Les gouvernements réagissent à la crise de Covid-19 en prenant diverses mesures pour réduire sa transmission et pour protéger les personnes jugées à haut risque. Cet article explore les implications de ces mesures au Royaume-Uni pour les personnes handicapées, en se concentrant sur celles conçues pour réduire et remodeler l’utilisation des rues et des espaces publics. Nous divisons les mesures en deux catégories. Premièrement, il existe des mesures conçues pour réduire l’utilisation des rues et espaces publics – par exemple, les (...) règles obligeant les personnes à rester chez eux, sauf dans les circonstances strictement prescrites et les mesures qui nécessitent un soutien spécifique (y compris la livraison de nourriture et les achats en ligne prioritaires) pour les personnes désignées comme “vulnérables.” Deuxièmement, il existe des mesures conçues pour contrôler le comportement des personnes qui utilisent ces espaces – par exemple, les règles sur la distance physique et l’utilisation des masques. Nous explorons les préoccupations liées au handicap associées à ces types de mesures. Nous soulignons également les opportunités présentées par cette crise pour intégrer plus fermement l’accessibilité et l’inclusion dans la trame sociale de nos rues et faisons appel à une résistance renouvelée aux politiques façonnées par les attitudes capacitistes. (shrink)

This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised by the pandemic, while acknowledging that, first and foremost, it (...) is a human tragedy. With nearly a million deaths reported worldwide to date, and with everyone effected in one way or another by Covid-19, there is a degree of discomfort, and a responsibility to be sensitive, in reflecting and writing about it academically. Members of this ‘Covid Collective’ come from various countries, with perspectives from Great Britain and Ireland well represented, and we see academic practice as a globally connected enterprise, especially since the digital revolution in academic publishing. The concerns raised in this article relate to but move beyond Covid-19, reflecting the impact of neoliberalism [and other political developments] on geopolitics with educational concerns as central to our focus. (shrink)

Teaching, irrespective of its geographical location, is fundamentally a relational practice in which unique ethically complex situations arise to which teachers need to respond at different levels of ethical decision-making. These range from ‘big’ abstract questions about whether or not what they teach is inherently good, through to seemingly trivial questions about everyday issues, for example whether or not it is right to silence children in classrooms. Hence, alongside a wide range of pedagogical skills, new teachers also need to develop (...) personal qualities, knowledge and understanding that will enable them to navigate successfully these professional ethical demands. ‘Philosophy for Teachers’, or ‘P4T’, is one promising approach to teachers’ pre-service professional preparation which has been piloted in England, adapted from the more familiar idea of ‘P4C’. Drawing on the model of learning through dialogue within a community of fellow enquirers, an ethical retreat was s... (shrink)

Recent years have seen a concerted and systematic move towards a school-led system of initial teacher training in England. The role of universities, and particularly their part in engaging new teachers with educational theory, has been radically challenged. Only around half of new entrants to the profession now follow university-based training routes. These seismic changes to teacher education have been driven through with a minimum of formal consultation or public debate. In this urgent and compelling pamphlet, Janet Orchard and (...) Christopher Winch argue for a conception of teachers as professionals who require a deep understanding of the conceptual, empirical and normative dimensions of educational practice. They explain why university education departments are better placed than schools to help beginning teachers acquire that understanding. And they propose a significant expansion of initial teacher education, with full licensure contingent on completion of both a preliminary teaching qualification and a higher grade apprenticeship in the first two years of employment. Teachers need educational theory because they must understand what they are doing and why they are doing it, and must be able to think intelligently about how to do it better. At present, universities have the capacity and the expertise to meet this need. But they may not have it for much longer if the shift to school-based teacher education continues unabated. (shrink)

ABSTRACT As teaching, irrespective of its geographical location involves personal relationships, all teachers are in some sense moral educators through the ‘hidden curriculum’, or learning which takes place through the process of being educated. However, teacher education (TE) in many parts of the world is increasingly preoccupied with content and academic attainment for its own sake, rendering it insufficiently attentive to those fundamentally human concerns that characterize teaching and through which teachers educate their students. This paper attends to those elements (...) that professional formation must include to support teachers as moral educators effectively, whether or not they identify as curriculum specialists in this area. I conclude by outlining three specific examples of initiatives which address current deficiencies in practical terms through reclaiming ‘leaky’ spaces within conventional pre-service programmes: ‘Philosophy for Teachers’ (P4T), ‘Shared Space’ and ‘Going Global’. (shrink)

ABSTRACT The question of the role of theory in initial teacher education was one that interested Paul Hirst throughout his long and distinguished academic career. When the story of teacher education in England is told by philosophers of education and, crucially, by teacher educators, we are reminded of Hirst’s contribution in two significant respects, as someone who not only taught teachers but also commented on the aim, purpose, and structure of teacher education. First, in the wake of the Robbins Report, (...) Hirst supported Peters in helping to establish education at London’s Institute of Education (IOE) as an academic subject which promoted theory, particularly philosophy, suited to the needs of pre-service teachers. Secondly, several decades later, Hirst provided invaluable comment on the influential Oxford internship programme. This provision reimagined the one-year professional programmes for postgraduates entering teaching as a partnership between schools and universities. Hirst’s commentary, while generous and supportive, argued that teachers needed greater attention paid to the pursuit of ‘rational public defence’ during their pre-service formation than was evident in the ‘practical theorizing’ approach that underpins internship. Having examined Hirst’s contribution to and commentary on teacher education as a philosopher of education, I will argue that his example continues to offer insight today. In these neoliberal times, there are ad hoc opportunities for philosophy of education to continue to be included meaningfully in teachers’ professional formation, although the extent and reach it can exercise are limited where the dominant discourse describes teachers as being ‘trained’ rather than educated. I offer examples of theory developing in practice, building on established ideas of what is appropriate. (shrink)

The past twenty-five years have seen an explosion of interest in nationalism and nationality in the social sciences - the past ten also in cultural studies. These two disciplinary areas define their objects of study differently, but both have recently started to converge in the pervasive use of the term `national identity', which in turn relies on the term `cultural identity'. Although theoretical complications entailed by the use of `identity' as a concept have been noted, the theorization of identity as (...) culture has occurred almost by default, with the term `culture' merely designating what needs to be explained, and the inherent circularity of `cultural identity' as a category remaining unaddressed. The two approaches differ in their understanding of the crucial categories of `culture' and `politics' in their accounts of nation and national identity. Cultural studies accounts focus on politics in terms of cultural politics, and thus fail to take on board important aspects of the social science accounts which they take as standard reference points. Both approaches ultimately rely upon `culture' as an all-inclusive category of social subjectivity, which remains undertheorized in both approaches, albeit in significantly contrasting ways. The place of culture in recent work on European identity functions differently, and provides a useful counterpoint to these difficulties. (shrink)

When we consider the social and political disarray of the moment, we are forced to recognize how hard it is, in periods of crisis, to clarify the changes taking place. So it is an urgent and necessary task to return to Michel de Certeau's work, whose central aim is to clarify the transformations that abruptly emerge during times of crisis, transformations that undermine our most tenacious assumptions. Certeau's project is the work of constant reconnaissance. He expressed his need to elucidate (...) what he would call `generating flashes'. The meaning of that need for inventive distancing can be informed by psychoanalysis. From this perspective, the obligation to clarify the most heterogeneous ruptures appears as the echo of an ancient need to express the desire to be with the Other. But Certeau's attitude provoked incomprehension and irritation, so much so that in order to correctly approach his legacy we must first explain the different reception Certeau's texts receive in French-speaking countries compared with, say, the USA. (shrink)

ABSTRACT It is widely acknowledged that anthropogenic climate change is already having severe adverse effects on our planet and poses an existential threat to many species, including our own. National curricula and schools and other formal educational settings have been slow to address the issue of climate change, despite the deep traction that it has with many young people. This paper introduces the papers in a Special Issue that arose from a four-day residential symposium on how schools for 5–19 year-olds (...) and other sites for learning should address climate change in both their taught and wider curricula. As an invited symposium of the Journal of Moral Education Trust, contributors were asked to pay particular attention to the moral/ethical/civic dimensions of climate change education. In this paper, we also emphasise that a key purpose of this Special Issue is to ‘own’ climate change education as an important issue for moral education. (shrink)

Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’ (‘P4T’), a 24-hour residential approach to community philosophy. Piloted originally in England, a further workshop took place in South Africa in October 2017, comprising student teachers, teacher educators and philosophers from three historically different universities in the Western Cape. Significant new insights to emerge included greater clarity on the respective contributions of P4T (...) and other initiatives already applying ‘P4C’ to address professional ethics within teacher education. In particular, P4T re-framed within this new context can be seen to create shared space for reflection on teacher identity and the complexity of difference and ‘otherness’ in classroom practice. (shrink)

The concept of cosmopolitanism has been the subject of philosophical debate as to whether a commitment to it requires the shedding of particularist attachments (such as attachments to a national or group identity, or their accompanying convictions), or whether such particularist commitments might enhance a cosmopolitan orientation. This article brings these debates to bear on the internationalization of higher education, particularly in relation to the work of academics who implement universities’ internationalization strategies through teaching, and who aim to do so (...) fairly and justly. Drawing on our individual reflections as well as shared conversations about our experiences, we propose that the philosophically informed concept of ‘rooted cosmopolitanism’ can helpfully inform internationalization strategies. (shrink)

Conceptions of teaching quality and teacher accountability, and the values and assumptions that underpin them, are relatively under-examined by policy makers. We suggest ways in which philosophers might address this deficit, with reference to policy concerns found in the United Kingdom (UK). Further philosophical questions are generated by this process of reflection and we offer a partial analysis of those we judge to be of particular significance. While optimistic generally, we identify three challenges to asserting a role for philosophical analysis (...) in policy, practice and research concerned with teacher education, and urge philosophers of education to engage in constructive dialogue with other critical and reflective thinkers in the field of education. (shrink)

The theme of the third annual Spring workshop of the HUPO-PSI was proteomics and beyond and its underlying goal was to reach beyond the boundaries of the proteomics community to interact with groups working on the similar issues of developing interchange standards and minimal reporting requirements. Significant developments in many of the HUPO-PSI XML interchange formats, minimal reporting requirements and accompanying controlled vocabularies were reported, with many of these now feeding into the broader efforts of the Functional Genomics Experiment data (...) model and Functional Genomics Ontology ontologies. (shrink)

Background Conflicts of interest (COIs) in healthcare research have received substantial attention over the past three decades. Although financial COI (FCOI) has an extensive literature, publications about non-financial COI (NFCOI) are comparatively rare. Disagreements surrounding the importance of NFCOIs in research and publication, including whether competing non-financial interests should even be considered COIs, present significant gaps in the literature. This lack of clarity prompted our literature review’s aim to determine the current consensus about how NFCOIs should be treated in healthcare (...) research and publication. Methods We searched the PubMed database using MeSH terms and keywords to identify articles published before November 6, 2023 about NFCOI in biomedical research and publication. We applied relevance, appropriateness, transparency, and soundness (RATS) criteria to develop a final dataset of 206 publications and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. Qualitative and quantitative analyses revealed major themes and conclusions regarding consensus within the field. Results The literature centers around fundamental disagreements about (1) whether competing non-financial interests constitute COIs like FCOIs, (2) whether they need to be addressed in research, and (3) whether they should be managed with disclosure or with other strategies. Despite these disagreements, the balance of evidence and arguments suggests that (1) NFCOIs are meaningful conceptual entities like FCOIs [96%], (2) they require management [76%], and (3) disclosure is necessary but insufficient [55%] or necessary and sufficient [27%] as a management strategy. Conclusion The topic of NFCOI enjoys far less attention and consensus compared to FCOI’s robust body of literature developed over decades. We found general agreement about the relevance of NFCOIs and the need to address them, but not how to do so. Our results are consistent with Wiersma et al., the first review on this topic. Taken together, these reviews suggest a path forward for researchers, publishers, and healthcare professionals requiring new approaches for NFCOI management. (shrink)

David Carr, 2003, London, RoutledgeFalmer. Pp. xiii + 294. Hbk. £60.00 and Pbk £18.99.

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

Nuraan DavidsStellenbosch UniversityI don’t think we need to wait for history to tell us what we already know about Gaza. No amount of legal debates on the plausibility of its genocide status, can...

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

Readers are awaiting a new encounter with stories united under the common title Why We Are in Need of Tales. Let me remind you that these deep philosophical books were written by Maria daVenza Tillmanns, a professional philosopher dedicated to the study of philosophizing with children, who has gained valuable experience in this field. Maria’s books are inspired by her work with her students at El Toyon Elementary School in National City (California), with whom Maria held philosophy (...) with children classes for three years before COVID-19. With parental permission, the children provided their drawings, which are used as illustrations for the books. I read Why We Are in Need of Tales, Part III with great pleasure. The focus of this book is on making decisions, sometimes very hard decisions. In Part II, the focus is on dreams — hopes and wishes we have for life. This book looks at how we may best decide how to make those hopes and wishes come true. And the answer Huk and Tuk suggest is deceptively easy: by making decisions “with your eyes wide open.” (5, p. ix). The author of this excellent book managed to describe how to make decisions with your eyes wide open through the playful dialogue between Huk and Tuk. The books are written in dialogue so the reader immediately plunges into the context of a lively conversation. Dialogue not only sharpens attention, but also invites the reader to participate in the conversation. In this way, the reader becomes a listener at the same time. (shrink)

Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical dou...

Elisabeth Maria Post (1755–1812) was a White Dutch poet and novelist. One of her brothers owned plantations in Guyana, a country in South America that was under Dutch control at the time. This inspired her to write a novel about a Dutch planter in Guyana, which is excerpted in this chapter. The novel is titled Reinhart, or Nature and Religion (Reinhart, of Natuur en Godsdienst) and is a good example of literary sentimentalism: it mainly appeals to the readers’ emotions (...) and explores the narrator’s feelings in depth. The narrator is a fictional Dutch man called Reinhart who moves to Guyana to become a planter. Reinhart criticizes transatlantic slavery, though he also makes excuses for it. He additionally describes Black people as naturally inferior to White Europeans in both intelligence and feeling. In short, while the novel explicitly criticizes transatlantic slavery, it also contains proslavery and racist elements. (shrink)

Guilt and shame are self-conscious emotions with implications for mental health, social and occupational functioning, and the effectiveness of sports practice. To date, the assessment and role of athlete-specific guilt and shame has been under-researched. Reporting data from 174 junior elite cricketers, the present study utilized exploratory factor analysis in validating the Athletic Perceptions of Performance Scale, assessing three distinct and statistically reliable factors: athletic shame-proneness, guilt-proneness, and no-concern. Conditional process analysis indicated that APPS shame-proneness mediated the relationship between general (...) and athlete-specific distress. While APPS domains of guilt-proneness and no-concern were not significant mediators, they exhibited correlations in the expected direction with indices of psychological distress and well-being. The APPS may assist coaches and support staff identify players who may benefit from targeted interventions to reduce the likelihood of experiencing shame-prone states. (shrink)

Alguns humanos possuem um excêntrico modo de existência e não guardam para si aquilo que sabem; anunciam e entregam para o outro o que aprenderam, o que trazem consigo; são uma espécie de ponte ancestral entre sucessivas gerações; parecem ter herdado de Hermes, Mercúrio, Agni, um espírito que lhes impulsionam a conceder àqueles com quem convivem sabedoria, aprendizado. Uns assumem-no como missão, outros convertem isso em ofício e se transformam em educadores e professores. Rosilene Maria Alves Pereira assumiu o (...) ofício de ser professora universitária ainda muito jovem, e, algumas gerações de alunos do curso de Licenciatura em filosofia da Universidade Federal do Piauí, testemunham esse legado de forma substantiva desde 1993. (shrink)

Understanding human beings and their distinctive rational and volitional capacities is one of the central tasks of philosophy. The task requires a clear account of such things as reasons, desires, emotions and motives, and of how they combine to produce and explain human behaviour. In Kinds of Reasons, Maria Alvarez offers a fresh and incisive treatment of these issues, focusing in particular on reasons as they feature in contexts of agency. Her account builds on some important recent work in (...) the area; but she takes her main inspiration from the tradition that receives its seminal contemporary expression in the writings of G.E.M. Anscombe, a tradition that runs counter to the broadly Humean orthodoxy that has dominated the theory of action for the past forty years. Alvarez's conclusions are therefore likely to be controversial; and her bold and painstaking arguments will be found provocative by participants on every side of the debates with which she engages. Clear and directly written, Kinds of Reasons aims to stake out a distinctive position within one of the most hotly contested areas of contemporary philosophy. (shrink)

This paper considers the process of becoming an international public intellectual, taking the case of Maria Montessori (1870–1952), the Italian physician who became an authority on education and, u...

Der alle drei Jahre tagende Kongress der „Deutschen Gesellschaft für Philosophie“ (DGPhil) ist der größte Kongress für Philosophie in Deutschland. Vom 11.-15. September fand er diesmal an der Ludwig-Maximilians-Universität in München statt. Mit rund 1600 Teilnehmern und über 400 philosophischen Vorträgen fiel er, auch durch den Veranstaltungsort bedingt, wesentlich umfangreicher aus als der XXI. Kongress in Essen.

The paper is devoted to the Early Christian mosaic decoration of Santa Maria Maggiore church in Rome and focuses on the image of the Virgin and its role within the general program. The four surviving representations depict Mary in rich princely garb, notably an ornamented, golden dalmatica and jeweled headdress. With this elegant attire, these images strongly resemble those of empresses and other high-ranking women of the time and are often seen to be predecessors of later iconographic type, the (...) Maria Regina. While this representation could have been determined by notions formulated by contemporary theologians about the figure of the Theotokos, it could also be the result of the earliest development of Marian iconography. In this paper the exact meaning of the image of the Virgin and of its female counterpart seated on the other side of Christ’s throne in the enigmatic composition of the Adoration of the Magi is considered to be of secondary importance to the very fact that both figures visually function within Late Antique associative techniques and perform the role of allegories. This multiple role and possible readings of the figure of Mary are further explored through comparison with intentional parallels of the Virgin’s image and several protagonists of the Old Testament cycle depicted in the Early Christian Sta Maria Maggiore mosaics. (shrink)

El capítulo presenta una introducción a la vida y la obra de la filósofa Anna Maria van Schurman. Una mujer que nació en 1607 en la ciudad de Colonia, creció y vivió la mayor parte de su vida en las Provincias Unidas de Utrecht, de formación religiosa protestante calvinista y en los últimos años de su vida formó parte de una comunidad religiosa que cultivó la experiencia religiosa desde la vida interior, declinando su pertenencia a cualquier Iglesia. Fue una (...) erudita, filósofa especialista en retórica, teología, matemáticas, medicina y jurisprudencia, escribió obras poéticas, filosóficas y científicas, conservamos muy pocas porque la mayoría de esta fueron destruidas por ella misma en su vida adulta al unirse a la congregación religiosa de Jean de Labadie. Y declinar su amor por el conocimiento académico en favor de su amor por el conocimiento de la Naturaleza divina. Entre los principales temas que durante el siglo XVII fueron centro de análisis, reflexión y debate se encuentran aquellos relativos a la educación superior de las mujeres, sobre este tema específico escribió una disertación filosófica donde demostró que no existía ningún argumento científico y filosófico para excluir a las mujeres de la educación superior, sino únicamente la costumbre, la falta de recursos económicos, espacio privado y tiempo para dedicarse a esa tarea. Despojando así toda antigua creencia sobre la incapacidad de las mujeres para los estudios científicos superiores. Si bien hoy sigue siendo una desconocida y despreciada por su rechazo a la erudición por la erudición, en favor del conocimiento divino. Las investigaciones filosóficas que realizó fueron y son parte de la historia del pensamiento filosófico y religioso, demostró que una mujer por sí misma puede ser erudita (filósofa y científica) , poliglota (dominó más de una docena de lenguas clásicas y vernáculas), artista, teóloga y jefa de una comunidad religiosa. Anna Maria van Schurman murió en Wieuwerd en 1678. (shrink)

Interview with the author of "why We are in Need of Tails." Iguana Books, Toronto, Canada.

Human nature has always been a foundational issue for philosophy. What does it mean to have a human nature? Is the concept the relic of a bygone age? What is the use of such a concept? What are the epistemic and ontological commitments people make when they use the concept? In What’s Left of Human Nature? Maria Kronfeldner offers a philosophical account of human nature that defends the concept against contemporary criticism. In particular, she takes on challenges related to (...) social misuse of the concept that dehumanizes those regarded as lacking human nature (the dehumanization challenge); the conflict between Darwinian thinking and essentialist concepts of human nature (the Darwinian challenge); and the consensus that evolution, heredity, and ontogenetic development results from nurture and nature. After answering each of these challenges, Kronfeldner presents a revisionist account of human nature that minimizes dehumanization and does not fall back on outdated biological ideas. Her account is post-essentialist because it eliminates the concept of an essence of being human; pluralist in that it argues that there are different things in the world that correspond to three different post-essentialist concepts of human nature; and interactive because it understands nature and nurture as interacting at the developmental, epigenetic, and evolutionary levels. On the basis of this, she introduces a dialectical concept of an ever-changing and “looping” human nature. Finally, noting the essentially contested character of the concept and the ambiguity and redundancy of the terminology, she wonders if we should simply eliminate the term “human nature” altogether. (shrink)

Of all the thinkers of the century of genius that inaugurated modern philosophy, none lived an intellectual life more rich and varied than Gottfried Wilhelm Leibniz. Maria Rosa Antognazza's pioneering biography provides a unified portrait of this unique thinker and the world from which he came. At the centre of the huge range of Leibniz's apparently miscellaneous endeavours, Antognazza reveals a single master project lending unity to his extraordinarily multifaceted life's work. Throughout the vicissitudes of his long life, Leibniz (...) tenaciously pursued the dream of a systematic reform and advancement of all the sciences. As well as tracing the threads of continuity that bound these theoretical and practical activities to this all-embracing plan, this illuminating study also traces these threads back into the intellectual traditions of the Holy Roman Empire in which Leibniz lived and throughout the broader intellectual networks that linked him to patrons in countries as distant as Russia and to correspondents as far afield as China. (shrink)