John Vorhaus
Biographic Data
| ID | 5994086 |
|---|---|
| NAME | John Vorhaus |
| GIVEN NAMES | John |
| FAMILY NAME | Vorhaus |
| SIGNATURE | VORHAUS J |
| AFFILIATIONS | University College London |
| ORCID | 0000-0002-0644-8071 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 30 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
Profound Disability, Equality and the Boundaries of Inclusion
The sub-title of a recent book on “belonging” for people with profound intellectual and multiple disabilities (PIMD) is “Pushing the boundaries of inclusion.” One aim of this paper is to establish where at least one of these boundaries lies. Enabling profoundly disabled people to be together with others is often inspired by the ideal that anybody and everybody can be fully included in their relationships with others. This inclusive ideal can take…
Sharing in a Common Life
Children with profound and multiple learning difficulties
There are numerous ways in which human beings respond to humour: they smile, grin, laugh, giggle or guffaw, and their behaviour might include anything from a glint in the eye to an uncontrollable heaving of the whole body. We consider how laughter is displayed in the lives of four children with profound and multiple learning difficulties and disabilities (PMLD), and reflect on what this reveals about their capabilities and relationships. We look …
Capabilities, human value and profound disability
According to capability theory, we can identify everything that is of fundamental importance in the lives of people with profound and multiple learning difficulties and disabilities if we take full account of their human capabilities. In this paper I both acknowledge the contribution of capability theory to our understanding of the condition of profoundly disabled people and express some scepticism about the extent of that contribution, suggestin…
Function and Functional Explanation in Social Capital Theory
Capability, freedom and profound disability
It has been suggested that capability theory is well suited to assess egalitarian principles of justice as these apply to people with learning difficulties and disabilities. The purpose of this paper is to explore how extensive that assistance is in respect of people whose difficulties are multiple and profound. I am concerned with one aspect of capability theory in particular; namely, the place accorded to the concept and value of freedom. I arg…
Philosophy and profound disability
Reflection on profound and multiple learning difficulties and disabilities raises a series of questions in moral and political philosophy, a claim supported by philosophical argument but also given credence by human testimony, some examples of which are presented here. I introduce three young people with profound learning disabilities, before presenting testimony on their behalf, organised so as to coincide with a series of related philosophical …
Education, Social Capital and the Accordion Effect
The 'accordion effect' is an effect of language which allows us to describe one and the same thing more or less narrowly. Social capital has been conceived in terms of our access to institutional resources, but also in terms that extend to the levels of trust and related resources found in the social networks we are embedded in. The former conception is narrower, favoured for its specificity and analytical utility. These conceptions appear incomp…
Disability, Dependency and Indebtedness
What does dependency reveal about human learning? All humans are dependent, largely because we are variously vulnerable and disabled at more than one stage in our lives. In this paper the subject of dependency is approached largely in the context of our vulnerable and disabled states, including in particular, states of profound disability. The primary contention is that our dependent states should feature in accounts of how we learn, and of relat…
Respecting Profoundly Disabled Learners
The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilitie…
Citizenship, Competence and Profound Disability
In this paper I argue that reflection on competence and enfranchisement in relation to profound disability forces re-examination of the grounds of citizenship, with implications for theories of distributive justice in education. The primary purpose is less to point up that some people are disenfranchised without injustice; it is more to advance the view that, since enfranchisement is not an option for some profoundly disabled people, we require a…
Lifelong Learning and the New Educational Order? A Review Article
John Field’s Lifelong Learning and the New Educational Order (2000) represents a substantial contribution to the literature on lifelong learning. Whilst Field brings a wealth of policy-related and sociological learning to his work, this article focuses on a number of philosophical questions arising from the study. It is suggested that Field’s argument raises familiar questions about notions of ‘learning’, ‘reflexivity’, ‘personal autonomy’ and th…
Citizenship, Competence and Profound Disability
In this paper I argue that reflection on competence and enfranchisement in relation to profound disability forces re-examination of the grounds of citizenship, with implications for theories of distributive justice in education. The primary purpose is less to point up that some people are disenfranchised without injustice; it is more to advance the view that, since enfranchisement is not an option for some profoundly disabled people, we require a…
Disability, Dependency and Indebtedness
What does dependency reveal about human learning? All humans are dependent, largely because we are variously vulnerable and disabled at more than one stage in our lives. In this paper the subject of dependency is approached largely in the context of our vulnerable and disabled states, including in particular, states of profound disability. The primary contention is that our dependent states should feature in accounts of how we learn, and of relat…
Capabilities, human value and profound disability
According to capability theory, we can identify everything that is of fundamental importance in the lives of people with profound and multiple learning difficulties and disabilities if we take full account of their human capabilities. In this paper I both acknowledge the contribution of capability theory to our understanding of the condition of profoundly disabled people and express some scepticism about the extent of that contribution, suggestin…
Philosophy and profound disability
Reflection on profound and multiple learning difficulties and disabilities raises a series of questions in moral and political philosophy, a claim supported by philosophical argument but also given credence by human testimony, some examples of which are presented here. I introduce three young people with profound learning disabilities, before presenting testimony on their behalf, organised so as to coincide with a series of related philosophical …
Respecting Profoundly Disabled Learners
The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilitie…
Children with profound and multiple learning difficulties
There are numerous ways in which human beings respond to humour: they smile, grin, laugh, giggle or guffaw, and their behaviour might include anything from a glint in the eye to an uncontrollable heaving of the whole body. We consider how laughter is displayed in the lives of four children with profound and multiple learning difficulties and disabilities (PMLD), and reflect on what this reveals about their capabilities and relationships. We look …
Function and Functional Explanation in Social Capital Theory
Capability, freedom and profound disability
It has been suggested that capability theory is well suited to assess egalitarian principles of justice as these apply to people with learning difficulties and disabilities. The purpose of this paper is to explore how extensive that assistance is in respect of people whose difficulties are multiple and profound. I am concerned with one aspect of capability theory in particular; namely, the place accorded to the concept and value of freedom. I arg…
Education, Social Capital and the Accordion Effect
The 'accordion effect' is an effect of language which allows us to describe one and the same thing more or less narrowly. Social capital has been conceived in terms of our access to institutional resources, but also in terms that extend to the levels of trust and related resources found in the social networks we are embedded in. The former conception is narrower, favoured for its specificity and analytical utility. These conceptions appear incomp…
Lifelong Learning and the New Educational Order? A Review Article
John Field’s Lifelong Learning and the New Educational Order (2000) represents a substantial contribution to the literature on lifelong learning. Whilst Field brings a wealth of policy-related and sociological learning to his work, this article focuses on a number of philosophical questions arising from the study. It is suggested that Field’s argument raises familiar questions about notions of ‘learning’, ‘reflexivity’, ‘personal autonomy’ and th…
Citizenship, Competence and Profound Disability
In this paper I argue that reflection on competence and enfranchisement in relation to profound disability forces re-examination of the grounds of citizenship, with implications for theories of distributive justice in education. The primary purpose is less to point up that some people are disenfranchised without injustice; it is more to advance the view that, since enfranchisement is not an option for some profoundly disabled people, we require a…
Respecting Profoundly Disabled Learners
The goal of inclusion is more or less credible depending in part on what it is that learners have in common. I discuss one characteristic that all learners are thought to share, although the learners I am concerned with represent an awkward case for the aspiration of inclusivity. Respect is thought of as something owed to all persons, and I defend the view that this includes persons with profound and multiple learning difficulties and disabilitie…
Disability, Dependency and Indebtedness
What does dependency reveal about human learning? All humans are dependent, largely because we are variously vulnerable and disabled at more than one stage in our lives. In this paper the subject of dependency is approached largely in the context of our vulnerable and disabled states, including in particular, states of profound disability. The primary contention is that our dependent states should feature in accounts of how we learn, and of relat…
Capability, freedom and profound disability
It has been suggested that capability theory is well suited to assess egalitarian principles of justice as these apply to people with learning difficulties and disabilities. The purpose of this paper is to explore how extensive that assistance is in respect of people whose difficulties are multiple and profound. I am concerned with one aspect of capability theory in particular; namely, the place accorded to the concept and value of freedom. I arg…
Philosophy and profound disability
Reflection on profound and multiple learning difficulties and disabilities raises a series of questions in moral and political philosophy, a claim supported by philosophical argument but also given credence by human testimony, some examples of which are presented here. I introduce three young people with profound learning disabilities, before presenting testimony on their behalf, organised so as to coincide with a series of related philosophical …
Education, Social Capital and the Accordion Effect
The 'accordion effect' is an effect of language which allows us to describe one and the same thing more or less narrowly. Social capital has been conceived in terms of our access to institutional resources, but also in terms that extend to the levels of trust and related resources found in the social networks we are embedded in. The former conception is narrower, favoured for its specificity and analytical utility. These conceptions appear incomp…
Function and Functional Explanation in Social Capital Theory
Capabilities, human value and profound disability
According to capability theory, we can identify everything that is of fundamental importance in the lives of people with profound and multiple learning difficulties and disabilities if we take full account of their human capabilities. In this paper I both acknowledge the contribution of capability theory to our understanding of the condition of profoundly disabled people and express some scepticism about the extent of that contribution, suggestin…
Sharing in a Common Life
Children with profound and multiple learning difficulties
There are numerous ways in which human beings respond to humour: they smile, grin, laugh, giggle or guffaw, and their behaviour might include anything from a glint in the eye to an uncontrollable heaving of the whole body. We consider how laughter is displayed in the lives of four children with profound and multiple learning difficulties and disabilities (PMLD), and reflect on what this reveals about their capabilities and relationships. We look …
Profound Disability, Equality and the Boundaries of Inclusion
The sub-title of a recent book on “belonging” for people with profound intellectual and multiple disabilities (PIMD) is “Pushing the boundaries of inclusion.” One aim of this paper is to establish where at least one of these boundaries lies. Enabling profoundly disabled people to be together with others is often inspired by the ideal that anybody and everybody can be fully included in their relationships with others. This inclusive ideal can take…
Psychology (10 works) · Epistemology (9 works) · Sociology (9 works) · Law (7 works) · Political science (7 works) · Social Psychology (7 works) · Law (6 works) · Philosophy (6 works) · Social Psychology (6 works) · Computer Science (5 works)