This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...) is the result of a collective writing process. (shrink)

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

Truth in Wittgenstein′s Later Philosophy. In this paper I attempt to examine Wittgenstein′s understanding of truth in his later period. In doing so, I orient myself primarily on the remarks published as Philosophical Investigations and On Certainty. My primary aim in the destructive part is to show that his later philosophy neither espouses a redundancy and deflationary, nor an epistemic and anti-realist conception of truth. Both strands of interpretation are strongly represented in the debate. An examination of Wittgenstein’s remarks on (...) the correspondence theory of truth will also shed some light on his thoughts about truth. Furthermore, in the preceding constructive part of this paper, I will try to demonstrate that (1) for Wittgenstein there is a strong link between truths that we accept based on our certainties and our use of the term “truth” and (2) that skepticism about truth, which claims that all accepted truths in our Weltbild (“world-view”) could be actually false, fails to give any meaning to its use of “truth”. This culminates in Wittgenstein′s insight, that the question of what truth is can only be answered relative to the Weltbild. Therefore, talking about truths that transcend our Weltbild becomes nonsense. (shrink)

Environmental and sustainability initiatives seek to respond to the challenges of ecological crises and ongoing environmental degradation by supporting students to develop knowledge and dispositions to respond to the challenges of and live in a climate changed world. However, these initiatives are often marginalised in curriculum and hamstrung by inherent tensions such as which worldviews should be prioritised, the incommensurability of some global and local values, and the pursuit of environmental needs in the age of neoliberalism. These challenges become more (...) complex when considering contextual stakeholders. In this paper we focus on the ethical dilemmas associated with environmental and sustainability education in a coal town where mining company sponsorship heralds mixed community response. In doing so, we unpack the contextual and philosophical complexities which create the crucial conditions for a viable normative case study—genuine uncertainty about issues not yet at tipping point, differences of reasonable perspectives and recognisable local concerns. We argue that teacher educators, particularly those with interdisciplinary philosophical insight should look to their local contexts for pressing ethical issues and engage in the development and field testing of their own normative case studies. We make the case that the process behind developing a normative case study involves insight into the relationships between educational ethics, policy, context, and divergent community perspectives. We argue that pedagogy using normative case study to navigate these elements has the potential to develop world-reading teacher deliberation which surpasses proceduralist approaches in teacher education. (shrink)

Alienation and Connection addresses social constructs that perpetuate alienation through suffering. The contributors discuss how alienation through suffering in a variety of contexts can be transformed into connection and reconnection: human relationship with the environment, economic and social systems that disconnect and reconnect, cultural constructs that divide or can heal, encountered difference that brings opportunity, and various manifestations of personal pain that can be survived and even overcome.

This article argues for a rediscovery of a theology of work in South Africa that is based on the Protestant notion of calling and vocation. Such a view has the primary intention of emphasising obedience and faithfulness to God rather than self-fulfilment or achievement as the intentions of work. Such an approach can empower and equip the church and individual Christians for effective and faithful living in all spheres of life – both private and public. The article shows that the (...) influences of theological dualism, an unbalanced view of the clergy as primary agents of ministry and mission, and a structures-centred view of ministry and mission detracted from the importance of the church’s ministry in numerous spheres of society. A consequence of this was the introduction of a subtle dualism between faith and work. In response to this, the article considers how the church could become an agent of mission and transformation in the world of work. The conclusion of this article is that the South African church could benefit from revisiting and rediscovering a theology of work that is based on the Protestant emphasis of calling and vocation in the public sphere.Contribution: While this article engages the traditional protestant theological notions of calling and vocation, it argues that reconsidering these notions in relation to the contemporary world of work can renew a theology of work and ministry for South African churches to serve their members in achieving God’s will in society. (shrink)

The overlap and differences between the parallel regulatory systems for research create ample room for confusion and missteps, as discussed by Barbara Bierer and Mark Barnes in their report in this supplement. In practice, beyond the inherent differences in the two systems of regulations themselves, there are many issues that further complicate the application of these regulations. These include the variation in size of the institutions receiving PHS funding, the increased prevalence of multisite research, the allocation of research conduct and (...) oversight to external organizations, and the variability in assignment of human subject protection roles between the IRB and the institution. (shrink)

The COVID-19 pandemic raised not only overwhelming practical challenges but also deep ethical dilemmas for educators. There have been few efforts to connect these challenges to either ethical dilemmas teachers faced in pre-pandemic times or to philosophical analyses of complex normative terrain of teachers’ work. We facilitated eleven discussion groups with 101 educators from seven countries on the dilemmas they faced due to COVID-19. Analysis of these sessions reveals how the pandemic amplified, exacerbated and augmented pre-pandemic educational dilemmas in ways (...) that recalibrated teachers’ core values and beliefs, and highlights the importance of engaging teachers in ethical dialogue. (shrink)