PHI034000 Archives

On Learning, Volume 3

This book, as you can see from its title, is about learning, or at least about the concept and practice of learning. It investigates two meta-concepts, knowledge and learning, the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks of meaning, principally the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld. This book explores a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as a Bildung, justification, mathematical concepts such as averaging, probability, comparison, prediction and correlation, a bureaucratic theory of learning, social categories of learning and knowledge, and the relationship between ethics and learning.

On Learning, Volume 3: Knowledge, curriculum and ethics, like the first two volumes, is a response to empiricist and positivist conceptions of knowledge. The author challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities, over-simplified messages about learning, knowledge, curriculum and assessment, and the denial that values are central to understanding how we live and how we should live.

Jeremy Bentham on Police

Jeremy Bentham’s ideas on punishment are famous. Every criminology student learns about Bentham, and every criminologist contends with him, as advocate or opponent. This discourse concerns his ideas about punishment, namely with respect to legislation and the panopticon. Yet, scholars and students are generally ignorant of Bentham’s ideas on police. Hitherto, these ideas have been largely unknowable. Now, thanks to UCL’s Bentham Project, these ideas are public.

Jeremy Bentham on Police celebrates this achievement by exploring the story of Bentham’s writings on police and considering their relevance to the past, present and future of criminology. After Scott Jacques introduces the book, the Director of the Bentham Project, Philip Schofield, describes and explains how it works. Then Michael Quinn, who brought together Bentham’s writings on police, delves into the personal and socio-historical background in which they were created. An extract follows, representing the most (criminologically-)relevant passages from Bentham’s police writings. Finally, a rich variety of scholars offer their thoughts on what those writings mean for criminology. These contributions come from Anthony A. Braga, Ronald Clarke, David J. Cox, Stephen Douglas, Stephen Engelmann, G. Geltner, Joel F. Harrington, Jonathan Jacobs, Paul Knepper, Gloria Laycock, Gary T. Marx, Daniel S. Nagin, Graeme R. Newman, Pat O’Malley, Eric L. Piza, Kim Rossmo, Lucia Summers and Dean Wilson.

The Things That Really Matter

While being rooted in the academic discourse, The Things That Really Matter comprehensively explores the most fundamental aspects of human life in an accessible, non-technical language, adding fresh perspectives and new arguments and considerations that are designed to stimulate further debate and, in some cases, a deliberate redirection of research interests in the respective areas. It features a series of conversations about the things in our life that we all, in one way or another, wrestle with if we are at all concerned about what kind of world we live in and what our role in it is: things like birth, age, and death, good and evil, the meaning of life, the nature of the self and the role the body plays for our identity, our gendered existence, love and faith, free will, beauty, and our experience of the sacred.

Situating abstract ideas in concrete experience, The Things That Really Matter encourages the reader to participate in an open-ended dialogue involving a variety of thinkers with different backgrounds and orientations. Lively and accessible, it shows thinking as an open-ended process and a collaborative endeavour that benefits from talking to each other rather than against each other, featuring real conversations, where ideas are explored, tested, changed, and occasionally dropped. It is thinking in motion, personal yet universal.