J C Walker; Dusting Off Educational Studies: a methodology for implementing certain proposals of John Wilson’s, Journal of Philosophy of Education, Volume 18, I.

Philip Snelders; An Essentially Contesting Philosopher: a reply to John Wilson, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 17–22.

Perspective taking is a critical yet tangled construct that is used to describe a range of psychological processes and that is applied interchangeably with related constructs. The resulting ambiguity is particularly vexing in science education, where although perspective taking is recognized as critical to informed citizens’ ability to negotiate scientifically related societal issues, or socioscientific issues via socioscientific reasoning, the precise nature of perspective taking remains elusive. To operationalize perspective taking, a theoretical conceptual analysis was employed and used to position (...) perspective taking within the context of SSR. The resulting, more precise construct identified as socioscientific perspective taking requires engagement with others or their circumstances, an etic/emic shift in one’s viewpoint, and a moral context guided by conscience. (shrink)

The purpose of this article is to suggest how philosophy might play a key, if precisely delineated, role in the shaping of policy that leads educational development. The argument begins with a reflection on the nature of confidence in the relationship between philosophy and policy. We note the widespread resistance to abstract theorising in the policy community, disguising the enormous potential of a philosophical approach. Defending a philosophically equipped approach to policy, which is inevitably theoretically laden, we argue that philosophical (...) investigation should be construed not as an initial step anterior to the task of research, but as a way of standing in relation to evidence and policy making throughout the process of investigation and adjudication. To illustrate the distinctive contribution philosophy can make, we propose five interrelated stages where philosophical thinking plays a constitutive role in the full process of policy development, critique and instantiation. (shrink)

Is there—or rather, ought there to be—a presumption of atheism, as Antony Flew so famously argued nearly half a century ago? It is time to revisit this issue. After clarifying the concept of a presumption of atheism, I take up the evaluative question of whether there ought to be a presumption of atheism, focusing on Flew’s arguments for an affirmative answer. I conclude that Flew’s arguments, one of which rests on an analogy with the presumption of innocence, fail.

Concepts serve critical functions in science, through their descriptive powers and as the building-blocks of theory. When concepts are immature, therefore, science suffers. Consequently, concept development ought to be considered a fundamental scientific activity. Knowledge of different approaches to concept development, however, is relatively limited in the management discipline. The purpose of this article, therefore, is to provide a primer on concept development. It begins by establishing the link between concepts and science. It then describes and discusses the main approaches (...) to concept development. Finally, it provides an example of concept development from the marketing sub-discipline. (shrink)

The traditional use of the expression 'pseudoproblem' is analysed in order to clarify the talk of pseudoproblems and related phenomena. The goal is to produce a philosophically serviceable terminology that stays true to its historical roots. This explicative study is inspired by and makes use of the method of logical reconstruction. Since pseudoproblems are usually expressed by pseudoquestions a formal language of questions is presented as a possible reconstruction language for alleged pseudoproblems. The study yields an informal theory of pseudoproblems (...) whose presuppositions are critically investigated right away. At least one result remains: Claims of pseudoproblemship and their refutations must not be voiced casually - they are to be relativized and need substantial interpretive effort. (shrink)

Today, many philosophers write on topics of contemporary interest, such as emerging technologies, scientific advancements, or major political events. However, many of these reflections, while philosophically valuable, fail to contribute to those who may benefit the most from them. In this article, we discuss our own experience of engaging with nursing researchers and practicing nurses. By drawing on the field of philosophical phenomenology, we intervene in a longstanding debate over the meaning of “empathy” in nursing, which has important implications for (...) nursing research, training, and practice. However, our intention is not only to introduce and discuss this philosophical intervention. Rather, we present this intervention as a model for how philosophers might successfully engage with the field of nursing, and perhaps with other fields as well, with the aim of effecting positive change in research or practice. The article proceeds in five parts. First, we introduce the problem of conceptual clarity in nursing and explain why many nursing concepts are still in need of refinement. Second, we discuss the origins of the concept of empathy in nursing and outline the challenges associated with borrowing theory from other fields. Third, we explain how nurses tend to conceptualize empathy today, drawing upon the psychological distinction between cognitive and emotional empathy. Fourth, we discuss our intervention in this debate and explain how we attempt to resolve existing conceptual confusions by developing the concept of empathy from the ground up. Fifth, we conclude by briefly reflecting upon some of the challenges of interdisciplinary engagement and providing some recommendations based upon our own experience. (shrink)

In the complex teaching paradigm constructed and celebrated in classical Greek philosophy, geometry was the gateway to knowledge. Historically, mathematics provided the generational basis of education in Western civilization. Its impact as a disciplining subject was philosophically served by Plato’s most influential metaphysical involvement with the dialectical interplay of form and content, ideas and images, and the formal, hierarchic divisions of reality. Mathematics became a key--perhaps the key--for the establishment of natural, social and intellectual hierarchies in Plato’s work, and mathematical (...) capacities became synonymous with power--the power of abstraction needed to effect and control change. It was the provenience of the academic demands, levels, and achievements celebrated as culturally Western. From ancient Athens to medieval Europe, it became the principle of interactional/hierarchic selection: Similia similibus cognoscuntur--that is, only those things alike can interact cognitively; this launched the notion that mathematical ability is the best test for objectively determining who does and who does not qualify for a social, political, and intellectual meritocracy. (shrink)

(First paragraph.) Different views on the relation between phenomenal reality, the world as we consciously experience it, and noumenal reality, the world as it is independent from an experiencing subject, have different implications for a collection of interrelated issues of meaning and reality including aspects of metaphysics, the philosophy of language, and philosophical methodology. Exploring some of these implications, this paper compares and brings together analytic, continental, and Buddhist approaches, focusing on relevant aspects of the philosophy of Donald Davidson, Jacques (...) Derrida, Dharmakīrti, and Dōgen. Prima facie, these philosophers have little in common, and indeed the differences are vast. Even in case of the two Western thinkers there is a fundamental difference between Davidson’s anti-dualist identification of phenomenal, experienced reality with the noumenal, real, external world on the one hand, and the bracketing or elimination of noumenal reality at the base of Derrida’s thought on the other, which lead to radically different ideas with regards to (the possibility and nature of) objectivity and our linguistic access to the real/external/noumenal world. Nevertheless, there are important similarities between Dharmakīrti’s theory of apoha and Davidson’s and Derrida’s theories of triangulation and différance respectively, and these similarities can be exploited to bridge some of the differences and attempt a constructive engagement. (shrink)

This study was designed to explore the concept of witnessed resuscitation. This was achieved through a serial approach to conceptually based research that systematically and incrementally developed understanding of the meaning of witnessed resuscitation in the context of emergency resuscitative care for adult victims of cardiorespiratory arrest. Theoretical investigation provided a strong conceptual foundation of existing knowledge and gave direction for further inquiry. Existential investigation comprised a hermeneuticphenomenological study to explore the phenomenon of lay presence during an adult cardiopulmonary resuscitation (...) attempt. Lived-experience material was subjected to thematic analysis and was revealing of five concepts that represented the essential nature of the lived experience. The concept of exposure emerged as the essence of this phenomenon. Research findings derived during theoretical and existential investigation were compared by adapting a method of template comparison. This process culminated in a synthesised conceptualisation of the meaning of witnessed resuscitation of a higher level of abstraction. Ongoing research is needed to determine whether this ‘state of the art’ conceptualisation of witnessed resuscitation holds its boundaries when applied to alternative phenomena, contexts and disciplines. Priority should be given to exploring the application of this concept in the context of patient and family-centred end-of-life care. (shrink)