is to be a rational agent. (shrink)

A platitude that took hold with Kuhn is that there can be several equally good ways of balancing theoretical virtues for theory choice. Okasha recently modelled theory choice using technical apparatus from the domain of social choice: famously, Arrow showed that no method of social choice can jointly satisfy four desiderata, and each of the desiderata in social choice has an analogue in theory choice. Okasha suggested that one can avoid the Arrow analogue for (...) theory choice by employing a strategy used by Sen in social choice, namely, to enhance the information made available to the choice algorithms. I argue here that, despite Okasha’s claims to the contrary, the information-enhancing strategy is not compelling in the domain of theory choice. (shrink)

I propose a revision of Cantor’s account of set size that understands comparisons of set size fundamentally in terms of surjections rather than injections. This revised account is equivalent to Cantor's account if the Axiom of Choice is true, but its consequences differ from those of Cantor’s if the Axiom of Choice is false. I argue that the revised account is an intuitive generalization of Cantor’s account, blocks paradoxes—most notably, that a set can be partitioned into a set (...) that is bigger than it—that can arise from Cantor’s account if the Axiom of Choice is false, illuminates the debate over whether the Axiom of Choice is true, is a mathematically fruitful alternative to Cantor’s account, and sheds philosophical light on one of the oldest unsolved problems in set theory. (shrink)

There is a concern that the widespread deployment of autonomous machines will open up a number of ‘responsibility gaps’ throughout society. Various articulations of such techno-responsibility gaps have been proposed over the years, along with several potential solutions. Most of these solutions focus on ‘plugging’ or ‘dissolving’ the gaps. This paper offers an alternative perspective. It argues that techno-responsibility gaps are, sometimes, to be welcomed and that one of the advantages of autonomous machines is that they enable us to embrace (...) certain kinds of responsibility gap. The argument is based on the idea that human morality is often tragic. We frequently confront situations in which competing moral considerations pull in different directions and it is impossible to perfectly balance these considerations. This heightens the burden of responsibility associated with our choices. We cope with the tragedy of moral choice in different ways. Sometimes we delude ourselves into thinking the choices we make were not tragic ; sometimes we delegate the tragic choice to others ; sometimes we make the choice ourselves and bear the psychological consequences. Each of these strategies has its benefits and costs. One potential advantage of autonomous machines is that they enable a reduced cost form of delegation. However, we only gain the advantage of this reduced cost if we accept that some techno-responsibility gaps are virtuous. (shrink)

This paper develops a semantic solution to the puzzle of Free Choice permission. The paper begins with a battery of impossibility results showing that Free Choice is in tension with a variety of classical principles, including Disjunction Introduction and the Law of Excluded Middle. Most interestingly, Free Choice appears incompatible with a principle concerning the behavior of Free Choice under negation, Double Prohibition, which says that Mary can’t have soup or salad implies Mary can’t have soup (...) and Mary can’t have salad. Alonso-Ovalle 2006 and others have appealed to Double Prohibition to motivate pragmatic accounts of Free Choice. Aher 2012, Aloni 2018, and others have developed semantic accounts of Free Choice that also explain Double Prohibition. -/- This paper offers a new semantic analysis of Free Choice designed to handle the full range of impossibility results involved in Free Choice. The paper develops the hypothesis that Free Choice is a homogeneity effect. The claim possibly A or B is defined only when A and B are homogenous with respect to their modal status, either both possible or both impossible. Paired with a notion of entailment that is sensitive to definedness conditions, this theory validates Free Choice while retaining a wide variety of classical principles except for the transitivity of entailment. The homogeneity hypothesis is implemented in two different ways, homogeneous alternative semantics and homogeneous dynamic semantics, with interestingly different consequences. (shrink)

ABSTRACT: This paper serves two purposes: (i) it can be used by students as an introduction to chapters 1-5 of book iii of the NE; (ii) it suggests an answer to the unresolved question what overall objective this section of the NE has. The paper focuses primarily on Aristotle’s theory of what makes us responsible for our actions and character. After some preliminary observations about praise, blame and responsibility (Section 2), it sets out in detail how all the key notions (...) of NE iii 1-5 are interrelated (Sections 3-9). The setting-out of these interconnections makes it then possible to provide a comprehensive interpretation of the purpose of the passage. Its primary purpose is to explain how agents are responsible for their actions not just insofar as they are actions of this kind or that, but also insofar as they are noble or base: agents are responsible for their actions qua noble or base, because, typically via choice, their character dispositions are a causal factor of those actions (Section 10). The paper illustrates the different ways in which agents can be causes of their actions by means of Aristotle’s four basic types of agents (Section 11). A secondary purpose of NE iii 1-5 is to explain how agents can be held responsible for consequences of their actions (Section 12), in particular for their character dispositions insofar as these are noble or base, i.e. virtues or vices (Section 13). These two goals are not the only ones Aristotle pursues in the passage. But they are the ones Aristotle himself indicates in its first sentence and summarizes in its last paragraph; and the ones that give the passage a systematic unity. The paper also briefly consider the issues of freedom-to-do-otherwise, free choice and free-will in the contexts in which they occur (i.e. in the final paragraphs of Sections 6, 7, 12, 13). (shrink)

Normative thinking about addiction has traditionally been divided between, on the one hand, a medical model which sees addiction as a disease characterized by compulsive and relapsing drug use over which the addict has little or no control and, on the other, a moral model which sees addiction as a choice characterized by voluntary behaviour under the control of the addict. Proponents of the former appeal to evidence showing that regular consumption of drugs causes persistent changes in the brain (...) structures and functions known to be involved in the motivation of behavior. On this evidence, it is often concluded that becoming addicted involves a transition from voluntary, chosen drug use to non-voluntary compulsive drug use. Against this view, proponents of the moral model provide ample evidence that addictive drug use involves voluntary chosen behaviour. In this paper we argue that although they are right about something, both views are mistaken. We present a third model that neither rules out the view of addictive drug use as compulsive, nor that it involves voluntary chosen behavior. -/- . (shrink)