DOCSLIB.ORG

Education for Rational Understanding. Philosophical

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Education for Rational Understanding. Philosophical DOCUMENT RESUME ED 212 590 SP 019 583 AUTHOR Crittenden, Brian TITLE Education for Rational Understanding.Philosophical Perspectives on the Study and Practice of Education. INSTITUTION Australian Council for Educational Research, Hawthorn. REPORT NO ISBN-0-85563-2194 PUB' DATE 81 NOTE 301p. EDRS PRICE MF01 Plus Postage. PC Not Availablefrom EDRS. DESCRfPTORS *Curriculum Development; *EducationalPrinciples; *Educational Research; Educational Theories; Elementary Secondary Education; EqualEducation; *Ethical Instruction; General Education;Individual Development; IndividualismrSchool Role;*Social Action; *Social Values ABSTRACT The essays in this book explore thebalance between the communal and the individual aspectsin the development of human beings and relate& theories of educationand learning to this development. In the introduction, Peter J.Sheehan offers a critical discussion of the ideas presented in the text.PartI contains two chapters on values and meth'edology ineducational research and the relevance of philosophy to educationaltheory. In Part II, two chapters present an argument againstsetting up normative theories that interpret-the role of theschool in a utilitarian way and evaluate autonomy as the aim ofliberal education. The chapters in Part III deal with the objectivesapproach in integrated studies and curriculum evaluation methods. TLe processof moral reasoning is the 'subject of Part IV.In Part V, one chapter examineseducational values in the determination of theschool's role in social reforms, and the other explores the relationshipbetween equality as a social ideal and its practice ineducation. Each chapter is followed by a list of references. (FG) *********************************************************************** Reproductions supplied by EDRS are thebest that can Wmade from the original document. *********************************************************************** EDUCATION FOR RATIONAL UNDERSTANDING U S DEPARTMENT Of EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCF:S INFORMATION CENTER IERICI Thrsdot rumen?has been retuorturetias etteivedhorn the oerSon or orgamtabon eslaiinafing II Moron I hang... have inane In ,M1.1.. reprorlor Iron rphility {'rims of view re ovum+, stated In Ihr, IS. it 171PII I Ito not lien essarrly represent rrtly Lai Nit trocrtyrn in 'Hula y PERMISSION TO HICii011lk 1 MATERIALIN MICROFICHE ONLY HAS BEEN GRANTS U by TO THE EDUCATIONAL HE ',DOR( I.:, INFORMATION CEN'E R (ERIC rm. eN, ; StudieE in the Philosophical and Social Foundations of Education Edited by J.V D'Crut and P.J Sheehan EDUCATION FOR RATIONAL UNDERSTANDING Philosophical Perspectives on the Study and Practice of Education Brian Crittenden Australian Council for Educational Research Published by The Austral;an Council for Educational Research Limited, Radford House, Frederick Street. Hawthorn. Victoria 3122 Typeset by Savage and Co. Pty Ltd. Fortitude Valley, Qld 4006 Printed and bound by Brown Prior Anderson Leans Street, Burwood. Victoria 3205 National Library of Australia Cataloguing-in-Publication data Crittenden, Brian, 1930 Education for rational understanding Bibliography Includes index ISBN 0 85563 219 4 1 Education Philosophy Addresses. essays, lectures IAustralian Council for Educational ResearchIITitle (Series: Studies in the philosophical and social foundations of education). 370 I Copyright Brian Crittenden 1981 No part of this publication may be reproduced in any form without permission from the publisher Contents Introduction: The Philosopherand the Diversity of Educational Issues Peter J. Sheehan 1 Preface 31 Part I: The Study of Eduction 35 37 1 Values in the Study of Education The positivist methodology and itsvalues 37 4? The 'value-free' doctrine Characteristics of distinctively edacationalresearch 47 and theory 55 2 Philosophy in Educational Theory Part II: The Nature ofEducation 81 83 3Charpcteristics of Quality in Education The instrumental view of education andthe school 83 Various senses of 'education' 84 On valuing and what is valuable 88 The quality of education from the perspective of intrinsic values 90 General criteria of quality in the curriculum of liberal education 91 A common curriculum 95 4Autonomy as an Aim of Education 99 Introduction 99 Freedom and authenticity 101 Personal autonomy as an ideal type 105 . Intellectual autonomy and subjective epistemology 106 Kant's defence of rational autonomy 114 Moral autonomy and objectivity 115 The constraints of rationality and reason 117 Autonomy as an aim of liberal education 118 Part III: Curriculum 127 5Integrated Studies and the Nature of Disciplines 131 Introduction 131 Interpretations of the unity of knowledge 134 Interpretations,of the organization of know ledge in curriculum theory 138 Critique of the relativist basis for integrated studies 146 The nature of discipl;nes 14 i The consequence, l'or integrated studies In a curriculum of liberal education 153 6Process or Product in Curriculi m Evaluation? 165 Introduction 165 Stenhouse's critique of the objectives modei 167 An assessment of Stenhouse's position 169 Illuminative evaluation An alternative to the objective, model 172 Critical comments on illuminative evaluation 179 Conclusion 185 Pag Part IV: Moral Education 191 7 Reasoning in Morality: Why Content Matters inMoral education 193 211 8 The Place of Moral Education in theSchool Curriculum Should moral education be included in theformal curriculum" 211 Moral education as a separate subject 221 Moral education in the context of other subjects 227 Moral education and the study of large-scale social topics 240 Some concluding comments Part V: Social Values and thePractice of Education 251 9 The School as an Agent of SocialReform 253 Introduction 253 Theories about the school as an agent of reform 255 The school as an independent centreof liberal education 275 10Equality and Education Education and the principle o: equal opportunity 275 Egalitarian modifications of the equal opportunity principle 280 Summary. Assessing the place of equality in education 283 Aspects of equality in the human right toeducation 285 Postscript 292 Name Index 29c Subject Index 298 Acknowledgments When 1 was Invited to submit a selection of my wntings to be considered for publication, It was suggested that It should reflect the range of topics on which 1 have written and that It might include some material from work of rnrue not readily available in Australia. With the exceptiOn of Chapter 2, the essays in this collection have been written over the past eight years Chapters I, 2, 5, and 8 have not been published in any form previously. The second chapter was'written in 1969 and revised in many details for this bgok. 1 am grateful to the authors, editors, an' publishers Indicated below for their kind permission to reproduce the, other chapters Minor re- visions have 1,,,en made to a number of these chapters; the fourth is an enlarged veision of the one previously published. Chapter 3 Cnttenden B S and D'Cruz, 1.V. (Eds) Essays on Qualm' in Edu- cation Melbourne Pnmary Education (Publishing), 1976, 16 (First pub- lished in Twentieth Century, Summer 1975) Chapter 4 Strike, K.A and Egan,K (Eds)Ethics and Educational Po hit London Rout ledge & Kegan Paul, .1978, 105-26 Chapter, 6 New Education, 1979, 1(2), 35-51 Chapter 7. Crittenden, B Form and Content in Moral Education Toronto Oman°Institute for Studies in Education, 1972, 32-49 Chapter 9 Cnttenden, B Education and Social Ideals Toronto Longman Canada Ltd, 1973, 163- 4, 176-93, 197, 240-1. Chapter 10 Australian Journal of Education, 1977, 21(2), 113-26 (A slightly longer version is included in J V D'Cruz and Pl. Sheehan (Eds), The Renewal of Australian Schools -(2nd and enlarged ed.). Hawthorn, Vic . ACER, 1978, 225 41 Two of the chapters, 5 and 8, were written during study leave in 1978, and some of t le work in preparing the manuscript was done during 0 this timeI am grateful to La Trobe Universityfor this opportunity I am also grateful for the assistance ofsecretarial staff at the unlYersity, in this regardI should mention especially Debbie Conguesand Sue Bullen who yery efficiently typed the manuscript fortheir IwishtothankVinD'Cruz andPeterSheehan encouragementI am further indebted to Peter Sheehanfor the critical ..,troduction he has written for this bookIt effectively highlights keY themes that hale occupied my attention in thechapters- of the book and elsewhere While dealing gently withthe defects, it makes clear the Issues on which the discussion needs tohe carried much further There are two humaii inventions which may he considered moredifficult than any others the art of government, and the art of education, and people still contend as to their very meaning The prospect of a theory of education is a glorious ideal,and it matters little if we are not ableto reahreitat once Immanuel Kant. Education Introduction: The Philosopher and theDiversity of Educational Issues Peter J. Sheehan One of the many ways in whicheducation, has a unique_ role in the lees of thinking beings as that all aspectsof life and all avenues of thought impinge on it in one way or another.The individuals who are to be educated are enormouslycomplex and various, as are the areas in -which they might beeduckted. These tacts constitute thechallenge and the difficulty of educational theorythediversity of the educational reality threatens, at one extreme, u theoretical approach which stresses unity of theory at the costof an inadequate attention to com- pldxity or, at the other extreme, thebreakdown of the
Load more

Recommended publications
  • Philosophical Theory-Construction and the Self-Image of Philosophy
    Open Journal of Philosophy, 2014, 4, 231-243 Published Online August 2014 in SciRes. http://www.scirp.org/journal/ojpp http://dx.doi.org/10.4236/ojpp.2014.43031 Philosophical Theory-Construction and the Self-Image of Philosophy Niels Skovgaard Olsen Department of Philosophy, University of Konstanz, Konstanz, Germany Email: [email protected] Received 25 May 2014; revised 28 June 2014; accepted 10 July 2014 Copyright © 2014 by author and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This article takes its point of departure in a criticism of the views on meta-philosophy of P.M.S. Hacker for being too dismissive of the possibility of philosophical theory-construction. But its real aim is to put forward an explanatory hypothesis for the lack of a body of established truths and universal research programs in philosophy along with the outline of a positive account of what philosophical theories are and of how to assess them. A corollary of the present account is that it allows us to account for the objective dimension of philosophical discourse without taking re- course to the problematic idea of there being worldly facts that function as truth-makers for phi- losophical claims. Keywords Meta-Philosophy, Hacker, Williamson, Philosophical Theories 1. Introduction The aim of this article is to use a critical discussion of the self-image of philosophy presented by P. M. S. Hacker as a platform for presenting an alternative, which offers an account of how to think about the purpose and cha- racter of philosophical theories.
    [Show full text]
  • The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles
    Arab World English Journal (AWEJ) Volume 10. Number 1. March 2019 Pp.271-282 DOI: https://dx.doi.org/10.24093/awej/vol10no1.23 The Implementation of the Project-Based Learning Approach in the Algerian EFL Context: Curriculum Designers’ Expectations and Teachers’ Obstacles Meriem Baghoussi Department of English, Faculty of Foreign Languages University of Abdelhamid Ibn Badis, Mostaganem, Algeria Ilhem Zoubida El Ouchdi Department of English, Faculty of Letters and Languages University of Abou Bakr Belkaid, Tlemcen, Algeria Abstract To help learners acquire and develop the necessary skills for the 21st century, Algeria has adopted the Competency-Based Approach (CBA) along with the Project-based Learning (PBL) approach within its educational system. Theoretically speaking, the goal behind such reform is to shift from a content-based to a process-based learning/teaching and thus to make learning more relevant and realistic for students. However, in practice, teachers find difficulties in putting into practice the two approaches. The aim of the present paper is to explore those obstacles that hinder the execution of the PBL approach in the third-year secondary education English classes and to identify to what extent English language teachers master and use PBL methodology in their classes. To reach the aim of the study, the following hypothesis is put forward: teachers lack both training and background knowledge on the approaches that help to implement PBL in classrooms. For the sake of collecting information about the issue tackled in this study, twenty EFL teachers from some secondary schools in Mostaganem city received a questionnaire. The research findings confirm the hypothesis mentioned above.
    [Show full text]
  • The Role of Educational Psychology in the Teaching Process Within an EFL Classroom
    People’s Democratic Republic of Algeria Ministry of Higher Education and Scientific Research University of Mohamed Khieder-Biskra Faculty of Letters and Languages Department of Foreign Languages Division of English The Role of Educational Psychology in the Teaching Process within an EFL Classroom: Case study of Third Year LMD students-University of Biskra Dissertation submitted in partial fulfillment of the requirement for the Master Degree in English Option: Science of Languages. Submitted by: Supervised by: Moufida BOUAFFAR Mrs. Iman GUETTEL Members of the Jury: Houadjly Ahmed Chaouki Bencherf Sakina June 2012 BOUAFFAR 1 INTRODUCTION Educational psychology is the branch of psychology focused on the development of effective teaching techniques and the assessment of learners’ aptitudes and progress. In another words, educational psychology is the study of the behavior, social, ethical, and cognitive development of students during their growth from children to adult learners. Educational psychologists develop and apply theories of teaching, learning, and human development to determine the most effective ways for educators to teach students. The present research is an investigation on the role of educational psychology in the teaching process (EFL). The intention of this work is to carry out the strategies, techniques, and methods that are improving and developing the strategies of teaching. The aim of this study is to investigate to what extent educational psychology helps teachers for achieving the objectives of teaching and increasing their efficiency. 1. The statement of the problem: Nowadays, we observe a huge distance between teachers and students. The cause of this distance is the lack of teachers’ knowledge about the educational psychology and its values in teaching.
    [Show full text]
  • The Implications of Naturalism As an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers
    Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.7, No.11, 2016 The Implications of Naturalism as an Educational Philosophy in Jordan from the Perspectives of Childhood Education Teachers Omar Khasawneh Ahmed Khaled Mohammad Al Momani Al Ain University of Science and Technology Al Ain, United Arab Emirates & Yarmouk University- Jordan Abstract The purpose of this study was to identify the educational implications of naturalism as an educational philosophy from the Jordanian childhood education teachers' perspectives. Each philosophy simply represents a unique conviction concerning the nature of the teaching/learning process. This study could serve as a grounded theory for Jordanian childhood teachers to comprehend the need for a clear educational philosophy within the Jordanian educational system. In addition, this research study would draw Jordanian childhood teachers' interest to be acquainted more with the educational principles of such philosophical theory. The researchers employed a questionnaire consisted of twenty one items, which correspond to the educational principles of naturalism. The quantitative approach is used to gather data as one of the techniques and descriptive due to its suitability for this study. The study findings revealed that Jordanian childhood education teachers' perspectives toward the implications of naturalism as an educational philosophy were positive for all domains; curriculum, aims, and activities. Based on the findings, the researchers provided some relevant recommendations. Keywords : Naturalism, Educational Philosophy, Childhood Education Teachers, Jordan. 1. Introduction Teachers’ educational philosophies and their value systems influence their teaching styles and the way they deal with their students. So, the impact of teachers’ beliefs and values on teaching and learning is evident in each classroom (Conti, 2007).
    [Show full text]
  • Philosophy of Social Science
    Philosophy of Social Science Philosophy of Social Science A New Introduction Edited by Nancy Cartwright and Eleonora Montuschi 1 1 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © The several contributors 2014 The moral rights of the authors have been asserted First Edition published in 2014 Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2014938929 ISBN 978–0–19–964509–1 (hbk.) ISBN 978–0–19–964510–7 (pbk.) Printed and bound by CPI Group (UK) Ltd, Croydon, CR0 4YY Links to third party websites are provided by Oxford in good faith and for information only.
    [Show full text]
  • Generics Analysis Canberra Plan.Pdf
    Philosophical Perspectives, 26, Philosophy of Mind, 2012 CONCEPTS, ANALYSIS, GENERICS AND THE CANBERRA PLAN1 Mark Johnston Princeton University Sarah-Jane Leslie2 Princeton University My objection to meanings in the theory of meaning is not that they are abstract or that their identity conditions are obscure, but that they have no demonstrated use.3 —Donald Davidson “Truth and Meaning” From time to time it is said that defenders of conceptual analysis would do well to peruse the best empirically supported psychological theories of concepts, and then tailor their notions of conceptual analysis to those theories of what concepts are.4 As against this, there is an observation — traceable at least as far back to Gottlob Frege’s attack on psychologism in “The Thought” — that might well discourage philosophers from spending a week or two with the empirical psychological literature. The psychological literature is fundamentally concerned with mental representations, with the mental processes of using these in classification, characterization and inference, and with the sub-personal bases of these processes. The problem is that for many philosophers, concepts could not be mental items. (Jerry Fodor is a notable exception, we discuss him below.) We would like to set out this difference of focus in some detail and then propose a sort of translation manual, or at least a crucial translational hint, one which helps in moving between philosophical and psychological treatments of concepts. Then we will consider just how, given the translation, the relevant
    [Show full text]
  • Ja Hobson's Approach to International Relations
    J.A. HOBSON'S APPROACH TO INTERNATIONAL RELATIONS: AN EXPOSITION AND CRITIQUE David Long Thesis submitted in fulfilment of the requirements for the degree of Doctor Of Philosophy in International Relations at the London School of Economics. UMI Number: U042878 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disscrrlation Publishing UMI U042878 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 Abstract This thesis argues that Hobson’s approach to international relations coheres around his use of the biological analogy of society to an organism. An aspect of this ‘organic analogy’ - the theory of surplus value - is central to Hobson’s modification of liberal thinking on international relations and his reformulated ‘new liberal internationalism’. The first part outlines a theoretical framework for Hobson’s discussion of international relations. His theory of surplus value posits cooperation as a factor in the production of value understood as human welfare. The organic analogy links this theory of surplus value to Hobson’s holistic ‘sociology’. Hobson’s new liberal internationalism is an extension of his organic theory of surplus value.
    [Show full text]
  • Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 8-2014 Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science Todd Ernest Suomela University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Communication Commons, and the Library and Information Science Commons Recommended Citation Suomela, Todd Ernest, "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/2864 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Todd Ernest Suomela entitled "Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Communication and Information. Suzie Allard, Major Professor We have read this dissertation and recommend its acceptance: Carol Tenopir, Mark Littmann, Harry Dahms Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Citizen Science: Framing the Public, Information Exchange, and Communication in Crowdsourced Science ADissertationPresentedforthe Doctor of Philosophy Degree The University of Tennessee, Knoxville Todd Ernest Suomela August 2014 c by Todd Ernest Suomela, 2014 All Rights Reserved.
    [Show full text]
  • Sebuah Kajian Pustaka
    International Research Journal of Engineering, IT & Scientific Research Available online at https://sloap.org/journals/index.php/irjeis/ Vol. 6 No. 5, September 2020, pages: 13-20 ISSN: 2454-2261 https://doi.org/10.21744/irjeis.v6n5.1007 Educational Psychology in Education David Alejandro Navarrete Solórzano a Geomara Karinel Patiño Briones b Erwin Alejandro Villamil Moreira c Nubia Stefanía Quijije Troya d María Yessenia Mantilla Cedeño e Article history: Abstract The study of teaching and learning is a relatively new field, carried out by a Submitted: 9 March 2020 young science from the social areas of the branch of psychology, which relies Revised: 18 July 2020 on psychological and didactic methods to support the academic development Accepted: 27 August 2020 of students. Based on this premise, the objective of analyzing the contributions of psych pedagogy in education was established. Bibliographical research from reliable and current sources was applied, from a qualitative approach to give value to the information consulted and a Keywords: deductive and inductive style in the text structure for its understanding. The contributions; results obtained allowed for a better understanding of study science and its education; contributions in the educational sector. It was concluded with a positive, importance; realistic and enthusiastic approach to the research topic. psychopedagogy; teaching learning process; International research journal of engineering, IT & scientific research © 2020. This is an open access article under the CC BY-NC-ND
    [Show full text]
  • Theory and Reality : an Introduction to the Philosophy of Science / Peter Godfrey-Smith
    2 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Logic Plus Empiricism 2.1 The Empiricist Tradition The first approach to science that we will examine is a revolutionary form of empiricism that appeared in the early part of the twentieth century, flourished for a time, was transformed and moderated under the pressure of objections, and then slowly became extinct. The earlier version of the view is called “logical positivism,” and the later, moderate form is more usually called “logical empiricism.” There is variation in terminology here; “logical empiricism” is sometimes used for the whole movement, early and late. Although we will be looking at fossils in this chapter, these remnants of the past are of great importance in understanding where we are now. Before discussing logical positivism, it will be helpful to go even further back and say something about the empiricist tradition in general. In the first chapter I said that empiricism is often summarized with the claim that the only source of knowledge is experience. This idea goes back a long way, but the most famous stage of empiricist thought was in the seventeenth and eighteenth centuries, with the work of John Locke, George Berkeley, and David Hume. These “classical” forms of empiricism were based upon the- ories about the mind and how it works. Their view of the mind is often called “sensationalist.” Sensations, like patches of color and sounds, ap- pear in the mind and are all the mind has access to. The role of thought is to track and respond to patterns in these sensations. This view of the mind is not implied by the more basic empiricist idea that experience is the source of knowledge, but for many years such a view was common within empiricism.
    [Show full text]
  • Stick to What You Know
    NOUS^ 39:3 (2005) 359–396 Stick To What You Know JONATHAN SUTTON Southern Methodist University 1. Introduction I will be arguing that a subject’s belief that p is justified if and only if he knows that p: justification is knowledge. I will start by describing two broad classes of allegedly justified beliefs that do not constitute knowledge and which, hence, cannot be what they are often taken to be if my view is correct. It is far from clear what my view is until I say a lot more about the relevant concept or concepts of justification that concern me. The following section describes several concepts of justification that epistemologists have employed, and, in particular, identifies the two concepts of justification that I claim are coextensive with the concept of knowledge. One of those is the deontological conception of justification: I will be arguing that one ought not believe that p unless one knows that p. I imagine that the major opposition to my view will be that it is simply obvious that there are justified false beliefs, a feeling that I try to dispel in the lengthy section on concepts of justification before I finally get around to giving the main arguments in favor of my view. A view as unorthodox as mine demands more than a single argument: I offer four in the third section. Everyone allows that many people have many unjustified beliefs, and everyone has some unjustified beliefs, but such beliefs appear to be far more prevalent on my view than on more orthodox views.
    [Show full text]
  • L. T. Hobhouse and J. A. Hobson
    Two years before the Labour Party victory of 1997, Tony Blair made a seminal speech L. T. HOBHOUSE AND J. A. HOBSON: to the Fabian Society in celebration of the fiftieth anniversary ThE NEW LIBERAL INFLUENCE ON ThiRD WAY idEAS of the 1945 Labour election victory. The speech was a major media event because it was a defining moment for New Labour ‘modernisers’. They were seeking to move the party from its socialist history on to ‘new’ political and ideological ground – as well as reap the tactical electoral benefits they felt could be gained by such a shift. Blair used the speech to pronounce himself ‘proud’ to be a ‘democratic socialist’ while redefining socialism to create ‘social-ism’. More relevant here, as seen above, was Blair’s reiteration of British political history from this revised New Labour position. Dr Alison Holmes examines New Liberal influences on Blair’s ‘Third Way’. 16 Journal of Liberal History 55 Summer 2007 L. T. HOBHOUSE AND J. A. HOBSON: ThE NEW LIBERAL INFLUENCE ON ThiRD WAY idEAS lair listed both L. T exercise it. So they argued for the New Liberal ideas of writers Hobhouse and J. A. collective action, including such as Hobhouse and Hobson Hobson amongst the state action, to achieve positive that were to carry through to intellectual corner- freedom, even if it infringed the modern interpretation of the stones of both New traditional laissez-faire liberal Third Way. BLiberalism and New Labour – orthodoxy … They did not call later termed the Third Way: themselves socialists, though Hobhouse coined the term J.
    [Show full text]