This study investigates how students’ national identity affects their historical understanding by mediating their use of affective historical empathy. The research focuses on the case of “comfort women” (women forced into sexual slavery for Japanese soldiers during WWII) in South Korea—a topic in which a strong nationalist narrative dominates social and educational discourses. I conducted semi-structured, task-based group interviews with 16 high school students in South Korea. In interviews, students’ national identity mediated how they utilized four types (...) of affective historical empathy: Students as ethnic Koreans cared more about “our” Korean comfort women over others; cared that Korean comfort women and others suffered from what “we” and “they” did as nations; cared for those women's voices from a humanitarian perspective beyond their ethnic and national boundaries; and cared to make social changes for those women and themselves as future citizens of their democratic nation. These findings help us understand how students’ emotional attachment to “our” nation and its members can mediate their historical understanding through affective historical empathy as well as how affective historical empathy can motivate students to move beyond purely nationalistic concerns. This case study also stimulates reflection on historical empathy's implications for students’ democratic civic participation. (shrink)

Concepts related to the nature of science have been considered an important part of scientific literacy as reflected in its inclusion in curriculum documents. A significant amount of science education research has focused on improving learners’ understanding of NOS. One approach that has often been advocated is an explicit and reflective approach. Some researchers have used the history of science to provide learners with explicit and reflective experiences with NOS concepts. Previous research on using the history of science in (...) science instruction has approached HOS in many different ways and consequently has led to inconsistent findings regarding its utility for improving learning. One promising method for overcoming this inconsistency and teaching NOS with more traditional science content is using stories based in the history of science. A mixed method approach was used to determine whether and how the use of science stories influences undergraduates’ understanding of NOS. Particular attention was paid to the explanations that students used for their understandings. Intervention and control groups completed the Student Understanding of Science and Scientific Inquiry instrument. The intervention group was taught using two historical narratives while the control group was taught using minimal history. A subset of both groups was also interviewed regarding their SUSSI responses and their experiences in the course. Results indicated that the introduction of science stories helped participants gain a better understanding of the role of imagination and creativity in science. Participants mentioned science stories in their explanations for why they changed towards more informed views on SUSSI items related to imagination and creativity. The current study adds to a growing body of literature regarding the use of stories in the science classroom. (shrink)

Scholars have long pointed to the power of music as a primary source in instruction for bringing past actors into sharper view and engender deeper connections with the past. By employing Dimitri Shostakovich's 7th Symphony, composed amidst the Nazi siege of Leningrad during the Second World War, we sought to explore, more precisely, the nature of how music, as a primary source, enhances the study of history among students. Through the formulation, execution, and assessment of a two-day lesson with students (...) in five secondary history classes, three of which listened to the symphony and two of which did not, we found that the incorporation of the symphony resulted in students’ enhanced empathetic understanding of the past. Implications include details regarding profound opportunities for, as well as challenges to, cultivating historical empathy through the use of music as a primary source. (shrink)

Data literacy – the ability to analyze, interpret, evaluate, and use data and data visualizations – has become increasingly important for understanding and communicating information in the discipline of history. In the United States, curricular standards and standardized assessments already reflect this importance, but educators lack a clear picture of how students use data visualizations when reasoning about the past. How do students use data visualizations when reasoning about a historical question? To what degree does using data visualizations (...) enhance students’ historical reasoning? What challenges do students face when attempting to use data visualizations? This study addresses these questions, investigating how fifth-grade, eighth-grade, and high school students use data visualizations from typical school textbooks. Twenty-seven students were interviewed, surveyed, and asked to think aloud about a historical question while using a textbook entry that included a data visualization. Results from qualitative and quantitative analyses highlight the potential for data visualizations to enhance historical reasoning. However, results also indicate that students are unlikely to read data visualizations on their own, underscoring the importance of providing targeted data literacy instruction. (shrink)

The issue of gender is one of the important indicators for understanding religious interpretations at the individual and social levels. One of the responsible institutions in shaping the gender approach in Turkey are the Faculty of Theologies. The majority of the students who are studying in theology faculties and who will take part in the religious services of the society after completing their education are women. It is clear that the religion and gender understanding of female students of (...) theology faculties will have various levels of influence on the religious and social life of women and men in society, now and in the future. This article, which is studied with a qualitative research method, focuses on the religious and gender understanding of female students of theology faculty. The most basic conclusion reached in this article; the female students of the faculty of theology do not have a homogeneous understanding of religion and gender, they have traditional and modern approaches together. The students are mentally inconsistent and indecisive about many issues related to gender.Summary: Gender perceptions are One of the areas that have changed rapidly with the modernization processes. The issues concerning gender and religion recently have become a matter which is the subject of intense debate in Turkey. Theology faculties also take part as a party to the debates and tensions about gender and religion. This study focuses on the gender and religious understanding of the female students of the Faculty of Theology and to examine the intellectual and material factors that nurture them. The scope of the study was limited to Dicle University Theology Faculty female students. The data of the study was obtained by the qualitative research method. In this article, which takes the religion and gender understanding of female students of Theology Faculty as the main problem; the ontological value of women, the authority of men over women, the paid work and management of women in the public, the change of the Shari'ah provisions on gender with social change, the beating of women and the themes formed in this context are examined.The religious and social status of women in Muslim societies was not shaped by the Qur'an or practices of the Prophet, but by the discourse created by hadith narrations and the influence of economic and political conditions. The development of this discourse was also influenced by the image of the ‘seductive’ Eve and the patriarchal culture of Mesopotamia, which were inherited from the Jewish and Christian tradition.Women's social position within the traditional society structure was legitimized by religious traditions, some of which date back to pre-Islamic times, and by the contribution of the rising jurisprudence and ascetic movements in the historical process and has resisted change for centuries.Nearly all of the female students of the Faculty of theology consider that there is no difference between men and women ontologically in the context of the value that Allah gives to both sexes.According to them, the physical and emotional naivety of women cannot be interpreted as the ontological worthlessness of women or as their lack of intellect and religion.About half of female students think the final decision in the family should not always be in the male.According to them The Prophet's practices on this subject are a very important example. In some cases, he consulted his wives and followed their suggestions. Therefore, narrations that trivialize the thoughts and demands of women in the family have cultural and not religious influences.All female students think that women can work outside the home on a paid basis. Moreover, according to the vast majority of female students, women can be managers in the public sector. The students who are in this view think that the narrations stating that the woman cannot be a manager in the public can be ignored for reasonable reasons. About one-third of female students think that the Shari'a provisions in Islamic law regarding women and family may be able to changed with new jurisprudence, while one-third think that some of them may be able to changed with the change of social conditions. Another view shared by nearly a third of students is that Sharia provisions on gender will not be changed over time. Nearly two-thirds of the female students in the research sample do not approve of beating women under any circumstances. A third of female students think that a woman can be beaten if she disobeys her husband. Some of them are confused about how to interpret the verse about the beating of women.It is unthinkable that the Faculties of Theology, which cannot be an actor of religious social change, stay away from the wind of change of a rapidly modernizing society. The rapid flow of time of change on the one hand, and the absence of a tradition or strategy of the Faculties of Theology on the other, resulted in the Faculties of Theology becoming the object of social change in many contexts. This situation made the Faculty of Theology's understanding of religion hybrid, fragmented and unstable between traditional and modern approaches and quite open to the effect of political conjuncture. In this context, although the understanding of gender in theological faculties is not at the same level in all, it can be said that traditional understandings are in the form of a softened form in favor of modernity.The students of the Faculty of Theology at Dicle University are mostly grown up in the Eastern and Southeastern Anatolia regions and are generally members of the lower-middle societies. In most of the female students who come from a social structure where the social status of women is quite low and girls are regarded as worthless compared to boys, an awareness be formed about the social position of women during the education of the Faculty of Theology. Through the study of the Faculty of theology, female students realize that religion is not responsible for the otherized position of women, but for religionized traditions. Two main factors determining the gender understanding of women students of the Faculty of theology can be mentioned. These can be roughly categorized as the main sources of religion and their interpretation by denominations, as well as the socio-cultural habitats of the students and their individual experiences. On the subject of gender, there is a tension between verse, Hadith and their interpretations made by sects and the values and norms of modernity internalized by female students. At Dicle University Faculty of Theology, it is not possible to talk about a learning system and intellectual accumulation that would allow to overcome this tension. This causes mental and emotional bifurcation in female students and leads them to become caught up in a vortex between religious and social reality on many issues. An important consequence of this is the lack of updated religious norms to guide them in many issues that have emerged as an alternative to religious beliefs and practices in the context of gender and have become established values and have common practices in modern life, and have led them to modern secular tendencies and this leads to an internal secularization. The lack of updated religious norms to guide female students in many subjects that are widely practiced in Modern life leads them to modern secular tendencies, which lead to an insider secularization. The fact that female students are mostly traditional in discourse but modern in action on gender and religion makes this situation testable. (shrink)

This study explored how U.S. middle school students made sense of a variety of topics from world history. I conducted qualitative, task-based, small group interviews with 66 sixth and seventh grade students enrolled in world history courses. Findings indicated that students assimilated new information from world history to their prior knowledge of U.S. history, often mixing content knowledge from U.S. history into their understanding of world history. They also used a narrative theme of progress to structure world history knowledge (...) and centered historical narratives on individuals rather than larger social/political circumstances. Thus, narratives that served as tools in students’ reasoning about U.S. history were found to wield significant influence over their understanding of world history topics. These findings suggest that conceptual changes are necessary for students to develop more complete and nuanced historical understanding. (shrink)

The Quest for Understanding: A Historical Introduction to Philosophy is a fresh approach to teaching philosophy for a new millennium. It presents philosophy as a long conversation of people seeking to understand who we are, what the world is really like, and how we can build a better life. -/- Based on the author’s 20-plus years of teaching philosophy and seeing what works for students, the book is designed to connect with students to help them understand philosophy and (...) why it matters to them, regardless of their major. Its straightforward conversational presentation of philosophy is easy for students, instructors, and general readers to use. -/- Key unique benefits: -/- Never talks down to students but includes them in philosophy’s long conversation Gives a historical presentation that places philosophers in their historical context, showing how philosophers built on the ideas of their predecessors and responded to their times Avoids the disconnected and fragmented view offered by topically arranged textbooks by using a chronological, contextual approach Shows students how philosophy connects to their personal lives by explaining how innovations in philosophy have interacted with and changed history, leading to who we are today Focuses on explaining the ideas of the philosophers, allowing instructors to choose, at their option, primary texts from the plentifully available royalty-free sources Extensively covers vital areas of philosophy ignored by most textbooks, including phenomenology, social and political philosophy, postmodernism, feminist philosophy, philosophy of race, and 21st century trends in philosophy Provides clear text unencumbered by bells and whistles and extraneous materials -/- The Quest for Understanding provides students with a clear and whole understanding of philosophy and its role in history and society. It shows that philosophy is not dry or obscure, but exciting and alive, and reveals how we are all philosophers. Related ISBN's: 9781792457609, 9781792460692 . (shrink)

The process of engaging in historical empathy holds the potential for significant curricular and dispositional benefits for students in history classrooms. In order to realize these benefits, classroom teachers must be able to integrate historical empathy into their existing planning and teaching; a process that would benefit from empirical examination. This single subject case study examined the pedagogical reasoning process of an experienced classroom teacher who integrated historical empathy into an existing instructional unit designed to foster student (...) knowledge of social control as an enduring historical understanding. The findings of this study suggest that experienced teachers may only be able to partially anticipate the unique pedagogical needs integrating historical empathy requires, and that a holistic examination of pedagogical reasoning during all phases of planning and teaching may be most suitable for the task. (shrink)

By making Korea a central part of comparative history of East Asian religion and society, this book traces the evolution of Korean religion from the oldest representation to that of the current day by utilizing wide-ranging interdisciplinary and comparative resources. This book presents a holistic view of the enduring religious tradition of Korea and its cultural and social significance within the wider horizons of modern and globalizing changes. Reflecting nearly five decades of the author s work on the subject, it (...) presents an understanding of the main current in Korean religion and social thought throughout history. It then goes on to examine discourses on values and morality involving the relationship between religion and society, in particular the human meaning of economy and society, which is one of the most central and practical problems in the contemporary world with global relevance beyond Korea and Asia. Addressing the overview of the Korean religious tradition in the context of its impact on the making of modern society and economy, this book will appeal to students and scholars of Religious Studies, Korean Studies and Asian Studies. ". (shrink)

This study is unique in that it presents the first empirically developed framework for use as a tool for measuring historical empathy. The Historical Empathy Measurement Tool (HEMT) was developed using a design-based research method with three iterative macrocycles of design, experiment, and retrospective analysis. The study involved question responses from 276 students in grade 8 studying WWI trench warfare. The research resulted in a framework of seven levels. (0) Non-response, (1) Facts, (2) Assumptions and Deficits, (3) General (...) Comparison of the Past and Present, (4) Emotional Comparison of the Past and Present, (5) Understanding Motives, Behaviors, Thoughts, & Emotions in the Past, and (6) Acknowledgement of Differences from those in the Past. The inter-rater reliability at the end of macrocycle three was 95%. (shrink)

One of the core problems with engineering ethics education is perceptual. Although ethics is meant to be a central component of today’s engineering curriculum, it is often perceived as a marginal requirement that must be fulfilled. In addition, there is a mismatch between faculty and student perceptions of ethics. While faculty aim to communicate the nuances and complexity of engineering ethics, students perceive ethics as laws, rules, and codes that must be memorized. This paper provides some historical context to (...) better understand these perceptual differences, and suggests that curriculum constraints are important contributing factors. Drawing on the growing scholarship of student engagement approaches to pedagogy, the paper explores how students can be empowered to effect change in the broader engineering curriculum through engineering ethics. The paper describes a student engagement approach to pedagogy that includes students as active participants in curriculum design—a role that enables them to critically reflect about why ethics is a requirement. Including students in the process of curriculum design leads students to reframe ethics as an integrative tool with the capacity to bring together different engineering departments and build bridges to non-engineering fields. This paper argues that students can and should play an active and important role in relocating ethics from the periphery to the core of the engineering curriculum. (shrink)

This paper argues that debating the relative possibility and desirability of past reconstruction and present interpretation cannot furnish an adequate response to questions about the character and value of history. It is also necessary to debate whether or not to acknowledge, and therefore engage with, the social and political consequences of historical enquiry, which includes taking responsibility for a relationship with its audience.

One of the core problems with engineering ethics education is perceptual. Although ethics is meant to be a central component of today’s engineering curriculum, it is often perceived as a marginal requirement that must be fulfilled. In addition, there is a mismatch between faculty and student perceptions of ethics. While faculty aim to communicate the nuances and complexity of engineering ethics, students perceive ethics as laws, rules, and codes that must be memorized. This paper provides some historical context to (...) better understand these perceptual differences, and suggests that curriculum constraints are important contributing factors. Drawing on the growing scholarship of student engagement approaches to pedagogy, the paper explores how students can be empowered to effect change in the broader engineering curriculum through engineering ethics. The paper describes a student engagement approach to pedagogy that includes students as active participants in curriculum design—a role that enables them to critically reflect about why ethics is a requirement. Including students in the process of curriculum design leads students to reframe ethics as an integrative tool with the capacity to bring together different engineering departments and build bridges to non-engineering fields. This paper argues that students can and should play an active and important role in relocating ethics from the periphery to the core of the engineering curriculum. (shrink)

What is it to do justice to the absent victims of past injustice, given the distance that separates us from them? Grounded in political theory and guided by the literature on historical justice, W. James Booth restores the dead to their central place at the heart of our understanding of why and how to deal with past injustice. Testimonies and accounts from the race war in the United States, the Holocaust, post-apartheid South Africa, Argentina's Dirty War and the (...) conflict in Northern Ireland help advance and defend Booth's claim that caring for the dead is a central part of addressing past injustice. Memory, Historic Injustice, and Responsibility is an insightful and original book on the relationship of past and present in thinking about what it means to do justice. A valuable addition to the currently available literature on historical justice, the volume will be of great interest to students and scholars of political science, philosophy, history, and law. (shrink)

This book proposes a new theoretical framework to move beyond the traditional tenets of modern international relations theory to investigate European integration and shed light on current events. -/- Based on contemporary analyses, Hegel’s political philosophy, and the fundamental role of historical interpretation, this book addresses the institutional dynamics as well as the discursive practices behind both the Eastern enlargement and the current critical situation. Looking back in particular at European integration in one of its most significant events, namely (...) the enlargement of the European Union to include former Socialist countries, it offers a unique conceptualisation of the nature and limits of European integration and for understanding the current crisis between Brussels and the Visegrád countries, 30 years since the revolutions of 1989. -/- This book will be of key interest to scholars and students of European integration, European politics and history, and political theory and philosophy. (shrink)

Tom Beauchamp presents a new edition, designed especially for the student reader, of An Enquiry concerning Human Understanding, the classic work in which David Hume gave a general exposition of his philosophy to a broad educated readership. An authoritative new version of the text is preceded by a substantial introduction explaining the historical and intellectual background to the work and surveying its main themes. The volume also includes detailed explanatory notes on the text, a glossary of terms, and (...) a section of supplementary readings. (shrink)

This paper argues that debating the relative possibility and desirability of past reconstruction and present interpretation cannot furnish an adequate response to questions about the character and value of history. It is also necessary to debate whether or not to acknowledge, and therefore engage with, the social and political consequences of historical enquiry, which includes taking responsibility for a relationship with its audience.

For 35 years, the critical and creative writings of Robert E. Butts have been a notable and welcome part of European and North American philosophy. A few years ago, James Robert Brown and Jiirgen Mittelstrass feted Professor Butts with a volume entitled An Intimate Relation (Boston Studies vol. 116, 1989), essays by twenty-six philosophers and historians of the sciences. And that joining of philosophers and historians was impressive evidence of the 'intimate relation' between historical illumination and philosophical understanding (...) which is characteristic of Butts throughout his work. Not alone, Butts has been, and is, one of this generation's most incisive thinkers, devoted to responsible textual scholarship and equally responsible imaginative interpretation. Brown and Mittelstrass said that "throughout his writings, science, its philosophy, and its history have been treated as a seamless web", and I would add only that philosophy per se is a part of the web too. Here in this book before us are the results, a lovely collection from the work of Robert Butts, who is for so many of his colleagues, students and readers, Mr. HPS, the model philosophical historian and historical philosopher of the sciences. July 1993 Robert S. Cohen Center for Philosophy and History of Science, Boston University TABLE OF CONTENTS BIBLIOGRAPHICAL NOTE IX INTRODUCTION Xl PART I EARLY MODERN PHILOSOPHY OF SCIENCE 1 1. Some tactics in Galileo's propaganda for the mathematization of scientific experience 3 2. (shrink)

Historical Teleologies in the Modern World tracks the fragmentation and proliferation of teleological understandings of history--the notion that history had to be explained as a goal-directed process--in Europe and beyond throughout the 19th and into the 20th century. Historical teleologies have profoundly informed a variety of other disciplines, including modern philosophy, natural history, literature, humanitarian and religious philanthropism, the political thought and practice of revolution, emancipation, imperialism, colonialism and anti-colonialism, the conceptualization of universal humankind, and the understanding (...) of modernity in general. By exploring the extension and plurality of historical teleology, the essays in this volume revise the history of historicity in the modern period. Historical Teleologies in the Modern World casts doubt on the idea that a single, if powerful, conception of time could function as the unifying principle of all modern historicity, instead pursuing an investigation of the plurality of modern historicities and its underlying structures. By bringing together Western and non-Western histories, this book provides the first extended treatment of the idea of historical teleology. It will be of great value to students and scholars of modern global and intellectual history"--From publisher's website. (shrink)

This book provides a comprehensive introduction to the study of international diplomacy, covering both theory and practice. This second edition has been revised and updated, with new material on such key contemporary issues as Syria, Ukraine, migration and the South China Sea. The text summarizes and discusses the major trends in the field of diplomacy, providing an innovative theoretical approach to understanding diplomacy not as a collection of practices or a set of historical traditions, but as a form (...) of institutionalized communication through which authorized representatives produce, manage and distribute public goods. The book: Traces the evolution of diplomacy from its beginnings in ancient Egypt, Greece and China to our current age of global diplomacy. Examines theoretical explanations about how diplomats take decisions, make relations and shape the world. Discusses normative approaches to how diplomacy ought to adapt itself to the twenty-first century, help re-make states and assist the peaceful evolution of international order. In sum, Understanding International Diplomacy provides an up-to-date, accessible and authoritative overview of how diplomacy works and, indeed, ought to work in a globalized world. This textbook will be essential reading for students of international diplomacy, and is highly recommended for students of crisis negotiation, international organizations, foreign policy and IR in general. (shrink)

This anthology of selections from the works of noted philosophers affords the student an immediate contact with the unique historical background of the philosophy of science. The selections, many of which have not been readily accessible, follow the development of the philosophy of science from 1786 to 1927. Each selection is preceded by a brief introduction by the editor designed to familiarize the reader with a particular philosopher and provide insights into his work. Joseph J. Kockelmans divides the selections (...) into several sections. Part 1, from 17861850, includes chapters by Immanuel Kant, on the metaphysical foundations of natural science, John Frederick William Herschel, on experience and the analysis of phenomena, William Whewell, on the nature and conditions of inductive science, and John Stuart Mill, on induction and the law of universal causation; part 2, from 18701899, includes chapters by Hermann Von Helmholtz, on the origin and significance of geometrical axioms, William Stanley Jevons, on the philosophy of inductive inference, John Bernard Stallo, on the kinetic theory of gasses and the conditions of the validity of scientific hypotheses, Ernst Mach, on the economical nature of physical inquiry, Karl Pearson, on perceptual and conceptual space, Emile Boutroux, on mechanical laws, Heinrich Hertz, on the appropriateness, correctness, and permissibility of scientific theories, and Ludwig Boltzmann, on the fundamental principles and basic equations of mechanics. The third part, covering the first decade of the twentieth century, includes chapters by Henri Jules Poincare, on science and reality, Charles Peirce, on Induction, Pierre Marie Duhem, on the laws of physics, William Ostwald, on energetism and mechanics, Emile Meyerson, on identity of thought and nature as the final goal of science, Ernst Cassirer, on functional concepts of natural science; part 4, from 19101927, includes chapters by Charles Dunbar Broad, on phenomenalism, Alfred North Whitehead, on time, space, and material, Bertrand Russell, on the world of physics and the world of sense, Norman Robert Cambbell, on the meaning of science, Moritz Schlick, on basic issues of the philosophy of natural science, and Percy Williams Bridgman, on the concepts of space, time, and causality. Philosophy of Science provides a concise single volume text to the discipline and enables students to understand and evaluate the various trends in our contemporary philosophy of science. Joseph J. Kockelmans is professor emeritus of philosophy at the Pennsylvania State Univers. (shrink)

"To my knowledge, there has never [before] been a volume that analyzes, in one place, the actual language of science--those elements of thinking that are acknowledged to be the basis of scientific thought. . . . [Thus] this is a very important book, contributing to several fields: science, education, rhetoric, medicine, and perhaps even philosophy. . . . Darian's erudition is truly astonishing." --Celest A. Martin, Associate Professor, College Writing Program, University of Rhode Island From astronomy to zoology, the practice (...) of science proceeds from scientific ways of thinking. These patterns of thought, such as defining and classifying, hypothesizing and experimenting, form the building blocks of all scientific endeavor. Understanding how they work is therefore an essential foundation for everyone involved in scientific study or teaching, from elementary school students to classroom teachers and professional scientists. In this book, Steven Darian examines the language of science in order to analyze the patterns of thinking that underlie scientific endeavor. He draws examples from university science textbooks in a variety of disciplines, since these offer a common, even canonical, language for scientific expression. Darian identifies and focuses in depth on nine patterns--defining, classifying, using figurative language, determining cause and effect, hypothesizing, experimenting, visualizing, quantifying, and comparing--and shows how they interact in practice. He also traces how these thought modes developed historically from Pythagoras through Newton. (shrink)

Contemporary East Asian societies are still struggling with complex legacies of colonialism, war and domination. Years of Japanese imperial occupation followed by the Cold War have entrenched competing historical understandings of responsibility for past crimes in Korea, China, Japan and elsewhere in the region. In this context, even the impressive economic and cultural networks that have developed over the past sixty years have failed to secure peaceful coexistence and overcome lingering attitudes of distrust and misunderstanding in the region. -/- (...) This book examines the challenges of historical reconciliation in East Asia, and, in doing so, calls for a reimagining of how we understand both historical identity and responsibility. It suggests that by adopting a ‘forward-looking’ approach that eschews obsession with the past, in favour of a reflective and deliberative engagement with history, real progress can be made towards peaceful coexistence in East Asia. With chapters that focus on select experiences from East Asia, while simultaneously situating them within a wider comparative perspective, the contributors to this volume focus on the close relationship between reconciliation and ‘inherited responsibility’ and reveal the contested nature of both concepts. Finally, this volume suggests that historical reconciliation is essential for strengthening mutual trust between the states and people of East Asia, and suggests ways in which such divisive legacies of conflict can be overcome. -/- Providing both an overview of the theoretical arguments surrounding reconciliation and inherited responsibility, alongside examples of these concepts from across East Asia, this book will be valuable to students and scholars interested in Asian politics, Asian history and international relations more broadly. (shrink)

Why is ethics part of philosophy? Stephen Darwall's Philosophical Ethics introduces students to ethics from a distinctively philosophical perspective, one that weaves together central ethical questions such as "What has value?" and "What are our moral obligations?" with fundamental philosophical issues such as "What is value?" and "What can a moral obligation consist in?"With one eye on contemporary discussions and another on classical texts,Philosophical Ethics shows how Hobbes, Mill, Kant, Aristotle, and Nietzsche all did ethical philosophy how, for example, they (...) sought to gain insight into what has value through understanding what value itself is. After an introductory section, and one on main approaches to metaethics, chapters discuss "modern" philosophical moralists Hobbes, Mill, and Kant and pre- and postmodern philosophical approaches to ethics in Aristotle, Nietzsche, and the ethics of care. Throughout, the reader is invited to do rather than just read about philosophical ethics and, in doing so, to think through questions that face all thoughtful human beings. Themes include the nature of value and moral obligation, freedom and choice, human flourishing, excellence and merit, radical critiques of morality, and the importance of relationships for human life. (shrink)

What is the relevance of the history of philosophy to philosophy as such? This is not the question, what is the reason for studying the history of philosophy? This question is easy to answer. Philosophy is part of our culture, and the history of our culture is worth studying, if anything is. Nor is it the question, should academic institutions teach the history of philosophy as part of a philosophical education? It is widely accepted that students should be taught the (...) history of philosophy, even if philosophy itself is not considered an essentially historical discipline. An education in the history of philosophy is part of a broadly humanistic university education, and something of value for this reason alone, without it being necessary for anyone who actually pursues philosophy creatively and systematically to have to take history into account. (shrink)

In this essay, I will expand the philosophical discussion about the representational practice in science to examine its role in science education through four case studies. The cases are of what I call ‘educational laboratory experiments’, performative models used representationally by students to come to a better understanding of theoretical knowledge of a scientific discipline. The studies help to demonstrate some idiosyncratic features of representational practices in science education, most importantly a lack of novelty and discovery built into the (...) ELEs as their methodology is solidified when it becomes a widely spread educational tool within a discipline. There is thus an irreducible role for the historical development of ELEs in understanding their representational nature and use. The important role of the historical development of ELEs leads to an interesting way that educators can use ELEs as a means of connecting students to important historical developments within their disciplines. (shrink)

This textbook connects the big ideas and key thinkers of psychology and philosophy in a clear and cohesive theoretical narrative. Students are led to understand the relations between different schools of thought, and to connect the various thinkers, theories and facts in psychology's history. Focusing on the major ideas that have reoccurred throughout history, such as the mind-body problem and the role of the mind in our experience, Martin Farrell shows how specific thinkers have explored the same ideas, but in (...) different ways, leading to distinct schools of thought. The coherent narrative enables students to see the bigger picture, through which the historical and conceptual roots of psychology can be easily understood. (shrink)

I want to know whether Chan masters and students depicted in classical Chan transmission literature can be interpreted as asking open (or what I will call “genuine”) questions. My task is significant because asking genuine questions appears to be a decisive factor in ascertaining whether these figures represent models for dialogue—the kind of dialogue championed in democratic society and valued by promoters of interreligious exchange. My study also contributes to a more comprehensive understanding of early Chan not only by (...) detailing contrasts between contemporary interests and classical Chan, but more importantly by paying greater attention to the role language and rhetoric play in classical Chan. What roles do questions play in Chan encounter dialogues, and are any of the questions genuine? Is there anything about the conventions of the genre that keeps readers from interpreting some questions in this way? To address these topics, I will proceed as follows. First, on a global level and for critical-historical context, I survey Chan transmission literature of the Song dynasty in which encounter dialogues appear, and their role in developments of Chan/Zen traditions. Second, I zoom in on structural elements of encounter dialogues in particular as a genre. Third, aligning with the trajectory of performative analyses of Chan literature called for by Sharf and Faure, I turn to develop and criticize a performative model of questions from resources in recent analytic and continental philosophy of language and I apply that model to some questions in encounter dialogue literature. (shrink)

The subject of this study will be to analyze the contribution of an important figure of the period known as the period of new ilm al kalām in the history of kalām, which started in the mid-nineteenth century and included the first periods of the Republic. This person is Mehmet Şerafettin Yaltkaya (1880-1947). Yaltkaya stands out with his original aspects such as being both a school and a madrasa student, representing his scholar and government bureaucrat personality together and strongly, and (...) his open support for the changes and transformation periods of Republican Turkey. It is known that difficult and troubled times in history have been the source of the emergence of rich intellectual movements. Yaltkaya was also nourished by such a political and intellectual hinterland. As is known, the changes in Western thought in the nineteenth century led to the emergence of atheist and materialist worldviews, which was one of the important reasons that caused us to open a new era in kalām. It has even been interpreted that the Ottoman scholars' work on the criticism of materialism was the main reason for the opening of this new era in kalām. In this regard, before discussing Yaltkaya's point of view and his contributions, we have tried to briefly discuss the historical conditions, changes and transformations of the new period of kalām, accompanied by the views of some of its representatives, which will help us to recognize the period. Secondly, we have endeavored to deal with the main dynamics of Şerafettin Yaltkaya's theological views, especially his scholarly and actional aspects that came to the fore in the course of his life, and in particular his up to date understanding of isbāt al-wājib regarding the existence of God and the social theory of kalām (ictimaī ilm al-kalām) about which the debates intensified. As far as we have been able to determine, Yaltkaya's theological views are actually a multiple-polarized structure that draws from all schools of kalām, philosophy, and Sufism. His interest in different disciplines of Islamic sciences and his curiosity in modern sciences also contributed to his vigorous personality. On the other hand, it must be said that he was also influenced by Western intellectuals and evaluated the possibilities of reason and instinct. Yaltkaya's support for Ottoman modernization and Republic reforms are among the significant aspects of Yaltkaya, both an Islamist and a kind of cultural nationalist. He made great contributions to the world of scholarship and thought of his time with his knowledge and works in different disciplines such as kalām, philosophy, literature, sufism history of sects and history of medicine. In addition, we believe that his lectures on kalām, philosophy and history of sects in important high schools and universities that were newly opened at the time and his position as the second head of the Presidency of Religious Affairs supported the background of his ideas that we highlight in this article. We have determined that Yaltkaya, who criticized the theological views of the traditional scholars, was also closely familiar with and influenced by Western scholars and philosophers who were his contemporaries. (shrink)

_Understanding the Political Philosophers_ is an absorbing and accessible introduction to the major philosophers and core texts of western political philosophy. Organised historically - beginning with Socrates and Plato, and concluding with post-Rawlsian theory - Alan Haworth presents the key ideas and developments with clarity and depth. Each chapter provides a concentrated study of a given thinker or group of thinkers and together they constitute a broad account of the main arguments in political philosophy. There are chapters on Socrates, Plato, (...) Aristotle, Hobbes, Locke, Rousseau, the Utilitarians, Marx, and Rawls’s early work. This revised second edition has been brought fully up-to-date, and includes expanded coverage of the period from the death of Aristotle to the sixteenth century, as well as a new chapter on Rawls’s later philosophy and the direction of post-Rawlsian philosophy. Including a chronology and suggestions for further reading, _Understanding the Political Philosophers_ is an ideal introductory text for students taking courses in political philosophy or political theory. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 3-11 [Access article in PDF] A Historical Overview of Art Education in Japan Introduction The stage of art education in Japan that was given its form by "imports" from overseas — mainly Western countries — is now over. Recently, even at international art education conferences and similar venues, a wide range of dynamic presentations and speeches were heard representing Japan's unique (...) perspective. There is, however, a rather long and involved history leading up to this shift.In this essay, I present a general outline and an overview of art education in Japan, by looking back at the transitions this system of education has undergone. My hope is to increase understanding of the unique features of art education in Japan, examining the characteristics ofmodern art education, and determining the form that art education should take in the future. The Birth of Art Education: 1872-1910 Art education in Japan began in 1872 with the promulgation of the "Gakusei" as a formal system for school education. 1 It was in this same year that Germany introduced a similar system, an indication that Japan was more or less in step with advanced Western nations. Moreover, from the end of the Tokugawa shogunate through to the Meiji era (1868-1912), the seeds of Westernization had clearly taken root. Although the term "art education" is used, for many years the emphasis in art education was on drawing.The first curriculum was established at this time. In the context of art education, Kikagaku Keiga Taii [Introduction to Geometrical Line Drawing] (renamed Keiga the following month) was introduced as a compulsory subject in upper elementary grades (students 10 to 13 years of age) at ordinary elementary schools. Keiga referred to a method of copying pictures from a copybook using graph paper — a method that was extremely restrictive and emphasized practicality.By 1887, under the new government's policy, Westernization was being promoted in all aspects of society, including politics and culture. Art education was no exception, as Western style education began to focus on pencil drawings. During this period, a liberal system for issuing and selecting textbooks was in place, and a consequently a large number of art-related texts were issued. The first drawing textbook in Japan was Seiga Shinan [Guide to [End Page 3] Western Pictures] (1871), a translation of "The Illustrated Drawing Book" by English author Robert Scott Burn, with selected figure quotations from"The American Drawing-Book" by American author John G. Chapman. 2 In addition to these texts, many other books on drawing and the natural sciences were quoted. These textbooks adopted a pragmatic approach, using a "progressive method" in which students were taught to draw easy subjects and gradually moved to more difficult ones.The next significant change came in the form of calls for nationalism, as a reaction to the wave of Westernization early in the Meiji period. Educationalcircles underwent a shift toward nationalist education, and the art worldexperienced a resurgence in traditional Japanese art led by the American Ernest Fenollosa and Tenshin Okakura, among others. Reflecting this trend, a large number of brush painting textbooks were written, and an authorization system similar to the one currently in effect was adopted. The ZugaTorishirabe Gakari [the Committee for the Study of Drawing] was launched in 1885, and then reorganized in 1887, at which time it was renamed the Tokyo Fine Arts School (currently the Tokyo National University of Fine Arts and Music). The education offered at this new institution placed a strong emphasis on purely Japanese elements.In 1903, the Elementary School Order was revised and government-designated textbooks were issued. This system remained in force from 1904 until 1947. The debate surrounding pencil drawing and brush painting continued, and two types of texts were issued — a Enpitsuga Tehon [pencil drawing copybook] and a Mohitsuga Tehon [brush painting copybook] — either of which could be used by the instructor. Both copybooks had similar configurations, with copying as the basic theme, and using a progressive study method. Drawing was still an optional subject in ordinary elementary schoolsat the... (shrink)

Immanuel Kant was one of the most significant philosophers of the modern age, many aspects of Kant's thoughts are not easy to understand and a guide like this Historical Dictionary of Kant and Kantianism should be very welcome not only to students, but also teachers and the general public, since it contains hundreds of entries describing Kant's life and works and explaining his concepts as well as the contributions of his followers . Given the inevitable problems of language, the (...) glossary is particularly helpful. And the bibliography makes the massive literature more accessible. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 3-11 [Access article in PDF] A Historical Overview of Art Education in Japan Introduction The stage of art education in Japan that was given its form by "imports" from overseas — mainly Western countries — is now over. Recently, even at international art education conferences and similar venues, a wide range of dynamic presentations and speeches were heard representing Japan's unique (...) perspective. There is, however, a rather long and involved history leading up to this shift.In this essay, I present a general outline and an overview of art education in Japan, by looking back at the transitions this system of education has undergone. My hope is to increase understanding of the unique features of art education in Japan, examining the characteristics ofmodern art education, and determining the form that art education should take in the future. The Birth of Art Education: 1872-1910 Art education in Japan began in 1872 with the promulgation of the "Gakusei" as a formal system for school education. 1 It was in this same year that Germany introduced a similar system, an indication that Japan was more or less in step with advanced Western nations. Moreover, from the end of the Tokugawa shogunate through to the Meiji era (1868-1912), the seeds of Westernization had clearly taken root. Although the term "art education" is used, for many years the emphasis in art education was on drawing.The first curriculum was established at this time. In the context of art education, Kikagaku Keiga Taii [Introduction to Geometrical Line Drawing] (renamed Keiga the following month) was introduced as a compulsory subject in upper elementary grades (students 10 to 13 years of age) at ordinary elementary schools. Keiga referred to a method of copying pictures from a copybook using graph paper — a method that was extremely restrictive and emphasized practicality.By 1887, under the new government's policy, Westernization was being promoted in all aspects of society, including politics and culture. Art education was no exception, as Western style education began to focus on pencil drawings. During this period, a liberal system for issuing and selecting textbooks was in place, and a consequently a large number of art-related texts were issued. The first drawing textbook in Japan was Seiga Shinan [Guide to [End Page 3] Western Pictures] (1871), a translation of "The Illustrated Drawing Book" by English author Robert Scott Burn, with selected figure quotations from"The American Drawing-Book" by American author John G. Chapman. 2 In addition to these texts, many other books on drawing and the natural sciences were quoted. These textbooks adopted a pragmatic approach, using a "progressive method" in which students were taught to draw easy subjects and gradually moved to more difficult ones.The next significant change came in the form of calls for nationalism, as a reaction to the wave of Westernization early in the Meiji period. Educationalcircles underwent a shift toward nationalist education, and the art worldexperienced a resurgence in traditional Japanese art led by the American Ernest Fenollosa and Tenshin Okakura, among others. Reflecting this trend, a large number of brush painting textbooks were written, and an authorization system similar to the one currently in effect was adopted. The ZugaTorishirabe Gakari [the Committee for the Study of Drawing] was launched in 1885, and then reorganized in 1887, at which time it was renamed the Tokyo Fine Arts School (currently the Tokyo National University of Fine Arts and Music). The education offered at this new institution placed a strong emphasis on purely Japanese elements.In 1903, the Elementary School Order was revised and government-designated textbooks were issued. This system remained in force from 1904 until 1947. The debate surrounding pencil drawing and brush painting continued, and two types of texts were issued — a Enpitsuga Tehon [pencil drawing copybook] and a Mohitsuga Tehon [brush painting copybook] — either of which could be used by the instructor. Both copybooks had similar configurations, with copying as the basic theme, and using a progressive study method. Drawing was still an optional subject in ordinary elementary schoolsat the... (shrink)

Historical case studies of scientific concepts are a useful medium for showing how scientific ideas originate and how they change over time. They are thus a useful tool for conveying knowledge about the nature of science. This paper focuses on the concepts of heat and temperature and discusses some issues related to choosing the content for a historical case study which incorporates not only nature of science perspectives but understandings related to what we know about the teaching and (...) learning of these concepts. The case study is designed for first-year university chemistry students as an introduction to their study of thermodynamics. The paper includes a general chemistry textbook analysis of the heat and temperature concepts and a discussion of the caloric theory of heat, thermometry, and a brief survey of how the energy concept transformed our understanding of heat and temperature. (shrink)

Aesthetics is not a "factual" discipline; there are no aesthetic facts. The word itself is derived from the Greek word for "feeling" and the discipline arises because of the need to find a place for the passions within epistemology—the branch of philosophy that investigates our beliefs. Aesthetics is more than just the study of beauty; it is a study of that which appeals to our senses, most often in connection with the classification, analysis, appreciation, and understanding of art. The (...) Historical Dictionary of Aesthetics covers its history from Classical Greece to the present, including entries on non-western aesthetics. The book contains a chronology, a list of acronyms and abbreviations, an introductory essay, a bibliography, and hundreds of cross-referenced dictionary entries on the main concepts, terminology, important persons , and the rules and criteria we apply in making judgments on art. By providing concise information on aesthetics, this dictionary is not only accessible to students, but it provides details and facts to specialists in the field. (shrink)

The aim of this article is to explore the ways in which the engagement with Greek tragedy may contribute fruitfully to the unfolding of empathy in medical students and practitioners. To reappraise the general view that classical texts are remote from modern experience because of the long distance between the era they represent and today, I propose an approach to Greek tragedy viewed through the lens of historical empathy, and of the association between past situations and similar contemporary experiences, (...) in particular. After a brief examination of the concept of empathy, its links with literary reading, and the discussion of these interrelations within the training of narrative medicine, and narrative ethics in particular, the focus turns to selected parts of Sophocles’ Philoctetes, such as the disease scene—an ancient example of pathography. Here Neoptolemus’ empathy for Philoctetes’ situation and its consequences are explored with specific interest in the modern readers’ affective response in connection with their own experiences in medical practice. Neoptolemus’ ethical conflict, which is resolved by his decision to care for Philoctetes, and the problematic nature of this attitude are both indicative of the aim of Greek tragedy to problematize universal issues and thus to point towards the instability of human life and the fluidity of human nature. Realizing through historical empathy the precariousness of human existence may lead to a better understanding and hence better care for others and open new perspectives in the development of empathy within the context of contemporary medical education and practice. (shrink)

Creative activities in a classroom can often be mistaken for negligence of academic requirements. This is especially true for many African American students. Recognition of the mental processes used in the expression of creative behaviors should give teachers the opportunity to harness this creative energy to develop academic skills. This article draws upon a historical perspective of creativity and its relationship to this trait in African Americans. Although many of the behaviors listed are common in all ethnic groups those (...) behaviors listed as uniquely evident among African American students are derived from assumptions made from experiences by various scholars, research documents and historical data. Strategies for addressing and enhancing these creative behaviors are included. (shrink)

The teacher-student relationship has long been of primary concern to educators and the focus of much educational research. While various theoretical understandings of this relationship exist, ontological understandings of the lived experiences of this relationship are not so prevalent, and there is thus a call for phenomenological studies aimed at uncovering the essential and ontological meanings of this taken for granted phenomenon. This paper reports on such a project and, in particular, some of the challenges encountered in the process of (...) phenomenologically researching the relationship which arises in the context of teacher education between the lecturer and the student teacher. The challenges of phenomenological research are both numerous and complex. These challenges relate to the intensity of the lived experience of the research itself, the meditative attunement of the researcher to the focal phenomenon, and the process of walking in a research process that is mindful of one's own historicity (Gadamer, 1960/1995). While the primary focus of this paper is on the challenges of researching the lecturer-student teacher relationship in a phenomenological way, it nevertheless reflects the unique capacity of a phenomenological approach to respect the centrality and humanity of relationship and to open understanding that affirms this. (shrink)

The volume begins with what is in common to contemporary phenomenological historians and historiographers. That is the understandings that temporality is the core of human judgment conditioning in its forms how we consciously attend and judge phenomena. For every phenomenological historian or historiographer, all history is an event, a span of time. This time span is not external to the individual, rather forms the content and structure of every judgment of the person. It is the logic used by the individual (...) to structure the phenomenon attended. Rather than the phenomenon being seen as something solely external, it is understood by phenomenologists as also of our immediate awareness and thought. Thus, the phenomenological method discerns all judgment as based upon one’s span of attention of inner or outer phenomena.. There is an intentionality to attention. One intends one’s own foci. Attention is the temporal duration of that intending. The volume offers a text that enables contemporary historians, graduate students, and even undergraduates who are well taught, to understand both the history of phenomenology as a method of inquiry, and the contemporary practice of phenomenological historical and historiographical thought. (shrink)

I want to know whether Chan masters and students depicted in classical Chan transmission literature can be interpreted as asking open (or what I will call “genuine”) questions. My task is significant because asking genuine questions appears to be a decisive factor in ascertaining whether these figures represent models for dialogue—the kind of dialogue championed in democratic society and valued by promoters of interreligious exchange. My study also contributes to a more comprehensive understanding of early Chan not only by (...) detailing contrasts between contemporary interests and classical Chan, but more importantly by paying greater attention to the role language and rhetoric play in classical Chan. What roles do questions play in Chan encounter dialogues, and are any of the questions genuine? Is there anything about the conventions of the genre that keeps readers from interpreting some questions in this way? To address these topics, I will proceed as follows. First, on a global level and for critical-historical context, I survey Chan transmission literature of the Song dynasty in which encounter dialogues appear, and their role in developments of Chan/Zen traditions. Second, I zoom in on structural elements of encounter dialogues in particular as a genre. Third, aligning with the trajectory of performative analyses of Chan literature called for by Sharf and Faure, I turn to develop and criticize a performative model of questions from resources in recent analytic and continental philosophy of language and I apply that model to some questions in encounter dialogue literature. (shrink)

This unique book is the first to contain a comprehensive history of industrial and organizational psychology, covering numerous topics in the discipline. The history presented offers various perspectives, including the contributions of individuals, organizations, and contextual or situational forces, as well as an international viewpoint. The authors, all highly regarded experts in their respective topics, use a range of approaches to examine history, demonstrating to readers that there are multiple ways to understand history. This volume will be of interest to (...) industrial and organizational psychologists, business and management academics and professionals, historians of psychology, business, science and science and technology, undergraduate, and graduate students. (shrink)

Michel Foucault continues to be regarded as one of the most essential thinkers of the twentieth century. A brilliantly evocative writer and conceptual creator, his influence is clearly discernible today across nearly every discipline-philosophy and history, certainly, as well as literary and critical theory, religious and social studies, and the arts. This volume exploits Foucault's insistent blurring of the self-imposed limits formed by the disciplines, with each author in this volume discovering in Foucault's work a model useful for challenging not (...) only these divisions but developing a more fundamental interrogation of modernism. Foucault himself saw the calling into question of modernism to be the permanent task of his life's work, thereby opening a path for rethinking the social. Understanding Foucault, Understanding Modernism shows, on the one hand, that literature and the arts play a fundamental structural role in Foucault's works, while, on the other hand, it shifts to the foreground what it presumes to be motivating Foucault: the interrogation of the problem of modernism. To that end, even his most explicitly historical or strictly epistemological and methodological enquiries directly engage the problem of modernism through the works of writers and artists from de Sade, Mallarmé, Baudelaire to Artaud, Manet, Borges, Roussel, and Bataille. This volume, therefore, adopts a transdisciplinary approach, as a way to establish connections between Foucault's thought and the aesthetic problems that emerge out of those specific literary and artistic works, methods, and styles designated “modern.” The aim of this volume is to provide a resource for students and scholars not only in the fields of literature and philosophy, but as well those interested in the intersections of art and intellectual history, religious studies, and critical theory. (shrink)

This book is a comprehensive and unique text and reference in medical ethics. By far the most inclusive set of primary documents and articles in the field ever published, it contains over 100 selections. Virtually all pieces appear in their entirety, and a significant number would be difficult to obtain elsewhere. The volume draws upon the literature of history, medicine, philosophical and religious ethics, economics, and sociology. A wide range of topics and issues are covered, such as law and medicine, (...) truth-telling by the physician, research, population policy, genetics, abortion, dying, and individual rights in medical care. The selections span the centuries, beginning with material from the works of Hippocrates, continuing through Thomas Percival, John Stuart Mill, and Claude Bernard, down to modern commentators like Henry K. Beecher, Walsh McDermott, David L. Bazelon, Paul Freund, H. L. A. Hart, John Rawls, Paul Ramsey, Richard McCormick, Rashi Fein, and Bernard Barber. The text has eight major divisions, beginning with sections on the ethical dimensions of the physician-patient relationship in history; the moral bases of medical ethics; and regulation, compulsion, and protection of the consumer in clinical medicine and public health. Each of these sections includes key essays that appear for the first time. All of the book's major divisions contain primary documents: codes such as the Hippocratic Oath, Medieval Law for the Regulation of Medicine, and the first as well as the most recent code of the American Medical Association; court decisions, including those on Karen Quinlan and on abortion in the United States and West Germany; government documents such as the statement of the National Commission on the Protection of Human Subjects, the Tuskegee Syphilis Report, the British Parliamentary debate on euthanasia, and the Council of Europe on rights of the sick and dying; and various published guidelines such as the Harvard Medical School brain death criteria, the American Hospital Association on patient's rights, and Pope Pius XII on the prolongation of life. Cases that illustrate moral dilemmas are provided for discussion purposes. Each section is preceded by a succinct editor's introduction. The documents and essays are of practical value for practitioners and students in medicine, law, ethics, and counselling, and for individual patients and groups concerned with medical care. Through encompassing divergent viewpoints, the essays and primary documents were selected to encourage humane practices and deepen understanding of the multiple traditions that shaped and do shape the development of medicine. (shrink)

This study explores how peer advising affects student project teams’ discussions of engineering ethics. Peer ethics advisors from non-engineering disciplines are expected to provide diverse perspectives and to help engineering student teams engage and sustain ethics discussions. To investigate how peer advising helps engineering student teams’ ethics discussions, three student teams in different peer advising conditions were closely observed: without any advisor, with a single volunteer advisor, and with an advising team working on the ethics advising project. Micro-scale discourse analysis (...) based on cognitive ethnography was conducted to find each team’s cultural model of understanding of engineering ethics. Cultural-historical activity theory analysis was also conducted to see what influenced each team’s cultural model. In cultural model, the engineering team with an ethics advising team showed broader understanding in social implications of engineering. The results of CHAT analysis indicated that differences in rules, community, and division of labor among three teams influenced the teams’ cultural models. The CHAT analysis also indicated that the peer advisors working on the ethics advising project and the engineering team working on engineering design project created a collaborative environment. The findings indicated that collaborative environment supported peer ethics advising to facilitate team discussions of engineering ethics. (shrink)

This novel contributed volume advances the current debate on free will by bridging the divide between analytic and historically oriented approaches to the problem. With thirteen chapters by leading academics in the field, the volume is divided into three parts: free will and determinism, free will and indeterminism, and free will and moral responsibility. The contributors aim to initiate a philosophical discourse that profits from a combination of the two approaches. On the one hand, the analytic tools familiar from the (...) debate – arguments, concepts, and distinctions – can be used to sharpen our understanding of classical philosophical positions. On the other hand, the rich philosophical tradition can be reconstructed so as to inspire new solutions. In recent years, the problem of free will has received special attention in the analytic arena. This is the first anthology to combine historical and analytic perspectives, significantly furthering the debate, and providing a crucial resource to academics and advanced students alike. (shrink)

This essay introduces Walter Benjamin’s historical materialism to illuminate how history teachers may invoke a critique of the past and present through democratizing the production of knowledge in the classroom. Historical materialism gives students access to the means of knowledge production and entrusts them with the task of generating a critique of politics though encounters with historical objects. The rise of the alt-right, alternative facts, and fake news sites necessitates social studies methods that intervene into the fascist (...) seductions of narrative in history. A Benjaminian pedagogy emphasizes reading practices that acknowledge the political layers of history inscribed within the objects. This generates space for forms of pessimism and dialectic critiques of barbarism that students may experience with history beyond the teacher’s capacity for understanding. In the name of democracy over fascism, the article adds a political critique to students’ historical and critical thinking skills. (shrink)

A comparison of the analyses of West German society in the 1960s in Dahrendorf's Society and Democracy in Germany and in the 1980s in Beck's Risk Society provides the historical frame for a reconsideration of the student movement of the late 1960s in terms not of its own self-understanding but of its place and role in the larger processes of social and cultural change in the Federal Republic. The idea of cultural revolution - one of the central, defining (...) themes of the student movement - and its outcome are examined with reference to Schulze's cultural sociology of postwar German society. (shrink)