factors internal to the school. The thesis begins with a quantitative analysis of context/quality relationships, but is principally based on four qualitative case studies. Primary/secondary quality distinction, the primary/secondary quality distinction is a conceptual distinction in epistemology and metaphysics, concerning the nature of reality. Ofsted data indicates a school quality problem in disadvantaged areas.
These objections are that the agential theory of causation confuses metaphysics with epistemology, that it is unavoidably circular, that it cannot account for causation in cases where agential manipulation is impossible, and that it is unacceptably anthropocentric. The alternative idea is built on the argument for selectionism about colour. It is most explicitly articulated by John Locke in his. It is argued that although understanding causation as a secondary quality is supposed by Price and Menzies to solve these problems, this understanding does not in fact provide adequate responses to the four objections, and hence that treating causation as a secondary quality is under-motivated.
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This thesis explores how a disadvantaged context impacts on secondary school organisation and processes, and how this affects quality, as measured by ofsted inspection. Brown, MC; (2012) Causation, Colour and Secondary Qualities. Secondary qualities are subjective. It is ultimately argued that although causation is not a secondary quality, it may yet be a tertiary quality. Archive Staff Only, view Item). They exist in the thing itself, can be determined with certainty, and do not rely on subjective judgments. It is argued, however, that the analogy made between causation and colour is nevertheless useful, because an idea from a different theory of colour presents a better option for understanding causation.