Getting to Darwin: Obstacles to Accepting Evolution by Natural Selection

Darwin’s theory of evolution by natural selection is central to modern biology, but is resisted by many people. This paper discusses the major psychological obstacles to accepting Darwin’s theory. Cognitive obstacles to adopting evolution by natural selection include conceptual difficulties, methodological issues, and coherence problems that derive from the intuitiveness of alternative theories. The main emotional obstacles to accepting evolution are its apparent conflict with valued beliefs about God, souls, and morality. We draw on the philosophy of science and on a psychological theory of cognitive and emotional belief revision to make suggestions about what can be done to improve acceptance of Darwinian ideas.     

Participatory cultures,trust technologies and decentralisation: innovation opportunities for recordkeeping

Recordkeeping professionals build and manage systems that support the creation and maintenance of trustworthy records, however our approach to the design and implementation of such systems has suffered from a lack of innovation and a failure to collaborate effectively with allied disciplines. Contemporary society, politics and Internet culture are producing new models, tools and techniques which open up exciting possibilities for how recordkeeping systems might work, presenting both opportunities and challenges for recordkeeping professionals. In this article, some elements deemed necessary for trustworthy recordkeeping are identified and critically examined in light of the possibilities of participatory cultures, peer-to-peer business and trust through computation, in particular, blockchain technologies. Conclusions are drawn regarding what might be needed in order to adapt current models and practices to build new forms of recordkeeping systems that could enhance the agency of the individual in a networked society.     

Coherent Curriculum through Staff Development

The purpose of this paper is to show that the structure of a formal organization has implications for staffing, communicating and performing in order to achieve organizational goals. Drawing specific instances from the case of the Bendel State Board of Education Headquarters as at June, 1980, it was evident that for a proper staff positioning, communicating and performing in an organization, managers have to (a) constantly review the structure of their organizations (b) define precisely the various functions (c) use as a guide the organizational structure in staff positioning (d) define clear lines of authority in the organization and (e) recognize damaging structural situations and prevent them.     

The Pentamerous Curriculum

This is the first of two articles outlining research into the understanding of the concepts of rational planning in secondary schools. The OFSTED Framework suggests that rational planning fosters school effectiveness and in earlier research the team found that this was broadly true. However, there are examples of schools which are criticised for their lack of rational planning but which are nevertheless successful in their outcomes. Four case study schools were selected for further investigation, two of these having been the subject of some critical comment from OFSTED. The investigation probed the relationship between leadership and effective planning and resource management in each of the schools. In the first article the importance of managing the relationship of the school with its environment in each of the four schools is considered. Understanding, moulding and living with the culture of the school appears to be of considerable importance to effective leadership. In these aspects of management heads appear to be working along a continuum which has a balance between systems organisation and an integrative culture. Our conclusion in the first article is that schools which are strongly rational in their approach to planning are also systems dominated, whilst those which are more pragmatic are likely to have a more open and integrative culture. However, all four schools are seen to be successful by their internal and external communities.     

Le Poidevin on the Reduction of Chemistry

In this article we critically evaluate Robin Le Poidevin's recentattempt to set out an argument for the ontological reductionof chemistry independently of intertheoretic reduction. We argue,firstly, that the argument he envisages applies only to a smallpart of chemistry, and that there is no obvious way to extendit. We argue, secondly, that the argument cannot establish thereduction of chemistry, properly so called.

1 Introduction

2The scope of the reductionist claim

3 The combinatorial argument

4 The strength of the ‘reduction’

5 Concludingremarks

     

Community Education and the Ethos of the School

In 1998, the Labour Government instituted the School Standards and Framework Act which abolished Grant Maintained (GM) schools and introduced three new categories of school: community, voluntary and foundation. The latter two were to have much of the autonomy of GM schools, particularly with respect to admissions. This article reports on the findings of a study which gathered the perceptions of heads, governors and senior staff about admissions issues in 11 foundation schools after their first full term in their new status.     

Managing the Curriculum

It is currently recommended that curriculum development in schools should follow a rational model and include INSET which harmonises with the plan for this development, meeting the needs of staff and school. This article identifies the difficulties that primary schools find with this model. It gives some exemplars of effective procedures, and provides some action points to assist headteachers.     

Parental Involvement in School Policy‐Making

A positive school ethos is considered a key factor contributing to successful school improvement. Yet, despite its assumed educational influence, little is known about how ethos in schools is experienced by students. This study takes a fresh look at school ethos through the meanings which final year students attribute to their lived experience of secondary school. Implications for school improvement are considered.