If educators are to educate they must be accorded some level of trust. Anthony Giddens claims that because trust is not easily created, it is now being replaced with ‘confidence’ because this latter disposition is much easier to give and is more convenient. It is argued in this paper that this shift from trust to confidence stifles education because emphasis is placed solely upon qualifications and competence, and is neglectful of disclosing one’s motives and desires—which are considered to be essential (...) elements for relationships and communities which depend upon trust. Therefore, educators ought to seek to become more trustworthy by going beyond evidence-based practices and codes of ethics, towards articulating a developed personal philosophy of education outlining the ultimate end-purposes to which they aspire. Through such a philosophy, educators identify their ultimate desires and commitments and this self-disclosure can make trust-giving more likely. Demonstrated evidence of achievements and qualifications encourage confidence and this has some value. In addition to these artefacts of evidence, it is argued here that educators must also articulate what they actually desire. This can be understood as John Dewey’s virtue of ‘genuine interest’ which he characterises as being wholehearted, persistent and impartial. For educators, this is often represented in our personal philosophy of education and because it is personal, it is also existential in the sense that it pertains to giving sense, meaning and purpose to all of our activities and way of life for which we are individually responsible and passionately committed to as professionals. As a consequence of being existential, our philosophy and our commitment to it has an intellectual and moral aspect and because it reaches to the very depths of our raison d’être, it pertains to our passion as described by Søren Kierkegaard. This paper shall draw upon Dewey’s notion of wholeheartedness and Kierkegaard’s notion of purity of heart, to make the case that if educators embrace these in their practices, we may become more trustworthy. (shrink)

The dominance of capitalism, through the hegemony of neoliberal ideology, is maintained as an illusion through the use of four main strategies. In order to obtain the consent of the population, mass schooling tends to produce graduates who accept this illusion because they are vulnerable to these strategies and cannot imagine a post-capitalist world. However, through education, people can better appreciate the problematic reality of unbridled capitalism, such as the degradation of the global ecosystem. It is argued here that programs (...) which are designed to address these problems, such as Education for Sustainable Development, are dependent upon citizens developing a critical consciousness. This consciousness is firstly able to confront the four strategies maintaining capitalism’s dominance. It is argued that an education which engages with spiritual ideals and values regarding how a good life is understood in an aspirational sense, enables people to engage with the dominance of capitalism and to envision other possibilities for society in which capitalism is harnessed to serve the greater public good. This requires education’s ontology – as the character of students – to critically read the world, imagine possibilities which can constitute a good life, and are courageous to enact the social actions required to make these ideals a reality. This is made possible by an education which returns to the spiritual roots of ideals. (shrink)

Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant. The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration. The sort of collaboration that UNESCO endorses involves democratic dialogue, where various persons from differing backgrounds can come together, listen, negotiate and discuss possible ways in which peace might be pursued. While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable (...) for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey's work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the assumption that there are two-realms—one physical and one moral. He and Kierkegaard both encouraged democratic inquiry into ethics, which is the sort of collaboration recognised by UNESCO as being necessary if we are to pursue world peace. Yet such investigations can be considered by some to be violent and harmful. It is argued here that pursuing inquiries into ethics and aims of education, while appearing to challenge the status quo, should not be construed as being violent but rather should be understood as democratic and educative. (shrink)

This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its educative value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re-evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the (...) potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace. (shrink)

Understanding Curriculum is a critical introduction to contemporary curriculum theory and practice. Substantially revised, the second edition includes more detailed consideration of the ideological underpinnings of curriculum development, features new chapters on assessment and reporting, and updated vignettes and extracts. These features, combined with all the elements of the previous edition, encourages readers to reflect on how curriculum theory can inform and enhance classroom practice.

John Dewey has been portrayed as a sort of villain in Rosenow's (1997) article which appeared in this journal, apparently because he was unfairly opposed to God and to religion, and also because he deliberately usurped religious language to 'camouflage' his secular ideas. By drawing mainly upon similar sources but with some important additions, I wish to challenge the four major concerns raised in Rosenow's article and in doing so aim to offer an alternative interpretation. It is understood here that (...) Dewey's approach to religion was not so much religious as it was 'spiritual' and while developing and changing throughout his writings, his ideas on spirituality nevertheless were thoroughly entwined with his other views, especially those dealing with education, science and democracy. (shrink)

This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its educative value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re‐evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the (...) potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace. (shrink)

This article argues that assessment is a central feature of teaching, particularly as a means to determine whether what has been taught has been learnt. However, I take issue with the current trend in education which places a significant amount of emphasis upon large-scale public testing, which in turn has exacerbated the ‘teaching-to-the-test’ syndrome, not to mention distorting teaching decisions that are detrimental to the overall development of student knowledge and understanding. Part of the problem with assessment in education seems (...) to revolve around the nature of knowledge and how best to assess human knowledge and understanding. Although much philosophical uncertainty and disagreement exists surrounding the nature of knowledge, I argue that coming to know something is a sine qua non of any education. In saying this, I highlight the limits of assessment by demonstrating how certain activities are resistant to large-scale public testing because they are not easily reducible to facts which can be tested for, or at least in the same way as propositional forms of knowledge. Consequently, my argument is a philosophical one to the effect that assessment, particularly large-scale public testing is incapable of assessing all forms of learning, or even the quality of student understanding because the instruments available are both too blunt and tend to capture a certain kind of knowledge that privileges theory over practice, and mental skills over physical skills. (shrink)

It is important for educators to recognise that the various calls to decentre the subject—or self—should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post‐structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks (...) and curricula, who have eliminated the subject altogether. Such elimination is argued to contribute to the numbers of youth who are dropping out of school. By adopting an existential perspective and by drawing mainly upon Kierkegaard's subjective truth and Dewey's notion of centeredness, the case is made that for education the subject should not only be included but should actually be centred—at least momentarily. (shrink)

It is important for educators to recognise that the various calls to decentre the subject—or self—should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post‐structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks (...) and curricula, who have eliminated the subject altogether. Such elimination is argued to contribute to the numbers of youth who are dropping out of school. By adopting an existential perspective and by drawing mainly upon Kierkegaard's subjective truth and Dewey's notion of centeredness, the case is made that for education the subject should not only be included but should actually be centred—at least momentarily. (shrink)

Religion is not an evolutionary adaptation per se, but a recurring by-product of the complex evolutionary landscape that sets cognitive, emotional and material conditions for ordinary human interactions. Religion involves extraordinary use of ordinary cognitive processes to passionately display costly devotion to counterintuitive worlds governed by supernatural agents. The conceptual foundations of religion are intuitively given by task-specific panhuman cognitive domains, including folkmechanics, folkbiology, folkpsychology. Core religious beliefs minimally violate ordinary notions about how the world is, with all of its (...) inescapable problems, thus enabling people to imagine minimally impossible supernatural worlds that solve existential problems, including death and deception. Here the focus is on folkpsychology and agency. A key feature of the supernatural agent concepts common to all religions is the triggering of an "Innate Releasing Mechanism," or “agency detector,” whose proper domain encompasses animate objects relevant to hominid survival - such as predators, protectors and prey - but which actually extends to moving dots on computer screens, voices in wind, faces on clouds. Folkpsychology also crucially involves metarepresentation, which makes deception possible and threatens any social order; however, these same metacognitive capacities provide the hope and promise of open-ended solutions through representations of counterfactual supernatural worlds that cannot be logically or empirically verified or falsified. Because religious beliefs cannot be deductively or inductively validated, validation occurs only by ritually addressing the very emotions motivating religion. Cross-cultural experimental evidence encourages these claims. (shrink)

Stakeholder theory is widely recognized as a management theory, yet very little research has considered its implications for individual managerial decision-making. In the two studies reported here, we used stakeholder theory to examine managerial decisions about balancing stakeholder interests. Results of Study 1 suggest that indivisible resources and unequal levels of stakeholder saliency constrain managers’ efforts to balance stakeholder interests. Resource divisibility also influenced whether managers used a within-decision or an across-decision approach to balance stakeholder interests. In Study 2 we (...) examined instrumental and normative implications of these two approaches. We conclude by considering the contributions of this research. (shrink)

The treatment in what follows of the politics of hegemony is not per se one of Gramsci, or Laclau or of Stuart Hall's earlier work. At stake is something that encompasses a more general regime of power that will be developed throughout the length of this: what might be called 'extensive politics'. What I will try to show is that such extensive power or such an extensive politics is being progressively displaced by a politics of intensity. I will trace the (...) shift from hegemony or extensive politics to such an intensive politics in terms of: 1) a transition to an ontological regime of power, from a regime that in important respects is 'epistemological', 2) a shift in power from the hegemonic mode of 'power over' to an intensive notion of power from within and power as generative force, 3) a shift from power and politics in terms of normativity to a regime of power much more based in what can be understood as a 'facticity'. This points to a general transition from norm to fact in politics. From hegemonic norm to what we will see are intensive facts. The fourth section will look at this shift through a change from an extensive regime of representation to an intensive regime of communications. (shrink)

Richard Thaler and Cass Sunstein, in Nudge: Improving Decisions About Health, Wealth, and Happiness, assert that rejecting the use nudges is ‘pointless’ because ‘[i]n many cases, some kind of nudge is inevitable’. Schlomo Cohen makes a similar claim. He asserts that in certain situations surgeons cannot avoid nudging patients either toward or away from consenting to surgical interventions. Cohen concludes that in these situations, nudging patients toward consenting to surgical interventions is uncriticizable or morally permissible. I call this argument: The (...) Unavoidability Argument. In this essay, I will respond to Cohen's use of the unavoidability argument in support of using nudges during the process of informed consent. Specifically, I argue that many so-called ‘unavoidable nudges’ are, in fact, avoidable. Although my argument is directed toward Cohen's use of the unavoidability argument, it is applicable to the unavoidability argument more generally. (shrink)

This new series of books brings thoughtful, biblically informed perspectives to contemporary issues in bioethics.

Suicide has long been the subject of philosophical, literary, theological and cultural–historical inquiry. But despite the diversity of disciplinary and methodological approaches that have been brought to bear in the study of suicide, we argue that the formal study of suicide, that is, suicidology, is characterized by intellectual, organizational and professional values that distinguish it from other ways of thinking and knowing. Further, we suggest that considering suicidology as a “social practice” offers ways to usefully conceptualize its epistemological, philosophical and (...) practical norms. This study develops the idea of suicidology as a social practice and considers the implications for research, practice and public discourse. (shrink)

BackgroundDelirium is highly prevalent in the general hospital patient population, characterized by acute onset, fluctuating levels of consciousness, and global impairment of cognitive functioning. Mental capacity, its assessment and subsequent consent are therefore prominent within this cohort, yet under-explored.AimThis study of patients with delirium sought to determine the processes by which consent to medical treatment was attempted, how capacity was assessed, and any subsequent actions thereafter.MethodA retrospective documentation review of patients identified as having a delirium for the twelve months February (...) 2013 to January 2014 was undertaken. Inclusion and exclusion criteria were used; demographic and descriptive data collected. A total of n=1153 patients were identified with n=310 meeting inclusion criteria.ResultA random sample of one hundred patients were subsequently reviewed. One third of patients had documentation relating to consent, while four patients had documentation relating to capacity. Median delirium duration was three days, with treatment refusal occurring in twenty-two patients and “duty of care” being used as an apparent beneficent related treatment framework in twelve patients.ConclusionsWhile impaired decision-making was indicated, the review was unable to indicate what patient characteristics flag the need for capacity assessment. Documentation relating to consent processes appeared deficient for this cohort. (shrink)

Scott Sturgeon has claimed to undermine the principal argument for Physicalism, in his words, the view that ’actuality is exhausted by physical reality’. In noting that actuality is exhausted by physical reality, the Physicalist is not claiming that all that there is in actuality are those things identified by physics. Rather the thought is that actuality is made up of all the things identified by physics and anything which is a compound of these things. So there are tables as (...) well as their microphysical constituents. The argument that Sturgeon has in his sights is the Overdetermination Argument. In what follows, I shall argue that Sturgeon’s criticism of the Overdetermination argument fails. I shall also argue that physicalism can accommodate his claim that causal statements concerning the mental and physical respectively may require diverse patterns of counterfactual activity for their truth. (shrink)

In this essay, I suggest that a slightly modified version of Freedman’s formulation of the clinical equipoise requirement is justified. I begin this essay with a brief discussion of the equipoise r...

François Jullien intervenes into the ontology debates to understand Chinese thought as an anti-ontology, but instead in terms of ‘life’, that is as a sort of vitalism. Chinese anti-ontology features the juxtaposition of the wu (there-is-not) with the you (there-is). This, I argue, maps onto theology’s counterposition of otherworldly and this-worldly. Here Daoism features an ascetic and unstratified wu in contraposition to Confucianism’s you of moderation and stratification. We contrast ontology’s causation with ‘efficacy’ in Jullien’s Chinese thought. We read Zhuangzi’s (...) ‘Equalization of Things’, where the inequalities of the you are equalized in the wu, as a sort of vitalist object energetics. We turn to Chinese ethics, and its driving virtue of yi. We understand the yi not as ‘righteousness’, which is a theological attribute of Christ, but instead as closer to political ‘right’, in China embedded in immanentist forms of life. Western Cartesian ontology is often contrasted with Chinese thought that works through a certain ‘analogism’. We read this, with Walter Benjamin’s Chinese ‘mimetic’ faculty, in terms of a vitalist energetics, a forcefield of the Ten Thousand Things. (shrink)

“Natural logic” was proposed by Lewis Henry Morgan as the engine of cultural evolution, concluding that the “course and manner” of cultural development “was predetermined, as well as restricted within narrow limits of divergence, by the natural logic of the human mind.” This essay argues that Morgan’s conception of natural logic aids the project of settler colonialism. Rather than being a false account of human agency, however, it is a conception of natural logic that is produced through the systematic narrowing (...) of possibilities for agency, human, and otherwise. This narrowed logic is thus only a part of a differently conceived logic of agency that is also general and normative. The discussion proceeds in four sections: first, a presentation of Morgan’s conception of natural logic and its origins; second, an analysis of four colonizing implications of Morgan’s view; third, examples of further developments of natural logic in the twentieth and twenty-first centuries in the work structuralist and post-structuralist theorists; and, last, a brief introduction of a decolonial logic that provides a broader alternative conception of the structure of agency, human, and otherwise, and that avoids the oppressive effects of the reductionism of the natural logic received from Morgan and his successors. (shrink)

This paper situates the moral domain of practice within the context of a particular description of nursing practice – one that sees human interaction at the heart of that practice. Such a description fits not only with professional rhetoric but also with literature from patients and recent empirical work exploring the nature of nursing practice.Martha Levine in her 1977 description of ethics, within the context of nursing practice, indicated that what was important from an ethical perspective was how we interact (...) with each other, with patients and colleagues, on a daily basis. What enables such interaction to display moral sensitivity, insight into patient need, and a focus on the good for the patient? Of relevance when answering this question is the empirical evidence indicating that professional socialization, as a nurse or a doctor, may dull the individual’s moral sense. If this is the case, cognizance needs to be taken of such evidence when identifying theoretical approaches from mainstream ethics that may provide insight and value for nurse education. It is suggested that such insight and value can be gained from a consideration of the work of Aristotle, Murdoch, and Vetlesen. (shrink)

In the middle of the nineteenth century, advances in experimental psychology and the physiology of the sense organs inspired so-called "Back to Kant" Neo-Kantians to articulate robustly psychologistic visions of Kantian epistemology. But their accounts of the thing in itself were fraught with deep tension: they wanted to conceive of things in themselves as the causes of our sensations, while their own accounts of causal inference ruled that claim out. This paper diagnoses the source of that problem in views of (...) one Neo-Kantian, F. A. Lange, and argues that it is solved only by Ernst Mach. No less than Lange and other Neo-Kantians, Mach was inspired to develop a psychologistic account of the foundations of knowledge, but his account also includes a coherent denial of things in themselves' existence. Finally, this paper uses this account of Lange and Mach on things in themselves to illuminate Mach's relation to a certain strain of the Neo-Kantian philosophy of his own time: his views constitute a more fully coherent version of the psychologistic theory of knowledge Back to Kant figures tried to articulate. (shrink)

Kant's Formula of Universal Law is shown to be an inadequate condition for morality because it uses the wrong scope for a universal qualifier, ranging only over the behavior of a set of agents in a world. If it instead ranges over the behavior of all possible agents, then we arrive at the stronger condition that a maxim is morally acceptable just if we can will, not just that all agents follow it simultaneously, but that any agent in any situation (...) may follow it--including, notably, in situations where some other agents are not following it. This stronger formulation avoids some of the counter-examples which Kant's formula is subject to. -/- Author's later note: the argument of this article is improved upon and essentially superseded by his later works on this topic (2012, 2013). (shrink)

Francis Hutcheson's moral sense theory is the inspiration for both act utilitarianism and a contemporary virtue ethics approach that Michael Slote calls agent‐based virtue ethics. In this essay, I look at other possibilities for ethical theory that spring from Hutcheson's writings and conclude that the landscape of sentimentalist inspired ethics is richer than many realize. I begin this article with a short explanation of Hutcheson's moral sense theory. I explain that Hutcheson proposes and embraces three distinct criteria of moral evaluation, (...) one of which is concerned with the evaluation of motives and two of which are concerned with the evaluation of acts. Act utilitarianism adopts one of the criteria of act evaluation, and Slote's agent‐based virtue ethics adopts the remaining criterion of act evaluation and the criterion of motive evaluation. Then, after pointing out what I believe are shortcomings of Slote's agent‐based virtue ethics, I propose two Hutchesonian inspired theories, each of which is a compromise between act utilitarianism and agent‐based virtue ethics. The first, which I call hypothetical agent‐based virtue ethics, adopts two of Hutcheson's three criteria and is similar structurally to a virtue ethics theory articulated by Rosalind Hursthouse and Linda Zabzebski. The second, which, for lack of a better name, I call Hutchesonian hybridism, adopts all three of Hutcheson's criteria and is a hybrid combination of Slote's actualist agent‐based virtue ethics and hypothetical agent‐based virtue ethics. I argue that both hypothetical agent‐based virtue ethics and Hutchesonian hybridism overcome the shortcomings (pointed out earlier in this essay) of Slote's actualist agent‐based virtue ethics, and that both of these theories are, therefore, worthy of further consideration. (shrink)

Most jurisdictions require that a mental capacity assessment be conducted using a functional model whose definition includes several abilities. In England and Wales and in increasing number of countries, the law requires a person be able to understand, to retain, to use or weigh relevant information and to communicate one’s decision. But interpreting and applying broad and vague criteria, such as the ability ‘to use or weigh’ to a diverse range of presentations is challenging. By examining actual court judgements of (...) capacity, we previously developed a descriptive typology of justifications used in the application of the Mental Capacity Act criteria. We here critically optimise this typology by showing how clear definitions—and thus boundaries—between the criteria can be achieved if the ‘understanding’ criterion is used narrowly and the multiple rationales that fall under the ability to ‘use or weigh’ are specifically enumerated in practice. Such a typology-aided practice, in theory, could make functional capacity assessments more transparent, accountable, reliable and valid. It may also help to create targeted supports for decision making by the vulnerable. We also discuss how the typology could evolve legally and scientifically, and how it lays the groundwork for clinical research on the abilities enumerated by the MCA. No data are available. This paper does not report any original data. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2015 Heft: 207 Seiten: 583-606.

Richard Hare argues that the fundamental assumptions of Kant's ethical system should have led Kant to utilitarianism, had Kant not confused a norm's generality with its universality, and hence adopted rigorist, deontological norms. Several authors, including Jens Timmermann, have argued contra Hare that the gap between Kantian and utilitarian/consequentialist ethics is fundamental and cannot be bridged. This article shows that Timmermann's claims rely on a systematic failure to separate normative and metaethical aspects of each view, and that Hare's attempt to (...) bridge the gap between Kantian and consequentialist ethics is immune to Timmermann's criticisms. Furthermore, the term “Kantian ethics” is often misleading, and should typically be qualified as either “Kantian rationalism” or “Kantian deontology” in order to avoid confusions of the sort Timmermann falls into. (shrink)

Abstract:Scholars have developed many theories of international strategy and many theories of international ethics. Separating strategy and ethics in this way, though, perpetuates a perception that profit and ethics are mutually exclusive. Accordingly, I offer a framework that links international strategy and international ethics. I suggest that at an abstract level the strategic concepts of integration and responsiveness and the ethical concepts of justice and caring are concerned with the same theoretical quandaries. Therefore, in any situation there are behaviors that (...) are both integrative and just and/or both responsive and caring, and these behaviors are both strategic and ethical. To demonstrate the potential descriptive and prescriptive value of the framework, I descend the ladders of abstraction associated with these concepts and apply the framework to two business situations. (shrink)

Within science and technology studies, few approaches have generated more contention—or more misunderstanding—than the "actor-network" analyses of Callon, Latour, and Law. Although many have taken critical issue with this approach, few studies have engaged the strengths and weaknesses of actor-network theory on its own terms. This article presents two arguments that constitute a critical engagement across actor-network terrain. First, the author suggests that the confusion surrounding actor-network accounts lies partially in the ambiguous role played by "social context" and argues for (...) the political and explanatory importance of resketching the boundaries between the laboratory and society. Second, the author argues that a semiotic perspective is not necessarily an exclusive one and that different ways of telling stories about technoscientific practice can be combined usefully. These arguments are illustrated with a mostly Latourian account of the development of the STR Mark-I, the world's first "fully engineered" nuclear reactor. (shrink)

In his 1905 work on the logical foundations of geometry, Royce proposed a logic based on the “obverse” or O-relation that could provide a means of understanding any system of order. Royce explains that this relation, which he calls the O-relation, “in logical terms,... is the relation in which (if we were talking of the possible chances [choices] open to one who had to decide upon a course of action) any set of exhaustive but, in their entirety, inconsistent choices would (...) stand to one another” (Royce, 1951, 385). This focus on the process of making choices turns on the idea that the action of making a choice produces an asymmetrical relation and so a key part of Royce’s project was to demonstrate the.. (shrink)