In Back to the Dance Itself, Sondra Fraleigh edits essays that illuminate how scholars apply a range of phenomenologies to explore questions of dance and the world; performing life and language; body and place; and self-knowing in performance. Some authors delve into theoretical perspectives, while others relate personal experiences and reflections that reveal fascinating insights arising from practice. Collectively, authors give particular consideration to the interactive lifeworld of making and doing that motivates performance. Their texts and photographs study (...) body and the environing world through points of convergence, as correlates in elemental and constant interchange modeled vividly in dance. Selected essays on eco-phenomenology and feminism extend this view to the importance of connections with, and caring for, all life. Contributors: Karen Barbour, Christine Bellerose, Robert Bingham, Kara Bond, Hillel Braude, Sondra Fraleigh, Kimerer LaMothe, Joanna McNamara, Vida Midgelow, Ami Shulman, and Amanda Williamson. (shrink)

This study assesses the extent to which job application forms violate the New Zealand Human Rights Act. The sample for the study includes 229 job application forms, collected from a variety of large and small, public- and private-sector organizations that together employ approximately 200,000 workers. Two hundred and four or 88% of the job application forms contain at least one violation of the Act. One hundred and sixty five or 72% contain two or more and 140 or 61% contain three (...) or more violations. The most common violations concern age, gender, nationality, and disability. The least common concern political opinion, ethical belief, religious belief, and sexual orientation. Despite widespread violations, many forms do have non-discriminatory questions that yield the same kind of useful information as discriminatory questions. Employers could incorporate these into their job application forms to bring themselves into compliance with the law. The same lessons also generally apply to North American employers, given the high degree of comparability between American, Canadian, and New Zealand anti-discrimination laws. (shrink)

As recent elections in Iran and Iraq have shown, the increasing diversity of religious practices around the world may redefine democracy as we know it—leaving many of us to wonder just how compatible religion and democracy really are. _The Pluralist Paradigm _explores this difficult question with essays from a variety of disciplines, including theology, philosophy, political science, sociology, and ethics. It will be an ideal reference for anyone concerned with fostering tolerance in a progressively global society.

After MacIntyre contains original essays by leading moral and political philosophers who assess both the merits and limitations of Alasdair MacIntyre's work. Among the themes explored here are MacIntyre's historical arguments about the sources of the failure of modernity; the validity and relevance of his attempt to reinstate the ideas of Aristotle and Aquinas as central to any satisfactory moral understanding; the effectiveness of his critique of modern liberalism; and the adequacy of key concepts, such as tradition and practice, in (...) his analyses and arguments. In addition, MacIntyre responds in a substantial essay to the issues raised by the other contributors. (shrink)

Peter Jones has consistently defended the position that liberalism must maintain the distinction between the right and the good if it is to be qualitatively different from alternative political theories, and thus resist the charge that liberals are just like any other political theorists in wanting to impose their views on others. In this paper, I not only add my voice to the many who have already challenged the viability of that distinction, but also additionally argue that it is both (...) unnecessary and undesirable to hold that so much of importance hangs on whether or not it can be sustained. I suggest that the dichotomy between neutralist or impartialist liberalism, on the one hand, and what Jones characterizes as the desire ?merely to impose a favoured form of life upon others?, on the other hand, is too sharp, and hence at best misleading and at worst mistaken. This is because, or so I argue, not all forms of favouring some values or ideals over others can plausibly be presented as the imposition of a favoured form of life. Rather, we risk trivializing what is objectionable about imposing a particular form of life on people against their will if we treat every departure from strict liberal neutrality as necessarily instances of such an illiberal imposition. (shrink)

My contributions to this book are the translations (French to English) of the Preface to the American Edition, "Opening: Confrontation with Étienne Gilson," and "Afterword: Saint Thomas and the Entrance of God into Philosophy.".

Street art has exploded: it pervades our back alleys, surrounds us at bus-stops, covers billboards, competes with advertising and generally serves as urban wallpaper in most cities. But what is street art? A far cry from mere graffiti, street art has gained some social acceptance, but it remains neither officially sanctioned like public art, nor institutionally condoned, like its more traditional artistic cousins in museums. Somewhere in between these two extremes, street art has emerged, occupying a metaphysically suspect grey area (...) between illegal activity and bona fide art. This paper explores the nature of this emerging art form and draws out some of the differences between street art, public art and ‘mere’ graffiti. (shrink)

I argue that activists have co-opted street art as a tool for addressing epistemic injustices, injustices that result from negative identity prejudices that silence certain groups of people unfairly. To defend this claim, I explore the special nature of street art that makes it an especially appropriate tool for activists to enlist in the fight against epistemic injustices. From there, I will examine in detail two case studies which illustrate how street art is used to respond to and correct for (...) these injustices: first, the street art series, “Stop Telling Women to Smile” by Tatyana Fazlalizadeh, and then Chris Metzger’s Inside Out Project in Baltimore. Drawing on these examples, I highlight the features in virtue of which street art constitutes a particularly effective tool for correcting epistemic injustices. (shrink)

In this article, I explore the relationship between witness-bearing arts as a form of creative activism designed to respond to social injustices. In the first section, I present some common features of bearing witness, as conceptualized within media studies and journalism. Then I explain how artworks placed in the streets can bear witness in a similar way. I argue that witness-bearing art transmits knowledge about certain unjust and harmful events, which then places a moral burden or responsibility on the viewer. (...) To defend this view, I offer some examples of activist art that bears witness to certain events. I suggest that witness-bearing art is placed in the streets in order to make certain truths publicly available, by offering evidence of them embedded in the artwork. The final section considers why the bearing witness is especially effective for activist art. Witness-bearing art plays a crucial knowledge-transmitting function, one which enables art to engage in creative activism. I conclude by considering how witness-bearing art offers a powerful and persuasive voice for the oppressed. (shrink)

The content of dreams and changes to the self were investigated in students moving to University. In study 1, 20 participants completed dream diaries and memory tasks before and after they had left home and moved to university, and generated self images, “I am…” statements , reflective of their current self. Changes in “I ams” were observed, indicating a newly-formed ‘university’ self. These self, images and related autobiographical knowledge were found to be incorporated into recent dreams but not into dreams (...) from other periods. Study 2 replicated these findings in a different sample . We suggest that these data reflect a period of self-consolidation in which new experiences and self images are incorporated into autobiographical memory knowledge structures representing personal goals during sleep. (shrink)

Collaboration in the arts is no longer a conscious choice to make a deliberate artistic statement, but instead a necessity of artistic survival. In today’s hybrid world of virtual mobility, collaboration decentralizes creative strategies, enabling artists to carve new territories and maintain practice-based autonomy in an increasingly commercial and saturated art world. Collaboration now transforms not only artistic practices but also the development of cultural institutions, communities and personal lifestyles. This book explores why collaboration has become so integrated into a (...) greater understanding of creative artistic practice. It draws on an emerging generation of contributors—from the arts, art history, sociology, political science, and philosophy—to engage directly with the diverse and interdisciplinary nature of collaborative practice of the future. (shrink)

In recent decades there has been a great expansion in the number, size and influence of International Non-Governmental Organisations involved in international relief and development. These changes have led to increased scrutiny of such organisations, and this scrutiny, together with increasing reflection by INGOs themselves and their staff on their own practice, has helped to highlight a number of pressing ethical questions such organisations face, such as: should INGOs attempt to provide emergency assistance even when doing so risks helping to (...) fuel further conflict? How should INGOs manage any differences between their values and those of the people they seek to benefit? How open and honest should INGOs be about their own uncertainties and failures? This book consists of sustained reflections on such questions. It derives from a workshop held at Melbourne University in July 2007 that brought together a group of people – for the most part, reflective practitioners and moral and political philosophers – to discuss such questions. It explores honestly some of the current challenges and dilemmas that INGOs face, and also suggests some new ideas for meeting these challenges. Our hope is that the kind of explicit reflection on the ethical issues INGOs face exemplified in this publication will help to promote a wider debate about these issues, a debate that in turn will help INGO managers and others to make better, wiser, more ethically informed decisions. (shrink)

(1984). Performance-Enhancing Drugs in Sport: The Ethical Issue. Journal of the Philosophy of Sport: Vol. 11, No. 1, pp. 23-28. doi: 10.1080/00948705.1984.9714410.

In this paper, we consider the influence of Gibson's affordance theory on the design of robotic agents. Affordance theory (and the ecological approach to agent design in general) has in many cases contributed to the development of successful robotic systems; we provide a brief survey of AI research in this area. However, there remain significant issues that complicate discussions on this topic, particularly in the exchange of ideas between researchers in artificial intelligence and ecological psychology. We identify some of these (...) issues, specifically the lack of a generally accepted definition of "affordance" and fundamental differences in the current approaches taken in AI and ecological psychology. While we consider reconciliation between these fields to be possible and mutually beneficial, it will require some flexibility on the issue of direct perception. (shrink)

(2006). John Gray and the Political Theory of Modus Vivendi. Critical Review of International Social and Political Philosophy: Vol. 9, The Political Theory of John Gray, pp. 155-169.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A History of American Music EducationSondra Wieland HoweA History of American Music Education, 3rd edition, by Michael L. Mark and Charles L. Gary. Lanham, MD: Rowman and Littlefield Education, 2007, 500 pp., $95.00 cloth, $44.95 paper.Mark and Gary's editions of A History of American Music Education are indispensable reading for every music education student, practicing professional music educator, and the general reader who is interested in the development (...) of music teaching in American public schools. Based on excellent secondary sources, this history presents an overview of music education from Colonial America, through the development of textbooks in the nineteenth century and the growth of professional organizations in the early twentieth century, to the expansion of the curriculum and the role of government in education since 1950.This third edition is written by Michael L. Mark, professor emeritus at Towson University in Maryland, and dedicated to the memory of his friend and coauthor, Charles L. Gary.1 Mark has written two other books that complement the history editions. Contemporary Music Education surveys various reform projects since the 1950s, trends in the philosophy of music education, government policies, and the development of new methods.2Music Education: Source Readings includes writings about music education from both the European and American perspectives.3 There are many recent articles and dissertations on the history of music education, but the only recent book is Terese Volk's Music, Education, and Multiculturalism, which describes school programs and materials emphasizing multiculturalism in the twentieth century from a historical perspective.4 Publications in musicology add to our knowledge of the history of music in American society, but musicologists rarely write about music in public schools. Publications on the history of education are helpful in understanding trends in music education, but these publications do not discuss music.The third edition of A History of American Music Education is expanded to 500 pages from the approximately 400 pages of the earlier editions, largely because of new formatting and [End Page 115] spacing that make the third edition easier to read. Each chapter has a reference list in APA style in contrast to the Chicago Manual style of the earlier editions, with endnotes plus a bibliography at the end of each chapter. The material in Mark's third edition is basically the same as the earlier editions, with some expansion of the history of music education after 1950.This book, based on secondary sources, is an overview of the history of music in American public schools, showing the response of education to societal needs during various historical periods. There is an emphasis on the role of national music organizations, especially MENC: The National Association for Music Education (MENC), in advocating for the importance of music for every child. The historical account includes the various justifications for teaching music and discussions of the meaning of music. There were times when music educators were interested in aesthetics, but there were also many times when they were mainly interested in a practical understanding of music and extrinsic motives for including music in the school curriculum.5The first section on "The Western Heritage" (chapters 1-3) briefly covers music in Jewish traditions through the Greek and Roman cultures because the insights of these ancient thinkers influenced all Western societies. The chapter on the Middle Ages through the Reformation shows the role of music as a practical subject, part of the quadrivium with arithmetic, geometry, and astronomy. As music became an integral part of the church, musicians developed methods of teaching note reading. Martin Luther promoted the singing of "good music" in schools and education in the vernacular for the middle classes. With the development of Italian conservatories and the patronage of music by the elite classes of the Renaissance, music training became specialized for musicians working in the church and courts. These various conflicting European opinions of the role of music in society influenced American education.The second section on "The New World" (chapters 4-5) emphasizes the use of music as a means of praising God. Spanish musicians established successful music education programs in Peru and Mexico to promote Christianity. The French brought Christianity to... (shrink)

Women music educators in the USA have been active in public and private schools, churches, and community organizations. In the nineteenth century, Julia E. Crane founded the Crane Institute of Music, the first institution to train music supervisors; and women developed kindergarten programs throughout the US. In the "private sphere," women taught in home studios and Sunday schools, and published children's songs and hymns. In 1907, the Music Supervisors National Conference (which became the Music Educators National Conference) was founded under (...) the leadership of Frances E. Clark, although only thirteen women have been president of MENC between 1907 and 2010. In the twentieth century, women have edited music textbook series and served on editorial boards of music education journals. This survey of nationally prominent music educators shows the importance of quality education, guiding personal philosophies, positive supportive mentors, and leadership opportunities within the profession for developing successful lifetime careers. (shrink)

Debates about the role of the university in a democratic society have been constant throughout history; but current discussions seem to be of a different order for several reasons. First, universit...

Lowering the standard of care in a pandemic is a recipe for inferior care and discrimination. Wealthy white patients will continue to get “standard of care” medicine, while the poor and racial mino...

As healthcare providers engage in the politics of reforming and humanizing our immigration and asylum “system” it is critical that they are able to refer their patients whose health is directly impacted by our immigration laws and policies to experts who can help them navigate the system and obtain the healthcare they need.

This article contains a brief set of reflections on the history and development of the International Association for the Philosophy of Sport and of sport philosophy in general over the past four decades.

How nursing as a profession is valued may be changing and needs to be explored and understood in a global context. We draw on data from two empirical studies to illustrate our argument. The first study explored the value of nursing globally, the second investigated the experiences of overseas trained nurses recruited to work in a migrant capacity in the UK health care workforce. The indications are that nurses perceive themselves as devalued socially, and that other health care professionals do (...) not give nursing the same status as other, socially more prestigious professions, such as medicine. Organizational and management structures within the NHS and the independent care home sector devalue overseas nurses and the contribution they make to health care. Our conclusions lead us to question the accepted sociocultural value of the global nursing workforce and its perceived contribution to global health care, and to consider two ethical frameworks from which these issues could be discussed further. (shrink)