Disagreeing despite the Data: The Destruction of the Factual Commons examines the pressing problem of factual disagreement between social groups, suggesting that the belief segregation underway in the United States may be irreversible. David Apgar draws on the work of twentieth-century philosophers of science and language—especially Popper, Wittgenstein, and Davidson—to identify three requirements for factual agreement to be possible at all: a pervasive habit of checking assumptions, densely connected communities, and projects that straddle those communities. The growing refusal to test assumptions and individual isolation can be remedied by critical thinking and community building. Factual agreement between groups is impossible without shared projects or other meaningful interaction, however, and a large part of American society has insulated itself from the rest. Without shared projects, communities lose the ability to tell whether they agree or not regardless of the words they use. Disagreeing despite the Data looks at the destructive effects of belief segregation with similar roots in several dissimilar developing countries on a path wide enough for richer ones, like the United States, to follow.

The Epistemology of Disagreement brings together essays from a dozen philosophers on the epistemic significance of disagreement; all but one of the essays are new. Questions discussed include: When (if ever) does the disagreement of others require a rational agent to revise her beliefs? Do 'conciliatory' accounts, on which agents are required to revise significantly, suffer from fatal problems of self-defeat, given the disagreement about disagreement? What is the significance of disagreement about philosophical topics in particular? How does the epistemology of disagreement relate to broader epistemic theorizing? Does the increased significance of multiple disagreeing agents depend on their being independent of one another? John Hawthorne and Amia Srinivasan, Thomas Kelly, and Brian Weatherson all weigh in with attacks on conciliatory views or defenses of non-conciliatory approaches. David Christensen and Stewart Cohen take up the opposite side of the debate. Bryan Frances, Sanford Goldberg, and Ernest Sosa discuss a kind of disagreement that will be of particular concern to most readers of this book: disagreement about philosophy. And Robert Audi, Jonathan Kvanvig, and Jennifer Lackey tackle some general theoretical issues that bear on disagreement. The philosophers represented here include some who have contributed actively to the disagreement literature already, as well as some who are exploring the issue for the first time. Their work helps to deepen and expand our understanding of some epistemic phenomena that are central to any thoughtful believer's engagement with other believers.

This comprehensive and accessible textbook offers a complete grounding in both qualitative and quantitative research methods for the sports studies student. The book offers the reader a step-by-step guide to the research process, from designing a research project, to collecting and analysing data, to reporting the research, all of which is richly illustrated with sport-related case-studies and examples. The book covers key topics such as: - conceptual Models - qualitative research methods - choosing an appropriate research design - undertaking a literature review - the key research methods such as questionnaires, interviews, content analysis and ethnographic studies. - analysing data, including an introduction to SPSS, as well as guides to descriptive and inferential statistics - writing a research report - the internet as a research tool A much needed book with no competitor titles, this should be essential reading for all undergraduates in sports studies.

The Muslims at present is divided into sects and schools of thought. The disagreements among the Muslims have assumed tremendous significance and the lack of ethics of disagreement have resulted in an apparently unbridgeable gap between different sections of the Muslim society. This book is a humble attempt to bring to the lime light the legacy of ethics of disagreement in Islam in a historical and most dispassionate manner. This book focuses primarily about the spectrum of disagreement; analyzes the meaning and nature of Disagreement.It also provides historical study of ethics of Disagreement and an account of how medieval Muslims came to a consensus about how to deal with disagreement, how they created an educational system that reflected that consensus, and how we might understand current Islamic issues in the light of the medieval Islamic understanding of disagreement. Most importantly this book deals with the Amin Ahsan Isla ?hi’s analysis of Ethics of Disagreement in Islam and the views of Taha Jabir al-‘Alwa ?ni on Ethics of Disagreement in Islam. This would surely help us to derive provisions for our contemporary times and the future generation.

This title offers a selection of thought-provoking articles that examine a broad range of issues, from the demarcation problem, induction and explanation to contemporary issues such as the relationship between science and race and gender, and science and religion

Education has never been non-partisan. Buffeted by economic, political, and social influences, education, educators, and various stakeholders have taken sides to provide institutionalized instruction to child and adult learners. Instruction that is right or wrong, ethical or unethical, just or unjust, can be just that, depending on where one’s education and schooling takes place in the world. Education alone can be construed as a first step towards indoctrination into a community and nation’s way of life. Despite divergent views, the ultimate goal of serving students has remained paramount. At the same time, the work of educators has placed them at the forefront of numerous debates and controversies that have beset the profession. The process of informing oneself professionally and personally in the midst of such educational deliberations may not be an easy task, but may be a necessary one given the impact of one’s decisions and stances on learners. This book focuses on contemporary and critical topics of debate that educators face in American educational settings. The book’s distinctiveness rests on its Socratic approach to the content. Each chapter begins with the examination of an issue of interest and concludes with a series of related questions. Readers are asked to ponder the materials individually and with others to enable all to draw their own conclusions. This book will interest and benefit educational professionals along all points in their professional careers from new professionals and students-in-training to those with extensive experiences across educational disciplines.