This book covers all aspects of the disorder, from an historical survey of research to date, through the nature and anatomical bases of neglect, and on to review contemporary theories on the subject.

There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the (...) writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault. (shrink)

In this long awaited volume, John Marshall invites us to reconsider Rene Descartes as an ethicist.

In this paper I wish to comment upon the use of polemical argument in philosophy of education and education. Like Foucault, I believe that a whole morality is at stake because polemical argument obfuscates the search for truth at the expense of truth and the other’s veracity, integrity and dignity. The use of polemics is illustrated by two arguments. The first general argument is taken from an attack upon Albert Camus by the British writer Colin Wilson. The second more particular (...) example is taken from attacks in New Zealand by the State Department of Education upon the educational ideas of the novelist and educator Sylvia Ashton-Warner. Finally I discuss how polemics might be countered in education. (shrink)

How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's 'Araby', arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, (...) obscures other philosophical insights offered by Joyce. It then turns to French philosophy and literature and suggests that Sartre, Beauvoir and Camus by 'blurring' the analytic distinction between philosophy and literature have much to offer to the grasping and understanding of philosophical ideas and principles. (shrink)

In recent educational reforms in New Zealand, a central assumption has been the existence of a free and autonomous chooser acting as a consumer of education. The present paper examines and critiques this notion of autonomy, as developed within liberal theory. Both Foucault and Lyotard provide materials for this critique of such a self, a self independent of the laws and principles of a community.

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

Neuroimaging has provided insight into numerous neurological disorders in children, such as epilepsy and cerebral palsy. Many clinicians and investigators believe that neuroimaging holds great promise, especially in the areas of behavioral and cognitive disorders. However, concerns about the risks of various neuroimaging modalities and the potential for misinterpretation of imaging results are mounting. Imaging evaluations also raise questions about stigmatization, allocation of resources, and confidentiality. Children are particularly vulnerable in this milieu and require special attention with regards to safety (...) guidelines and modality adaptations. This article examines pediatric neuroimaging practice through an ethics lens. Most authors in the field of neuroethics focus on the future concerns of neuroimaging. In contrast, our paper examines ethical matters surrounding current clinical applications in the pediatric population. We first provide a brief overview of the neuroimaging technologies most commonly used in a pediatric clinical context and then discuss a variety of ethical issues arising from the use of these technologies. (shrink)

James D Marshall; Wittgenstein on Rules: implications for authority and discipline in education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May.

The theories of inclusive fitness and multilevel selection provide alternative perspectives on social evolution. The question of whether these perspectives are of equal generality remains a divisive issue. In an analysis based on the Price equation, Queller argued (by means of a principle he called the separation condition) that the two approaches are subject to the same limitations, arising from their fundamentally quantitative-genetical character. Recently, van Veelen et al. have challenged Queller’s results, using this as the basis for a broader (...) critique of the Price equation, the separation condition, and the very notion of inclusive fitness. Here we show that the van Veelen et al. model, when analyzed in the way Queller intended, confirms rather than refutes his original conclusions. We thereby confirm (i) that Queller’s separation condition remains a legitimate theoretical principle and (ii) that the standard inclusive fitness and multilevel approaches are indeed subject to the same limitations. (shrink)

A major account of the development of the political, religious, social and moral thought of John Locke.

This collection of essays provides an introduction to Nietzsche's thought and educational writings, and examines questions concerning the centrality of values for education in postmodernity.

(1997). Michel Foucault: Problematising the individual and constituting ‘the’ self. Educational Philosophy and Theory: Vol. 29, No. 1, pp. 32-49. doi: 10.1111/j.1469-5812.1997.tb00526.x.

Lyotard talks of performativity or the subsumption of education to the efficient functioning of the social system. Education is no longer to be concerned with the pursuit of ideals such as that of personal autonomy or emancipation, but with the means, techniques or skills that contribute to the efficient operation of the state in the world market and contribute to maintaining the internal cohesion and legitimation of the state. But this requires individuals of a certain kind -- not Kantian autonomous (...) persons but Foucault's normalized and governable individuals. In constituting such individuals discourse is critically important. But how discourse effects this through the force of language is not fully developed by Foucault. This paper draws upon the performative account of language offered by John Austin to develop more fully comments made by Foucault on the force or effects of language in constituting normalized and governable individuals for the march of performativity. (shrink)

How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's ‘Araby’, arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, (...) obscures other philosophical insights offered by Joyce. It then turns to French philosophy and literature and suggests that Sartre, Beauvoir and Camus by ‘blurring’ the analytic distinction between philosophy and literature have much to offer to the grasping and understanding of philosophical ideas and principles. (shrink)

Large-scale genetic databases are being developed in several countries around the world. However, these databases depend on public participation and acquiescence. In the past, information campaigns have been waged and little attention has been paid to dialogue. Nowadays, it is important to include the public in the development of scientific research and to encourage a free, open and useful dialogue among those involved. This paper is a review of community consultation strategies as part of four proposed large-scale genetic databases in (...) Iceland, Estonia, United Kingdom and Quebec. The Iceland Health Sector Database and Estonian Genome Project have followed a “communication approach” in order to address public concerns, whereas, UK Biobank and Quebec CARTaGENE have chosen a “partnership approach” to involve the public in decision-making processes. (shrink)

This book is a major intellectual and cultural history of intolerance and toleration in early modern and early Enlightenment Europe. John Marshall offers an extensive study of late seventeenth-century practices of religious intolerance and toleration in England, Ireland, France, Piedmont and the Netherlands and the arguments that John Locke and his associates made in defence of 'universal religious toleration'. He analyses early modern and early Enlightenment discussions of toleration, debates over toleration for Jews and Muslims as well as for Christians, (...) the limits of toleration for the intolerant, atheists, 'libertines' and 'sodomites', and the complex relationships between intolerance and resistance theories including Locke's own Treatises. This study is a significant contribution to the history of the 'republic of letters' of the 1680s and the development of early Enlightenment culture and is essential reading for scholars of early modern European history, religion, political science and philosophy. (shrink)

The aims of this study were to examine the effectiveness of a range of smartphone apps for managing symptoms of anxiety and depression and to assess the utility of a single-case research design for enhancing the evidence base for this mode of treatment delivery. The study was serendipitously impacted by the COVID-19 pandemic, which allowed for effectiveness to be additionally observed in the context of significant community distress. A pilot study was initially conducted using theSuperBetter app to evaluate the proposed (...) methodology, which proved successful with the four finishing participants. In the main study, 39 participants commenced, with 29 finishing the intervention phase and completing post-intervention measures. At 6-month follow-up, a further three participants could not be contacted. This study used a digitally enhanced, multiple baseline across-individuals single-case research design. Participants were randomly assigned to the following apps:SuperBetter,Smiling Mind,MoodMission,MindShift, andDestressify. Symptomatology and life functioning were measured at five different time points: pre-baseline/screening, baseline, intervention, 3-week post-intervention, and 6-month follow-up. Detailed individual perceptions and subjective ratings of the apps were also obtained from participants following the study’s completion. Data were analyzed using visual inspection, time-series analysis, and methods of statistical and clinical significance. Positive results were observed for all apps. Overall, more favorable outcomes were achieved by younger participants, those concurrently undertaking psychotherapy and/or psychotropic medication, those with anxiety and mixed anxiety and depression rather than stand-alone depression, and those with a shorter history of mental illness. Outcomes were generally maintained at 6-month follow-up. It was concluded that a diverse range of evidence-based therapies offered via apps can be effective in managing mental health and improving life functioning even during times of significant global unrest and, like all psychotherapies, are influenced by client features. Additionally, this single-case research design is a low-cost/high value means of assessing the effectiveness of mental health apps.Clinical Trial Registration: The study is registered with the Australian and New Zealand Clinical Trials Registry, which is a primary registry in the World Health Organization Registry Network, registration number ACTRN12619001302145p. (shrink)

We describe some of the signs and symptoms of left visuo-spatial neglect. This common, severe and often long-lasting impairment is the most striking consequence of right hemisphere brain damage. Patients seem to (over-)attend to the right with subsequent inability to respond to stimuli in contralesional space. We draw particular attention to how patients themselves experience neglect. Furthermore, we show that the neglect patient's loss of awareness of left space is crucial to an understanding of the condition. Even after left space (...) has been brought into the patient's consciousness (either by local cueing on the left or by an emphasis on global properties of the scene as a whole), this awareness of left space rapidly declines. We suggest that much of the symptomology of left neglect can be interpreted as a disconnection between brain mechanisms that are relatively specialized for local (detail) visual processing and global (panoramic) processing. This failure of communication between functional (subpersonal) mechanisms then has consequences for how perceptual and representational content enters into awareness. Failure of the local contents of left space to be consciously accessed is, in turn, an important aspect of why left neglect is so difficult to remediate. Patients can ''know'' that they have neglect but are cut off from the perceptual awareness that would enable them to overcome their attentional bias to the right. (shrink)

Critical thinking, considered as a version of informallogic, must consider emotions and personal attitudesin assessing assertions and conclusions in anyanalysis of discourse. It must therefore presupposesome notion of the self. Critical theory may be seenas providing a substantive and non-neutral positionfor the exercise of critical thinking. It thereforemust presuppose some notion of the self. This paperargues for a Foucauldean position on the self toextend critical theory and provide a particularposition on the self for critical thinking. Thisposition on the self is (...) developed from moretraditional accounts of the self from Descartes toSchopenhauer, Nietzsche and Wittgenstein. (shrink)

This chapter provides a historical account of the transformation of pregnancy through philosophical theory and legal practice. What has remained seemingly consistent across history, though, is the lack of rights a pregnant woman can enjoy. Whilst it may manifest differently across time and place, unfortunately misogynistic attitudes persist, and this is reflected in the continual degrading of the gestator (and gestation), which is reinforced by certain philosophical theorising and technological advancement. We thus urge caution in making philosophical claims about the (...) epistemic transformation in pregnancy, given the epistemic (and other) injustices already faced by pregnant people. We recognise that there are transformations that occur because of pregnancy, but we argue that there ought not be with respect to the pregnant person's autonomy, agency, and control over their bodies. Through an analysis of legal cases, we can see that the practice falls out of line with the theory regarding how pregnant people are treated. But perhaps it is both the theory and the practice that need to change so as to bring them in line. How we theorise about pregnancy is intertwined with our cultural views, our technological advancements, and our medical and legal practices, requiring multi-disciplinary study for a more holistic overview. In this chapter, we contribute to this endeavour by bringing some such strands together, regarding the transformation that pregnancy is, that pregnancy makes, and that pregnancy has had historically, in philosophy, and in legal practice. (shrink)

In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement (...) sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense. It will be argued that in recent (neo‐liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. ‘Teaching’ then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate. (shrink)

This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed. The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being (...) increasingly referred to, used as support, and even embraced by theorists in educational discourse. The editor and contributors to this volume are concerned that these thinkers have been misappropriated on occasions. That is why this volume concentrates on the historical and intellectual background of these philosophers. Each of the authors of the chapters in this collection deals with 'their' philosopher in the areas of: brief biographical details; key philosophical ideas; and the applications in, or implications of their work for education. (shrink)

In Victor Hugo’s novel, Notre-Dame de Paris, 1482, the priest says that, alas, ‘this will destroy that’, meaning that the book upon which his hand was placed would destroy the building opposite. He is looking out of a window at the immense Cathedral of Notre-Dame (Hugo, 1967, p. 197). If the cathedral is a library to be read by the religious, and if the church is the symbol of authority and the repository of medieval knowledge, then the priest means not (...) only that the book, printing and new literacy would undermine the church’s authority, but that human thought will undermine the church’s expression of its authority (Bolter, 1991). The priest continues: the principal idea of each generation would no longer write itself with the same material and in the same way, that the book of stone, so solid and durable, would give place to the book made of paper, yet made more solid and durable. (Hugo, 1967, p. 199; Bolter’s 1991 translation). (shrink)

Our sense of obligation is evident outside of joint collaborative activities. Most notably, children and adults recognize that parents are obligated to care for and love their children. This is presumably not because we think parents view their children as worthy cooperative partners, but because special obligations and duties are inherent in certain relational dynamics, namely the parent-child relationship.

-discusses 3 methods of PoE instruction: PoE as foundational, Great Educators, and isms approach (p19).