In this article, I trouble the pedagogical practice of comforting discomfort in the social-justice classroom. Is it possible to support white students, for instance, and not comfort them? Is it possible to support white students without recentering the emotional crisis of white students, without disregarding the needs and interests of students of color, and without reproducing the violence that students of color endure? First I address the dangers of comforting discomfort and discuss Robin DiAngelo's notion of white fragility, which has (...) been used to explain the tendency of white people to flee discomfort rather than tarry with it. Employing Erinn Gilson's work on vulnerability, I argue that white fragility is not a weakness but an active performance of invulnerability. I conclude by arguing that developing vulnerability is a counter to white fragility, and that one way such vulnerability can be encouraged is through offering critical hope, which I maintain is a type of support that does not comfort. (shrink)

This paper provides a philosophical analysis and a new edition of an anonymous Epitome of John Dumbleton’s solution to the semantic paradoxes. The first part of this paper briefly presents Dumbleton’s cassationist solution to the semantic paradoxes, which the English philosopher proposes in his Summa Logicae, written in the 1330s–40s. The second part investigates the solution to various types of insolubles proposed by the anonymous author of the Epitome. The third part provides a new critical edition of the Latin text (...) – a first edition was edited by Bottin in 1978 – and an English translation. (shrink)

John Wilson, Barbara Cowell; The Democratic Myth, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 111–117, https://doi.org/10.1111/j.

In this book Barbara Marshall argues that the debates around both modernity and postmodernity neglect the role of women and significance of gender in the formation of contemporary societies.

This paper aims to investigate the relationship between Italian teachers’ well-being, socio-demographic characteristics and professional background. Using data from the 2015 wave of the Program for International Student Assessment (PISA) we considered information collected by the questionnaire completed by a total of 6,491 teachers in the sampled schools. Moving from existing literature on teachers’ well-being, we investigate several aspects related to the teachers’ working environment, career motivation and investment, and job satisfaction. We assess the variability in the observed outcomes attributable (...) to school factors and heterogeneity between disciplines. Measurement models are combined in a multilevel setting in order to define teachers’ well-being on a broad perspective while accounting for the multiple sources of heterogeneity due to several factors (e.g., discipline, teacher professional background, and individual differences) occurring at different levels of the data structure. In general, results show that the teachers’ positive perception of the working environment in terms of availability of adequate human and physical resources, and professional development opportunities, provide a substantial state of well-being at work, and are related to teachers’ job satisfaction. Moreover, results highlight the key role of transformational leadership in defining a teacher’s well-being. Findings and implications are discussed. (shrink)

Contemporary scholars routinely argue colonialism and imperialism are indistinguishable. In this essay, I challenge this argument. While it is true the “colonial” and “imperial” overlap and intersect historically, I argue there is a central thread of modern colonialism as an ideology that can be traced from the seventeenth century to mid-twentieth century that was not only distinct from—but often championed in explicit opposition to—imperialism. I advance my argument in four parts. First, I identify key ways in which the colonial can (...) be distinguished from the imperial, including most importantly the specific kind of productive power inherent in colonialism. Second, I examine how colonialism and imperialism evolve in meaning and are redefined by both champions and critics, in relation to each other in the late nineteenth/early twentieth centuries. Third, I examine the historical moment when colonialism and imperialism fully conflate after WWII through the UN process of decolonization as the “salt water thesis” delimits colonialism to mean foreign racialized domination, and it thus becomes synonymous with imperialism. I conclude with an analysis of why the distinction still matters in both theory and practice. (shrink)

A common remedial response to a culture of racism, sexism, homophobia and other forms of oppression on college campuses has been to institute mandatory implicit bias training for faculty, staff and students. A critical component of such training is the identification of unconscious prejudices in the minds of individuals that impact behavior. In this paper, I critically examine the rush to rely on implicit bias training as a panacea for institutional culture change. Implicit bias training and the notion of implicit (...) bias it is grounded in is examined and the advantages and limitations of this approach is elaborated. An exclusive focus on implicit bias, it is argued, can protect ignorance rather than correct it. Similar to implicit bias, microaggressions is a concept that has played a role in campus diversity interventions. An examination of microaggression education demonstrates how it corrects for some of the pitfalls of relying on the concept of implicit bias to improve campus climate. The ambiguity that is characteristic of microaggressions, however, hints at the need to explore the type of “unknowing” that both implicit bias education and microaggression education attempt to remedy. Building on the recent scholarship around the idea of epistemic injustice, crucial insights can be gleaned about the significance of shifting the focus from lack of knowledge to a willful resistance to know. In the final section, some implications for improving campus climate are drawn out. (shrink)

In the shift from the balance of nature to the flux of nature paradigm, the concept of resilience has gained great traction in ecology. While it has been suggested that the concept of resilience does not imply a genuine departure from the balance of nature paradigm, I shall argue against this stance. To do so, I first show that the balance of nature paradigm and the related conception of a single-state equilibrium relies on what Eliot Sober has named the “Natural (...) State Model (NSM)”, suggesting that the NSM has instead been dismissed in the flux of nature paradigm. I then focus on resilience as the main explanatory concept of the flux paradigm. After distinguishing between two main different understandings of “resilience”, namely engineering resilience and ecological resilience, I argue that the former is close to the concept of balance or stability and still part of the NSM, while the latter is not. Finally, I claim that ecological resilience is inconsistent with the NSM, concluding that this concept–being incompatible with the NSM–is not part of the balance of nature paradigm but rather a genuinely new explanatory tool. (shrink)

This article draws insights from a case study examining unanswered health questions of residents in two polluted towns in an industrial region in southern France. A participatory health study, as conducted by the author, is presented as a way to address undone science by providing the residents with relevant data supporting their illness claims. Local residents were included in the health survey process, from the formulation of the questions to the final data analysis. Through this strongly participatory science process, the (...) townspeople offered many creative ideas in the final report for how the data could be used to assist in improving their health and environment and policy work is already in evidence, resulting from the study. Drawing from the literature on participatory science and expertise as well as from the initial outcomes of the local health study, I propose that SPS produces a form of knowledge justice. Understanding knowledge and its making as part of a social justice agenda aligns well with environmental justice frames. Through SPS, local residents have a hermeneutical resource to make sense of their embodied lives and augment their claims with strong data supporting actions for improving their health and environment. (shrink)

Ramsey (1997) argues that connectionist representations ‘do not earn their explanatory keep’. The aim of this paper is to examine the argument Ramsey gives to support that conclusion. In doing so, I identify two kinds of explanatory need—need relative to a possible explanation and need relative to a true explanation and argue that internal representations are not needed for either connectionist or non‐connectionist possible explanations but that it is quite likely that they are needed for true explanations. However, to show (...) that the latter is the case requires more than a consideration of the form of explanation involved. (shrink)

This article contains an analysis of the concept of hospitality as defined in the thinking of Jacques Derrida, who applies the concept of an unsolvable aporia. Thinking about the ethics of hospitality takes place between the right hospitality described by Kant, and the decision to open up to the Other, revealing the infinite hospitality of ethics. Questions posed by Derrida result from a combination of two different traditions of thought: first, how to reconcile Kantian universal law with the particularity of (...) political thinking, and second, how to introduce unconditional hospitality into a project of global governance. The author traces the efforts made to intersect the Kantian universalism with Lévinas’s ethical vision. She also analyses how this hospitality may refer to the political practice that is governed by general laws. (shrink)

This essay begins with the story of Vincent Lloyd who recounts a disturbing experience he had while teaching a course to a group of students of color. What does pedagogical uptake under conditions of systemic oppression require of educators? In the first section, I explore philosopher Nancy Potter’s (Nancy Potter. “Giving Uptake”. Social Theory and Practice 26/3 (2000) 479–508; Nancy Potter. The Virtue of Defiance and Psychiatric Engagement (Oxford: Oxford University Press, 2016)) work on uptake, whose focus on the mental (...) health field is important because she acknowledges power imbalances. Nevertheless, her understanding of uptake may be insufficient for considering such classroom cases that introduced this essay. The second section shifts the focus of uptake from a psychological approach to a more epistemic understanding of uptake that underscores credibility and intelligibility. Uptake as credibility and intelligibility reveals the everyday patterns of uptake failure that marginalized knowers experience in the socio-epistemic world, described in section three. A recent turn in the scholarship of epistemic injustice towards epistemic agency and resistance is taken up in the subsequent section and applied to the conceptualization of uptake. In the concluding section, I begin to explore how these insights contribute to a notion of pedagogical uptake under conditions of systemic oppression. (shrink)

Se reconstruyen las diferencias alrededor del tratamiento de la corporalidad en dos corrientes contemporáneas del pensamiento latinoamericano: la filosofía de la liberación y la perspectiva descolonial. Ambas se inscriben en un campo filosófico comprendido como conocimiento situado, lo que significa que dichas perspectivas, al visibilizar su propio lugar de enunciación, realizan una sistematización críticaracional, fundada en la experiencia concreta, histórica y sensible de la herida colonial. En el marco que configura este punto de partida reflexivo, el lugar asignado a la (...) corporalidad constituirá el nodo de articulación fundamental para establecer tanto los desarrollos críticos como los prospectivos de ambas teorías. (shrink)

RESUMEN Se reconstruyen las diferencias alrededor del tratamiento de la corporalidad en dos corrientes contemporáneas del pensamiento latinoamericano: la filosofía de la liberación y la perspectiva descolonial. Ambas se inscriben en un campo filosófico comprendido como conocimiento situado, lo que significa que dichas perspectivas, al visibilizar su propio lugar de enunciación, realizan una sistematización crítica-racional, fundada en la experiencia concreta, histórica y sensible de la herida colonial. En el marco que configura este punto de partida reflexivo, el lugar asignado a (...) la corporalidad constituirá el nodo de articulación fundamental para establecer tanto los desarrollos críticos como los prospectivos de ambas teorías. ABSTRACT The article reconstructs the differences in the way two contemporary currents of Latin American thought, namely the philosophy of liberation and the decolonial perspective, address the issue of corporality. Both of these perspectives are framed within the philosophical field of situated knowledge, which means that in making visible their locus of enunciation, they carry out a critical-rational systematization based on the concrete, historical, and sensitive experience of the colonial wound. Within the framework entailed by this starting point for reflection, the place assigned to corporality functions as the central point to establish the critical and future developments of both theories. (shrink)

The study investigates how the territorial community can influence the individual and social well-being of lesbian, gay, bisexual youth and especially the recognition of their feelings and the construction of their own identity as well as their needs to be socially recognized. This research focuses on the experiences of 30 LGB individuals, with a mean age of 25.07 years, living in urban and rural areas of Southern Italy. Focalized open interviews were conducted, and the Grounded Theory Methodology, supported by the (...) Atlas.ti 8.0 software, was used for data analysis. The textual material was first coded, and then codes were grouped into five macro-categories: Freedom of identity expression in the urban and rural context, identity construction and acceptance process, need of aggregation and identification with the LGB community, role of the interpersonal relationship in the process of identity acceptance, socio-cultural context, and LGB psychological well-being. The results showed a condition common to the two contexts that we can define as “ghettoization.” The young LGB is alone in the rural area due to a lack of places and people to identify with and greater social isolation. On the contrary, although there are more opportunities in the urban area, young people feel stigmatized and ghettoized because “their places” are frequented exclusively by the lesbian, gay, bisexual, transexual, queer community. The work will extensively discuss the limitations of the research, future proposals, and the practical implications of the results. (shrink)

Through exploring multiple contemporary conceptions of justice, this article illustrates that justice matters when considering outcomes in nongovernmental organization assistance. In environmental justice scholarship, the term justice has been underproblematized, assuming a tacit understanding of the concept as fairness or equitable distribution of environmental harms. Using the rebuilding of two heavily damaged poor and minority neighborhoods in post–Katrina New Orleans as case studies, this article makes evident the different conceptualizations of justice embedded within the strategies and techniques of NGOs and (...) community organizations. Examining both practices and outcomes, I argue that the definition of justice that NGOs implicitly or explicitly adopt in their strategies and technologies of assistance can lead to very different results in postdisaster neighborhood revitalization. For science and technology studies, conceptions of justice can help articulate a more critical social science that opens up the descriptive/normative divide. This is important in thinking about equitable social change and allied policy—as it applies not only to NGO assistance but also to other science and technology issues that intersect with marginalized communities as well. (shrink)

Intellectual property rights present an increasingly important challenge to social ethicists. An analysis of ethical issues raised by TRIPS—the international agreement protecting intellectual property rights—can illuminate an insufficiently acknowledged shift in Catholic thought about property rights. Vatican statements on AIDS drugs are one example of how intellectual property policies can be held accountable to the "option for the poor" and the common good.

Work is purposeful human activity oriented toward a useful outcome, particularly, but not exclusively, activity directed toward the satisfaction of human needs. It is distinguished from leisure, which encompasses human activity undertaken primarily for enjoyment or relaxation. Work includes both wage labor and uncompensated activities that, nevertheless, provide human beings with useful goods and services. Nurturing labor – sustaining the lives of children and preparing them for mature participation in society – is work, too.

This paper critically examines some of the challenges that white educators who interrogate whiteness with white students encounter. Two specific dilemmas are addressed: Is one supporting white students’ learning when one tries to teach from the place “where the student is” and/or is one colluding with whiteness by appeasing white discomfort and protecting white fragility, one’s students as well as one’s own? Does one interpret what white students say as a query to be responded to or as a white distancing (...) strategy that requires disruption? Each pedagogical challenge is described and debates around these issues are explored. Emphasis is given to the effects on students of color when white educators fail to respond appropriately. Implications for white progressive educators are drawn out. Two recommendations are discussed: Being willing to rock the boat and cultivating white double consciousness. (shrink)