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Doing injustice to inclusion: a response to John Wilson

1. I believe, but have been unable to verify, that some such remark has been attributed to Samuel Goldwyn. 2. All references to John Wilson are to his paper, ‘Doing justice to inclusion’, in this issue. 3. See e.g. Robin Barrow (1990). Understanding Skills: Thinking, Feeling, and Caring. London, Ont.: Althouse Press, Chapt. 3, ‘Giftedness: a cautionary tale’. 4. See, in particular, Robin Barrow (1982). Injustice, Inequality and Ethics. Brighton: Wheatsheaf Books, Chapt. 1, ‘Discrimination’. 5. Generally speaking, I endorse Wilson’s view that most educational problems would be at least considerably less problematic if people would both dene their terms and analyse their concepts better. For the implicit distinction between ‘denition’ and ‘analysis’ see, most recently and most succinctly, Robin Barrow (1982). Understanding Skills, op. cit.; ‘Analysis’, in: Robin Barrow and Geoffrey Milburn (Eds) (1990). A Critical Dictionary of Educational Concepts. Second edition. London: Harvester/Wheatsheaf. 6. Some substantive arguments against the view that such a case of inclusion is either morally or educationally desirable are to be found in my paper, ‘Inclusion vs fairness’, in a forthcoming issue of the Journal of Moral Education. 7. See Robin Barrow (1999). ‘The need for philosophical analysis in a postmodern era’, Interchange, 30, 4, 415–432. 8. Robert Conquest (1999). Reections on a Ravaged Century. New York: Hushion House.