Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics

Proof, rigour and informality : a virtue account of mathematical knowledge

This thesis is about the nature of proofs in mathematics as it is practiced, contrasting the informal proofs found in practice with formal proofs in formal systems. In the first chapter I present a new argument against the Formalist-Reductionist view that informal proofs are justified as rigorous and correct by corresponding to formal counterparts. The second chapter builds on this to reject arguments from Gödel's paradox and incompleteness theorems to the claim that mathematics is inherently inconsistent, basing my objections on the complexities of the process of formalisation. Chapter 3 looks into the relationship between proofs and the development of the mathematical concepts that feature in them. I deploy Waismann's notion of open texture in the case of mathematical concepts, and discuss both Lakatos and Kneebone's dialectical philosophies of mathematics. I then argue that we can apply work from conceptual engineering to the relationship between formal and informal mathematics. The fourth chapter argues for the importance of mathematical knowledge-how and emphasises the primary role of the activity of proving in securing mathematical knowledge. In the final chapter I develop an account of mathematical knowledge based on virtue epistemology, which I argue provides a better view of proofs and mathematical rigour.Funded by the Caroline Elder PG Scholarship and a SASP scholarship, and with travel funded by the Indo-European Research Training Network in Logic and the Arché Travel Fund

PSA 2020

These preprints were automatically compiled into a PDF from the collection of papers deposited in PhilSci-Archive in conjunction with the PSA 2020

International Handbook of Practical Theology

A practical theology, that wants to face the complexity, plurality and differentiation of situations and contexts of religious practices from a global point of view, needs to refer to the discourses that shape them. The contributions can be divided into the sections ‘concepts of religion’, ‘religious practices’, and ‘discourses’, their aim is to identify the respective religious-cultural context and the related framework of interpretation