Disability scholars have critiqued medical models that pathologize disability as an individual flaw that needs treatment, rehabilitation, and cure, favoring instead a social-constructionist approach that likens disability to other identity categories such as gender, race, class, and sexuality. However, the emphasis on social constructionism has left chronic illness and pain largely untheorized. This article argues that feminist disability studies must attend to the common, chronic gynecological condition endometriosis when theorizing pain. Endo is particularly important for FDS analysis because the highly (...) feminized and sexualized nature of endo pain is a major source of disability. Because medical treatments of endo enhance fertility rather than provide pain relief, those with endo must not only have access to medical services to manage their pain, but also demand better medical management of their pain as well as disability accommodations for their pain. Thus, I propose a pain-centric model of disability that politicizes pain through social-constructionist and medical models of disability by attending to the lived experiences of pain. (shrink)

This paper investigates how principals can be supported in their work as teacher leaders. My focus is on how principals can help teachers respond ethically to classroom challenges. I argue that in aiding teachers, school leaders themselves need support and ongoing development. I turn to the care of the self to conceptually explore ethical self-cultivation. I then argue that a practice, Descriptive Inquiry, serves as a way for principals to care for themselves. To make this argument, I draw on a (...) qualitative study of four long-term elementary school principals. (shrink)

This is the story of a class of painters, puppeteers, puppy trainers, poets, and so much more. It is the story of how a community of first- and second-grade students, wonderful parents and colleagues, and a very wise principal helped me to teach so that each child could pursue a broad range of passions. It is a story about how my students, in recognizing one another’s passions, created a community where everyone, including the teacher, was celebrated.It is a story that (...) I tell with a joy tinged with sadness. The joy comes from my fondness for the memory as well as a conviction that my teaching that year created an experience that honored my students. The sadness comes from the fact that I tell this story from the.. (shrink)

As ethical agents, teachers regularly must decide whether compliance to rules and norms is in the best interest of their students. Yet, teachers in the United States are educated to be passively obedient. In this paper, I argue that part of pre-service teacher education ought to learn ways of resisting. I describe one approach to verbal resistance, what Michel Foucault calls Truth-Telling. Building on a qualitative self-study with pre-service teachers, I explain how a form of team-teaching called Interruptions can promote (...) Truth-Telling. (shrink)

In Michael Ondaatje’s The English Patient, Almásy favors an anonymity of identity based in private experience, and to that end hides his personal history from view. Almásy shields his personal experiences from the eyes of the individuals he encounters, as well as from the reader. This conscious act indicates that Almásy believes that the choices he makes do not matter, because who he is in relation to the world and to the greater forces of time and history is insignificant. He (...) attempts to escape from the world by acting on the presumption that one can live without being constrained by the consequences of one’s actions on the world if one is removed from it. Nevertheless, despite Almásy’s confidence in the.. (shrink)

Amidst a steady clamor about “learning loss” during the pandemic, a minority of educators have cautioned we must, in the words of Donna Haraway, “stay with the trouble,” giving children space to grieve, explore, and make sense of a new reality. In this paper I interrogate what it means to stay with trouble and specifically call for what I refer to as wander time to stay with trouble in schools. With the phrase wander time, I reference the 40 years the (...) Ancient Israelites spent wandering the desert after they left Egypt as slaves and before they founded a nation in Israel. Taking a phenomenological approach, I then illustrate the practical implications and the potential of wander time through a study of my then preschool-age son’s yearlong self-directed and adult supported multimedia exploration of Transformers (vehicles in popular culture that transform into robots with human-like personalities). I document how through this exploration, my son articulated fears, stayed with, and made sense of troubles. I close by analyzing the pedagogy of wander time to suggest practical implications for schools. (shrink)

This paper is premised on the understanding that racism is deeply and widely entrenched in our culture and the ethical claim that we operate within complex networks of habituated practices. Within this framework, we ask how do we disrupt these calcified, complex, and racist ways of being? Specifically, we explore how teachers are habituated into particular ways of seeing and acting. We argue generally that conscious cultivation can promote greater equity and specifically that changing teacher talk is a necessary part (...) of this cultivation if racist norms are to be disrupted and replaced with more equitable ways of seeing in schools. In making this argument, we draw on a practice, Descriptive Inquiry, to cultivate more equitable talk and describe how it led to changes in four urban public schools. (shrink)

Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus‐reaching and non‐consensus‐reaching communities can encourage the development of intellectual confidence and humility in their students, although each will do so in (...) very different ways. (shrink)

This chapter contains sections titled: What is Sexism? Background: Language, Experience, and Recognition Levels of Sexism Two Feminist Views of Sexism Objections.

The neologism post-truth is commonly used to characterize a polity in which false and biased beliefs have corrupted public opinion and policymaking. Simplifying and broadening our use of the adjective beyond its current narrow meaning could make post-truth a useful addition to the lexicons of history, politics, and philosophy. Its current use, however, is unhelpful and distracting (at best), and experienced as demeaning and humiliating (at worst). Contemporary polities are better characterized as post-trust. A polity becames post-trust when testimony from (...) either a community of knowledge workers or a social group of complainants—such as women who give testimony of sexual assault—loses influence upon public opinion and policymaking. (shrink)

Political argument and institutions in the UnitedKingdom have frequently been represented as the products of ablend of nationalistic conservatism, liberal individualism andsocialism, in which consensus has been prized over ideology. This situation changed, as the standard story has it, with therise of Thatcherism in the late 1970s, and again with the arrivalof Tony Blair's ``New Labour'' pragmatism in the late 1990s. Solidarity as an element of political discourse makes itsappearance in the UK late in the day. It has been most (...) stronglylinked to the Third Way debate, as framed most influentially inthe work of Prof. Anthony Giddens.In this paper we review the history and pre-history of the debateon solidarity in the UK, focussing mostly on its implications forwelfare state reform. In particular we discuss the proposals forthe long-term care of the Elderly issued by the Royal Commissionon long-term care in 1999. In this context we critically examinethe idea that solidarity is a new concept in British politicalculture, and that it is a concept which has real political ``bite''in the project of welfare reform. We examine this through aconsideration of Giddens's attempted synthesis of politicalargument and social theory. (shrink)

Moral education is an important topic—both for moral philosophy and for the philosophy of education. Of the many questions that ought to be asked about moral education, certainly the following would be included in any reasonable list: What constitutes a moral education? How does one properly give someone a moral education? and Why provide persons with moral education? I have little to say about question. My main interest in this paper is in the third question, but I shall approach it (...) by first concentrating on question. What does a person have if he possesses a moral education? What is lacking and what is defective in an individual who does not have one? (shrink)

Glaucon's Challenge at the beginning of Book 2 of Plato's Republic has long prompted interpretive difficulties, due to a misunderstanding of its central aspect. The task of this essay is to correct...

In _Bioethics in Context_, Gary Jones and Joseph DeMarco connect ethical theory, medicine, and the law, guiding readers toward a practical and legally grounded understanding of key issues in health-care ethics. This book is uniquely up-to-date in its discussion of health-care law and unpacks the complex web of American policies, including the Patient Protection and Affordable Care Act. Useful case studies and examples are embedded throughout, and a companion website offers a thorough, curated database of relevant legal precedents as (...) well as additional case studies and other resources. (shrink)

The Southern Journal of Philosophy, EarlyView.

While the nature-grace debate rages in Thomistic circles, St. Bonaventure's theological anthropology and his theology of grace is paid much less attention, with the exception of his argument that Adam was created apart from gratia gratum faciens, or in modern terms habitual or sanctifying grace.1 For this position he has come under some scrutiny. John Milbank connects Adam's short time without habitual grace to Bonaventure's deficient understanding of illumination as proof of an incipient voluntarism and a suspect pure nature theology.2 (...) Turning Milbank upon his head, Fr. Christopher Cullen, S.J. defends the "suspended middle" in Bonaventure by appealing to Adam's creation without grace; human nature has a... (shrink)

Most explanations of beliefs are epistemically or pragmatically rationalizing. The distinction between these two types involves the explainer's differing expectations of how the believer will behave in the face of counter-evidence. This feature suggests that rationalizing explanations portray beliefs as either a consequence of the believer's following a norm, or part of a sub-intentional goal-oriented system. Which properly characterizes pragmatic believing? If there were pragmatic norms for believing, I argue, they would not be consciously followable. Yet an unallowable norm is (...) not a norm at all, and so I conclude that there are no such norms and that pragmatic believing is a sub-intentional, and not a norm-driven, process. /// La mayoría de las explicaciones de las creencias racionalizan de forma epistémica o pragmática. La distinción entre estas dos involucra las diferentes expectativas del que explica acerca de cómo se comportará el creyente frente a evidencia contraria. Este rasgo sugiere que las explicaciones racionalizadoras toman las creencias o bien como una consecuencia de que el creyente siga una norma, o bien como parte de su sistema subintencional orientado a fines. ¿Cuàl caracteriza de manera apropiada el creer pragmático? Aquí argumento que si hubiera normas pragmáticas para creer, no se podrían seguir conscientemente; sin embargo, una norma no seguible no es una norma en ningún sentido, por lo que concluyo que no existen tales normas y que el creer pragmático es un proceso subintencional y no un proceso guiado por normas. (shrink)

ABSTRACTShelley’s “Letter to Maria Gisborne” is a playful improvisational verse epistle, widely praised for its urbanity and its display of the poet’s invention. The verses turn on a catalogue of the collection of odd scientific and mechanical objects that Shelley found scattered around him in the place he composed the letter, the Livorno workshop of Gisborne’s son, a young engineer who was building a new-model steamboat at the time. In the context of that space, the poem reads as a response (...) to competing notions of invention. For Shelley, the engineer’s workshop is an attractive alternative to the poet’s tower—which was uncomfortably close to a Grub Street garret. Verbal and visual images of poets’ and scientists’ workshops, from Hogarth and Mary Robinson, to Joseph Wright of Derby and Frankenstein, illustrate the tensions embodied in the physical location and poetic performance of Shelley’s celebrated “Letter.”. (shrink)

Dark comedies invite us to laugh at something which is, at least ostensibly, not funny at all. They take an act or event that would, under most descriptions or presentations, invite pity or anger, and give it characteristics that invite amusement. It is essential to the humour of the kidnapping in The King of Comedy that it is a kidnapping. The immorality of this event is crucial to its humour.

The proponents of the ‘vindication’ or ‘pragmatic justification’ of induction have attempted to show that induction will work if any method does. This in turn serves as grounds for their claim that we have everything to gain by using induction and nothing to lose. Hence, they conclude that it is rational to use induction. Their claim that induction will work if any mehtod does is based upon the following argument:If nature is uniform, induction will work. If nature is not uniform (...) and some other method works, the success of that method will then constitute a regularity to which induction can be successfully applied. In that case, induction will sanction the continued use of the successful method and hence will be successful as well. (shrink)

Introduction: Screen-based and mobile technology has grown at an unprecedented rate. However, little is understood about whether increased screen-use affects executive functioning, the range of mental processes that aid goal attainment and facilitate the selection of appropriate behaviors. To examine this, a systematic review was conducted.Method: This systematic review is reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. A comprehensive literature search was conducted using Web of Science, MEDLINE, PsycINFO and Scopus databases to identify (...) articles published between 2007 and March 2020, examining the use of mobile technologies on aspects of EF in healthy adults aged 18–35 years. In total 6079 articles were screened by title, and 39 screened by full text. Eight eligible papers were identified for inclusion. Our methods were pre-registered on the PROSPERO international prospective register of systematic reviews.Results: A total of 438 participants were included across the eight studies. Five of the eight studies examined more than one EF. Five studies measured inhibition, and four studies measured decision-making. Smartphone use was negatively associated with inhibition and decision-making. Working memory performance was found to be improved by increased time engaging in video games and by refraining from smartphone use prior to bedtime. Quality assessments indicated high risk of methodological biases across the studies and a low quality of evidence for determining the relationship between technology use and executive functioning.Conclusions: This review highlights the scarcity of the literature in this area. It presents a call for rigorous and objective research to further our understanding of the impact of mobile technology on different aspects of executive function. (shrink)

Social distancing during the COVID-19 pandemic has presented millions of people with extraordinary challenges that are associated with significant amounts of stress. Emotion regulation is crucial during this crisis as people seek to mitigate the stress and uncertainty of the present moment. In this study, we surveyed a nationally representative sample of 297 adults from the United States on their levels of perceived stress related to the COVID-19 pandemic as well as their level of engagement of different emotion regulation strategies (...) during the pandemic. We performed multiple linear regression analyses to assess which regulation strategies were associated with individual differences in perceived stress. Among all emotion regulation strategies, psychological distancing, which involves thinking about stressful circumstances in an objective, impartial way, was uniquely associated with reductions in perceived stress due to COVID-19 across individuals. This effect was not moderated by age, gender, socioeconomic status, race/ethnicity, or trait-related difficulty in regulating emotion. Conversely, situation modification was associated with significantly greater perceived stress overall. These results suggest the broad applicability and utility of psychological distancing during pandemic-related social distancing as part of an adaptive emotion regulation toolkit and motivate the investigation of interventions involving psychological distancing in this context. (shrink)