Emotions are now considered critical elements of a successful education. In English as a Foreign Language context, there are many challenges for teachers to deal with. Hence, it is necessary to take their emotions into consideration. Despite many studies in this area, researching teachers’ positive mood, hope, and academic buoyancy has been left less attended. Trying to introduce this line, the present study reviewed the definitions, related concepts, theories, and previous studies done on these three variables in (...) detail. It also touched upon the origins of researching emotion in educational contexts describing different schools of psychology. Additionally, the study offered some practical implications for EFL teachers, students, policy-makers, teacher trainers, and researchers. Finally, it enumerated the existing gaps in this area and made a number of research suggestions for future research. (shrink)

Arts education in schools frequently experiences the pressure of being validated by demonstrating quantitative impact on academic outcomes. The quantitative evidence to date has been characterized by the application of largely correlational designs and frequently applies a narrow focus on instrumental outcomes such as academically relevant competencies. The present review aims to summarize quantitative evidence from quasi-experimental and experimental studies with pre-test post-test designs on the effects of school-based arts education on a broader range of competency outcomes, (...) including intra- and interindividual competencies. A systematic literature search was conducted to identify relevant evaluation studies. Twenty-four articles reporting on 26 evaluation studies were eligible for inclusion, and their results were reviewed in terms of art domains and outcome categories. Whilst there is some evidence of beneficial effects on some competencies, for example of music education on arithmetic abilities, speech segmentation and processing speed, the evidence across arts domains and for different outcomes is limited due to small sample sizes, small number of studies, and a large range of effect sizes. The review highlights that sufficiently powered experimental studies with pre-test post-test designs evaluating arts education are sparse and that the “gold standard” of experimental research comes at the expense of a number of other study characteristics such as sample size, intervention and follow-up length. By summarizing the limitations of the current experimental research, the application of experimental designs is critically assessed and a combination with qualitative methods in mixed-method designs and choice of relevant outcomes discussed. (shrink)

Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book (...) is to reveal how our experience of discontinuity is inextricably connected to our ability to question our taken-for-granted knowledge and beliefs, and our ability to critically examine the norms and values of society. Discontinuity points to those moments when we are interrupted by something unexpected, such that our ideas or ways of acting become untenable and need revision. Encounters with the unexpected point to the contingency of human experience; they indicate a blind spot and remind us we are fallible. Such encounters are t. (shrink)

The paper calls for a re-evaluation of physical education’s cognitive value claims, as this issue is fundamental to many of the conceptual difficulties the subject faces. Current epistemological challenges are reviewed before analysing the structural connections between intelligent practice and intelligent virtues, and the possibilities for physical education to better articulate its’ intrinsic and instrumental values claims. The paper evaluates arguments made on this basis and reviews revised curriculum planning and pedagogical practices, which could support an enhanced focus (...) on learners’ wider aspirations and achievements; factors crucial for a virtuous life. While applauding enquiry into the possibilities for considering physical education as a moral endeavor, the paper raises concerns about conceptual clarity in intellectual and empirical accounts of virtue. The paper concludes by advocating further research on the interrelationship between intellectual and empirical accounts of skill, evaluation of learners’ decision-making and the aims of physical education and school sport programmes. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Handbook of Research and Policy in Art EducationCharles M. DornHandbook of Research and Policy in Art Education, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper.The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for (...) any reader who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field.The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. Graeme-Chalmers, Ralph Smith, Anna Kindler, Enid Zimmerman, Elisabeth Soep, and Arthur Efland. Forty-one authors contributed to the book's contents, all of which have nationally recognized expertise in handling the topic discussed.Editors Elliot Eisner and Michael Day view the book as an effort to bring together research and theory, policy, and concepts that guide and give shape to what people in art education try to accomplish—which is, of course, a rather ambitious goal. Even the editors admit the Handbook meets some but not all of these competing orientations. They also claim that the Handbook serves as an assertion that art education is a scholarly field, perhaps even to a fault through mostly ignoring qualitative issues regarding goals, expressive art form, and aesthetics. Also, the editors admit that the Handbook will be a disappointment, which is true, especially with respect to its emphasis on rationales rather than policy problems, on assessment appreciation rather than policy and research, on assessment in art education history as a record of events rather than as policy windows, and on emerging visions as older forms of social and political discourse rather than policy issues, implementation, and evaluation.Nevertheless, the Handbook addresses a number of important policy issues, providing well-developed and valuable views of the field by a variety of important authors and, in some cases, with some rarely seen insights into the nature of the field. I will only review the most salient ideas of the chapter authors in each of the six sections and then comment on what I believe are promising, and sometimes somewhat troubling, directions pointed out in the chapters, including what promises have not been fulfilled. [End Page 111]Section I, on historical currents, includes chapters by F. Graeme Chalmers; Mary Ann Stankiewicz, Pat Amburgy, and Paul Bolin; and John Howell White. Chalmers provides a very thorough overview of the literature on the history of art education, including what he calls the broad perspectives on art education, history, and research interests of art education historians. Overall, he references nearly 300 publications. Stankiewicz, Amburgy, and Bolin then address specific movements in nineteenth-century art education and art, including a brief history of the social function of art, drawing instruction in schools, industrial drawing, manual training, the arts and crafts movement picture study, and progressive education with over 120 references. White, who follows, provides a similar review of major forces, focusing mainly on art education influences in the twentieth century, addressing the contributions of various art educators, arts organizational leaders, artists, government initiatives, and the critical and divergent influences of key post–WW II art education writers. He also documents his work with nearly 300 sources.Section II, on policy perspectives, contains seven chapters, including ones by Ralph Smith; Samuel Hope; Constance Bumgarner Gee; Lois Hetland and Ellen Winner; H. Gene Blocker; and E. Louis Langford and Kelly Scheffer. In Section II, Sam Hope outlines the power of policy and its effect... (shrink)

Changes to practical nurse education (with expanded scopes of practice) align with the increasing need for nurses and assistive personnel in global acute care contexts. A case in point is this critical exploration of Canadian practical nursing literature, undertaken to reveal predominating discourses and relationships to nursing disciplinary knowledge. The objectives of this poststructural critical review were to identify dominant discourses in practical nurse education literature and to analyze these discourses to uncover underlying beliefs, constructed (...) truths, assumptions, ambiguities and sources of knowledge within the discursive landscape. Predominant themes in the discourses surrounding practical nurse education included conversations about the nurse shortage, expanded roles, collaboration, evidence‐based practice, role confusion, cost/efficiency, the history of practical nurse education and employer interests. The complex relationships between practical nursing and the disciplinary landscape of nursing are revealed in the analysis of discourses related to the purpose(s) of practical nurse education, curricula/educational programming, relationships between RN and PN education and the role of nursing knowledge. Power dynamics related to employer needs and interests, as well as educational silos and the nature of women's work, are also revealed within the intersection of various discourses. (shrink)

The Institute of Social Research, from which the Frankfurt School developed, was founded in the early years of the Weimar Republic. It survived the Nazi era in exile, to become an important centre of social theory in the postwar era. Early members of the school, such as Adorno, Horkheimer and Marcuse, developed a form of Marxist theory known as Critical Theory, which became influential in the study of class, politics, culture and ideology. The work of more recent members, and (...) in particular Habermas, has received wide attention throughout Europe and North America. Tom Bottomore's study takes a new and controversial look at the contributions of the Frankfurt School to modern sociology, examining several issues not previously discussed elsewhere. He discusses the neglect of history and political economy by the critical theorists, and considers the relationship of the later Frankfurt School to the radical movements of the 1960s and the present time. His critical analysis makes the school's writers accessible, through an assessment of their work and an exploration of the relationship of Critical Theory to other forms of sociological thought, especially positivism and structuralism. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our (...) understanding of the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

Politics and Modernity provides a critical review of the key interface of contemporary political theory and social theory about the questions of modernity and postmodernity. Review essays offer a broad-ranging assessment of the issues at stake in current debates. Among the works reviewed are those of William Connolly, Anthony Giddens, J[um]urgen Habermas, Alasdair MacIntyre, Richard Rorty, Charles Taylor and Roy Bhaskar. As well as reviewing the contemporary literature, the contributors assess the historical roots of current problems in (...) the works of Nietzsche and Max Weber. (shrink)

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students’ levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: (...) counteracting the bad effects of the “hidden curriculum,” teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors’ right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. (shrink)

Within the context of fierce global economic competition, school diversification and specialist schools have been seen by governments as cornerstones of education policy to engineer school improvement in both England and Singapore for more than a decade. In both systems, the policy has manifested in different school types, school names and sometimes buildings-in England, specialist status schools, academies and most recently free schools; and in Singapore, specialist schools and niche schools. Diversification is promoted by each school emphasising distinctiveness in (...) its curriculum-often with implications for its funding and degree of autonomy-which differentiate it from others. There is normally the intention to scale-up curricular innovations school-wide. The paper addresses three aims in respect to both countries: first, it profiles the evolution of specialist schools' policies in both states in relation to school improvement and secondly, social justice; thirdly, it undertakes a comparative policy analysis in order to draw conclusions as to how the relationship between central government and schools has re-configured in both countries-arguing that the policy in England is radical, that in Singapore, conservative. (shrink)

Governmental concerns about primary children's performance in writing in the Standard Assessment Tasks (SATs) have resulted in the 'Grammar for Writing' Initiative. This resource and the associated in-service training is intended to raise standards in the teaching of writing. The article reviews SATs reports, inspection reports and research evidence in order to address the question: to what extent can this development be justified by empirical evidence on the teaching of grammar? It is concluded that the initiative is not supported by (...) research evidence and that changes will need to be made to English curriculum policy and pedagogy if children's writing is to further improve. (shrink)

Governmental concerns about primary children's performance in writing in the Standard Assessment Tasks have resulted in the 'Grammar for Writing' Initiative. This resource and the associated in-service training is intended to raise standards in the teaching of writing. The article reviews SATs reports, inspection reports and research evidence in order to address the question: to what extent can this development be justified by empirical evidence on the teaching of grammar? It is concluded that the initiative is not supported by research (...) evidence and that changes will need to be made to English curriculum policy and pedagogy if children's writing is to further improve. (shrink)

The essential mission of the church is evangelization (EN 14). She establishes her own schools to accomplish this mission. Evangelization aims at the formation of the whole person. In this complete formation, the religion or faith dimension plays an important role in the development of the other aspects of one’s personality in the measure in which it is integrated into general education. The extent to which the Christian message is transmitted through education depends not only on content and (...) methodology but also on the teacher, usually the lay. The Catholic Schools and the lay educators receive from the Church, through the Bishops, this “mandate” of “an apostolic undertaking”. Religious instruction in the Archdiocese of Cebu rests on the religious congregations spread across the province. The congregations pursue mainly their vision, mission, and thrusts. This study sought to review the Catholic Life Formation (CLF) content and strategies of ten representative schools from the Catholic Church and the Catechism for Filipino Catholics to ensure the inclusion of basic doctrine and Faith essentials, evaluate the qualifications and the teaching performance of teachers CLF or Christian Living and propose a model for Cebu Catholic Life Formation Program Scope and Sequence and a corollary Facilitators Formation Program needed to implement it. CLF curriculum of the 10 schools varied greatly in catechetical focus. Review of curriculum content revealed that the essentials of the Faith lacked in organic and systematic manner of presentation. The 10 schools had variance in elements, systems and sequence of exposition, faith exposure and prayer forms lack in connectivity to Church prescriptions. Thus, a Model Cebu CLF Program Scope and Sequence is proposed for the utilization by the Catholic Schools in the Archdiocese of Cebu. Keywords - Cebu Catholic Life Formation, Archdiocese of Cebu. (shrink)

This controversial book professes to be a "critical account of Linguistic Philosophy and a study of Ideology." It is clearly written and abounds with entertaining aphorisms. Philosophically important objections against the Oxford School are developed in the first hundred pages. The rest is highly repetitious, and, aside from rhetorical effects and remarks on the psychology and sociology of the movement, contribute little to a "refutation" of Linguistic Philosophy. As an alternative to Linguistic Philosophy, the book only vaguely hints (...) to a "clean," "non-oblique," and "non-insinuated" form of naturalism.--A. P. D. M. (shrink)

In this critical notice I review the main ideas presented in Peyman Vahabzadeh's thought-provoking investigation into the genesis of new social movements, Articulated Experiences: Towards a Radical Phenomenology of Contemporary Social Movements. I examine two central features of Vahabzadeh's work: (i) its notion of ?ultimate referentiality;? and (ii) the centrality of the role accorded to language in Vahabzadeh's overall theory. I argue that in his stipulation that language is the most fundamental mediating factor in articulation and acts (...) of identification, Vahabzadeh implicitly characterizes language as precisely the sort of privileged essential universality that his theory seeks to avoid. The repercussions of this criticism are not only relevant to the thesis of Articulated Experiences, they are also relevant to the thesis Vahabzadeh defends in his contribution to the present volume. (shrink)

One of the most contested areas in relation to literacy has been the teaching of reading. The British National Literacy Strategy (NLS) was intended to foreclose the reading debate by taking a clear position on the teaching of reading and prescribing this for all schools. National policy makers have claimed that the NLS is underpinned by research evidence. The central question that informs this paper is: has the research evidence on the teaching of reading demonstrated that the greater emphasis on (...) phonics evident in the NLS Framework for Teaching is justified? Empirical evidence in a number of key areas is reviewed: seminal work; teaching method evaluations; longitudinal evidence and the DfEE review of research and related evidence. It is concluded that there is a weak link between research and the prescribed phonics teaching in the Framework, and that changes should be made to reflect more accurately the research evidence. (shrink)

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 (...) editions. This update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Religious Voices in Public PlacesTimothy A Beach-VerheyReligious Voices in Public Places Edited by Nigel Biggar and Linda Hogan New York: Oxford University Press, 2009. 330 pp. $53.91Religious Voices in Public Places grew out of a conference at the University of Leeds in 2003. It makes an important contribution to continuing debates about religion and contemporary liberalism. Acknowledging that John Rawls provides the paradigmatic model for articulating modern liberal (...) ideals, the authors take [End Page 203] his work as a starting point; yet through critical engagement with his work, they move the discussion about liberal ideals forward in new directions. Although they recognize that the United States has long stood as the classical instance of a liberal polity, they widen their attention to other liberal nations that have different ways of relating to the religious sphere.The book is helpfully divided into four parts dealing with philosophical views, theological views, public policy issues, and national contexts. Each section investigates the proper role of religious voices in an increasingly global and pluralistic political environment. While the authors bring different perspectives to this principle concern, they all tend to agree that religious voices contribute to public discourse and that liberal democracy does not require their exclusion. “Indeed,” as Linda Hogan writes in the introduction, “running throughout the volume is an affinity for approaches that believe that the route to a durable political culture lies in serious and systematic engagement with different, and even opposing, comprehensive doctrines” (7).The essays in the section on philosophical views engage critically with John Rawls. Nicholas Wolterstorff and Raymond Plant each argue that Rawls’s version of public reason requires a degree of moral consensus that is both unrealistic and illiberal. Rawls’s view of public reason, they argue, stacks the deck in favor of particular (liberal) assumptions, making its ideals of freedom and equality a sham. In turn, Maureen Junker-Kenny looks for a more adequate conception of public reasoning in the discourse ethics of Jürgen Habermas. In the section on theological views, Luke Bretherton, P. Travis Kroeker, and Robert Gascoigne mine the Christian tradition for resources that engage pluralistic societies in ways that neither retreat into particularistic enclaves nor jettison Christianity’s distinctive faith for the sake of intelligibility. In their various ways, they call into question the prevailing view that religious convictions are a threat to a pluralistic society that values freedom, equality, and solidarity. In the section on public policy, Nigel Biggar, Paul Weithman, and Linda Hogan examine these questions through the lens of physician-assisted suicide, religion in public education, and international human rights; they make cogent arguments for including religious perspectives, in all their complexity and multiplicity, in the political life and public discourse of liberal democratic societies. The last section, on particular national contexts, makes it clear that there is more than one way for liberal societies to deal with religious voices. Peter Sedgwick examines the role of the Anglican Church in English public life; Brian Stiltner and Steven Michels study the role of religion in US political campaigns; and Jocelyne Cesari compares the way different liberal democratic polities in the West have responded to the expanding role of Islam in their societies.This fine volume of essays demonstrates that the discussion about religion and public life is moving beyond the stale binary categories of secular liberalism [End Page 204] and religious traditionalism. These essays exemplify and contribute to the more interesting discussion that is beginning to take place as we leave behind simplistic models in favor of more nuanced, rich, and realistic assessments of public discourse and political decision making in an increasingly diverse yet interdependent social environment. Nigel Biggar and Linda Hogan are to be thanked and commended for bringing this volume to fruition.Timothy A Beach-VerheyFaison Presbyterian ChurchCopyright © 2012 The Society of Christian Ethics... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Sound of Two Hands Clapping: The Education of a Tibetan Buddhist MonkChristian P. B. HaskettThe Sound of Two Hands Clapping: The Education of a Tibetan Buddhist Monk. By Georges B. J. Dreyfus. Berkeley: University of California Press, 2003. 445 + xv pp.Georges Dreyfus is a uniquely valuable contributor to the academic study of Tibetan Buddhism. He is the first Westerner to have received the Geshe (...) degree, signifying a thorough mastery of the curriculum of the Geluk (dge lugs) school, and in his latest work, The Sound of Two Hands Clapping, he not only displays the critical acumen produced by that education, but also candidly reveals the personal details of life as a monk in a Buddhist monastic university. This alone should commend this project to the attention of readers seriously interested in Buddhism; however, Dreyfus also gives us a work of scholarship of religion that is exemplary in its capacity to use a single topic as a starting point to explain vast swathes of religion and culture. A brief overview of the chapters precedes my assessment of the book's successes and its importance for Buddhist-Christian studies.The first chapter gives a brief historical overview of Tibetan Buddhism. Those with a passing acquaintance with Tibetan history will find little new information here, but Dreyfus does manage to succinctly and accurately present 1300 years of religious history in a mere fifteen pages. Chapter 2, "Tibetan Monasticism," takes up the context in which most Buddhist scholastic activity occurs, "describing...some of its characteristics and discussing its strengths without hiding its drawbacks" (p.33). Dreyfus moves from a depiction of the Indian precedents and textual foundations of monasticism in general to a discussion of the mass monastic movement in Tibet. His assessment is unsparing but nonjudgmental as he describes monks as tax collectors, ritual actors, priests, and even "punk-monks." In the third chapter "Becoming a Monk," the personal and autobiographical nature of Two Hands Clapping begins to emerge as Dreyfus relates his own personal experience of entering [End Page 192] monastic life interwoven with accounts of both the normative Tibetan standards and the present-day situation of Tibetan monastics. These vivid reports detail the sleep deprivation, poor diet, and rigorous lives of exiled monks, and the genuine affection that those who endure these circumstances feel for one another. This chapter also examines the differing roles of teachers as housemasters, scholastic preceptors, and gurus, and begins introducing several teachers with whom Dreyfus studied. These three chapters comprise the first section, "The Context."Despite the title and cover picture of a debating monk, this book is a study of the full range of scholastic monastic practices. Dreyfus begins his far-ranging comparisons to other religious educational traditions such as yeshivas and medieval European monasticism in the second section, "Tibetan Scholastic Practices." Chapter 4 looks at reading and memorization, considering literacy and education in Tibet first. His discussion of memorization comprises details of memorization practices and a good but not overwhelming discussion of modern psychological theory on memorization and mind. Chapter 5 presents the curriculum followed by Tibetan monks and identifies a key element of scholasticism: commentary. The section on comparative perspective is particularly good, comparing Shi'ite, Christian, and Tibetan models and citing theorists including Foucault and Halbertal to elucidate how commentary is used to create sectarian positions out of shared canonical texts. While the sixth chapter begins by comparing curricula and practices followed by both Ge-luk and non-Ge-luk monasteries, it concludes with a detailed section on the role of scholasticism in the production of authority and orthodox, accounting for the emergence of sectarian divisions within Tibetan Buddhism within a sociopolitical context. This return to the history provided in chapter 1 explains the history of sectarian divisions in Tibet and demonstrates both the centrality and scope of the impact of scholasticism in Tibetan religion. In chapter 7, "Scholasticism and Orality," Dreyfus gives the sort of detailed and nuanced testimony that only a long and careful observer of and participant in Buddhism could. He carefully dissects the role of orality in memorization and recitation on the one hand, and of oral commentary in pedagogy on the... (shrink)

Successfully navigating the norms of a society is a complex task that involves recognizing diverse kinds of rules as well as the relative weight attached to them. In the United States, different kinds of rules—federal statutes and regulations, scientific norms, and professional ideals—guide the work of researchers. Penalties for violating these different kinds of rules and norms can range from the displeasure of peers to criminal sanctions. We proposed that it would be more difficult for researchers working in the U.S. (...) who were born in other nations to distinguish the seriousness of violating rules across diverse domains. We administered a new measure, the evaluating rules in science task, to National Institutes of Health-funded investigators. The ERST assessed perceptions of the seriousness of violating research regulations, norms, and ideals, and allowed us to calculate the degree to which researchers distinguished between the seriousness of each rule category. The ERST also assessed researchers’ predictions of the seriousness that research integrity officers would assign to the rules. We compared researchers’ predictions to the seriousness ratings of 112 RIOs working at U.S. research-intensive universities. U.S.-born researchers were significantly better at distinguishing between the seriousness of violating federal research regulations and violating ideals of science, and they were more accurate in their predictions of the views of RIOs. Acculturation to the U.S. moderated the effects of nationality on accuracy. We discuss the implications of these findings in terms of future research and education. (shrink)

In business ethics literature, the figure of Machiavelli is often taken as a representation of that which is dark, sinister and negative—a source of inspiration for undesirable and unethical actions. In this research, we examine the evaluation of Niccolò Machiavelli’s thought in extant studies, and posit that Machiavelli’s works consist of ideas that may appear contradictory, which, coupled with historically contextualized close reading of his texts have more to offer. In this theoretical investigation, we construct new conceptual categories of a (...) leader’s decision-making rubric and attempt to provide a structured framework that will allow us to specify the boundary conditions under which the apparent contrary views may be accommodated, by undertaking a close reading of Machiavelli’s texts. Our work contributes to business ethics literature in at least three ways. First, we present a holistic assessment of the research area that applies the tenets of Machiavelli’s writings to business ethics, management, and organizational studies, and delineate the dominant themes. We outline and substantiate the informal research networks, thought structures, and “invisible colleges” that form the intellectual framework of this research area through a bibliometric analysis and literature review. Second, we present a contextualized close reading of Machiavelli’s major treatises. Third, we reimagine the critical landscape of business ethics literature, specifically pertaining to Machiavelli’s oeuvre by shifting the single-minded focus from _The Prince_, by including _The Discourses_, which, as we show, has new and unprecedented implications for business ethics. In light of this, the parameters for ethical action by business leaders can be redrawn according to a Machiavellian schema. This marks a radical departure from the long-standing association between Machiavelli’s tenets and the absence of ethics, instead proposing a more positive and affirmative relationship between Machiavelli and business ethics. Specifically, while pointing out that the existing ethical frameworks foisted on Machiavelli’s texts do not do justice to the political philosopher’s worldview, which are complex insights into ideas of leadership, we urge researchers to incorporate the thoughts offered in this research in future investigations. (shrink)

In this article I give an overall interpretation of the development of the Budapest School in Australia as political emigres, who initially worked and wrote in Melbourne and Sydney until the final years when Heller and Feher moved on to New York in the mid-1980s and then back to Budapest in 1993. The translation of How Is Critical Economic Theory Possible? has allowed us to better grasp the motivations and theoretical innovations of the Budapest School, to appreciate their internal (...) disputes and to recognise fundamental continuities and difference in these two key thinkers. This book was a gallant retrieval of democratic potentials in Marx. It excavated Marx’s own appreciation of needs produced by, and critical of, the alienations of the capitalist system. Ultimately, this early work was unable to realise its ambition to educate the diverse progressive movements of the times. I will show later that the retrieval of progressive potentials took a more social democratic form in the work of Maria Márkus on needs as she encountered them later in the Hawke Labor Government of Australia from 1983. Introducing the world media to the Budapest School in The Times Literary Supplement on 15 February 1971, Lukács described Márkus as ‘75% mensch’. When Lukács first met him, George already had his own philosophical interests, which he would bring with him when he became a key figure in ‘the Budapest School’. Márkus had studied in Moscow where he wrote his dissertation on the topic History and Consciousness and met his Polish wife, Maria. George used to modestly say that he was an expert only on the works of Karl Marx. That was despite that he had taught the history of modern philosophy at Eotvös Loránd University to Hungary’s most promising philosophers for a decade and later to philosophy students at Sydney University for the next 20 years. In the early 1970s, George invited Janos Kis and György Bence to work on his next project that would become the Hungarian version of Überhaupt, which was to become How Is Critical Economic Theory Possible? The new English translation published by Brill this year opens this important rethinking of the work of Marx to an international readership. (shrink)

This systematic review identifies and critically evaluates instruments that have been developed to measure clinical trial informed consent comprehension in non-cognitively-impaired adults.Literature searches were carried out on Medline (Ovid), PsycInfo, CINHAL, ERIC, ScienceDirect, and Cochrane Library for English language articles published between January 1980 and September 2008. Instruments were excluded if they focused on consent onto paediatric trials, the construct under study was primarily capacity or competency, or the instrument was developed specifically for psychiatric or cognitively-impaired populations. (...) Instruments selected for review were evaluated against the following criteria: (1) method of item generation; (2) type and format of test items; (3) administration and interpretation of test results; and (4) psychometric properties.Three instruments met our defined inclusion criteria: the Deaconess Informed Consent Comprehension Test (DICCT), the Quality of Informed Consent (QuIC) questionnaire and the Brief Informed Consent Protocol (BICEP). Each instrument varied in terms of content measured. Significantly, these are the first standardized instruments developed to assess comprehension in non-cognitively-impaired adults. Yet, each instrument had its own set of limitations such as the lack of generalizability and the absence of details pertaining to how test results should be used to guide clinical decision-making.Standardized clinical trial informed consent comprehension assessments have been developed to identify gaps in research participants' understanding and ensure that respect for patient autonomy is satisfied. (shrink)

There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science education. However, we still do not know many specific details regarding how students and teachers learn particular aspects of NOS and what are the most important feature traits of instruction. In this context, the main objective of this review is to analyze articles from nine main science education journals that (...) consider the teaching of NOS to K-12 students, pre-service, and in-service science teachers in search of patterns in teaching and learning NOS. After reviewing 52 studies in nine journals that included data regarding participants’ views of NOS before and after an intervention, the main findings were as follows: (1) some aspects of NOS (empirical basis, observation and inference, and creativity) are easier to learn than others (tentativeness, theory and law, and social and cultural embeddedness), and subjective aspects of NOS and “the scientific method” seemed to be difficult for participants to understand; (2) the interventions most frequently lasted 5 to 8 weeks for students, one semester for pre-service teachers, and 1 year for experienced teachers; and (3) most of the interventions incorporated both decontextualized and contextualized activities. Given the substantial diversity in the methods and intervention designs used and the variables studied, it was not possible to infer a pattern of more-effective NOS teaching strategies from the reviewed studies. Future investigation should focus on (a) disentangling whether a difference exists between the easy and difficult aspects of learning NOS and formulating a theoretical explanation for distinguishing the two types of aspects and (b) assessing the effectiveness of different kinds of courses (e.g., history of science, NOS or informal) and strategies (e.g., hands-on vs. drama activities; SSI vs. HOS). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Roger Mantie, Book Review, Thomas A. Regelski, A Brief Introduction to a Philosophy of Music and Music Education as Social Praxis in Philosophy of Music Education Review 24, no. 2 (Fall, 2016): 213–219.Thomas A. RegelskiWhile I am appreciative of Roger Mantie’s generous compliments about my past scholarship, his review is often misleading and philosophically misinformed. In particular, what he refers to (...) as my “editorialized, overview of the history of aesthetics,”1 I clearly describe as a critical philosophy2 of the aesthetic theory of art according to recent philosophy of art.3Kantian aesthetic theory was not a theory of art.... It is primarily a theory of free beauty and of the sublime, of our responses to flowers and cascades and the starry sky at night.... [I]t is hotly disputed and probably false.... [T]he theory hardly suffices to characterize art in general, for the obvious reason that art as we know it is not divorced from the rest of society.4Therefore distinguishing between an aesthetic rationale for justifying school music and a philosophy of music education is vitally important. [End Page 99]The legitimation crisis facing music education in today’s schools (viz., declining schedules and resources) is one result of taken-for-granted belief by many teachers of music’s automatic aesthetic benefits as their supposition for advocating its inclusion in schooling. Such a tacit belief assumes, with Kant, that “being in an aesthetic state is as easy as rolling off a log, and, furthermore, it is available to everyone.”5 It supposedly occurs spontaneously in the presence of so-called “aesthetic properties.” According to analytic aesthetics, these properties qualify the “autonomania”6 (spelled incorrectly in the review) of music’s “for its own sake” value, and its “sacralization” (also misspelled) as a spiritual source of veneration. Unfortunately, the autonomy of school music from music’s social roots and role, under the aegis of an aesthetic paradigm, drastically limits its contribution to the general education of all students.Moreover, my position on what music “is” and “is good for” does not represent the “is/ought fallacy,” as Mantie mistakenly asserts.7 That fallacy in ethics depends on an unwarranted deduction from “is” (fact, description) to “ought” (value, norm)8 which is not at stake in my discussion. A Finnish child came home upset that he had left his “notes” on the tram. In English, he probably would have bemoaned leaving his “music” behind. Teachers who are content to stress mainly notation can miss “the music” (for example, what is meant when judging a performance to be unmusical). The “ersatz Kantian theory of art”9 postulates that art and music are created to evoke the aesthetic responses the theory hypothesizes (according to an aesthetic attitude, disinterestedness, free beauty, and many other putative criteria). When, instead, viewing music’s origins and purposes (for example, as in anthropology and ethnomusicology) as always social in meaning, consequences, and worth, then teaching that stresses music’s sociality (not its autonomy) is promoted and becomes a warranted curricular goal.Moreover, the aesthetic experiences postulated by aesthetic theory are covert, thus lacking empirical evidence of teaching or learning effectiveness, or for curricular planning! Their effects are just presumed. In praxis-based teaching, instead, results are amply observable to learners (thus motivating), to administrators (thus promoting curricular support), and to parents (thus for taxpayers). This is all the more the case when musicing is chosen as “worthwhile” (that is, literally, “good time”) after school and graduation: the ongoing disposition to engage in musicing is thus my praxial definition of music appreciation. All this is argued in my book, but is neglected in the review, except where, in minimizing the effects of the resulting legitimation crisis facing music educators, Mantie concedes that school music has “almost always been contested and fragile”10—as though it has not progressively suffered from recent trends (No Child Left Behind Act in the US, common core, testing mania, and so on). [End Page 100]Mantie proposes that because musical praxes exist in society does not justify their inclusion as part of school music.11 That leaves out a lot of commonplace... (shrink)

In the wake of the advent of genome editing technology CRISPR-Cas9 (clustered regularly interspaced palindromic repeat (CRISPR)-associated protein 9), there has been a global debate around the implications of manipulating the human genome. While CRISPR-based germline gene editing is new, the debate about the ethics of gene editing is not – for several decades now, scholars have debated the ethics of making heritable changes to the human genome. The arguments that have been raised both for and against the use of (...) genetic technologies in human reproduction reiterate much of the arguments made in the pre-CRISPR debate. As such, it is instructive for South Africa to reflect on these arguments now, in considering our position on the regulation of the use of this novel biotechnology. There are two dominant schools of thought in this area, bioliberalism and bioconservatism. Bioconservatives raise concerns about the risks of genetic manipulation, and argue that it ought to be limited or prohibited to avert these risks to human health and human nature. Bioliberal scholars are more open to the prospect of genetic manipulation, because of its potential utility. In this article, I conclude that in liberal democracies such as our own, bioliberal arguments ought to be seriously considered when formulating policy on human genome editing because of the extent to which they resonate with our Constitutional values and human rights. I further suggest that there is a need for an enquiry into the relevance of African perspectives on the ethical questions that arise concerning germline genome editing. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that (...) difficulties in professional ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion-based classes and misunderstand the effectiveness of a case-based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes that (...) difficulties in professional ethics education in Japan are caused by the fact that both teachers and students lack experience in leading and participating in discussion‐based classes and misunderstand the effectiveness of a case‐based pedagogy. It also suggests that we need to offer teachers systematic opportunities to be trained to be proficient in enabling students to be active and critical in class. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Philosophers of Nothingness: An Essay on the Kyoto School, and: A Buddhist-Christian Logic of the Heart: Nishida's Kyoto School and Lonergan's "Spiritual Genome" as World BridgeAmos YongPhilosophers of Nothingness: An Essay on the Kyoto School. By James W. Heisig. Honolulu: University of Hawai'i Press, 2001. xi + 380 pp.A Buddhist-Christian Logic of the Heart: Nishida's Kyoto School and Lonergan's "Spiritual Genome" as World Bridge. By John Raymaker. Lanham, (...) MD: University Press of America, 2002. x + 214 pp.These are two very different types of books. Heisig, research fellow (since 1978) and former director (1999-2001) of the Nanzan Institute for Religion and Culture and well known to readers of this journal as author, book editor, and translator extraordinaire, [End Page 271] has produced the definitive exposition of the Kyoto School in the English language with Philosophers of Nothingness. Raymaker, a longtime Roman Catholic missionary to Japan and student of Lonergan's work, attempts in A Buddhist-Christian Logic of the Heart to establish points of contact between Lonergan's transcendental method and Nishida's pure experience. Let me briefly summarize the two volumes before making some comparative observations.Philosophers of Nothingness is divided into five sections: an "Orientation" (introduction) and a "Prospectus" (transitional epilogue) flanking the three sections on Nishida, Tanabe, and Nishitani, each constituting approximately twenty short chapters. In each case, Heisig combines intellectual biography and history of ideas approaches, thus both setting forth the wider social, political, and intellectual contexts of the Kyoto School thinkers and elaborating on their distinctive ideas. Those interested in the latter will not be disappointed. Nishida's "pure experience," "active intuition," "absolutely contradictory self-identity," "logic of locus" (or basho, topos, place), and "historical world," among other themes, are all given special attention within the broader framework of his philosophical project. In the case of Tanabe, unique concepts such as "absolute mediation," "logic of species," and "metanoetic philosophy" (or philosophy of repentance) are illuminated. And, of course, the contributions of Nishitani are fully represented: "nihilism," "the standpoint of emptiness," and the sunyata of time and history.At the same time, those looking for background discussion will also find Heisig's exposition helpful, and that along (at least) the following three lines. First, an attempt is made to take seriously the self-understanding of Kyoto School thinkers of doing philosophy in the world context. This is, of course, a bold undertaking which some in our time might summarily dismiss either as hubris or as ignorance. Yet beginning with Nishida and continuing through Tanabe, Nishitani and others (such as Tanabe's student, Abe Masao), the task was to engage as Japanese philosophers with Western thinkers and ideas. Here, of course, the tension between particularity and universality is most intense, and the Kyoto philosophers proceeded with full awareness of the issues at stake. Now while their endeavors can be criticized from either direction, what cannot be criticized without self-refutation is their motivating belief that they could understand the West and vice versa.Second, and connected with the first, is the social and political twentieth-century context of Japan and its relationship with modernity and with the Western world. Here, Heisig brilliantly negotiates between laying out the facts and locating the passions and failures of the Kyoto philosophers. This requires that he correctly identify their contributions as Japanese thinkers engaging modernity without ignoring their blind spots. As such, longstanding questions concerning Kyoto School philosophy as an ideology for Japanese nationalism are confronted head-on. Heisig shows how political naīvete resulted in political entanglements. At the same time, his discussion illuminates the sociopolitical backdrop that informs and shapes all philosophizing. The result is a balanced presentation that is neither apologetic on the one side nor condemnatory on the other.Finally, the question of religion and its relationship to Kyoto School philosophy [End Page 272] is also taken up. Nishida's practice of zazen is thus shown to inform his philosophizing, if only implicitly (on Nishida's own account), even while Tanabe's experience of metanoia (conversion) as mediated through the "Other-power" matrix of Shinran's religious thought is shown to impact his philosophy explicitly... (shrink)

One of the most important questions that educators try to answer is how to prepare new generations of students for an unpredictable future. Students need to learn several skills, such as creativity, critical thinking, collaboration, and communication. Creativity, especially, is an essential skill in a complex and unforeseeable world/era, and an important step in any effort to enhance creativity is to identify students’ creative strengths and relative weaknesses. This review aims to offer school psychologists and other educators such (...) as teachers, policymakers, and curriculum designers a comprehensive and practical guide to one of the most well-known creativity assessments—the Torrance Tests of Creative Thinking that was developed by E. Paul Torrance in the 1960s. The paper discusses the history, components, training, psychometric properties, and uses of the TTCT. Contrary to the notion that the TTCT is only a measure of divergent thinking skills, the current article presents its other uses. It is the authors’ hope that teachers, school psychologists, and other educators will find the information reported in this article useful to better understand the TTCT and use it most effectively. (shrink)

Motivation: Paralleling my own transformation from a Platonist to a radical constructivist, mathematics education has been experiencing for more than a decade a movement that started in theoretical foundations mostly originating in von Glasersfeld's work, and then reached professional organizations, which have been leading extensive efforts to reform school mathematics according to constructivist principles. However, the theories espoused by the researchers are, as yet, too abstract to lend themselves readily to implementation in the classroom. N2 - Purpose: (...) I define a shared experiential language (SEL) for the constructivist teacher to embody in order to transform her practice congruently according to constructivist principles. While SEL is comprised of Neuro-Linguistic Programming (NLP) subjective experience distinctions, what "makes it tick" is the constructivist epistemology with its insight that for consistent understanding to happen, new knowledge has to attach to prior experiences in a process of co-construction. Throughout the paper, I elaborate and validate this insight by numerous examples. Practical implications: Utilizing SEL allows understanding of mathematics to be rooted in each student's individual sensory experiences, thus shifting the responsibility for success in mathematics from the students back to those who guide them in co-constructing knowledge. This, in turn, should allow everybody access to understanding and so it should no longer be socially acceptable to fail in mathematics. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic (...) teaching offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

A recent review of his work describes Wilfred Carr as 'one of the most brilliant philosophers now working in the rich British tradition of educational philosophy ... His work is rigorous, refreshing and original ... and examines a number of fundamental issues with clarity and penetration'. In For Education Wilfred Carr provides a comprehensive justification for reconstructing educational theory and research as a form of critical inquiry. In doing this, he confronts a number of important philosophical questions. (...) What is educational theory? What is an educational practice? How are theory and practice related? What is the role of values in educational research? Is a genuinely educational science possible? By appealing to developments in critical theory, the philosophy of science and the philosophy of the social sciences, Wilfred Carr provides answers to these questions which vindicate the idea of an educational science that is not 'on' or 'about' education but 'for education' - a science genuinely committed to promoting educational values and ideals. (shrink)

Although the notion of spatiality has always lurked in the background of discussions of literary form, the self-conscious use of the term as a critical concept is generally traced to Joseph Frank's seminal essay of 1945, "Spatial Form in Modern Literature."1 Frank's basic argument is that modernist literary works are "spatial" insofar as they replace history and narrative sequence with a sense of mythic simultaneity and disrupt the normal continuities of English prose with disjunctive syntactic arrangements. This argument (...) has been attacked on several fronts. An almost universal objection is that spatial form is a "mere metaphor" which has been given misplaced concreteness and that it denies the essentially temporal nature of literature. Some critics will concede that the metaphor contains a half-truth, but one which is likely to distract attention from more important features of the reading experience. The most polemical attacks have come from those who regard spatial form as an actual, but highly regrettable, characteristic of modern literature and who have linked it with antihistorical and even fascist ideologies.2 Advocates of Frank's position, on the other hand, have generally been content to extrapolate his premises rather than criticize them, and have compiled an ever-mounting list of modernist texts which can be seen, in some sense, as "antitemporal." The whole debate can best be advanced, in my view, not by some patchwork compromise among the conflicting claims but by a radical, even outrageous statement of the basic hypothesis in its most general form. I propose, therefore, that far from being a unique phenomenon of some modern literature, and far from being restricted to the features which Frank identifies in those works , spatial form is a crucial aspect of the experience and interpretation of literature in all ages and cultures. The burden of proof, in other words, is not on Frank to show that some works have spatial form but on his critics to provide an example of any work that does not. · 1. Frank's essay first appeared in Sewanee Review 53 and was revised in his The Widening Gyre . Frank's basic argument has not changed essentially even in his most avante-garde statements; he still regards spatial form "as a particular phenomenon of modern avante-garde writing." See "Spatial Form: An Answer to Critics," Critical Inquiry 4 : 231-52. A useful bibliography, "Space and Spatial Form in Narrative," is being complied by Jeffrey Smitten .· 2. This charge generally links the notion of spatial form with Wyndham Lewis and Ezra Pound, the imagist movement, the "irrationality" and pessimistic antihistoricism of modernism, and the conservative Romantic tradition. Frank discusses the complex motives behind these associations in the work of Robert Weimann and Frank Kermode in his "Answer to Critics," pp. 238-48. W. J. T. Mitchell, editor of Critical Inquiry, is the author of Blake's Composite Art, and The Last Dinosaur Book: The Life and Times of a Cultural Icon. The present essay is part of Iconology: The Image in Literature and the Visual Arts. "Diagrammatology" appeared in the Spring 1981 issue of Critical Inquiry. Leon Surette responds to the current essay in "‘Rational Form in Literature’". (shrink)

In their influential book, The Child Centered School, Harold Rugg and Ann Schumaker wrote that, in traditional schools, students found “that behind each classroom door lurked a deceptive Pandora’s box of fears, restraints, and long, weary hours of suppression” (Rugg and Shumaker 1928, p. 4). The American child-centered, romantic progressives were known to quip that educators of the old, traditional education did not care what students were taught, as long as students didn’t like it. Isaac Kandel, the longtime critic (...) of child-centered progressivism, retorted that, for progressives, “it does not matter what a student studies, so long as he does like it” (Kandel 1943, p. 49). And so a debate took root about several fundamental educational questions: just how important is it that students enjoy themselves, that they are self-motivated, and that they are interested in what they were doing? What role is left for the curriculum, discipline, and students’ intellectual inheritance? So the debat. (shrink)

Within the current global atmosphere where a universally accepted police force is nonexistent, there are several voluntary norms and codes of conduct that exist to guide how corporations behave worldwide. These have come as a result of many years of poor performance in the areas of social, financial, and environmental responsibility. Such norms are expected to prescribe and proscribe certain types of corporate behavior but when one examines the reality on the ground, the story is not that straightforward. This article (...) assesses the effectiveness of the Extractive Industries Transparency Initiative (EITI) in the Ghanaian context with a focus on the mining sector. Based on primary qualitative data the argument is that even though the EITI is performing some function, it has ways to go before it can become an across‐the‐board viable tool for transparency and proper accountability. Five prevailing weaknesses are discussed to underscore this case. (shrink)

Between 1934 and 1937 Maurice Blondel, the French Roman Catholic philosopher best known for his 1893 work, Action, published a trilogy of writings. Out of these writings came a theological ontology of tremendous force, creativity, and coherence. The purpose of the present dissertation is to reassess the viability of Blondel's ontology for contemporary theology. The retrieval begins with John Milbank's 1990 investigation of Blondel's early philosophy. While Milbank focuses on the strengths of Blondel, he also highlights some critical weaknesses. (...) The dissertation argues that Blondel later came to recognize and correct these weaknesses in his trilogy. ;La pensee, the first volume of the trilogy, discusses the nature and development of thought. Recognizing the ontological structure of thought leads Blondel to present his doctrine of the transnatural elan for assimilation to God. The transnatural desire for God is compared with Henri de Lubac's notion of naturae desiderium and then applied to the modern problem of the relationship between nature and supernature. ;The second installment of the trilogy, L'etre et les etres , explores the mysterious relation of Being and beings. Blondel situates the discussion within the language of creation, identifying Being as Creator and beings as creatures. The analogy of creation allows him to forge the proper relationship between Being and beings. After Blondel's death, two different schools of thought emerged on the mystery of being: Karl Rahner's Thomism and Jean-Luc Marion's new phenomenology. Each school is reviewed and critiqued from a Blondelian perspective. ;The trilogy concludes with a long-awaited revision of L'action . It begins by distinguishing the idea of action from action itself and establishing the ontological difference of action. Action is presented ontologically as enacted power, which is investigated in its individual, social, and metaphysical forms. Individual action is identified as making, practicing, and contemplating. Social action is studied next, with the conclusion that the social being of enacted power is determined by either a philosophy of peace or violence. Finally, divine action is evaluated with regards to the language of causality and absolute power. Blondel proposes instead to describe God's activity in terms of pure action. (shrink)

The positive reception of Buber’s philosophy does not fully match Buber’s intention in terms of overcoming the problem of the subject–object binary. In other words, a number of authors have remained within the traditional way of thinking by merely replacing the subject and object with Buber’s I and You, establishing a more dogmatic normative subjectivity, paradoxically going against Buber’s intent and even seemingly not noticing this problem. In this article, we will investigate the reasons for these paradoxical readings of Buber. (...) By focusing on the structure and significance of Buber’s ontology of between-humane, we will study the concept of I–You and I–It, suggesting that these are not intentionality-oriented concepts, but a radically relationship-centered one. The theoretical problem caused by Buber himself in the process of adaptation of his dialog-philosophy to his dialog-pedagogy, namely the impossibility of complete mutuality in the educational relationship will be critically examined, based on Buber’s own declaration in his “Afterword” (1957) in I and Thou (1923). With this, we will reflect on the problematic situation of post-Buberian literature in contemporary pedagogy to pave a way to modernize Buber’s dialog-pedagogy. (shrink)

Summary Criticism of the traditional institution?based system of teacher training for primary schools is reviewed and recent responses to GATE requirements summarised. It is argued that such criticisms, and any radical reforms involving the transfer of training responsibility to the schools, should take account of client opinion of its likely effects. Clients here are taken to refer to students in training and school teachers including headteachers. For this study an open?ended questionnaire on the advantages and disadvantages of traditional institution?based (...) and radical school?based systems was administered to all students at the end of a PGCE course, and to a part?opportunity and part?random sample of teachers and headteachers in local schools. Their responses are tabulated and discussed. The vast majority of these clients foresaw considerable problems with a radically reformed system and, balancing the gains and losses that such a reform might bring, they demonstrated a clear preference for the existing system. (shrink)

If I have understood Pearson's use of “a practice” correctly my main objection to his project is that it gives the current practices of teaching far too much normative force over the educational beliefs of teachers. While the principles of practical reasoning advocated by Pearson may serve to test the coherence of the various beliefs which are part of current practice, they do not suffice to test the reasonableness of such beliefs. To do this we need, at least for some (...) of these beliefs, to draw upon the resources made available to us by such theoretical practices as psychology, philosophy, history, etc. None of these, of course, nullifies the significance of regarding teaching as a practice. Indeed, such a conception is a forceful reminder that the theoretical practices which are concerned with education need to focus on current teaching practices if they are to guard against the sort of empty rationalism despised by Oakeshott, while saying something to the teaching profession. This will not give us an educational theory, but rather theoretical perspectives on teaching as a practice. (shrink)

Available in paperback for the first time, this landmark volume examines the course of Western philosophy over the past 2,500 years. A Critical History of Western Philosophy focuses on the most significant thinkers and philosophical movements while emphasizing key ideas of permanent interest and relevance. Arranged chronologically from early Greece to the twentieth century, this comprehensive work includes expert histories of all major figures from Socrates and Plato to G.E. Moore and Bertrand Russell, and of every important school from (...) the Epicureans to the Existentialists. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Democracy and Music Education: Liberalism, Ethics, and the Politics of PracticeHeidi WesterlundPaul G. Woodford, Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice ( Bloomington, Indiana University Press, 2005)Paul G. Woodford's Democracy and Music Education needs to be warmly welcomed in the field of philosophy of music education. It contributes to the discussion centering on ethics and music education—a discussion that (...) after multiculturalism, pluralism, praxialism, and other recent "isms" still awaits its appearance in a stronger sense. Woodford writes that the aim of the book is to enhance democratic ends by inviting music educators to contribute "to wider intellectual and political conversations about the nature and significance of music in our lives and those of our children."1Woodford borrows ideas from many thinkers creating an interesting synthesis and lines of thought throughout the book. His main resource in developing a liberalist music education is, however, along the ideas of the American pragmatist and educational philosopher, John Dewey. Woodford's choice is well thought out. Dewey deserves to be redeemed and recognized in music education, not the least because of various distorted interpretations of his views that have commonly been accepted in the profession in the past. Woodford argues that the music appreciation movement, which aimed at developing good musical taste equally in all children, has not in any particular way been a Deweyan democratic movement. Music educators have not acknowledged their role as agents in the [End Page 235] transformation of school and society. Instead, he states, they have continued to subscribe to the older aesthetic and utilitarian rationales and yet neither approach prepares students "to question and challenge authority and thereby to transform musical society."2It is noteworthy that Woodford does not elaborate on Dewey's central concept, experience, but unexpectedly draws upon concepts such as abstract reason or the autonomous individual to reconstruct music education. Critical conversation becomes celebrated against performance-oriented music education. The book leaves open the discussion between utilitarian and aesthetic rationales and carefully avoids Dewey's notion of the aesthetic and experimentation, which could have brought new angles in understanding his notion of democracy and its relation to the social and musical.3 Woodford tries to maintain a middle ground in the North American philosophical battlefield of music education stating that music educators "should listen more closely to one another while avoiding extremes."4 His critique targets critical theorists, radical feminist writers, and modernist as well as postmodernist ideas, while Woodford himself seeks a middle way between laissez-faire and elitist or autocratic concepts of music education.As a whole, Woodford's conceptual toolkit for promoting ethical aspects in music education are less akin to Dewey's thoughts and more to the Greek philosophers and their notions of virtues. Woodford writes, "democracy depends on the existence of good faith and generosity of spirit, of character and love for one's fellow men and women."5 These virtues are "the glue that can bind us together as society."6 How is this achieved in music education? Teaching love becomes a practical problem: explaining love requires it to be modelled and experienced, Woodford writes. However, he leaves this cornerstone of his conceptual scheme to rest on the notion of intellectual conversation.Allow me to explain briefly in what way Dewey's philosophical project differs from the Greek philosophical ethos and why abstract reason and intellectual conversation are not central concepts in Dewey's pragmatism (this does not mean that they cannot be celebrated as Woodford has done). For Dewey, the virtue of love signifies devotion, interest, and courage since genuine interest challenges us to overcome the obstacles that stand in the way.7 Interest and devotion are not just attitudes or intellectual modes in the sense of mental states, but linked to doings and active transactions with and in the environment. Interest is co-extensive with action and devotion with dedication to shared projects. This devotion to shared doings and their significance is the socially inclusive ethical side that Dewey brought to the individualistic humanistic theory of self-realization and to the theory of experience. The vision of humanistic self-realization, as has been presented in... (shrink)

This paper raises three critical arguments against Deveaux’s work in Poverty, Solidarity, and Poor-Led Social Movements. Firstly, the paper argues that a clear-cut definition as to what constitutes a legitimate poor-led social movement particularly its political goals and the means it is allowed to employ to achieve its objective is necessary. Secondly, the paper argues that the theory of recognition and its potential relevance for poor-led activism could have been presented in its strongest terms instead of giving it (...) a reduced treatment. And thirdly, contrary to Deveaux’s apparent over optimism about the poor as agents of global justice, there may be good reasons to be more ‘realistic’ about this position. (shrink)