E P Brandon
Biographic Data
| ID | 997598 |
|---|---|
| NAME | E P Brandon |
| GIVEN NAMES | E P |
| FAMILY NAME | Brandon |
| SIGNATURE | BRANDON E P |
| AFFILIATIONS | University of the West Indies |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2000 |
| H-INDEX | 0 |
How Not to Think About High Culture - A Rag-Bag of Examples
Defenders of high culture can be found invoking many and various allies. Many are, we think, out of place. These defences raise issues that we do not need to worry about or themselves create unnecessary difficulties for clarity of thought on these matters. In this chapter we will touch upon a number of such irrelevancies. We will begin by examining the assimilation of high culture to religion and religious concerns in the thought of Eliot and Scr…
How to Choose the Best
This chapter deals with a crucial component of our position, the presumption that there are objective grounds for preferring one thing to another within the various cultural institutions we deal with, that there are better or worse symphonies, soufflés and theories of the atom. The task of showing this is more urgent for some institutions than others. While philosophers can doubt anything, most people are persuaded of the objectivity of our effor…
The Plurality of Cultures
Arnold wrote in an educational tradition that both lay in a main line of descent from the cultural formations he most valued and equipped him with the tools necessary to appreciate many of the elements in those traditions that are not in his native language. So when he referred, as exemplars of high culture, to Homer and Cicero, Montesquieu and Goethe, he presumed acquaintance with their works in the original languages on his own part and on that…
Practical Implications
Questions of Choice
The fact that education is, and must be, a process of enculturation for those being educated gives us some, but by no means enough, guidance as to what we would expect to see going on in our schools. For given that our educational institutions are part of our culture and, given that anything that is part of our culture will transmit cultural messages, if we put children in school and let them play all day, or simply asked teachers to explain thei…
Popular Culture
Journal Article Popular Culture Get access J. Gingell, J. Gingell Search for other works by this author on: Oxford Academic Google Scholar E. P. Brandon E. P. Brandon Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 34, Issue 3, August 2000, Pages 461–485, https://doi.org/10.1111/1467-9752.00187 Published: 16 December 2002
A Forerunner
In the course of this book we shall frequently appeal to what we call an Arnoldian filter, a principle we wish to urge for choosing much of what should form part of education in schools. This priniciple is based on a remark in Matthew Arnold's Preface to Culture and Anarchy,1 that culture is a matter of getting ‘to know, on all the matters which most concern us, the best which has been thought and said in the world’ (1935, p.6, emphasis added). A…
Do Teachers Care about Truth
Aptitude Analysed
The Two Forms, the Two Attitudes, and the Four Kinds of Awareness
Hume's Theory of Justice
Journal Article Book Reviews Get access Hume’s Theory of Justice. By Jonathan Harrison. (Oxford: Clarendon Press, 1981. Pp. xxiii + 304. Price £16.00) E. P. Brandon E. P. Brandon University of the West Indies, Jamaica Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 32, Issue 129, October 1982, Pages 384–385, https://doi.org/10.2307/2218710 Published: 01 October 1982
Quantifiers and the Pursuit of Truth
Subjectivism and Seriousness
Journal Article Subjectivism and Seriousness Get access E. P. Brandon E. P. Brandon University of the West Indies Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 30, Issue 119, April 1980, Pages 97–107, https://doi.org/10.2307/2219274 Published: 01 April 1980
The Key of the Door1
(1979). The Key of the Door1. Educational Philosophy and Theory: Vol. 11, No. 1, pp. 23-34
Hintikka on
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Hintikka on
The Key of the Door1
(1979). The Key of the Door1. Educational Philosophy and Theory: Vol. 11, No. 1, pp. 23-34
Subjectivism and Seriousness
Journal Article Subjectivism and Seriousness Get access E. P. Brandon E. P. Brandon University of the West Indies Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 30, Issue 119, April 1980, Pages 97–107, https://doi.org/10.2307/2219274 Published: 01 April 1980
Hume's Theory of Justice
Journal Article Book Reviews Get access Hume’s Theory of Justice. By Jonathan Harrison. (Oxford: Clarendon Press, 1981. Pp. xxiii + 304. Price £16.00) E. P. Brandon E. P. Brandon University of the West Indies, Jamaica Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 32, Issue 129, October 1982, Pages 384–385, https://doi.org/10.2307/2218710 Published: 01 October 1982
Quantifiers and the Pursuit of Truth
The Two Forms, the Two Attitudes, and the Four Kinds of Awareness
Aptitude Analysed
Do Teachers Care about Truth
How Not to Think About High Culture - A Rag-Bag of Examples
Defenders of high culture can be found invoking many and various allies. Many are, we think, out of place. These defences raise issues that we do not need to worry about or themselves create unnecessary difficulties for clarity of thought on these matters. In this chapter we will touch upon a number of such irrelevancies. We will begin by examining the assimilation of high culture to religion and religious concerns in the thought of Eliot and Scr…
How to Choose the Best
This chapter deals with a crucial component of our position, the presumption that there are objective grounds for preferring one thing to another within the various cultural institutions we deal with, that there are better or worse symphonies, soufflés and theories of the atom. The task of showing this is more urgent for some institutions than others. While philosophers can doubt anything, most people are persuaded of the objectivity of our effor…
The Plurality of Cultures
Arnold wrote in an educational tradition that both lay in a main line of descent from the cultural formations he most valued and equipped him with the tools necessary to appreciate many of the elements in those traditions that are not in his native language. So when he referred, as exemplars of high culture, to Homer and Cicero, Montesquieu and Goethe, he presumed acquaintance with their works in the original languages on his own part and on that…
Practical Implications
Questions of Choice
The fact that education is, and must be, a process of enculturation for those being educated gives us some, but by no means enough, guidance as to what we would expect to see going on in our schools. For given that our educational institutions are part of our culture and, given that anything that is part of our culture will transmit cultural messages, if we put children in school and let them play all day, or simply asked teachers to explain thei…
Popular Culture
Journal Article Popular Culture Get access J. Gingell, J. Gingell Search for other works by this author on: Oxford Academic Google Scholar E. P. Brandon E. P. Brandon Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 34, Issue 3, August 2000, Pages 461–485, https://doi.org/10.1111/1467-9752.00187 Published: 16 December 2002
A Forerunner
In the course of this book we shall frequently appeal to what we call an Arnoldian filter, a principle we wish to urge for choosing much of what should form part of education in schools. This priniciple is based on a remark in Matthew Arnold's Preface to Culture and Anarchy,1 that culture is a matter of getting ‘to know, on all the matters which most concern us, the best which has been thought and said in the world’ (1935, p.6, emphasis added). A…
Epistemology (12 works) · Philosophy (12 works) · Sociology (12 works) · Philosophy (10 works) · Psychology (9 works) · Political science (6 works) · Law (5 works) · Pedagogy (4 works) · Law (3 works) · Social Psychology (3 works)