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The Method of Antinomies: Oakeshott and Others Others and Oakeshott Antinomies: of Method the VOLUME 6 | ISSUE 1 + 2 2018 6 | ISSUE VOLUME
University of South Florida Scholar Commons Philosophy Faculty Publications Philosophy 2018 The ethoM d of Antinomies: Oakeshott nda Others Stephen Turner University of South Florida, [email protected] Follow this and additional works at: https://scholarcommons.usf.edu/phi_facpub Scholar Commons Citation Turner, Stephen, "The eM thod of Antinomies: Oakeshott nda Others" (2018). Philosophy Faculty Publications. 309. https://scholarcommons.usf.edu/phi_facpub/309 This Article is brought to you for free and open access by the Philosophy at Scholar Commons. It has been accepted for inclusion in Philosophy Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Method of Antinomies: Oakeshott and Others STEPHEN TURNER Email: [email protected] Web: http://philosophy.usf.edu/faculty/sturner/ Abstract: Michael Oakeshott employed a device of argument and analysis that appears in a number of other thinkers, where it is given the name “antinomies.” These differ from binary oppositions or contradictories in that the two poles are bound to- gether. In this discussion, the nature of this binding is explored in detail, in large part in relation to Oakeshott’s own usages, such as his discussion of the relation of faith and skepticism, between collective goal-oriented associations and those based on contract, and between a legal regime based on neutral rules and one oriented to policy goals . Other examples might include Weber’s distinction between the politics of intention and the politics of responsibility. Moreover, such ambiguous concepts as “rights,” have antinomic interpretations. In each of these cases, the full realization of one ideal led, in practice, to consequenc- es associated with the other: in political practice, neither polar ideal was realizable without concessions to the other. -
TQI 08 79 Annex E.Pdf
HEFCW/08/79 Annex E Students more satisfied than ever before 11 September 2008 By Melanie Newman Most are happy with teaching but assessment is still a concern, reports Melanie Newman Overall student satisfaction is higher than ever before, according to the results of the 2008 National Student Survey. For universities in England, students' overall satisfaction rate rose slightly from 81 per cent last year to 82 per cent, while satisfaction scores in six specific areas, including teaching, assessment and academic support, also all increased. Students are most satisfied with the teaching they receive, with 83 per cent reporting general satisfaction. But satisfaction with "assessment and feedback" remained lower than in other areas, at 64 per cent. A total of 149 higher education institutions from across the UK took part in the survey, with almost 210,000 students taking part. Minister for Students Delyth Morgan said: "The continued high level of satisfaction is a welcome testament to the quality of the teaching and learning experience in this country." The National Union of Students welcomed the improved scores, but expressed concern that students taking higher education courses in further education colleges were less satisfied than their counterparts studying in universities. Only 58 per cent of students taking higher education courses in further education colleges agreed that their course was well organised and managed, compared with 71 per cent of those studying in universities. The top UK satisfaction score of 96 per cent went to the University of Buckingham, a private institution. Vice-chancellor Terence Kealey said: "This is the third year that we've come top because we are the only university in Britain that focuses on the student rather than on government or regulatory targets. -
Contradictions and the Persistence of the Mobilizing Frames of Privatization: Interrogating the Global Evidence on Low-Fee Private Schooling
Contradictions and the Persistence of the Mobilizing Frames of Privatization: interrogating the global evidence on low-fee private schooling Prachi Srivastava, Associate Professor, School of International Development and Global Studies, University of Ottawa E: [email protected] @PrachiSrivas Paper presented at the 2014 CIES Conference, Toronto, 10-15 March 2014. *Work in progress. Please do not cite without permission.* 1. Setting the Scene I have been working on low-fee private schooling for over a decade. In 2001, when I first began researching the sector, there were almost no published studies in the scholarly literature on the topic. Technical reports on the use of unrecognised or ‘spontaneous’ forms of private schooling by lower-income households had started to emerge. An influential monograph by James Tooley (1999) based on a consultancy for the International Finance Corporation on emerging forms of private involvement in education captured the attention of policy elites. In international development and domestic policy circles, people spoke of ‘budget schools’, ‘private schools for the poor’, ‘new types of private schools’, or ‘teaching shops’ in amazed or derisory terms to describe this, as yet, undefined but seemingly tangibly different type of private schooling. However, until I was compelled to operationalize what seemed to me at the time, a nebulous set of independently owned and operated private schools claiming to serve socially and economically disadvantaged groups for my own study, the term, ‘low-fee private schooling’, did not exist (see Srivastava, 2013 for historical review). What at first seemed like an atomised phenomenon of individual schools ‘mushrooming’ in specific contexts where there was little or poor quality state provision, has now taken root as a phenomenon of scale, particularly in Sub-Saharan Africa and South Asia. -
Samuel Griffith Society Proceedings Vol 12
Appendix III: National Sovereignty versus Internationalism: The Importance of Repealability Professor Kenneth Minogue The Coming Assassination of National Sovereignty Recent events have dramatised a new trend in the way mankind arranges its affairs. In 1999, for example, the NATO alliance waged something called a “humanitarian war” against Yugoslavia. As a result, the province of Kosovo was detached from Yugoslav (in effect Serbian) control and occupied by international agencies. Back in 1945, when the United Nations was being established, the inviolability of national sovereignty had been accepted as a necessary condition of international cooperation. Without that guarantee, sovereign states would not even have begun to cooperate in adumbrating a world order. Even then, however, the institution of sovereignty, which is the abstract concept signifying the fact that nation states are independent of any superior legislative authority, had long been under attack. Critics regarded independence as the condition that made possible aggressive war and the violation of rights. By 1999, however, the higher media visibility of brutal oppression, combined with rapidly changing opinions about international law, had brought Western states to the point where violations of individual rights in Kosovo became a ground for military intervention. The significance of this evolution is in no way diminished by the fact that the whole event has turned out to be far short of a resounding moral triumph. Political divisions prevented the war being waged under the rubric of the United Nations, which is why the inappropriate umbrella of NATO was used. Some umbrella there had to be, lest “humanitarian intervention” should seem indistinguishable from old fashioned imperialist aggression. -
James N. Tooley
2017 Brock International Prize in Education Nominee James N. Tooley Nominated by David J. Theroux JAMES N. TOOLEY Director, E. G. West Centre Professor of Education Policy, Newcastle University upon Tyre Research Fellow, Independent Institute 2017 Brock International Prize in Education Nominated by David J. Theroux Nomination ................................................................................................. 2 Curriculum Vitae......................................................................................... 7 Letters of Recommendation ......................................................................... 8 Comments & Praise .................................................................................... 22 Videos ........................................................................................................ 28 Publication & Article Samples ..................................................................... 31 Nomination James N. Tooley is Professor of Education Policy and Director of the E.G. West Centre in the School of Education, Communication and Language Sciences at Newcastle University upon Tyre in England, one of the elite research-led “Russel Group” of universities in the United Kingdom. His Ph.D. is from the Institute of Education at the University of London, and he has taught and researched at the University of Oxford, University of Manchester, Simon Fraser University, Canada, and the University of Western Cape, South Africa. His first job was as a public school teacher in Zimbabwe, shortly -
Pr Vate Profit
Pr vate Profit Why the push for low-fee private schools is throwing quality Publ c Loss education off track ACKNOWLEDGEMENTS We would also like to thank the members of the academic community who supported this report: Dr. Antoni Verger (Universitat Autònoma de Barcelona); Professor Archana This report was written and researched on behalf of the Mehendale (Tata Institute of Social Sciences); Curtis Riep Global Campaign for Education by Jo Walker, Anjela (University of Alberta); Professor Keith Lewin (University Taneja, Shaharazad Abuel-Ealeh and Caroline Pearce, with of Sussex); Professor Joel Samoff (Stanford University); contributions from Kjersti Jahnsen Mowé and Rebecca and Professor Steven J Klees (University of Maryland). White. The report was edited by Emma Seery with support from Katie Malouf Bous and Anna Marriot at Oxfam, and We would like to give special thanks to the members of the David Archer at ActionAid International. Global Campaign for Education for their dedicated research and campaigning for the right to quality, public education. Significant contributions have also been made at Their experiences have been crucial to the shaping of this different stages by Sylvain Aubry (Global Initiative for report. Economic, Social and Cultural Rights); Yona Nestel, Vernor Muñoz and Antony Davis (Plan International); Finally, our thanks go to the Education Support Program of Tanvir Muntasim (ActionAid International); Delphine the Open Society Foundations for their financial support of Dorsi (Right to Education Project); Ian Macpherson and this report. Trine Petersen (formerly Open Society Foundations); Gideon Rabinowitz (Oxfam GB); Celestine Okwudili Odo (Oxfam Nigeria); Anne Sørensen (Oxfam Ibis); The Global Campaign for Education is the world’s Max Lawson (Oxfam International); Asim Jaffry (Oxfam biggest civil society movement working to end the global Pakistan); Ravi Prakash (Oxfam India); Sandra Dworack education crisis. -
British Political Scene in Jonathan Coe's the Closed Circle
ISSN : REVUE INTER-TEXTUAL Revue semestrielle en ligne des Lettres et Sciences Humaines du Département d’Anglais adossée au Groupe de recherches en Littérature et Linguistique anglaise (GRELLA) Université Alassane Ouattara République de Côte d’Ivoire Directeur de Publication: M. Pierre KRAMOKO, Maitre de Conférences Adresse postale: 01 BP V 18 Bouaké 01 Téléphone: (225) 01782284/(225) 01018143 Courriel: [email protected] Numéro ISSN: Lien de la Revue: http://inter-textual.univ-ao.edu.ci ADMINISTRATION DE LA REVUE DIRECTEUR DE PUBLICATION M. Pierre KRAMOKO, Maître de Conférences COMITÉ DE RÉDACTION - Professeur Guézé Habraham Aimé DAHIGO, Professeur Titulaire - Dr Vamara KONÉ, Maître de Conférences - Dr Kouamé ADOU, Maître de Conférences - Dr Kouamé SAYNI, Maître de Conférences - Dr Koffi Eugène N’GUESSAN, Maître de Conférences - Dr Gossouhon SÉKONGO, Maître de Conférences - Dr Philippe Zorobi TOH, Maître de Conférences - Dr Jérome Koffi KRA, Maître de Conférences COMITÉ SCIENTIFIQUE Prof. Azoumana Ouattara, Université Alassane Ouattara, Côte d’Ivoire Prof. Coulibaly Daouda, PhD,Université Alassane Ouattara, Côte d’Ivoire Prof. Djako Arsène, Université Alassane Ouattara, Côte d’Ivoire Prof. Francis Akindès, Université Alassane Ouattara, Côte d’Ivoire Prof. Lawrence P. Jackson, Johns Hopkins University, USA Prof. Léa N’Goran-Poamé, Université Alassane Ouattara, Côte d’Ivoire Prof. Mamadou Kandji, Université Ckeick Anta Diop, Sénégal Prof. Margaret Wright-Cleveland, Florida State University, USA Prof. Kenneth Cohen, St Mary’s College of Maryland, USA Prof. Nubukpo Komlan Messan, Université de Lomé, Togo Prof. Séry Bailly, Université Félix Houphouët Boigny, Abidjan Prof. Zigui Koléa Paulin, Université Alassane Ouattara, Côte d’Ivoire TABLE OF CONTENTS/ TABLE DES MATIÈRES 1. -
Civil Society and David Blunkett
Civil Society and David Blunkett Civil Society and David Blunkett: Lawyers vs Politicians Kenneth Minogue Civitas: Institute for the Study of Civil Society London First published July 2002 © The Institute for the Study of Civil Society 2002 The Mezzanine, Elizabeth House 39 York Road, London SE1 7NQ email: [email protected] All rights reserved ISBN 1-903 386-22 5 Typeset by Civitas in New Century Schoolbook Printed in Great Britain by Hartington Fine Arts Ltd Lancing, West Sussex Contents Page Author vi Foreword David G. Green vii Civil Society and David Blunkett Lawyers vs Politicians 1 Notes 35 v Author Kenneth Minogue is Emeritus Professor of Political Science at London University. Born in New Zealand, educated in Australia and Britain, he has written The Liberal Mind (1963, new edition published by the Liberty Fund 2001), Nationalism (1967), The Concept of a University (1974), Alien Powers: The Pure Theory of Ideology (1985), Politics: A Very Short Introduction (1995), The Silencing of Society: The True Cost of the Lust for News (1997) and Waitangi: Morality and Reality (1998). He has edited several books, including most recently Essays in Conservative Realism (1996), and contributed essays to others. In his academic persona, he has lectured and visited universities and research institutes in many countries, but he has also written columns for The Times and The Times Higher Education Supplement, as well as reviewing for The Times Literary Supplement. He currently writes a monthly column for the Adelaide Review. In 1986 he presented on Channel Four in England a six-part television programme on free market economics called The New Enlightenment, repeated in 1988. -
SCHOOL CHOICE AROUND the WORLD ...And the Lessons We Can Learn
SCHOOL CHOICE AROUND THE WORLD ...and the lessons we can learn Edited by PAULINE DIXON & STEVE HUMBLE School Choice around the World SCHOOL CHOICE AROUND THE WORLD … and the Lessons We Can Learn EDITED BY PAULINE DIXON AND STEVE HUMBLE with contributions from CHRIS COUNIHAN • NICK COWEN COREY A. DEANGELIS • PAULINE DIXON STEVE HUMBLE • TRIIN LAURI • KAIRE PÕDER M. DANISH SHAKEEL • PATRICK J. WOLF • TOBY YOUNG First published in Great Britain in 2019 by The Institute of Economic Affairs 2 Lord North Street Westminster London SW1P 3LB in association with London Publishing Partnership Ltd www.londonpublishingpartnership.co.uk The mission of the Institute of Economic Affairs is to improve understanding of the fundamental institutions of a free society by analysing and expounding the role of markets in solving economic and social problems. Copyright © The Institute of Economic Affairs 2019 The moral rights of the authors have been asserted. All rights reserved. Without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored or introduced into a retrieval system, or transmitted, in any form or by any means (elec- tronic, mechanical, photocopying, recording or otherwise), without the prior written permission of both the copyright owner and the publisher of this book. A CIP catalogue record for this book is available from the British Library. ISBN 978-0-255-36780-6 (interactive PDF) Many IEA publications are translated into languages other than English or are reprinted. Permission to translate -
Conspicuous Compassion
Conspicuous Compassion Why sometimes it really is cruel to be kind Patrick West Introduction to the Australian Edition by Paul Comrie-Thomson CIS Occasional Paper 91 2004 First published in February 2004 by The Institute for the Study of Civil Society (Civitas) The Mezzanine, Elizabeth House 39 York Road, London SE1 7NQ Reprinted with Introduction to the Australian Edition in December 2004 by The Centre for Independent Studies Limited PO Box 92, St Leonards, NSW 1590 [email protected] www.cis.org.au Views expressed in the publications of The Centre for Independent Studies are those of the authors and do not necessarily reflect the views of the Centre’s staff, Advisers, Directors or officers. National Library of Australia Cataloguing-in-Publication Data: West, Patrick. Conspicuous compassion : why sometimes it really is cruel to be kind. ISBN 1 86432 094 X. 1. Compassion. 2. Empathy. 3. Social perception. 4. Altruism. I. Centre for Independent Studies (Australia). II. Title. (Series : CIS occasional papers ; 91). 152.41 ©2004 The Centre for Independent Studies Glass Tears (1932) by Man Ray, reproduced with permission Printed by Harding Colour, Brisbane, Queensland Typeset in Garamond 11pt Contents Foreword by Kenneth Minogue vii Introduction by Paul Comrie-Thomson ix Acknowlegements xxv 1. Conspicuous Compassion 1 2. Mourning Sickness 7 3. Nonce-sense 15 4. Silence of the Critics 19 5. Lapel Louts 23 6. Animals Wrongs 27 7. Any Spare Change? 33 8. Not in My Name 39 9. You’ve Got Junk Mail 43 10. Drop the Slogans 49 11. Relief from Celebrities 53 12. -
Science Policy Under Thatcher
Science Policy under Thatcher Science Policy under Thatcher Jon Agar First published in 2019 by UCL Press University College London Gower Street London WC1E 6BT Available to download free: www.uclpress.co.uk Text © Jon Agar, 2019 Jon Agar has asserted his right under the Copyright, Designs and Patents Act 1988 to be identified as author of this work. A CIP catalogue record for this book is available from The British Library. This book is published under a Creative Commons 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the work; to adapt the work and to make commercial use of the work providing attribution is made to the authors (but not in any way that suggests that they endorse you or your use of the work). Attribution should include the following information: Agar, J. 2019. Science Policy under Thatcher. London, UCL Press. https://doi.org/10.14324/111.9781787353411 Further details about Creative Commons licenses are available at http:// creativecommons.org/licenses/ Any third-party material in this book is published under the book’s Creative Commons license unless indicated otherwise in the credit line to the material. If you would like to re-use any third-party material not covered by the book’s Creative Commons license, you will need to obtain permission directly from the copyright holder. ISBN: 978-1-78735-343-5 (Hbk) ISBN: 978-1-78735-342-8 (Pbk) ISBN: 978-1-78735-341-1 (PDF) ISBN: 978-1-78735-344-2 (epub) ISBN: 978-1-78735-345-9 (mobi) ISBN: 978-1-78735-346-6 (html) DOI: https://doi.org/10.14324/111.9781787353411 For Kathryn, Hal and Max, and my parents Ann and Nigel Agar. -
Why the Denial? Low-Cost Private Schools in Developing Countries and Their Contributions to Education · Econ Journal Watch
Discuss this article at Journaltalk: http://journaltalk.net/articles/5772 ECON JOURNAL WATCH 9(3) September 2012: 186-209 Why the Denial? Low-Cost Private Schools in Developing Countries and Their Contributions to Education Pauline Dixon1 LINK TO ABSTRACT Introduction A large body of research published since the year 2000 has documented the significant and growing contributions of low-cost private schools in slums and villages around the world. Despite the evidence, there are still some within international aid agencies, governments and academia who do not acknowledge the success and potentialities of low-cost private schooling in developing countries. The failure to appreciate such developments and to admit their significance in re- lation to government schools is a sort of denial. Many are in denial about what is happening in schooling throughout a large part of the developing world. In this paper I set out the evidence regarding low-cost private schools in Asia and Africa and look at the debates and arguments put forward by those who champion free government schooling as the principal way forward for the poor. I also relate how some international aid agencies have begun to highlight low- cost private schools and how some philanthropists have put such schools on their agendas. 1. Newcastle University, Newcastle upon Tyne, UK NE1 7RU. VOLUME 9, NUMBER 3, SEPTEMBER 2012 186 DIXON Low-cost private schools in Asia and Africa According to a recent World Bank “World Development Report”, poor parents have been getting a bad deal with regards to government education for their children: In many of the poorest countries there are enormous deficits in af- fordable access.