In response to the interruption of all levels of education following COVID-19, we start by underlining the difference between emergency remote teaching and online learning. Next, we inquire into the question of presence in physical and virtual classrooms, and offer a discussion of presence as “being-here-now,” a “movement toward becoming,” and as gelassenheit or “releasement toward things.” We highlight the materiality of communication, and the performative production and transformation of the classroom space. Finally, we illustrate how performative writing enhances the (...) sense of being-here-now, and facilitates the co-inhabiting of online learning spaces that lack co-presence of bodies in the same physical environment. (shrink)

In this paper, we pay attention to the impact on staff of what was a new place, Ko Awatea, within a large New Zealand hospital. The place became a space from within which a particular mood arose. This paper seeks to capture that mood and its impact. Using a Heideggerian hermeneutic approach, the study reported on drew on data from interviews with 20 staff. Philosophical notions about the nature and mood of place/space are explored. As staff claimed this space, the (...) mood that emerged was of liveliness, buzz and comfort. It became a space where people wanted to be, where they met others, where conversations unfolded, where thinking happened in new ways. Staff places tend to be sacrificed or poorly resourced in resource-tight environments. We argue that creating a space that feels home-like, where staff come, linger and engage in community is a priority for generating the mood and thinking of an organization. Such spaces do not happen by chance; it takes forethought and intentionality. The gift of such space is the thinking that is sparked and grown. (shrink)

This paper explores naturalism and supernaturalism as modes of disclosure that reveal and conceal different aspects of relationality. Naturalism is presented as a worldview or set of philosophical assumptions that posits an objective world that is separable from persons and discoverable or describable via scientific methods. Because psychotherapy tacitly endorses many naturalistic assumptions, psychotherapy relationships may be limited to an instrumentalist ethic premised upon use-value and manipulability. Given these naturalistic limitations, relationships may require a supernatural component – a component which (...) reaches beyond the naturalistic and into the miraculous. The alternative grounding for this supernatural disclosure is found in the philosophy of Martin Heidegger and that of Emmanuel Levinas, the former emphasizing the possibilities inherent in contemplative rather than calculative disclosures, and the latter emphasizing ethical obligation and absolute otherness. A therapeutic case is discussed as an exemplar of both kinds of relational disclosure – that is, naturalistic and supernaturalistic – and the therapeutic and relational consequences of each type of disclosure are explored. Indo-Pacific Journal of Phenomenology, Volume 10, Edition 2, October 2010: 73-85. (shrink)

In order to understand how the logic of public management can enrich humanistic management’s practices, the current paper will analyze the managerial practices adopted by public administrations within a situation of emergency, a condition where the specific features of the public management can emerge more clearly. Specifically, it will focus on the ways in which the municipality of Bergamo (one of the hardest-hit cities) have reacted to the Covid-19 pandemic, outlining interesting managerial practices especially from the point of view of (...) Humanistic Management’s theory. Such interest resides also in the fact that although the Humanistic Management’s field of research has dealt with a wide range of topics (including human development, emancipation and progress), so far, however, it has not yet considered public administrations, whose role is by definition oriented towards human development through the creation of public value. The analysis of public management through the lens of Humanistic Management can be useful in various respects. Above all, the difference between public administrations and private enterprises can also lead to a very much different process of value creation, based on collaborative forms of production as well as relational and reflexive forms of management. In accordance with the Humanistic Management framework, also business organizations must generate social wellbeing. From this point of view, the lesson of public administrations can be extremely useful for business organization and management alike. (shrink)

This article examines the well from which learning, teaching, and research originate. It investigates how to perform these three aspects of academic practice well and to do it in a playful manner. Instead of repeating existing knowledge and scientific methods punctiliously, the playful academic experiences and presents knowledge in new or alternative ways. Playfulness more often results in discoveries and inventions that are otherwise unthinkable. -/- Through an analysis of a selection of Plato’s myths, allegories, and imagery, the article demonstrates (...) how very complicated subject matters can be illustrated in a playful, synecdochic form, hereby making the unfathomable easier to approach and understand. -/- Examining Plato’s concept of ‘agalma’ – the beautiful ornament of wisdom – the article discusses how we can see academia as a jewellery box, or as a plaything. Agalma allows us to see learning, teaching, and research as an adventurous journey or as a playful labyrinth leading into all dimensions of being. (shrink)

Why a hermeneutical philosophy of the natural sciences? It is necessary to address the philosophic crisis of realism vs relativism in the natural sciences. This crisis is seen as a part of the cultural crisis that Husserl and Heidegger identified and attributed to the hegemonic role of theoretical and calculative thought in Western societies. The role of theory is addressed using the hermeneutical circle to probe the origin of theoretic meaning in scientific cultural praxes. This is studied in Galileo's discovery (...) of the phases of Venus; the practice of measurement; the different theories and practices of space perception; the historicality and temporality of scientific research communities which ground paradigm change; and the process of discovery. The paper draws particularly from the work of Heidegger. Though envisaging all science and scholarship, the highlighted theme is research in the natural sciences. (shrink)

Academia’s mathematical metaphysics are briefly explored en route to an elaboration of the qualitatively rigorous requirements underpinning the calibration and unambiguous interpretation of quantitative instrumentation in any science. Of particular interest are Gadamer’s emphases on number as the paradigm of the noetic, on the role of play in interpretation, and on Hegel’s sense of method as the activity of the thing itself that thought experiences. These point toward and overlap with (1) Latour’s study of the metrological social networks through which (...) technological phenomena are brought into language as modes of being that can be understood, and (2) the way that Rasch’s models for measurement comprise a potential beginning for metaphysically astute, qualitatively and quantitatively integrated, mathematical methods in the social sciences. The paper closes with observations on the general problem that is philosophy, the need to remain open to multiplicities of meaning even as clear understandings are sought and obtained. (shrink)

This paper argues that learning is inherently violent. It examines the way in which Heidegger uses – and refrains from using – the concept in his account of Dasein. Heidegger explicitly discussed “learning” in 1951 and he used of the word in several contexts. Although he confines his use of “learning” to the ontic side of the ontic-ontological divide, there are aspects of what he says that open the door to an ontological analogue of the ontic learning. In this discussion (...) it emerges that what precludes “learning” behaving as does “willing”, “waiting” and “thanking”, is something that derives from the relatedness of Dasein. The paper finally examines violence within the disclosure of truth. The approach to the investigation is experimental and is to some extent modeled on Heidegger‟s own later enquires. (shrink)