This chapter contains sections titled: Education as Gardening: An Image of Natural Growth Do We All Possess Fertile Souls? The Gardener: What is His Contribution to the Growth of the Seeds? Gardening: Labor and Reward Plato as Gardener Dialogue Between Text and Reader: Cultivating the Seeds Teaching Us to Become Gardeners of Our Souls Plato's Literary Garden: A Corpus of Works Gardeners of Souls Notes.

Mythopoetry, the imagistic voice of the muses which manifests in myth and natural poetry, has been invoked as an impression of ideal curriculum with which to cherish intimate, vital experience (and to oppose its exile from educational life). In this statement, I intend to see through the pleasant surface of the label, mythopoetry, to see what image may lie just out of sight, beyond the "inspired writing" that mythopoetry implies. Beyond words themselves, meaning is found in sound and (...) in expressive representation. “Music, when soft voices die, / Vibrates in the memory” (Shelley). (shrink)

In chapter two of The School and Society, entitled "The School and the Life of the Child," the renowned American philosopher John Dewey demonstrates how the model of the "ideal home" can impart lessons about a model of the "ideal school." It is argued that education should give direction to the student's natural impulses, just as the concerned parent guides the growth of the child. There are at least two ways in which to interpret this argument. One (...) is that home schooling is the ideal form of early education. The other is that school life should emulate family life. Though advocates of home schooling would prefer the former account, the case is difficult to make, for Dewey rarely recommended specific institutions or practices and the interpretation does not align with the book's other thesis that the classroom should be a microcosm for the best that the community has to offer. So, consistent with the overall theme of the work, it is the latter reading, viz., that school life should resemble family life, I contend, that proves more persuasive. School teachers have an ethical responsibility to care for their students' interests and, ideally, to provide a quality of mentorship approaching, if not on par with, that delivered by concerned parents. However, unlike student-centered education, in which educators curry favor with students by appealing to their native interests, what I call Dewey's model of "education as family life" imposes discipline on the student's natural desires, directing them in ways that are intended to enrich their future adult lives. (shrink)

In this article we explore the educational potential of cinema. To do this we first analyse how the American critical thinker Henry Giroux tries to give body to an educational theory in relation to cinema. His ‘film pedagogy’ is described as developing a critical response of the learner in relation to the public sphere of film. Giroux’s approach, however, seems to forget rather than explore the potential that is specific to the medium. Secondly, the article analyses Walter Benjamin’s (1936, Illuminations, (...) London, Pimlico) essay ‘The work of art in the age of mechanical reproduction’, because here we find not a different educational response to cinema, but one of the first studies on cinema that describes its ontological nature and the potential of moving images for thought. Finally, the article discusses the cinema philosophy of Gilles Deleuze, who, in contrast to Giroux, does not construct a Cartesian framework around cinema. Rather, he recognizes and explores cinema’s potential for thoughts like Benjamin did. In this way, Deleuze reverses Giroux’s question of how education should respond to cinema. A pedagogical discussion hereby comes to the fore that does not ask the question of what methodology should be used in education to think critically about cinema, but what the implications are of the nature of cinema for thought and for education. (shrink)

This article will explore different images of nature and their implications for the meaning of life in the face of death. First we will elaborate on life as creation, as expressed by Francis of Assisi in his Canticle of the Sun, and see how the imaginative power of this story gives meaning to life and death. Then we will go into the evolutionary approach of life by Richard Dawkins. In his work a totally different significance of finitude becomes visible: death (...) as a necessary segment in the development of life. The philosopher Leo Apostel states that an intellectual/scientific understanding of death is not enough; we need to explore our emotional response to the universe in order to be able to create meaning and value. The work of the biologist Ursula Goodenough and the philosopher Ton Lemaire are discussed as examples of such an affective admiration of life and death based on scientific knowledge. In the end I will conclude that scientific insights give us a lot of information about human beings as concerns their nature and the inevitability of death. But how we can affectively value and give meaning to life in the face of death is still an open question which cannot be answered by science alone. (shrink)

In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of industry, on the one hand, and of students’ personal (...) class='Hi'>growth, on the other. In spite of his desire to accommodate diverse accounts of the human good, and his recognition of the formative role of culture, broadly conceived, there are strains in his account of human fulfilment deriving from the disjunction of the self and others. It is not evident, on his Deweyan onto-epistemology, that there is adequate attention to the imprint on an individual, and on the beliefs they come to form, of proximal social groups. The nature of the balance between ‘in-group’ and ‘out-group’ influences, between those that are near and those that are far, can profoundly affect the plausibility of Kitcher's account of a socially based sense of fulfilment. (shrink)

Abstract:With the development of literati gardens during the Ming dynasty (1368–1644), the layout and design level of gardens reached an unprecedented height. As the representative of Suzhou gardens, The Humble Administrator's Garden (Zhuozhengyuan, 拙政园, 1530) has unique natural conditions and mature garden design, and its water management art is particularly exquisite. The best-preserved graphic information of The Humble Administrator's Garden are the poems and paintings by Wen Zhengming (文徵明, 1470–1559), including Thirty-One Scenes of The Humble Administrator's Garden (拙政园三十一景图, 1533), (...) thirty landscape poems, and the biography Wang's Humble Administrator's Garden (王氏拙政园记, 1533). As the research object, this article aims to restore the image of The Humble Administrator's Garden by analyzing the water scene of the garden, summarizing its water technique and art, and extracting "Source of inflowing water" (为有源头活水来), "Esteem the mountain, revere the water, imitate the heaven and earth" (敬山畏水, 象天法地), "Fusion of the imitation of nature and the subjective ideas of the artist" (外师造化, 中得心源), and "Free and unfettered, enjoy the joy of leisure" (逍遥自得, 享闲居之乐) as the water aesthetic thoughts of the garden. In addition, this article provides some reference for the current landscape design. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Pictures of Music Education by Estelle R. JorgensenPaul WoodfordEstelle R. Jorgensen, Pictures of Music Education. Indiana University Press, 2011Estelle Jorgensen has long been a mainstay of the philosophy of the music education community, having served as founding chair of the Philosophy of Music Education Special Research Interest Group of the National Association of Music Educators (formerly the Music Educators National Conference) and founding co-chair (...) of the International Society for the Philosophy of Music Education along with Frede V. Nielsen whose work is the focus of this special issue. She remains editor of the Philosophy of Music Education Review, one of the premiere professional journals in the field of music education, and general editor of the Indiana University Press book series Counterpoints: Music and Education, which has published several of her books, including the current one, Pictures of Music Education (2011), that is the subject of this review. Over the course of her career, she has also contributed many chapters to other leading professional books and to the success of international symposia as host and frequent keynote speaker. One could easily continue to enumerate Jorgensen’s many contributions to the profession, but owing to lack of space it will suffice to simply observe that the field of music education would not be what it is today had it not been for her leadership, mentorship, and commitment to building a community of scholars. It is thus a pleasure to have been invited to review the aforementioned book, which [End Page 209] ventures into “the ground between metaphor and model,” the tension between the figurative and literal, to define music education as fundamentally imaginative and open-ended.1Among the advantages of conceiving of the nature of music education as involving a dialectical tension between various metaphors and derived models, Jorgensen recounts, is that the former, because figurative, evocative, and overlapping, allow for the kinds and degrees of ambiguity and slippage that are necessary for the exercise of imagination leading to more open and productive conversation about ideas. Models, on the other hand, are by definition more literal and thus more subject to direct criticism because intended to represent reality in ways that can be empirically tested through application to practice. Indeed, models make systematic assessment and critique of ideas possible. As Jorgensen continues, models serve to simplify “difficult ideas in terms that can be readily grasped, studied, and tested,” which is particularly important to the credibility of the music teaching profession in the eyes of today’s politicians and the public.2 Nevertheless, and for the obvious reason that what Jorgensen refers to as metaphoric models are derived from metaphors and thus bear some similarity, their boundaries can be “fuzzy.”3 As already suggested, it is here, in the fertile ground between metaphor and model, that Jorgensen thinks the most creative and productive thinking about music education philosophy and practice can occur as scholars and teachers recognize and grapple with, and perhaps celebrate, the various tensions and paradoxes found therein. This approach is intended by her as an alternative to the either/or grand narratives that have in the past stifled conversation by reducing philosophy, research, and pedagogy to a search for “the ‘one’ … true or best way, or ‘high road’ to music education.”4 Jorgensen’s own purpose is more modest, and potentially more liberating, which is to open “other fruitful avenues for understanding the ways in which people come to know music.”5The book consists of fourteen chapters in all, each one, with the exception of the introductory and concluding ones, dedicated to a specific metaphor and its chosen derived model that has been “systematically teased out” before being analyzed for its potential strengths and weaknesses when applied to music education.6 Owing to limited space, it is not practical here to address all of the metaphors and models that Jorgensen presents for the reader’s consideration, but it behooves me to provide a short list in order to facilitate discussion of the overall aims of the book. They are: boutique and consumption; village and community; artist and apprenticeship; revolutionary and transgression; factory and production; garden and growth; therapist and healing; court and... (shrink)

Current interdisciplinary research points to a connection between the emotional relationship with nature and factors resulting from modern lifestyles, such as insufficient exercise and time spent in nature, and excessive use of information and communication technologies. These factors are often associated with the healthy development of school-age children. In the literature, ‘connectedness to nature’ is usually described as a term that measures the emotional and positive relationship between people and nature. The research was conducted on a sample of respondents consisting (...) of primary school pupils, their parents and teachers in primary schools in Croatia and Slovenia (N=1345). In the research, the adapted scale of the Connectedness to Nature Index (Chang and Monroe, 2012) was used as a measurement tool. It was found that connection with nature is rated with high scores, but also that there is no statistically significant correlation of the rating of connectedness to nature among pupils, parents and teachers in Croatia, but only among Slovenian respondents. The implications of the research results are reflected in the consideration of this topic for further research in the field of education. (shrink)

This paper reports on the long-term effectiveness of a non-formal co-curricular educational program based on a campus ecogarden at a Hong Kong university in developing pro-sustainability awareness, attitudes and behavior among undergraduate students. This service-based, nature-based experiential learning program, termed the Ecogarden Farmer and Biodiversity Surveyor, has been running at the university since 2015. The program is divided into two consecutive phases: a training phase comprising various learning activities and a successive internship phase consisting of the all-round practical tasks involved (...) in managing the garden. A retrospective evaluation of the program using phenomenographic approach and content analysis was adopted to reveal the diversity of students’ learning experience, as the indicators of the success of the program. Of 112 participants from 4 cohorts, 32 completed online questionnaires, and semi-structured interviews were successfully conducted with twelve participants, three from each of the four cohorts. The results indicated that the program’s outcomes could be categorized into five themes. Most outcomes fit into the theme ‘an increase in knowledge and skill level,’ followed by ‘rise in environmental awareness,’‘facilitation of personal growth,’ and ‘enhancement of career development.’ Many structural experiences revealed may suggest the success of the program. The longer the participants had participated in the program, the more in-depth and diversified reflection of the senior participants relating to personal development were mentioned. This study provides critical insights into the validity of retrospective program evaluation for assessing the long-term impact of EfS programs by introducing a cross-sectional study of different cohorts as a serial time-point sampling strategy. (shrink)

Maker education mainly involves “hands-on” as the core concept and combines various educational theories to redefine interactions between learners and teachers in a learning environment. Identification of meaningful “hands-on” behaviors is crucial to evaluate students’ learning performance, although an instructor’s observation of every student is not feasible. However, such observation is possible with the aid of the artificial intelligence image processing technique; the AI learning behavior recognition system can serve as the second eyes of teachers, thus accounting for (...) individual differences. However, in previous studies, learning behavior recognition was applied to the traditional or static classroom. A behavior recognition system for identifying “hands-on” actions in the learning context has still not been developed. Therefore, this study designed a human posture evaluation system, obtained human articulation node information from learning field images, and built a learning behavior recognition model suitable for maker education based on the AI convolutional neural network. A learning behavior model was defined, along with a number of student behavior indexes. Subsequently, the effectiveness of the model and behavior indexes was verified through practical learning activities. The model evaluation results indicated that the proposed model achieved a training accuracy of 0.99 and a model accuracy of 0.83. Thus, the model can be applied to dynamic maker activity learning environments. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Imperfect Garden: The Legacy of HumanismSandra Rudnick LuftImperfect Garden: The Legacy of Humanism, by Tzvetan Todorov; 254 pp. Princeton: Princeton University Press, 2002, $45.00.Tzvetan Todorov begins Imperfect Garden with an arresting premise: that the greatest achievement of the modern age—the moderns' assertion of the freedom of the human will, unlimited by allegiances to God, nature, or reason—was the fruit of a pact with the devil. Though a familiar (...) idea, Todorov uses this premise to provide a richly detailed map of the intellectual currents of the age, illuminating in the process the dangers inherent in the age's acceptance of this pact.The price to be paid for human free will would become apparent only in the following centuries—a separation from God, leading to secularism and materialism; a separation from other humans, culminating in a loss of sociality and a fall into radical isolation; ultimately, a loss of self, its unity dispersed into an "anomalous collection of impulses." Todorov delineates the age's four responses to this bargain, and the acquisition of human autonomy. They account for the four families whose interrelations characterize modernity: the conservative, which considers the three-fold price of autonomy too high, rejecting it for the authority of tradition; the scientistic—a diverse set of responses derived from modern science, historicism, Marxism, Darwinism, all of which deny the existence of human freedom and emphasize some form of determinism based on the laws of nature, reason, or history; the individualist, for which the "loss" of God, society, and self represents merely an extension of human liberation; and the humanist, which, while valuing human autonomy, does not want to [End Page 425] pay its price. Believing it can maintain communal existence, shared values, and responsible selfhood while acting out of an autonomous will, the humanist family wants to have its cake and eat it too, a desire Todorov clearly shares.Todorov delineates the views of these four families through close readings of their representative figures. Limiting himself to French authors, he includes Bonald and Tocqueville as conservatives; Condorcet, Diderot, the Encyclopedists as scientistic types; Pascal, La Rochefoucauld, De Sade, and Helvetius as individualists. Among the humanists, who are his focus, he emphasizes Montaigne, Descartes, Montesquieu, Rousseau, Constant, and Tocqueville again. While for me the primary value of Imperfect Garden is its contribution to the history of ideas of French humanism from the seventeenth to the nineteenth centuries, Todorov himself has a larger, more ideological goal. His interest is not primarily historical, but typological. He wants to crystallize the insights of his authors, distilling an ideal type whose characteristics include the ability of humans to initiate their own actions, which he calls the "autonomy of the 'I'," the ability to make another person the end of one's acts, which he calls the "finality of the 'you'," and the belief that every human has these abilities, that is, the "universality of the 'they'." Together they constitute an anthropology based on sociality, which insures the compatibility of human autonomy with social existence, shared values, and the stability of the self. He associates this "type" with a politics which provides the institutional structure for the exercise of these abilities. This latter point, the compatibility of humanism with democratic political structures, is the subtext running through the book. Humanism is, for Todorov, the modern family most compatible with democracy, just as democracy is the political institution most able to retain the positive aspects of human autonomy (pp. 29–32). This is his defense of humanism, subjected, as it currently is, to challenges which suggest the devil is trying to collect on the debt.Todorov argues his case by taking up each of the "losses" supposedly suffered when the moderns asserted the autonomy of human will. If the strength and value of his book are Todorov's close readings of his representative authors—readings rich in insights for the educated generalist, however much scholars of individual authors may differ with particular interpretations—ultimately his defense of humanism's ability to "have it all" is far less satisfying.The first price to be paid for the autonomy of the will is the social world, the fall... (shrink)

Despite the widespread belief in a positive influence of research on education, the empirical evidence is lacking. Several authors have questioned the appropriateness of the operationalisation of both aspects of the relation between teaching and research. This article takes a closer look at the research questions in empirical studies on the nexus between teaching and research and examines the used variables and their measurement techniques. The study reveals that the used variables and their operationalisation are diverse as well as (...) limited. There is for example a diversity in the investigated population, the level of analysis, the nature of the institutions investigated or the questionnaires used. The operationalisation of both teaching and research is limited. Student learning or the way research is integrated into teaching are virtually absent and the measurement of research is mostly confined to the quantity of the research output. This calls for a more systematic research agenda in which student learning is investigated along with more fine grained measures of teaching and in which the relation of these two indicators and the research proficiency of faculty are looked at. (shrink)

Environmental historian Kevin Armitage’s new book offers welcome relief to readers grown weary of anthropocentrism versus nonanthropecentrism debates and Muir-Pinchot-Leopold “third way” arguments. It will also find a receptive audience among those who have maintained all along that education is the key to addressing our environmental woes. In the United States, environmental education has a vibrant history. During the late nineteenth and early twentieth century, a critical mass of policy makers, educators, scientists, and philosophers shared the belief that (...) a curriculum based on the careful observation and study of nature should be taught in primary and secondary school classrooms. The “nature study movement,” as it was called, advanced an ambitious agenda for education reform based on a simple theory: children who develop a deep and abiding interest in the natural world mature into environmentally conscious adults and good citizens. Organized thematically, Armitage’s book lays out the meaning of nature study as well as its scientific and sentimental interpretations (introduction and chap. 1), the influence of progressive education on nature study (chap. 2), the connection between recapitulation theory and nature study (chap. 3), nature study and bird conservation (chap. 4), school gardening as an extension of nature study (chap. 5), the growth of nature photography in tandem with nature study (chap. 6), and finally nature study’s role in promoting agricultural reform (chap. 7). In case the significance of this progressive-era movement is still in doubt, the movement’s legacy can still be felt, Armitage contends, in the ideas of perhaps two of the most influential environmental thinkers of the past century: Aldo Leopold and Rachel Carson (conclusion). (shrink)

This book opens by providing the historical context of Plato’s engagement with education, including an overview of Plato’s life as student and educator. The author organizes his discussion of education in the Platonic Corpus around Plato’s images, both the familiar – the cave, the gadfly, the torpedo fish, and the midwife – and the less familiar – the intellectual aviary, the wax tablet, and the kindled fire. These educational images reveal that, for Plato, philosophizing is inextricably linked to (...) learning; that is, philosophy is fundamentally an educational endeavor. The book concludes by exploring Plato’s legacy in education, discussing the use of the “Socratic method” in schools and the Academy’s foundational place in the history of higher education. The characters in Plato’s dialogues often debate – sometimes with great passion – the purpose of education and the nature of learning. The claims about education in the Platonic corpus are so provocative, nuanced, insightful, and controversial that educational philosophers have reckoned with them for millennia. (shrink)

In the context of contemporary nihilistic tendencies in democracy and education, Dewey’s pragmatism must respond to the criticism that it lacks a tragic sense. By highlighting the Emersonian perfectionist dimension latent in the concept of growth, this paper attempts to reveal a sense of the tragic in Dewey’s work—his humble recognition of the double nature of democracy as both attained and unattained. It is precisely the lack of this sense of the tragic that characterises contemporary nihilism. In resistance (...) to this, Deweyan growth points to a perfectionist education committed to the re–awakening of intensity of impulse. (shrink)

DOES GOD HAVE A FUTURE? A learning tool for those who wonder about the existence of God, this book offers images of God as androgynous parent, authoritative teacher, liberator, & partner. The author, Carl M. Schmitthausler, has provided compelling images of the still-evolving God. CREATED CREATOR is a "must-read" for those concerned with personal spiritual growth, religious diversity, civility & personal virtues. The author, Carl M. Schmitthausler, traces various God-images of mainline religious systems using extensive quotes from prominent philosophers (...) & theologians. He presents the search for God's true identity as an almost universal human quest. However, unlike writers who question the existence of God, Dr. Schmitthausler suggests that, although God exists in the minds of people of faith, God remains essentially unknowable. "Questions to Ponder" which follow each chapter are guides for self-examination of spiritual beliefs & attitudes helpful for either individual or adult class study. The author says that whether humans need God to reduce the ambiguities of life is not the issue. Our real need is to rethink God's nature, to free God from traditional constraints, especially human traits & characteristics. Readers are urged to accept a more complex God evolving along with more complex cultures. Alpha * Omega Publishers of Lincoln, 811 Mulder Dr., Lincoln, NE 68510. 402-483-0314. (shrink)

ABSTRACTThe paper examines the relevance of the nomological view of nature to three discussions of tide in the thirteenth century. A nomological conception of nature assumes that the basic explanatory units of natural phenomena are universally binding rules stated in quantitative terms. Robert Grosseteste introduced an account of the tide based on the mechanism of rarefaction and condensation, stimulated by the Moon's rays and their angle of incidence. He considered the Moon's action over the sea an example of the (...) general efficient causality exerted through the universal activity of light or species. Albert the Great posited a plurality of causes which cannot be reduced to a single cause. The connaturality of the Moon and the water is the only principle of explanation which he considered universal. Connaturality, however, renders neither formulation nor quantification possible. While Albert stressed the variety of causes of the tide, Roger Bacon emphasized regularity and reduced the various causes producing tides into forces. He replaced the terminology of ‘natures’ by one of ‘forces’. Force, which in principle can be accurately described and measured, thus becomes a commensurable aspect of a diverse cosmos. When they reasoned why waters return to their place after the tide, Grosseteste argued that waters return in order to prevent a vacuum, Albert claimed that waters ‘follow their own nature’, while Bacon held that the ‘proper force’ of the water prevails over the distant force of the first heaven. I exhibit, for the thirteenth century, moments of the move away from the Aristotelian concerns. The basic elements of these concerns were essences and natures which reflect specific phenomena and did not allow for an image of nature as a unified system. In the new perspective of the thirteenth century the key was a causal link between the position of the Moon and the tide cycle, a link which is universal and still qualitative, yet expressed as susceptible to quantification. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Image of the Performing BodyEric C. Mullis (bio)Elsewhere I have discussed the principles of embodied expression that are developed in the practice of the performance arts—dance and theatre.1 These principles, it was argued, disclose the work that must be done in order to transform the human body into an aesthetically expressive medium. That is, precarious balance, the interplay of oppositional energies, and the compression of energy must (...) be mastered if a performance artist is to overcome the artifice of the stage and develop scenic presence. However, in that essay I said little regarding the manner in which the body acquires these skills and little about the effects that the transformation has on the artist's experience of embodiment. I would like to continue here by discussing how the body is modified in the process of developing the skill sets necessary for performance as well as how this developmental process affects the performer's corporeal experience. More specifically, I will draw on the notions of the body schema and the body image in order to clarify how the body can be transformed into an aesthetically expressive medium. In the first section I discuss the functions of the body image and body schema as well as the nature of their interaction. In the second section I discuss what relevance these concepts have for our understanding of the skill acquisition process. Finally, since the points made in the first two sections can be applied to non-peformative practices (such as sport, yoga, and martial arts) the last section focuses on the performance arts by discussing how the body schema and body image are developed in order to create a space of effective gesture.Body Image and Body SchemaShaun Gallagher argues that "The body image consists of a complex set of intentional states and dispositions—perceptions, beliefs, and attitudes—in [End Page 62] which the intentional object is one's own body."2 That is, there are three kinds of intentional content that constitute the body image—the body percept, the body concept, and the body affect. The image of my body is rooted in sensorimotor and kinesthetic perceptions, specific beliefs about my body, as well as emotions that often arise in response to such beliefs. Perception gives me a sense of the condition of my body at any point in time, while conceptions build upon perceptual content and allow one to understand the nature of one's embodiment. For example, the belief that the body is akin to a machine that can run well, break down, be diagnosed, and repaired is widespread since it is based in a widely accepted philosophy of medicine. That is, the body is often conceived as a thing that must be fixed by those who have the expertise that allows them to understand its intricate systems and processes. This example not only gives us insight into the perceptual and conceptual content of the body image but also demonstrates that beliefs about the body are conditioned by culture. This latter point is also supported by observations regarding the manner in which the body is invested with emotion. For example, some may feel frustrated with their bodies since they do not meet social standards of beauty, while others experience the joys of physical competition and accomplishment that are brought about by participating in widely practiced games. This brief discussion illustrates that the image that one has of one's body is a synthesis of perceptual experience, beliefs about the nature of one's body, and emotional responses.In 1911 Head and Holmes defined the body schema as the postural model of the body.3 In this account, the body schema functions by continually comparing the body's present posture to those held in the immediate past. That is, at the preconscious level, the schema provides a standard against which changes in posture can be judged. It must be stressed that the body schema functions below the surface of consciousness and, unlike the body image, does not include perceptions, attitudes, or beliefs about the body and is consequently not subject to cultural influence. Gallagher notes that the body schema "is a system of sensory-motor... (shrink)

This book demonstrates that the important educational developments of the Elizabethan and early Stuart periods, which are often portrayed as new and revolutionary in nature, were in fact the culmination of an evolutionary process more than two centuries old. It also shows that popular literacy was considerably more widespread by the time of Spenser and Shakespeare than most recent studies suggest. The book treats the long period 1348–1648 as a unit by discounting the importance of the year 1485, which marked (...) the end of one dynasty and the beginning of another but had no discernible effect on educational and cultural conditions. Additionally, it argues that the massive changes of the final years of Henry VIII, which momentarily disrupted the universities and the grammar schools of the realm, were beneficial in the long run, since local energies were thereby unleashed and greater public support for educational institutions of all kinds soon materialized. A period of steady growth continued until the 1640s and 1650s, when the bitter experiences of the Civil War and rancorous arguments about the role of the universities and the grammar schools in precipitating the outbreak of hostilities caused the mainstream of public opinion to question the efficacy of advanced education, which increasingly came to be seen as a threat to established values and traditions. Thereafter an era of decline began that lasted until the mid-nineteenth century. Finally, the book treats the important contributions made by both clerics and women during the long period 1348–1648. Although laymen were the greatest beneficiaries of the steady widening of educational opportunity during those three centuries, clerics and women provided most of the funds, without which many fewer colleges, schools, and scholarships for poor boys would have been established. They did so because of their belief that improved education was necessary for the further spread of the Christian message. (shrink)

Since our earliest hominid ancestors, humans have found nature beautiful, feeling a sense of the numinous in its presence. However, evolutionary biology has been unsuccessful in providing a satisfactory explanation for this phenomenon in terms of natural selection pressures. Firstly, the article takes a walk down anthropological memory lane, tracing the origins of why humans find nature beautiful, giving rise to religious and non-religious sensations. Secondly, the article explores why traditional natural selection mechanisms do not support a bio-aesthetic (...) model that attempts to reduce beauty to physiological utilitarian value. Thirdly, the article offers an alternative explanation relying on the ecotheology of Jonathan Edwards, framing the love of a communicative God who creates nature’s ‘secondary beauty’ to mirror God’s own ‘primary beauty’. As humans encounter beauty in nature, they are receiving the outpouring of grace to support human thriving by the divine action of the Holy Spirit. Finally, the article offers a Christological ecospirituality drawing on the life and teachings of Jesus of Nazareth, who loved nature and its innate wisdom. Through his spiritual practices of prayer and teaching, whether at the seaside, in gardens or on the mountainside, he offers a renewed human love affair with nature and a deep contemplation of its beauty that revives the soul. A recovered love of nature, and our birthright interconnection with all creatures, open a new conversation in the present climate catastrophe that holds hope for the flourishing of humans, all its creatures and our ecological home. Contribution: This article offers a hopeful conversation in the current climate catastrophe that implores humans to recover their ancient love of, and interdependence with, the beauty of the natural world. This is viewed as communication of God’s grace in a Christology of Nature towards the flourishing of humans, the earth and all its creatures. (shrink)

To address an ethics of refusal in higher education is to wager in the name of future possibles not already governed by the extractive politics of colonial progress and oppressive regimes of knowing and doing. In this essay, Petra Mikulan shows American pragmatism to have always been, in a certain sense, post-Anthropocene in its condition of emergence, bound up with settler colonialism and its extractive geopolitics. However, pragmatism in its speculative trust can also help engage education in thinking (...) of a future that does not belong to a presupposed humanity and its “nature” by dramatizing a certain insistence of educational institutions on maintaining comfort and trust in the “common good.” What is at stake in education facing planetary ecological devastation and intensified racial and social injustices, Mikulan contends, is an ethics of refusal of institutionalized learning, knowing, and doing tout court, particularly if these educational regimes continue to insist on governing what are deemed the only possible (and thus impossible) enactments of education. (shrink)

What is science? How is scientific knowledge affected by the society that produces it? Does scientific knowledge directly correspond to reality? Can we draw a line between science and pseudo-science? Will it ever be possible for computers to undertake scientific investigation independently? Is there such a thing as feminist science? In this book the author addresses questions such as these using a technique of 'cognitive play', which creates and explores new links between the ideas and results of contemporary history, philosophy, (...) and sociology of science. New ideas and approaches are applied to a wide range of case studies, many of them from controversial and contested science. This book will be of interest to historians and sociologists of science, to anyone interested in science studies, and to educated general readers with an interest in the history, philosophy, and social context of science. (shrink)

The core objective of this article is to advocate for the cultivation of philosophical thinking, a pivotal element that fosters a profound understanding of the evolutionary trajectory of the information society and the human role within this paradigm. An examination of the unique attributes of the information-communicative educational space, coupled with the tenets of post-classical knowledge, underscores the imperative for nurturing human capabilities and personality traits essential for efficacious self-identification within the information society. The anthropological nature of philosophy focuses on (...) understanding that rational, abstract-universal, theoretical thinking is fundamentally value-laden, not free from human interests. These interests determine the directions of scientific research and, if necessary, limit freedom of choice. The philosophical perception of communication, seen as a wellspring of new knowledge generation aimed at pragmatic problem-solving and emerging from human solidarity, promotes the cultivation of creativity, an intrinsic quality of the persona. A favorable factor for the successful development of dialogical thinking is the transformation of the previously dominant written culture into an oral one, where natural spoken language plays an increasingly important role. The exigency for a high degree of personal individualization and thought individualization, prerequisites for successful self-identification, calls for the fostering of stereoscopic and pluralistic thinking. Such thinking, inherent to the philosophical discourse, inherently possesses an authorial essence and proffers diverse interpretative responses to identical queries, thereby catalyzing the development of contextual thinking adept at unraveling the meaning of events in situational contexts. Globalization, accompanied by an increase in the world’s diversity, contributes to the development of global thinking – the ability to solve local problems considering global patterns. As a counterbalance to informational pluralism, the visual turn emerges, epitomized by the capacity to encapsulate voluminous data into intricate montaged images and to adeptly interpret such constructs. This paradigm shift necessitates the enhancement of visual thinking, which, as contemporary philosophy posits, is oriented toward assimilating social experience, laying the groundwork for self-identification. The presented arguments substantiate the conviction that the development of philosophical thinking in the educational process is not an auxiliary factor, but an imperative of the modern information society. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 78-98 [Access article in PDF] Aesthetic Understanding as Informed Experience:The Role of Knowledge in Our Art Viewing Experiences Richard Lachapelle, Deborah Murray, and Sandy Neim [Figures] Thinking calls for images, and images contain thought. Therefore, the visual arts are a homeground of visual thinking. 1A common misconception about the nature of art and of aesthetic appreciation is that these activities are (...) essentially a question of "feeling," as if tuning in to the right feeling will automatically lead to a full understanding of the work of art. Another widespread misunderstanding essentially reduces art viewing to a simple question of perception, as if looking long and hard isalways enough to apprehend the work of art's message. Fortunately, a growing body of research into adults' art viewing experiences is debunking these widely held beliefs as oversimplifications of the art viewing process. We can now assert, with a good degree of certainty, that our art viewing experiences solicit four key areas: the affective, perceptual, communicative, and cognitive dimensions of human experiencing. 2 Therefore, we would be hard-pressed not to agree with Rudolph Arnheim's reflections, presented above, on the important role of thought in shaping our artistic and aesthetic experiences.While acknowledging at the outset the essential roles of affect, perception, and communication in our art viewing experiences, this paper focuses more specifically on aspects of the intellectual dimension of this experience. First, we will present and discuss a model that we have developed over the last several years. This model identifies the kinds of knowledge and learning involved in art viewing activities. Second, we will present the results of an empirical study conducted to provide support for the model. Finally we will briefly discuss the model's usefulness for the purposes of aesthetic education. [End Page 78] The Model of Aesthetic Understanding as Informed Experience The Model of Aesthetic Understanding as Informed Experience provides an explanation of the process of understanding and appreciating a work of art from an educational perspective: it identifies the types of knowledge involved and it also pinpoints the kinds of learning at each stage in the process leading to an understanding of the aesthetic object.In this model, the process of viewing and understanding a work of art is visualized as a two-phased type of informed experience. Through a process of experiential learning, the viewer first encounters the work of art and formulates an initial interpretation. Then, through a process involving theoretical learning, the viewer compares his or her first interpretation with a related body of external, scientific information. This second step in the learning process leads to a reconstruction of knowledge about the work of art. Tandem use of the two processes assists the viewer in furthering his or her understanding of the art object; it also promotes growth in his or her art viewing skills. In the course of each new encounter with an aesthetic object, the interplay of experiential and theoretical learning leads to additional development of the viewer's background knowledge in art, resulting in better preparedness to successfully engage the next work of art. 4 Theoretical Foundations of the Model Three different theories informed the development of the model. 5 By using anecdotal evidence obtained from a group of fifty-two museum professionals, Mihaly Csikszentmihalyi and Rick E.Robinson were able to identify the four major dimensions of aesthetic experience: intellect, communication, perception, and emotion. Each one of these dimensions constitutes, to some extent, a challenge that the work of art addresses to the viewer. According to these researchers, the intellectual dimension of aesthetic experience consists of all aspects of the viewer's attempts to use knowledge in order to find meaning in the work of art (TAS, 27-71). Csikszentmihalyi and Robinson also propose a model that describes the aesthetic encounter in terms of an interaction between the viewer, the work of art, and the artist. To this encounter, the viewer brings his skills in aesthetic appreciation; these may be... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 78-98 [Access article in PDF] Aesthetic Understanding as Informed Experience:The Role of Knowledge in Our Art Viewing Experiences Richard Lachapelle, Deborah Murray, and Sandy Neim [Figures] Thinking calls for images, and images contain thought. Therefore, the visual arts are a homeground of visual thinking. 1A common misconception about the nature of art and of aesthetic appreciation is that these activities are (...) essentially a question of "feeling," as if tuning in to the right feeling will automatically lead to a full understanding of the work of art. Another widespread misunderstanding essentially reduces art viewing to a simple question of perception, as if looking long and hard isalways enough to apprehend the work of art's message. Fortunately, a growing body of research into adults' art viewing experiences is debunking these widely held beliefs as oversimplifications of the art viewing process. We can now assert, with a good degree of certainty, that our art viewing experiences solicit four key areas: the affective, perceptual, communicative, and cognitive dimensions of human experiencing. 2 Therefore, we would be hard-pressed not to agree with Rudolph Arnheim's reflections, presented above, on the important role of thought in shaping our artistic and aesthetic experiences.While acknowledging at the outset the essential roles of affect, perception, and communication in our art viewing experiences, this paper focuses more specifically on aspects of the intellectual dimension of this experience. First, we will present and discuss a model that we have developed over the last several years. This model identifies the kinds of knowledge and learning involved in art viewing activities. Second, we will present the results of an empirical study conducted to provide support for the model. Finally we will briefly discuss the model's usefulness for the purposes of aesthetic education. [End Page 78] The Model of Aesthetic Understanding as Informed Experience The Model of Aesthetic Understanding as Informed Experience provides an explanation of the process of understanding and appreciating a work of art from an educational perspective: it identifies the types of knowledge involved and it also pinpoints the kinds of learning at each stage in the process leading to an understanding of the aesthetic object.In this model, the process of viewing and understanding a work of art is visualized as a two-phased type of informed experience. Through a process of experiential learning, the viewer first encounters the work of art and formulates an initial interpretation. Then, through a process involving theoretical learning, the viewer compares his or her first interpretation with a related body of external, scientific information. This second step in the learning process leads to a reconstruction of knowledge about the work of art. Tandem use of the two processes assists the viewer in furthering his or her understanding of the art object; it also promotes growth in his or her art viewing skills. In the course of each new encounter with an aesthetic object, the interplay of experiential and theoretical learning leads to additional development of the viewer's background knowledge in art, resulting in better preparedness to successfully engage the next work of art. 4 Theoretical Foundations of the Model Three different theories informed the development of the model. 5 By using anecdotal evidence obtained from a group of fifty-two museum professionals, Mihaly Csikszentmihalyi and Rick E.Robinson were able to identify the four major dimensions of aesthetic experience: intellect, communication, perception, and emotion. Each one of these dimensions constitutes, to some extent, a challenge that the work of art addresses to the viewer. According to these researchers, the intellectual dimension of aesthetic experience consists of all aspects of the viewer's attempts to use knowledge in order to find meaning in the work of art (TAS, 27-71). Csikszentmihalyi and Robinson also propose a model that describes the aesthetic encounter in terms of an interaction between the viewer, the work of art, and the artist. To this encounter, the viewer brings his skills in aesthetic appreciation; these may be... (shrink)

The technological literacy of students has recently become one of the primary goals of education in countries such as the USA, England, New Zealand, Australia, and so forth. However the question here is whether these educations - their long-term policy documents as well as the standards they provide in particular - address sufficient learning about the nature of technology. This seems to be an important concern that through taking advantage of the philosophy of technology (the arena which affords a (...) bountiful ground of various reflections on the nature of technology) is intended to be discussed throughout this study. In the first place, the paper presents a relevant framework based upon Mitcham's (1994) four-aspect account of technology, i.e., technology as objects, knowledge, activities, and volition. Then it categorizes the main relevant concepts and concerns put forward by many other philosophers of technology into this framework; this will yield a concrete model (tool) to analyze any intended standard such as the above mentioned ones. Afterwards, to show how this model works, the well-known case of the USA - Standards for Technological Literacy (ITEA, 2007) - will be used as an example for inspection; the results will disclose the points where the current American case needs to be modified. (shrink)

Eden In Iraq is an environmental design and water remediation project in the marshes of southern Iraq using design and wastewater as bio-art, to create a restorative garden for education, cultural memory, and contemplation. Earmarked for a 20,000 m2 site at Al Manar in the marshes between the Tigris and Euphrates rivers, near a probable site of the historic Garden of Eden, Eden in Iraq is a project that brings, art, design, and technology together with culture and history. Drawing (...) on Islamic and Mesopotamian traditions originating in this historically and symbolically charged region, the Eden in Iraq Waste Water Garden is designed to be a syncretic container for ecological and cultural restoration and heritage after the time of war. This paper looks at this project from three inter-related activities, namely, treatment of wastewater suitable for growing a large scale garden, design of the garden starting from the Islamic garden design principles and thirdly, reviving the cultural heritage of the pre-Islamic, Mesopotamian art in contemporary forms.Graphic abstract. (shrink)

This article offers a reading of Eriugena’s thought that is inspired by Heidegger’s claim according to which being is constituted in a dialectical interplay of revelation and concealment. Beginning with an analysis of how “causality as concealing revelation” works on the level of God’s inner-Trinitarian life, the piece moves on to a consideration of the way in which the human soul reveals itself in successive stages of exteriorization that culminate in the creation of the body, its “image.” The body, (...) however, conceals as much as it reveals true human nature. Moreover, it is shown that for Eriugena all of reality, as theophany, possesses this character of concealing its fundamental truth. These insights lead Eriugena to a recognition of radical human finitude, as genuine wisdom requires an acknowledgement of our fundamental ignorance. (shrink)

This paper proceeds from the premise that film can be educational in a broader sense than its current use in classrooms for illustrative purposes, and explores the idea that film might function as a form of education in itself. To investigate the phenomenon of film as education, it is necessary to first address a number of assumptions about film, the most important of which is its objective character under study. The objective study of film holds that the meaning (...) of film awaits its correct interpretation according to an informed viewer. I suggest that theoretical modes of interpretation in this vein really amount to attempts to control meaning via a particular lens, rather than allowing films to present meaning in necessarily ambiguous, and thus sometimes unsettling, ways. Situating film as the object of study in this way continues a tradition of empiricism or naturalism in thought that both Maurice Merleau-Ponty and Ludwig Wittgenstein sought to critique as psychologism. Whilst no claim is made for reconceiving of Wittgenstein as phenomenologist, a dialogue between the Remarks on the Philosophy of Psychology and the Phenomenology of Perception reveals sympathies in attempts made by both to overcome a metaphysics of the perceived or experienced object, thereby broadening the educational reach of film. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Nature and Altering It, and: Keeping God’s Earth: The Global Environment in Biblical PerspectiveJohn SniegockiNature and Altering It Allen Verhey Grand Rapids, Mich.: Eerdmans, 2010. 150 pp. $15.00.Keeping God’s Earth: The Global Environment in Biblical Perspective Edited by Noah Toly and Daniel Block Downers Grove, Ill.: IVP Academic, 2010. 300 pp. $25.00.Both of the books under review focus on how Christians should relate to the rest of God’s (...) creation. The first book, Nature and Altering It, is based on Allen Verhey’s 2008 Jellema Lectures at Calvin College. It is a rather brief book, which retains much of the lecture style. The purpose of the book is to explore how Christians should relate to the natural world. In the opening chapter, Verhey provides sixteen different definitions of “nature,” opting himself for a definition of nature as “everything but God” (12). Verhey further contends that any definition of nature is necessarily embedded in a broader vision or myth. In the second chapter he explores and critiques some of the dominant myths of our time, such as the “Baconian myth,” the “myth of the project of liberal society,” and the “myth of the project of capitalism.” These myths, he argues, together contribute to an instrumental view of nature, the priority of short-term economic interests, and a rather blind faith in science-technology and unlimited economic growth.In contrast to these and other myths and their harmful social and ecological consequences, Verhey stresses the importance of the “myth of the Christian Scriptures” (12). Among the central biblical themes he highlights are the distinction between God and creation and the prohibition of all forms of idolatry, including idolatry of science and technology, of economic growth, or of nature itself. Verhey also emphasizes the goodness of creation, creation’s promised future eschatological perfection, God’s deep concern for the poor and marginalized, and the vocation of humans to image God’s care for the world. “We image God,” Verhey states, “in self-giving, in practices of caring for and affirming the existence of the other, including the non-human other” (86–87).While focusing especially on the importance of narrative and storytelling, arguing that “the biggest danger for the Christian community is forgetfulness” [End Page 220] (120), Verhey also stresses the need for prophecy, wisdom, analysis, and policy work. Each should be shaped by the Christian narrative and give rise to actions that “already give some little token” of the fullness of shalom that is God’s promised future for humanity and creation (121). Among the specific ecological actions that Verhey recommends are planting a garden, living simply, prioritizing energy efficiency, and working for policy changes that will foster ecological sustainability.The volume Keeping God’s Earth, edited by Noah Toly and Daniel Block, explores from an evangelical Christian perspective the same basic question of how humans are to properly relate to God’s creation. The book begins with a chapter titled “Eschatology and Environmental Ethics,” followed by four paired sets of chapters exploring the topics of cities, biodiversity, water, and climate change. The first essay of each pair provides a factual overview of the topic. The second explores biblical theology relevant to the topic. The book concludes with an essay on environmental ethics and an afterword exploring the theme of Christ as “Gardener-King.”The four chapters that present factual overviews of ecological problems are very helpful, providing important background information upon which informed theological and ethical reflection depends. The chapter by renowned climatologist Sir John Houghton on global climate change is especially useful, highlighting the urgency of rapidly reducing greenhouse gas emissions and explaining why taking a “wait and see” attitude should be understood as morally irresponsible. “The truth is,” asserts Houghton, “that our global environment is deteriorating at an alarming rate, and unless we admit our destructive behaviors and seek more sustainable responses... our children’s children will have very little hope for a future” (189). Acknowledging such dire realities, David Gushee, in the book’s concluding chapter on ecological ethics, stresses that attention to ecology can be properly seen as the most pressing moral challenge that humanity faces. Ecological... (shrink)

This paper proceeds from the premise that film can be educational in a broader sense than its current use in classrooms for illustrative purposes, and explores the idea that film might function as a form of education in itself. To investigate the phenomenon of film as education, it is necessary to first address a number of assumptions about film, the most important of which is its objective character under study. The objective study of film holds that the meaning (...) of film awaits its correct interpretation according to an informed viewer. I suggest that theoretical modes of interpretation in this vein really amount to attempts to control meaning via a particular lens, rather than allowing films to present meaning in necessarily ambiguous, and thus sometimes unsettling, ways. Situating film as the object of study in this way continues a tradition of empiricism or naturalism in thought that both Maurice Merleau-Ponty and Ludwig Wittgenstein sought to critique as psychologism. Whilst no claim is made for reconceiving of Wittgenstein as phenomenologist, a dialogue between the Remarks on the Philosophy of Psychology and the Phenomenology of Perception reveals sympathies in attempts made by both to overcome a metaphysics of the perceived or experienced object, thereby broadening the educational reach of film. (shrink)

In this article, we address the limitations of sustainable development as an orienting educational horizon of hope and change, given that mainstream development presumes the possibility of perpetual growth and consumption on a finite planet. Facing these limitations requires us to consider the inherently violent and unsustainable nature of our modern-colonial modes of existence. Thus, we propose a shift from “education for sustainable development” to “education for the end of the world as we know it.” We contend (...) that the predicament we face is not primarily rooted in ignorance and thus solvable with more knowledge, nor primarily rooted in immorality and thus solvable with more normative values; rather, it is rooted in denials that stem from harmful desires for and investments in the continuity of the securities and satisfactions promised by modernity-coloniality. Faced with these denials, we emphasize a collective need to “grow up” so that we might “show up” differently to do the work that is needed as we face unprecedented global challenges. (shrink)

Higher Education as a Field of Study in China concerns higher education as an academic field—the evolving nature of the field in light of the overall development of higher education in China. Xin Wang illustrates how higher education is becoming an interdisciplinary field rather than a subfield under the discipline of education, especially when higher education has become an enterprise with such a broad scope in China.

Dewey famously argues that the end of education is growth. This basic idea, widely criticized and often misunderstood, rests on a series of more complex arguments about the nature of education, human experience, and social life. First, Dewey understands education as the reconstruction of experience. As such, there is an intimate and inextricable relation between a person’s life experiences on one side and educational methods, content, and ends on the other. We learn by gaining a better (...) sense of the meaning of present experiences and by increasing our ability to direct future experiences (MW 9: 83). Second, we grow when learning opens up opportunities for future growth and thereby enables us to continue our .. (shrink)

Nature and time have long been key concepts of educational thought. Educational thinkers from both the East and the West have tried to imitate and follow nature. They have also considered time in relation to human formation and growth. This article attempts to connect these two key concepts of education through the medium of the seasons. The seasons bridge both time and nature. Our experience of nature is temporal and manifests itself in the transition of the seasons. On (...) the other hand, our experience of time is conditioned by the seasons. Seasons are a concrete manifestation of time and nature. It seems that philosophy has not paid enough attention to this. In this article, Japanese arts are used as the examples of how the arts can help to form our sensibility toward the seasons, which has ethical and educational implications. The article also asks questions about contemporary environmental discussions that, in the aspiration to be global and universal, often overlook concrete experience of the seasons conditioned by local climate. (shrink)

The latter half of the eighteenth century saw radical changes in the way nature - both external and human nature - was perceived. It is these new perceptions, these new images of the 'the natural' that this book examines: new appreciations of the 'sublime' wildness of landscape; new revelations by the life sciences of natural creative fecundity; new assertions of the innocence of 'natural man', as illustrated by the noble savage, the contented peasant, the happy family; a (...) new sense of harmony between man and nature, reflected in changing moral, psychological, economic, and religious attitudes. Professor Charlton concentrates on French examples, for in France the contrast between old and new views was particularly vivid; but there are also numerous comparisons with England and other European countries, making this a major study in the cultural history of Europe at an especially crucial time for the formation of many of our modem assumptions about man and nature. (shrink)

The present paper offers a narrative of the post-World War II development of Hungarian philosophy, and argues that it is characterized by a double, historical and anthropological orientation under Marx’s influence. The resulting amalgam is an intellectual history that looks beyond the ideas themselves, searching for underlying images of man which are represented as ideological backgrounds to theories of nature, society, cognition, etc. The most important works of this approach interpret ideas and anthropologies within a Marxist framework, and see them (...) as closely linked to the social–historical circumstances in which they develop; yet, these approaches represent an alternative attitude quite different from the official ideology of dialectical materialism. (shrink)

Science generates an image of nature as devoid of meaning or value. and this image makes moral limits on the human manipulation of nature appear irrational. In part. this results from the particular kind of abstraction that constitutes scientific activity. For both epistemological and practical reasons. this abstract ion should not be taken as the only reality of nature. Such mis-taking becomes increasingly Iikely-and dangerous-as science and technology are used in the construction of the world within which we (...) experience nature and ourselves. Three alternative images of nature are discussed to indicate other possibilities. Imaging nature as an interconnected network. a view rooted in both ecology and Buddhism. is a more comprehensive and adcquate foundation for conceptualizing the practical and ethical dimensions of humanity’s relation with nature. (shrink)

In this wide-ranging and thought-provoking study, Maryanne Cline Horowitz explores the image and idea of the human mind as a garden: under the proper educational cultivation, the mind may nourish seeds of virtue and knowledge into the full flowering of human wisdom. This copiously illustrated investigation begins by examining the intellectual world of the Stoics, who originated the phrases "seeds of virtue" and "seeds of knowledge." Tracing the interrelated history of the Stoic cluster of epistemological images for natural (...) law within humanity--reason, common notions, sparks, and seeds--Horowitz presents the distinctive versions within the competing movements of Hellenistic Judaism and early Christianity, Augustinian and Thomist theologies, Christian mysticism and Kabbalah, and Erasmian Catholicism and the Lutheran Reformation. She demonstrates how the Ciceronian and Senecan analogies between horticulture and culture--basic to Italian Renaissance humanists, artists, and neo- Platonists--influence the emergence of emblems and essays among participants in the Northern Renaissance neo-Stoic movement. The Stoic metaphor is still visible today in ecumenical movements that use vegetative language to encourage the growth of shared values and to promote civic virtues: organizations disseminate information on nipping bad habits in the bud and on turning a new leaf. The author's evidence of illustrated pages from medieval, Renaissance, and Enlightenment texts will stimulate contemporary readers to evaluate her discovery of "the premodern scientific paradigm that the mind develops like a plant.". (shrink)

Science generates an image of nature as devoid of meaning or value. and this image makes moral limits on the human manipulation of nature appear irrational. In part. this results from the particular kind of abstraction that constitutes scientific activity. For both epistemological and practical reasons. this abstract ion should not be taken as the only reality of nature. Such mis-taking becomes increasingly Iikely-and dangerous-as science and technology are used in the construction of the world within which we (...) experience nature and ourselves. Three alternative images of nature are discussed to indicate other possibilities. Imaging nature as an interconnected network. a view rooted in both ecology and Buddhism. is a more comprehensive and adcquate foundation for conceptualizing the practical and ethical dimensions of humanity’s relation with nature. (shrink)

Since the Korean Philosophy of Education Society was established in 1964, the question regarding the nature of Philosophy of Education as a modern discipline has always been a vexing question to mo...

This essay explores the way in which early Christian writers held an eschatological understanding of what it is to be human, something that is to be attained, through the transformation of death and resurrection, and something that requires our assent. In this context, the article offers a new reading of the late fourth-century work entitled On the Human Image of God (otherwise known in English as On the Making of Man) by Gregory of Nyssa. It argues that Gregory structured (...) his text in parallel to the three parts of Timaeus’ speech in Plato's dialogue. The resulting picture sees creation as a dynamic ascent from the lower forms of life to the higher, a growth which is recapitulated in the life-span of each human being, and also the growth of the human race into the totality of human beings that together constitute the human being in the image of God, the body of Christ. (shrink)

BackgroundDecisions about limitations of life sustaining treatments are made for end-of-life patients in intensive care units. The aim of this research was to explore the professional and ethical attitudes and experiences of medical professionals on treatment of end-of-life patients in ICUs in the Republic of Croatia.MethodsA cross-sectional study was conducted among physicians and nurses working in surgical, medical, neurological, and multidisciplinary ICUs in the total of 9 hospitals throughout Croatia using a questionnaire with closed and open type questions. Exploratory factor (...) analysis was conducted to reduce data to a smaller set of summary variables. Mann–Whitney U test was used to analyse the differences between two groups and Kruskal–Wallis tests were used to analyse the differences between more than two groups.ResultsLess than third of participants stated they were included in the decision-making process, and physicians are much more included than nurses. Sixty two percent of participants stated that the decision-making process took place between physicians. Eighteen percent of participants stated that ‘do-not-attempt cardiopulmonary resuscitations’ orders were frequently made in their ICUs. A decision to withdraw inotropes and antibiotics was frequently made as stated by 22.4% and 19.9% of participants, respectively. Withholding/withdrawing of LST were ethically acceptable to 64.2% of participants. Thirty seven percent of participants thought there was a significant difference between withholding and withdrawing LST from an ethical standpoint. Seventy-nine percent of participants stated that a verbal or written decision made by a capable patient should be respected. Physicians were more inclined to respect patient’s wishes then nurses with high school education. Nurses were more included in the decision-making process in neurological than in surgical, medical, or multidisciplinary ICUs. Male participants in comparison to female, and physicians in comparison to nurses with high school and college education displayed more liberal attitudes about LST limitation.ConclusionsDNACPR orders are not commonly made in Croatian ICUs, even though limitations of LST were found ethically acceptable by most of the participants. Attitudes of paternalistic and conservative nature were expected considering Croatia’s geographical location in Southern Europe. (shrink)

Various consequences of social networks in virtual space are expanding as a new phenomenon in Islamic societies in line with other societies. Social science thinkers point to the two-sided role of the Internet and virtual space in economic, cultural and religious development. Humans need to communicate collectively based on their inherent nature. The media and means of mass communication, which had a slow growth in the past, have faced significant changes in the present era, in such a way that (...) the present age is called the age of information and communication. At such a time when virtual space and social networks have turned the world into a small village and people with different cultures and beliefs are connected with each other, the issues of children’s education (especially in Islamic societies where the focus is on Islamic education) has faced the challenge, what is important for parents in this age is to get familiar with the basics of education and to pay attention to the educational challenges of social networks in the virtual space. One of the necessities of the era of information and communication in Islamic societies is the need for education in accordance with religious teachings that prepares people to face the changing and unpredictable challenges of life. New media are accused of creating new challenges in life from two perspectives. On the one hand, the media are competitors of educational activities in the field of education, and on the other hand, they are considered to be the foundation of many new challenges. In addition, it is worth mentioning that the religious teachings that form the basis of Islamic governments are the answer to all the problems of the human society and its requirements in every age. Contribution: This research presents the effectiveness of religious teachings (Qur’an, Sunnah and Hadiths) as the best sources of Islamic education, which can be used in the cultural policy of virtual space and raise the level of awareness of families and individuals in knowing the points of threat and opportunity in the virtual space. (shrink)

As many cultural historians of the sciences have recently indicated, eighteenth-century illustrations of natural historical works represent an important source that can be used to explore the ways in which nature and the study of nature were regarded in the period. Naturalistic illustrations, however, are not the only genre of images that may help the historian in this investigation. Another interesting source is represented by images of nature and natural objects connected with fictional literature. Yet, little attention has (...) been devoted so far to this genre of images. In this paper I analyse some of the engravings which illustrate Retif de la Bretonne's imaginary voyage La Decouverte australe par un homme volant. My aim is to show that these illustrations convey a well-defined image of the natural universe, and that their analysis may contribute to our understanding of the various significances and roles attached to Nature in the period-particularly bringing to the fore its moral and political uses. Further, by analysing the ways in which they connect and integrate a variety of artistic and discursive traditions related to fiction, travel, and natural history, I hope to suggest some of the ways in which this genre of images may be used to shed light on the eighteenth-century interplay between spheres of knowledge later assigned to such distinct disciplines as 'science', 'literature', or 'art'. (shrink)

The children of today live in a time when the images of themselves and their childhood, their needs, interests, and skills, are discussed, researched, challenged, and changed. Childhood, education and educational settings for young children are to a great extent governed by temporality. In this paper, temporality and temporal notions in education are explored and discussed. We especially illuminate two different ways of thinking about children in education and care for younger children in the West— the predominant (...) biased notions of the child as becoming or being. The child as becoming, is manifested primarily in classical developmental psychology while the notion of the child as being, has been highlighted mainly by sociological researchers in their critique of developmental psychology. This latter notion is also visible in a totally different manner in the philosophy of Rousseau, emphasizing the free and natural child. In addition, we explore an alternative way of thinking about temporality and children. Drawing upon the philosophy of Maurice Merleau-Ponty and Gilles Deleuze, we argue for a rethinking of temporality beyond linear views on time and biased notions of children as ‘either or’. A movement towards a perspective which not only combines notions, but where the whole is more than merely the sum of the parts, is proposed. This leads to an ambiguous, intertwined and ongoing connection between the temporal notions of have been, being and becoming, described by a novel concept—a chiasmic be(com)ing. We suggest that this alternative may be a fruitful way to overcome binary approaches and expand the discussion of temporality, and temporal notions of children, in education. Such an alternative could function as a counterweight to the predominant notions of education and teachers’ work. It may also be seen as a significant foundation for an ethical education since it is built upon ongoing and intertwined relationships, which appreciate openness and unpredictability. (shrink)