Tradition as a topic of philosophic interest in Britain in the 1940s

Between 1945 and 1948, Michael Polanyi, Michael Oakeshott, and Karl Popper respectively discussed the nature of tradition, and the part that traditions play in free societies. This article analyzes these thinkers’ ideas of tradition. Polanyi depicted tradition as knowledge that is embodied in skilled practice, and tradition for Oakeshott consists in activities that are suffused with practical knowledge and technique. Popper emphasized rational criticizability, whereas Polanyi and Oakeshott emphasized the tacit dimension of traditions.

Understanding equity as an asset to national interest: developing a social contract analysis of policy

Alongside the influence of market-based reforms in education policy has been the growth of policy that has largely been overlooked – those that outline social contracts. This paper draws on policies that connect with equity as a way of illustrating this social contract turn in policy and develops a conceptualisation of social contracts as they apply to education policy. The argument provides three principles that underpin social contracts, including informed consent, negotiation and accountability. This paper applies these principles to three levels of social contract. At the first level are broad social contracts, which are associated with debates about the kinds of things that states should expect from its citizens, and the things that citizens could expect from governments and the state. The second level of social contract is an institutional or field-based social contract, which spells out the obligations and connections between a specific field and other fields. This level names a kind of social contract that is often exemplified in policies or statements by specific institutions. The third level of social contract deals with contract-like mechanisms embedded in fields that make tangible the obligations and expectations of citizens in fulfilling the expectations of fields.

Kierkegaard's mirrors: Interest, self, and moral vision

What is it to see the world, other people, and imagined situations not just as morally compelling, but as making personal demands of us? What is it to experience stories as speaking to us individually and directly? Kierkegaard's Mirrors explores Kierkegaard's unique and challenging answers to these questions. Beginning with the structural account of consciousness offered in Johannes Climacus, this book develops a new phenomenological interpretation of what Kierkegaard calls 'interest': a self-reflexive mode of thought, vision and imagination that plays a central role in moral experience. Tracing this concept across Kierkegaard's work takes us through topics such as consciousness, the ontology of selfhood, ethical imagination, admiration and imitation, seeing the other, metaphors of self-recognition and mirroring, our need for transcendent meaning, and the relationship between scholarship and subjective knowledge. 'Interest' equips us with a new understanding of Kierkegaard's highly original normative, teleological account of moral vision.

‘Interest’ in Kierkegaard’s structure of consciousness

Kierkegaard’s identification of “consciousness” with “interest” (interesse) in his unfinished work Johannes Climacus adds a distinctive dimension to his phenomenology of subjectivity. Commentators, however, have largely identified interesse with lidenskab (“passion”), a conflation I argue to be mistaken, or have otherwise failed to note the structural implications of interesse for Kierkegaard’s account of cognition. I draw out these implications and argue that the Climacan account of interest as the experience of finding ourselves in-between ideality and reality implies, in the context of Kierkegaard’s trichotomous ontology of consciousness, a form of non-thetic self-referentiality built into cognition itself. This self-referentiality also has the intriguing implication of making consciousness itself inherently teleological.

Conflict of interest in Victorian rural and regional legal practice

This research report was based on 163 survey responses and 29 interviews with Victorian rural and regional legal practitioners, as well as 8 human service organisation representatives. Peak law profession organisations including the Legal Services Board, Law Institute of Victoria, the Federation of Community Legal Centres and Victoria Legal Aid were also interviewed for the research. The principal objective of the research was to examine how conflict of interested is manifested in rural and regional settings and how effectively the current conflict of interest rules are applied within those settings. The report includes a number of recommendations for better responding to issues of conflict of interest within a rural and regional context.

Initial medication adherence-review and recommendations for good practices in outcomes research: an ISPOR medication adherence and persistence special interest group report

Background: Positive associations between medication adherence and beneficial outcomes primarily come from studying filling/consumption behaviors after therapy initiation. Few studies have focused on what happens before initiation, the point from prescribing to dispensing of an initial prescription. Objective: Our objective was to provide guidance and encourage high-quality research on the relationship between beneficial outcomes and initial medication adherence (IMA), the rate initially prescribed medication is dispensed. Methods: Using generic adherence terms, an international research panel identified IMA publications from 1966 to 2014. Their data sources were classified as to whether the primary source reflected the perspective of a prescriber, patient, or pharmacist or a combined perspective. Terminology and methodological differences were documented among core (essential elements of presented and unpresented prescribing events and claimed and unclaimed dispensing events regardless of setting), supplemental (refined for accuracy), and contextual (setting-specific) design parameters. Recommendations were made to encourage and guide future research. Results: The 45 IMA studies identified used multiple terms for IMA and operationalized measurements differently. Primary data sources reflecting a prescriber's and pharmacist's perspective potentially misclassified core parameters more often with shorter/nonexistent pre- and postperiods (1-14 days) than did a combined perspective. Only a few studies addressed supplemental issues, and minimal contextual information was provided. Conclusions: General recommendations are to use IMA as the standard nomenclature, rigorously identify all data sources, and delineate all design parameters. Specific methodological recommendations include providing convincing evidence that initial prescribing and dispensing events are identified, supplemental parameters incorporating perspective and substitution biases are addressed, and contextual parameters are included.

Teacher knowledge, child interest and parent expectation: Factors influencing multicultural programs in an early childhood setting

© 2015, Early Childhood Australia Inc. All rights reserved. MULTICULTURAL CURRICULA/PROGRAMS assume an important role within a cultural approach to learning and teaching in early childhood education in New Zealand. Te Whariki, the national early childhood curriculum framework of New Zealand, is an emancipatory and socially constructive document that emphasises equity, social justice and the important position of culture in children's learning and development. In practice this means developing early childhood programs that are sensitive and responsive to the needs and interests of children and families of minority cultures. Drawing on a critical social constructivist framework, this study of one early childhood centre in New Zealand identifies the features of its multicultural curriculum. The paper argues that a devotion to supporting children of minority cultures has persisted in the curriculum, but there is a reliance on mainstream pedagogy focused on children's learning within the centre environment and teachers' subjective knowledge about children's needs.