Four Anxieties and a Reassurance: Hare and McLaughlin on being open-minded     

PETER GARDNER 《Journal of Philosophy of Education》1996,30(2):271-276

In suppport of the idea that education should encourage open-mindedness, Hare and McLaughlin have argued that being open-minded about an issue, in a philosophically well-supported sense of 'open-mindedness', need not prevent one from holding a firm belief on that issue. In this paper I examine the lack of cohesion in this sense of 'open-mindedness', explain why I continue to be anxious about the tensions between open-mindedness and holding firm beliefs and present three further reasons for having reservations about Hare and McLaughlin's proposals.  相似文献   

Wittgenstein on Ethics and Religious Belief     

PETER LEWIS 《Philosophical Books》1992,33(4):215-216

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Continuing Education in a Late-modern or Global Society: Towards a theoretical framework for comparative analysis     

PETER JARVIS 《比较教育学》1996,32(2):233-244

Continuing education, those forms of education that occur after initial education, is exposed to the global market forces in a twofold manner which is foreign to traditional education: firstly, it has to relate to the changing structures and demands of the workforce in the global market and, secondly, it is a marketable commodity in itself. This means that there are no simple systems of continuing education that can be compared between nations or even between occupational categories. This paper, therefore, endeavours to provide a taxonomy which might underlie comparative theorising about continuing education.  相似文献   

Personal Autonomy and Religious Upbringing: the 'problem'     

PETER GARDNER 《Journal of Philosophy of Education》1991,25(1):69-81

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Sport as a Valued Human Practice: a basis for the consideration of some moral issues in sport     

PETER J. ARNOLD 《Journal of Philosophy of Education》1992,26(2):237-255

ABSTRACT It is argued that sport, like science or medicine, is a valued human practice and is characterised as much by the moral manner in which its participants conduct themselves as by the pursuit of its own skills, standards and excellences. Virtues, such as justice, honesty and courage, are not only necessary to pursue its goals but to protect it from being corrupted by external interests. After explicating the practice view of sport in contrast to the sociological view, the nature of competition in sport is discussed before examining two related issues: winning at all costs and the taking of performance-enhancing drugs. The importance of practices to education and the good life is also outlined.  相似文献   

'Private Judgement', Mill and Tocqueville: an apology     

PETER GARDNER 《Journal of Philosophy of Education》1992,26(1):113-115

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Constructing Symmetric Tests of Hypotheses     

PETER H. PESKUN 《Teaching Statistics》1987,9(1):19-23

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From secondary school blues to lifelong learning? - aspects of the retrospective re-evaluation of formative educational experience by adults     

PETER G. BENNETT 《International Journal of Lifelong Education》2013,32(3):155-174

An introductory section traces the connections between published autobiographical accounts of education in childhood, as seen in retrospect, and the construction of hypotheses for more formal research into the continuing influences of formative educational experience for adult learners and educationists. The reported research relates to the re-evaluation of aspects of primary and secondary schooling by 21 adults, seven each from the UK, Germany and Denmark. The results reflect a cross-cultural unanimity of perspective on certain key aspects of formative education, notably the generally positive view which subjects took of their own progress in both primary education and post-compulsory secondary education. Subjects in all three national groups independently expressed more reservations about their progress in schooling in early secondary education. The qualitative interview data failed to support the theory that educational progress in this period compromised by the intrusion of developmental factors relating to puberty and adolescence. Subjects' own accounts pointed more strongly towards interpretations relating to the management of crucial transitions in the responsibilities for academic study, from the early experience of dependency on teachers, in primary school, to the construction of independent learner goals in the later phases of secondary education in anticipation of the greater degree of autonomy required in tertiary and continuing education.  相似文献   

Antiaesthetics: An Appreciation of the Cow with the Subtile Nose     

PETER LEWIS 《Philosophical Books》1986,27(1):63-64

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Theory and Measurement     

PETER SMITH 《Philosophical Books》1985,26(4):240-243

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