The dominant view of women has changed radically during the last century. These changes have had an important impact on the way of life of women in general and, undoubtedly, on women as patients. So far, gender differences have received little attention when developing healthcare services. Stroke hits a great number of elderly women. Wyller et al. found that women seemed to be harder hit by stroke than men; they achieved lower scores in tests of motor, cognitive and ADL functions, (...) both in the acute phase and 1 year after stroke. It is reasonable to expect that differences in outcome among male and female sufferers may in part be explained by the fact that rehabilitation services are designed primarily to meet the needs of men. de Beauvoir's feminist theory maintains that one's body is fundamental in creating the person, which is a lifelong process. Traditionally, the female body has been exposed to alienation and oppression through life. This has led women to develop a life in immanence. This we feel can be of significance in connection with rehabilitation after a stroke, particularly for elderly women. In this article we will discuss how de Beauvoir's theory can throw new light on the experiences and rehabilitation of elderly women and point to ways of improving the process of rehabilitation. (shrink)

This article summarizes a virtual live‐streamed panel event that occurred in August 2020 and was cosponsored by the International Philosophy of Nursing Society (IPONS) and the University of California, Irvine's Center for Nursing Philosophy. The event consisted of a series of three self‐contained panel discussions focusing on the past, present and future of IPONS and was moderated by the current Chair of IPONS, Catherine Green. The first panel discussion explored the history of IPONS and the journal Nursing Philosophy. The second (...) panel involved a reflection on the challenges of doing nursing philosophy in a research‐intensive context of a Canadian university and the history and current movements in nursing philosophy in the Nordic countries. The final panel involved presentations on the future potential for philosophy in/and for nursing, the critical connections between nursing philosophy and nursing theory, dismantling racism in nursing and the potential for process philosophy to help explore nursing's unique efficacy in creating possibilities for health. The panels were followed by a lively Q&A session with participants, of which there were 252 registrants from across the globe. The event underscored the wide and diverse interests of nurses in philosophical discussion and the need for more virtual events and other connective modalities bringing nurses together to discuss and analyze the value and potential of philosophy to better understand and advance nursing theory and practice. (shrink)

Research has shown that adults can engage in cognitive offloading, whereby internal processes are offloaded onto the environment to help task performance. Here, we investigate an application of this approach with children, in particular children with poor working memory. Participants were required to remember and recall sequences of colors by placing colored blocks in the correct serial order. In one condition the blocks were arranged to facilitate cognitive offloading (i.e., grouped by color), whereas in the other condition they were arranged (...) randomly. Across two experiments (total N = 166) the ordered condition improved task performance for children with low working memory ability. In addition, participants in Experiment 2 rated the difficulty of the two arrangements and performed a further condition in which they were given an opportunity to freely arrange the blocks before completing the task. Despite performing better in the ordered condition, children with low working memory ability did not rate the ordered arrangement as easier, nor did they choose an ordered arrangement when given the opportunity to do so. This research shows that cognitive offloading can also be a useful process in populations other than typical adults, and the implications of this work for supporting children with poor working memory are discussed. (shrink)

With the increasing number of human disasters in recent years, disaster service workers are faced with an ever-growing challenge of criticism concerning their professional competence. The workers also realize the limitation inherent in their practice, as well as bioethics problems regarding autonomy and heteronomy. Therefore, professionals and researchers of human service devote to the issue of post-disaster rehabilitation of the people so as to identify an effective way and practice to aid the post-disaster individual, family and community. This study explores (...) the effectiveness of rehabilitative function of disaster service workers through the action research of Typhoon Morakot and the 2014 Gas Explosion in Kaohsiung City, Taiwan. The case studies serves as a platform for thediscussion of principles of bioethics and the analysis of the process of self-discipline of the workers of human services in hope of ultimately establishing bioethical principles for heteronomy during disasters and work indicators for post-disaster community restoration. Discuss Issues are 1. How can self-discipline in bioethics be achieved for the human service workers during times of disaster? 2. In post-disaster reconstruction, how does the human service worker take into? account bioethical principles to serve and partake in the restoration of the postdisaster life of community residents? 3. During the process of a disaster research, what are the bioethical considerations to be taken into for the test subjects? Conclusion and suggestions: To formulate indicators for a post-disaster “community of health and wellness;” to establish bioethical principles of heteronomy for disaster service workers. (shrink)

The article draws attention to the unexploited potentials in using visuals within nursing research and especially in using visuals as data. Initially, the authors give a brief description of what is meant by visual research methods and present a short overview of the different approaches that are possible. Visual methodologies are situated within different theoretical frames, often within a postmodern framework. We present a study using a postmodern approach inspired by the works of Foucault. The study demonstrates the possibilities inherent (...) in using visuals as data by exemplifying how illustrations from health journals from Scandinavia reflect otherwise veiled and/or unconscious gendered attitudes on user participation. (shrink)

The dominant view of women has changed radically during the last century. These changes have had an important impact on the way of life of women in general and, undoubtedly, on women as patients. So far, gender differences have received little attention when developing healthcare services. Stroke hits a great number of elderly women. Wyller et al. found that women seemed to be harder hit by stroke than men; they achieved lower scores in tests of motor, cognitive and ADL functions, (...) both in the acute phase and 1 year after stroke. It is reasonable to expect that differences in outcome among male and female sufferers may in part be explained by the fact that rehabilitation services are designed primarily to meet the needs of men. de Beauvoir's feminist theory maintains that one's body is fundamental in creating the person, which is a lifelong process. Traditionally, the female body has been exposed to alienation and oppression through life. This has led women to develop a life in immanence. This we feel can be of significance in connection with rehabilitation after a stroke, particularly for elderly women. In this article we will discuss how de Beauvoir's theory can throw new light on the experiences and rehabilitation of elderly women and point to ways of improving the process of rehabilitation. (shrink)

Embodied cognitive theories predict that linguistic conceptual representations are grounded and continually represented in real world, sensorimotor experiences. However, there is an on-going debate on whether this also holds for abstract concepts. Grammar is the archetype of abstract knowledge, and therefore constitutes a test case against embodied theories of language representation. Former studies have largely focussed on lexical-level embodied representations. In the present study we take the grounding-by-modality idea a step further by using reaction time (RT) data from the linguistic (...) processing of nominal classifiers in Chinese. We take advantage of an independent body of research, which shows that attention in hand space is biased. Specifically, objects near the hand consistently yield shorter RTs as a function of readiness for action on graspable objects within reaching space, and the same biased attention inhibits attentional disengagement. We predicted that this attention bias would equally apply to the graspable object classifier but not to the big object classifier. Chinese speakers (N = 22) judged grammatical congruency of classifier-noun combinations in two conditions: graspable object classifier and big object classifier. We found that RTs for the graspable object classifier were significantly faster in congruent combinations, and significantly slower in incongruent combinations, than the big object classifier. There was no main effect on grammatical violations, but rather an interaction effect of classifier type. Thus, we demonstrate here grammatical category- specific effects pertaining to the semantic content and by extension the visual and tactile modality of acquisition underlying the acquisition of these categories. We conclude that abstract grammatical categories are subjected to the same mechanisms as general cognitive and neurophysiological processes and may therefore be grounded. (shrink)

In this article we explore a notion of relationship which exists between humans. This notion of relationship takes as a point of departure that differences in human relations and interaction have to be safeguarded. Starting with the Irigarayan notion of ‘two’ as a gendered difference, opposed to an understanding of humans as one and same (gender), we elaborate an understanding of otherness which opens a space where both self and other are welcomed. This relational space cannot be appropriated by either (...) one for it to exist. We continue by drawing from Harry G. Frankfurt's discussion of care in order to understand human (inter)actions in this space. Through an elaboration of how love as a special form of care represents a motivational drive, a way in which a person's will is formed, we try to show how this attentiveness towards the other is possible. Our point of departure is two statements by female head teachers that prompted these theoretical inquiries into other possibilities for interpreting human (inter)action in leadership in education. (shrink)

. A space for ‘who’ – a culture of ‘two’: speculations related to an ‘in-between knowledge’. Ethics and Education: Vol. 7, Creating spaces, pp. 251-260. doi: 10.1080/17449642.2013.767084.

For over a century, the Danish thinker Søren Kierkegaard has been at the center of a number of important discussions, concerning not only philosophy and theology, but also, more recently, fields such as social thought, psychology, and contemporary aesthetics, especially literary theory. Despite his relatively short life, Kierkegaard was an extraordinarily prolific writer, as attested to by the 26-volume Princeton University Press edition of all of his published writings. But Kierkegaard left behind nearly as much unpublished writing, most of which (...) consists of what are called his "journals and notebooks." Kierkegaard has long been recognized as one of history's great journal keepers, but only rather small portions of his journals and notebooks are what we usually understand by the term “diaries.” By far the greater part of Kierkegaard’s journals and notebooks consists of reflections on a myriad of subjects—philosophical, religious, political, personal. Studying his journals and notebooks takes us into his workshop, where we can see his entire universe of thought. We can witness the genesis of his published works, to be sure—but we can also see whole galaxies of concepts, new insights, and fragments, large and small, of partially completed but unpublished works. Kierkegaard’s Journals and Notebooks enables us to see the thinker in dialogue with his times and with himself. Kierkegaard wrote his journals in a two-column format, one for his initial entries and the second for the extensive marginal comments that he added later. This edition of the journals reproduces this format, includes several photographs of original manuscript pages, and contains extensive scholarly commentary on the various entries and on the history of the manuscripts being reproduced. Volume 9 of this 11-volume series includes five of Kierkegaard’s important “NB” journals, which span from June 1852 to August 1854. This period was marked by Kierkegaard’s increasing preoccupation with what he saw as an unbridgeable gulf in Christianity—between the absolute ideal of the religion of the New Testament and the official, state-sanctioned culture of “Christendom,” which, embodied by the Danish People’s Church, Kierkegaard rejected with increasing vehemence. Crucially, Kierkegaard’s nemesis, Bishop Jakob Peter Mynster, died during this period and, in the months following, Kierkegaard can be seen moving inexorably toward the famous “attack on Christendom” with which he ended his life. (shrink)

Re-Imagining Relationships in Education re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...) and the U.S. (shrink)

For over a century, the Danish thinker Søren Kierkegaard has been at the center of a number of important discussions, concerning not only philosophy and theology, but also, more recently, fields such as social thought, psychology, and contemporary aesthetics, especially literary theory. Despite his relatively short life, Kierkegaard was an extraordinarily prolific writer, as attested to by the 26-volume Princeton University Press edition of all of his published writings. But Kierkegaard left behind nearly as much unpublished writing, most of which (...) consists of what are called his "journals and notebooks." Kierkegaard has long been recognized as one of history's great journal keepers, but only rather small portions of his journals and notebooks are what we usually understand by the term "diaries." By far the greater part of Kierkegaard's journals and notebooks consists of reflections on a myriad of subjects--philosophical, religious, political, personal. Studying his journals and notebooks takes us into his workshop, where we can see his entire universe of thought. We can witness the genesis of his published works, to be sure--but we can also see whole galaxies of concepts, new insights, and fragments, large and small, of partially completed but unpublished works. Kierkegaard's Journals and Notebooks enables us to see the thinker in dialogue with his times and with himself. Volume 5 of this 11-volume series includes five of Kierkegaard's important "NB" journals, covering the months from summer 1848 through early May 1849. This was a turbulent period both in the history of Denmark--which was experiencing the immediate aftermath of revolution and the fall of absolutism, a continuing war with the German states, and the replacement of the State Church with the Danish People's Church--and for Kierkegaard personally. The journals in the present volume include Kierkegaard's reactions to the political upheaval, a retrospective account of his audiences with King Christian VIII, deliberations about publishing an autobiographical explanation of his writings, and an increasingly harsh critique of the Danish Church. These journals also reflect Kierkegaard's deep concern over his collision with the satirical journal Corsair, an experience that helped radicalize his view of "essential Christianity" and caused him to ponder the meaning of martyrdom. Kierkegaard wrote his journals in a two-column format, one for his initial entries and the second for the extensive marginal comments that he added later. This edition of the journals reproduces this format, includes several photographs of original manuscript pages, and contains extensive scholarly commentary on the various entries and on the history of the manuscripts being reproduced. (shrink)

For over a century, the Danish thinker Søren Kierkegaard has been at the center of a number of important discussions, concerning not only philosophy and theology, but also, more recently, fields such as social thought, psychology, and contemporary aesthetics, especially literary theory. Despite his relatively short life, Kierkegaard was an extraordinarily prolific writer, as attested to by the 26-volume Princeton University Press edition of all of his published writings. But Kierkegaard left behind nearly as much unpublished writing, most of which (...) consists of what are called his "journals and notebooks." Kierkegaard has long been recognized as one of history's great journal keepers, but only rather small portions of his journals and notebooks are what we usually understand by the term "diaries." By far the greater part of Kierkegaard's journals and notebooks consists of reflections on a myriad of subjects--philosophical, religious, political, personal. Studying his journals and notebooks takes us into his workshop, where we can see his entire universe of thought. We can witness the genesis of his published works, to be sure--but we can also see whole galaxies of concepts, new insights, and fragments, large and small, of partially completed but unpublished works. Kierkegaard's Journals and Notebooks enables us to see the thinker in dialogue with his times and with himself. Volume 4 of this 11-volume series includes the first five of Kierkegaard's well-known "NB" journals, which contain, in addition to a great many reflections on his own life, a wealth of thoughts on theological matters, as well as on Kierkegaard's times, including political developments and the daily press. Kierkegaard wrote his journals in a two-column format, one for his initial entries and the second for the extensive marginal comments that he added later. This edition of the journals reproduces this format, includes several photographs of original manuscript pages, and contains extensive scholarly commentary on the various entries and on the history of the manuscripts being reproduced. (shrink)

When you enrol as a student you are assigned a ‘place’ in education. This assignment will gradually imply an assessment of you as a human being. We argue that these are processes taking place in educational practice. In our orientation in educational research an orientation towards a theory of action has been inspired by the French philosopher Paul Ricoeur. In our search for an educational practice that could describe what it is that makes the student a capable human being we (...) continue in the spirit of Ricoeur. The text is divided in two parts. In the first part, Basic Capabilities in Education, we are asking: Who is the student if education is the process where the student learns to be a capable human being? We try to answer this with the help of Ricoeur’s phenomenology of the capable human being which is structured around the capacity to speak, to act, to tell and finally to impute. In the second part, Institutional Mediations of Capabilities in Education, we try to show how the transmission of the human capacities to an actualization through education at an institutional level, represented by the teacher, is necessary. If the student shall become a capable human being s/he has to have conditions for actualizations of her capacities. A paradigm for this is found in the process of assigning and assessing in education. (shrink)

This is an explorative work on teaching. The understanding of teaching that I use in my work is that teaching is action, it happens in the present – here and now. So, while teaching refers to shorter timespans, education in this understanding refers to timespans that are of a longer duration, meaning education is communication between generations. The notion of teaching I explore draw from experiences, for my own part between nature, dog and human. These are experiences of sensing where (...) one flows through and interconnects with others, so that boundaries are difficult to discern, and hence boundaries are not the point, but rather how sensing bodies and ‘movements between’ create experiences that are constitutive of who we become both as dog and human, in/with nature. Here I am not referring this to learning, as is usual in the equation “teaching and learning”. This does not mean learning is irrelevant, but rather that it is such an encompassing concept I cannot deal with it satisfactorily in this article. Also, I go beyond what is commonly understood as learning, in terms of making a change in someone’s cognitive or emotional structures. This article explores the kind of experiences our sensing body furnish us with and how these transfer to memory, in the here and now bodies sense, and how this creates memories. I argue this is especially important to recognize in teaching, but seldom addressed. I suggest we pay more attention to these experiences of sensing and how it becomes part of individual and collective memories. To me this is a vital and integral part in all teaching, in the present. (shrink)

In order to reach a better understanding of relationships in pedagogical practices the authors believe their language about relationships needs to be broadened and deepened. This chapter draws upon American philosopher Harry G. Frankfurt who writes about ‘care’ and how what we care about represents a volitional drive. It explores his notion of love in relation to his notion of care, and elaborates more fully what is at stake in our pedagogical interactions. The chapter also offers some thoughts on why (...) a more complex theory of actions is needed in order to broaden and deepen our language of pedagogical relations and what this means for reimagining pedagogical relationships. Finally, it discusses two statements from two school leaders: ‘you have to give of yourself’ and keeping ‘an open door’. These led the authors to investigate some aspects of human relationships in education that are rarely touched upon in pedagogical literature. (shrink)

This paper explores essential characteristics of current nursing practice from the perspectives of clinically experienced registered nurses in various fields of health care in Sweden. Nursing practice has been the subject of much debate in the past and because of its complexity as well as continuous changes in society it is important to continue the debate. A qualitative study, including 16 group interviews with altogether 74 participants, was conducted. Nursing practice was viewed as a multifaceted field. The participants struggled to (...) define nursing but were able to describe it using concrete examples. The analysis, using interpretive description, identified current practice as essentially consisting of: ‘A practice pervaded by comprehensive responsibility’, ‘A practice that recognises a patient's unique needs’, ‘A practice based on multifaceted knowledge’ and ‘A practice that mediates between traditional values and changing demands’. Current nursing practice can be understood as striving to be in close proximity to the patient, but in tension with pervasive requirements and societal changes. Going forward, it is necessary to continue to reflect on and discuss the nature of nursing practice in an interprofessional context. Studies from primary and home care are also needed to broaden the understanding of nursing practice. (shrink)

Person‐specific evidence was developed as a grounded theory by analyzing 20 selected case descriptions from interventions using the guided self‐determination method with people with various long‐term health conditions. It explains the mechanisms of mobilizing relational capacity by including person‐specific evidence in shared decision‐making. Person‐specific self‐insight was the first step, achieved as individuals completed reflection sheets enabling them to clarify their personal values and identify actions or omissions related to self‐management challenges. This step paved the way for sharing these insights and (...) challenges in a relationship with a supportive health professional, who could then rely on person‐specific evidence instead of assumptions or a narrow disease perspective for shared decision‐making. Trust in the evidence encouraged the supportive health professional to transfer it to the interdisciplinary team. Person‐specific evidence then enhanced the ability of team members to apply general evidence in a meaningful way. The increased openness achieved by individuals through these steps enabled them to eventually share their new self‐insights in daily life with other people, decreasing loneliness they experienced in self‐management. Relational capacity, the core of the theory, is mobilized in both people with long‐term health conditions and healthcare professionals. Further research on person‐specific evidence and relational capacity in healthcare is recommended. (shrink)

The ethical frameworks of consequentialism and formalism predict moral awareness and behavior in individuals, but current measures either do not treat these frameworks as independent or lack sufficient theoretical underpinnings and statistical dependability. This paper presents the development and validation of a new scale to measure consequentialism and formalism that is well grounded in prior research. The Ethical Standards of Judgement Questionnaire is validated via six studies. Measurement items are developed in the first three studies, which also confirm the need (...) to eliminate a unidimensional measure and evaluate these frameworks separately. The fourth study addresses discriminant validity and the two remaining studies provide insight into how consequentialism and formalism predict the degree to which behaviors are deemed acceptable by individuals in the context of consumer beliefs and religious beliefs. Suggested uses for the scale in both academia and organizations are presented. (shrink)

The ethical frameworks of consequentialism and formalism predict moral awareness and behavior in individuals, but current measures either do not treat these frameworks as independent or lack sufficient theoretical underpinnings and statistical dependability. This paper presents the development and validation of a new scale to measure consequentialism and formalism that is well grounded in prior research. The Ethical Standards of Judgement Questionnaire is validated via six studies. Measurement items are developed in the first three studies, which also confirm the need (...) to eliminate a unidimensional measure and evaluate these frameworks separately. The fourth study addresses discriminant validity and the two remaining studies provide insight into how consequentialism and formalism predict the degree to which behaviors are deemed acceptable by individuals in the context of consumer beliefs and religious beliefs. Suggested uses for the scale in both academia and organizations are presented. (shrink)

_Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...) and the U.S. (shrink)

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

A Study of Perennial Philosophy and Psychedelic Experience, with a Proposal to Revise W. T. Stace’s Core Characteristics of Mystical Experience ©Ed D’Angelo 2018 -/- Abstract -/- According to the prevailing paradigm in psychedelic research today, when used within an appropriate set and setting, psychedelics can reliably produce an authentic mystical experience. According to the prevailing paradigm, an authentic mystical experience is one that possesses the common or universal characteristics of mystical experience as identified by the philosopher W. T. Stace (...) in his 1960 work Mysticism and Philosophy. Stace’s common characteristics of mystical experience are the basis for the Hood Mysticism Questionnaire, which is the most widely used quantitative measure of mystical experience in experimental studies of psychedelic experience. In this paper, I trace the historical roots of Stace’s common characteristics of mystical experience back to Christian Neoplatonism and apophatic theology, and I trace those, in turn, back to Plato’s concept of the Good and to Aristotle’s concept of God as active intellect. I argue that Stace’s common characteristics of mystical experience are not universal or culturally invariant but are the product of a specifically Christian religious and moral tradition that has its roots in ancient Greek metaphysics. My paper concludes with a revised list of common characteristics of psychedelic experience that is a better candidate for a list of invariant structures of psychedelic experience than Stace’s common characteristics of Christian mystical experience. (shrink)

In this paper we try, by drawing on some insights from practical knowledge, to bridge a gap between common conceptions of teaching on the one hand, and of learning on the other. In Western traditions of educational thought and discourse, practical knowledge—i.e. the dynamics of thinking, speaking, acting, and personal writing—is frequently separated from disciplinary knowledge: i.e. the knowledge of academic disciplines. But this separation often fails to recognize an inherent dialectic in teaching and learning. Through fresh explorations of human (...) capacities to act and think, to speak and write, we try to illuminate different aspects of a teacher’s identity, including the teacher’s individuality and the teacher as an agent of an educational institution. The teacher has to present and represent knowledge in education, both as an agent of an institution and as a person. By examining the disclosure and transformation of the self in light of understandings of identity as sameness, or as selfhood, we hope to draw some productive conclusions about the teacher’s self-understanding as the source for personal learning in education. We aim to explore the importance of transformation of the teachers’ self for the quality of learning relationships between the teacher and the always Other student. (shrink)

Why focus on reading? Reading is one important human activity that is threatened by the knowledge economy in education. In this perspective, good reading tends to be fast reading. The objective for teachers is then to test pupils' reading skills according to how fast they read. In opposition to this, we think that good reading is a slow activity. A good text asks for a reading and a re-reading, again and again, because reading gives rise to thinking. Thus, you can (...) interpret our writing as a political act. We want to participate in education in a way that opposes the force of a knowledge economy. The aim of this article is to argue why prospective teachers have to train their capability [Ricoeur (2005. The Course of Recognition. Cambridge, MA: Harvard University Press) refers to four basic capabilities. He distinguishes between: the capability to speak, the capability to act, the capability to tell, and a fourth capability called imputation. Reading in this respect is subordinate to these basic capabilities] to read and, based on this, why we insist on this being a matter of necessity in order to develop reading as a reflexive activity, through what we have called ?slow reading? (this expression is meant to oppose the instrumentalization of reading toward a skill characterized as fast extractions of information, for instance, as measured in various tests). This represents one part of the argument that we are going to elaborate. The other part of the argument is related more specifically to the place of reading in the training of teachers, more precisely asking where this ?place? is. This has led us to ask the following question: Where are teachers' understandings challenged in teacher training? As our argument is laid out, we say that the place of reading is where teachers' understandings are challenged. This entails that this ?place,? this somewhere, is not a permanent ?dwelling?; it is rather something which has to be created (repeatedly) in a dynamic relationship between reader (teacher) and text. (shrink)

This is a greatly expanded version of my article "Anarchism and the Beats," which was published in the book, The Philosophy of the Beats, by the University Press of Kentucky in 2012. It is both an historical and a philosophical analysis of the postwar American counterculture. It charts the historical origins of the postwar American counterculture from the anarchists and romantic poets of the early nineteenth century to a complex network of beat poets and pacifist anarchists in the early decades (...) after World War II. The beat poets understood themselves to be religious prophets of a new form of liberated consciousness. Poetry was both a means to achieve this new form of consciousness and a means to express that consciousness once it was achieved by other means including travel, psychedelic drugs, sex or meditation. The transformation of consciousness sought by the beats was therefore primarily religious in nature, not political or ideological. However, that does not mean that the beats believed that the transformation of consciousness they sought had no political or social implications. On the contrary, the beats were almost all anarchists. It merely means that, for them, political ideology follows consciousness, not the reverse. (shrink)

This volume takes two different, albeit intertwined approaches. The first concerns a reformulation of aesthetics in education—one which highlights the sensory dimensions of educational experience. The second concerns a turn to the body and the senses as that which is deeply involved in practices of teaching and learning.

The paper charts both the interpersonal connections between historical anarchist figures and the beat poets as well as the philosophical similarities between them. Almost all the beat poets were anarchists, though their politics was secondary to their attempts to transform consciousness. Among the anarchists, the romantic socialist Gustav Landauer, who was especially popular in post-war American anarchist circles, came closest to the political perspective of the beat poets. Like the beats, Landauer was a poet, a pacifist, an anarchist, a communitarian, (...) a romantic, and a mystic. In northern California, the circle of anarchists surrounding Kenneth Rexroth provided support and inspiration to the early beat movement. In New York, the beats had an affinity with anarchists such as David Thoreau Wieck and the publication "Why?" (later "Resistance"), as well as Dwight Macdonald's "politics" and Holley Cantine's "Retort". (shrink)

Barbarians at the Gates of the Public Library is a philosophical and historical analysis of how the rise of consumerism has led to the decline of the original mission of public libraries to sustain and promote democracy through civic education. Through a reading of historical figures such as Plato, Helvetius, Rousseau, and John Stuart Mill, the book shows how democracy and even capitalism were originally believed to depend upon the moral and political education that public libraries (and other institutions of (...) rational public discourse) could provide. But as capitalism developed in the 20th century it evolved into a postmodern consumerism that replaced democracy with consumerism and education with entertainment. Public libraries have mistakenly tried to remain relevant by shadowing the rise of consumerism, but have instead contributed to the rise of a new barbarism and the decline of democracy. (shrink)

This is a 2020 revision of my 1988 dissertation "The Choreography of the Soul" with a new Foreword, a new Conclusion, a substantially revised Preface and Introduction, and many improvements to the body of the work. However, the thesis remains the same. A theory of consciousness and trance states--including psychedelic experience--is developed. Consciousness can be analyzed into two distinct but generally interrelated systems, which I call System X and System Y. System X is the emotional-visceral-kinaesthetic body. System X is a (...) harmonic system of "endokinetic" (internal bodily) and "ectokinetic" (emotionally expressive) movement. System Y is a "teleokinetic" (goal directed) system that includes language, cognition, perception, voluntary motor control, manipulation of the environment, etc. Contrary to theories of consciousness prevalent in the Western philosophical traditions that begin with Plato, I argue that System Y is secondary to and dependent upon System X, not the reverse. In building my thesis I draw upon the work of Friedrich Nietzsche, psychoanalysis, Jungian depth psychology, political anthropology, modern neuroscience, Pythagorean music theory, and the mathematical theory of harmonic systems. (shrink)

From famous figures in the history of philosophy to questions in religious theology to the relationship between knowledge and power, The Handy Western Philosophy Answer Book: Ancient Greek to Its Influence on Philosophy Today takes the sometimes esoteric ideas and the jumble of names and makes them easy to understand, enriching readers' lives and answering the question "What do the ancient Greek philosophers have to teach us about contemporary culture?".