In Europe, a well-known problem is the coordination of interagency service delivery to independently living older persons, disabled persons or persons suffering from chronic illness. Coordination is necessary in order for the users to receive services at the appropriate time and place. Based on historical institutionalism, which focuses on the path dependency of the development of government policy and organizational and professional rules, it can be stated that coordination requires organizational models or other solutions that fit the characteristics of the (...) context (‘configuration’) for which the solution is intended. The western European countries have different configurations. Remarkably, across these countries, we see the emergence of multidisciplinary teams as a solution to the problem of coordination. Consequently, if we take the above statement to mean that a solution should fit all the configuration’s characteristics, we must reject the statement. However, when we assume that a solution should fit particular configurational characteristics, we must not. We take the second position and we argue that multidisciplinary teams have emerged because they fit one particular feature that is similar in the countries: professionalism and professional fragmentation. (shrink)

The political philosophy of Leo Strauss has been the subject of significant scholarly and media attention in recent years, particularly in the context of the decision to invade Iraq in 2003. During the period since then, questions have been raised regarding the influence of the works of Leo Strauss on the individuals at the highest levels of the Bush administration. This is the first book that engages with the subject in both International Relations (IR) and in other disciplines. The book (...) offers an exploration and demonstration of the ways in which elements of Strauss' thought are visible in the activities of the Bush administration during this period in the spheres of intelligence production, think tanks, and the media. Such an undertaking is not simply to demonstrate these connections and interventions, but also to challenge the logic underpinning Straussian thought. The book enacts a deconstructive challenge to Strauss' political philosophy which unsettles the fundamental assumptions it relies upon. In doing so, it exposes the securitising imperative underpinning Straussian thought and the Straussian interventions. It thereby contributes to crucial issues relating to IR theory, and contemporary foreign policy, while asserting that these dimensions of IR can and should be dealt with in conjunction with each other. This book would be of interest to students and scholars of IR, Political Theory, Security Studies and US Foreign Policy. (shrink)

Jon Sobrino and Jean-Marc Éla provide unique contributions for theological ethics in reflecting suffering as mystery of evil (mysterium iniquitatis) and suffering as the driving force for liberation (mysterium salutis). As a proponent of liberation theology, Sobrino focuses on structural problem of evil. In this regard, Éla gives his unique voice by analyzing suffering from its socio-cultural perspectives. Putting Sobrino and Éla in dialog shows the need for interdisciplinary approach in doing theological ethics. This interdisciplinary reflection on suffering on the (...) one hand will bring a more holistic view on the complexity of the problem of suffering. On the other hand, it brings a more contextual understanding on the meaning of discipleship in a violent world. Keywords: Saffering, evil, liberation, resocialization, structural & socio- cultural approach, discipleship. Abstrak: Jon Sobrino dan Jean-Marc Éla memberikan sumbangan yang khas bagi refleksi teologis etis tentang kompleksitas problem penderitaan sebagai misteri kejahatan (mysterium iniquitatis) namun sekaligus menawarkan daya dorong bagi kesetiaan menapaki jalan pembebasan (mysterium salutis). Sobrino yang menekankan analisa struktural atas kejahatan membutuhkan analisa sosio-kultural dari Éla sehingga aneka upaya “memberi nama” dan melawan problem kejahatan mendapatkan pijakannya pada praktik-praktik kultural dalam komunitas lokal. Dialog Sobrino dan Éla juga menunjukkan bahwa teologi mesti membuka diri pada kajian interdisipliner dengan ilmu lain sehingga, di satu sisi, misteri penderitaan dapat didekati secara lebih utuh dan, di sisi lain, jalan kemuridan yang muncul karena tanggapan atasnya menjadi lebih kontekstual. Kata-kata kunci: Penderitaan, kejahatan, pembebasan, resosialisasi, pendekatan struktural, pendekatan sosio-kultural, kemuridan. (shrink)

In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. (...) In this paper an alternative for comparing research output is offered by invoking comparisons with colleagues at the international level from within the same sub-discipline. It is argued that if one would do so a different picture would emerge, even if one were to limit oneself to particular kinds of publications. The case is then made that if comparisons are regarded as a necessary part of the evaluation of an individual scholar (for appointment, promotion, tenure, and/or funding application purposes), it would be more fair to use a proxy system which is sub-discipline specific, or minimally contains some kind of correction factor in relation to the over-all quality assessment device. Debates about the relevance or irrelevance of philosophy of education in the context of educational sciences are now obscured, even poisoned by focusing almost exclusively on a particular kind of publication output. As the ‘reward’ system that is developed accordingly is possibly the most important driver of educational research, it puts the sub-discipline unduly under pressure to the extent that it possibly cannot survive. (shrink)

With this book, respected academic and community leader, Paulus Zulu, cuts right to the heart of our current malaise. Drawing equally on Western concepts and on African traditional thought, he provides a searing indictment of the state of the nation, casting new light on corruption, incompetence and mismanagement."--Back cover.

Jacques Derrida is doubtless one of the most controversial phi- losophers of our time. Controversies surrounding him are mainly caused by his radical ideas which have shaken the main traditions of thinking in Western Philosophy. He demonstrates the contradictions of various philophical concepts. He also uses a provocative approach by connect- ing religion with atheism. This essay will demonstrate Derrida’s concept of religion and how it is connected with atheism. Derrida does not present a theology; however his idea of atheistic (...) faith can contribute to a critical understanding of faith and its expressions within religions. Keywords: Iman (faith), agama (religion), teror (terror), ateis (atheist; athe- istic), hadiah (gift; reward), pengetahuan (knowlegde). (shrink)

Time, space, causality, communicating and acting together set limits on our freedom. Starting from the position of Wittgenstein, who advocates neither a position of pure subjectivity nor of pure objectivity, and taking into account what is implied by initiation into the symbolic order of language and culture, it is argued that the limitations on our freedom are not to be deplored. The problems of conservatism, relativism and scepticismwhich confront us often in the context of education and child rearingare inadequately dealt (...) with if attention is primarily focused on ways to resist or act differently. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of the good life is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here responsibility is accepted, and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. (shrink)

This paper is the sequel to Part 1, which appeared in this Journal, Vol. 46 No. 2, 2012. Following Cavell and his insistence that we should not try to escape from the existential conditions we find ourselves in and look for false certainties, the relevance of embracing a particular stance is elaborated. A commitment to giving substance to an ideal of the good life is neither an injustice towards the other nor an ignorance of her freedom. On the contrary, here (...) responsibility is accepted and at the same time it is acknowledged that we always have only the particular points of departure that we contingently start from. Coming to terms with this kind of dependency constitutes living out the scepticism that is implied by our being human: the logic of this is given along with our human condition. (shrink)

Psychology has penetrated many domains of society and its vocabulary and discourse has become part of our everyday conversations. It not only carries with it the promise that it will deliver insights into human behaviour, but it is also believed that it can address many of the problems human beings are confronted with. As a discipline it thrives in the present climate of performativity, where more attention is given to means than to ends. The article observes first that for education (...) and thus for educational research, though psychology's approach can be valuable, other theoretical stances are also necessary. It then analyses why psychology may be attractive nowadays in the educational field and identifies its prestige in academia, partly arising from its professionalization, but above all the use of a particular method and the focus on certain contents. This has historical antecedents, and so some illustrations are given of previous developments, paying attention as well to the controversies in which educational psychology has been involved in the past, as well as to the need of biographical research, which warns us to be careful with generalizations. It is argued that a more balanced approach (invoking the particularities of the situation as well as a broader concept of practical rationality) is required for the study of education and that educational researchers therefore should resist the tendency to see psychology as the default auxiliary science of education; instead they should reclaim their territory, do justice to the responsibility that is required and highlight the importance of understanding social practices to a large extent in terms of reasons and intentions. (shrink)

Seit dem 2. nachchristlichen Jahrhundert werden die Schriften von Aristoteles kommentiert. Diese Ausgabe enthält griechische Kommentare zu seinem Werk vom 3. bis 8. Jahrhundert n. Chr., u. a. von Alexander von Aphrodiensias, Themistios, Joh. Philoponus, Simplicius in griechischer Sprache.

A second-person approach that prioritizes dyadic emotional interaction is not well equipped to explain the origins of the understanding of mind conceived as intentionality. Instead, the critical elements that will deliver the understanding of self and other as persons with intentionality are shared object-centered interactions that include not only emotional engagement, but also joint attention and joint goal-directed action.