As a team, Dot and Barbara developed a philosophical basis for the whole school life. They became involved in action research in the classroom as part of Thinking Schools, Thinking Children, instigated by Norfolk County Advisory Service. They used results of the research with the National Small Schools Conference and led teachers from schools from around the UK in practical sessions. They continue to work with schools throughout the country and in Europe, providing training for staff and demonstration lessons with children. Dot and Barbara have recently had articles published in Primary Teacher Update .
East Asian philosophical thought began in Ancient China , and Chinese philosophy begins during the Western Zhou Dynasty and the following periods after its fall when the " Hundred Schools of Thought " flourished (6th century to 221 BCE).   This period was characterized by significant intellectual and cultural developments and saw the rise of the major philosophical schools of China, Confucianism , Legalism , and Daoism as well as numerous other less influential schools. These philosophical traditions developed metaphysical, political and ethical theories such Tao , Yin and yang , Ren and Li which, along with Chinese Buddhism , directly influenced Korean philosophy , Vietnamese philosophy and Japanese philosophy (which also includes the native Shinto tradition). Buddhism began arriving in China during the Han Dynasty (206 BCE–220 CE), through a gradual Silk road transmission and through native influences developed distinct Chinese forms (such as Chan/ Zen ) which spread throughout the East Asian cultural sphere . During later Chinese dynasties like the Ming Dynasty (1368–1644) as well as in the Korean Joseon dynasty (1392–1897) a resurgent Neo-Confucianism led by thinkers such as Wang Yangming (1472–1529) became the dominant school of thought, and was promoted by the imperial state.
In collaboration with economists and climate scientists in other departments at LSE (and elsewhere), this project has the following objectives: to examine policy decision making under conditions of severe uncertainty; to study scientific models that are both imperfect and non-linear, especially those of the climate and of climate change; to study the implications for climate policy-making of the inherent limitations we face in making predictions about relevant climate variables, in relation both to our ability to assess the impact of possible interventions and to our ethical assessment of them, and to propose techniques for dealing with these limitations.