title: The Solution to the problem of the individuation of actions

authors: Jones, Donald Robert

abstract: How many possible answers are there to the problem of the individuation of actions? In this dissertation I shall confine myself to but two answers. I will not state categorically that there are no other lines of approach to the problem. I am, however, reasonably confident that no other line is at all feasible and that no one has formulated one. There is the possibility of blending the two answers with which I shall deal, but such a blending would at best be mere temporising. It should become obvious that the two answers are mutually antagonistic and that no such blending could be convincingly defended.

text: The Solution to the problem of the individuation of actions How many possible answers are there to the problem of the individuation of actions? In this dissertation I shall confine myself to but two answers. I will not state categorically that there are no other lines of approach to the problem. I am, however, reasonably confident that no other line is at all feasible and that no one has formulated one. There is the possibility of blending the two answers with which I shall deal, but such a blending would at best be mere temporising. It should become obvious that the two answers are mutually antagonistic and that no such blending could be convincingly defended.

year: 1973

title: Is TRUTH primitive?

authors: Wyatt, Jeremy

abstract: Primitivist theories of truth have been defended by some of the luminaries of analytic philosophy, including the early Moore and Russell, Frege, Davidson, and Sosa. In this paper, I take up a contemporary primitivist theory that has been systematically developed throughout a sizeable body of work but has yet to receive sustained critical attention—Jamin Asay's primitivist deflationism. Asay's major ambitions are to defend a novel primitivist account of the concept TRUTH and to harmonise that account with a deflationary theory of the property truth. I will elaborate a thoroughgoing critique of primitivist deflationism, arguing that we have reason to doubt all of the five theses that constitute the view. Along the way, I will also highlight a number of possible escape routes for the primitivist deflationist, explaining how they can make the view more resilient even as they compel us to rework some of its central commitments.

text: Is TRUTH primitive? Primitivist theories of truth have been defended by some of the luminaries of analytic philosophy, including the early Moore and Russell, Frege, Davidson, and Sosa. In this paper, I take up a contemporary primitivist theory that has been systematically developed throughout a sizeable body of work but has yet to receive sustained critical attention—Jamin Asay's primitivist deflationism. Asay's major ambitions are to defend a novel primitivist account of the concept TRUTH and to harmonise that account with a deflationary theory of the property truth. I will elaborate a thoroughgoing critique of primitivist deflationism, arguing that we have reason to doubt all of the five theses that constitute the view. Along the way, I will also highlight a number of possible escape routes for the primitivist deflationist, explaining how they can make the view more resilient even as they compel us to rework some of its central commitments.

year: 2022-11-17

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27