By Roger Straughan, John Wilson
This ebook represents a particular and unique improvement in the philosophy of schooling. the entire individuals are eminent natural philosophers with demonstrated reputations in conventional parts of philosophy, who've however been prepared to show their realization to varied subject matters of academic importance, concerning their specific philosophical pursuits. D. Z. Phillips, Antony Flew and Martin Hollis examine the common sense of academic goals and achievements; Neil Cooper, R. S. Downie and G. H. R. Parkinson discover the connections among wisdom and schooling; and W. D. Hudson, R. W. Hepburn and Don Locke concentration extra particularly upon the components of faith and morality.
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Their welcome will, nevertheless, not be uncritical. For, precisely to the extent that their commitment really is to the educational ends rather than to the policy itself, they cannot but be anxious lest this too welcome evidence may be inadequate, or may have been misinterpreted. When evidence is produced suggesting that, on the contrary, the reorganisation is not having the desired effects; then they will be, most understandably, disappointed. How could they fail to be disappointed, on hearing the ungrateful news that something which they both expected and wanted to hapen is not, apparently, in fact happening?
The Logic of Scientific Discovery (London: Hutchinson, 1959) p. 278. That last statement would seem to imply that there neither is nor can be any such thing as scientific knowledge; nor, consequently, any growth thereof. I have tried to disembarrass Popper's account of this intolerable paradox, in my contribution to the Proceedings of the Xth International Conference on the Unity of the Sciences: Seoul, vol. II (New York: International Cultural Foundation, 1982) pp. 1263-81. The Open Society and its Enemies, vol.
There has in truth been precious little interest in monitoring the educational results, and absolutely no willingness even to consider any consequent halting or reversal of the implementation of this policy. On the contrary: all calls for the publication of public examination results on any school by school basis used to be rejected; until, under a bitterly contested clause of the 1980 Act, this became mandatory. Note that in 1980 the NUT Executive called for 'total opposition' to this clause - for reasons about which we can with profit speculate.