R. A. Davies

In well-documented cases, it is plausibly unethical to ask trauma sufferers for details relating to their trauma. We propose that the reasons are twofold: First, the details requested are not required by those asking for them; second, the request comes with potential for significant harm for the victim arising from the exchange. Requests meeting these conditions are widespread, including in predominant forms of psychotherapy, so accepting these conditions has surprising and challenging consequences for a wide range of interactions with the victims of trauma, including well-meaning ones. Given these surprising and challenging consequences, we explore what, if anything, could offset the two conditions, focusing primarily on therapeutic interactions, which are sometimes thought to have a distinctive or sui generis character. We conclude that none of the options we consider wholly off-set the two conditions, and that they are only partly off-set by insufficient research into alternatives. We outline implications for the status of treatments which require the recollection of trauma as the default kind of intervention, and for interactions with victims of trauma more broadly.

Descartes is often regarded as the founder of modern philosophy, and is credited with placing at centre stage the question of what we know and how we know it. Descartes: Belief, Scepticism and Virtue seeks to reinsert his work and thought in its contemporary ethical and theological context. Richard Davies explores the much neglected notion of intellectual virtue as it applies to Descartes' inquiry as a whole. He examines the textual dynamics of Descartes' most famous writings in relation to background debates about human endeavour from Plato down to Descartes' own contemporaries. Bringing these materials together in a novel format, Davies argues for a new approach to Descartes' ideas of scepticism and the sciences. The book also offers fresh interpretations of key passages of the Meditations. Descartes: Belief, Scepticism and Virtue offers an original reassessment of some of the most important bodies of work in Western Philosophy.

The volume collects essays by an international team of philosophers aimed at elucidating three fundamental and interconnected themes in ontology. In the first instance, there is the issue of the kind of thing that, in the primary sense, is or exists: must the primitive terms be particular or universal? Any reply will itself raise the question of how to treat discourse that appears to refer to things that cannot be met with in time and space: what difference is there between saying that someone is not sad and saying that something does not exist? If we can speak meaningfully about fictions, what makes those statements true and how can the entities in question be identified? Assessment of the options that have been opened up in these fields since the work of Bertrand Russell and Alexius Meinong at the beginning of the twentieth century remains an important testing-ground for metaphysical principles and intuitions.

Descartes is often regarded as the founder of modern philosophy, and is credited with placing at centre stage the question of what we know and how we know it. Descartes: Belief, Scepticism and Virtue seeks to reinsert his work and thought in its contemporary ethical and theological context. Richard Davies explores the much neglected notion of intellectual virtue as it applies to Descartes' inquiry as a whole. He examines the textual dynamics of Descartes' most famous writings in relation to background debates about human endeavour from Plato down to Descartes' own contemporaries. Bringing these materials together in a novel format, Davies argues for a new approach to Descartes' ideas of scepticism and the sciences. The book also offers fresh interpretations of key passages of the Meditations. Descartes: Belief, Scepticism and Virtue offers an original reassessment of some of the most important bodies of work in Western Philosophy.

The essay comments Descartes’ Meditations I. Starting from the suggestion that the “material” modes of the Pyrrhonists can be distinguished from the “formal” modes of the Academics, the text is read as a sequence of reasons for doubting whole sets of beliefs. These operations are “formal” insofar as Descartes’ meditator recognises that he cannot enumerate one by one the members of these sets. First, he recalls how many beliefs he formed in infancy were erroneous, and identifies one source of error in their coming on the authority of others. He then notices that, even in favourable conditions, he could form false beliefs, for instance if he were suffering from persistent delusions. Favourable conditions cannot be delimited unless one knows one is not so suffering. Yet, sane people have dreams that resemble the delusions of the insane. On one reading of what a dream is, the beliefs threatened by the dreaming hypothesis include all those concerning the past. The final two phases of Meditations I, the deceiving God hypothesis and the evil demon hypothesis, raise the spectre of “transcendental scepticism”, outstripping Pyrrhonist and Academic scepticisms, but they resemble “formal” modes because they supply reasons for doubting about entire sets of beliefs. While the deceiving God hypothesis is rejected on the basis of what is argued in Meditations III (that there is a veracious God), the same does not hold of the demon. But, even if the demon does exist, Descartes can intuit his own existence and thus overthrow transcendental scepticism.

Thought experiments are characteristically armchair operations. The key thought experiment in Rawls’s A Theory of Justice, the “veil of ignorance”, calls on us to imagine having complete knowledge of the social sciences at the same time as lacking all knowledge about the positions we occupy in the society of which we are members. It is harder to imagine having – and using – knowledge we do not have than it is to imagine not having knowledge we do have. Even when we think we can imagine not having knowledge of what is to our advantage, we may nevertheless be partial about our priorities in drawing consequences from the thought experiment.

_Education, Ethics and Experience_ is a collection of original philosophical essays celebrating the work of one of the most influential philosophers of education of the last 40 years. Richard Pring’s substantial body of work has addressed topics ranging from curriculum integration to the comprehensive ideal, vocational education to faith schools, professional development to the privatisation of education, moral seriousness to the nature of educational research. The twelve essays collected here explore and build on Pring’s treatment of topics that are central to the field of philosophy of education and high on the agenda of education policy-makers. The essays are by no means uncritical: some authors disagree sharply with Pring; others see his arguments as useful but incomplete, in need of addition or amendment. But all acknowledge their intellectual debt to him and recognise him as a giant on whose shoulders they stand. This book will be a welcome and lively read for educational academics, researchers and students of Educational Studies and Philosophy.

Most commentators agree that the Protestant Missionary effort really got under way in the late eighteenth century with the formation of the Baptist Missionary Society. Bearing in mind that the Reformation began in the early 16th Century the obvious question that arises is 'Why did it take Protestants nearly 3 centuries to act on Jesus' Great Commission mandate?' This book goes some of the way to explaining why. We are introduced to five Protestant, Christian thinkers who had a mind for mission, long before the Protestant World as a whole became aware of the need. From the celebrated Jonathan Edwards to the comparatively unknown Jan Amos Comenius, we see how these five men were ahead of their time. They influenced thinking about mission and their comments ultimately led to the missionary explosion which began at the end of the eighteenth century and which carries on to the present day.

In their Introduction, the editors of the volume briefly describe how ontological questions have been taken as fundamental since the very origins of analytic philosophy, eventually gaining centrality during the last decades, and how they have been coming to the centre of interest in Italian-speaking analytic-style philosophy since the mid-1990s. The editors give a schematic outline of the overall structure of the volume and say how it can be grounded on the distinction between formal and material ontology.

In this paper I explore the implications of the increasing social and sociable uses of new, mobile internet associated technologies for online learning. In particular I focus on tablet computers as at the vanguard of this shift. Drawing on discourses of technobiophilia and phatic communion, the propositions explored in this paper are that: that internet associated technologies have been shaped by and reflect the ways in which humans engage with objects and each other in the physical world, that of particular significance for MIATs are frequent small scale social interactions between users, and that a more detailed consideration of these affordances would enhance online learning. I develop this account by considering the potential role of relationships for supporting the development of socially cohesive learning groups and the enhancement of online learning. In particular I focus on the need for partiality within a learning group and mechanisms for managing conflict. I conclude by offering two broad principles for a more sociable online learning experience.

In Documentalità, Maurizio Ferraris presents marriage as a paradigmatic instance of a social object whose essence is constituted by the generation of documents. This claim appears to hold good for some of the standard forms of matrimony recognised within the Roman Law tradition. The case is put for saying that, nevertheless, the appeal to documents puts the cart before the horse: the validity of a marriage depends, if anything, on the behaviour of the participants in it as much before as after any supposed document-generating ceremony.

There remains a concern in philosophy of education circles to assert that teaching is a social practice. Its initiation occurs in a conversation between Alasdair MacIntyre and Joe Dunne which inspired a Special Issue of the Journal of Philosophy of Education. This has been recently utilised in a further Special Issue by Chris Higgins. In this article I consider two points of conflict between MacIntyre and Dunne and seek to resolve both with a more nuanced understanding of the implications of applying the concept ‘social practice’ to teaching. I critique both Dunne's and Higgins' focus on schools and school teaching. It is their focus on school teaching, rather than a broader account of teaching, that leads them astray. The result is that Dunne and Higgins have not shown that teaching is a social practice. School teaching is not a complex activity, but a complex set of different activities co-located in one place and engaged in by the same agents. In a final section I offer an account of ‘school teaching’ as a multi-practice activity which is consistent with MacIntyre's approach, and argue that schoolteachers have both an institutional and an educative role.

Taking account of two recent anthologies on virtue ethics, the paper locates the moral virtues relative to Aristotle's description of natural endowments, capacities, rational potentials, arts, character traits, and habits. The distinctions operative in this scheme are then brought to bear on the specific question of whether a burglar can be exhibiting the virtue of courage. The suggestion is made that it may not be because burglary is often unjust that it is not a proper exercise of the virtue, but because the end and manner of its execution are disconnected from what is noble.

IntroductionThe COVID-19 pandemic required more responsibilities from teachers, including implementing prevention strategies, changes in school policies, and managing their own mental health, which yielded higher dissatisfaction in the field.MethodsA cross-sectional web survey was conducted among educators to collect information on their experiences teaching during the COVID-19 pandemic throughout the 2020–2021 academic year. Qualtrics, an online survey platform, fielded the survey from May 6 to June 8, 2021 to a national, convenience sample of 1,807 respondents.ResultsFindings revealed that overall, 43% of K-12 teachers reported a greater intention to leave the profession than previously recalled prior to the COVID-19 pandemic. Intention to leave was multi-level, and associated with socio-demographic factors, individual factors, and teachers’ agency. We also found demographic disparities with respect to race and gender around teachers’ ability to provide feedback to schools on opening/closing and overall dissatisfaction with school/district COVID-19 prevention strategies implementation and policies.ConclusionThese findings are consistent with the Job-Demand and Resources Model, which posits that lack of organizational support can exacerbate job stressors, leading to burnout. Specifically, dissatisfaction with the way school policies were implemented took a toll on teachers’ mental health, leading to a desire to leave the profession. These findings are also consistent with research conducted once in-person teaching resumed in 2020–2021, specifically that the COVID-19 pandemic exacerbated preexisting teacher shortages that led to self-reported issues of stress, burnout, and retention.ImplicationsFurther research is necessary to understand the resources that may be most useful to reduce the demands of teaching in the context of the COVID-19 pandemic. Some teachers are more likely to leave the field, and educational agencies may wish to target their teacher-retention efforts with emphasis on strong employee wellness programs that help educators to manage and reduce their stress. Education agency staff may wish to review policies and practices to provide meaningful opportunities to give input to school/district decisions and enable proactive communication channels.