This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer (...) strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD’s capacity to teach students how to do philosophy. (shrink)

As conceptual and theoretical discussions on environmental valuation approaches have advanced there is growing interest in the impact that valuation has on decision making. The perceived legitimacy of the outputs of valuation studies is seen as one factor influencing their impact on policy decisions. One element of this is ensuring that participants of valuation processes see the results as legitimate and would be willing to accept decisions based on these findings. Here, we test the perceived legitimacy to participants of two (...) approaches to deliberative monetary valuation, deliberated preferences and Deliberative Democratic Monetary Valuation, in the context of marine planning in the Clyde estuary in Scotland. We compare and contrast deliberated preference and deliberative democratic monetary valuation and track their emergence as responses to critiques of conventional stated preference approaches. We then present the results of our case study where we found that deliberative democratic monetary valuation produced valuations that were perceived as more legitimate that deliberated preference as the basis for decision making by those involved in the valuation process. (shrink)

ABSTRACTA lineage has been drawn between the immanent philosophy articulated by Gilles Deleuze and Félix Guattari and the work of Donna Haraway, most notably by the nomadic feminist and immanentist Rosi Braidotti. However, while containing certain parallels via the process nature of their ontologies, upon further inspection, such an equivocation is unwarranted on the grounds that it fails to remain nuanced in distinguishing the precise ‘mechanism’ or midwife that gives birth to the continued proliferation of the flux of becoming. This (...) disparity is exposed through the erection of a homology using Lacanian psychoanalysis that eases the passing from immanentism to Haraway by showing that the latter inscribes the obverse of L'Autre into the field of becoming unravelling privileged channels of desire. This results in an ingenuity that can never be pinned down by the signifier and, further, actively works to subvert it through ploy. (shrink)

Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection with faith traditions, but is actually, in and of itself, a practice of faith. In this analysis, he juxtaposes critical pedagogy against three conceptualizations of faith: (...) John Caputo's blurring of the modernist division between faith and reason, Paul Tillich's argument that faith is “ultimate concern,” and Paulo Freire's theology and early Christian influences. Using this three-pronged approach, Neumann argues that regardless of how it is seen, critical pedagogy manifests as a practice of faith “all the way down.”. (shrink)

I explore Martin Heidegger’s figure of the last god found in his middle period of thinking from 1936–1939 centring my analysis on Contributions to Philosophy: Of the Event (Beiträge) and how this conception is messianic in nature. The last god is a particular instantiation of a being among beings rather than representing a literary or philosophical structure that lies ahead in the future. I emphasise the notion of the turning that occurs within Ereignis, a revived playfulness, wherein the lightning-flash (das (...) Blitzen) appears as a trace or guide towards a new beginning. I conclude by investigating the historical and cultural ramifications that the arrival of the last god would have. (shrink)

Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts (...) examines a wide range of topics, from Freire and Dostoevsky to reason and emotion to political correctness to Freire and the Tao Te Ching. In this review essay, I engage a number of purposes. I elucidate and trace these three themes as they weave throughout and support the various topics that Roberts examines in his book. I illustrate how Roberts’s treatment of these themes challenges many of the interpretations of Freire’s work found within the critical literature, and, through this critique, it offers readers new ways of thinking about Freire’s thinking. Lastly, I discuss how Roberts’s thoughts suggest new ways that Freire’s work, and critical education in general, might begin to make more meaningful and practical inroads into public education and might develop new avenues of scholarship on Freire’s work. (shrink)

The Parisian conversation (1231-1252) -- Thomas's first Parisian period (1252-1259) -- Orvieto (1259/61-1265) -- Rome (1265-1268) -- Thomas's second Parisian period (1268-1272) -- Henri de Lubac and the Thomistic tradition.

Scientific endeavor is the pursuit of knowledge with the aim of advancing the welfare of all human beings. This endeavor is built on the ideology of science; thus, society relies on the integrity of the practice of science and of scientists themselves. The responsible conduct of research is the essence of good science; however, many of the pedagogical approaches used to instill integrity in science accentuate the negative rather than exemplify ideal professionalism. This paper makes an argument for the inculcation (...) of the appropriate conduct of research via a positive approach. We address the acclimation to the culture of science that supersedes diverse cultural backgrounds of students. We suggest techniques for the implementation of positive strategies and reinforce the benefit of approaching the teaching of ethical behavior as a competitive advantage. We highlight ways in which this approach can empower the individual scientist and the scientific community as a whole. Transmission of the culture of scientific professionalism formalizes the aims of an ideal scientific professional and encourages assimilation and identification as a member of the scientific profession. We purport that instilling scientific professionalism will spur responsible conduct of research. (shrink)