title: History and philosophy of experimental philosophy: All in the family

authors: Sytsma, Justin

subjects: experimental philosophy

abstract: Experimental philosophy (or "x-phi") is a way of doing philosophy. It is "traditional" philosophy, but with a little something extra: In addition to the expected philosophical arguments and engagement, x-phi involves the use of empirical methods to test the empirical claims that arise. This extra bit strikes some as a new, perhaps radical, addition to philosophical practice. We don't think so. As this chapter will show, empirical claims have been common across the history of Western philosophy, as have appeals to empirical observation in attempting to support or subvert these claims. While conceptions of philosophy have changed over time, across these changes we find philosophers employing empirical methods in pursuing their philosophical questions. Our primary aim in this chapter is to illustrate this fact. We begin by discussing the relevance of history to experimental philosophy (Section 2), then offer a necessarily condensed and highly selective history of empirical work in Western philosophy, rang-ing from the ancients (Section 3), to the early moderns (Section 4), to the late moderns (Section 5), and on to the present (Section 6).

text: History and philosophy of experimental philosophy: All in the family Experimental philosophy (or "x-phi") is a way of doing philosophy. It is "traditional" philosophy, but with a little something extra: In addition to the expected philosophical arguments and engagement, x-phi involves the use of empirical methods to test the empirical claims that arise. This extra bit strikes some as a new, perhaps radical, addition to philosophical practice. We don't think so. As this chapter will show, empirical claims have been common across the history of Western philosophy, as have appeals to empirical observation in attempting to support or subvert these claims. While conceptions of philosophy have changed over time, across these changes we find philosophers employing empirical methods in pursuing their philosophical questions. Our primary aim in this chapter is to illustrate this fact. We begin by discussing the relevance of history to experimental philosophy (Section 2), then offer a necessarily condensed and highly selective history of empirical work in Western philosophy, rang-ing from the ancients (Section 3), to the early moderns (Section 4), to the late moderns (Section 5), and on to the present (Section 6).

year: 2024

title: Development Agendas and Their Relationship with Secondary Education in Tanzania: (A Historical Analysis from the Late 1800s until the 2000s)

authors: Brooking, Loren Rachel

subjects: Secondary education

abstract: Secondary education has, in recent years, been recognised globally as a development issue that needs urgent attention. The United Nations released a set of Sustainable Development Goals in 2015 that contained targets aimed to be reached by 2030. Secondary education was included in this set of goals, demonstrating the global move to improve access to this level of schooling. 

The United Republic of Tanzania is an ethnically diverse country located in East Africa. It has had a complex and contested history, with many different groups having influenced its present day shape. This thesis focusses on the various perspectives which have shaped the current formation of the education sector. This examination begins during the period of colonialism under the German Empire (late 1800s) and moves through to the 2000s. Understanding the historical context of the modern day situation is particularly important for effective implementation of future policy. This thesis seeks to bring together a wide range of literature on this topic, hoping to shed light on the current situation in Tanzania. 

Development discourse and policies have shaped secondary education in Tanzania for many years, and still continue to do so. This means that any investigation of education needs to take into account the broader field of development. Development as an ideology emerged after World War II at the same time as many countries gained independence from their colonial rulers. The context of its emergence necessarily influenced the type of ideas and policies promoted, an influence which is still apparent today. Some of the main educational development ideas examined in this thesis are those of the Tanzanian government, international multi-lateral agencies, local non-government organisations and the Tanzanian people themselves. These diverse groups have had differential impacts on the secondary education system’s formation and development. I draw on various development theorists and frameworks to provide an in-depth analysis of this. 

The thesis is focussed on five main themes. These themes run throughout and include an examination of the structural factors influencing the secondary education system, the emergence of a dualistic education system, the progression of a Tanzanian national identity through the education system, a specific analysis of Tanzanian girls’ access to secondary education, and the relationship between neo-liberal policies and the secondary education system. These themes connect each time period together and illustrate the importance of gaining a contextual understanding so that future secondary education system policy is both equitable and culturally relevant.

text: Development Agendas and Their Relationship with Secondary Education in Tanzania: (A Historical Analysis from the Late 1800s until the 2000s) Secondary education has, in recent years, been recognised globally as a development issue that needs urgent attention. The United Nations released a set of Sustainable Development Goals in 2015 that contained targets aimed to be reached by 2030. Secondary education was included in this set of goals, demonstrating the global move to improve access to this level of schooling. 

The United Republic of Tanzania is an ethnically diverse country located in East Africa. It has had a complex and contested history, with many different groups having influenced its present day shape. This thesis focusses on the various perspectives which have shaped the current formation of the education sector. This examination begins during the period of colonialism under the German Empire (late 1800s) and moves through to the 2000s. Understanding the historical context of the modern day situation is particularly important for effective implementation of future policy. This thesis seeks to bring together a wide range of literature on this topic, hoping to shed light on the current situation in Tanzania. 

Development discourse and policies have shaped secondary education in Tanzania for many years, and still continue to do so. This means that any investigation of education needs to take into account the broader field of development. Development as an ideology emerged after World War II at the same time as many countries gained independence from their colonial rulers. The context of its emergence necessarily influenced the type of ideas and policies promoted, an influence which is still apparent today. Some of the main educational development ideas examined in this thesis are those of the Tanzanian government, international multi-lateral agencies, local non-government organisations and the Tanzanian people themselves. These diverse groups have had differential impacts on the secondary education system’s formation and development. I draw on various development theorists and frameworks to provide an in-depth analysis of this. 

The thesis is focussed on five main themes. These themes run throughout and include an examination of the structural factors influencing the secondary education system, the emergence of a dualistic education system, the progression of a Tanzanian national identity through the education system, a specific analysis of Tanzanian girls’ access to secondary education, and the relationship between neo-liberal policies and the secondary education system. These themes connect each time period together and illustrate the importance of gaining a contextual understanding so that future secondary education system policy is both equitable and culturally relevant.

year: 2016

title: Intellectual Property, Mātauranga Māori

authors: Sterling, Rogena

abstract: This literature review has been conducted to consider the various national legislation and international agreements that comprise New Zealand’s Intellectual Property Rights (IP) regime. It will evaluate if and how such legislation and agreements protect and enable Māori IP rights and interests with respect to Māori data, genomic data and mātauranga Māori. The review also identifies some mechanisms that might also enhance Māori control of these types of data. The Westminster approach of legislation in New Zealand and its approach to IP protection based on Copyrights, Patents and Trade Marks are juxtaposed against traditional Maori approaches of communally held ancestral knowledge (mātauranga) passed down through generations (whanaungatanga) based on guardianship and protection (kaitiakitanga) and the self-determination of use of such knowledge (rangatiratanga). Attempting to align tikanga concepts to the Westmionster model of law is challenging as the two share completely different notions of ownership and responsibility. Expectations of protection, to prevent misappropriation and commercialisation by non- Māori of mātauranga Māori and Māori data, extend beyond the parameters of existing IP law, creates a similar disjunct. Genomic Research generates data, some of which can be protected by IP, however researchers working with genetic/genomic data from taonga species have often failed to acknowledge the non-IP interests of Maori. As a result, Maori have taken it upon themselves to advocate for their rights to data through Māori data sovereignty discourse as well as create guidelines for culturally appropriate genomic research with explicit references to data security and management (e.g. Te Mata Ira, Te Nohonga Kaitiaki). Other extra-legal options, such as Biocultural Labelling to alert users where particular data has Māori rights and/or interests, are emerging to maintain create durable provenance data and connect next users of data with the responsible Indigenous communities. Though the intellectual property regime in New Zealand may provide some protections, there are still significant areas where the legal system does not provide sufficient protections for Māori data, taonga species and mātauranga. The UN Declaration on the Rights of Indigenous Peoples provides a framework of international support for Indigenous rights, but local government and other home-grown mechanisms are important to enable Māori governance of data. Local approaches Māori Data Sovereignty and Māori Data Governance afford Maori the opportunity to be directly involved as kaitiaki of their mātauranga and assert rangatiratanga over data and its use.

text: Intellectual Property, Mātauranga Māori This literature review has been conducted to consider the various national legislation and international agreements that comprise New Zealand’s Intellectual Property Rights (IP) regime. It will evaluate if and how such legislation and agreements protect and enable Māori IP rights and interests with respect to Māori data, genomic data and mātauranga Māori. The review also identifies some mechanisms that might also enhance Māori control of these types of data. The Westminster approach of legislation in New Zealand and its approach to IP protection based on Copyrights, Patents and Trade Marks are juxtaposed against traditional Maori approaches of communally held ancestral knowledge (mātauranga) passed down through generations (whanaungatanga) based on guardianship and protection (kaitiakitanga) and the self-determination of use of such knowledge (rangatiratanga). Attempting to align tikanga concepts to the Westmionster model of law is challenging as the two share completely different notions of ownership and responsibility. Expectations of protection, to prevent misappropriation and commercialisation by non- Māori of mātauranga Māori and Māori data, extend beyond the parameters of existing IP law, creates a similar disjunct. Genomic Research generates data, some of which can be protected by IP, however researchers working with genetic/genomic data from taonga species have often failed to acknowledge the non-IP interests of Maori. As a result, Maori have taken it upon themselves to advocate for their rights to data through Māori data sovereignty discourse as well as create guidelines for culturally appropriate genomic research with explicit references to data security and management (e.g. Te Mata Ira, Te Nohonga Kaitiaki). Other extra-legal options, such as Biocultural Labelling to alert users where particular data has Māori rights and/or interests, are emerging to maintain create durable provenance data and connect next users of data with the responsible Indigenous communities. Though the intellectual property regime in New Zealand may provide some protections, there are still significant areas where the legal system does not provide sufficient protections for Māori data, taonga species and mātauranga. The UN Declaration on the Rights of Indigenous Peoples provides a framework of international support for Indigenous rights, but local government and other home-grown mechanisms are important to enable Māori governance of data. Local approaches Māori Data Sovereignty and Māori Data Governance afford Maori the opportunity to be directly involved as kaitiaki of their mātauranga and assert rangatiratanga over data and its use.

year: 2021