Logic and The Open Society : revising the place of Tarski’s theory of truth within Popper’s political philosophy

This chapter retraces the way in which the Austrian philosopher Sir Karl Popper came to accept a Correspondence Theory of Truth from the work of the Polish logician and mathematician Alfred Tarski. It is argued that Popper’s use of Tarski’s semantic theory of truth reveals crucial insights into the fundamental characteristics of Popper’s social philosophy.  Quite deceptively, arguments based upon Tarski’s theory of truth appear implicitly throughout the text of The Open Society and Its Enemies (1945). It is then demonstrated how Popper integrated a correspondence theory of truth into a theory of the functions of communicative language that he received from Karl Bühler.

The profit imperative

This wide-ranging work convincingly argues that a minority can only radically transform a pattern of production and consumption through the commercial sphere of a liberal democracy. In constructing the argument, creative use is made of important works in ontology, social philosophy, political philosophy, sociology, micro-economics and ethics.

Michael Polanyi and Karl Popper : the fraying of a long-standing acquaintance

Based upon archival correspondence and their publications, this essay analyzes the interaction of Karl Popper and Michael Polanyi. Popper sent Polanyi for review in 1932 an early draft of The Logic of Discovery. Friedrich Hayek helped both Polanyi and Popper publish some of their writings in the forties. Polanyi renewed his acquaintance with Popper in the late forties when Popper took a position at the London School of Economics and they met to discuss common interests. In the early fifties, as Polanyi prepared and presented his Gifford Lectures and published The Logic of Liberty, Polanyi became increasingly clear and articulate in distinguishing his social philosophy and philosophy of science from Popper’s ideas. Polanyi’s 1952 paper “The Stability of Belief” forthrightly presented Polanyi’s post-critical ideas that Popper overtly rejected in an important letter. After this, they had little to do with each other.

Understanding Marxism

Marxism as an intellectual movement has been one of the most important and fertile contributions to twentieth-century thought. No social theory or political philosophy today can be taken seriously unless it enters a dialogue, not just with the legacy of Marx, but also with the innovations and questions that spring from the movement that his work sparked, Marxism.

Marx provided a revolutionary set of ideas about freedom, politics and society. As social and political conditions changed and new intellectual challenges to Marx’s social philosophy arose, the Marxist theorists sought to update his social theory, rectify the sociological positions of historical materialism and respond to philosophical challenges with a Marxist reply. This book provides an accessible introduction to Marxism by explaining each of the key concepts of Marxist politics and social theory. The book is organized into three parts, which explore the successive waves of change within Marxist theory and places these in historical context, while the whole provides a clear and comprehensive account of Marxism as an intellectual system.

Women's art as indicator of social change

The support for feminism in Australia came not from the scientific field, where there was almost total opposition to it, but from literature, philosophy and the arts. An art museum is an arbiter of taste and a cultural building that points important ideas throughout its lifetime.

Gatekeeping or redressing social exclusion : expectations on social work educators in relation to incarcerated students

Until recently, the author was in Scotland, where professional registration in social work extends to students and involves criminal record checks prior to acceptance into a course of study. She is now teaching at Deakin University in Australia, which places a high priority on making higher education available to persons and groups who have traditionally been excluded, both through the provision of courses through off campus (distance education) study mode and an innovative and culturally sensitive mode of provision for indigenous Australians. One result of our attempts to redress social exclusion is that, on occasion, we discover that some of our students are incarcerated. There are important logistical issues which may emerge as a consequence of accepting prisoners into a program of social work education. However, it would seem that the inclusion of prisoners is symbolic of a fundamental difference in philosophy with programmes of social work education in countries where there is a strong expectation that social work educators act as gatekeepers to the profession, especially in respect of students with criminal convictions. This in tum reflects an expectation among social work educators in Australia that it may be more appropriate for professional associations or registration bodies to determine whether or not a graduate with a criminal record is suitable for employment as a professional social worker. In some settings, a prior criminal record is not a barrier to being an effective service provider, as well as international differences in understandings of the social work role and employment
destinations of social work graduates.

Emotion, reason and tradition : essays on the social, poltical and economic thought of Michael Polanyi

This collection of essays demonstrates the continuing importance of the work of Michael Polanyi for the understanding, not only of the great events of the 20th century, but also of the problems that face us in the 21st century. Polanyi moved liberalism away from a negative, sceptical and rationalist basis towards an acceptance of trust, tradition and faith in transcendent values. His conception of the free society is not one merely of doing as one pleases nor vacuously 'open', but one of individual and communal self-dedication to those values and ideals.These essays, authored by a distinguished international and interdisciplinary panel of invited contributors, examine Polanyi's specific insights in the theory of knowledge, the nature and source of social order and the philosophy of economics and science and draw relevant comparisons between Polanyi and related thinkers such as Popper, Hayek and Mises. This book shows the sources of Polanyi's ideas and his distinctive contribution to philosophy generally, to social and political thought and to economics.

Some of my students are prisoners : issues and dilemmas for social work educators

Higher education recruitment principles and procedures which seek to redress social exclusion have inadvertently resulted in the authors discovering that some of their students are incarcerated. Notwithstanding the important logistical issues which may emerge as a consequence of accepting prisoners into a programme of social work education, it would seem that the inclusion of prisoners is symbolic of a fundamental difference in philosophy with a risk management stance which expects that social work educators act as gatekeepers to the profession, especially in respect of students with criminal convictions.

Skills, strategies, sport and social responsibility : reconnecting physical education

Physical education is one of the more difficult subjects in the curriculum for generalist classroom teachers in primary schools to incorporate confidently into their teaching. In many primary schools, the generalist classroom teacher defers to a physical education specialist. This situation has both positive and negative features. In this context, this study brings together several prominent models of physical education teaching in an approach that enables the curriculum to be encountered through the interests of the children. This approach offers a generalist teacher, through appropriate professional development, a means for delivering a high-quality physical education programme, and also complements the repertoire of the specialist physical education teacher at both primary and secondary school levels.

Social justice in education in 'new times'

This thesis considers social justice in education in ‘new times’. To facilitate the investigation a number of research questions were pursued. These questions were: • What is meant by the label ‘social justice’? • How is social justice to be understood in contemporary terms? • Are there tensions between traditional and contemporary views of social justice? • How effective are policy developments in delivering social justice via education? • What difference do such policies make at the local level? To answer these questions a critical case analysis of a country community and one of its primary schools was carried out. Data were gathered using a variety of methods. As a researcher who was also a teacher in the school I kept a personal professional journal during 1993 and 1994. During this period I was the teacher in the school with responsibility for curriculum development related to issues of social justice. In 1994 I conducted interviews with twenty students, parents and teachers at the school in relation to social justice issues. I also interviewed the CEO of the town’s Council. A number of relevant Federal and State Government and school policy documents were consulted and an archival search of the local newspaper from 1956 to 1994 was undertaken. Statistical information from the Australian Bureau of Statistics as well as from school records was used. A number of local history books were consulted as well as the minutes of relevant school committee meetings. Contemporary social theory, more specifically the work of Anthony Giddens, provided the major methodological tool. Giddens structuration theory was selected as it provided a way of interpreting society from both macro and micro perspectives, it provided a way of studying the interconnectedness of the individual and society. In addition to this, a metaphor was used as a way of developing an understanding of the data. The river was chosen as the metaphor as it has significance to the case study community and it also provides a way of understanding interconnectedness. At an interpretive level, both social theory and moral philosophy were drawn on, including the work of Geoffrey Sharp, Anthony Giddens and Alisdair MacIntyre. A review of selected literature indicated three main areas of concern in relation to this thesis. We live in a time of constant and ongoing change, understanding how this change impacts on the lives of individuals and society is important. Such an understanding relates directly to issues of ontology. In addition it was necessary to consider schools in these ‘new times’. The literature revealed that the changes occurring in the wider society were related to the changes currently being seen in schools. Specifically this related to the increasing emphasis on economics and on individualism, emphases also reflected in the findings of this thesis. Finally the literature related to social justice was discussed, the focus here was on distributive theories of justice and the way these are reflected in programs such as the DSP. The data, as expressed in the metaphor of the flowing river, revealed dominant and marginal currents in social justice in education in ‘new times’. The dominant social group are the intellectually trained and the dominant issues were related to technology, globalisation and economic and bureaucratic rationalism. In the marginal currents we find the under-employed and the unemployed and marginal issues relating to housing, the black economy, poverty and the survival of rural communities. The data also revealed a marginal tributary running into the river. This tributary shows that social cohesion is still a part of life in ‘new times’, albeit a marginalised part. The dominant and marginal currents in social justice in ‘new times’ reveal changes at a deep cultural level. Social justice in ‘new times’ is set within the limits provided by economic rationalism. Such a position is closely linked to the rise of liberal democracy as a political ideology. A rise which has been on a global scale. This valorizes the individual as compared with the group, and the family as compared to the social whole, within the context of expanded economic groupings and markets. Such an ideological position sees the role of the state as providing the ‘legitimising muscle’ to advance the cause of individuals and their families as compared to larger social groupings. These perceptions were applied in Australia, even under a Labor Government. In this sense social justice policies in ‘new times’ are ideological, they act as a political lever to legitimate economic restructuring. They are policies designed to carry disparate groups forward and together on a common wave of economic reform. They are used to ‘sell’ economic reform as being ‘good’ for all of society. Against the backdrop of economic rationalism and liberal democratic ideals there emerges a language geared to the production of an economically viable self, self image, self identity, self esteem and self confidence. As a result, the sense of identity as ‘social’ is lost from view. This thesis argues that what is needed is a new way of looking at social justice in education. A way that reaches beyond the solutions forwarded by the political Left and the Right. It is about the development of an understanding of the way in which an assimilation of the hyper individual and the social group can result in the emergence of the socially responsible individual. This is a cultural shift that sees the individual/society dualism presented in a new way. The categories enter into a new relationship where the balance shifts away from the individual towards society. A shift to a culture where the individual’s rights and responsibilities are respected within a social whole. Such a cultural shift would result in a curriculum which would build social identity, promoted socially responsible independent thought and make space for creativity and the aesthetic. A ‘curriculum for social responsibility’ would be a socially just curriculum.

Social recognition and freedom in Axel Honneth's critical theory

The thesis examines Honneth's claim that forms of misrecognition cause undue suffering and considers the extent to which we are vulnerable to and independent of misrecognition. It formulates a sixfold classification of our responses to misrecognition - stoicism, withdrawal, conformity, reification, deconstruction, and humanism, - and thereby an alternative ethics of recognition.

Civil society, social capital and the Twelve Step group

This article examines the nature of community and family by using the concept of civil society through a Twelve Step group called Al-Anon. Al-Anon is related to Alcoholics Anonymous and is a support group for families of alcoholics. The concept of civil society is addressed by looking at its development in political philosophy and sociology. The work of Putnam, in particular, is used to understand how civil society and the associations which make it up develop social capital [Making Democracy Work: Civic Traditions in Modern Italy, Princeton University Press (1993); Journal of Democracy, 6(1), 65-78 (1995); The Responsive Community, 5(2), 18-33 (1995)]. Social capital is understood to be norms and values such as trust and reciprocity that enable sociability or social connectedness. Community, then, embodies these norms of trust and reciprocity through their development in Al-Anon. Al-Anon is studied as an example of an association in civil society. The data come from an ethnographic study in Australia and five European countries as well as in-depth interviews with women members in Australia. The article reviews the similarities and differences between the various countries as well as the form that social capital takes for individual members.