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.

Critical policy sociology : historiography, archaeology and genealogy as methods of policy analysis

In recent times critical approaches to educational policy studies have been subject to increasing interrogation over methodological issues, often by critical policy researchers themselves. In the main, their reflexive posturings have been informed by critique which proceeds that beyond brief descriptions of research logis tics and a general commitment to the methodologies of a critical orientation, critical policy analyses offer few explicit accounts of the connections between the stories they tell about policy and the data used to tell them. As a way of addressing these silences, this paper proposes three methodological approaches within which to explore and explain matters of policy, each generating its own particular view of the (policy) issues worth looking for, where they can be found and how to look for them. Drawing on research into the production of Australian higher education policy during the late 1980s and early 1990s, the paper illustrates the characteristics of these approaches, referring to them as policy historiography, policy genealogy and policy archaeology. Without claiming absolute distinctions between their interests, the paper couples policy historiography with the substantive issues of policy at particular hegemonic moments, policy genealogy with social actors' engagement with policy, and policy archaeology with conditions that regulate policy formations.

Deleuze : 'Had I not done philosophy I would have done law'

For those too few of us who carry a flame for an idea or shape of community and if necessary law to come Deleuze provides us with some useful signposts and overall a working toolbox with which to tackle both the micro and macro of our daily encounters. The whole package of Deleuzian machines and assemblages can be taken up as an abstract discourse which too outsiders might appear devoid of any linkage to reality. The whole notion of Deleuzian lawyers is one that can easily raise a chuckle, but nevertheless some of us seem to persevere with playing with the law with this toolbox.

Philosophy and the view from above in Alejandro's Amenabar's agora

 This paper examines the depiction of neoplatonic philosopher, geometer and astronomer Hypatia in Alejandro Amenabar's 2010 fil Agora.  The paper uses Pierre Hadot's work, and his arguments that ancient philosophy was conceived as a way of life, aiming at the ideal existence of the sage, and characterised by spiritual exercises.  The paper argues that Amenabar's film employs the technique of the view from above, one such spiritual exercise, wherein the agent relooks at his or life sub spaecie aeternitatis or 'from above', to frame Hypatia's life and death, and the end of the pagan epoch in Alexandria.

Philosophy has consequences! Developing metacognition and active learning in the ethics classroom

The importance of enchancing metacognition and encouraging active learning in philosophy teaching has been increasingly recognised in recent years. Yet traditional teaching methods have not always centralised helping students to become reflectively and critically aware of the quality and consistency of their own thinking. This is particularly relevant when teaching moral philosophy, where apparently inconsistent intuitions and responses are common. In this paper I discuss the theoretical basis of the relevance of metacognition and active learning for teaching moral philosophy. Applying recent discussions of metacognition, intuition conflicts and survey-based teaching techniques, I then outline a strategy for encouraging metacognitive awareness of tensions in students’ pretheoretical beliefs, and developing a critical self-awareness of their development as moral thinkers.