This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

As national and state health care policy -making becomes contentious and complex, there is a need for a forum to debate and explore public concerns and values in health care, give voice to local citizens, to facilitate consensus among various stakeholders, and provide feedback and direction to health care institutions and policy makers. This paper explores the role that regional health care ethics committees can play and provides two contrasting examples of Networks involved in facilitation of public input into and (...) the development of health care policies and adoption of state-wide practices. (shrink)

Cet ouvrage pose la question de la construction de sens au cours de religion catholique de Belgique francophone, avec une proposition qui concerne plus particulièrement les élèves de la fin du secondaire et leurs enseignant·es. Trois fils rouges guident le travail, qui lui confèrent une coloration spécifique. Le premier a trait au sens, entendu dans son acception la plus large, qui va du sens du langage au sens le plus ultime, en passant par le sens tel qu'il se décline au (...) coeur d’une existence. Le suivant renvoie à l’articulation entre la construction et la transmission d’un sens, la première expression se rapportant à la pratique des communautés de recherche, la seconde s’inscrivant dans l’acception classique du terme en lien aux savoirs. Le dernier fil conducteur est relatif à l’association de deux disciplines essentielles pour le cours: la philosophie et la théologie, avec une insistance sur la philosophie comme mode de vie et quête de sagesse, à rapprocher de la quête de sens, mais également sur l’intérêt d’introduire les jeunes à une forme de silence et d’introspection. (shrink)

The lost language of stones -- Phantasmal fragments -- Libido awakened : in transit and enframed -- The painting of everyday life -- Paper dreams : illustrated books and the magic of the manifest.

"Portions of this work were originally published as La racaille de la Republique by Fadela Amara and Mohammed Abdi, Editions du Seuil, 2006"--T.p. verso.

The purpose of this text is to draw attention to eight forgotten heroes: William C. Bagley, Charles DeGarmo, David Felmley, William Torrey Harris, Isaac L. Kandel, Charles McMurry, William C. Ruediger, and Edward Austin Sheldon. They have been marginalized from our profession, and drawing upon their legacy is the best hope for restoring the profession of teaching today. This work also includes a chapter at the end of the book entitled "John Dewey's Forgotten Essays." The audience for this book includes: (...) 1) classroom teachers, 2) school administrators, 3) teacher educators, 4) deans and other university administrators, 5) college and university presidents, 6) legislators, 7) historians of education, 8) curriculum specialists, 9) specialists in teacher training, and 10) the general public. (shrink)

Early childhood is characterized by many cognitive developmentalists as a period of considerable change with respect to representational format. Dienes & Perner present a potentially viable theory for the stages involved in the increasingly explicit representation of knowledge. However, in our view they fail to map their multi-level system of explicitness onto cognitive developmental changes that occur in the first years of life. Specifically, we question the theory's heuristic value when applied to the development of early mind reading and categorization. (...) We conclude that the authors fail to present evidence that dispels the view that knowledge change in these areas is dichotomous. (shrink)

One of the central questions of the field of Religious Studies is "What is religion and how might we best understand it?". Sigmund Freud was surely a paradigmatic cartographer of this terrain. Among the first theorists to explore the unconscious fantasies, fears, and desires underlying religious ideas and practices, Freud can be considered a grandfather of the field. Yet Freud's legacy is deeply contested. His reputation is perhaps at its lowest point since he came to public attention a century ago, (...) and students often assume that Freud is sexist, dangerous, passe, and irrelevant to the study of religion. How can Freud be taught in this climate of critique and controversy? The fourteen contributors to this volume, all recognized scholars of religion and psychoanalysis, describe how they address Freud's contested legacy: they "teach the debates." They describe their courses on Freud and religion, their innovative pedagogical practices, and the creative ways they work with resistance. P I focuses on institutional and curricular contexts: contributors describe how they teach Freud at a Catholic and Jesuit undergraduate institution, a liberal seminary, and a large multicultural university. In Part II contributors describe courses structured around psychoanalytic interpretations of religious figures and phenomena: Ramakrishna, Jesus and Augustine, myth and mysticism. Part III focuses explicitly on courses structured around major debates over gender, Judaism, anti-semitism, religion and ritual. Part IV describes courses in which psychoanalysis is presented as a powerful pedagogy of transformation and insight. (shrink)

Neil Smith has worked across the full range of the discipline of linguistics and explored its interfaces with other disciplines. In all this work he has maintained a commitment to a mentalist approach to the study of language and communication. The aim of this Special Issue is to honour his work and commitment with a collection of papers which brings together work by phonologists, syntacticians, psycholinguists, and pragmatists who share this interest in language as a central component of the human (...) mind and who have worked with Neil, whether as colleagues, collaborators, or students. Neil’s career can be viewed in relation to three main developments in modern linguistics. First, it reflects the development of generativism, in both syntax and phonology. For Neil, this has meant working within, and exploring the ramifications of, the groundbreaking theoretical framework for linguistics initiated and developed by Noam Chomsky. Neil has given full expression to this intellectual debt in two book-length studies of Chomsky’s ideas and principles (Smith and Wilson 1979, Smith 1999) and in many papers and commentaries. Notwithstanding his unswerving Chomskyan allegiance, Neil has been open to, and has encouraged, the exploration of alternative approaches to both syntax and phonology, including optimality theory, GPSG, word grammar, and categorial grammar. The second development reflected in Neil’s work is the trend towards placing research in linguistics in the context of research in cognitive psychology and philosophy of mind and language - in other words, the development of linguistics as one of the cognitive sciences, again very much a Chomskyan initiative. This ‘cognitive turn’ can be seen as, at least in part, a consequence of a commitment to generativism and to linguistic theories that aim to go beyond detailed description of data to achieve explanatory adequacy. In the field of phonology, this search for explanatory adequacy led to Neil’s work on the acquisition of.... (shrink)

This article outlines a research agenda that addresses the question of how contemporary interactive arts practice can evolve new strategies or ways of facilitating the development and representation of subjective experiences that induce an embodied felt sense of the humanmachine co-evolution. To help answer this question, the term symbiogenic has been created as a shorthand or umbrella term to better discuss these types of experiences and the concepts they introduce. The term symbiogenic is taken from symbiogenesis, the evolutionary theory introduced (...) in 1909 by Russian biologist Konstantin Mereschkowsky and expanded in the modern era by Dr. Lynn Margulis (1993, 1981). This theory emphasizes cooperation and other more complex interactions between organisms that go beyond mere competition. The research starts from the conception that there currently exists a range of interactive artworks that examine and engage with the increasing cooperation and co-evolution that humans are experiencing with their technological environment. However, what is proposed is that interactive or technological art can go further and provoke a bodily felt sense of this dynamic and thus bring into greater consciousness the co-dependent and co-evolutionary path of our relationship with technology. It is believed that these experiences can be both developed and identified within an artistic context but they lack a cohesive conceptual framework from which to study and analyse them. (shrink)

Thirty-five stakeholder representatives and six observers from thirty organizations, interested in anticipating the adoption of energy efficiency for the Pacific Northwest, identified and described one hundred and seventy-eight national and regional trends extending to the year 2015 impacting energy efficiency, and proposed more than ninety actions for addressing these trends at the regional level. The representatives were engaged in a collaborative action planning workshop that was facilitated with the CogniScope methodology founded in the systems sciences. Convergence was achieved on eight (...) highly influential actions as the highest priority. (shrink)

Early educators are in a bind. Teacher education programs are calling on them more and more to help students practice critical thinking and develop intellectual character ; yet school funding depends on meeting Common Core standards, which do not explicitly assess critical thinking until the high-school level. Add to that an over-engineered content curriculum, and thinking becomes a luxury that is quickly lost amid more immediate concerns. As a result, we are raising a generation of “excellent sheep” who flourish amid (...) standardized tests but are increasingly unable to think for themselves. The problem, we suggest, is that today’s teachers are in such a rush to give students the answers that they are not allowing them time to ask the questions. As a result, students cannot find the “deep structure” of issues. Bodies of knowledge thus strike them as disconnected facts, quickly forgotten. The solution, as suggested by recent work in cognitive science, is to teach critical thinking through teaching content. In what follows, we propose a way of organically integrating content and thinking through games, story books and art. With this, we put children into the driver’s seat, encouraging them to ask their own questions, to propose their own answers and to join their peers in joint inquiry through dialogue. In a word, we propose teaching children philosophy as early as possible. Tom Wartenberg has made considerable progress with his picture-book philosophy curriculum designed for elementary schools. But what of younger children? Combining the resources of Rollins College’s Philosophy Department and Child Development and Student Research Center, we set out to find “how low can we go?” Over four terms’ of trial and error, we have adapted and distilled Wartenberg’s methods into a model that works for the Center’s 4-year-olds, and we have tested this model on a larger scale through a one-term collaboration with the Winter Park Day Nursery. (shrink)

This case study emphasizes the process of concept-testing, pre-feasibility analysis, and branding of an agriculturally based niche product within the broadercultural context of the Native American community. The focus is not value-added, but rather cultural values added.

In this article the central philosophical issues concerning human-level artificial intelligence (AI) are presented. AI largely changed direction in the 1980s and 1990s, concentrating on building domain-specific systems and on sub-goals such as self-organization, self-repair, and reliability. Computer scientists aimed to construct intelligence amplifiers for human beings, rather than imitation humans. Turing based his test on a computer-imitates-human game, describing three versions of this game in 1948, 1950, and 1952. The famous version appears in a 1950 article in Mind, ‘Computing (...) Machinery and Intelligence’ (Turing 1950). The interpretation of Turing's test is that it provides an operational definition of intelligence (or thinking) in machines, in terms of behavior. ‘Intelligent Machinery’ sets out the thesis that whether an entity is intelligent is determined in part by our responses to the entity's behavior. Wittgenstein frequently employed the idea of a human being acting like a reliable machine. A ‘living reading-machine’ is a human being or other creature that is given written signs, for example Chinese characters, arithmetical symbols, logical symbols, or musical notation, and who produces text spoken aloud, solutions to arithmetical problems, and proofs of logical theorems. Wittgenstein mentions that an entity that manipulates symbols genuinely reads only if he or she has a particular history, involving learning and training, and participates in a social environment that includes normative constraints and further uses of the symbols. (shrink)

The authors argue that Morenian-inspired existential psychodrama turns out to be a formidable lever for opening up existence as it allows schizophrenic patients to incorporate the experience of an “absolutely other” on which the foundation of any autonomous self is built. More precisely, by relying on their clinical experiences, the authors show how psycho-dramatic play goes along with an intense movement of original projection which carries psychotic patients externally in relation to themselves. Offset from their pathological world, these patients feel (...) more inclined to “wear someone else’s shoes,” for the duration of the game, and they do so in a manner that is both sensorial and pathic. This surprising and creative “journey,” which allows them to return to the world better attuned to others and to themselves, is merely an enactment of a “true” intersubjective encounter: the very essence of existential psychodrama. By applying phenomenology to this psychodramatic method, notably by relying on the hypothesis of psychosis being a disorder of what Bin Kimura calls the “ aida,” the authors hope to contribute to the advancement of psychosis’ psychotherapy. (shrink)

En el presente estudio analizaremos la expresión del conflicto en el lenguaje, donde la lucha palabra-letra impregna la teoría agónica del lenguaje y marca la trascendencia sobre la relación historia-intrahistoria. Asimismo, presentaremos la dimensión creadora del lenguaje, relevante desde el Unamuno contemplativo, y el papel desempeñado por el diálo go a la hora de expresar los dos poíos del conflicto, agónico y contem plativo.

Abstract: This article considers the conceptual connections between self-consciousness, objectivity, and time. The model of conceptual analysis employed examines the necessary conditions of the meaningfulness of expressions in language. In the course of this analysis two distinct options for the explanation of self-consciousness are identified and examined. According to the first (Strawsonian) view, self-consciousness is based upon the distinction between the self and other subjects of consciousness; according to the second (Kantian) view, self-consciousness is based upon the distinction between the (...) self and the world. The first option is rejected, and a variation of the second option is adopted. According to it, in self-consciousness one is conscious of oneself as a temporally extended point of view (consciousness) over an objective and temporal realm of reality. (shrink)

The paper reconstructs Hegel’s account of shame as a fundamental affect. Qua spiritual, the human individual strives for self-determination; hence she is ashamed of the fact that, q...

The paper develops a conception of marital love as a complex recognitive relation, which I articulate by juxtaposing it against other recognitive relations that figure in Hegel's theory of modern civil society (i.e., respect and esteem). Drawing on Hegel's early writings, I argue that, if love is to provide its unique sort of recognition, it must obtain between “living beings who are equal in power”—a peculiar form of equality that I name (drawing on Stanley Cavell's work) “dynamic equality.” I conclude (...) that it is by Hegel's own lights that we should reject his notorious conception of the sexual difference. However, I also offer reasons why, from Hegel's early 19th century perspective, he could consider the following two conditions as compatible: (1) equality within marriage and (2) sexual hierarchy outside marriage, namely, in civil society. (shrink)

In the past few decades, liberal and democratic thought has been subjected to attacks from the adherents of nationalism, populism, and social radicalism. Much of these attacks involve suspicions about liberalism’s association with the contents and purveyors of structured knowledge, scientific and humanistic alike. I suggest that an examination of the history of liberal beliefs may add to our understanding of what is at stake. Such an examination may reveal how liberal thought in the twentieth century shifted away from its (...) earlier individualist and constitutional position towards the pluralist position that grants a special place to educated knowledge, to experts and professionals, and thus invites allegations of elitism. In particular, I focus on the differences between the ideas that conventional liberal authors elaborated during early modernity and the nineteenth century, on the one hand, and the version of liberal values and the polity based on them that were tacitly adopted during the mid-twentieth century, on the other hand. The examination involves highlighting the common denominators of mid-century authors on right, left, and centre, such as Laski, Popper and Hayek, as well as asking what in their shared worldview could attract allegations of elitism from later generations. (shrink)

This contributed volume examines ethical ramifications of the development and use of autonomous vehicles. From ethical emergencies akin to the classic trolley problem to more overarching effects on social and economic structures, this volume’s discussion appeal to philosophers, social scientists, engineers, urban planners, and policy makers.

Williamson explains, defends, and applies Kant's theory of emotion. Looking primarily to the Anthropology and the Metaphysics of Morals, she situates Kant's theory of affect within his theory of feeling and focuses on the importance of moral feelings and the moral evaluation of our emotions.

This book offers a solution to the ancient philosophical problem regarding the nature and the justification of morality. The importance of this subject matter is obvious, not merely as an abstract philosophical problem, but perhaps even more as a practical challenge, regarding the way we ought to live our lives: the values that ought to direct us, and the ends that we ought to pursue. -/- In the course of this inquiry, a wide array of philosophical topics is explored: the (...) nature of intentional action, and the role played by reason and desires in agency; the question of the final end of agency – better known in ancient terminology as the question of the purpose of life, and in modern terms as the question of the meaning of life; the nature of moral obligations and their rational justification; the challenge posed by determinism for the freedom of the will, with its implications on fatalism and moral responsibility; and normative questions regarding the value of life. (shrink)

This essay presents the Aestheticism of the 19th century as the foundational movement of modernist-formalist aesthetics of the 20th century. The main principle of this movement is what I denominate “productive opacity”. Aestheticism has not been recognized as a philosophical aesthetic theory. However, its definition of artwork as an exclusive kind of form—a deep, opaque form—is among the most precise ever given in the discipline. This essay offers an interpretation of aestheticism as a formalist theory, referred to here as “deep (...) formalism”, focusing on the thinking of leading aestheticists, Walter Pater, Oscar Wilde, and James Whistler. These three thinkers defined artwork as a form saturated with an inextricable content, viz. opaque form. (shrink)

This book offers a new definition of metaphor-as an ontological and visual construction, whose roots are external visual forms, and its motivation is our attachment to forms. This definition, which Michalle Gal names “visualist,” challenges the ruling conceptualist theory of metaphors and places a new emphasis on how we experience rather than understand metaphors. In doing so, she responds to the visual turn that is taking place in literature and the media, demanding that the visual become a site of philosophical (...) analysis. This focus on the external visual world allows Gal to employ visual theories to capture the essence of metaphor. She looks beyond conceptual or semantic mechanism, and returns to theories of Arnheim and Gombrich and the current evolution of ideas about the visual or material and embodied cognition. Proposing to see visual metaphors in their basic form, she uses a new externalist terminology of ontology, visuality, composition, affordance, construction, and emergence. Setting out a new theory that takes into account that humans are visual no less than cognitive creatures, Visual Metaphors and Aesthetics lays the foundation for a new vocabulary to talk about metaphors. (shrink)

Chater & Loewenstein thoughtfully express their disillusionment with contemporary applied behavioral science, particularly as it pertains to public policy. Although they fault an overemphasis on i-frame approaches, their proposed alternatives leave doubt regarding whether behavioral science has much, if anything, useful to offer policy. We offer two critical principles to guide and motivate more relevant behavioral science.

An important aspect of the debate between the A-theory and the B-theory of time relates to the supposed implications of each for some of the most basic human attitudes and stances. The asymmetry in our attitudes towards past and future events in our life (pleasant and unpleasant), and towards the temporal limits of our existence, that is, toward birth and death, is supposedly considered differently by the two theories. I argue that our attitudes are neither justified nor discredited by anything (...) which is in debate between the A-Theory and the B-theory, and therefore that neither theory of time is supported by the asymmetry in our attitudes. (shrink)

A partir de l'idée de “ folie ” chez S. Paul , Fr. Le Gal explore le thème de “ la folie sainte de Dieu ” qui n'est autre que la révélation de son amour fou pour l'homme. Examinant tout d'abord la polysémie du terme, sa réflexion porte en première partie sur Jésus-Christ comme “ homme de la dérision et Dieu à la folie ”, examinant au passage la parabole comme lieu de l' “ ironie christique ”. Dans la seconde (...) partie, c'est Paul qui révèle le contenu à la fois christologique, théologique et spirituel de la folie dans la tension entre la scandale de la croix et le risque pour l'apôtre et le croyant de n'être pas reçus. C'est pourtant là que se manifestera la “ folie sainte ”.Beginning with the idea of 'folly " in St. Paul , Fr Le Gal explores the theme of "the holy folly of God " that is nothing other than the revelation of his mad love for man. Examining first of all the polysemy of the term, his reflection in the first part is on Jesus Christ as "man of derision and God of folly ", examining in passing the parable as the area of "christic irony ". In the second part, it is Paul who reveals, at the same time, the christological, theological, and spiritual content of folly in the tension between the scandal of the cross and the risk for the apostle and the believer not to be accepted. It is there, nevertheless, that the "holy folly " manifests itself. (shrink)