Friday, March 19, 2010

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philosophical conundrum MEDITATION

A chapter planned for my Steroids to understand the philosophy, but there will be no lack of space. It is a work-in- progress should be reviewed and corrected.]

We finish our (inevitably incomplete) overview of philosophy by offering ten philosophical puzzles are invitations to extend the study in the directions they suggest

1. Zeno does overtake the tortoise?


Zeno! Zeno cruel! Zeno of Elea!
Hast thou pierced by the arrow winged
Who vibrates, flies, and do not steal! The sounding Shaft gives
and arrow killing me!
Ah! the sun. . . What shadow turtle
For the soul, Achilles still fast

Paul Valery
(The Marine Cemetery)

We know only little about Zeno of Elea (circa 490 - to 425), but what we do know suggests that he possessed an intellect absolutely remarkable.
Zeno was a disciple of Parmenides and was responsible for several extremely ingenious arguments to support the doctrines of his master on the impossibility and the illusory nature of the movement, of change and plurality. Specifically, Zeno, to defend these ideas, put forward in a troubling paradox (Proclus ascribes him 40 in a treaty unfortunately lost), intended to show that our intuitions about these things (movement, change, plurality), that he Parmenides and deny, are, and for good reason, inconsistent.
These paradoxes have since ceased to fascinate and concern of philosophers and scientists. Some of them, affecting the movement had a profound influence on the development of mathematics. They are known by the discussion devotes Aristotle in his Physics and are referred to by the following names: The Dichotomy, The Stadium, The Arrow and Achilles and the Tortoise.
We will concern ourselves here with the latter, probably the most famous, which is presented by Aristotle as follows: "[...] the slowest in the race will never be overtaken by the quicker, for he who pursues must always begin by achieving the point where the fugitive is gone, so that the slowest advance was always something. "What
understand by that? The tradition used to explain the example of a race between Achilles and a tortoise.
Achilles, the hero-footed, is, as we know, all the Greeks, the fastest runner. A race is still held between him and the slow turtle. Good player, Achilles gives the tortoise an advance. These are the basic data of the paradox. Assume for simplicity
Achilles advances one meter per second and the turtle forward two times slower.
Call A the point from which Achilles and the point where B from the turtle. The race begins and soon, in exactly 1 second, Achilles is able to point B. The turtle, meanwhile, advanced from .5 meters and is located at point C, when Achilles reaches the point B, and it is still ahead (but smaller) on the hero. The race continues. Achilles comes quickly to point C. But he took time to do so and during that time, the turtle, too, has advanced. The point here is D, Achilles joined very, very quickly, without doubt, but nevertheless asked the route for some time, during which the tortoise has reached the point E. And the reasoning goes this way, infinitely: and it is Therefore, concludes Zeno, Achilles can never, in a race, catch a turtle when he spent a step ahead.
Everyone knows that Achilles overtake the tortoise: the problem is not there, but in fact to indicate where the error in the reasoning of Zeno Zeno
suggests that the distance between Achilles Turtle constantly dwindling, but after each new stage of the race (in which Achilles reaches the point where the tortoise was in the previous step), it is still a new distance, however small it may be, to travel a distance that corresponds to the distance traveled by the turtle during the same time it takes Achilles to reach the point where it was Achilles will never succeed in overtaking the tortoise, which is still ahead of him in a given distance - which is steadily being eroded, but never completely abolished.
The paradox has inspired many developments in logic, mathematics and physics and some of them can explain what seems at first so paradoxical and cons-intuitive in the reasoning of Zeno.
Achilles travels first unit, that is to say that the meter leads to B. Then a half unit, which leads to point C. Then fourth unit, which brings it in D. And so on
In the language of modern mathematics, the distance it travels is expressed as follows:
1 + 1 / 2 + 1 / 4 + 1 / 8 +1 / 16 + 1 / 32 ... + 1 / 2n + ...
Zeno, we have seen, thinks that will never end. But modern mathematics suggests that we are here in front of a convergent series whose limit is 0. These two ideas - series converges with limit and zero - were unknown to the ancient Greeks and profoundly inhibited their ability to respond Zeno.
But this explanation does not satisfy everyone, and some point out that this series tends to its limit, but never reach it: which was precisely what Zeno's assertion.

2. The current King of France is bald?


Bertrand Russell (1872-1970), logician, philosopher and social reformer, was one of the most influential thinkers of the twentieth century. There is also a leading designer of this analytical method, inspired by logic and mathematics which is practiced extensively in philosophy in the Anglo-Saxon.
The famous "theory descriptions, "he explains in an article published in 1905, is a good example of what he proposes and she is also generally recognized as the paradigm of analytic philosophy of the twentieth century.

In very simple terms, saying that Russell shows that we are deceived by the language when we imagine that there must be a reference to any corresponding name and that this leads to obvious absurdities in the case of proposals as "L present king of France is bald. " France is not a monarchy and therefore has no king. The proposal is wrong? If they say, then, under the law of excluded middle, the negation - the current King of France is not bald - should be true: that which does not seem to make sense.

Russell's solution is clever and uses logic and analysis. It is to make explicit that the phrase implies the existence of a king of France, and decomposed into statements that may be asserted or denied separately.

If we agree to denote the predicate R "present King of France" and C "be bald," the proposal: "The present king of France is bald 'will be rewritten as follows:

1. There is an x such that Rx;
(There is a person who is king of France.)

2. For all y, if Ry, then y = x;
(There is only one: "the" king of France.)

3.Cx (This person is bald.)

What's Note in formal logic as follows:
x [(Rx y (R yy = x)) Cx]
Mischievous, Russell, who was not wearing Hegel in his heart, suggest that this kind of problem arises for by the Hegelians for whom the present King of France ... wears a wig!


3. Gettier problems call into question the analysis of knowledge advanced by Plato?

Remembering analysis Tripartite knowledge given by Plato.

But a contemporary writer, Edmund Gettier (1927) wanted to show, by imagining cons-examples, that this tripartite analysis of knowledge may be unsatisfactory after all. To do this, he imagined situations where three conditions are satisfied, but which can not be said of a subject S knows that P. This is one of them.

Suppose that Smith and Jones are both candidates to a certain position. Suppose further that Smith has good reason to hold true for the following conjunctive proposition:

(a) It is Jones who will get the job and Jones has ten coins currency in his pocket.

What are the good reasons not matter (say, if you will, the company president told Smith that Jones would get the post and Smith has just see Jones counting money he has in his pocket): the important thing here is that Smith is epistemically justified in holding (a) true.

Smith then epistemically justified in believing that the next proposal, which follows, is true:

(b) The person who gets the job has ten coins in his pocket.

But suppose also that, without his knowledge, it is he, Smith, not Jones who gets the job, and suppose further that he, Jones, also unwittingly, ten coins in his pocket.

Proposal (b) is true, although the proposal (a), from which it was inferred, is false.

Gettier suggests that in this example: the proposal (b) is true, Smith believes that the proposal (b) is true, Smith is justified in believing that the proposal (b) is true.

Yet it is clear that Smith does not know that the proposal (b) is true: firstly because it is true by virtue of the number of coins he has in his pocket and he does not know ; secondly because he bases his belief in the proposal (b) the number of coins in Jones's pocket, he also believes, but mistakenly, be the person who gets the job.

So? Should we rethink the tripartite definition of knowledge?

Many articles are published for further debate.

4. The paradox about the omnipotence of God is it conclusive?

As discussed above, the idea of God was considered inconsistent by many philosophers, for many reasons. Here is one, in the form of a paradox concerning omnipotence. It was designed by C. Wade Savage and he has so penetrated the popular culture that is even mentioned in an episode of The Simpsons. In
Weekend At burnsi's (released in 2002), there is in fact the following exchange between Homer and his pious neighbor Ned Flanders: Homer
: - Hey! I ask you a question. (He grabs a piece of paper) "God Could heat a tortilla in microwave oven until it is so hot that he himself could not eat it?"
Ned: - Of course! although it could ... ... Wow! For a snack coconut, it's a pain in the coconut!
Homer: Now you understand what I must endure.
Ned: Fortunately, I just here a book full of answers. (He pulls out a Bible and hands it to Homer, who flips).

Homer comes to find, at its special way, the intriguing paradox of Wade on the divine omnipotence of God called the paradox of the stone.
Here's how it formulated it in 1967 - where X is any being here:
1. Or X can create a stone that can raise X, or X can not create a stone that X can not lift.
2. If X can create a stone he can not lift, then it necessarily exists at least one task that X can not do, namely lift the stone in question.
3. If X can not create a stone he could not lift, then it necessarily exists at least one task that X can not do, namely create the stone in question.
4. So there are at least one task that X can not do.
5. If X is omnipotent, then X can accomplish any task
6. So X is not omnipotent. All

a snack coconut!

5. Wollheim he discovered a paradox at the heart of democracy?

Imagine a perfect machine that counts the votes of citizens in a democratic society to choose between various options.
One of these citizens, a democrat and conscientious thinking after mature consideration, that option A is preferable: it is then that choice in the machine. But others prefer B, which is of course inevitable in a democracy.
The machine records all votes and it is finally the option B was chosen. Our
democrat in this case seems to be a paradox. He must think simultaneously in effect a A part that is the option to follow, since that is the conclusion he reached after reflection on the other hand B is the option to follow, since that is the choice of the majority and it is a Democrat. This conclusion generalizes
course, and democracy seems able to drive, at least in some cases, all supporters of a minority position to have two opposing views of what should be done.
This analysis was presented in 1962 by Richard Wollheim (1923-2003), who sees a paradox at the heart of democracy. Is this the case? Is it important? And if the answer to both questions is yes, is it possible to resolve this paradox?
We always debate ...

6. The debate between free will and determinism is it a mystery?

Grab you a small object like a pen. Tension then the hand that holds it away from you, fist and palm down. Open the fist. The object falls to the ground.

Nobody is surprised: this body falls in line with what we tell our best-established physical laws, according to all that we know of how the world and its fall was planned even before it is released.

This fall is an illustration of most of this vast determinism that governs the universe and that the same causes produce the same effects. Again: no one is surprised.

... otherwise the person (or) a philosopher who wants to know why the hand that held the object, the body that owns this hand, this whole area surrounded by skin that we call a person escape this universal determinism. Because if asked, that person will insist that it is freely obeyed our request, made this subject and let fall. Or at least it's free it generally acts.

But here is taking a doubt meditating on the impact it had on inevitably place of birth, genetic background, her childhood, she made the meetings, the society where she lives, social class. And if it was, too, subject to universal determinism?

And yet our current notions of morality and our laws are based on the idea that although at least some cases we are responsible for our actions and that we choose: in other words we have free will .

So? Free will or determinism? Great ingenuity has been made on this issue with potentially huge implications.

Others believe that just as the problem of the mind, we are here before a mystery that will remain forever inaccessible to our poor minds.

7. The analysis of Sartrean bad faith is satisfactory?

The founder of psychoanalysis, Sigmund Freud (1856-1939), set a principle of psychic determinism at the heart of this discipline.

In its first version of the sychanalyse called first topography, Freud describes a dynamic the human psyche in which he distinguishes three levels - the unconscious, the preconscious and the conscious. According to him, drives (including libido or sex drive) located in the unconscious, seek to express the subject's consciousness. Repressed by censorship, they manage to deceive the vigilance and appear, albeit distorted, in the conscious life of the patient where they can be analyzed as evidence of an internal conflict. Freud studied in that phenomena such as dreams, missteps and lapses: under the principle of psychic determinism, all these manifest content can be understood as distorted versions of a latent content that appears to consciousness after the experience of censorship. Freud offers a famous fable to understand what he means. "Suppose that in the conference room, in my quiet and attentive audience, yet it is an individual who behaves so as to disturb me and disturbs me by inappropriate laughter, chatter or by typing its feet. I declare that I can continue to profess well, and thereupon some listeners will stand strong and, after a brief struggle, the character will at the door. It will be "repressed" and I can continue my conference. But for the disorder does not recur, if the deportee would try to enter the room, people who came to my aid will lean their chairs to the door and form as a "resistance". If we now carries on a psychic events in our example, if one of the conference room the conscious and the unconscious in the hall, this is a pretty good image of repression. "Freud goes on to say that the intruder, angry, try to get back into the room, as required by disguising himself or by entering through the window.

Jean-Paul Sartre (1905-1980) was in turn based his existentialist philosophy on the premise of full freedom of human beings by virtue of which I can always choose - and the absolute responsibility that entails. Psychoanalysis, then very popular, for it represents a possible refutation of his hypothesis of free human. Sartre confronts two times.

First, he argues that the notion of unconscious and those of censorship and repression presumed unconscious, are jointly inconsistent: in order to operate on instincts, censorship must decide those it leaves access consciousness and those it represses, while these impulses, by disguising himself to deceive the censors, testify that they intentionally pursue a project: all this, Sartre concludes, involves consciousness and can not by definition be unconscious.

But how then to account for these undeniable case of intrapsychic problems, since these things obviously we know and that we see, but without seeing and thinking up these actions and that no inexplicable and through a multitude of others? Sartre. And that's where its purpose is the most original, in these cases suggests that consciousness itself with guile, lies to herself, objectifies itself by suggesting that she has no choice. And is acting in bad faith according to Sartre. In the famous pages of Being and Nothingness, he describes this finely subtle mechanism, this art "to form concepts contradictory [...] that unite them in an idea and negation of this idea."

8. Why such responses to simple problems of trains?

work so-called experimental philosophy today are conducted at the intersection of philosophy and science. Some part of an effort to achieve what some call "experiments" Ethics.
The most famous and most intriguing of them are probably those who have focused on scenarios where people are asked to say what they would do in various situations involving what we call in English a trolley in a French trolleybus or a tram, typically in order to examine their moral intuitions and their eventual consistency. It has done so much research of this kind they are now refers to as "trolleyologie.
Examples.
Scenario 1: You and those threatened by a tram
Imagine the following situation. A
homeless people to the hospital and the doctor who finds that it would consider an ideal donor for five of his other patients, all waiting for a transplant imminent without which each of them will die.
The doctor could he, in this case, take heart from the homeless to give to one of his patients, his liver for transplant to another, her kidneys for a third ... and so on?
Most people think that doing so would be morally indefensible an abomination. If pressed to justify their position, they say you can not kill someone, even if it helps to save five others.
But imagine now a different situation.
You are near a railroad and you see a tram out of control running at full speed, rushing toward five people who did not see - and that the tram will therefore inevitably be killed.
The tram will arrive shortly, however in a place where the switching station near where you are, you will be able to change lanes. The tram then save the five people at risk. Unfortunately, in this case it will go down a road where another person, who will surely be killed.
short, the situation is such that if you do nothing, there will be five victims, whereas if you move a lever switching station, they will be saved - but another person will die.
Various surveys were made and they suggest that the vast majority of people (typically between 80 and 90%) believe it is morally defensible and justifiable to divert the tram to the one person to save five others.
We can see that our ethical intuitions in these two cases seem in tension with each other. In the first case, it is considered unacceptable to kill someone to save five others in the second case, we find it acceptable. Why? How to account for what seems an inconsistency of our moral intuitions?
One reason often cited is that a hospital is a place where you go for treatment. However, in the scenario imagined it would be the person attached to this function (a doctor) that would kill the one that came for care. Kill the patient, in a sense, ruining any possibility of further confidence in the institution and undermines the very foundations. The idea of an institution where you go for treatment is inconsistent with the suspicion that the doctor could see that we will cut you to treat his other patients.
Our intuitions are thus made consistent with the differences between both cases: what are all these other consequences as, for example on the institution, the killing of the homeless who explained that in this case, unlike that of the tram, it is not morally acceptable killing an innocent person to save five people. But
further complicates things.
Scenario 2: You are a fat person and tram
Here now the same scenario with the same tram, but this time with a variation. The tram arrives packaged
thus hurtling toward five people he is about to kill. You always watch the scene, but this time a gateway. Next of you stands a very big person: gold, its weight to it - but not yours - would stop the tram. You would therefore you seize this big person and throw down the bridge to save the five people in danger - which, unfortunately, will kill the big one.
Here, and always with great consistency, the majority of people think it is morally wrong to kill the big one, it was to save five others.
Why this difference if it was acceptable to bypass the tramway - which also killed an innocent person?
This time, it seems that the explanation cited earlier about the homeless can be used: throw the fat person does not have the kind of institutional consequences that had concerned the murder of a patient in a hospital by a doctor. What (s) difference (s) between the two situations can be invoked to explain the divergence of our intuitions?
Traditional morality proposes an answer to this question by inviting us to carefully distinguish between, on one hand, do something that will cause foreseeable harm, but something we do not want to see happen, and secondly intentionally do something wrong - and even if the consequences are the same in this case than in the previous case. Divert the tram is the first case; launch the big one, the second.
But other explanations have been advanced. By using magnetic resonance imaging (fMRI), psychologists have examined what happens in the brains of people experiencing these problems. (More precisely, for this specific research, independent coders rated various scenarios in moral or non-moral and personal or impersonal. The scenario involving the diversion of the tramway was classified as moral-impersonal big one involving the person was classified as a morale-staff.)
In the case, moral-impersonal, where he is to divert the tram by activating a lever, the brain areas associated reflection, reasoning, calculation of consequences and their review are particularly active, for cons, if moral-personal, where he is projecting the fat person, the brain areas associated with emotion are activated particularly.
The question, anyway, is far from closed.

9. Karl Popper (1902 - 1994) he solved Hume's problem?

A branch of philosophy, philosophy of science, is devoted, as its name suggests, the various sciences which are an inexhaustible reservoir of philosophical problems. One of them is rooted in the thinking of Hume.
Consider a scientist who hypothesized that all X are Y. If this was established, we know that the next X we will meet will also be a Y, and we know that if we want to get there, just find X, or make it happen one way or another. These consequences of the establishment that all X are Y are also important because they are the condition of both the explanatory power (I know that Y occurred because X s'état product) and predictive (I can assure that Y will occur since X happened) Science and scientific technology (if you want Y, let X happen). But how have we established the crucial result that "All X are Y"?

The answer to this question is obvious: we have seen many X and we found either that all X are Y (the law: "All X are Y" is so called universal) or that in a given proportion, all X are also Y (in which case the law: "All X are Y" is probabilistic).

Alas! The reasoning of Hume on induction starts down this beautiful building. For starters, the fact that countless observe X were all there can not, logically, to conclude that all X are Y: it is always possible that we will meet tomorrow a cons- example. But it gets worse. The induction is credible only if one assumes that nature is uniform, which, of course, can not be established by our observations of the world, such as are necessarily imitated, our justification of induction is itself based same on induction: what constitutes a vicious circle.

can (and according to Hume, must) be content with that, even admitting that all our knowledge is far more modest and fragile than generally believed and that the boundary between science and non-science or pseudo- science is less clear than we would like.

Karl Popper, for his part proposed an ingenious solution to the problem raised by Hume. Popper suggests that science does not proceed by deduction and induction but it does not seek to confirm his hypotheses or theories but to falsify them. Explain these two ideas. An inductive reasoning

passed the individual (and, ideally, a great many cases the individual) in general: I observe that this swan is white, than another is and, after many observations, I conclude by induction that all swans are white - my observations confirm this conclusion, making it more secure as my observations are more numerous.

Not at all, said Popper. Scientists develop hypotheses or theories from which they deduced the consequences and they are seeking, through observations, falsify, that is to say, to discover that they are false. But if a multitude of observations, say, white swans, can not logically confirm that all swans are white, the observation of a single black swan, New Zealand, where we find, is enough to falsify the hypothesis that all swans are white. A good scientific theory can be deduced from observations that may or may not be falsified. Those that will be rejected and those who are not are provisionally admitted.

Popper's solution, if accepted, solves the problem of Hume by showing that science does not proceed by induction and inductive confirmation. Masi has also other interesting consequences. Consider by exemeple distinction between science and pseudoscience. One and one make assumptions bold, being typically involve observable entities. But those of science, and they alone, are falsifiable in principle: we know that if we watched, we would declare false. Scientific theories (and the scientists themselves) take a risk to the real, that of being rejected and then both houses of scientific honesty and specificity of science. The pseudo-science, however, formulate hypotheses and theories that can never falsify anything and everything confirmed. Popper tidied Marxism and psychoanalysis in many of these theories unfalsifiable and contrasted with the truly scientific theories.



10. Will you live in a machine to happiness?


- Welcome to the Fair happiness, ladies and gentlemen! Ecstasy company is proud to unveil its new Eudaimonix 3000, the machine that makes you happy at last. Sit in the cubicle: you can then attach these electrodes to your head: we close the door and go. You dream of being an author of bestselling novel? To compose music with Paul McCartney? To be renowned surgeon? Eudaimonix through 3000, you will live those dreams and all the others you want. Warning: You will not even know that this is an illusion and nothing that you feel you can not be distinguished from the feelings a person who really lives all these things. Who is to chance? Step right up ladies and gentlemen. Have your life! As you happiness! And for as long as you decide: set a lifetime or a specified time - then you can be unplugged and decide whether or not you take your dream or even change it. It
the philosopher Robert Nozick (1938-2002) who designed such a machine - without naming it or present it well. It sought to highlight something which seems essential for morality. Nozick is the target of hedonism, which identifies the well subjectively felt pleasure, but utilitarianism - at least in versions that can be likened to a form of hedonism or the other.
Nozick think very few people, if anyone, would agree to connect to a Eudaimonix 3000. He puts forward three arguments for this conclusion.
The first is that we do not just want to feel things, but actually doing: and that's because we really do we gain pleasure.
The second is that we not only want to do things but also be a certain type of person - not that inert whose son out of power.
Nozick's final argument is that such a machine we restrict to a "real" designed by humans, without depth or more important than what humans can currently give it and without the possibility of explore any deeper dimensions of reality and discover new experiences.
Some things, Nozick concludes, are important in our lives beyond the experience, even pleasant, to be derived.
So: you log onto the Eudaimonix 3000?

Tuesday, March 16, 2010

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GAMES LEWIS CARROLL

[For the summer issue of the journal At Bâbord . Answers in the journal.]

The movie Alice in Wonderland will probably awareness of Lewis Carroll to a new generation. But many people are still unaware that Carroll's name was Charles Lutwidge Dodgson actually (1832-1898), he was reverend and he taught mathematics at Christ Church College, Oxford.

Besides his writings for children, Dodgson also leaves many articles and books of mathematics, a discipline that must be said, however, it has not contributed as much as literature.

But we never change and in his mathematical writings, Carroll has often found this fantasy in his writings for children, and conversely, in the latter, it comes to math games.

The first mathematical game that offers just from a book for children: The Hunting of the Snark .

1. Count to 3

In this book, Beaver is convinced that one thing he will say three times for that reason alone will automatically true. It's fine, but it is still necessary to count up to 3! And the unfortunate beaver can not. Fortunately, a Butcher will teach him, but a curious way. It proceeds like this: Let


three to one digit more convenient to ask
is the object on which we must reason
We will add in September then ten. The result
We multiply by a thousand less than eight. There.

As you can see, we then divide the whole
For nine hundred ninety-two, exactly
We then subtract seventeen from this brand
And the answer is good, very well


Boucher How did he do it every time to find 3?

2. The doublets

Carroll was so fond of games and puzzles that he composed many, gathered in two books.

One of those games, famous, is called Doublets Carroll.

You are asked to leave a word of letters X and succeed, in not changing each time a single letter (this change generates a new word) to another given word at the beginning of the game
Let
the sort of UAE WINE - changing water into wine. We will

:

WATER
VAU
VAN
WINE

Here there are only three letters and the exercise was easy. But you can change a man into a monkey? Or put on a RED LIP?

Several responses are possible, the best is obviously shorter. Next time I will publish the best I have received.

3. Carroll called him the following riddle an "enigma of dessert." She is famous and rightly so: it is superb.

is how he formulated it:

"Take two cups, one containing 50 teaspoons of cognac, the remaining 50 tablespoons of pure water. Take the first a spoonful of brandy; transfer it, without spilling in the second cup and stir. Then, take a spoonful of the mixture and transfer it, without spilling in the first cup.
My question is: if you look at the whole operation, he was transferred over the first cup of brandy in the second, or more water from the second to first? "

How To Build A 3dcastle

CONFERENCE Amartya Sen

Given at London on 15 March ( Demos Annual Lecture, 2010) under the Title: Power and capability.

Sen is an economist and political philosopher major. It's here .

Monday, March 15, 2010

Marlin 336 R.c.-30-30 Year Letter

PHILOSOPHY OF EDUCATION

I'm finally here, or so I started working on my book of philosophy of education. I could not wait.

I finished the weekend to bring my interview with Michael Walzer , which will go into a magazine and in a forthcoming book, Chomsky's book, Writings on the university is nearing completion; steroids to understand the philosophy must now be printed and my anthology unbelief is proofreading.

however I can not work on this book of philosophy of education, full time: I like a few items each month promised to make and I must complete a record of Falardeau's films for a review and the publication of a group on secularism. But still, I am very happy to come back to this book.

This morning I did a first draft of the introduction. This is a work in progress ", as they say. Comments welcome. My apologies if there are typos. I wonder if it's mostly clear and attractive, as must a introduction.Le s book, call without doubt: Introduction by the texts in the philosophy of education. I'm aiming at around 400 pages.

****

INTRODUCTION


philosophy of education is a very broad discipline which has behind it a long and rich history.

can, at least at first approximation, defined as a rigorous and systematic effort of conceptual clarification to define what education and clarify the purposes and means. Philosophy of Education strives to provide answers to these questions synthetic and coherent taking into account the fact that education is an essential practice of having normative dimensions, as well as ethical policies.

philosophy of education thus conceived is of course primarily a theoretical enterprise, but its practitioners hope that by contributing to the clarification of the issues it examines, it will play a role in making more informed decisions education. This quadruple

ambition animating philosophy of education - conceptual clarification, registration normative its reflection, its aims and synthetic its willingness to contribute to practice - explains both the interest of philosophy of education, but also its own difficulties, which can be explained by the theoretical amount of resources it mobilizes.

Let us try to give an idea.

There shall first call to the theories of these philosophers of the past who have given education a prominent place in their system - it is by Plato, Jean-Jacques Rousseau, John Dewey and Richard Stanley Peters.

It also studies the ideas of some philosophers who, without being as influential as those four or have given to education as sustained attention, have nonetheless made significant contributions to philosophical reflection on education: for example the case of Aristotle, St. Augustine , John Locke, Immanuel Kant and many others.

It refers even predominantly, to all those thinkers who, while not strictly speaking philosophers, nevertheless, for all sorts of reasons but typically because they were educators or teachers, reflected philosophically in Education : For example the case again this time in very many others, Quintilian, Comenius, Pestalozzi Froebel or.

philosophy of education is also mobilizing all philosophical disciplines to the extent that their concepts and issues may shed light on some aspects of education and practice issues that raises. Thus it is the epistemology that the philosopher of education asked to help clarify concepts such as knowledge, implemented in the establishment of a curriculum or in the act teaching; and yet it is the political philosophy to the philosopher of education will turn to meditate on the authority to educate and responsibilities conferred on that authority. The philosophy of education is mobilizing the whole philosophy so, since metaphysics to the philosophy of mind through epistemology, ethics, philosophical anthropology, philosophy of science and political philosophy . In this sense that John Dewey wrote that "education is the laboratory in which philosophical distinctions are fleshed out and tested.

Finally, the philosophy of education can not ignore these scientific theories, typically from humanities and social sciences, and who, either because of their assumptions or their results, have a philosophical interest in what they contribute to the task that binds the philosophy of education.

This book provides an introduction to the texts in this vast area. This is an introduction in two senses of the word.

To begin, I do not presuppose any prior knowledge of my readers and try to ensure that understanding of what I present demands nothing but an attention to what is contained in these pages.

But this book is also an introduction in that it does not aim to cover the whole philosophy of education and confined to a presentation of some of its themes, targeted their importance.

This introduction to the philosophy of education is finally an introduction to the field with the texts. Because I firmly believe that philosophy is learned first and foremost by reading of philosophical texts. Therefore I wanted to organize this book around classic texts, I present thematically and I prepare for explanations and comments, read on.

I have tried to organize a clear and didactic theories that we discuss in these pages, by deploying them as they seek to clarify issues or resolve. That, I think one of the original claim that this can work. Another is to make room for the variety of intellectual resources that mobilizes the philosophy of education. In this regard, I am particularly pleased to include in these pages many references to this rich tradition of analytical philosophy of education, often little known in the Francophone world. So we read here, and for the first time in French, some classic texts of this tradition that I translated for the benefit of French readers.

Decide that the time has come to indicate in broad outline the contents of this book and how it is broken.

It includes three parts. The first

this as so many fundamental paradigms such broad definitions of education have crystallized around which so much debate West.

Our journey begins with the sophists of antiquity, continues with Plato, who puts forward the influential liberal model of education. Through the works of Rousseau, Kant, Dewey Peters, we come finally to the postmodernist conception of education that has exercised great influence during the last three or four decades. The

second part of the book focuses on the interrelated issues of curriculum and learning. The latter is reported in the mainstream of classical epistemology, from rationalism to pragmatism, through empiricism and constructivism. Particular attention is given to postmodernist conceptions of learning, especially through what constructivism said radical approaches built around the concept of skills and the renewal of these issues in the context of contemporary cognitive science.

Issues related to the curriculum are examined from the theory of "forms of knowledge" by Paul Hirst, who has a liberal type of curriculum, which, as we shall see, has ceased to be attacked and defended .
Finally, two controversies relating to the curriculum here are subject to further processing, by which I hope to show the nature of the contribution of educational philosophy to issues of serious practical impact: it is the possibility of moral education and the question of the possible teaching of creationism.

The third and final part of the book discusses issues that arise in the relationship among the state, society and education.

We are to begin questioning the authority to educate and examine the merits of various candidates putative exercise of that authority.

We then study the issues raised by the responsibility of educating and including issues of justice and fairness in the distribution of education.

Finally, we discuss the relationship between politics and education and particularly the role that should be given to education in the formation of the citizen.

Sunday, March 14, 2010

Where Can I Buy Mayfair & Jackson Dishes

WHEN I MET JOHN FERRAT ...

... was for an interview that appeared in Le Devoir . It was in November 1995 in Paris. The

here.

Thanks for the songs, M. Ferrat and also for your generosity that day.

***


That day, students from colleges and universities in France were on strike. Thousands of them marched through the streets of Paris to demand a government that pays nuclear tests suitable conditions in order to study.

They had the support of Jean Ferrat, who left his small village in the Ardeche and who was then in Paris. Ferrat's support as he has always supported the living when they rise and they are not content with the crumbs that drop their powerful, too often disdainfully. "The kids are having a fantastic way," he remarked.

is so rare, yet the rebellion. Ferrat knows, he who fought on all fronts. "There is a poem by Aragon, who said it clearly. His name I hear, I hear and I set to music there are more than thirty years: it is unfortunately still very topical. And it happens this week without much what I see or read what I do not remember. "

Ferrat then recites his beautiful deep voice saying that, through him, I know by heart, too: "I've seen so much that went away, they only asked that the fire They had so little anger, they contented themselves with so little. "A pause, during which an angel is passing. Ferrat then continued: "This" so little "is so true. People, everywhere, always, who are having so much, so have. And have so little anger. "

Ferrat willingly leave the singer instead the militant and willing to reverse its assault course. "I've never been a member of the French Communist Party, said he, but I was a fellow traveler. I was very often close to the positions of the PCF, especially as regards the defense of the poor. And then, especially after the Second World War I like him fiercely opposed to the colonial wars that led France, these barren and terrible shipments. "

At the root of its commitment, as many people of his generation, there is first the war: occupation, the anti-Jewish laws, the Vichy regime, Nazism, persecution, all this is the backdrop for his commitment on which, little by little, will enroll painful disillusionment, especially with the revelation of Stalinism. Ferrat wishes to remind all that clearly. "Stalin, the Soviet Union in general, they were the saviors of democracy. Of course, the allies had also played a big role, but the USSR had paid the heaviest price: 20 million lives to stop Hitler. Stalin was thus seen through it and even then the evidence could not be objectively recognized. Especially since the outset, the Bolshevik Revolution of 1917 had been against it all the capitalist world, which denounced it. In this context of a confrontation between two contradictory types of companies, any criticism of the USSR was considered the anti-Soviet propaganda. "

Like many others, the awareness of painful realities concerning the Soviet regime Ferrat in fact gradually. With, among others, the events in Prague and the episode of white coats, which play a revealing role. And above all, for him, the dramatic revelations of Arthur London. Ferrat said: "This description of the Soviet services, this whole shocking story when it forced London to say he was a traitor, all beautifully lit, unfortunately, the Stalinist trials in democracies. Could no longer ignore the trials of 1936 in the USSR. "

Ferrat confess never to go sing in the USSR. "There was, apparently, adverse reports about me. I was told: "You must understand the words." Subsequently, I realized that was it: they were afraid that people do not understand the words. "

Her journey leads to late 70s, a song called The Balance Sheet and which earned him enmities. He confirmed and signed. "I objected, so the concept of" generally positive "that, at a convention, the PCF had put forward to judge the Soviet regime. I thought we could not reason well so accountant. "

Since then, Ferrat remained a committed man who spares no criticism for that and it is as if the species human does gave no alternative but the jungle and the zoo. "You see what happens, the jungle, in the countries of the former Soviet Union: mafias, ethnicities, clans, power in the hands of gangsters, the return to the Stone Age. What was there before was not great, but what comes now is it much better? I wonder. And we see now, ironically, ex-communists more or less liberal supporters return to power. "

In France itself, Ferrat is a matter of great concern with the rise of the French extreme right, embodied by the National Front of Jean-Marie Le Pen. It expresses itself rather pessimistic about the chances of the deal. "The rise of everything that is hateful in rights, which led to bloody dictatorships, it happens in countries struggling with the social and economic deprivation. When people are out of work, there are always demagogues to exploit their misery by giving them the illusion they can do something. I am appalled by what is happening in France and is the result of the contradictions that are worsening and widening gaps even within the richest societies. "But in fact, we live in a world where it seems the jungle now expand his empire, where everywhere there is a subordination of life for the benefit, the law of the contract without brake pressure which people and societies to the explosion.

The demagoguery, this perversion of language in politics, also concerned at the highest point the poet attached to words and their correct meaning. It detects events into the recent French political life. "There are phenomena quite extraordinary," he notes. Take Mitterrand: he was elected on a leftist agenda that has changed after two years. Chirac, who is in power now involved in government for 25 years. It is a horse back politics. But he managed to convince people that he was a new man. He gave a speech that the Athenians of antiquity had already qualified for grandstanding and it took! It is only after six months he has shown that his actions contradicted his words. "

Ferrat admits familiar with the situation in Quebec, where he has for thirty years. "The evolution of this country has always interested me. It seemed that there was something like an opening to a possible future and different. It's a feeling that knows few parallels in our old European societies - I met him here in 68. So I always thought that there, there were forces who acted. It is a country living, we feel this heat, like eating a little future. "

It followed the recent referendum, but also admits that it is difficult to comment on this. He added that he still thinks it would be good "if the country opened its huge wings" but said it is not clear the current situation, with its possibility of another referendum.

a tough job

Jean Tenenbaum, "said Jean Ferrat, was born in 1930 in Vaucresson. In the fifties, he began a career as a singer-songwriter mingling poetic songs and protest songs (Night and Fog, Potemkin), which earned him an international reputation.

Like other famous names from the French-language songs, Ferrat place very high demands of his poetic and musical art, whose secret blend produces quality songs. That said, talking of a minor art about the song does not bother him. "Minor if you will," he replies, I do not care. Here as in all things there are mediocre. As in literature, cinema, painting. "

Ferrat left the stage for twenty years, but he still regularly recorded discs. His latest, which has been very successful, is dedicated to Aragon, a poet whom he had already put several pieces of music. "I was reading Aragon soon after the war, tells Ferrat. I've known for a book called The Eyes of Elsa. I had a guitar, I made a music to a poem. Aragon responded: it had pleased him. I then met him. After I was very impressed by his other texts. "And how Aragon responded to these musical settings of his poems? Ferrat said: "He let me do. When I was doing music, I record it and I was make him listen. He never said anything against it. Even if he did not add some songs to his feet. It's so little that I have-I-me, for example, it does not please him too. But it did not interfere. "

Ferrat think for the younger, his job became more difficult in its infancy, the business requirements are there too the lion's share. "I know so many people who do things well and can not be heard," he says.

If artists have a social responsibility policy, they should say what they think and criticize what needs to be added Ferrat also that this action has limited effectiveness. "I do not think the words of the artists are sufficient to change society. Unfortunately, or maybe fortunately. "

For a dozen years, his commitment to it has also taken the form of participation in the political life of the village where he lives, where he was successively alderman then deputy mayor - a mayor left, he says. He freely admits that this experience has contributed greatly. "There is an increased awareness of the problems of people participating in politics and civic life."

Saturday, March 13, 2010

Super Smash Bros Brawl Pin Number

OBAMA ONE YEAR LATER

[To be published or published in Worldwide Libertarian]

There is a little over a year, January 20, 2009, Barack Obama took the oath and became the 44th president of the United States. The

Obamamanie was then at its height, and woe to those who do not share the general enthusiasm of the "progressive".

That month, I wrote that several of them at once sharply rebuked me: "To avoid too bitter disappointment, I recommend to dive head for a moment in the icy waters of a minimum clarity. Without denying the importance of the grassroots who worked very hard for him we must first remember that Obama holds positions that no one can take without having won this game of public relations largely coordinated and directed by the dominant institutions and agreement. Moreover, its gain, minimal (almost half of votards (46%) chose the McCain-Palin tandem), it is thanks in part to having been able to present himself as a sort of blank table on which everyone has was asked to write what he wanted. At these words can cover almost anything you like (for example, "hope" "change," we can "), everyone heard it wanted to hear. Many divergent interpretations have already been given of what these words mean in international relations, economics, social justice, human rights and environmental policies, which are among the most important projects facing Obama. The time has arrived gestures. This is one on which we judge a politician. "

A declining popularity


can know what the Americans have found the light of these polls that are made daily on Obama's popularity since January 2009. They show the dramatic drop and surprisingly Fast. 70% approved of his decision in February 2009 that number has now dropped to less than 50%. The number of dissatisfied with the Obama presidency has meanwhile also been a dramatic jump from 10 to nearly 50% of Americans.

The reasons for this dissatisfaction are due in part to what Obama has inherited, especially a major economic crisis and two wars imperialists - but we must remember that he himself had enthusiastically supported the one in Afghanistan.
But it is also due to decisions taken by Obama and his administration in these major issues where he had raised some hope.

Its failures here are those of an administration made if not always the same people, at least the same types of people than those who made the Bush administration: Friends of the dominant institutions of American society, particularly the world of finance and business. The thing was not difficult to predict and its effects too easily predictable, have indeed produced.


Foreign policy: more of the same or nearly so


In international politics, he has, as predicted by Condoleezza Rice, well placed to know, continued the policies continued under the Bush II administration.
Both wars continue. Guantanamo Bay is still closed. The Armenian genocide is still not recognized. Global warming could not be taken seriously as it should be. The policy against Israel remains the same - and how was buried at the United Nations Goldstone report on war crimes in Gaza in 2008 and 2009 reminds us eloquently.

The overriding principle that guides so many of these policies is still and always maintain control over oil, this "Stupendous source of strategic power" and "one of the immense material wealth in the history of mankind", as already said the planners of U.S. foreign policy at the end of the Second World War.

But you can not blame Obama not hold some promise: he had such a commitment to increase spending for high technology military aircraft, and he kept his word! In fact, spending already pharaonic military budget is increasing, while the unemployment rate, as the means to calculate, between 10 and possibly 20% and that countless people have lost and still losing their homes. This brings us to the second issue of the Bulletin of Obama.

Domestic policy: or very nearly the same thing

us exclude the health care reform that we will discuss two categories of promises made by Obama had attracted attention. The first ones to clean up a little delirious and fiscal policies and in particular to eliminate loopholes that benefit companies and employees high and create a watchdog of tax havens. The second was to exercise some control over lobbyists and former elected officials putting pressure on politicians: even though they were usually only cosmetic, the changes are still waiting. The major project

Obama's domestic policy was and remains that of health. The number of Americans without health insurance is almost $ 50 million, resulting in dizziness and health care cost a fortune. They are responsible for oceans of suffering which is hard to come fully into account when you live in countries where there is universal health care. It should also take note of the fact that the same interests that prevent these universal care exist in the United States are working hard to dismantle the existing ones in other countries. In Canada, the fact is obvious and the public system of health care is already seriously eroded.
yet very centrist
The Atlantic Monthly recently described what is happening in Washington as a "silent coup" by which the elite of business people [...] use all its influence to prevent that we make the reforms that are necessary. " The Empire is just about the same point, the savior announced stuck once again on the agenda of corporations and business circles and the military-industrial complex is stronger than ever. The elites have done everything for this, and they work remarkably well.

propagandists unbridled

They also get their way these mass media they own and control virtually all their rampage and a year ago, particularly against any attempt to modify, even modestly, the regime tax or the status quo in health. The famous Tea Party, demagogic, populist and anti-tax, are the most visible is where the poor argue fervently that they intend to continue to vote for the rich, the excluded are pleased with their exclusion and where all they say with enthusiasm will not stop anytime soon forge the chains in which he looks forward to be enchained.

I suggest we can have a real and proper perspective on all that rubbing a little to one of the most effective organs of propaganda: the information broadcast on the Fox television network. Go to YouTube and put in the engine research, for example, Terry O'Reilly or Glenn Beck. Change of scenery. Obama is commonly described as a socialist, and even likened to Hitler or Stalin. You can be sure of being on another planet. She called the United States and yet it is the same planet where the MIT or Princeton University and a thousand other places flourish among the most remarkable minds on Earth. It's also one on which this year was awarded this year's Nobel Peace Obama, the staining of blood once more.

A year ago, I thought that Obama could carry some of things awaited him the people who voted for him as if they and the groups they belong were able to exert pressure strong enough to challenge that of his entourage and corporate interests he represents. Must admit: it was not the case. I confess that I would have liked to have been wrong.

Normand Baillargeon
(Baillargeon.normand @ uqam.ca)

Thursday, March 11, 2010

Title Insurance Rates Texas 2010

TV IN UK: WE PAY GENTER HEAD OF BERTRAND RUSSELL


via videosift.com

Wednesday, March 10, 2010

Publix Cream Cheese Frosting

LITTLE GAME: 5 TEXTS, 5 TEXTS AND UNIVERSITIES AGAINST MONEY

Michel Delord wonder, if I included, 5 texts defending or less presenting in a favorable reform of education in Quebec and five other texts criticizing. Ten texts should help non-Quebecois form an idea of what has played and still plays here in education.

Advice?

Go Kart Build Motorcycle Engine



Lucien Bouchard, who, as head of a group, to claim a thaw tuition at the university in Quebec, is also in a law firm (the firm Davies, Ward, Phillips & Vineberg) which charged $ 2 to date, 7 million to the University of Quebec in Montreal to represent a view to solve the doldrums in which it faces Busac in the project folder property of the Ilot Voyageur (the result sets of this mediation are still waiting s). ( here and here )

In addition, the Center for the Study and simulation of regional climate of UQAM is on the verge of closing , due to underfunding.

Money does not go where it should, it goes where it should not. It would make a pretty big book on the university with anecdotes illustrating this principle.

Monday, March 8, 2010

Dilation Chart Actual Size

REFORM: GIVING VOICE TO THE TEACHER (S) BY

I'm wondering if it would not be a good idea, and who might be interested an editor, as solicit testimony and analysis of teacher (s) about how they lived and they reform.

From my side, I've never hidden I discussed all this philosophical perspective, which is mine. But I'm sorry (maybe a bit much ...) not being able to see it from the other end, for example by receiving training, listening to presentations by experts from the MELS, negotiating with direction or guidance counselors.

It publishes texts very good teacher (s) on blogs and there must be a way to collect enough to make a good text book striking.

This idea came from the comment of the person signing Ms. (a teacher) in the previous entry in this blog and I told myself that I would have liked to hear him further.

It also comes, I do not hide a certain frustration regarding the difficulty that there has been throughout these years to hear a critical voice or an argument against reform, and the personal cost and professional to do so. I must not be the only one who experienced this. Right now, I no longer give large groups of foundations of education that I was giving with happiness (and pleasure of students, I think): they were abolished. These courses, however, knew quite successful and they were a time where students read and understand classical authors and large number: Plato, Rousseau, Dewey, Comenius, Pesrallozi, Arendt, Peters and many others.

Well, enough chialage: would there be for players for a book like that?

Masterbation And Gastritis

BEYOND SCHOOL-MACHINE

I participated in this book, I received this morning: Beyond school-machine. Reviews
humanists and modern educational reform in Quebec.

This is a collective coordinated by Marc Chevrier, who also wrote an excellent text.

Description editor:

A great education debate is raging in Quebec since the announcement in 1997 of an educational reform of unexpected magnitude. Far from exhausted, the debate revealed the growing gap between the supporters of a vision of learning based on the activity of the learner-learner and advocates of a knowledge-based education and explicit teaching of teachers versed in their discipline. It is precisely to show the public where the impasses that led reform and the fragility of its foundations that intellectuals have based January 2006 Collective for quality education (CEQ).

Several of them, with other authors who share the aims of the CEQ, have decided to write this book to give voice to the humanist perspective and modern education, often ignored or scorned in educational circles keen on sometimes preposterous inventions. Journalists, academics, free thinker or an independent researcher, the authors show what is becoming Quebec schools?: Devoured by a school supposed to serve an administration blinded by ideology progressive politicization of school and conquered , ultimately, for a utopia technician assigns any rights to pursue their own ends, if not that to adapt to the standards of environmental and productive society.