Boredom is a psychological phenomenon that is defined as a state of hatred or incompatibility with any kind of repetitive experience in situations where liberation from instability is not possible and has several consequences. Boredom is one of the important causes of decreased motivation in EFL learners, and it is necessary to identify the factors affecting it. Therefore, this literature review addresses the state of boredom in relationship with teachers’ immediacy and professional commitment. Reviewing the literature has revealed that (...) while teachers’ immediacy and professional commitments affect EFL learners’ boredom, other factors such as individual differences and environmental factors are in action. However, many studies confirmed that teachers play the most important role in decreasing or increasing learners’ state of boredom. The findings are significant for teacher educators to design more appropriate teacher education programs. (shrink)

Because learners' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride toward (...) narrowing this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings' implications are further discussed. (shrink)

The students’ silence in the classroom has lately become an area of attention of educators and scholars similarly; however, the factors influencing students’ classroom silence are not mainly scrutinized. This construct has been regarded as a problem of the communication between the educator and the learners that not only impact completing the teaching objectives in the classroom but also affect the nurturing of learners’ achievement. In addition, teachers positively have a noteworthy function in learners’ growth and progress and its behavior (...) such as their immediacy remains a significant issue toward stimulating effective educational methods. Whilst teacher immediacy in a classroom setting is important, there is growing awareness about its important effect on learners’ silence and hopelessness. This review tries to provide some considerations about the relationship between teacher immediacy, both verbal and non-verbal, and students’ active silence and hopelessness. Successively, some suggestions are offered to lighten the practice of educators, learners, and teacher instructors. (shrink)

The role of psycho-emotional and social factors in determining teachers’ pedagogical success has been largely endorsed in the literature. This highlights the necessity of improving EFL teachers’ awareness and knowledge of various factors related to classroom interaction and interpersonal communication. Despite the existence of some L2 studies on interpersonal communication skills after the popularity of positive psychology, the interplay of variables that directly reflect classroom interactions and their linkage to one’s intelligence has been overlooked, to date. To fill this gap, (...) the present mini review presented the theoretical and empirical foundations of three significant teacher-related variables, namely open-mindedness, immediacy, and social intelligence. In so doing, their relevant definitions, conceptualizations, models, and correlates were provided. Finally, the study offered some practical implications and suggestions for EFL stakeholders and researchers who can improve their knowledge and use of social-based variables in second/foreign language education. (shrink)

This review explored the investigations on the role of teacher immediacy in English as a Foreign Language learners’ foreign language enjoyment. Earlier investigations have proved that teacher immediacy, such as posture, body language, vocal variety, gestures, and smile, can significantly affect learners’ positive emotions like foreign language enjoyment. It means that teachers should try both to control the feelings of their learners and manage their feelings to enhance enjoyment among learners. Moreover, studies have shown that (...) class='Hi'>teacher immediacy is significantly related to learner motivation which is a basis for increasing foreign language enjoyment among learners. However, specific strategies can be employed to increase learner motivation, which in return increases learner foreign language enjoyment. Furthermore, the study presented the implications and future directions of this line of research for different people, such as EFL teachers, teacher educators, and foreign language scholars. The ideas can improve their awareness of teacher-student relationships, in particular, teacher immediacy and its role in learners’ foreign language enjoyment. (shrink)

In the context of English as a foreign language classroom, affections that form between teacher and students may affect the teaching/learning process. This review aimed to investigate the related studies on the effect of teacher-learner interpersonal relationships on learners’ educational performance in English as a Foreign Language (EFL) educational contexts. This review concluded that there is a significant constructive correlation between teacher-learner interpersonal relationships and learners’ academic achievement. Learners are required to have some sense of belonging to (...) improve their educational performance. Moreover, other positive emotional factors such as grit, wellbeing, self-efficacy, academic engagement, motivation, and foreign language enjoyment can mediate the association between teacher-learner interpersonal relationships and learners’ academic success. The study concludes with some implications for English learners, English language teachers, and English language teacher trainers. The ideas can improve their awareness of teacher-student interpersonal relationships, including teacher stroke, rapport, and teacher immediacy and their role in improving learners’ foreign language learning. (shrink)

This book offers an ideal first reader in ancient Greek. It presents a selection of extracts from a comprehensive range of Greek authors, from Homer to Plutarch, together with generous help with vocabulary and grammar. The passages have been chosen for their intrinsic interest and variety, and brief introductions set them in context. All but the commonest Greek words are glossed as they occur and a general vocabulary is included at the back. Although the book is designed to be used (...) by students who have only completed a beginner's course in Greek, students of all ages will find that it helps them to improve their ability and confidence in reading a wide range of prose and verse texts, while at the same time providing a fascinating and copiously illustrated introduction to the riches and variety of ancient Greek literature over a period of almost a thousand years. (shrink)

Nurses frequently encounter situations in which they are compelled to make ethical decisions about what is good and right to do in their day-to-day practice. Often existing moral edicts prove to be inadequate in light of the patient's particular circumstances. To what, then, can the nurse turn? In response to this question, Gadow (1999) proposes a dialectical framework comprised of three ethical approaches: subjective immersion (ethical immediacy), objective detachment (ethical universalism), and intersubjective engagement (relational narrative). In this paper, the (...) dialectic framework proposed by Gadow (1999) is examined with respect to some of its potential implications for nursing practice and education. This endeavour is undertaken in the spirit of extending the dialogue that Gadow has so eloquently initiated. Questions related to whether it is possible (or necessary) to reconcile the contradictory tenets of these ethical approaches or the potential disjunction between the knowledge embedded in the relational narrative and ensuing action on the part of the nurse are discussed. In addition, some of the potential implications of this dialectical framework for nurse education are explored, including the question of how nurses learn to enter into a relational narrative with another and the relevance of relational narratives to teacher–student relationships. (shrink)

Résumé : Comment enseigner un savoir imperceptible comme des routines professionnelles dans l’immédiateté de la classe? Comment dégager les principes organisateurs et leur construction en formation ? Pour une gestion de classe efficace, il est essentiel de recourir à des routines professionnelles. Elles soutiennent le sentiment de sécurité tant chez l’enseignant que chez les élèves. Elles relèvent de compétences incorporées, ce qui force à leur analyse pour une articulation phare dans une formation professionnalisante. Nous présenterons le concept des routines professionnelles (...) comme un savoir-faire nécessaire au développement professionnel, le cadre conceptuel, la méthodologie, quelques résultats et la discussion suivie de la conclusion. Abstract : How can imperceptible knowledge such as professional routines in class immediacy be taught? How to express their main principles and their construction in formation? These routines create a sense of security among both students and teachers; it is a frame favouring successful classroom management. They come under the scope of integrated competencies, and this prompts their analysis in view of understanding a central link within initial professionalization. This paper will present the concept of professional routines as an educational practice in regards to professional development, then the conceptual frame, the analytical method, some results followed by a discussion and conclusion. (shrink)

How can imperceptible knowledge such as professional routines in class immediacy be taught? How to express their main principles and their construction in formation? These routines create a sense of security among both students and teachers; it is a frame favouring successful classroom management. They come under the scope of integrated competencies, and this prompts their analysis in view of understanding a central link within initial professionalization. This paper will present the concept of professional routines as an educational practice (...) in regards to professional development, then the conceptual frame, the analytical method, some results followed by a discussion and conclusion. Comment enseigner un savoir imperceptible comme des routines professionnelles dans l’immédiateté de la classe? Comment dégager les principes organisateurs et leur construction en formation ? Pour une gestion de classe efficace, il est essentiel de recourir à des routines professionnelles. Elles soutiennent le sentiment de sécurité tant chez l’enseignant que chez les élèves. Elles relèvent de compétences incorporées, ce qui force à leur analyse pour une articulation phare dans une formation professionnalisante. Nous présenterons le concept des routines professionnelles comme un savoir-faire nécessaire au développement professionnel, le cadre conceptuel, la méthodologie, quelques résultats et la discussion suivie de la conclusion. (shrink)

Peter Fitzpatrick’s writings prove once and for all that it is possible for a law professor to write in beautiful English. His work also proves once and for all that the dominating tradition of Anglo-American legal philosophy and of law teaching has been barking up the wrong tree: namely, that the philosopher and professional law teachers can understand justice as nested in empty forms, better known as rules, doctrines, principles, policies, and other standards. The more rigorous our analysis or decomposition (...) of the forms, we have believed, the more closely do we access the identity of laws. Justice has been assumed to be a matter of intellectually accessing such analysed forms. Fitzpatrick’s articles and books embody an implicit critique of the analytic view of law and of justice. My entry point into this critique is his preoccupation with Jacques Derrida’s theory of laws as universals and with Derrida’s theory of justice as an inaccessible immediacy or presence in context-specific or concrete experienced events. Each event is experienced in an official’s decision. Such a decision represents what Derrida, Fitzpatrick, and Hegel call ‘individuality’. -/- Derrida’s theory of law presents a conundrum. Derrida misses the possibility that law may exist by virtue of its content rather than its form. Derrida misses this possibility because, heavily influenced by Kant (in Derrida’s theory of law), Derrida associates law with universals. This is so because Kant (and Derrida) are preoccupied with the identity of what counts as a law (lois) rather than with a law’s legitimacy. A universal cannot exist unless it is legitimate, and it is legitimate, I claim, by virtue of its content. In his association of law with universals, Derrida presupposes that legal knowledge exists with reference to a territorial-like boundary. The forms are represented or signified by signs (signifiers) within a boundary of the ultimate form (the state, the nation, or humanity). This ultimate form as a universal, like the discrete rules or forms, lacks socially contingent content. A boundary separates knowable universals from the unknowable world on the exteriority of the boundary. The unknowable world is constituted by concrete events experienced in context-specific circumstances. In his legal theory Derrida hones in upon the decision as the experienced event. In a decision, one is present or immediate with the event. Derrida considers such immediacy as justice. The immediacy, however, can only be represented as a sign (sometimes called a signifier). The sign, in turn, represents an empty signified or form, according to Derrida. Because the immediacy remains a representation rather than a presentation of the experienced event, laws as universals cannot be just. The rupture between the inaccessible immediacy of a decision on the one hand and the represented empty forms on the other is critical to Derrida’s theory of law. -/- I claim that this rupture permeates Derrida’s writings about law because Derrida possesses a territorial-like sense of legal knowledge. I shall argue to this effect as follows. In the first section I shall explain the importance of Fitzpatrick’s exposure of the vacuity of the foundation of the system or structure of universals. In the second section I shall flesh out two elements of Derrida’s legal theory: law as form and the ipseity or concrete event that the form excludes from law. This takes me to the third section, where I shall elaborate how Derrida’s legal theory presupposes knowledge as territorial. I shall argue in the final section that this very sense of territorial knowledge prevents justice from accessing law and law from accessing justice. I conclude with the hint of a very different sense of law, one that draws from experiential knowledge in contradistinction to territorial knowledge. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Math Anxiety:Making Room to BreatheValerie Allen (bio) and Todd Stambaugh (bio)"Don't do that to me, Professor," the student said, and everybody laughed, for by this late in the semester, the atmosphere was relaxed. The instructor in question had just reached the point in a worked problem when they could move from reasoning about specific numbers to stating a general principle: x≤y≤z, meaning that y—the value we sought—was always going (...) to be greater than or equal to one value (x) and less than or equal to the other (z). The student who had spoken had earned everyone's affection over the weeks, open about their difficulties with math, ready to risk being wrong, and to ask obvious questions that others may have been reluctant to owning. They had hung in there, despite presenting a classic case of math anxiety, a syndrome long recognized in the scholarship of teaching and learning.Among math anxiety's many symptoms, breathing disruption ranks high: hyperventilation (rapid breathing) and hypoventilation (barely or not breathing). When the energy-conserving parasympathetic nervous system is overtaken by the energy-expending sympathetic nervous system, the long exhalations that decelerate the heart rate are replaced by short, panting puffs from the upper lungs. The timed test provides the perfect environment for math anxiety to flourish. Stress diverts cognitive resources needed for procedural execution, so working memory consequently shrinks.Self-rated metrics for math anxiety have been in place for decades (Richardson and Suinn). Relatively trivial interventions can yield nontrivial results: deep breathing exercises and positive affirmations have a beneficial impact, as does writing about one's nerves immediately prior to an exam (Brunyé et al.). More systemic changes require a reorientation in teaching whereby conceptual mistakes are positively rewarded as opportunities for learning; students compose questions instead of answers; students solve problems together rather than perform solo (Boaler).Return now to that opening scenario to watch it become stereotype incarnate: the student was mature, Black, and female; the teacher, younger, white, and male; her comment was triggered by his shift from a specific [End Page 217] set of numbers into symbolic notation. There is robust evidence to demonstrate that certain demographics are consistently underrepresented in the U.S. math community: women and "African-Americans, Hispanics, American Indians, Alaska Natives, and Pacific Islanders," according to the Mathematical Association of America (MAA) ("Resources for Minority"). Routinely feeling that they do not belong, such groups are particularly vulnerable to math anxiety.Several remedies for such disparity suggest themselves: appointing more women and people of color in the profession; one-on-one tutorial assistance; research projects about the students' personal environment; privileging pre-test, low-stakes work over timed tests; assigning group rather than individual work. When all is said and done, however, such strategies "have little to do with mathematics content" (Martin 304). Mathematicians still need to be able to conceptualize, describe, and manipulate abstract objects, and there seems to be a suspicion that, at heart, abstraction is gendered masculine and colored white.It is possible that the rhetorical immediacy and context-dependence of Black English has misguidedly reinforced such a perception. For poet June Jordan, Black English "devolves from a culture that abhors all abstraction" (Jordan 367). Psychiatrist Alvin Poussaint asks, "Is there a way to say metamorphosis in Ebonics?" (O'Malley). Yet, despite Black English's avoidance of nominalization and similar verbosities that afflict academic prose, abstract logical reasoning flourishes in vernacular idiom, as linguist William Labov demonstrated half a century ago. Our aim is not to explain the asymptote in Black English but rather to consider a feature characteristic of those very minority cultures historically underrepresented in math—storytelling—and to ask how it may be foregrounded in mathematics, where it is decisively sidelined. Storytelling has been claimed by every culture and ethnic group at some point as the repository of wisdom, practical skills, religious beliefs, and shared identity and values; but when it gets corralled into the category of "fiction," and when it gets opposed to "fact," a narrowed concept of truth dispatches storytelling to kindergarten and recreational math. Word problems may supply scenarios but offer none of a plot's satisfactions... (shrink)

An invigorating exploration of the pleasures and social benefits of conversation Talking Cure is a timely and enticing excursion into the art of good conversation. Paula Marantz Cohen reveals how conversation connects us in ways that social media never can and explains why simply talking to each other freely and without guile may be the cure to what ails our troubled society. Drawing on her lifelong immersion in literature and culture and her decades of experience as a teacher and (...) critic, Cohen argues that we learn to converse in our families and then carry that knowledge into a broader world where we encounter diverse opinions and sensibilities. She discusses the role of food in encouraging conversation, the challenges of writing dialogue in fiction, the pros and cons of Zoom, the relationship of conversation to vaudeville acts, and the educational value of a good college seminar where students learn to talk about ideas. Cohen looks at some of the famous groups of writers and artists in history whose conversation fed their creativity, and details some of the habits that can result in bad conversation. Blending the immediacy of a beautifully crafted memoir with the conviviality of an intimate gathering with friends, Talking Cure makes a persuasive case for the civilizing value of conversation and is essential reading for anyone interested in the chatter that fuels culture. (shrink)

‘Experience is the best teacher’ goes the cliché without ever making clear just want is meant by that slippery first term. ‘Experience is never remembered unaltered’ goes another. Is experience something to be undergone, like a journey, or is it perhaps the relational immediacy between organism and environment? What do we reference when we use the term experience? -/- Martin Jay, renowned intellectual historian from UC Berkeley, here examines these questions in a grand survey of the term’s use (...) throughout the intellectual history of what was once called Western Civilization. Beginning with the ancient Greeks (of course), he reviews the surprising number of variations employed and assumed by philosophers, theologians critical theorists, and right up to the poststructuralists. Jay knows his territory and reading this survey of it — for anyone with any sort of background in the history of philosophy — is often as pleasant as hearing a familiar symphony well-played in a unique way. (shrink)

In this article, a poetical and performative narrative is shared to examine how the use of stories to critically self‐reflect on oppression facilitates an understanding of critical social theory in nursing education and impacts social justice. A fusion of prose with a poetical narrative is employed; the latter is reserved to capture the immediacy of personal, emotive, and embodied storied experiences. This deeply intimate and dialogical story begins with a pedagogical experiment created to facilitate nursing students' understanding of critical (...) social theory. Drawing upon Paulo Freire's work, the nursing teacher in a professional development course attempted to deconstruct power relations and cultivate an open and safe learning environment by sharing a poem that depicts her oppression. Students then anonymously wrote a word/statement about their oppression. The teacher created a composite poem from students' words and shared it with the class; it was a powerful moment that highlighted their shared humanity. As a way to further explore stories and consider how to preserve these words, a small group of students and the teacher formed the ‘the oppression group’. Towards the end, we conclude an unfinished story by realizing that the chains of oppression are loosening and humanity is surfacing. There is still a camouflaging of an authentic self. There are still stories to be told. The group is not yet certain if a social representation of an authentic self is possible and if all stories can be told. It has become apparent that the personal can play out in social justice as enacted in the classroom between teacher and students and provides an entry point into the development of the capacity to be social agents in nursing. The group simultaneously concludes the story with both an ending and a threshold of social justice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Flowers of Time: On Postapocalyptic Fiction by Mark PayneAihua ChenFlowers of Time: On Postapocalyptic Fiction, by Mark Payne; 192 pp. Princeton: Princeton University Press, 2020.Mark Payne's Flowers of Time: On Postapocalyptic Fiction contributes significantly to the nascent scholarship on the ever-increasing corpus of postapocalyptic fiction by reading this genre philosophically and interrogating how it imagines new forms of life beyond the confines of a particular kind of world (...) and outside the polis walls. Payne's claim is that postapocalyptic fiction is "political theory in fiction form" and "shows what it would be like to live that life" (p. 2). Moreover, he posits that postapocalyptic fiction "imagines forms of human freedom, sociality, and capability outside the discourse of normative theory" (pp. 2–3). This monograph, framed by the great thinkers such as Aristotle, Jean-Jacques Rousseau, Claude Lévi-Strauss, Carl Schmitt, Ernst Jünger, and many others, provides a cogent and incisive analysis of the themes of occupation, ontology, and the anthropological horizon in postapocalyptic fiction. It offers a comprehensive study of the genre, ranging in the context of philosophical and political ideas from Mary Shelley's The Last Man to Margaret Atwood's MaddAddam trilogy. The readings include a well-developed introduction, three analytical chapters, and a conclusion.In his extensive introduction, Payne provides a rich background for his study of postapocalyptic fiction and perspicuously outlines his theoretical framework and research scope. Payne first traces the literary lineage of postapocalyptic fiction to the biblical tale of Noah, and Hesiod's Works and Days. He offers a helpful delineation of the salient differences between apocalyptic fiction and postapocalyptic fiction, and thus narrows his research scope to postapocalyptic fictions that commit themselves to "staging human beings living on after the catastrophe, and to showing why catastrophe is necessary for the new forms of human sociality they envision" (p. 18), which accounts for his omission of some famous postapocalyptic novels, such as Will Self's The Book of Dave and Emily St. John Mandel's Station Eleven.After acknowledging his indebtedness to earlier research, Payne argues that although some critical readings of postapocalyptic fiction "have rightly identified its commitment to starting over, they have generally mischaracterized it by beginning at the macrosocial level, with the social contract and other large-scale forms of social organization, rather than the single human being and their body." He further suggests that "postapocalyptic fiction advances a strand of political thought that is as ancient as Aristotle's student Dicaearchus, who argued, against his teacher, that the polis is not the best form of life for the realization of human potential" (p. 21).Therefore, his research addresses this gap by focusing on individualism, small-scale sociality, and forms of freedom and regeneration outside the polis wall. Payne points out that "the form of freedom staged in postapocalyptic fiction is [End Page 499] marronage" (p. 26). Especially noteworthy is that Payne gives a detailed explication of the theory of marronage, the relationship between occupation and mentation to which he frequently refers in subsequent chapters to expound how survivors after the apocalyptic event can adapt themselves to the altered world and have new forms of mental life through their new occupations.The first chapter, "The Apocalyptic Cosmos," examines how cosmic forces transform human beings' physical existence and forms of life in the works of Hesiod, Shelley, and Olaf Stapledon, and how these writers engage with the immediacy of relationship between occupation and mentation. Payne first engages in illuminating exploration of how Shelley draws on Works and Days for her vision of postapocalyptic fiction. He argues that The Last Man looks to Works and Days "for its vision of human victimization at the hands of a whimsical cosmos" (p. 37). For Shelley, primitive agriculture is the ideal form of life, in which "the relationship between occupation and mentation is the most satisfying to human beings because it affords them the idea that personal, small-scale, local divinities care about human beings in the same way that human beings care for them" (p. 44). In the latter part of the chapter, Payne illustrates how Stapledon's Last and First Men and Star Maker reveal... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Flowers of Time: On Postapocalyptic Fiction by Mark PayneAihua ChenFlowers of Time: On Postapocalyptic Fiction, by Mark Payne; 192 pp. Princeton: Princeton University Press, 2020.Mark Payne's Flowers of Time: On Postapocalyptic Fiction contributes significantly to the nascent scholarship on the ever-increasing corpus of postapocalyptic fiction by reading this genre philosophically and interrogating how it imagines new forms of life beyond the confines of a particular kind of world (...) and outside the polis walls. Payne's claim is that postapocalyptic fiction is "political theory in fiction form" and "shows what it would be like to live that life" (p. 2). Moreover, he posits that postapocalyptic fiction "imagines forms of human freedom, sociality, and capability outside the discourse of normative theory" (pp. 2–3). This monograph, framed by the great thinkers such as Aristotle, Jean-Jacques Rousseau, Claude Lévi-Strauss, Carl Schmitt, Ernst Jünger, and many others, provides a cogent and incisive analysis of the themes of occupation, ontology, and the anthropological horizon in postapocalyptic fiction. It offers a comprehensive study of the genre, ranging in the context of philosophical and political ideas from Mary Shelley's The Last Man to Margaret Atwood's MaddAddam trilogy. The readings include a well-developed introduction, three analytical chapters, and a conclusion.In his extensive introduction, Payne provides a rich background for his study of postapocalyptic fiction and perspicuously outlines his theoretical framework and research scope. Payne first traces the literary lineage of postapocalyptic fiction to the biblical tale of Noah, and Hesiod's Works and Days. He offers a helpful delineation of the salient differences between apocalyptic fiction and postapocalyptic fiction, and thus narrows his research scope to postapocalyptic fictions that commit themselves to "staging human beings living on after the catastrophe, and to showing why catastrophe is necessary for the new forms of human sociality they envision" (p. 18), which accounts for his omission of some famous postapocalyptic novels, such as Will Self's The Book of Dave and Emily St. John Mandel's Station Eleven.After acknowledging his indebtedness to earlier research, Payne argues that although some critical readings of postapocalyptic fiction "have rightly identified its commitment to starting over, they have generally mischaracterized it by beginning at the macrosocial level, with the social contract and other large-scale forms of social organization, rather than the single human being and their body." He further suggests that "postapocalyptic fiction advances a strand of political thought that is as ancient as Aristotle's student Dicaearchus, who argued, against his teacher, that the polis is not the best form of life for the realization of human potential" (p. 21).Therefore, his research addresses this gap by focusing on individualism, small-scale sociality, and forms of freedom and regeneration outside the polis wall. Payne points out that "the form of freedom staged in postapocalyptic fiction is [End Page 499] marronage" (p. 26). Especially noteworthy is that Payne gives a detailed explication of the theory of marronage, the relationship between occupation and mentation to which he frequently refers in subsequent chapters to expound how survivors after the apocalyptic event can adapt themselves to the altered world and have new forms of mental life through their new occupations.The first chapter, "The Apocalyptic Cosmos," examines how cosmic forces transform human beings' physical existence and forms of life in the works of Hesiod, Shelley, and Olaf Stapledon, and how these writers engage with the immediacy of relationship between occupation and mentation. Payne first engages in illuminating exploration of how Shelley draws on Works and Days for her vision of postapocalyptic fiction. He argues that The Last Man looks to Works and Days "for its vision of human victimization at the hands of a whimsical cosmos" (p. 37). For Shelley, primitive agriculture is the ideal form of life, in which "the relationship between occupation and mentation is the most satisfying to human beings because it affords them the idea that personal, small-scale, local divinities care about human beings in the same way that human beings care for them" (p. 44). In the latter part of the chapter, Payne illustrates how Stapledon's Last and First Men and Star Maker reveal... (shrink)

Krishnamurti's last journal, spoken into a tape recorder at his home, Pine Cottage, in the Ojai Valley, brings the reader close to this renowned spiritual teacher. Dictated in the mornings, from his bed, undisturbed, Krishnamurti's observations are captured here in all their immediacy and candor, from personal reflections to poetic musings on nature and a serene meditation on death. Reflecting the culmination of a life of spiritual exploration, these remarkable final teachings engage and enlighten.

Many readers will be familiar with the power of stories to stimulate rich, ethically-focussed philosophical enquiry with communities of children and young people. This paper presents a view of the relationship between ethics and narrative that attempts to explain why this is the case. It is not an accident that moral matters are illuminated in stories, nor is the explanation for this fitness for purpose merely pragmatic, or a matter of convention. Narrative is at the heart of learning how to (...) live a good live and living that life. Unlike other forms of organising human experience, such as mathematics or science, narrative represents ethical experience particularly well. This is possible because of the logical structures of human experience that narrative successfully communicates and because of the human faculties that it successfully engages , which are the faculties we use in ethical life. Understood in this way, narrative is both a source, and a method of ethical knowledge and understanding. The implication of this claim is that narrative is is not only useful as a stimulus for ethical enquiry in the way in which delegates may be familiar. According to my account, telling and being told stories and exploring narrative features such as character and setting constitute a form of ethical enquiry in their own right. These activities require us to engage the same faculties at work in ethical life and in doing so, we gain ethically relevant experiences that reinforce, challenge and enlarge what we know and understand about the ethical world. However, we do not strive to grasp propositional knowledge through engaging with narratives as a source and method of knowledge and understanding. Books, plays and films on my account, do not have ‘a moral of the story’ that must be grasped and then internalised. What we learn through engagement with narrative is ethical perceptiveness. Perceptiveness in this sense, is knowing how to read and respond to the ethically salient features of a text or an everyday experience. It is a function of the use of our emotion and imagination in conjunction with the intellect. In light of these claims, I advocate ‘Narrative Ethical Enquiry’, a pedagogy that aims at three things I consider to be constitutive of perceptiveness: Ethical awareness: The active and self-conscious identification of the ethical content in stories. Narrative competence: The encouragement of sophisticated acts of giving and receiving stories, as an integral part of ethics education and not just as the basis for an exploration of issues in some other gear e.g. philosophical, legal, scientific, religious etc. Self-conscious enquiry: The recognition – by learners and teachers – of the potential of narratives and active use of narrative to gain ethical knowledge and understanding. Although ethical enquiry in PwC often begins with a story, this does not mean that narrative has been optimised in that educational encounter. Often in a PwC class that begins with a story, there is a hasty move made from an exploration of the detailed content of the story to the identification of one or two ethical concepts followed by the pursuit of understanding through conceptual analysis, the construction of prima facie axioms, principles and other theoretical constructs. All of which operate at a suitably high level of generality and abstraction. This is what philosophy does well, but in in doing so in ethical enquiry, it overlooks narrative features of a stimulus that can offer ethical illumination. Features such as the time and place in which the story takes place; the intentional and emotional states of certain characters; the contingency of certain events and the necessity of others; the uniqueness of the story as a singular whole including its particular details and simultaneously, the generic patterns of tragedy or parody that it assumes. An intellectualistic philosophical engagement with a story will typically neglect the faculties of emotion and imagination that enable us to fully access the ethical dimension of a story and in turn allow us to navigate the ethical dimension of every day life. I propose an approach to ethical enquiry that draws on the self-conscious and systematic clarity of philosophy and the richness, complexity and immediacy of narrative. Philosophical and narrative modes of understanding can - and often do - complement one another in PwC. In proposing Narrative Ethical Enquiry I simply advocate that this be acknowledged, understood and capitalised upon. (shrink)

Qualitative immediacy (also termed quality in its philosophical sense and aesthetic quality) is of fundamental importance within the pragmatic conception of meaning as interpretive act, and yet it has been virtually ignored by social scientists. The concept is traced through its foundations in Peirce's philosophy, its development in Dewey's theory of aesthetic experience, and its relation to the general pragmatic conception of the self. The importance of the "I" in Mead's view of the self is seen as similar to (...) Firstness in Peirce and aesthetic experience in Dewey. Those turning to qualitative approaches ought to consider qualitative immediacy as a genuine addition to our understanding of human communication. (shrink)

This article discusses immediate premises in Aristotle’s epistemology. The traditional interpretation identifies immediacy with indemonstrability: immediate truths are the indemonstrable principles of science from which the theorems are derived by demonstration. Against this common reading, I argue that Aristotle’s recognition of two kinds of epistemic priority (priority by nature and priority to us) commits him to the existence of two types of immediacy, only one of which is equivalent to indemonstrability. As a result, my interpretation offers a better (...) understanding of a puzzling passage (APo. 1.13, 78a22–b4) that seems to contradict the standard view. (shrink)

This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning? How can we respond to children’s philosophizing? What does it mean to do so? The essay explores philosophical (...) exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples. (shrink)

Working toward a phenomenological account of depression, this article suggests that the relevant level of analysis is that of experiential immediacy based on intersubjectivity. The argument focuses on the experience of one boy and one girl who participated in the study Southwest Youth and the Experience of Psychiatric Treatment (SWYEPT), in which we followed the experience of adolescent psychiatric inpatients and their families over the course of a year. I emphasize the role of language as a form of disclosure (...) and empathy in the interview setting in elaborating a set of criteria for inferring immediacy from interview data, and point to how illness experience is bound up with domains of the life-world such as relationships, religion, morality, reflexivity, identity, and treatment. (shrink)

The article examines philosophical conceptions of responsibility found in the contributions of Martin Buber, Hans Jonas and Emmanuel Levinas. It argues that, despite the significant differences of these contributions, they all share important goals, significant structural features, and corresponding challenges. All three thinkers try to overcome the solipsistic limitations of Edmund Husserl’s phenomenology as well as the egocentrism of Heidegger’s concept of "solicitude" or "self-care." All three try to overcome the Kantian subject-object dichotomy. All three understand responsibility as a bipolar (...) relation only. In consequence, all of them face similar challenges resulting from new forms of dichotomies and the exclusion of “thirdness” that are the result of their conceptual decisions. (shrink)

This paper studies the relationship between consciousness and social existence in Georg Lukács’ early Marxist works through a consideration of his concept of reification. Understanding reification as the process underlying capitalist society’s immediate form of objectivity, I designate dereification as the cultivation of a mediated form of consciousness. In order to better understand the experiential aspects of this cultivation, I supplement my reading of Lukács’ theory of reification with attention to Walter Benjamin’s treatment of experience in capitalist society. I argue (...) that Benjamin’s distinction between experience as the shock of isolated events [Erlebnis] and experience as a long-term practice [Erfahrung] helpfully illuminates Lukács’ conception of dereification, allowing us to see the latter as a long process of cultivation. This account ultimately leads to a consideration of the formal role played by the party—as the facilitator of the working class’s self-education—in Lukács’ philosophy of social praxis. (shrink)

At least for Schleiermacher, religion is life in immediate feeling. Whether or not we agree with him, immediacy can be understood as one essential aspect of feeling that makes feeling congenial as the means by which we tend to express the source of religious experience. Yet in general, immediacy is difficult to define and qualify. Is there a hope for immediacy in seeking “to be delivered from contingency”? Is immediacy expressed in the instantaneity of how qualities (...) of things are given in a “total interpenetration”? Or are “immediacy and mediation” always inseparable, thus leaving any “opposition between them to be a nullity”??[i] Might immediacy entail a threat to faith through the absolutizing of the relative? And finally, would not the absolute insistence upon mediation morph it into a new form of immediacy? It is against the backdrop of these questions that this paper investigates the constellation of roles immediacy might play in religious experience, and it does so through building upon the claims of Jean-Yves Lacoste and Anthony Steinbock in regards to religion. For Lacoste, “feeling” is not an adequate means by which we should give expression to religion, in part because it leaves religion responsive to an all too volitional and intentional account. Lacoste also prefers to conceive relation with the Absolute/God not as an experience, but as a non-experience. Whereas for Steinbock, even though emotions all to often are conceptualized according to sentimentality and solipsism, he undertakes to reveal that they in fact have an inherent inter-personal/Personal or Moral intelligibility. The paper builds up to the final claims that immediacy is a temporal expression of the unconditioned, yet that it is precisely this temporal element in relation to the Absolute that complicates the mediation/immediacy interaction. (shrink)

Adorno believed that a circular relationship was established between immediacy and mediation. Should we now say that this model with its clear Hegelian influence is outdated? Or does it need some theoretical integration? This volume addresses these questions by covering the performance of music, its technological reproduction and its modes of communication - in particular, pedagogy and dissemination through the media. The book's four parts each deal with different aspects of the mediation process. The contributing authors outline the problematic (...) moments in Adorno's reasoning but also highlight its potential. In many chapters the pole of immediacy is explicitly brought into play, its different manifestations often proving to be fundamental for the understanding of mediation processes. The prime reference sources are Adorno's Current of Music, Towards a Theory of Musical Reproduction and Composing for the Films. Critical readings of these texts are supplemented by reflections on performance studies, media theories, sociology of listening, post-structuralism and other contiguous research fields. (shrink)

Kierkegaard and the Role of Reflection in Second Immediacy Merold WESTPHAL 159 Demons and the Demonic: Kierkegaard and Heidegger on Anxiety and Sexual ...

[opening paragraph]: Nicholas Humphrey offers a refreshingly progressive recipe for laying wide the doors of sensation: for understanding the peculiar features of qualitative or sensational experience in terms of the physical or functional facts about brains, bodies and environments. The key move in the treatment is the promotion of a kind of co- ordinated, double-sided tweaking: a careful restatement, with some amendments, of each side of the elusive identity statement ‘sensational property x = brain state y'. Only after such restatements (...) herd the two kinds of facts into a roughly common arena, Humphrey believes, can some kind of identity story be revealed as coherent, plausible, and explanatorily potent. (shrink)

Immediacy and Meaning seeks to approach the odd uneasiness at root in all metaphysical meaning; that the human knower attempts to mediate what cannot be mediated; that there is a pre-cognitive immemorial immediacy to Being that renders its participants irreducible, incommunicable and personal. The dilemma of metaphysics rests on the relationship between the spectator and the player, both as essential responses to the immediacy of Being. Immediacy and Meaning is an attempt to pause, but without retreat, (...) to be a spectator within the game, to gain access into this immediate Presence, for a moment only perhaps, before the signatory failure into metaphysical language returns us to the mediated. J. K. Huysman's semi-autobiographical tetralogy anchors this book as a meditation, neither purely poetic nor only philosophical; it claims a unique territory when attempting to speak what cannot be spoken. The unnerving merits of nominalism, the difficulties of an honest appraisal of efficacious prayer, the mad sanity of the muse, the relationship between the uncreated and the created, and an originary ethics of antagonism, each serves to clarify the formation of a new epistemology. (shrink)

Kant’s Metaphysical Foundations of Natural Science (MFNS), published in 1786, has proved difficult to situate in the context of eighteenth-century responses to Newton. One point beyond dispute is that Kant is not satisfied with the “metaphysical foundations” thus far proffered by Newton and his followers. He echoes some familiar Leibnizian criticisms (such as those concerning absolute space) and, in a passage we will examine closely, insists that rejecting “the concept of an original attraction” would put Newton “at variance with himself” (...) (4:515). In light of Kant’s robust defense of the immediacy and universality of gravitational attraction, the overall similarity between his three “mechanical laws” and Newton’s “Axioms, or Laws of Motion” has made it the “standard” view that Kant “intends to justify Newtonian science in general and Newtonian mechanics in particular as stated in” Newton’s laws of motion (Watkins 2019, 89). But it is unclear whether the alternative “foundations” he proposes are for Newton’s theory of motion or something more akin to Leibniz’s physics. Recent scholarship has documented the Leibnizian provenance of Kant’s three laws, and argued for the relevance of later figures strongly influenced by Leibniz. (shrink)

Teachers' Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers' ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational (...) principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools. In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers' professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools. (shrink)

Kierkegaard's fundamental view of life was negative and Gnostic. It was through his interpretation of life that his vision of the nothingness of existence became positive. What formed the material of Kierkegaard's interpretation was the common experience of existence, what ?all? men know. His concept of existence has a threefold content : immediacy, subjectivity, and the Christian Revelation. Immediate reality that is not made content of subjectivity becomes empty changeableness, and subjectivity that does not appropriate immediacy deprives itself (...) of the concrete (as with the mystic). Immediacy's ?text? first acquires a qualitative transcendent content through the ?repetition? of subjective choice. Kierkegaard takes this appropriation of the immediate to be also the self?development of subjectivity. Consciousness of guilt is an expression of a God?relationship. Implicated with this consciousness is the consciousness of the nothingness of everything ? echoed in man as dread. Yet even when subjectivity is conscious of guilt the truth remains immanent in subjectivity. In the Christian Revelation truth is outside man: subjectivity is untruth (sin). (shrink)

TRADITIONALLY, SCHLEIERMACHER’S REDEN ÜBER DIE RELIGION has been considered to emphasize intuition and immediacy as the means by which to understand and relate to the world. This reading was popularized by Wilhelm Dilthey and carried on into the twentieth century by Karl Barth and Hans-Georg Gadamer. Though none of these thinkers is solely interested in the Reden, it forms their starting point and as such informs much of their interpretation of Schleiermacher’s later works. More recently, however, an emphasis on (...) Schleiermacher’s notion of mediacy has appeared, with readings ranging so widely that some call Schleiermacher a “good Kantian,” remaining within the limitations of Kant’s first Kritik, while others claim that Schleiermacher is proto-Hegelian, and still others, that he is a proto-pragmatist. In emphasizing one or the other, immediacy or mediacy, intuition or mediation, these attempts have avoided the complexity of Schleiermacher’s project: the fact that Schleiermacher considers immediacy and mediacy, intuition and mediation, of equal significance and goes so far as to place them side by side in his understanding of experience and of knowledge. (shrink)

For a variety of reasons stemming from the domination of the rationalist stance in western civilization, it came to be felt that the immediate--whether in the form of the esthetic, the shock of existing or just "being there," direct encounter, or the thrill of the moment--is in need of being preserved inviolate from the forms of articulation. And the underlying assumption prompting such concern for the immediate was that articulation is somehow alien to Being in the sense that passage from (...) the immediate via signs and meanings inevitably distorts, impoverishes and, in some fundamental way, transforms it beyond recognition. The sense of impoverishment coupled with a cosmic sorrow in the face of such a loss has led to celebration of the immediate, a more or less desperate attempt to hold fast to what cannot be said or articulated. Much of the mindlessness manifested in modern life is to be traced back to this celebration of immediacy as such. (shrink)

The present study assessed the language teachers' pedagogical beliefs and orientations in integrating technology in the online classroom and its effect on students' motivation and engagement. It utilized a cross-sectional correlational research survey. The study respondents were the randomly sampled 205 language teachers (μ= 437, n= 205) and 317 language students (μ= 1800, n= 317) of select higher educational institutions in the Philippines. The study results revealed that respondents hold positive pedagogical beliefs and orientations using technology-based teaching in their language (...) classroom. Test of difference showed that female teachers manifested a firmer belief in student-centered online language teaching than their male counterparts. However, the utilization and attitude towards technology in the language classroom is favorably associated with the male teachers. As to students' level of language learning motivation and engagement, it was found out that male and female students have high level of language learning engagement. Further, the test of relationship showed that the higher the teachers' belief in utilizing student-centered teaching to integrate technology in the language classroom, the higher the students are motivated and engaged in learning. In like manner, it was also revealed that teacher-centered belief is negatively correlated to student’s motivation and engagement in online language learning. In this regard, the pedagogical assumptions that hold EFL teachers positively to integrate technology in the language classroom. This study generally offers implications for enhancing language teacher's digital literacy to promote motivating, fruitful, and engaging language lessons for 21ts century learning. (shrink)