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Cover -- Half Title -- Dedication -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgements -- 1 Education and the state -- Introduction -- West's 'market model' -- 2 Equality of opportunity -- Introduction -- West on equality of opportunity -- Williams on equality of opportunity -- Rawls on equality of opportunity -- Why Dworkin cares about equality -- For 'equality of opportunity' read 'an adequate education for all' -- 3 Education for democracy -- Introduction -- West on education for democracy -- Education for participation in democracy -- State versus nonstate education for democracy: contingent arguments -- State versus nonstate education for democracy: noncontingent arguments -- Justifications for democracy and fitness tests for participation -- 'Education for democracy': markets and the state -- 4 Education for autonomy -- Introduction -- White on a compulsory curriculum for autonomy -- Raz on the state promotion of autonomy: negative arguments -- Raz on the state promotion of autonomy -- Challenging Raz's 'contingent objection' -- The epistemic argument and the curriculum -- Against state promotion of education for autonomy -- 5 Democratic control of education -- Introduction -- Democratic control of the curriculum: an argument from political equality -- Improving democracy by improving voting systems -- Riker and Nathan on the limitations of democracy -- Questioning the conditions of Arrow's theorem -- Logrolling and democratic control of education -- Democracy versus markets -- Fleshing out West's 'minimum adequate education for all' -- 6 Education as a public good -- Introduction -- Grace on education as a public good -- Education and the 'public goods dilemma' -- West's market model and externalities -- West's market model and the 'public goods dilemma' -- 7 Education and the state revisited -- Bibliography

AbstractBuilt environment disciplines investigate how spaces affect discriminatory judgments between community members through a body of knowledge called discriminatory design. Spatial-discriminatory events occur in various ways, however, they are more potently identified and studied in relation to the static attributes of people and space; how people look, or where they are in relation to space. This paper answers calls from scholars for an alternative position to investigate how spaces affect judgments of people's behaviour. The paper builds and rationalises a theoretical hypothesis formed through Goffman's dramaturgy which is tested and refined through a survey-experiment. The study offers an alternative theoretical position for researchers that aim to bring the behavioural dimension of spatial discrimination into focus.

AbstractThe well-researched sociological concept known as Zero Acquaintance Judgment frames first impression scenarios and highlights their prevalence and importance to our everyday lives, yet sociology so far overlooks how these might be affected by the built environment where first impressions are typically situated. Broadly, spatial discriminatory discourse investigates how spaces can affect social judgments, yet no research has investigated how this dynamic might unfold within a first impression scenario. Using the Zero Acquaintance Judgment concept as a lens of inquiry, a comprehensive review of feminist, queer, racial, and disability frameworks (which comprise spatial discriminatory discourse) was undertaken. From this investigation, three broad theoretical themes were articulated and rationalized as to how the built environment can potentially affect first impressions between strangers. The discussion bears relevance for researchers and designers of spaces where first impressions are paramount to function as well as highlights how the settings of research into first impressions may affect outcomes.

Malala Yousafzai went to a low-cost private school. This type of school is ubiquitous in the developing world. There is no controversy about the superior quality of these schools over the government alternative. Controversy focuses on equity implications. This paper argues low-cost private schools are affordable to families on the poverty line; they also enhance opportunities for girls. They are compatible with "Education for All", provided that targeted assistance is provided for those currently unable to avail themselves of private education. (DIPF/Orig.) ; Kostengünstige Privatschulen sind allgegenwärtig in Entwicklungsländern. Es besteht Einigkeit zur überragenden Qualität dieser Schulen im Vergleich zur staatlichen Alternative. In der Debatte werden Konsequenzen für Gerechtigkeit diskutiert. In diesem Aufsatz wird argumentiert, dass kostengünstige Privatschulen für Familien an der Armutsgrenze bezahlbar sind und auch die Möglichkeiten für Mädchen verbessern. Diese Schulen sind vereinbar mit den Zielen von "Education For All" – vorausgesetzt, dass denjenigen, die derzeit keinen Nutzen aus von privaten Bildungsangeboten ziehen können, gezielt Unterstützung gewährt wird. (DIPF/Orig.)

In this essay, my goal is, first, to describe the most important contemporary philosophical approaches to the nature of time, and then, secondly, to discuss the ways in which those different accounts bear upon the question of the possibility of divine foreknowledge. I shall argue that different accounts of the nature of time give rise to different objections to the idea of divine foreknowledge, but that, in addition, there is a general argument for the impossibility of divine foreknowledge that is independent of one's account of the nature of time.

A review essay of historian Volker Berghahn's book, Europe in the Era of the Two World Wars: From Militarism & Genocide to Civil Society 1900-1950, (Princeton NY: Princeton U Press, 2006), describes it as an "extended essay on the crescendo of brutality in the Western world & the rapid subsidence of this violence by 1950." Berghahn notes that the movement toward industrialization was opposed by elites with a violent, aggressive outlook. His discussion of the introduction of universal military service & WWI highlights the progression of forces of violence over forces of peace. Over one-third of the book is devoted to the rise of the Nazis, WWII, brutal occupation regimes, & the Holocaust. This focus on Germany detracts from Berghahn's intent to link all totalitarian systems to rising violence. He pays far less attention to Soviet communism than to National Socialism & rationalizes violence on the left when it is mentioned. Although Berghahn offers several important insights, his failure to fully disclose atrocities on the left leaves his work "strangely incomplete.". References.