The Dutch Reformed Church had a strong missionary DNA since the planting of the church. This missionary focus and fervour, however, ebbed and flowed during the history of the church. Saayman described that the mission upsurges in the DRC in four waves or 'periods of extraordinary mission endeavour'. The current research aimed to develop this theory through a literature study on the sociopolitical context and the developments in the ecclesiology and missiology of the DRC since the planting of the church (...) up to 2013. The research found strong evidence to define a fifth wave. The fifth wave was influenced by contextual changes and loss of influence and money by the DRC. Furthermore, the growth in the church's missional identity can be seen in the following aspects: the influence of theologians like Lesslie Newbigin and David Bosch; a belief that mission is not something the church does but something the church is; a shift from a Christocentric theology to a Trinitarian theology; a holistic view of salvation; a commitment to the local context of the congregation and a focus on bringing healing to their local communities; and lastly, the success of the Gestuurde Gemeentes network and, more recently, the Mission Shaped Ministry training. (shrink)

Offering an introduction to algorithms, this work considers automata in the context of their applications, NP-completeness, Turing machine notation and Chomsky normal form.

Wilhelm Bousset, a leading member of the religionsgeschichtliche school and author of a seminal work on early Christology, Kyrios Christos, is typically regarded by reviewers of his work as a classic nineteenth-century liberal who sought a secure foundation for faith in the historical Jesus. However, this view of Bousset fails to appreciate the significant development of his theological perspective on the relationship between faith and history, a perspective that underwent a profound shift due to the influence of the English historian (...) Thomas Carlyle and the Kantian philosopher Jakob Friedrich Fries. It is the influence of these two figures that enables Bousset to justify a full-scale flight from history and to seek faith's foundation elsewhere, in the poetic symbol of Jesus Christ. The resulting solution to the problem of faith and history represents a unique and compelling alternative to the solutions of the leading theologians and New Testament scholars of the early twentieth century. (shrink)

Perceptual experience is one of our fundamental sources of epistemic justification—roughly, justification for believing that a proposition is true. The ability of perceptual experience to justify beliefs can nevertheless be questioned. This article focuses on an important challenge that arises from countenancing that perceptual experience is cognitively penetrable. -/- The thesis of cognitive penetrability of perception states that the content of perceptual experience can be influenced by prior or concurrent psychological factors, such as beliefs, fears and desires. Advocates of this (...) thesis could for instance claim that your desire of having a tall daughter might influence your perception, so that she appears to you to be taller than she is. Although cognitive penetrability of perception is a controversial empirical hypothesis, it does not appear implausible. The possibility of its veracity has been adduced to challenge positions that maintain that perceptual experience has inherent justifying power. -/- This article presents some of the most influential positions in contemporary literature about whether cognitive penetration would undermine perceptual justification and why it would or would not do so. -/- Some sections of this article focus on phenomenal conservatism, a popular conception of epistemic justification that more than any other has been targeted with objections that adduce the cognitive penetrability of experience. (shrink)

The objective of this paper is to articulate a distinction between habit and bodily skill as different ways of acting without deliberation. I start by elaborating on a distinction between habit and skill as different kinds of dispositions. Then I argue that this distinction has direct implications for the varieties of automaticity exhibited in habitual and skilful bodily acts. The argument suggests that paying close attention to the metaphysics of agency can help to articulate more precisely questions regarding the varieties (...) of automaticity exhibited in overt action. (shrink)

Combining philosophical and political analysis, this study offers a comprehensive reassessment of Castoriadis' contribution to critical theory in and through his critical confrontation with both the crisis of the traditional Left and the crisis of modern capitalist societies. The key concepts of 'crisis' and 'critique' are considered throughout the text and Castoriadis' ideas are situated in a critical debate with other radical thinkers, such as Lefort, Pannekoek, Arendt, Althusser, Axelos, Papaioannou and Marx. The study supplies an extensive analysis and explores (...) the contemporary relevance of Castoriadis' views regarding the Russian Revolution of 1917, the Hungarian revolt of 1956 and the events of May 1968 in France. It argues for a re-radicalization of his thought in light of the current capitalist crisis and seeks to trace his radical alternative to crisis by critically examining and further elaborating his positions with respect to socialism, autonomy and revolution. (shrink)

A sample of 259 South African managers completed a survey originally administered by Nel (1992). The results of the current study indicated a favourable move on four of the 15 questionable actions used to assess each group's ethical predisposition. Furthermore, the grand means for the two temporal-based samples also provided anecdotal evidence of a positive transition. Virtually identical results were in evidence when the segment of 89 top managers was compared to the sample of its higher level peers from the (...) earlier study by Nel. The results support the premise that today's South African managers have a more ethical predisposition than did their peers of some 20 years prior to them. However, the study concurrently documents the reality that there is ample room for further improvement. (shrink)

An Introduction to basic metaepistemological debates and positions.

Several authors have argued that the things one does in the course of skilled and habitual activity present a difficult case for the ‘standard story’ of action. They are things intentionally done, but they do not seem to be suitably related to mental states. I suggest that once manifestations of habit are properly distinguished from exercises of skills and other kinds of spontaneous acts, we can see that habit raises a distinctive sort of problem. I examine certain responses that have (...) been given, as well as responses that could be given on behalf of the standard story to the problems presented by habitual activity. These responses rely on the idea of a kind of intention that does not ensue from conscious thought or deliberation. I raise three different objections to this line of response. The conclusion is that habit explains aspects of human behavior that cannot be accounted by ascribing intentions of any kind. (shrink)

Bill Pollard has recently developed an account of habits of action, endeavoring to rehabilitate the traditional notion of habit in a way that can be used to address current philosophical concerns. I argue that Pollard’s account has important shortcomings. The account is intended to apply indiscriminately to both habitual and skilled acts, but this overlooks crucial distinctions. Moreover, Pollard’s account fails to do justice to the various ways in which the idea of habit figures in the explanation and assessment of (...) action. These shortcomings are a consequence of certain assumptions Pollard shares with the accounts of mind and action he sets to criticize. As long as these assumptions are left intact, the potential of dispositional notions such as habit and skill to contribute to contemporary debates will not be realized. (shrink)

Metaepistemology Metaepistemology is, roughly, the branch of epistemology that asks questions about first-order epistemological questions. It inquires into fundamental aspects of epistemic theorizing like metaphysics, epistemology, semantics, agency, psychology, responsibility, reasons for belief, and beyond. So, if as traditionally conceived, epistemology is the theory of knowledge, metaepistemology is the theory of the theory of knowledge. … Continue reading Metaepistemology →.

Nielsen Busch and Mjaaland argue that controlled donation after circulatory death (DCD), and normothermic regional perfusion (NRP) do not violate the dead donor rule (DDR) (Nielsen Busch and Mjaala...

Volume 20, Issue 6, June 2020, Page 47-49.

Expressivism is a blossoming meta-semantic framework sometimes relying on what Carter and Chrisman call “the core expressivist maneuver.” That is, instead of asking about the nature of a certain kind of value, we should be asking about the nature of the value judgment in question. According to expressivists, this question substitution opens theoretical space for the elegant, economical, and explanatorily powerful expressivist treatment of the relevant domain. I argue, however, that experimental work in cognitive psychology can shed light on how (...) the core expressivist maneuver operates at the cognitive level and that this: raises worries about the aptness of the expressivist question substitution and supports an evolutionary debunking argument against expressivism. Since evolutionary debunking arguments are usually run in favor of expressivism, this creates an obvious puzzle for expressivists. I wrap up by briefly responding to the objection that the debunking argument against expressivism overgeneralizes and, therefore, should be rejected. (shrink)

A central argument against Ryle’s (The concept of mind, University of Chicago Press, Chicago, 1949) distinction between propositional and non propositional knowledge has relied on linguistic evidence. Stanley and Williamson (J Philos 98:411–444, 2001) have claimed that knowing-how ascriptions do not differ in any relevant syntactic or semantic respect from ascriptions of propositional knowledge, concluding thereby that knowing-how ascriptions attribute propositional knowledge, or a kind thereof. In this paper I examine the cross-linguistic basis of this argument. I focus on the (...) linguistic analysis of practical knowledge ascriptions in Modern Greek, although the issues raised are not restricted to one language. It is relatively straightforward to show that none of the three types of practical knowledge ascriptions in Modern Greek is an embedded question configuration, and hence Stanley and Williamson original claim is confined to certain languages only. This is not the end of the matter, however, since Stanley (Nous 45:207–238, 2011) argues that the equivalents of ‘knowing-how’ ascriptions in certain languages should be semantically analyzed as embedded questions despite their syntactic form. I argue that this fallback position faces a host of empirical and theoretical problems, in view of which it cannot bear the weight Stanley puts on it, supporting a conclusion about the kind of knowledge thereby attributed. (shrink)

The intellectual ferment that emerged in postwar France was marked by the renaissance of Hegel’s thought and the focus on Marx's early writings. In a parallel way, the death of Stalin, the uprising of 1953 in East Germany and the revolts in Hungary and Poland in 1956 provoked a thorough critique against the theory and practice of orthodox Marxism. The relationship between Marx and Marxism or the issue about the philosophical foundations of Marx’s thinking became the subject of long-standing controversy (...) and gave rise to several interpretations of Marx’s work. These debates were decisively fostered by the foreign intellectuals and refugees who arrived in France after the end of the Second World War; inter alia, a generation of young Greek intellectuals that included the prominent figures of Kostas Axelos, Cornelius Castoriadis and Kostas Papaioannou. This article focuses on Axelos’, Castoriadis’ and Papaioannou’s critique of Marx and provides an anti-critique of their intellectual endeavour. It outlines the common basis of their critical confrontation with the Marxian theorizing and argues that they interpreted Marx’s thought in a manner similar to orthodox Marxism. Despite the undoubted merits of their critique, they did not take it to all its theoretical and political conclusions. As a result, the horizons they opened lack radicalism and their dialogue with Marx was left open to being misunderstood. (shrink)

The goal of perception is to infer the most plausible source of sensory stimulation. Unisensory perception of temporal order, however, appears to require no inference, since the order of events can be uniquely determined from the order in which sensory signals arrive. Here we demonstrate a novel perceptual illusion that casts doubt on this intuition: in three studies (N=607) the experienced event timings are determined by causality in real-time. Adult observers viewed a simple three-item sequence ACB, which is typically remembered (...) as ABC (Bechlivanidis & Lagnado, 2016), in line with principles of causality. When asked to indicate the time at which events B and C occurred, points of subjective simultaneity shifted so that the assumed cause B appeared earlier and the assumed effect C later, despite full attention and repeated viewings. This first demonstration of causality reversing perceived temporal order cannot be explained by post-perceptual distortion, lapsed attention, or saccades. (shrink)

The domain of agential powers is marked by a contrast that does not arise in the case of dispositions of inanimate objects: the contrast between propensities or tendencies on the one hand, and capacities or abilities on the other. According to Ryle (1949), this contrast plays an important role in the ‘logical geography’ of the dispositional concepts used in the explanation and assessment of action. However, most subsequent philosophers use the terms of art ‘power’ or ‘disposition’ indiscriminately in formulating central (...) metaphysical claims about human agency, assuming that an adequate account of inanimate dispositions can safely be used for such purposes. As a result, the distinctive features of propensities and capacities drop out of view. This is bound to obscure distinctions of crucial importance to the understanding of human agency. In order to show this, I undertake to articulate some central differences between propensities and capacities. Propensities and capacities have a different relation to value, as well as a concomitant difference in their metaphysical structure. The argument points to an explanation of why the distinction between propensities and capacities does not arise in the case of non-agential powers. This explanation takes us back to questions about the nature of human agency. (shrink)

In the first months of the COVID-19 pandemic, we created and implemented from November 2020 to February 2021 a monthly educational pilot program of philosophical management of stress based on Science, Humanism and Epicurean Pragmatism, which was offered to employees of 26 municipalities in the Prefecture of Attica, Greece. The program named “Philosophical Distress Management Operation System” (Philo.Di.M.O.S.) is novel and unique in its kind, as it combines a certain Greek philosophical tradition (Epicurean) that concurs with modern scientific knowledge. The (...) program was designed to be implemented in a period of crisis; therefore, it used a fast-paced, easy to learn and practice philosophical approach to stress management, based on cognitive psychotherapy. The philosophical approach to stress management has the advantage that it can be offered to most people, regardless of age and educational level. The pilot program was effective in achieving its objectives, shown by statistical comparisons of the trainees’ responses to anonymous questionnaires before and after the month-long training. The successful Philo.Di.M.O.S. program, thus, based on a solid scientific and philosophical basis, offers a paradigm of stress management during crises and could be useful in Greece and internationally. (shrink)

Shame, shame management and reintegrative shaming feature in some restorative justice literature, and may have implications for schools. Restorative justice in schools is effective when perpetrators of wrong-doing can accept and take ownership of their wrongful acts, are appropriately remorseful, and seek to make amends. Shame may be understood as an ethical matter if it is regarded to arise because of the contradiction between the wrongful act and the individual’s sense of self and self-worth. Shame management (that is, seeking reintegrative (...) over stigmatising shaming) can be regarded to reflect a form of social responsibility as it contributes to community restoration by repairing ruptured social relationships. The notion of shaming and acknowledgement of harm thus assumes norms of acceptable community behaviour, attitudes and relationships, and is therefore also an ethical matter. Successful restorative practices in schools depend on the school-wide existence and practice of such norms, and mesh with virtues education, stimulated by the contemporary demand of many national curricula to promote so-called key competencies. Although the concepts of restorative justice and reintegrative shaming serve as a context for this article, its chief impetus was provided by an evaluative study of a group of New Zealand schools, in the course of which notions such as shame, reintegration and exclusion became evident. The chief purpose of this article is to consider and problematise shame from the perspective of the philosophy of education, and ask whether the concept of shame has a place in schools, whose important aims ought to include the development of democratic citizenship. (shrink)

The discourse of twenty-first century learning argues that education should prepare students for successful living in the twenty-first century workplace and society. It challenges all educators with the idea that contemporary education is unable to do so, as it is designed to replicate an industrial age model, essentially rear-focused, rather than future-focused. Future-focused preparation takes account of the startling effect on economy and society caused by rapid technological change, to the extent that the future cannot be accurately predicted. It is (...) a discourse that effectively renders knowledge obsolete, and which relies increasingly on communication technologies and online pedagogies. This is however an education which in some respects deepens the loss of identity characteristic of contemporary times. Thus, it has negative implications for face-to-face interactions in community which underpins the development of democratic practices. This article challenges these futuristic discourses by appealing to two philosophers of the twentieth century, namely Emmanuel Levinas and Paulo Freire. It considers the Levinasian concepts of the Other and the face, and the Freirean concepts of humanisation and critical education to argue that they offer a discourse of possibility and hope. These thinkers enable the argument that, despite rapid change, there are certain attributes and dispositions that transcend time and place, which schools have not only a right, but an obligation to develop. (shrink)

This book offers the first comprehensive assessment of Heidegger’s account of affective phenomena. Affective phenomena play a significant role in Heidegger’s philosophy — his analyses of mood significantly influenced diverse fields of research such as existentialism, hermeneutics, phenomenology, theology and cultural studies. Despite this, no single collection of essays has been exclusively dedicated to this theme. Comprising twelve innovative essays by leading Heidegger scholars, this volume skilfully explores the role that not only Angst plays in Heidegger’s work, but also love (...) and boredom. Exploring the nature of affective phenomena in Heidegger, as well as the role they play in wider philosophical debates, the volume is a valuable addition to Heideggerian scholarship and beyond, enriching current debates across disciplines on the nature of human agency. (shrink)

Reason and Value collects 15 new papers by leading contemporary philosophers on themes from the work of Joseph Raz. Raz has made major contributions in a wide range of areas, including jurisprudence, political philosophy, and the theory of practical reason; but all of his work displays a deep engagement with central themes in moral philosophy. The subtlety and power of Raz's reflections on ethical topics make his writings a fertile source for anyone working in this area. Especially significant are his (...) explorations of the connections between practical reason and the theory of value, which constitute a sustained and penetrating treatment of a set of issues at the very center of moral philosophy as it is practiced today. The contributors to the volume acknowledge the importance of Raz's contributions by engaging critically with his positions and offering independent perspectives on the topics that he has addressed. The volume aims both to honour Raz's accomplishments in the area of ethical theorizing, and to contribute to an enhanced appreciation of the significance of his work for the subject. (shrink)

From Technicians to Teachers provides theoretical and practical reasons for suggesting that widespread, international curriculum reform of the post-1990 period need not deprofessionalise teaching. The widely held deprofessionalisation thesis is both compelling and fatalistic, leading to a despairing sense that teachers are either no more than technicians, or that they can be reprofessionalised through definitions of 'effective teachers' promoted by the reforms. However, there are many teachers who do not see their work in either of these ways. The book is (...) structured around an in-depth case study detailing the implementation of The New Zealand Curriculum in that nation - one of the best international examples of neoliberal reform. Benade argues that curriculum policy can and should be analysed critically, while pointing out the dangers for ethical teachers that can exist in national or state curricula. Energising and inspiring, this book reminds teachers and teacher educators that although they work in a globalised context, their own role is fundamental and has a profoundly ethical basis, despite the negative impacts of three decades of education reform. (shrink)

In this paper, we propose that economic sustainability is seen in terms of (inter-temporal and inter-national) value creation. We claim that value appropriation (or capture), can become a constraint to economic sustainability. We propose that for sustainable value creation to be fostered, corporate governance needs to be aligned to public and supra-national governance. In order to achieve this, a hierarchically layered set of ‘agencies’, needs to be diagnosed and the issue of incentive alignment addressed. Enlightened self-interest, pluralism and diversity, as (...) well as a representative supra-national organisation for world-wide economic sustainability can serve as a new, more ‘ethically correct’ governance for economic sustainability, but not a panacea. (shrink)

Most philosophers and psychologists assume that habitual acts do not ensue from deliberation, but are direct responses to the circumstances: habit essentially involves a variety of automaticity. My objective in this paper is to show that this view is unduly restrictive. A habit can explain an act in various ways. Pointing to the operation of automaticity is only one of them. I draw attention to the fact that acquired automaticity is one outgrowth of habituation that is relevant to explanation, but (...) not the only one. Habituation shapes our emotional and motivational make up in ways that affect deliberation itself. Hence mentioning a habit might be indispensable in explaining an act which nevertheless ensues from deliberation. The view that habitual acts are direct responses to the circumstances implies an impoverished conception of habit, which fails to do justice to its rich explanatory potential in theoretical and pre-theoretical contexts, as well as to its role in the history of philosophy. (shrink)

This book is an edited collection grouped into three key thematic areas. Its authors are researchers and theoretical scholars in the fields of education curriculum, education technology, education philosophy, and design for education. They present primary research and theoretical considerations, descriptive accounts and philosophical reflections to provide readers with a broad sweep of the 'state of play' in thinking about the place and space of learning. Transforming Education distils, from a panoply of critical arenas, an understanding of the forces currently (...) at play in redefining curriculum agendas for education - from primary to post-secondary. It analyses the major ways in which the built environment of education is transforming, in response to various globalised policy drivers and new education delivery technologies. Its authors critique the ways education performs a governance function over the users and occupants of space, be it physical or virtual. F or readers who may be seriously engaging with the concept of spatiality in relation to education for the first time, this book provides the opportunity to develop a clear understanding of a wide scope of theory, practice and critique in relation to learning environments. (shrink)