Students in 80 kindergarten to grade six classrooms photographed and captioned experiences in class which they identified as examples of democratic citizenship education. With the assistance of a teacher candidate placed in their classroom for a semester, students chose and captioned five of the photographs they considered to best represent demonstrate citizenship education. Four main categories of citizenship events emerged describing key elements associated with democratic citizenship education; shared decision making, participating in a learner-oriented classroom context in which students have (...) some individual choice of daily activities, equality of opportunity, and activities extending into the community and integrating community and classroom. Early grades students (K-3) identified activities they associated with democratic citizenship education while upper grades (4-6) students additionally presented rationales and gave evidence to support their representations. Empowerment, problem solving, and contributing to the common good were additional elements associated with democratic citizenship education in the classes sampled, although these were not strongly represented as were the four key elements. This study provides an initial portrait indicating a need for deeper investigation of K-6 students' own representations of the democratic citizenship education they experience. (shrink)

Students in 80 kindergarten to grade six classrooms photographed and captioned experiences in class which they identified as examples of democratic citizenship education. With the assistance of a teacher candidate placed in their classroom for a semester, students chose and captioned five of the photographs they considered to best represent demonstrate citizenship education. Four main categories of citizenship events emerged describing key elements associated with democratic citizenship education; shared decision making, participating in a learner-oriented classroom context in which students have (...) some individual choice of daily activities, equality of opportunity, and activities extending into the community and integrating community and classroom. Early grades students (K-3) identified activities they associated with democratic citizenship education while upper grades (4-6) students additionally presented rationales and gave evidence to support their representations. Empowerment, problem solving, and contributing to the common good were additional elements associated with democratic citizenship education in the classes sampled, although these were not strongly represented as were the four key elements. This study provides an initial portrait indicating a need for deeper investigation of K-6 students' own representations of the democratic citizenship education they experience. (shrink)

This chapter talks about ethics (the branch of philosophy concerned with what we ought to do and how we ought to live) in general, and about vegetarian and animal suffering claims in particular. The chapter explains why many people are outraged over the torture and killing of a “cute” animal, but have no problem with the pain, suffering, and death caused to animals like cows, pigs, and chickens that are, admittedly, considerably less cute and cuddly than puppies, kittens, dolphins, and (...) baby cows. It further discusses why we draw a line between different kinds of animals and concludes that some of them deserve to be protected, while some of them do not. An important part of many ethical deliberations is the decision where to draw lines concerning whose interests need to be taken into account in moral decision making. (shrink)

Cet essai met en lumière le lien entre l'individu, le collectif et la durabilité de la démocratie. L'auteure montre que la normalisation des êtres dans une société uniforme peut être un frein à la construction d'un Etat démocratique et comment, au contraire, la valeur subjective de chacun doit être considérée comme un rempart aux dérives.

If theology at its best is knowing God and all things in the light of his reality, what is the nature of that knowledge? Of what can we be sure? Are there boundaries we must respect in pursuit of such understanding? To what extent can we know God, and what is the impact of that knowing? Little attention has been given in recent scholarship to the work of Emil Brunner (1889-1966), a Swiss pastor, professor, missionary, and theologian whose name is (...) classed among the neo-orthodox thinkers of the last century. This lacuna is misleading, however, for his influence on modern theology persists. In Believing Thinking, Bounded Theology, Cynthia Bennett Brown explores the nature of and limits to theological thinking in Brunner's own work. What results from this study is an encounter with a thoroughly biblical, warmly pastoral, carefully intellectual, and insistently christocentric exposition of the Christian faith that remains relevant for theology and life today. (shrink)

This book introduces children to a way of getting to know God that helps them understand all the ways God can be found in the world around us - the God who is so eagerly waiting to be discovered.

This book offers a sustained scholarly analysis of Gadamer's reflections on art and our experience of art. It examines fundamental themes in Gadamer's hermeneutical aesthetics such as play, festival, symbol, contemporaneity, enactment, art's performative ontology, and hermeneutical identity. The first two chapters focus on Gadamer's critical appropriation and movement beyond Kantian and Hegelian aesthetics (and includes a coda on Heidegger's influence). The final three chapters argue for the continued relevance of Gadamer's hermeneutical aesthetics by bringing his claims into conversation with (...) contemporary art and music, as well as the ethical and sociopolitical dimensions of the Artworld and art-praxis. The ethical and sociopolitical aspects of art- and music-making are given particular attention in chapters devoted to 20th century African American artist Romare Bearden, Banksy's street art, and a range of jazz expressions, from traditional jazz to the complex practice of free jazz. Gadamer's Hermeneutical Aesthetics will appeal to researchers and advanced students working on Gadamer, philosophical hermeneutics, continental philosophy, aesthetics, and the philosophy of contemporary art and music. (shrink)

Levinas's account of responsibility challenges dominant notions of time, autonomy, and subjectivity according to Cynthia D. Coe. Employing the concept of trauma in Levinas's late writings, Coe draws together his understanding of time and his claim that responsibility is an obligation to the other that cannot be anticipated or warded off. Tracing the broad significance of these ideas, Coe shows how Levinas revises our notions of moral agency, knowledge, and embodiment. Her focus on time brings a new interpretive lens (...) to Levinas's work and reflects on a wider discussion of the fragmentation of human experience as an ethical subject. Coe's understanding of trauma and time offers a new appreciation of how Levinas can inform debates about gender, race, mortality, and animality. (shrink)

Our day-to-day experience of the world regularly brings us into contact with middlesized objects such as apples, dogs, and other human beings. These objects possess observable properties, properties that are available or accessible to the unaided senses, such as redness and roundness, as well as properties that are not so available, such as chemical ones. Both of these kinds of properties serve as valuable sources of information about our familiar middle-sized objects at least to the extent that they enable us (...) to understand the behaviours of those objects and their effects on each other and on us. I see the apple on the table before me, and in doing so I see its redness, its roundness, and so on. I do not see, but know that it has, a certain chemical constitution. The knowledge gained of the apple by means of both properties tells me something about the nature of that apple. In general, most, if not all, of the properties that objects in the observable world possess serve as the basis of our knowledge of such objects. But the subject-predicate form of much of our discourse and thought about objects suggests that substances are one kind of thing, properties another. We use subject terms such as names to identify objects, predicate terms to attribute properties to them. What, then, is it for an object to have a property? And what is the relation between an object and its properties? (shrink)

Featuring more than fifty halftones, this is an exhilarating philosophical exploration of portraiture that highlights its important contribution to the complex ...

This paper examines the issue of what the self is by reviewing neuropsychological research,which converges on the idea that the self may be more complex and differentiated than previous treatments of the topic have suggested. Although some aspects of self-knowledge such as episodic recollection may be compromised in individuals, other aspects—for instance, semantic trait summaries—appear largely intact. Taken together, these findings support the idea that the self is not a single, unified entity. Rather, it is a set of interrelated, functionally (...) independent systems. Implications for understanding the self in various areas of psychological research—e.g., neuroimaging, autism, amnesia, Alzheimer’s disease, and mirror self-recognition—are discussed in brief. (shrink)

While the varied theoretical frameworks of second wave feminism made possible critical interrogation of societal patterns of domination and oppression in view of the transformative goal of liberation, Michel Foucault’s conceptualization of power shifts contemporary feminist thought away from this binary field of relations towards more fundamental questions about gender constitution. Indeed, from the perspective of popular culture it would seem that challenges to rigid gender roles were a thing of the past, to which freedom and certain kinds of gender (...) malleability were intrinsically tied. In fact gender roles continue to be defined in strict opposition to each other and sexist attitudes and practices continue, although increasingly disguised and unacknowledged. If liberation from the strictures of patriarchy is nothing but a lost illusion from the second wave, is there nonetheless a need for a resurgent feminist consciousness today? In this paper, I argue that this is the case, and attempt to show that “the work of the intellect” described by Foucault, must first be catalyzed by an experiential disruption, leading to recognition of what pragmatist philosopher John Dewey described as the “problematic situation.” While both Foucault and Dewey emphasize the necessity of problematization, Dewey’s methodology includes focus on envisioning desired outcomes. Here, my aim is not to resurrect an old idea of unconditioned liberation, but merely to reconsider whether and how experiential disruption and subsequent consideration of the problem might lead to a shift in social and self-consciousness, and create the possibility for change. (shrink)

Responsibility is a duty or a job. If you are responsible for something, it means no one else will do it for you."--Back cover.

This paper develops a notion of manipulative gaslighting, which is designed to capture something not captured by epistemic gaslighting, namely the intent to undermine women by denying their testimony about harms done to them by men. Manipulative gaslighting, I propose, consists in getting someone to doubt her testimony by challenging its credibility using two tactics: “sidestepping” and “displacing”. I explain how manipulative gaslighting is distinct from reasonable disagreement, with which it is sometimes confused. I also argue for three further claims: (...) that manipulative gaslighting is a method of enacting misogyny, that it is often a collective phenomenon, and, as collective, qualifies as a mode of psychological oppression. (shrink)

Magnetic north -- Dark times in the city of light -- Everything is possible -- Mankind is not so kind -- The pleasure of his company -- The road to Damascus twice -- La peste -- Le système Girard -- The zero hour of culture -- Lotus Land -- The Darwin of the human sciences -- Who asks about the souls of these men? -- Terra Incognita -- Hand in hand.

Sixty seconds. That is how much time the 20-person crew of Midnight Rider had to escape from a train barreling at them while filming on a train-trestle in Georgia. You can do a lot of things in one...

By exploring diverse and sometimes positive roles for ignorance, A Defense of Ignorance offers a revisionary approach to epistemology that challenges core assumptions about epistemic values. Townley contributes innovative ways of thinking about the practicalities and politics of knowledge and argues for an expanded domain of responsible epistemic conduct. All social scientists, especially those interested in knowledge and in feminist scholarship, stand to benefit from Townley's arguments.

In lieu of an abstract, here is a brief excerpt of the content:Navigating Intersex Healthcare: My OdysseyCynthiaI was born in 1965 with what the medical community called “ambiguous genitalia.” My initial announcement as a boy was called into question upon closer assessment of my atypical anatomy by medical specialists at a children’s hospital in Chicago. That team of medical experts included a pediatric urologist and a pediatric endocrinologist, as well as a prominent pediatric surgeon, who was at that time presiding (...) president of the relatively newly established American Pediatric Surgeons Association. I have wondered over the years whether, or to what extent, that status and position had any important impact on the unfolding of my medical case.Just over 100 days after my birth, I was surgically and socially reassigned female, and renamed Cynthia. My mother and physician father, ages 25 and 30, respectively, with two young sons at home, did the best they could to move ahead in life as a young family. Part of our family story is that my unusual birth contributed to my parents’ decision to move away from Chicago, where both of my parents had been raised and wanted to settle, and where my father had many professional opportunities. We relocated to Southern California to make a “fresh start” where no one would know the dark secret too terrible to be shared with any beyond a small circle of close friends and family. It would never be talked about openly.With the exception of the rare and dreaded occasions of medical appointments with my primary care physician, or maybe an endocrinologist to renew hormone prescriptions, my parents chose [End Page E3] to have me travel from our home in San Diego to a clinician in Los Angeles, away from my father’s medical colleagues. This decision was puzzling to me at the time, and maybe more so now. These trips were a source of considerable stress and anxiety, as I had no idea of what to expect; my mother told me only that treatment would “help me get my period started.” I was instructed to tell my friends and teachers that I was taking off school on a weekday to go on a “shopping trip” with my mother. As far as I know, these trips were never discussed at home with my older brothers. I heard years later that my parents disclosed some information about me with my brothers when my parents travelled outside the country. They felt that my brothers should know what had happened to me in the event of a catastrophic accident that might prevent my parents from telling me themselves. I suppose they believed that I wasn’t ready at the time to be told my own life and medical history. I can’t say for sure.I don’t want to judge my parents too harshly for how they handled my medical care. I know that it was an extremely stressful and uncertain time for them, and peer support, which I know now is so vitally important for both parents and young affected individuals like myself, was not made available to us. I never thought to ask about such help, or even consider the idea that anyone else would be in a similar situation like mine. I don’t think I would have been even remotely comfortable or willing to discuss it openly at that point.In my early twenties, I had to face another milestone in my journey and in my interactions with the medical community. I had yet to have the vaginoplasty I was told I “needed.” There was no discussion as to whether or not I wanted it or not. It just had to be done, and I was aware of the limitations I had at this vulnerable time in my life when my peer group was sexually active and I was not. My awareness of the obstacle posed by my difference made me avoid the topic of dating; it was difficult even to think about the possibility of a romantic relationship. I put it out of my mind, but I knew that it was a significant concern for my parents. My physician father did most of the prodding to get me to acknowledge the reality... (shrink)

This is my translation of Gadamer's 1990 lecture "The Diversity of Languages and Understanding of the World." "In his lecture, Gadamer presents his views of language and world in a distinctively hermeneutical key. For example, he emphasizes language as that which 'belongs to conversation.' That is, language as conversation helps to bring about understanding and involves the play of dialogical exchange. 'Language is not proposition and judgment; rather, it is what it is, only when it is question and answer.' Language (...) involves another; it is on-the-way [unterwegs] to another. In fact, when addressing his question—what does world mean—Gadamer clarifies that humans and world are intimately connected; the world is that in which we are 'in the midst' and 'understanding is understanding oneself in the world.' But we are also in-the-world with others, and understanding ourselves in the world, means to understand ourselves with others. Gadamer goes so far as to say that our self-understanding as achieved in relation to others, as well as our understanding of others, should be taken in a moral and political sense. That is, the other is not there as merely a means to our ends or to exploit. Rather, 'the other indicates a principal limit to our self-love and self-centeredness. This is a general moral problem. It is also a political problem.' He goes on to emphasize the difficult task of achieving genuine solidarity with those from different cultures. Such a task requires language as conversation, the back-and-forth of dialogical exchange in which we come to understand the other and the other comes to understand us. Again and again, Gadamer underscores the task that each of has in light of our pluralistic world “to learn to bridge and reconcile the distances and differences between us and that means that we respect, look after, care for the other, and give one other a new hearing.” In contrast with the story of the Tower of Babel in which the people sought a pseudo-unity or 'oneness' driven by a will to dominate, Gadamer embraces both cultural and linguistic diversity and warns against reducing these multiple horizons 'by any special contrivance of unity [Einheitsmechanik].' He encourages us to seek out the open spaces that arise in our interactions with one another, to resist the levelling of language that information technology tends toward, and to 'cultivate language in its most distinctive possibilities.' In our present age of disinformation warfare, which threatens democracies worldwide and is a direct challenge to truth and the possibility of a meaningful dialogue with others, we would do well to linger with Gadamer’s hermeneutical and ethical insights and contemplate how we might bring these insights to bear on the global and political crises that we face today—Russia’s war of aggression against Ukraine, our climate catastrophe, and ever new forms of technical sophistry and disinformation that seek to erode our trust in truth, reality, and language itself.". (shrink)

Aristotle still influences our abstract thinking, our search for principles, and our reflections on virtue, nature, essence, and sexual difference. Feminists here concede that they too philosophize within the tradition founded by the ancient Greeks. The contributors to this volume enter into new, creative, and subtle dimensions of inquiry about Aristotle from a broader feminist perspective.

...Through this eleven-session Bible study, you will learn to turn from worldly satisfactions to a life of contentment, from selfishness to humility, and from unbelief to rich fellowship with God.--back cover.

An important examination of the theological, spiritual, and ethical issues surrounding death. At the end of a life of faithfulness comes our dying. To approach it as faithfully as we have our living calls for some serious forethought. Because one of the simplest facts of life—that we all die—seems like the most complicated thing we do. Not only have advances in medical technology saved lives, but they also have prolonged death, and raise a number ethical, moral, social, and theological issues. (...) How far should we go to sustain life? Is it right to withdraw artificial feeding from the dying? Is it wrong to end the lives of those in pain? No matter who we are, dealing with these sorts of choices near the end of life is difficult to do on our own.Faithful Living, Faithful Dying: Anglican Reflections on End of Life Care brings together the wisdom of a task force created by the 72nd General Convention of the Episcopal Church to study what faithful living and faithful dying mean today. The task force’s reflections, published for the first time in this book, assist individuals, congregations, and the Church as a whole to disentangle the thicket of ethical, theological, pastoral, and policy concerns. (shrink)

The definitive book on ethics for chemical dependency treatment professionals.

Gilbert and colleagues point out the discrepancy between the limited empirical data illustrating changes in personality following implantation of deep brain stimulating electrodes and the vast number of conceptual neuroethics papers implying that these changes are widespread, deleterious, and clinically significant. Their findings are reminiscent of C. P. Snow’s essay on the divide between the two cultures of the humanities and the sciences. This division in the literature raises significant ethical concerns surrounding unjustified fear of personality changes in the context (...) of DBS and negative perceptions of clinician-scientists engaged in DBS. These concerns have real world implications for funding future innovative, DBS trials aimed to reduce suffering as well as hampering true interdisciplinary scholarship. We argue that the philosophical tradition of pragmatism and the value it places on empirical inquiry, experiential knowledge, and inter-disciplinary scholarship – reflecting diverse ways of knowing – provides a framework to start to address the important questions Gilbert and colleagues raise. In particular, we highlight the importance of expert clinician knowledge in contributing to the neuroethical questions raised by Gilbert and colleagues. Finally, we provide illustrative examples of some of our interdisciplinary empirical research that demonstrate the iterative cycle of inquiry characteristic of pragmatism in which conceptual neuroethics questions have led to empirical studies whose results then raise additional conceptual questions that give rise to new empirical studies in a way that highlights the contributions of the humanities and the sciences. (shrink)

This chapter contains section titles: Introduction Section 1 Section 2 Conclusion.

Gilbert and colleagues point out the discrepancy between the limited empirical data illustrating changes in personality following implantation of deep brain stimulating electrodes and the vast number of conceptual neuroethics papers implying that these changes are widespread, deleterious, and clinically significant. Their findings are reminiscent of C. P. Snow’s essay on the divide between the two cultures of the humanities and the sciences. This division in the literature raises significant ethical concerns surrounding unjustified fear of personality changes in the context (...) of DBS and negative perceptions of clinician-scientists engaged in DBS. These concerns have real world implications for funding future innovative, DBS trials aimed to reduce suffering as well as hampering true interdisciplinary scholarship. We argue that the philosophical tradition of pragmatism and the value it places on empirical inquiry, experiential knowledge, and inter-disciplinary scholarship – reflecting diverse ways of knowing – provides a framework to start to address the important questions Gilbert and colleagues raise. In particular, we highlight the importance of expert clinician knowledge in contributing to the neuroethical questions raised by Gilbert and colleagues. Finally, we provide illustrative examples of some of our interdisciplinary empirical research that demonstrate the iterative cycle of inquiry characteristic of pragmatism in which conceptual neuroethics questions have led to empirical studies whose results then raise additional conceptual questions that give rise to new empirical studies in a way that highlights the contributions of the humanities and the sciences. (shrink)

Gilbert and colleagues point out the discrepancy between the limited empirical data illustrating changes in personality following implantation of deep brain stimulating electrodes and the vast number of conceptual neuroethics papers implying that these changes are widespread, deleterious, and clinically significant. Their findings are reminiscent of C. P. Snow’s essay on the divide between the two cultures of the humanities and the sciences. This division in the literature raises significant ethical concerns surrounding unjustified fear of personality changes in the context (...) of DBS and negative perceptions of clinician-scientists engaged in DBS. These concerns have real world implications for funding future innovative, DBS trials aimed to reduce suffering as well as hampering true interdisciplinary scholarship. We argue that the philosophical tradition of pragmatism and the value it places on empirical inquiry, experiential knowledge, and inter-disciplinary scholarship – reflecting diverse ways of knowing – provides a framework to start to address the important questions Gilbert and colleagues raise. In particular, we highlight the importance of expert clinician knowledge in contributing to the neuroethical questions raised by Gilbert and colleagues. Finally, we provide illustrative examples of some of our interdisciplinary empirical research that demonstrate the iterative cycle of inquiry characteristic of pragmatism in which conceptual neuroethics questions have led to empirical studies whose results then raise additional conceptual questions that give rise to new empirical studies in a way that highlights the contributions of the humanities and the sciences. (shrink)

Epistemological interest in trust concentrates mainly on whether and how it is a proper resource for responsible knowers. However, trust is important and valuable to epistemic agents for reasons that do not depend on its being knowledge-conducive, or knowledge enhancing. Being trusted is essential for full participation in an epistemic community. The story of Cassandra illustrates these dimensions of trust's value.

This paper contributes to the ongoing discussion of sustainability behaviors by introducing the construct of perceived organizational support toward the environment. We propose and empirically test an integrated model whereby we test the association of POS-E with employees’ organizational citizenship behaviors toward the environment as well as to job attitudes. Results indicated that POS-E was positively related to OCB-E, job satisfaction, organizational identification, and psychological empowerment, and negatively related to turnover intentions. We also found that psychological empowerment partially mediated the (...) relationship between POS-E and the dependent variables. We discuss the theoretical implications as well as practical implications for managers seeking to encourage sustainability in their organizations. (shrink)

Through examining Douglass's and Fanon's concrete experiences of oppression, Cynthia R. Nielsen demonstrates the empirical validity of Foucault's theoretical analyses concerning power, resistance, and subject-formation. Going beyond merely confirming Foucault's insights, Douglass and Fanon expand, strengthen, and offer correctives to the emancipatory dimensions of Foucault's project. Unlike Foucault, Douglass and Fanon were not hesitant to make transhistorical judgments condemning slavery and colonization. Foucault's reticence here signals a weakness in his account of human being. This weakness sets him at cross-purposes (...) not only with Scotus, but also with Douglass and Fanon. Scotus's anthropology provides a basis for transhistorical moral critique; thus he is a valuable dialogue partner for those concerned about social justice and human flourishing. (shrink)