Elizabeth Jackson – författare

Should our beliefs be proportioned to our evidence? Are we doing something wrong in believing with little or no evidence? And may our beliefs be based partly or wholly on moral or practical considerations? These questions are harder than you think. Scott Stapleford and Elizabeth Jackson agree on the priority of evidence, but they differ on the degree of permissible slack and the relevance of other considerations. In this lively epistemological debate, Stapleford takes a hard line, defending the extremist view that any discrepancy between what we believe and what our evidence supports is an error that should be corrected. In the economy of our beliefs, evidence alone has a normative grip. Jackson is more forgiving. While evidence regulates belief, its authority is not complete. She takes a more liberal perspective that accords non-evidential factors a lawful role in delimiting the class of permissible beliefs. With echoes of the famous 19th century dispute between the mathematician William Clifford and the psychologist William James, the Stapleford–Jackson debate feels particularly relevant in a time when disagreement runs uncomfortably hot and evidence is treated with contempt. This debate will tempt—and gently instruct—anyone who has ever asked themselves: Can’t I just believe what I want?Key FeaturesIncludes accessible discussions of evidence, evidentialism, transparency, epistemic value monism, the aim of belief, permissivism, encroachment, practical reasons for belief, epistemic obligations, Pascal’s wager, and much more.Is highly readable, with clear language and an easy-to-follow format.Includes boxed summaries at the end of each section and partitioned expansions of key ideas that supplement the main lines of reasoning.

Should our beliefs be proportioned to our evidence? Are we doing something wrong in believing with little or no evidence? And may our beliefs be based partly or wholly on moral or practical considerations? These questions are harder than you think. Scott Stapleford and Elizabeth Jackson agree on the priority of evidence, but they differ on the degree of permissible slack and the relevance of other considerations. In this lively epistemological debate, Stapleford takes a hard line, defending the extremist view that any discrepancy between what we believe and what our evidence supports is an error that should be corrected. In the economy of our beliefs, evidence alone has a normative grip. Jackson is more forgiving. While evidence regulates belief, its authority is not complete. She takes a more liberal perspective that accords non-evidential factors a lawful role in delimiting the class of permissible beliefs. With echoes of the famous 19th century dispute between the mathematician William Clifford and the psychologist William James, the Stapleford–Jackson debate feels particularly relevant in a time when disagreement runs uncomfortably hot and evidence is treated with contempt. This debate will tempt—and gently instruct—anyone who has ever asked themselves: Can’t I just believe what I want?Key FeaturesIncludes accessible discussions of evidence, evidentialism, transparency, epistemic value monism, the aim of belief, permissivism, encroachment, practical reasons for belief, epistemic obligations, Pascal’s wager, and much more.Is highly readable, with clear language and an easy-to-follow format.Includes boxed summaries at the end of each section and partitioned expansions of key ideas that supplement the main lines of reasoning.

In Muslim Indian Women Writing in English: Class Privilege, Gender Disadvantage, Minority Status, Dr. Elizabeth Jackson conducts a study of the literary fiction of the four best-known Muslim Indian women writing in English during the postcolonial period: Attia Hosain (1913–1998), Zeenuth Futehally (1904–1992), Shama Futehally (no relation, 1952–2004), and Samina Ali (b. 1969). As elite Muslim women in India, the literary vision of these authors is influenced by their paradoxical position of class privilege, gender disadvantage, and minority status. Accordingly, there are recurring thematic concerns central to the fiction of all four writers, each of which forms a chapter in the book: "Religion and Communal Identity," "Marriage and Sexuality," "Gender and Social Class," and "Responding to Patriarchy." The first chapter, "Form and Narrative Strategy," provides an initial framework by examining the literary techniques of each writer.Much has been written about literature in English by Indian women, about Muslim literature in general, about the Muslim minority in India, and about Muslim women all over the world. However, until now there has been no major academic study of literature in English by Muslim Indian women. Aimed at researchers, students, and general readers, this book aims to fill that gap in the critical scholarship.

‘This original book shows the crucial importance of personal philosophies of mathematics. Using current research it guides us to reflect on our attitudes and beliefs. Essential reading for anybody interested in mathematics and its teaching.’

Paul Ernest, Emeritus Professor of Mathematics Education, University of Exeter

 

Teaching mathematics can be challenging, and returning to a mathematics classroom yourself may not inspire you with confidence.

This book can help you to become an assured teacher who can give young learners the high quality mathematics education that they deserve, by exploring the philosophy that lies behind good mathematics teaching and its application in the classroom.

Throughout the book you are encouraged to put your own thoughts on mathematics learning and teaching under the microscope and examine your perceptions and understanding in order to develop as a critically reflective teacher, aware of potential challenges and what underpins effective mathematics teaching in primary schools.

 

Coverage includes:

·          developing your own philosophy towards mathematics teaching

·          understanding links between confidence and learning

·          the importance of subject knowledge

·          common beliefs and attitudes among mathematics learners

·          how to develop your relationship with the subject.

 

This is essential reading for all students studying primary mathematics on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT, Teach First) and NQTs.

 

Elizabeth Jackson has over thirty years’ experience of mathematics education through primary and secondary school teaching, lecturing in initial teacher education and supervising mathematics Master’s dissertations, as well as conducting research into mathematics and writing.

 

‘This original book shows the crucial importance of personal philosophies of mathematics. Using current research it guides us to reflect on our attitudes and beliefs. Essential reading for anybody interested in mathematics and its teaching.’

Paul Ernest, Emeritus Professor of Mathematics Education, University of Exeter

 

Teaching mathematics can be challenging, and returning to a mathematics classroom yourself may not inspire you with confidence.

This book can help you to become an assured teacher who can give young learners the high quality mathematics education that they deserve, by exploring the philosophy that lies behind good mathematics teaching and its application in the classroom.

Throughout the book you are encouraged to put your own thoughts on mathematics learning and teaching under the microscope and examine your perceptions and understanding in order to develop as a critically reflective teacher, aware of potential challenges and what underpins effective mathematics teaching in primary schools.

 

Coverage includes:

·          developing your own philosophy towards mathematics teaching

·          understanding links between confidence and learning

·          the importance of subject knowledge

·          common beliefs and attitudes among mathematics learners

·          how to develop your relationship with the subject.

 

This is essential reading for all students studying primary mathematics on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT, Teach First) and NQTs.

 

Elizabeth Jackson has over thirty years’ experience of mathematics education through primary and secondary school teaching, lecturing in initial teacher education and supervising mathematics Master’s dissertations, as well as conducting research into mathematics and writing.

 

Applied Ethics: An Impartial Introduction prepares readers to evaluate selected classical and contemporary problems in applied ethics in a way that does justice to their complexity without sacrificing clarity or fairness of representation. Its balanced exposition and analysis, enhanced by helpful pedagogical features, make it an ideal book for introducing the ethics of real-life problems including abortion, animal rights, disability, the environment, poverty, and punishment.