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The Critique Of Pure Reason

Nothing in Kierkegaard's life (1813-1855) suggested he would enjoy posthumous fame. A peculiar man, often surly and unpleasant, possibly somewhat hunchbacked, Kierkegaard divided his time between wandering the streets of Copenhagen and writing his unusual philosophical books. He lived off a large inheritance from his father, he published his works at his own expense, and he wrote almost exclusively in Danish (his native language), attracting no readers of any significance outside his native land.

Sickness unto death

In recent years, there have been growing concerns worldwide about young people’s safety online, much of which focuses on social media sites such as Facebook and Instagram. Moral panics about sexting and cyberbullying have constructed public discourses about social media as dangerous to adolescents’ safety and relationships. In the academic literature, there are conflicting perspectives on the nature of online relationships, behaviour, and risks, and on the causes and nature of cyberbullying. Less attention is paid—in both public and academic debates—to the role played by gender in online aggression, in spite of the fact that existing scholarship demonstrates that it is an important factor in the dynamics of young people’s online friendships and conflicts. This article presents the findings of an empirical, qualitative and quantitative study of teenage girls’ experiences and understandings of online friendship, conflict, and bullying in an Irish, single-sex secondary school. Questionnaires (n=116),...

Cyberbullying, conflict management or just messing? Teenage girls’ understandings and experiences of gender, friendship, and conflict on Facebook in an Irish second-level school

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naive ideas about what constitutes scientific inquiry. This study investigates teachers’ self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiry as part of experience-centered category, Solution and Method Inquiry as part of problem-centered category, and Topic and Chaperoned Inquiry as part of a question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching, and suggests fertile areas of future research into this valued and influential phenomenon broadly known as “Inquiry Teaching”.

Approaches to Inquiry Teaching: Elementary teacher's perspectives

The	  development	  of	  technology	  and	  innovation	  in	  any	  country	  depends	  on	  a	  strong investment	  in	  science	  education	  from	  the	  lower	  to	  the	  upper	  levels	  of	  education.	  In most	  of	  the	  Sub-­‐Saharan	  African	  nations,	  science	  education	  curriculum	  and	  teaching still	  faces	  many	  issues	  and	  problems	  that	  are	  inhibiting	  the	  growth	  of	  technology and	  innovation	  in	  these	  nations.	  In	  order	  to	  address	  these	  issues,	  an	  interpretive qualitative	  study	  that	  aims	  to	  examine	  how	  Tanzanian	  secondary	  science	  educators perceive	  secondary	  science	  education	  was	  conducted	  in	  the	  summer	  of	  2013.	  The purpose	  of	  this	  study	  is	  to	  investigate	  problems	  and	  educational	  issues	  that	  might	  be limiting	  the	  growth	  of	  science,	  technology,	  and	  innovation	  in	  the	  Tanzanian	  society. Additionally,	  this	  research	  investigates	  the	  impacts	  of	  the	  colonial	  legacy	  that	  relates to	  language,	  politics,	  and	  economics,	  as	  they	  affect	  science	  education	  in	  Tanzania secondary	  schools.	  This	  study	  focuses	  on	  the	  governmental	  four-­‐year	  ordinary	  level secondary	  science	  education;	  it	  took	  place	  in	  Dar-­‐es-­‐Salaam,	  Tanzania.	  The researcher	  interviewed	  nine	  secondary	  science	  educators:	  three	  secondary	  science teachers	  and	  six	  secondary	  science	  education	  administrators.	  The	  researcher	  also conducted	  classroom	  observations.	  The	  data	  results	  from	  both	  interview	  and classroom	  observations	  were	  contextualized	  with	  data	  from	  existing	  documentation on	  Tanzanian	  secondary	  science	  education	  and	  data	  from	  previous	  research.	  The emergent	  themes	  from	  the	  study	  indicate	  that	  most	  of	  the	  problems	  and	  issues	  that are	  currently	  facing	  secondary	  science	  education	  are	  historically	  connected	  to	  the impact	  of	  the	  colonization	  period	  in	  19th	  and	  20th	  centuries.	  	  This	  study	  suggests	  that in	  order	  to	  improve	  science	  education	  in	  Tanzanian	  society,	  the	  people,	  especially

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Tanzania post-colonial educational system and perspectives on secondary science education, pedagogy, and curriculum: a qualitative study

In undertaking to show “What Makes Us Tick,” to cite the title of the last chapter of his book, Philip Lieberman writes in the preface that he focuses “on research that points to understanding how ...

How Do We Know What We Know

In my essay I argue that the critical distinction that Spinoza makes between two concepts of desire, as also between two concepts of the good, captures the distinction that Tertullian makes in posing the question: What does Athens have to do with Jerusalem? In identifying the good with desire—desire with the good—and in denying that desire is dependent on the good in itself (e.g., Plato’s form of the good), Spinoza shows us that philosophy, as ethics, belongs to Jerusalem, to the Bible, and not to Athens (ancient Greek philosophy). We see, then, that the distinction between Athens and Jerusalem is not the distinction between philosophy and the Bible, between reason and faith, between the secular and the religious.

The Will to Exist: Reflections on Desire and the Good in Western Culture

Hobbes and the Law of Nature. By Perez Zagorin (Princeton, NJ: Princeton University Press, 2009), xiv + 177 pp. $29.95/£20.95 cloth. In showing in his penetrating, comprehensive, and yet admirably ...

Hobbes and the Sovereignty of the Golden Rule

In this paper it is argued that, while the case that Antony Flew makes against philosophically invalid arguments for the existence of God is generally sound, he fails to comprehend the power and cogency of the ontological argument. Thus, his conception of the grounds of morality, separate from the biblical tradition of theology, is by no means compelling. This paper aims to show that the rational (i.e. the non-reductive) concept of morality that Flew rightly claims to uphold is not only consistent with but also presupposes, paradoxically, the ontological argument for the existence of God. Central ideas of Kant and, above all, of Spinoza are called upon to show that the nexus between morality and theology, between philosophy and God, is that central to the ontological argument. The conclusion of the paper is that, just as philosophy without God is empty, so God without philosophy is blind.

Philosophy without God? God without Philosophy?: Critical Reflections on Antony Flew's God and Philosophy 1

This study argues that Shakespeare's aim in Coriolanus is twofold: (1) to depict the ancient world of Rome as dominated by contradiction; and (2) to signal to us moderns, in the biblical tradition, that we can comprehend or, in other words, interpret the contradictory world of the ancients solely on the basis of a paradoxical world elsewhere, beyond contradiction. Shakespeare thus shows us how important it is to distinguish between the contradictory values of antiquity, from which the Romans (like the Greeks) know no exit, and the paradoxical values of modernity, whose interpretive basis, the love of neighbor—interpret others as you would have others interpret you—provides us moderns with a world of otherness (Augustine's City of God) by which we can overcome the earthly contradictions dividing us.

Brayton Polka

Papers

How Do We Know What We Know

The Will to Exist: Reflections on Desire and the Good in Western Culture

Hobbes and the Sovereignty of the Golden Rule

Philosophy without God? God without Philosophy?: Critical Reflections on Antony Flew's God and Philosophy 1

Coriolanus and the Roman World of Contradiction: A Paradoxical World Elsewhere