Institutes of natural philosophy, theoretical and practical. With some corrections; change in the order of the branches; and the addition of an appendix to the astronomical part, selected from Mr. Ewing's Practical astronomy.

"Appendix to the astronomy. Containing solar and lunar tables, with their explanation and use, and the projection of eclipses, selected from 'Ewing's Practical astronomy'": [233]-297.

Wells's natural philosophy : for the use of schools, academies, and private students. Introducing the latest results of scientific discovery and research; arranged with special reference to the practical application of physical science to the arts and the experiences of every-day life. With three hundred and seventy-five engravings /

Mode of access: Internet.

Elements of physics; or, Natural philosophy, general and medical : written for universal use, in plain or non-technical language; and containing new disquistions and practical suggestions. Comprised in five parts. 1st. Somatology, statics, and dynamics. 2nd. Mechanics. 3rd Pneumatics, hydraulics, and acoustics. 4th. Heat and light. 5th. Animal and medical physics ... /

Mode of access: Internet.

Idealism as a practical creed : being the lectures on philosophy and modern life delivered before the University of Sydney /

Mode of access: Internet.

Philosophy of the practical: economic and ethic;

Mode of access: Internet.

Elements of the philosophy of plants: containing the principles of scientific botany ... with a history of the science, and practical illustrations.

Translated from Candolle and Sprengel's Grundzüge der wissenschaftlichen Pflanzenkunde, Leipzig, 1820, of which pt. 1-3 were an extract from Candolle's Théorie élémentaire de la botanique, 2. éd., Paris, 1819.

A philosophical and practical treatise on the will. Forming the third volume of a system of mental philosophy.

First edition, Portland, Me., 1834.

Sketches of moral and mental philosophy: their connection with each other; and their bearings on doctrinal and practical Christianity.

Mode of access: Internet.

The history and philosophy of animal magnetism, with practical instructions for the exercise of this power.

Mode of access: Internet.

Elements of physics: or, Natural philosophy, general and medical: written for universal use, in plain or non-technical language; and containing new disquisitions and practical suggestions. In two volumes.

Mode of access: Internet.

A collection of problems, designed to facilitate the application of algebra to geometry, and of the principles of natural philosophy to practical questions.

Mode of access: Internet.

A natural philosophy : embracing the most recent discoveries in the various branches of physics, and exhibiting the application of scientific principles in every-day life : adapted to use with or without apparatus, and accompanied with full descriptions of experiments, practical exercises, and numerous illustrations /

Includes index.

The ADHD debate and the philosophy of truth

There is ongoing and wide-ranging dispute over the proliferation of childhood behaviour disorders. In particular, the veracity of the category Attention Deficit Hyperactivity Disorder (ADHD), has been the subject of considerable scepticism. With no end to the debate in sight, it will be argued here that the problem might effectively be approached, not by addressing the specific features of ADHD itself, but rather by a philosophical analysis of one of the terms around which this entire problem revolves: that is, the notion of truth. If we state: “It is true that ADHD is a real disorder”, what exactly do we mean? Do we mean that it is an objective fact of nature? Do we mean that it fits seamlessly with other sets of ideas and explanations? Or do we simply mean that it works as an idea in a practical sense? This paper will examine the relationship between some of the dominant models of truth, and the assertions made by those in the field of ADHD. Specifically, the paper will contrast the claim that ADHD is a real disorder, with the claim that ADHD is a product of social governance. The intention is, first, to place some significant qualifications upon the validity of the truth-claims made by ADHD advocates, and second, to re-emphasise the potential and promise of philosophical investigation in providing productive new ways of thinking about some obstinate and seemingly intractable educational problems.

Embedding 'philosophy in the classroom' in pre-service teacher education

The holistic conception of the troika, as described in the first chapter, centres on the relationship between the implicit and explicit teaching of values the nurturing of the specific dimensions of quality teaching and the opportunity to ‘walk the talk’ of the values education program through aspects such as practical citizenship (Lovat, Toomey, Clement, Crotty & Nielsen, 2009). It is proposed in this chapter that the conception can be realized through the embedding of Philosophy in the Classroom within pre-service teaching programs. The troika, a Russian sleigh with three horses, only function well when there is complete synergy and balance between all Classroom is a scaffold for ensuring that all three elements of the troika, namely, quality teaching, values education and service learning in the form of education for citizenship, exist within the classroom to achieve an optimal learning, growth and wellbeing for all students. For this to be more widely accomplished Philosophy in the Classroom and discusses how it constitutes a successful synergy and balance of the troika for effective teaching. It then proposes how it might be embedded into pre-service teacher education.

"Are there any right or wrong answers in teaching philosophy": ethics, epistemology, and philosophy in the classroom

This article assesses undergraduate teaching students’ assertion that there are no right and wrong answers in teaching philosophy. When asked questions about their experiences of philosophy in the classroom for primary children, their unanimous declaration that teaching philosophy has ‘no right and wrong answers’ is critically examined across the three sub-disciplinary areas to which they were generally referring, namely, pedagogy, ethics, and epistemology. From a pedagogical point of view, it is argued that some teaching approaches may indeed be more effective than others, and some pupils’ opinions less defensible, but pedagogically, in terms of managing the power relations in the classroom, it is counter-productive to continually insist on notions of truth and falsity at every point. From an ethical point of view, it is contended that anti-realist approaches to meta-ethics may represent a viable intellectual position, but from the point of view of normative ethics, notions of right and wrong still retain significant currency. From an epistemological point of view, it is argued using Karl Poppers’ work that while it may be difficult to determine what constitutes a right answer, determining a wrong one is far more straightforward. In conclusion, it is clear that prospective teachers engaging in philosophy in the classroom, and also future teachers in general, require a far more nuanced philosophical understanding of the notions of right and wrong and truth and falsity. In view of this situation, it we wish to promote the effective teaching of philosophical thinking to children, or produce educators who can understand the conceptual limits of the claims they make and their very real and often serious practical and social consequences, it is recommended that philosophy be reinstated to a fundamental, foundational place within the pre-service teaching curriculum.