Fatalism and Future Contingents

In this paper I address issues related to the problem of future contingents and the metaphysical doctrine of fatalism. Two classical responses to the problem of future contingents are the third truth value view and the all-false view. According to the former, future contingents take a third truth value which goes beyond truth and falsity. According to the latter, they are all false. I here illustrate and discuss two ways to respectively argue for those two views. Both ways are similar in spirit and intimately connected with fatalism, in the sense that they engage with the doctrine of fatalism and accept a large part of a standard fatalistic machinery

Common Causes and The Direction of Causation

Is the common cause principle merely one of a set of useful heuristics for discovering causal relations, or is it rather a piece of heavy duty metaphysics, capable of grounding the direction of causation itself? Since the principle was introduced in Reichenbach’s groundbreaking work The Direction of Time (1956), there have been a series of attempts to pursue the latter program—to take the probabilistic relationships constitutive of the principle of the common cause and use them to ground the direction of causation. These attempts have not all explicitly appealed to the principle as originally formulated; it has also appeared in the guise of independence conditions, counterfactual overdetermination, and, in the causal modelling literature, as the causal markov condition. In this paper, I identify a set of difficulties for grounding the asymmetry of causation on the principle and its descendents. The first difficulty, concerning what I call the vertical placement of causation, consists of a tension between considerations that drive towards the macroscopic scale, and considerations that drive towards the microscopic scale—the worry is that these considerations cannot both be comfortably accommodated. The second difficulty consists of a novel potential counterexample to the principle based on the familiar Einstein Podolsky Rosen (EPR) cases in quantum mechanics

An inside story: tracking experiences, challenges and successes in a joint specialist performing arts college

In England the government’s specialist schools initiative is transforming the nature of secondary education. A three-year longitudinal case study tracked the effects of specialist performing arts college status on two schools. The sites were a mainstream school drawing pupils from an area of high social deprivation and disadvantage, and a special school catering for pupils with profound and \ud multiple learning difficulties, which were awarded joint performing arts college status. The government’s \ud preferred criterion for judging the success of specialist schools is improvement in whole-school examination results. The authors argue that this is a crude and inappropriate measure for these case study schools and probably others. Using questionnaires, interviews and documentation they tell an ‘inside story’ of experiences, challenges and achievements, from the perspectives of the schools’ mangers, staff and pupils. Alternative ‘value-added’ features emerged that were positive indicators of enrichment and success in both schools

The Growing Block’s past problems

The Growing-Block view of time has some problems with the past. It is committed to the existence of the past, but needs to say something about the difference between the past and present. I argue that we should resist Correia and Rosenkranz’ (Oxford studies in metaphysics, vol 8, pp 333–350, 2013) response to Braddon-Mitchell’s (Analysis 64:199–203, 2004) argument that the Growing-Block leads to scepticism about whether we are present. I consider an approach, similar to Peter Forrest (Analysis 64:358–362, 2004), and show it is not so counter-intuitive as Braddon-Mitchell suggests and further show that it requires no ‘semantic and metaphysical gymnastics’, as Chris Heathwood (Analysis 65:249–251, 2005) has suggested. In doing these things I make the problem of the past on the Growing-Block view a problem in its history, not its present

What makes you not a Buddhist? : a preliminary mapping of values

This study sets out to establish which Buddhist values contrasted with or were shared by adolescents from a non-Buddhist population. A survey of attitude toward a variety of Buddhist values was fielded in a sample of 352 non-Buddhist schoolchildren aged between 13 and 15 in London. Buddhist values where attitudes were least positive concerned the worth of being a monk/nun or meditating, offering candles & incense on the Buddhist shrine, friendship on Sangha Day, avoiding drinking alcohol, seeing the world as empty or impermanent and Nirvana as the ultimate peace. Buddhist values most closely shared by non-Buddhists concerned the Law of Karma, calming the mind, respecting those deserving of respect, subjectivity of happiness, welfare work, looking after parents in old age and compassion to cuddly animals. Further significant differences of attitude toward Buddhism were found in partial correlations with the independent variables of sex, age and religious affiliation. Correlation patterns paralleled those previously described in theistic religions. Findings are applied to spiritual, moral, social and cultural development and for the teaching of religious to pupils of no faith adherence. The study recommends that quantitative psychometrics employed to conceptualize Buddhist values by discriminant validity in this study could be extended usefully to other aspects of the study of Buddhism, particularly in quest of validity in the conceptualization of Buddhist identity within specifically Buddhist populations

Towards attosecond high-energy electron bunches : controlling self-injection in laser wakefield accelerators through plasma density modulation

Self-injection in a laser-plasma wakefield accelerator (LWFA) is usually achieved by increasing the laser intensity until the threshold for injection is exceeded. Alternatively, the velocity of the bubble accelerating structure can be controlled using plasma density ramps, reducing the electron velocity required for injection. We present a model describing self-injection in the short bunch regime for arbitrary changes in the plasma density. We derive the threshold condition for injection due to a plasma density gradient, which is confirmed using particle-in-cell (PIC) simulations that demonstrate injection of sub-femtosecond bunches. It is shown that the bunch charge, bunch length and separation of bunches in a bunch train can be controlled by tailoring the plasma density profile

Susceptibility of Selected Ericaceous Ornamental Host Species to Phytophthora ramorum

We assessed disease reactions of 51 species or varieties of ericaceous ornamental hosts to two isolates of Phytophthora ramorum, the causal agent of sudden oak death. Inoculation was performed with an A2 mating type U.S. isolate from rhododendron and the P. ramorum type culture of A1 mating type from Germany. For only one host were statistically significant differences in disease observed between the two isolates. Several different inoculation methods were compared. The 51 hosts tested varied widely in susceptibility, ranging from 0% to over 90% leaf area infected. Two cultivars of Vaccinium macrocarpon (cranberry) showed no disease, while three cultivars of Kalmia latifolia (mountain laurel) were all highly susceptible. The results indicate that many ornamental hosts grown in the United States are susceptible to P. ramorum under artificial inoculation conditions. Inoculum density studies with two susceptible host species showed that P. ramorum is capable of producing disease symptoms over sporangium concentrations ranging from 100 to 5,000 sporangia per ml. Mean numbers of chlamydospores forming in host tissue of 21 hosts ranged from 2 to over 900 chlamydospores per 6-mm-diameter leaf disk. Whether hosts showing susceptiblity under the experimental conditions used in this study would become infected with P. ramorum in the presence of inoculum under natural conditions is unknown

The myth of meeting needs revisited: the case of Educational research

publication-status: Publishedtypes: ArticleOur primary objective in this paper is revisit a debate that was articulated 25 years ago in this journal in which it was argued that the idea of meeting needs in adult and continuing education is a myth. We extend the original analysis of need and apply it to the case of educational research. We look at the policy context, which has, in the intervening period, increasingly reflected the neo-liberal emphasis upon accountability and measurement. Taking into account the discussion stimulated by Hargreaves and followed through by Tooley on the supposed ‘poverty’ of educational research in the UK, we show how the discourse of need has been sustained. Using the Transforming Learning Cultures (TLC) project in the Teaching and Learning Research Programme (TLRP) as an exemplar, we show that, despite the constraints that are imposed upon researchers by the funding and accountability frameworks of the Economic and Social Research Council (ESRC), the researchers on that project have nonetheless made significant and important contributions in the field that they have researched. By way of outcomes, we argue for an approach to the commissioning of educational research from bodies such as the ESRC that will allow researchers to frame their projects in ways that do not meet current prescriptions. In conclusion, we suggest that what is needed is a greater level of trust which will allow researchers to set the research agenda themselves, rather than be driven by the needs identified and specified by policymakers. Introduction In this paper we revisit a debate that was first articulated 25 years ago in this journal, where it was argued that the idea of meeting needs in adult and continuing education was a myth (Armstrong 1982). Intending to challenge the liberal ideologies that subscribed to, and supported the idea that needs have an objective reality of their own, the claim of the original paper was that needs are manufactured political constructions. Whilst there appeared to be some considerable support for the critique at the time, it did not have the effect on the academy that initial indications had suggested. Writing about recent 14–19 education policy in the UK, Lumby and Wilson (2003) suggest: Robert Law

Critical Race Theory and Education: racism and anti-racism in educational theory and praxis

What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of antiracist research and policy in the UK. In particular, the paper argues that conventional forms of antiracism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary antiracism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist “can do” perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of inquiries, not only in self-consciously "multicultural" studies. The paper reviews the developing terrain of CRT in education, identifying its key defining elements and the conceptual tools that characterise the work. CRT in education is a fast changing and incomplete project but it can no longer be ignored by the academy beyond North America