Pidgin languages are generally languages which are more or less rudimentary languages developing in situations of contacts between two different cultures, one of them dominant in the contact situation, with the use of such languages restricted to certain limited contacts such as trading, plantation work involving the employment of indigenous labour, master-servant relationships, and similar types of contact situations. Much of the vocabulary of a pidgin language consists of elements of the language of the dominant culture in a (...) more or less distorted, and often semantically changed, form with elements from the language of the non-dominant culture playing a less important part in its vocabulary. Its structural features do not as a rule reflect structural characteristics of the language of the dominant culture, unless the languages of both the dominant and the non-dominant culture are closely related and structurally very similar, though even in such situations quite significant deviations from the structural set-up of the language of the dominant culture can be observed in the pidgin language. Some to many of the structural features of a pidgin language may reflect features of the language of the non-dominant culture but, in pidgin languages, a number of unique structural and grammatical features can be observed which appear to reflect some basic simplifications in language use in contact situations between speakers of different languages. In any event, in the usual type of pidgin language, the overall vocabulary is small and limited in its usefulness to the specific types of contact situations in which the language is used and its grammatical complexity is greatly reduced when compared with both the language of the dominant culture and the nondominant culture. Also, as a rule, the sound system of a pidgin language constitutes a considerable simplification when compared with the sound system of both these languages. (shrink)

As contact languages, pidgins and creoles arise in mixed linguistic environments. Drawing much of their vocabularies from one, frequently European, language and – to a lesser extent – from a number of indigenous languages, they have lexicons that are reduced in comparison with those of their lexifiers. To compensate for the poor lexification, pidgin and creoles create novel polysemy-based extensions of lexical items or develop periphrastic constructions equivalent of the missing lexical roots. Assuming a cognitive linguistic perspective, which emphasizes (...) the role of conceptualization in the construction of meaning and the figurative character of concepts, the paper deals with the lexicons of Nigerian Pidgin English and Tok Pisin, two contact languages representative for the Atlantic and the Pacific – the two major areas of linguistic contact. The analysis focuses on the first of the above-mentioned compensation strategies. It is argued that (i) the expressions borrowed from English and various indigenous languages acquire senses that are absent in English; (ii) the new senses are frequently based on metonymy, which serves as a major polysemy-based strategy of lexicon extension; (iii) most of the novel lexical extensions fall within the metonymic patterns that are well-established in English. (shrink)

Pidgin languages are special reduced interlingual systems of communication created by the need to communicate between speakers of two or more different languages. They originate to fulfil certain communicative requirements, adapt to changes in these requirements, and disappear once they are no longer needed, for pidgin, by definition, are second languages, used by adults and not transmitted (except in the exceptional case of creolization) to a new generation of children. Pidgin languages are found in all parts of (...) the world where trade, warfare, colonialism or tourism has brought members of different speech communities into contact. The lifespan of some is no greater than the length of a summer holiday, others, such as Chinese Pidgin English, remained in existence for more than a century. Whilst for a long time pidgins were put in the category of “marginal languages” and their study correspondingly marginalized, in the most recent past, pidgin studies has become a fast growing and very respectable subfield of modern linguistics. The love-hate relationship which linguists, and indeed educators, historians and others, have had with pidgin languages centres around what I am inclined to regard as their single most important characteristic: their changeability. Pidgins, can be called the chameleons of the world's languages; they grow and contract with communicative requirements, they change their lexical composition to reflect the relative power of communicants, they change their speakers, and their geographical location and to their users look very similar to their own first languages. (shrink)

The paper proposes a theoretical analysis of A Pale View of Hills, using a psycho-literary approach to the themes of Japaneseness-Englishness, displacement, and the hybrid individual as they emerge from Kazuo Ishiguro’s novel. Etsuko’s pidgin identity results from the main character’s existential migration, which, in turn, stems from her experiencing and witnessing gender inequality, domestic abuse, and war trauma along with the gaping rift between generations. In line with Freud and Jung’s oneiric theories, the paper investigates Etsuko’s post-traumatic stress (...) disorder in order to explain why the protagonist fails to face the suicide of her elder daughter, Keiko, whose avoidant-insecure behaviour might have worsened after her forced uprooting and immigration to England. Although the middle-aged expatriate Etsuko is willing to find new motivation for living, based on the unusual habit of the subconscious to get used to repetitive traumas, her pidgin identity, impossible to recalibrate, may affect her ability to heal. (shrink)

The framework of cognitive linguistics can be an efficient tool to represent the conceptual scope of meaning extension in reduced lexicons of pidgins and creoles. Image-schema based metaphors (Lakoff, 1993; Cienki, 1998) underlie the usage of English straight and its Tok Pisin counterpart stret, but the creole employs the concept in more contexts than English. The resultant variation in the scope of metaphor takes the form of a particular source domain being used to conceptualize more target domains than (...) in the lexifier language. Functioning mainly as a compensation strategy, the variation is the effect of strong influence of English on the conceptual system of the creole. (shrink)

Sozaboy's language is what I call "rotten English," a mixture of Nigerian pidgin English, broken English and occasional flashes of good, even idiomatic English.1 This language is disordered and disorderly. Born of a mediocre education and severely limited opportunities, it borrows words, patterns and images freely from the mother-tongue and finds expressions in a very limited English vocabulary. To its speakers, it has the advantage of having no rules and no syntax. It thrives on (...) lawlessness, and is part of the dislocated and discordant society in which Sozaboy must live, move and have not his being. (K. S.-W.). (shrink)

English summary: The present work demonstrates the important influence of Heidegger on the philosophical thought of Walter Benjamin, on his philosophy of history, as well as his philosophy of art and language. Concentrating on the formative periods for both philosophers, the work examines their early education, as well as the interlacing of the philosophy of art and history in their concept of art. The final section treats works by both philosophers on the philosophy of art from their early years. (...) French description: L'objectif principal de ce livre est de demontrer de quelle maniere la lecture de certains textes de jeunesse de Heidegger marqua profondement la pensee philosophique de Benjamin. Celui-ci aurait subi l'influence heideggerienne aussi bien au niveau de sa propre philosophie de l'histoire que de sa philosophie du langage et de sa philosophie de l'art. Le fondement theorique est l'approche de la periode de formation, encore peu etudiee, des deux philosophes. La philosophie neokantienne est le principal courant philosophique a l'epoque dans toutes les universites allemandes. C'est pourquoi le point de depart de la recherche, notamment pour la premiere et la deuxieme partie (histoire et langage), se centre sur la formation des jeunes Benjamin et Heidegger aupres de maitres tels que Heinrich Rickert, Edmund Husserl et Emil Lask. L'entrecroisement de philosophie de l'histoire et de philosophie du langage aura une projection decisive dans le debat concernant le concept d'art chez les deux philosophes. Le troisieme axe d'etude porte quant a lui sur la philosophie de l'art. Il traite du livre de Heidegger date de 1929 sur Kant et le probleme de la metaphysique, et du texte de jeunesse de Benjamin intitule L'arc-en-ciel. Entretien sur l'imagination (1915). (shrink)

English summary: Each of the great philosophical movements of the twentieth century had to reflect on their place in the history of philosophy. This is true even of phenomenology, despite its early desire to shed the weight of encumbering tradition. This study examines the complex relationship that brings together with the history of philosophy the transcendental phenomenology of Husserl and the hermeneutic phenomenology of Heidegger. French description: Tous les grands mouvements philosophiques du XXe siecle ont ete tenus de mediter (...) les consequences de leur inscription dans l'histoire de la philosophie. La phenomenologie n'a pas escamote cette tyche, elle qui, nee d'une volonte de se defaire d'une tradition trop encombrante, a fini par chercher... s'expliquer avec elle. Chez Heidegger tout d'abord, chez Husserl ensuite, l'histoire de la philosophie est devenu l'une des problematiques essentielles de la recherche sur les fondements de la methode phenomenologique. Cette etude interroge la relation complexe qui unit... l'histoire de la philosophie la phenomenologie transcendantale de Husserl et la phenomenologie hermeneutique de Heidegger. Plutot que d'opposer ces deux phenomenologies et chercher... en souligner les differences, l'ouvrage fait plutot le pari de montrer qu'elles finirent toutes deux par reconnaOEtre la necessite pour la philosophie de comprendre sa propre histoire et par accepter de se convertir en une phenomenologie historiste, voire meme en une phenomenologie de l'histoire. Chez le jeune Heidegger et le dernier Husserl, la phenomenologie se sera comprise comme une maniere de philosopher qui, tout en reconnaissant sa propre historicite, n'abandonne pas son ambition de parler des choses elles-memes. Docteur en philosophie de l'Universite de Montreal et boursier de la Alexander von Humboldt-Stiftung, Francois Jaran est presentement professeur... l'Universite de Valence (Espagne). Il est l'auteur de La metaphysique du Dasein (Zeta Books, 2010), Heidegger inedit 1929-1930. L'inachevable Etre et temps (Vrin, 2012) et The Heidegger Concordance (Continuum, 2013). (shrink)

English summary: Jurgen Habermas developed his philosophical ideas as a critical response to the unreasonableness of the Nazi regime, elaborating his critical theories on society and rationality. Habermas sought to comprehend social alienation, leading him to the communicational character of human reason and eventually his critical theory of morality, law, democracy, and culture. Ridha Chennoufi works to trace the evolution of Habermass philosophy, reveal its complexity and coherence, and demonstrate contributions from this close circle of collaborators. French description: Le (...) present ouvrage poursuit un triple objectif: exposer l'evolution de la philosophie habermassienne, relever sa complexite et prouver sa coherence, et surtout montrer qu'elle a pu prendre forme grace a l'apport critique d'un cercle restreint de proches collaborateurs (A. Wellmer, T. Mcarthy, A. Honneth, R. Alexy et K. Gunther). Marque par la deraison du regime nazi, le jeune Habermas se lance dans l'elaboration d'une theorie critique de la societe, theorie qui le mene a decouvrir que la lutte contre l'alienation sociale se fonde necessairement sur des presupposes normatifs, lesquels revelent le caractere communicationnel de la raison humaine. Fort de ce constat, Habermas procede alors a la longue et passionnante construction d'un concept postmetaphysique de la rationalite : un concept prenant pour axe l'obligation de justifier publiquement toute pretention a etablir la validite attachee aux enonces theoriques et pratiques; un concept qui est aussi appele a servir de fondement a une theorie critique et faillibiliste de la morale, du droit, de la democratie et de la culture. (shrink)

La variété d’anglais parlée dans les Hébrides extérieures s’apparente, sur les plans grammatical et lexical, au Standard Scottish English. Sur les plan phonétique et phonologique, en revanche, elle diffère profondément de cette variété standard, en grande partie en raison de l’influence et de l’interférence du gaélique écossais.À partir de deux corpus d’enregistrements de locuteurs des îles de Lewis et Harris et d’observations réalisées ces seize dernières années dans les Hébrides extérieures, cet article propose une description des traits segmentaux et (...) suprasegmentaux les plus saillants de l’accent hébridéen traditionnel.Un examen des caractéristiques du parler de certains adolescents de Lewis et Harris indique que plusieurs changements sont en cours dans les Hébrides extérieures, que ceux-ci résultent de la diffusion d’innovations phonétiques isolées ou de la disparition progressive des variantes les plus marquée, connue sous le terme de nivellement dialectal. Ces changements semblent favorisés à a fois par le déclin du gaélique et par l’attitude négative de certains jeunes hébridéens à l’égard des valeurs traditionnelles de la communauté insulaire. A partir de données recueillies auprès des adolescents et d’observations informelles, nous tentons d’identifier certains des traits les plus significatifs qui caractérisent l’évolution de l’accent de Lewis et Harris en temps apparent. (shrink)

This book examines some of the changes that are taking place in Tok Pisin, an English-based pidgin, as it becomes the native language of the younger generation of rural and urban speakers.

This article centres on the social activity of haggling during service encounters in a typical Nigerian urban market place. The data corpus is derived from transactions between meat vendors and customers at meat stalls in some markets in Lagos, Nigeria. Haggling exchanges between meat vendors and their customers were secretly recorded and subsequently analysed to elicit the significant elements of haggling; identify the stages in a haggling exchange; and describe the discourse strategies employed by both classifications of interactant involved in (...) the socio-linguistic activity. The findings revealed that English, Pidgin and Yoruba were generally used in the transactions. The findings also revealed that both categories of interactant employed discourse strategies which include humour, dysphemism and euphemism, cajoling, flattery and flirting to achieve their ultimate goal of maximizing profit/bargain during the buying and selling encounters. (shrink)

Every now and then when watching a movie, we come across faces in which we recognize a significant value, because they represent some important cultural models we use to assign meaning to our experience of the world. By way of example, I will discuss the faces of the protagonists of two recent films, Abdellatif Kechiche’s La vie d’Adele. Chapitres 1 & 2 (2013; English title Blue Is the Warmest Colour) and Leonor Serraille’s Jeune femme (2017), comparing them with (...) the faces of the protagonists of some older movies, such as Andrew Adamson and Vicky Jenson’s Shrek (2001) and James Cameron’s Avatar (2009). I will argue that the way in which the faces are portrayed is similar to the narrative structure of the stories of the characters they belong to, and that the signs and narrative structures used to construct the discourses about the world in those films are at the same time similar to those of two important cultural models of what it means to be young men and women in our times. As these cultural models are different, yet interconnected, I will argue that the most meaningful faces in cinema change due to the transformation of the cultural models they derive from and that a sociosemiotic method based on a structuralist vision of culture can help identify the most culturally significant symbolic faces on screen, and elsewhere. (shrink)

La langue française se trouve dans une situation ambiguë en Haïti. Isolée par rapport au créole, concurrencée par la montée en puissance de l'anglais, elle fait montre cependant d'une étonnante vitalité caractérisée par la créativité des écrivains haïtiens et l'originalité de leur production par rapport à tout modèle. On assiste depuis une vingtaine d'années à un double mouvement de promotion du créole comme langue officielle et de culture, tandis que le français, longtemps apanage d'une mince élite descend également dans la (...) rue et sert de moyen d'expression à une génération florissante de jeunes talents.French, as a language, is in an ambiguous situation in Haïti. The majority of the population hardly understands it. It is isolated on the island and in the Caribbean because most of the neighbour countries speak English or Spanish. Yet French is part of the national heritage. The new wave of young talented authors use both French and Creole and constitutes a chance for French to become more than a tool for the dictators but a source of inspiration as well. (shrink)

Nous publions ci-desssous deux extraits d'une étude sur la métaphysique de la mort, due à un jeune chercheur américain, M. James Lawler, et traduite de l'anglais par Mme Ch. Devivaise. Même si le nom de Maurice Blondel n'est pas cité, on reconnaîtra l'inspiration blondélienne de ces pages, et on rappellera que M. Blondel a consacré à la « métaphysique de la mort » les pages 176 à 187 du tome II de La Pensée. We publish here two fragments of (...) a study about Metaphysics of Death, written by a young american philosopher, Mr James Lawler, and translated from English by Mrs Devivaise. Even if there is no mention of the name of Maurice Blondel, it is easy to acknowledge the blondelian inspiration of these pages, especially when recalled that M. Blondel consecrated to Metaphysics of Death the pages 176 to 187 (vol. II) of The Thought. (shrink)

Expectation is a major volume of Jean-Luc Nancy’s writings on literature, written across three decades but, for the most part, previously unavailable in English. More substantial than literary criticism, these essays collectively negotiate literature’s relation to philosophy. Nancy pursues such questions as literature’s claims to truth, the status of narrative, the relation of poetry and prose, and the unity of a book or of a text, and he addresses a number of major European writers, including Dante, Sterne, Rousseau, Hölderlin, (...) Proust, Joyce, and Blanchot. The final section offers a number of impressive pieces by Nancy that completely merge his concerns for philosophy and literature and philosophy-as-literature. These include a lengthy parody of Valéry’s “La Jeune Parque,” several original poems by Nancy, and a beautiful prose-poetic discourse on an installation by Italian artist Claudio Parmiggiani that incorporates the Faust theme. Opening with a substantial Introduction by Jean-Michel Rabaté that elaborates Nancy’s importance as a literary thinker, this book constitutes the most substantial statement to date by one of today’s leading philosophers on a discipline that has been central to his work across his career. (shrink)

This is an M & M treat, a massive and magisterial commentary on Hegel’s Philosophy of Right. Speaking of the historical influences that shaped Hegel’s thought according to his interpreters, our author writes, “Hegel must then have been reading night and day for more than a century”. But the same can be said of Peperzak himself, for the notes give a guided tour of a body of Hegel literature in German, French, Italian, and English so extensive as to suggest (...) Hegel’s bad infinite. Yet the voice in the text is distinctly Peperzak’s own. He tells us this work has been in the making for forty years and cites four of his earlier books as preparatory studies: Le jeune Hegel et la vision morale du monde, Philosophy and Politics: A Commentary on the Preface to Hegel’s Philosophy of Right, Selbsterkenntnis des Absoluten, and Hegels praktische Philosophie. It would seem that the spirit of thoroughness has not died out in Hegel studies. (shrink)

This is an M & M treat, a massive and magisterial commentary on Hegel’s Philosophy of Right. Speaking of the historical influences that shaped Hegel’s thought according to his interpreters, our author writes, “Hegel must then have been reading night and day for more than a century”. But the same can be said of Peperzak himself, for the notes give a guided tour of a body of Hegel literature in German, French, Italian, and English so extensive as to suggest (...) Hegel’s bad infinite. Yet the voice in the text is distinctly Peperzak’s own. He tells us this work has been in the making for forty years and cites four of his earlier books as preparatory studies: Le jeune Hegel et la vision morale du monde, Philosophy and Politics: A Commentary on the Preface to Hegel’s Philosophy of Right, Selbsterkenntnis des Absoluten, and Hegels praktische Philosophie. It would seem that the spirit of thoroughness has not died out in Hegel studies. (shrink)

Growing up on a farm in early twentieth-century rural Iceland, Karitas Ólafsdóttir, one of six siblings, yearns for a new life. But she is powerless against the fateful turns of real life and all its expectations of women. Pulled back time and again by design and by chance to the Icelandic countryside - as dutiful daughter, loving mother, and fisherman's wife - she struggles to thrive, to be what she was meant to be.

In plant morphology, most structures of vascular plants can easily be assigned to pre-established organ categories. However, there are also intermediate structures that do not fit those categories associated with a classical approach to morphology. To integrate the diversity of forms in the same general framework, we constructed a theoretical morphospace based on a variety of modalities where it is possible to calculate the morphological distance between plant organs. This paper gives emphasis on shoot, leaf, leaflet and trichomes while ignoring (...) the root. This will allow us to test the hypothesis that classical morphology (typology) and dynamic morphology occupy the same theoretical morphospace and the relationship between the two approaches remains a question of weighting of criteria. Our approach considers the shoot (i.e. leafy stem) as the basic morphological structural unit. A theoretical data table consisting of as many lines as there are possible combinations between different modalities of characters of a typical shoot was generated. By applying a principal components analysis (PCA) to these data it is possible to define a theoretical morphospace of shoots. Typical morphological elements (shoots, leaves, trichomes) and atypical structures (phylloclades, cladodes) including particular cases representing ‘exotic’ structures such as the epiphyllous appendages of Begonia and ‘water shoot’ and ‘leaf’ of aquatic Utricularia were placed in the morphospace. The more an organ differs from a typical shoot, the further away it will be from the barycentre of shoots. By giving a higher weight to variables used in classical typology, the different organ categories appear to be separate, as expected. If we do not make any particular arbitrary choice in terms of character weighting, as it is the case in the context of dynamic morphology, the clear separation between organs is replaced by a continuum. Contrary to typical structures, “intermediate” structures are only compatible with a dynamic morphology approach whether they are placed in the morphospace based on a ponderation compatible with typology or dynamic morphology. The difference in points of view between typology and continuum leads to a particular mode of weighting. By using an equal weighting of characters, contradictions due to the ponderation of characters are avoided, and the morphological concepts of continuum’ and ‘typology’ appear as sub-classes of ‘process’ or ‘dynamic morphology’. (shrink)

The authors constructed an algorithm that relates leaf contour to the ratio between the two parts of the leaf using the function θ’=nθm, wherem is the allometric exponent. Using this model, it is possible to simulate the contour of symmetrical or asymmetrical leaves. The authors hypothesize that the portion of the leaf contour that agrees with the simulation is linked to a constraint imposed by the initial asymmetry of the leaf primordium. The final shape of the leaf results more from (...) a summation of cumulative processes through time than from a single process. In the analysis of foliar allometry, it is important to take into consideration the different phases of leaf development, since the nature of the allometric constants may change from one phase to the next, even though their numerical value may remain the same. (shrink)

Cet article analyse quelques dispositifs proposés par différents artistes contemporains qui placent la présence physique de l’artiste, ainsi que sa coprésence avec les spectateurs, au cœur de leur expérimentation et de leur pouvoir de suggestion. Cela pose des questions troublantes mais suggestives sur ce qu’est la présence dans un monde de médialisation ubiquitaire, et sur ce que l’être-là-ensemble apporte à la circulation des images, des sons et des octets d’information.

Maurice Blondel, best known for his 1893 work on Action, offers a window on the world of philosophers who negotiated the scientific disciplines at the turn of the twentieth century. During this amazing era of discoveries, Blondel encouraged the bold, encyclopedic spirit of science as well as the new standards coming into use for accumulating and judging observational evidence. However, he warned of reductionism, determinism, and phenomenism, trends which could be avoided or corrected if the nature and scope of science (...) were broadened. Such a broadening would introduce a more integrated and holistic understanding of the scientific quest. (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings (...) of education. (shrink)

In the wake of scandals about the unauthorised retention of organs following postmortem examination, the issue of valid consent has returned to the forefront. Emphasis is put on obtaining explicit authorisation from the patient or family prior to any medical intervention, including those involving the dead. Although the controversies in the UK arose from the retention of human material for education or research rather than therapy, concern has been expressed that public mistrust could also adversely affect organ donation for transplantation. (...) At the same time, however, the British Medical Association continues to call for a shift to a system of presumed consent for organ transplantation. This apparent inconsistency can be justified because valid distinctions exist between the reasons requiring explicit consent for retention and the acceptability of presumed consent for transplantation. This paper argues for introducing a system of presumed consent for organ donation, given the overwhelming expressions of public support for transplantation. Ongoing legislative review in the UK provides an ideal chance to alter the default position to one where potential donors can simply acquiesce or opt out of donation. Combined with consultation with their relatives, this could be a much better method of realising individuals’ wishes. It would also achieve a better balance between the duties owed to the deceased and those owed to people awaiting a transplant. (shrink)

In Absent Minds: Intellectuals in Britain, Stefan Collini deploys a fiercely skeptical wit against what he calls the "absence thesis": the cliché view of England as a land peculiarly lacking in intellectuals. The brio and aggression with which he demolishes this longstanding myth serve a paradoxical double function, marking his own claim to a place in the specifically English and male tradition of writing that he so effectively deconstructs.

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)

Hegemonic masculinity, a framework where stereotypically masculine traits are over-emphasized, plays a central role in sport, partly due to an excessive focus on winning. This type of masculinity marginalizes those that do not possess specific traits, including many women and men. I argue sport reform focused on mitigating hypercompetitive attitudes can reduce this harmful and marginalizing hegemonic masculinity in sport. I make this argument first by challenging the dichotomous nature of sport, especially in recognizing that all outcomes are a blend (...) of winning and losing, that ties are relevant and informative outcomes to contests, and that winning and losing do not always tell accurate stories of the outcome. Secondly, I contend that expanding the potential outcomes in sport can help broaden the emphasis of competitive sport to take into account playing well and improving, in terms of both the test and the contest. I conclude that these reforms decrease hegemonic masculinity, making sport better for all. (shrink)

The abortion debate rages on. Yet the two most popular positions seem to be clearly mistaken. Conservatives maintain that a human life begins at conception and that therefore abortion must be wrong because it is murder. But not all killings of humans are murders. Most notably, self defense may justify even the killing of an innocent person.Liberals, on the other hand, are just as mistaken in their argument that since a fetus does not become a person until birth, a woman (...) may do whatever she pleases in and to her own body. First, you cannot do as you please with your own body if it affects other people adversely. Second, if a fetus is not a person, that does not imply that you can do to it anything you wish. Animals, for example, are not persons, yet to kill or torture them for no reason at all is wrong. (shrink)

On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...) recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education. (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)

The doctor-patient relationship -- Consent, choice, and refusal : adults with capacity -- Treating adults who lack capacity -- Children and young people -- Confidentiality -- Health records -- Contraception, abortion, and birth -- Assisted reproduction -- Genetics -- Caring for patients at the end of life -- Euthanasia and physician assisted suicide -- Responsibilities after a patient's death -- Prescribing and administering medication -- Research and innovative treatment -- Emergency situations -- Doctors with dual obligations -- Providing treatment and (...) care in detention settings -- Education and training -- Teamwork, referral, delegation, and shared care -- Public health dimensions of medical practice -- Reducing risk, clinical error, and poor performance. (shrink)

An emerging view of science rejects an infallible observational given and takes consensus as the starting point for confirmation. Theory and Observation are seen as mutually correcting. I argue that the same is true of ethics, such as Rawls' "reflective equilibrium." Though epistemologically similar, their truth conditions may differ. Ethics may be reducible to physics; but even if it is not, that does not imply that it has no truth conditions. The options for truth in ethics are the same as (...) those of other abstract fields such as mathematics. (shrink)

The Netherlands has waited a long time for parliamentary endorsement of euthanasia, despite it being accepted practice for many years. Until recently, euthanasia and assisted suicide were technically illegal in the Netherlands, although court rulings during the 1970s and 80s indicated that a defence of necessity could be invoked by a doctor who ended the life of a patient. The situations in which that defence could be used were defined and became the Royal Dutch Medical Association's “rules of due care”. (...) Many of the safeguards in the rules passed into statute in April 2001 with the passing of the Termination of Life on Request and Assisted Suicide (Review Procedures) Act. The act decriminalised euthanasia and assisted suicide by doctors acting with “due care”. Doctors will not face prosecution if they terminate the life or assist in the suicide of a patient who has made a voluntary and well considered request, is facing “interminable and unendurable suffering”, understands his or her situation and prospects, and for whom there is no other reasonable solution. A second, independent, doctor must be consulted. There is no requirement for the patient to be terminally ill, and there are specific provisions that allow the euthanasia of young people between the ages of 12 and 16 if they and their parents agree. Parents of 16- and 17-year-olds must be involved in decisions about the young person's end-of-life care, but these patients are entitled to make their own decision. There is no requirement for the patient to be a Dutch resident. The Dutch justice department's website has the English language text of the act and an explanatory factsheet at www.minjust.nl:8080/a_beleid/fact/suicide.htm. In the light of the legislation, the World Medical Association (WMA) has reaffirmed its opposition to euthanasia and its strong belief that euthanasia is in conflict with …. (shrink)

In What We Say, Who We Are, Parker English explores the commonality between Leopold Senghor's concept of "negritude" and Zora Neale Hurston's view of "Negro expression." For English, these two concepts emphasize that a person's view of herself is above all dictated by the way in which she talks about herself. Focusing on "performism," English discusses the presentational/representational and externalistic/internalistic facets of this concept and how they relate to the ideas of Senghor and Hurston.

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...) argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)

The need to re-establish public confidence in medicine's ability to regulate itself after a series of scandals remains a continuing challenge. In January 2001, the Lord Chief Justice of England and Wales summed up what he perceived as a radical change in public attitudes, noting that medical negligence litigation “was a disaster area” and complaints to the General Medical Council (GMC) were expected to rise to around 4,500 in 2001. Reflecting what he claimed were changing public expectations, he announced the (...) end of the courts' “presumption of beneficence” on the part of doctors. He criticised the judiciary's past deference to medical opinion and claimed that society was shifting its focus from concepts of duties to individuals' enforceable rights. This “move to a rights based society”, he said “has fundamentally changed the behaviour of the courts” and by reference to a number of recent major medico-ethical cases, highlighted how the courts rather than doctors appeared increasingly as the ultimate arbiters on questions of medical ethics. Media attention crystallised around two major issues which exposed flaws in self regulation: the unauthorised retention of organs from deceased patients and the implications of the Shipman case, in which a general practitioner, Harold Shipman was found guilty of murdering 15 of his patients. In May 2000, in his interim report on paediatric practice at Bristol Royal Infirmary, Professor Ian Kennedy drew attention to the fact that organs of deceased children had been retained without their parents' knowledge or consent. It soon became evident that this had been a common practice in other hospitals, both after coroners' postmortem examinations (which do not require relatives' permission) and so-called “hospital postmortems” (which do require such authorisation). The report noted that current law was confused and a detailed code of practice was needed to clarify the circumstances in which …. (shrink)