'In Charge of the Truffula Seeds' : On Children's Literature, Rationality and Children's Voices in Philosophy

In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations-not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them speak for us and our rational community. In order to argue this I turn, first, to Gareth Matthews' philosophy of childhood and suggest a reconstruction of some of his concepts in line with the philosophy of Stanley Cavell. Second, in order to examine more closely our conceptions of rationality and our pictures of children, I consider the children's books, The Lorax and Where is My Sister? and Henrik Ibsen's play, The Wild Duck.

The Philosophy of Dissonant Children : Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation

Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.

Analytical applications of acidic potassium permanganate as a chemiluminescence reagent

A critical review presented is of the literature concerning the use of acidic solutions of potassium permanganate to generate chemiluminescence during the oxidation of both organic compounds and inorganic species. A brief overview of the reagent’s historical origin is followed by a chronological survey of its analytical applications, from what we believe to be the first report in 1975 through to those published up until mid-2001. This review does not include those papers where potassium permanganate has been used either in alkaline conditions or in conjunction with other chemiluminescence reagents.

Analytical methodology for the determination of urea: current practice and future trends

The determination of urea is important in a wide range of fields, including clinical diagnostics, environmental monitoring and food science. Numerous analytical techniques have been developed for the determination of urea, with no single technique dominant in all areas because of the diversity of applications. An overview of the existing analytical methodologies for urea is presented, and some new approaches are discussed, particularly those based on chemiluminescence detection to improve the sensitivity and the selectivity for the determination of this important analyte.

Synthesis and preliminary analytical evaluation of the chemiluminescence from (4-[4-(dichloromethylsilanyl)-butyl]-4`-methyl-2,2`-bipyridyl)bis(2,2`-bipyridyl)ruthenium(II) covalently bonded to silica particles

This paper describes, for the first time, a simple and effective synthetic route for covalently bonding the chemiluminescence reagent, (4-[4-(dichloromethylsilanyl)-butyl]-4’-methyl-2,2’-bipyridyl)bis(2,2’-bipyridyl)ruthenium(II) onto silica particles. The subsequent preparation of chemically regeneratable detection cells and their preliminary analytical evaluation with both sequential injection analysis and flow injection analysis are also reported. Unoptimised analytical figures of merit were established for standard solutions of codeine and sodium oxalate with detection limits calculated from three times the standard deviation of the blank signal, of 1 × 10^–8 M and 3 × 10^–7 M respectively. The chemically immobilised reagent exhibited some intriguing solvent and kinetic effects, which are also briefly discussed.

Plato's legacy : How to do philosophy

Although it has its origins earlier, philosophy as we know it in the West took its shape from the Socrates of Plato's Dialogues. It is not implausible to regard the Dialogues as heuristic devices designed for engaging in philosophical inquiry. As such, they would model the process of philosophical inquiry as well as illustrate the common pitfalls or errors to avoid when engaging in such inquiry. So it will not be surprising to see Socrates, the character of the Dialogues, modeling questionable, even poor, inquiry techniques as well as good; admonishing other characters for poor technique and reminding them of lessons they should have learned earlier in their tuition. Plato presumably would expect students reading and role-playing a Dialogue to recognise when and where such instances occur. It is instructive then to take a close look at one of the longer dialogues featuring Socrates engaging in such inquiry, not with an untutored interlocutor, but with a professional, the sophist Protagoras, in order to identify the features of the inquiry itself. For this will reveal something of what Plato conceived to be the activity of philosophy to which we are the heirs. The Protagoras can be read as an illustration (not a definition) of how to do philosophy. And to aid this reading, I propose to focus on the logical form of the inquiry, the moves made by the characters and the techniques displayed, rather than the adequacy of the substantive arguments they mount.

What is the subaltern of the comparative philosophy of religion?

It is claimed that Comparative Philosophy of Religion (CPR) mistakenly builds on the dogmas of comparative religion (or history of religions) and philosophy of religion. Thus, the belief that there are things common and therefore comparable between two or more traditions and that these objects of comparison are of philosophical or theological significance are questions that continue to trouble the field. Just what does one compare, how does one choose what to compare or why, through what methodological and epistemic tools, and who is it that carries out the tasks? But what has remained unasked and unanalyzed are the larger meta-questions concerning the motivation, civilizational presuppositions, cultural parochialism, or legacies of orientalism, modernity, and (post-)colonialism that together affect the boundedness of certain key categories and thematic issues in the comparative enterprise such as God or the Transcendent, Creation, the Problem of Evil, the Afterlife, Sin, Redemption, Purpose, and the End. Is difference with respect to alterity and altarity permissible? If so, what a postcolonial, differently gendered, cross-cultural critique would look like and what is left of CPR are two such questions explored here.

A purposive approach to content analysis : designing analytical frameworks

Content analysis of computer conferences provides a rich source of data for researching and understanding online learning. However, the complexities of using content analysis in a relatively new research field have resulted in researchers often avoiding this method and using more familiar methods such as survey and interview instead. This article discusses content analysis as a methodology, with emphasis on the development of analytical frameworks. The literature indicates that researchers either use or modify existing frameworks or, more commonly, develop new ones, either through grounded theory approaches or the adaptation of existing theories, concepts or models. The development and implementation of two frameworks are then discussed in detail. Both were developed purposively to investigate and evaluate firstly collaborative learning and secondly deep and surface approaches to learning as evidenced in computer conferences. The article concludes with recommendations for framework development.

An analytical constitutive law for twinning dominated flow in magnesium

The progress of “c-axis tension” twinning in magnesium is represented in an analytical framework and this is used as a basis for predicting the flow stress. The difference in the stress–strain curves between tension and compression can thus be modelled with a change to a parameter that reflects the fraction of grains that undergo twinning.