Raymond Aaron Younis

The question of the limits of reason, not just within philosophy but also in the modern sciences, is arguably more important than ever given numerous recent commentaries on “life,” “reality,” meaning, purpose, pointlessness and so on, emanating not from philosophers or metaphysicians, but rather from physicists and biologists such as Steven Weinberg and Richard Dawkins. It will be argued that such commentaries concerning the “pointlessness” of the universe, or the purpose of “life,” and other such things, are flawed and unconvincing, not least because they seem to overlook or forget a number of well known and significant philosophical contributions on the question of limits, particularly by Kant, but also by Hume, Russell and Sir A J Ayer.

We do indeed “live and work in a time when the issues facing education, many of which have been with us for a considerable period, are being approached primarilythrough measurement – classroom assessment, research methods, standardized testing, international comparisons”. It is also true that “we do not often stop to consider what counts – and alternatively, what doesn’t count – in a climate where measuring up to a standard is the name of the game. At a deeper level, we rarely raise questions about measurement itself.” Heidegger argued that what is “most thought provoking [in this ‘thought provoking age’] is that we are still not thinking,” in What is called thinking? . This somewhat startling assertion deserves careful attention especially in relation to the quote above . Heidegger’s assertion is pertinent for a number of reasons: he associated this “not thinking” with a “critical moment in history”, with a “call”, and with a “miscalculation”. I will argue that it is important to reflect on a number of questions: what is thinking, especially in relation to measurement? Was Heidegger correct in arguing that we have “miscalculated” in so far as we have sought “the safety of the mere drive for calculation” ? And how does the desire for a higher form of “representational thinking” in these contexts serve and promote a number of aims in higher education, such as learning and even “flourishing”? I will attempt to provide answers to a number of these questions by reflecting on the broad but fundamentally important question of measurement and its limits