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The purpose of this article is twofold: firstly, to discuss what teachers in Wales think about the Welsh Government's recent education (mainly school) policies and secondly, how the educational system in Wales might be improved. It is based on the findings from a general survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education. The views of 220 primary and secondary teachers and head teachers were gathered in 2014. The paper's central theme is that teachers in Wales generally welcome policies with a strong element of social justice but believe that there have been too many educational initiatives over recent years. They think the educational system in Wales can be improved through various means, including: reducing bureaucracy, increasing their professional autonomy, developing quality professional development and clear leadership. The findings are limited by the nature of a small-scale survey but reinforce conclusions reached in other research studies in the United Kingdom, regarding teachers' criticisms of the pace of curriculum change and initiative overload (Berliner, 2011; NUT, 2014) as well as general pointers towards more effective educational systems (OECD, 2014). For its part, the challenge for the Welsh Government is building consensus at a time when the performance of Welsh youngsters, relative to other countries, is poor.

This volume presents an acessible and engaging collection of essays by prominent Australasian philosophers, covering a wide array of topics and drawn from a series of public lectures on Philosophy in Australia and Zealand convened over a period of four years. The essays explore the rich philosophical past of Australasia, while also illustrating why philosophy in Australasia ranks highly in influence and esteem