Good,No Highlights,No Markup,all pages are intact, Slight Shelfwear,may have the corners slightly dented, may have slight color changes/slightly damaged spine.

Originally published in 1994, Teachers: Constructing a Future draws on sociological analysis, philosophical insights and aspects of political economy to examine the changing and developing instrumental role of teachers in the context of the current transformation of western capitalism.

Modal idealism is a Theory of Everything, based on metaphysical abstractions of the physical principles of hidden symmetries, entanglement, and quantum field theory, considered in the context of the Many Worlds Interpretation of quantum mechanics. These abstractions are used to extend the scope of existing philosophical positions on idealism, consciousness and possible world semantics, to rationally explain the fundamental mysteries of our existence. While it conceptually aligns with the Many Minds Interpretation of quantum mechanics, modal idealism posits a more comprehensive (...) characterization of the mind, and thereby addresses many of the objections to MMI and MWI. Consequently, it can provide unequivocal, logical answers to our most enduring existential questions. To demonstrate the explanatory power of modal idealism, this article will present seven of our most meaningful physical and metaphysical questions, enumerate the principles of this framework, and use them to rationally answer these questions. (shrink)

This article provides a brief overview of the efforts to develop and refine the Critical thinking Assessment Test and its potential for improving the design of classroom assessments. The CAT instrument was designed to help faculty understand their students’ strengths and weaknesses using a short answer essay format. The instrument assesses a broad collection of critical thinking skills that transcend most disciplines. The questions were deliberately designed around real-world scenarios that did not require specialized knowledge from any particular discipline. Various (...) faculty who collaborated in the national dissemination of the CAT instrument found that it was a helpful model for designing better course assessments to grade student work. Classroom assessments modeled on the CAT emphasize more critical thinking within the discipline and less rote retention of factual information. We describe the ongoing work to help faculty successfully adapt the CAT to applications that can be used in each discipline’s courses to evaluate and encourage students’ critical thinking. (shrink)

Kevin Harris; Empowering Teachers: towards a justification for intervention, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 171–183.

Existential theorists have been working to syncretize philosophy, science, and spirituality since shortly after Galileo unknowingly initiated the schism between them. Contemporary philosophers, scientists, and theologians are still engaged in this effort, but have little to show for nearly four centuries of effort. The thesis of this article is that—despite their cooperative intentions—these theorists continue to talk past each other, due to an unacknowledged disagreement on the meaning of their overlapping terms of art. To effectively unify the divergent existential insights (...) of philosophy, science, theism, and spirituality, it will be necessary to return to first principles. To establish an integration baseline, this article defines a diverse collection of philosophical, scientific, theistic, and spiritual expressions, in a unifying vocabulary. (shrink)

This paper outlines aspects and dimensions of my ‘relationship’ with Richard Peters from 1966 onward. The underlying suggestion is that, while Peters’ contribution to philosophy of education was undeniably of major proportions, both that contribution and his legacy are institutional rather than substantive.

Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of (...) Gilbert's (1994) plural subjects, identity group members holding the group identity can experience agency as the freedom to believe together with members of their group. I argue that attending to how group members acquire group beliefs through trust is a reasonable accommodation of group identity in deliberation. (shrink)

Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...

Realist evaluation and Q Methodology are established approaches in social science. However, integration of Q methodology within a realist evaluation is scarce. This paper attempts to illustrate how Q methodology can support a realist evaluation. The paper attempts to capture the philosophical compatibility of the two approaches creating an argument for Q’s integration within realist evaluation. Through the case study selected the iterative methodological process is presented, capturing a snapshot of the findings from the evaluation. This illuminates how Q met (...) the philosophical aims of a realist evaluation to make sense of how and why and under what circumstances a programme or intervention works. It is argued that Q methodology is entirely suitable for capturing the three key stages in a realist evaluation of developing, testing, and refining programme theory. It is intended that this paper can contribute to inspire other realist evaluators and methodologists to make use of Q as a tool in their evaluation. (shrink)

Kevin Harris; An Antipodean Philosopher's Stone, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 135–141, https://doi.org/10.1111/j.1.

Kevin Harris; An Antipodean Philosopher's Stone, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 135–141, https://doi.org/10.1111/j.1.

Volume 52, Issue 9, August 2020, Page 928-929.

If the rich could pay the poor to die for them, then the poor would make a good living.

Kevin Harris; Empowering Teachers: towards a justification for intervention, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 171–183.

Contemporary educational policy is centrally concerned with local management of schooling; a practice apparently supported by and following easily from John Stuart Mill's views on liberty and representative government. This paper argues that contemporary practices of local management of schooling are conservative rather than empowering, and that Mill's actual proposals result in an unresolvable paradox in this area. It is then argued that if the State is conceptualised as a relatively autonomous body seeking to secure conditions conducive to accumulation of (...) capital, and if ‘promoting the general welfare’ is formulated in a manner which would not lead inexorably to a free-market capitalist State, then Mill's ideas can provide guidelines for a radical form of democratisation and devolution of power in relation to local management of schooling. (shrink)

Contemporary educational policy is centrally concerned with local management of schooling; a practice apparently supported by and following easily from John Stuart Mill’s views on liberty and representative government. This paper argues that contemporary practices of local management of schooling are conservative rather than empowering, and that Mill’s actual proposals result in an unresolvable paradox in this area. It is then argued that if the State is conceptualised as a relatively autonomous body seeking to secure conditions conducive to accumulation of (...) capital, and if ‘promoting the general welfare’ is formulated in a manner which would not lead inexorably to a free-market capitalist State, then Mill’s ideas can provide guidelines for a radical form of democratisation and devolution of power in relation to local management of schooling. (shrink)

ABSTRACT F. R. Leavis argued that literary studies could provide an incomparable initiation into tradition and cultural continuity and a true liberal education by educating people intellectually, emotionally and morally. This paper examines Leavis's arguments regarding literary criticism's propensity to provide a test for life and values. It also examines the value system within which Leavis operates; and the relations postulated between literary studies, moral understanding and aesthetic experience. It is concluded that while Leavis's conception of literary studies is distinctive (...) and valuable his argument is lacking philosophically and empirically, failing to provide adequate justification either for the supposed benefits of literary studies, or for charging the literary-educated with the duty of maintaining standards for society. (shrink)

F. R. Leavis argued that literary studies could provide an incomparable initiation into tradition and cultural continuity and a true liberal education by educating people intellectually, emotionally and morally. This paper examines Leavis’s arguments regarding literary criticism’s propensity to provide a test for life and values. It also examines the value system within which Leavis operates; and the relations postulated between literary studies, moral understanding and aesthetic experience. It is concluded that while Leavis’s conception of literary studies is distinctive and (...) valuable his argument is lacking philosophically and empirically, failing to provide adequate justification either for the supposed benefits of literary studies, or for charging the literary-educated with the duty of maintaining standards for society. (shrink)

Cover -- Title Page -- Copyright Page -- Half Title -- Table of Contents -- Note on the Text -- Preface -- Introduction Reprofessionalizing and Politicizing Teachers -- Chapter 1 The Dead Hand of the Past: The Idealist Legacy -- Chapter 2 Reactions and Adaptations -- Chapter 3 Teachers, Materialism and the Real World -- Chapter 4 Choice and Ideology -- Chapter 5 Justifying Teacher Intervention -- Chapter 6 Teachers and Committed Intervention -- Chapter 7 Teachers as Intellectual Vanguard -- (...) Chapter 8 Conclusion -- Select Bibliography -- Index. (shrink)