Radical epistemological skepticism about justified belief

"Radical epistemological skepticism" designates the philosophical position that all our beliefs, and knowledge based upon them, are groundless. Skeptics claims have been recorded throughout history and, despite their threat to the security of human knowledge, they endure. The thesis hypothesises that skepticism is a consequence of our development of symbolic capability.

Radical conservative experiment in New South Wales education

This study, written from the perspective of a parent activist, articulates the 'battle of ideas' or struggle 'around the truth' of public education in New South Wales since the conservative Greiner government came to power in 1988 and instituted the 'new right' agenda. Political control is theorised in the light of debates about hegemony, power, ideology and truth. Documents what happened in 'consultations' about educational reform between the Ministers and their appointees on on the one hand, and the public education lobby, on the other.

Investigation into the application of chiral organotin hydrides as enantioselective free radical reducing agents

Investigates the viability of selectively preparing molecules demonstrating the property of left or right "handedness" via free radical reactions. Experimental investigations suggested that a subtle interaction exists between the substituents of an organotin hydride and a target carbon radical during hydrogen atom transfer reactions.

High-performance liquid chromatography with post-column 2,2′-diphenyl-1-picrylhydrazyl radical scavenging assay : methodological considerations and application to complex samples

An improved post-column 2,2´-diphenyl-1-picrylhydrazyl (DPPH•) radical scavenging assay for the screening of antioxidants in complex matrices was developed. Experimental parameters believed to be influential to DPPH• response were studied in a univariate approach. Optimum conditions were found to be: 5×10⁻⁵M DPPH• reagent prepared in a 75% methanol: 25% 40mM citric acid–sodium citrate buffer (pH 6) solution, degassed with nitrogen; reaction coil of 2m×0.25mm i.d. PEEK tubing; detection at 521 nm; analysis at room temperature. The analytical utility of this protocol was evaluated by screening for antioxidants in thyme and green tea, in comparison with two commonly employed methodologies.

Identity as radical alterity : critiques of Eurocentrism, coloniality and subjectivity in contemporary Australian and Latin American poetry.

This article presents a comparative analysis of Australian and Latin American contemporary poetry which is informed by theories of Eurocentrism derived from contemporary Latin American critical thought.

pH-detachable polymer brushes formed using titanium−diol coordination chemistry and living radical polymerization (RAFT)

pH-detachable poly(styrene) brushes formed on indium−tin oxide (ITO) glass substrates using metal complex chemistry and reversible addition−fragmentation chain transfer (RAFT) polymerization was described. These pH-detachable polymeric brushes were generated using both “graft-from” and “graft-to” methodologies. The methodologies involved either the surface self-assembly of catechol-functional RAFT agents (graft-from) or catechol-terminal polymer chains (graft-to) onto the ITO substrate via titanium−diol coordination. The stepwise functionalization of the ITO glass surfaces was characterized successfully using X-ray photoelectron spectroscopy (XPS) and contact angle measurement. Poly(styrene) brushes generated using the “graft-from” method were denser than those generated using the “graft-to” method, as exemplified by atom force microscopy (AFM) and quantified using cyclic voltammetry. Poly(styrene) brushes assembled using both methods could be detached easily by manipulating the pH of the brush environment. Cyclic voltammetry was utilized to calculate precisely the surface coverage of the RAFT functionality and polymeric brush density.

Engaging teachers : towards a radical democratic agenda for schooling

Engaging Teachers' makes a deliberate attempt to reclaim the education discourse captured by new right politics and connect it with a radical democratic agenda for schooling. On its agenda are education markets, policy, leadership, professionalism, and communities. Engaging with these is conceived on at least two levels. First, as an invitation to teachers to become involved in reconstructing schooling for socially just purposes and in democratic ways. From this perspective, the politics of engagement is not simply a matter of acquiescence or resistance but is informed by a commitment to generate alternatives: teachers, parents and students making things happen rather than having things done to them. Also signalled is an intent to work collectively, exploring and acting on common interests and across uncommon ground. Second, the book also celebrates teachers engaging in these reconstructive efforts in attractive and meaningful ways. The attraction is decisions about schooling made by those they affect as well as decisions that are meaningful because they engage the interests of all.

Creative research : a radical subjectivity?

The struggles around notions of creative research are in some ways engaged with the return of the subject in face of post/structuralist moves that have tried to evacuate or dissolve subjectivity, or reduce it to an element in a structure. What this kind of subjectivity is, and how to define it, seems a matter up for grabs. What I suggest is that creative research is trying to stretch beyond its boundaries by advocating for a knowledge-producing subjectivity that rejects the methodological positivism of so called real research (which in many ways is centred upon the presuppostition of a transcendental subject), while negotiating the discourses of postmodernity and post/structuralism which are suspicious of, or radically dismiss, subjectivity as a category. I suggest that creative research might be a radical gesture, indeed a radical subjectivity, whose possibilities as creative/critical practices reveal the human content of the seemingly autonomous forms which are the outcome of the fragmentary world of capitalist social relations.

Radical practice? Writing 'beyond' system

Might writing be at once the context or system that restricts and forms us but also, in some instances, the means to evade or transform this very system? The question posed in the call for papers for this conference outlines the very grounds upon which the writing subject may be seen as negotiating questions posed by artistic practice and creative research. Here these are formulated around ‘encounters’ between seemingly autonomous or pre-determined realms: between subjects and objects, between knowing and being, between aesthetic systems however defined. This view accepts the fragmentary definitional world of capitalist social relations. What I suggest is that the kind of subject that is at stake in creative practice and research has much in common with a kind of radical subjectivity. What I suggest is that writing is a practice that can be seen through the lens of Karl Marx’s notion of purposeful activity. Writing, in other words, is a critical/creative practice founding a radical view of subjectivity that attempts to overcome the dualism of subject and object via the category of human practice. Against an individual expressivist paradigm, or modes of thought that envision writing (and language) objectively, this might be called radical practice in that writing is a critical/creative practice: critical in that it is against what exists, and creative in that it seeks to move beyond it.