In 2001, leaders with palliative care convened to discuss the standardization of palliative care and formed the National Consensus Project for Quality Palliative Care. In 2004, the National Consensus Project for Quality Palliative Care produced the first edition of Clinical Guidelines for Quality Palliative Care. The Guidelines were developed by leaders in the field who examined other national and international standards with the intent to promote consistent, accessible, comprehensive, optimal palliative care through the health care spectrum. Within the guidelines there (...) are eight domains to the provision of palliative care. This article focuses on the last, but very significant Domain 8—Ethical and Legal Aspects of Care. (shrink)

The Five Elements brings the wisdom of an ancient healing system to the modern reader. Many people today are interested in knowing themselves better, as evidenced by the popularity of personality tests online and in magazines. They want to know the reason behind their responses to situations. In this book, Dondi Dahlin shows us that we are all born with individual rhythms that go beyond the influence of our genes and upbringing. The five elements originated in ancient Chinese medicine (...) over 2,000 years ago--when scholars theorized that the universe is composed of five forces: water, wood, fire, earth, and metal. Understanding these elements helps us stay in balance physically, mentally, spiritually, and emotionally. By explaining the efficacy of wood, the depth of water, the joy of fire, the compassion of earth, and the wisdom of metal, this book helps people understand themselves and form lasting connections to others, answering the age-old question of why we do what we do. (shrink)

This paper is a philosophical study of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being was reductively objectified, and the question of the meaning of Being was forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarities (...) between his approach to thinking and that of various mystical teachings, such as those of Meister Eckhart or Zen Buddhism. Another less well known philosopher who devoted himself to this question was Rudolf Steiner. Like Heidegger, Steiner claims that we do not know what it means to really think. Steiner was however more outspoken in insisting that only through a kind of meditative practice can we directly experience the nature of thinking. Present day materialistic explanations of thinking as caused by the brain stand in clear opposition to his spiritual conception of thinking. Drawing upon Heidegger and Steiner I argue against the materialistic understanding of thinking as jumping to unwarranted conclusions. The paper ends with describing some of the elements of Steiner Waldorf education which are intended to promote the development of living, creative thinking. (shrink)

In this outstanding introduction, Constance Meinwald covers all of Plato's philosophy and shows how he shaped the landscape of Western philosophy. Beginning with a helpful overview of what is known about Plato's life and times, she clearly explains and assesses Plato's fundamental arguments and ideas. These include the importance of Plato's view of what philosophy is and the distinctive way in which his most important arguments are presented in dialogues; his theories of ethics addressed through the fundamental and enduring (...) questions happiness and virtue; his influential treatments of the soul and immortality; the lasting contributions he made to the study of metaphysics and the nature of knowledge through his theory of the Forms; and his enduring and controversial insights into political and social thought in the context of his theories of human nature. Throughout, Constance Meinwwald draws expertly on Plato's most important dialogues to present a thorough and lively picture of his philosophy. Essential reading for students of ancient philosophy and Classics, Plato is an ideal introduction to arguably the greatest of all Western philosophers. (shrink)

The Parmenides is notorious for the criticisms it directs against Plato's own Theory of Forms, as presented in the middle period. But the second and major portion of the dialogue has generally been avoided, despite its being offered as Plato's response to the problems; the text seems intractably obscure, appearing to consist of a series of bad arguments leading to contradictory conclusions. Carefully analyzing these arguments and the methodological remarks which precede them, Meinwald shows that to understand Plato's response we (...) need to recognize his important distinction between two kinds of predication. Read in the light of this distinction, the arguments can be seen to be sound, and the contradictions merely apparent. Meinwald then proceeds to demonstrate the direct application of Plato's crucial innovation in solving the problems of the first part of the dialogue, including the infamous Third Man. On Meinwald's interpretation, the new distinction is associated with developments in metaphysics which take Plato well beyond the problems commonly thought to tell against Platonism. (shrink)

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

Business Ethics, the Environment & Responsibility, Volume 31, Issue 1, Page 177-191, January 2022.

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

This article builds on recent accounts of diffuse and complex agentic practices in the global South by drawing on ethnographic data gathered in northwestern Ghana among the Dagaaba. Contemporary feminist discourses and theories, particularly in contexts in the global South, have sought to draw attention to the multifaceted ways in which women exercise agency in these contexts. Practices that in the past were perceived as instruments of women's subordination or as re-inscribing their oppression have been re/interpreted as agentic. Agentic practices (...) are theorized in more fluid terms than the binary pairing of agent/victim debates permit. Dagaaba contexts are deeply pervaded by beliefs in supernatural power forms, and these forces dis/empower certain forms of agentic acts. This article demonstrates that key factors combining with male power to regulate women's exercise of agency are perceived mystical forces. I argue that, in order not to risk missing agency—or rather “misdescribing” it—in the context of Dagaaba and most parts of sub-Saharan Africa, where the belief in mystical forces is profoundly pervasive, the role of these power forms as important determinants of the form that agentic practices assume—and more broadly, the way power works—needs critical attention in feminist theorizing. (shrink)

In this article, I examine the marginalisation and abjection of strongwilled and assertive women in Dagaaba settings in rural north-western Ghana. This is done by paying attention to a local identity category known as pog gandao—‘a woman who is more than a man’. The pog gandao, or what I gloss as the wilful woman, concept is used by men and women locally to stigmatise hard-working and assertive Dagaaba women. Drawing inspiration from the reappropriation and redeployment of queer abjection for the (...) subversion of homophobia and the violence of compulsory heterosexuality, I demonstrate how such naming or shaming into the position of a pog gandao serves to hamper initiatives by enterprising and talented Dagaaba women. Being labelled as pog gandao, it appears, is even to lose one’s status in normative gender presentation as a woman; it means to transcend into a realm beyond the masculine. But this transcendence is not enviable due to its potential to expose the subject in question to perceived supernatural harm, a serious matter in this cultural context whereby the world of human affairs is understood as thoroughly saturated with supernatural forces that structure daily and ritual comportment. I argue that the shaming interpellation of pog gandao works as the most powerful weapon against wilful women in oppressive male-centric institutions of the Dagaaba. And yet, this stigmatised interpellation also has great emancipating potential, and I conclude by exploring ways to reclaim it for undermining female subordination, and for both empowering women and for feminist politics. (shrink)

This paper explores the educational significance of the critique of representationalism. As it includes the notion of non-representational knowledge, Rudolf Steiner’s epistemology is introduced and further linked to elements in Bergson and Deleuze. Humboldt’s idea of Menschenbildung as the central function of knowledge is brought in, since both Humboldt and Steiner emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. Such an education must respect the living nature of genuine concepts as well as (...) the aesthetic aspects of learning. After a note on the educational abuse of language in discursive closures, some traits of Steiner’s practical pedagogy are presented as possible practical implications. (shrink)

In the history of ideas some researchers have recently coined the term psycho-utopianism, denoting the notion that the ideal society presupposes a “new man,” that is, the psychological nature of man must change before society can change. Cultural studies have noted this line of thinking also within the so-called New Age movement. However, the notion of a New Age is not really new; it occurred already at the beginning of the Modern Epoch; in seventeenth-century Europe. At that time, the educational (...) philosopher J. A. Comenius was writing his canonical work _Didactica Magna_ and other texts on education, science, and philosophy, with the ultimate aim of contributing to a new world order. Comenius was one of the first modern educators to argue for a general education of both boys and girls irrespective of social class. Three hundred years later, B. F. Skinner suggested psychological methods of education and upbringing, also with the ultimate aim to transform society. In this article I will look closer at the similarities and differences between these two thinkers regarding their psycho-utopian notions. I will conclude with similar reflections on psycho-utopian tendencies in present discourses on information and communication technology (ICT) and education. (shrink)

There is a problematic tradition of dualistic and reductionist thinking in artificial intelligence (AI) research, which is evident in AI storytelling and imaginations as well as in public debates about AI. Dualistic thinking is based on the assumption of a fixed reality and a hierarchy of power, and it simplifies the complex relationships between humans and machines. This commentary piece argues that we need to work against the grain of such logics and instead develop a thinking that acknowledges AI–human interconnectedness (...) and the complexity in such relations. To learn how to live better with AI in futures to come, the paper suggests an AI politics that turns to practices of serious attentiveness to help us re-imagine our machines and re-configure AI–human relations. (shrink)

Higher education has not been spared from the effects of the disruptive aspects of technology. MOOCs, teach bots, virtual learning platforms, and Wikipedia are among technics marking a digi...

This paper argues for a view that maximizes in the Stoics' epistemology the starkness and clarity characteristic of other parts of their philosophy. I reconsider our evidence concerning doxa (opinion/belief): should we really take the Stoics to define it as assent to the incognitive, so that it does not include the assent of ordinary people to their kataleptic impressions, and is thus actually inferior to agnoia (ignorance)? I argue against this, and for the simple view that in Stoicism assent is (...) either, in the case of the fool, doxa = agnoia, or alternatively, in that of the sage, epistêmê (knowledge). This view, together with reflection on the appropriate sense of "between" in the relevant reports of SE and Cicero, yields a sympathetic reading of an otherwise problematic challenge Sextus reports Arcesilaus as having prepared for the Stoic claim that katalêpsis, which is the criterion of truth, is between knowledge and opinion; on my view each side is proceeding in a philosophically legitimate way. (shrink)

Partant de l’ethnographie d’un sanctuaire végane néo-zélandais tenu par un couple de femmes se revendiquant de l’anarchisme et du féminisme intersectionnel, cet article interroge l’appréhension de l’animalité par des militantes cherchant à déconstruire les hiérarchies systémiques et les normes de genre dominantes. Entre naturalité et construction humaine, comment l’animalité est-elle considérée? De quelle manière et dans quelle mesure le prisme de lecture queer et féministe contribue-t-il à reconsidérer les animaux non-humains, et à remodeler le travail quotidien à leur côté? L’article (...) analyse l’effort de convergence des luttes qui s’observe dans ce sanctuaire, tout en l’historicisant, en revenant sur les liens historiques entre anarchisme, écologie et cause animale, et entre cause des femmes et cause animale. (shrink)

Emily Elizabeth Constance Jones was an English logician and contemporary of Bertrand Russell, as well as Mistress of Girton College, Cambridge. In this book, originally published in 1911, she argues for the existence of another fundamental law of thought to join the Law of Contradiction and the Law of Excluded Middle: the Law of Significant Assertion. This book will be of value to anyone with an interest in logic or in Jones' work.

Although neglected by psychology, self-respect has been an integral part of philosophical discussion since Aristotle and continues to be a central issue in contemporary moral philosophy. Within this tradition, self-respect is considered to be based on one's capacity for rationality and leads to behaviors that promote autonomy, such as independence, self-control and tenacity. Self-respect elicits behaviors that one should be treated with respect and requires the development and pursuit of personal standards and life plans that are guided by respect for (...) self and others. In contrast, the psychological concept of self-esteem is grounded in the theories of self-concept. As such, self-esteem is a self-evaluation of competency ratios and opinions of significant others that results in either a positive or negative evaluation of one's worthiness and inclusionary status. The major distinction between the two is that while competency ratios and others' opinions are central to self-esteem, autonomy is central to self-respect. We submit that not only is self-respect important in understanding self-esteem, but that it also uniquely contributes to individual functioning. Research is needed to establish the central properties of self-respect and their effects on individual functioning, developmental factors, and therapeutic approaches. (shrink)

Local knowledge (both technological and sociological) and communication systems represent a logical starting point and a rich body of resources for successful agricultural research, development, and extension (RD&E). Drawing upon concrete examples from Asia, Africa, and Latin America, this essay presents an overview of definitions, topics, and applications of local knowledge in agricultural RD&E. Also noted are caveats, future research and training needs, and human values issues related to the study and utilization of local knowledge systems and their products.

A leading critic of the disruptive force of technology in education, Bernard Stiegler saw the counter-effects of artificial intelligence in undermining human agency, autonomy and individuality, rendering the role of education ever more critical. Stiegler believes that our goal is not to abandon technology but to focus our attention on its power and direction in a hypercapitalist economy. While he did not foresee the emergence of generative artificial intelligence (GAI), its rapid acceleration raises important issues for his notion of digital (...) writing as a pharmakon. In this essay, we examine Stiegler’s view on intelligence, digital writing, technological memory, and neuropower, focusing specifically on his Shanghai lecture and Nanjing Lectures. We compare Stiegler with Catherine Malabou, who examines the nature of intelligence primarily through the lens of neuroscience. We argue that Malabou’s view of neuroplasticity in human and artificial brains, and her critique of techno-narcissism in the control over technology, add an important dimension to Stiegler’s political critique of education. Finally, we examine how best to construe AI as part of a hyper-materialist epistemology that Stiegler espouses in the conclusion of his Nanjing Lectures, to bring about neganthropic knowledge through a therapeutics of care. (shrink)

"Jean-Paul Sartre was one of the most important philosophers of the twentieth century. His influence extends beyond academic philosophy to areas as diverse as anti-colonial movements, youth culture, literary criticism, and artistic developments around the world. Beginning with an introduction and biography of Jean-Paul Sartre by Matthew Eshleman, 42 chapters by a team of international contributors cover all the major aspects of Sartre's thought in the following key areas: Sartre's philosophical and historical context Sartre and phenomenology Sartre, existentialism and ontology (...) Sartre and ethics Sartre and political theory Aesthetics, literature and biography Sartre's engagements with other thinkers. The Sartrean Mind is the most comprehensive collection on Sartre published to date. It is essential reading for students and researchers in philosophy, as well as for those in related disciplines where Sartre's work has continuing importance such as literature, French studies, and politics"--. (shrink)

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