An introduction to the thoughts of the spiritual teacher J. Krishnamurti includes discussions of consciousness, time, intelligence, and society.

I. Prelude -- About this Book -- II. School Mathematics and Its Consequences -- The Foundations of Mathematical Thinking -- Compression, Connection and Blending of Mathematical Ideas -- Set-befores, Met-befores and Long-term Learning -- Mathematics and the Emotions -- The Three Worlds of Mathematics -- Journeys through Embodiment and Symbolism -- Problem-Solving and Proof -- III. Interlude -- The Historical Evolution of Mathematics -- IV. University Mathematics and Beyond -- The Transition to Formal Knowledge -- Blending Knowledge Structures (...) in the Calculus -- Expert Thinking and Structure Theorems -- Contemplating the Infinitely Large and the Infinitely Small -- Expanding the Frontiers through Mathematical Research -- Reflections -- Appendix: Where the Ideas Came From. (shrink)

The Limits of Thought is a series of penetrating dialogues between the great spiritual leader, J. Krishnamurti and the renowned physicist, David Bohm. The starting point of their engaging exchange is the question: If truth is something different than reality, then what place has action in daily life in relation to truth and reality? We see Bohm and Krishnamurti explore the nature of consciousness and the condition of humanity. These enlightening dialogues address issues of truth, desire awareness, tradition, and (...) love. Limits of Thought is an important book by two very respected and important thinkers. Anyone interested to see how Krishnamurti and Bohm probe some of the most essential questions of our very existence will be drawn to this great work. (shrink)

This article attempts to explain through the lens of the Five Relationships the meaning of Joseon neo-Confucian view which emphasized relationship development as the aim and contents of education. In neo-Confucianism, education is the task of guiding learners in cultivating and unfolding capabilities in the relationships of everyday life. Within the context of neo-Confucianism, the development of competency in relationships was another expression of the educational goal of actualizing the ‘original nature’ including of the four virtues. Understanding the nature of (...) education to be the embodiment of the original nature, neo-Confucian scholars sought its actual manifestation in everyday life, taking the practice of five particular relationships to be the core method. Encompassing both ‘knowing’ and ‘doing’ while progressing from the Elementary Learning into the Great Learning, neo-Confucian education characteristically takes the Five Relationships as both its foundation and its outcome. Despite the p... (shrink)

_Expertise, Pedagogy and Practice_ takes as its focus recent work on situated and embodied cognition, the concepts of expertise, skill and practice, and contemporary pedagogical theory. This work has made important steps towards overcoming traditional intellectualist and individualist models of cognition, group interaction and learning, but has in turn generated a number of important questions about the shape of a model that emphasizes learning and interaction as situated and embodied. Bringing together philosophers, cognitive scientists and education theorists, the collection asks (...) and explores a variety of different questions. Can a group learn? Is expertise distributed? How can we make sense of a normative dimension of expertise or skill? How situation-specific is expertise? How can groups shape or generate expert practice? Through these lenses, this collection advances a more experientially holistic approach to the characterisation and growth of human expertise. This book was originally published as a special issue of _Educational Philosophy and Theory. _. (shrink)

_Expertise, Pedagogy and Practice_ takes as its focus recent work on situated and embodied cognition, the concepts of expertise, skill and practice, and contemporary pedagogical theory. This work has made important steps towards overcoming traditional intellectualist and individualist models of cognition, group interaction and learning, but has in turn generated a number of important questions about the shape of a model that emphasizes learning and interaction as situated and embodied. Bringing together philosophers, cognitive scientists and education theorists, the collection asks (...) and explores a variety of different questions. Can a group learn? Is expertise distributed? How can we make sense of a normative dimension of expertise or skill? How situation-specific is expertise? How can groups shape or generate expert practice? Through these lenses, this collection advances a more experientially holistic approach to the characterisation and growth of human expertise. This book was originally published as a special issue of _Educational Philosophy and Theory. _. (shrink)

The penetrating dialogues between Jiddu Krishnamurti and David Bohm in The Limits of Thought, is the first time that an in-depth and sustained discussion has been recorded between a leading religious teacher and a prominent physicist. The starting point of their engaging exchange is the question, "Has humanity taken a wrong turn, which has brought about endless division, conflict, and destruction?" Bohm and Krishnamurti explore the nature of humanity and a person's relationship to society, and provide new insights (...) on human thought, death, awakening insight, cosmic order, and the problem of the fragmented mind. At the heart of these discussions lies each of our own ideas about ourselves, a consciousness made up of all sorts of misconceptions about the "me." The friendly dialogue between Krishnamurti and Bohm, spanning almost twenty-five years, probed some of the most essential questions of our very existence. (shrink)

Between 1975 until 1992, David Moody knew and worked with both David Bohm and Jiddu Krishnamurti, mostly in the context of the Oak Grove School which he directed. He describes the story of the relationship between Krishnamurti and scientist, David Bohm, both of whom were interested in exploring human consciousness and the psychological causes of the global problems facing humanity. Many years of dialogue are unraveled here to portray these unique individuals whose willingness to move beyond (...) the boundaries of science and religion continues to inspire. (shrink)

David Bohm was one of the foremost scientific thinkers and philosophers of our time. Although deeply influenced by Einstein, he was also, more unusually for a scientist, inspired by mysticism. Indeed, in the 1970s and 1980s he made contact with both J. Krishnamurti and the Dalai Lama whose teachings helped shape his work. In both science and philosophy, Bohm's main concern was with understanding the nature of reality in general and of consciousness in particular. In this classic work he (...) develops a theory of quantum physics which treats the totality of existence as an unbroken whole. Writing clearly and without technical jargon, he makes complex ideas accessible to anyone interested in the nature of reality. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

Biosynthesis means "integration of life". It is a holistic form of body psychotherapy, which was founded over forty-five years ago. The concept of life-streams is one of its major foundations, which has since been supported by research in neurobiology. How can we integrate the three most important domains of being human: our bodily existence, our psychological experience and our spiritual essence? Biosynthesis Therapy has developed a broad spectrum of reliable methods to make this possible and to free our (...) life energy. It is resource-oriented and is practised worldwide. David Boadella brings his many years of experience to provide in this book a trend-setting model for the understanding both of the origin of illness and of therapy. First published in 1987, this book has appeared in ten languages. It provides numerous case examples and is fascinating and enriching for the normal reader as well as for therapists from many different schools. In this book, the word "bioenergetic" is used to refer to the study of life energy, which is a major foundation of the therapy method "Biosynthesis". This is not to be confused with the term "Bioenergetic Analysis", an other and different form of body psychotherapy. Since 1985, together with David Boadella, Biosynthesis has been developed further by Dr. Silvia Specht Boadella, particularly in its philosophical and transpersonal aspects. In 1990, Biosynthesis was the first form of body psychotherapy to be scientifically accredited by the European Association of Psychotherapy. Biosynthesis therapists can therefore receive the European Certificate of Psychotherapy ECP. In 2001, the International Foundation of Biosynthesis IFB was formed, to coordinate trainings and research in twenty countries in Europe, Asia, North and South America. The newest information about Biosynthesis, including our actual course programme, you will find on our website. David Boadella International Institute for Biosynthesis IIBS, Benzenrüti 6, CH-9410 Heiden, Switzerland E-mail: [email protected]_ _www.biosynthesis.org_ _The Author_ David Boadella, born 1931 in London, pioneer of body psychotherapy and founder of Biosynthesis. He studied education, psychology and literature and wrote numerous articles and several books. Since 1985, he is the Director of the International Institute for Biosynthesis in Switzerland. In 1989, he was elected as the first President of the European Association for Body Psychotherapy EABP. In 1995, he was awarded an honorary doctorate from the "Open International University of Complementary Medicine". Author of "Wilhelm Reich: The evolution of his work". _Disclaimer_ Basically this book contains neither exercises or advices. Nevertheless, if statements from the book should be used for self-treatment or for treatment of others, every form of liability of the author or the publisher for personal, material, or financial damage is excluded. (shrink)

This article is an edited transcription of two conversations at Birkbeck College, London, in February 1987. Its primary concern is a transdisciplinary consciousness that refuses to comply with the tendency toward reductionism and simplification. Some of the problems the dialogue explores are (1) the notion of order (with particular reference to Bohm's recent reflections on the concept of the generative order), (2) the limits of knowledge and the concept of the Absolute, (3) the nature of perceptive or intuitive reason, (4) (...) the relation between matter and mind, and (5) the contemporary global crisis and the possibility of creative evolution. (shrink)

The educationally emaciated, suffering from intellectual and spiritual bilumia, binge on facts and linear thinking. The imprimatur of clarity and the infatuation with quantification are accoutrements of this affliction, often characterized by apathy. Chaos is introduced as the wrecking ball for the hierarchical skyscrapers that overcrowd the educational skyline. The type of chaos proposed can be explained by the neutron bomb analogy. Chaos destroys all that is inessential but leaves standing the essential and promotes holistic rather than compartmentalized learning. (...) The authors further contend that one insight is better than a myriad of facts; in being vigilant of serendipity; that the value-aspect of facts is as important as the facts themselves. Such beliefs form a foundation for educational holism. Our goal is to popularize philosophy in the same way science has become popular without a mass understanding. Empiricism is criticized for creating the theoretical basis for fragmentation (forming the basis for an island ideology) by excising essence. Founded on inessential empirical ideology, efforts to teach multiculturalism merely exacerbate difference, promote alienation, and discourage tolerance. Within the framework of value hierarchies we favor, tolerance is not understood as open-armed acceptance of just anything, but the forbearance of an evil for the promise of greater good. Essence cannot be removed: even in the idiosyncratic we can find the essential. In the absence of chaotic methodology, critical thinking remains an apolitical, amoral, and atemporal process displaced from social and political reality. We propose a critical thinking that is not legalistic, but is action-oriented. The pipe dream for education is a political, moral, temporal, and decompartmentalized critical thinking that disseminates philosophy across the curriculum. Those who risk becoming pariahs and nomads are essential to the rejuvenation of the educational system. (shrink)

The future of higher education is in question as universities struggle to remain relevant to the present and future needs of society. The context in which learning occurs is rapidly changing and those engaged and interested in the place and position of university education need to figure out to adapt. This book embodies a vision for higher education where graduate attributes and proficiencies are at the core of the academic project, where degree programs move beyond disciplinary content and where (...) students are encouraged to be Citizen Scholars. Through a series of cross-disciplinary and contextual cases, the contributors to this book articulate how this vision can be achieved in our pedagogical environments, future proofing higher education. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such as (...) compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting (...) such alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector. (shrink)

Agnotology is the study of how ignorance arises via circulation of misinformation calculated to mislead. Legates et al. had questioned the applicability of agnotology to politically-charged debates. In their reply, Bedford and Cook, seeking to apply agnotology to climate science, asserted that fossil-fuel interests had promoted doubt about a climate consensus. Their definition of climate ‘misinformation’ was contingent upon the post-modernist assumptions that scientific truth is discernible by measuring a consensus among experts, and that a near unanimous consensus exists. However, (...) inspection of a claim by Cook et al. of 97.1 % consensus, heavily relied upon by Bedford and Cook, shows just 0.3 % endorsement of the standard definition of consensus: that most warming since 1950 is anthropogenic. Agnotology, then, is a two-edged sword since either side in a debate may claim that general ignorance arises from misinformation allegedly circulated by the other. Significant questions about anthropogenic influences on climate remain. Therefore, Legates et al. appropriately asserted that partisan presentations of controversies stifle debate and have no place in education. (shrink)

Mixtecs and Zapotecs, originating from the Oaxaca area in Mexico, are among the largest indigenous groups of workers in California. Many adults in this community only access the health care system when sick and as a last resort. This article describes the development of a radionovela to inform the community about the importance of preventive health care. It was developed following the Sabido Method. The methodology to develop a radionovela may be of interest to other public health practitioners who want (...) to develop educational materials in an engaging format, especially for communities that rely on oral, not written information. (shrink)

When KrishnamurtiOs Notebook first became available in 1976, it was soon realized that it was a spiritually unique document giving his perceptions and experiences and describing his states of consciousness. It is a kind of diary but one that is little concerned with the day to day process of living, though very much aware of the natural world.".

Students often find themselves disconnected from foundations courses such as Philosophy of Education, citing the abstract nature of some of the ideas studied and a perceived disconnect from practical issues. Moreover, the place/space of the university classroom itself can be seen to contribute to students? disengagement and stunting of their critical capacities. In this article, we present two intertwined narratives. In one strand, we describe our attempt to secure our students? engagement in our course, Introduction to Philosophy of Education, (...) as well as remedy the forms of interaction that are called out of a university classroom through our employment of what we termed the pedagogical spaces project. This project is built upon the notion of a situated pedagogy and emphasizes a performative stance for students. We present a description of the pedagogical steps undertaken. Intertwined with the first narrative, we also present a mapping of how our very understanding of our project and its goals evolved. Theoretical grounding for our project occurs through theorists such as Howard Cannatella, David A. Gruenewald, John Martin, Harold Rugg, Augusto Boal, Martin Buber, and Mikhail Bakthin. Utilizing excerpts from student self-evaluations, final essays, and insights from theorists such as Megan Boler, we illustrate the ways in which students were able to holistically engage in critical and situated thought about familiar and dominant images of teaching and learning. (shrink)

How to engage farmers that have limited formal education is at the foundation of environmentally-sound and equitable agricultural development. Yet there are few examples of curricula that support the co-development of knowledge with farmers. While transdisciplinary and participatory techniques are considered key components of agroecology, how to do so is rarely specified and few materials are available, especially those relevant to smallholder farmers with limited formal education in Sub-Saharan Africa. The few training materials that exist provide appropriate methods, such as (...) compost making, but do not explain relationships and synergies between nutrition, social inequalities, climate change and agroecology. Some food sovereignty and agroecology courses aim at popular political education for those with more formal education. Here we describe the process of development of an innovative curriculum, which integrates agroecology, nutrition, climate change, gender and other dimensions of social equity across 2 weeks of training explicitly for smallholders in southern Africa with limited formal education. The curriculum is highly participatory; we use concepts in popular education, transformative and experiential-based learning, and theatre. It is also integrative; we link agroecology with climate change, human and soil nutrition, gender, and related components of social equity. Developed in partnership with Malawian farmers, community development experts and academics from five countries, the curriculum was piloted with 520 smallholder farming households in Malawi and Tanzania, and evaluated using qualitative techniques. Clashes of language, cultural norms, and terminology were as great of a challenge as agreeing on and conveying technical information, to weave into a coherent whole. However, farmers who participated in the curriculum training demonstrated high interest, comprehension of material and interest in immediate application to their lives. (shrink)

The objective of research in the foundations of Al is to explore such basic questions as: What is a theory in Al? What are the most abstract assumptions underlying the competing visions of intelligence? What are the basic arguments for and against each assumption? In this essay I discuss five foundational issues: (1) Core Al is the study of conceptualization and should begin with knowledge level theories. (2) Cognition can be studied as a disembodied process without solving the symbol (...) grounding problem. (3) Cognition is nicely described in propositional terms. (4) We can study cognition separately from learning. (5) There is a single architecture underlying virtually all cognition. I explain what each of these implies and present arguments from both outside and inside Al why each has been seen as right or wrong. (shrink)

The study identifies the trends of media education in the post-industrial period, marked by the development of information and communication technologies in the integration and globalization processes. Society needs competent specialists who develop and strive for self-realization in society. The educational process is a phenomenon that covers different spheres of human activity and determines the main aspects of the regulatory and legal framework. The article illustrates innovative styles of media education that are an effective perspective on the formation of ideology (...) in society through the influence of self-consciousness in educational activities. In order to identify the main aspects of media technology in the educational process, we investigated the basic methodological and theoretical foundations based on the generalizations of researchers and scientists. The meaning of the concept of media education and media technology was studied, the evolution of education from the introduction of information and communication technologies in the learning process to the formation of critical thinking and analysis of the information space was investigated. The method of synthesis, analysis was used to define the main concepts of the study. Descriptive method, research and scientific method was used to compile and summarize the results of the implementation of media education as a prospect for the formation of ideology in society through the influence of self-consciousness. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music Education and Spirituality:Philosophical Exploration IiAnthony J. PalmerMusic, beyond its pitches and rhythms, timbres and dynamics, has elusive qualities that many have difficulty identifying and discussing. In this regard Rabindranath Tagore speaks of the "ineffable":But when our heart is fully awakened in love, or in other great emotions, our personality is in its flood-tide. Then it feels the longing to express itself for the very sake of expression. Then (...) comes art, and we forget the claims of necessity, the thrift of usefulness; the spires of our temples try to kiss the stars and the notes of our music to fathom the depth of the ineffable.1Abraham Maslow points to a similar state of being:Transcendence refers to the very highest and most inclusive or holistic levels of human consciousness, behaving and relating, as ends rather than as means, to oneself, to significant others, to human beings in general, to other species, to nature, and to the cosmos.2 [End Page 143]One deep, the other beyond, both direct attention toward something richer, exceeding technical competence and excellent rendition of the score. Yet, the very realms where these qualities reside seem to be above our ability to assess other than to say, "we know it when we experience it."3 Is there some realization that we have transcended the mundane, passed over to another plane of existence and gone beyond an egocentric mind-frame? And could subjective reports satisfy any objective criteria that the event truly happened? Moreover, could one's experience be distinguished qualitatively from another's? This is one of the quandaries when attempting to assess experience of such an elusive nature. Although, these questions lie at the foundation of such an inquiry as this, answers await additional investigation at a later time. For the present, this study will be limited to laying the groundwork for these future explorations.A clarification of terms preceding this essay is imperative. To begin, the discourse will use 'spirituality' and 'transcendence' interchangeably. Various readings suggest that there is sufficient agreement that these terms describe the same noumenal experience. For example, physicist Fritjof Capra states that:Spiritual experience is an experience of aliveness of mind and body as a unity. Moreover, this experience of unity transcends not only the separation of mind and body, but also the separation of self and world. The central awareness in these spiritual moments is a profound sense of oneness with all, a sense of belonging to the universe as a whole.4This essay continues in this vein and that of my previous article on the subject5 that the religious and doctrinal are not part of the discussion. Therefore, an effort will be made to distance spirituality, as used here, from religion. In that light, a brief comparison will prove helpful.Spirituality has its roots in the Latin: "in + spirare (Latin to breathe). Archaic: to breathe or blow into or upon; to infuse (as life) by breathing."6 This "blowing upon" is no better illustrated than in the account in Genesis. Chapter 2, verse 4, line 7 reads: "Then the Lord God formed man of dust from the ground, and breathed into his nostrils the breath of life; and man became a living being."7 Psyche in Greek and atman in Sanskrit have essentially the same meaning of breath and being alive, that is, embodying an animating force.This animating force, in my view, is not of metaphysical origins, but rather inherent in the evolution of the human species. Spirituality is a human quality as a product of supreme levels of consciousness. Additionally, it has the quality of knowing that we are conscious. C. G. Jung's statement is appropriate in describing this seemingly incomprehensible characteristic.Were organized religion to disappear by some quirk of social process, the human community still cannot and must not do without cultivating the spiritual, [End Page 144] what Jung calls the "attitude peculiar to a consciousness which has been changed by experience of the numinosum."8Diane Ackerman supports the non-metaphysical origins of the impulse.Our sensitivity to religion means that at some stage in human history, our chance of mating and surviving increased... (shrink)

ABSTRACT Recent educational theorising about the nature of teaching, learning and assessment has made much of a distinction between processes and products and of so-called process models of education und curriculum. Following on from reflections on the historical provenance and subsequent evolution of process talk in psychology and the philosophy of mind it is argued in this article that such talk can only import serious conceptual confusion and ambiguity into our attempts to understand clearly and adequately the business of (...) human learning. In the light of this it would be altogether better for us to expunge the language of process from the discourse of education. (shrink)

Recent educational theorising about the nature of teaching, learning and assessment has made much of a distinction between processes and products and of so-called process models of education und curriculum. Following on from reflections on the historical provenance and subsequent evolution of process talk in psychology and the philosophy of mind it is argued in this article that such talk can only import serious conceptual confusion and ambiguity into our attempts to understand clearly and adequately the business of human (...) learning. In the light of this it would be altogether better for us to expunge the language of process from the discourse of education. (shrink)

This article brings together mindfulness and habitus theory in relation to developing wise leaders. In particular, we present new insights about the intersection of time, subjective and intersubjective experience, and mindfulness that are relevant to developing embodied wisdom in leaders. We show that temporal competence is essential for shaping habitus and developing embodied wisdom. Further, and to extend theoretical understandings of mindfulness in leadership, we argue that temporal capabilities developed through mindfulness can foster embodied wisdom by creating a specific ‘wisdom (...) habitus’ that includes values and ethics. The system of dispositions that comprise one’s habitus is, however, largely unconscious and implicit and we discuss how mindfulness renders habitus, including ethical conation accessible to development for the bodily ability to act wisely. This article then establishes a framework that leadership development programs in business schools can adopt for understanding habitus and mindfulness to enable embodied wisdom to develop in leaders. Finally, we show that a mindfulness perspective offers valuable contributions to research on leadership. (shrink)

Consciousness is widely perceived as one of the most fundamental, interesting and difficult problems of our time. However, we still know next to nothing about the relationship between consciousness and the brain and we can only speculate about the consciousness of animals and machines. Human and Machine Consciousness presents a new foundation for the scientific study of consciousness. It sets out a bold interpretation of consciousness that neutralizes the philosophical problems and explains how we can make scientific predictions about the (...) consciousness of animals, brain-damaged patients and machines. Gamez interprets the scientific study of consciousness as a search for mathematical theories that map between measurements of consciousness and measurements of the physical world. We can use artificial intelligence to discover these theories and they could make accurate predictions about the consciousness of humans, animals and artificial systems. Human and Machine Consciousness also provides original insights into unusual conscious experiences, such as hallucinations, religious experiences and out-of-body states, and demonstrates how 'designer' states of consciousness could be created in the future. Gamez explains difficult concepts in a clear way that closely engages with scientific research. His punchy, concise prose is packed with vivid examples, making it suitable for the educated general reader as well as philosophers and scientists. Problems are brought to life in colourful illustrations and a helpful summary is given at the end of each chapter. The endnotes provide detailed discussions of individual points and full references to the scientific and philosophical literature."--Publisher's website. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somaesthetics and Racism:Toward an Embodied Pedagogy of DifferenceDavid A. Granger (bio)IntroductionThe philosopher Ludwig Wittgenstein once remarked that "The human body is the best picture of the human soul."1 There is a basic truth in this assertion that we recognize (I want to say) intuitively: the notion that human beings are parts both mental and physical, that these facets are ultimately interdependent, and that they are in some measure correlated (...) was a commonplace in the intellectual culture of ancient Athens, especially among Socratic thinkers. It can also be found as a central part of the basic ontology and ideals of self-cultivation espoused in much East Asian philosophy. In the West, however, this deep appreciation for the relationship between mind and body appears somewhat sporadically after the Socratics, only to be fervently reasserted as a main plank in the lived philosophy of the early American pragmatists, as when Henry David Thoreau proclaimed that "We are all sculptors and painters, and our material is our own flesh and blood and bones. Any nobleness begins to refine a mean's features, any meanness or sensuality to imbrute them."2I use the word "sporadically" above because it is likewise a basic truism that canonical Western philosophy has a long and storied history of rejecting, ignoring, or degrading the human body—that most formative part of our being and connection to the world and to others. The position of the later, more metaphysical Plato is iconic in this regard, and it effectively set the tone for much Christian theology and the Cartesian philosophy of consciousness. For Plato and his adherents, the longing to escape our embodiedness, conceived as a necessary means to human (or perhaps superhuman) perfection [End Page 69] by achieving a godlike existence, requires effectively divorcing ourselves from the irrational brutes of terra firma. The body is conceived as a static constraint to human flourishing rather than a dynamic enabler. It is more or less an adversary, something that we must endeavor to be freed from or subdue.3 Its base senses and unruly passions deceive us epistemologically, while its inexorable power to situate us in space and time limits our objectivity. In its inevitable pains and infirmities, the body is also a constant reminder of the aging process and of our ultimate mortality. Deeming the body as at best a mere servant of the mind, philosophers typically have portrayed it as a veritable prison of deception, temptation, and suffering. Moreover, it is well-established that such thinking has been particularly pernicious in light of the historical identification of women and other marginalized groups with their variously enfeebled, depraved, or uncivilized bodies.4Against this disquieting backdrop, it is only relatively recently that the human body, and the significance of our existence as embodied beings, has received sustained positive attention by leading lights in Western philosophy and criticism. These luminaries include, among others, "feminist" thinkers like Simone de Beauvoir, Julia Kristeva, Luce Irigaray and, of late, Susan Bordo and Judith Butler (with a nod to Michel Foucault, Pierre Bordeau, and others); pragmatists William James and John Dewey (with a nod to Emerson and Thoreau); phenomenologist Maurice Merleau-Ponty (with a nod to Jean-Paul Sartre); analytic philosopher Ludwig Wittgenstein (with a nod to James); and postmodernist Michel Foucault (with a nod to Friedrich Nietzsche, George Bataille, and the ancient Asian ars erotica tradition5). While these thinkers do not universally praise the body and its active, conscious cultivation for human flourishing (about which more later), they nonetheless acknowledge its necessity for all perception, action, and even thought.6 In short, they all seek to recognize and elucidate the significance—cognitive and affective, discursive and nondiscursive—of our full embodied intelligence.Looking specifically at the architectonics of the body espoused by the trio of Dewey, Foucault, and Wittgenstein, this article uses what philosopher Richard Shusterman terms "analytic somaesthetics" to examine some of the primary embodied dimensions of feeling, perception, action, and thought, particularly through the functioning of habit.7 In doing so, it seeks to expose the way various ideologies of domination (for example, racism, sexism, classism, ableism, heterosexism, ageism, etc.) are covertly (and at times overtly) materialized... (shrink)

Our universe, science reveals, began in utter simplicity, then evolved into burgeoning complexity. Starting with subatomic particles, dissimilar entities formed associations—binding, bonding, growing, branching, catalyzing, cooperating—as “self” joined “other” following universal laws with names such as gravity, chemical attraction, and natural selection. Ultimately life arose in a world of dynamic organic chemistry, and complexity exploded with wondrous new potential. Fast forward to human evolution, and a tension that had existed for billions of years now played out in an unprecedented (...) arena of conscious calculation and cultural diversity. Cooperation interleaving with competition; intimacy oscillating with integrity—we dwell in a world where yin meets yang in human affairs on many levels. In The Fractal Self, John Culliney and David Jones uncover surprising intersections between science and philosophy. Connecting evidence from evolutionary science with early insights of Daoist and Buddhist thinkers, among others, they maintain that sagely behavior, envisioned in these ancient traditions, represents a pinnacle of human achievement emerging out of our evolutionary heritage. They identify an archetype, “the fractal self,” a person in any walk of life who cultivates a cooperative spirit. A fractal self is a sage in training, who joins others in common cause, leads from within, and achieves personal satisfaction in coordinating smooth performance of the group, team, or institution in which he or she is embedded. Fractal selves commonly operate with dedication and compassionate practice in the service of human society or in conserving our planet. But the competitive side of human nature is susceptible to greed and aggression. Self-aggrandizement, dictatorial power, and ego-driven enforcement of will are the goals of those following a self-serving path—individuals the authors identify as antisages. Terrorist leaders are an especially murderous breed, but aggrandizers can be found throughout business, religion, educational institutions, and governments. Humanity has reached an existential tipping point: will the horizon already in view expand with cooperative progress toward godlike emergent opportunities or contract in the thrall of corrupt oligarchs and tribal animosities? We have brought ourselves to a chaotic edge between immense promise and existential danger and are even now making our greatest choice. (shrink)

Tomasello, Kruger & Ratner relate the evolution of social cognition – the understanding of others' minds – to the evolution of culture. Tomasello et al. conceive of the accumulation of culture as the product of cultural learning, a kind of learning dependent upon recognizing others' intentionality. They distinguish three levels of this recognition: of intention (what isxtrying to do), of beliefs (what doesxthink aboutp), and of beliefs about beliefs (what doesxthinkythinks aboutp). They then tie these levels to three (...) discrete forms of cultural learning – imitative, instructed, and collaborative – which children become capable of when they are 9 months, 4 years, and 6 years old respectively, at least in Western culture where relevant data are available. (shrink)

Social movements are using education to generate critical consciousness regarding the social and environmental unsustainability of the current food system, and advocate for agroecological production. In this article, we explore results from a cross-case analysis of six social movements that are using education as a strategy to advance food sovereignty. We conducted participatory research with diverse rural and urban social movements in the United States, Brazil, Cuba, Bolivia, and Mexico, which are each educating for food sovereignty. We synthesize insights from (...) critical food systems education and the political ecology of education in analyzing these cases. We compare the thematic similarities and difference between these movements’ education initiatives in terms of their emergence, initial goals, expansion and institutionalization, relationship to the state, theoretical inspirations, pedagogical approach, educational topics, approach to student research, and outcomes. Among these thematic areas, we find that student-centered research on competing forms of production is an integral way to advance critical consciousness about the food system and the political potential of agroecological alternatives. However, what counts, as success in these programs, is highly case-dependent. For engaged scholars committed to advancing education for food sovereignty, it is essential to reflect upon the lessons learned and challenges faced by these movements. (shrink)

Semiotics is the study of signs addressing their action, usage, communication and signification. Edusemiotics—educational semiotics—is a recently developed direction in educational theory that takes semiotics as its foundational philosophy and explores the philosophical specifics of semiotics in educational contexts. As a novel theoretical field of inquiry, it is complemented by research known under the banner ‘semiotics in education’, which is largely an applied enterprise. In this respect edusemiotics is a new conceptual framework for both theoretical and empirical studies. Edusemiotics has (...) also been given the status of being a new branch of theoretical semiotics and it was launched as such at the 12th World Congress of the International Association for Semiotic Studies in September 2014 at the New Bulgarian University in Sofia. The article presents ‘semiosis’ as the action of signs across culture AND nature and posits ‘learning’ in terms of developing semiotic consciousness and semiotic competence. Semiosis is a process and as such it defies the Cartesian philosophy of substance-dualism that still informs the culture of education. The paper focuses specifically on university education permeated by disciplinary boundaries and the fragmentation of knowledge grounded in objective science inherited from modernity. Where is semiotics as the science of signs in the context of academic culture? The authors conclude by affirming the transdisciplinary character of semiotics and edusemiotics and specify the distinctive focal points of transdisciplinary knowledge afforded by edusemiotics. (shrink)

This comprehensive record of Krishnamurti's teachings is an excellent, wide-ranging introduction to the great philosopher's thought. With among others, Jacob Needleman, Alain Naude, and Swami Venkatasananda, Krishnamurti examines such issues as the role of the teacher and tradition the need for awareness of ‘cosmic consciousness the problem of good and evil and traditional Vedanta methods of help for different levels of seekers.

In his classic work, _Wholeness and the Implicate Order_, David Bohm develops a theory of quantum physics which treats the totality of existence, including matter and consciousness, as an unbroken whole. David Bohm presents a rational and scientific theory which explains cosmology and the nature of reality; written clearly, and without the use of technical jargon, it is essential reading for those interested in physics, philosophy, psychology and the connection between consciousness and matter. David Bohm was one (...) of the foremost scientific thinkers and distinguished theoretical physicists of his generation. His best-known works include: _Quantum Theory_,_Causality and Chance in Modern Physics_ and _The Undivided Universe_. (shrink)

The recent upsurge of interest, political and professional, in the notion of spiritual education would appear to have been accompanied by no greater clarity in our understanding of teaching, learning and development in the spiritual domain; indeed, most official and other literature on the spiritual aspects of schooling seems blissfully unaware of much need for rigorous analysis regarding a domain of usage which licenses different and not clearly consistent conceptions of spiritual experience and enquiry. While attempting to give more precise (...) expression to these competing views, this paper proceeds to argue for the greater coherence of one particular conception over its likely rivals. (shrink)

By means of a series of exchanges, Krishnamurti helps his audience to explore matters like the origin and roots of thought, the limits of consciousness, the nature of pleasure and joy, personal relationships, and meditation, all of which revolve around the central issues of the search for self-knowledge. The Impossible Question reveals the unique approach of a profound thinker and teacher; it will prove invaluable to those who wish to gain insight into his philosophy or into themselves.

The recent upsurge of interest, political and professional, in the notion of spiritual education would appear to have been accompanied by no greater clarity in our understanding of teaching, learning and development in the spiritual domain; indeed, most official and other literature on the spiritual aspects of schooling seems blissfully unaware of much need for rigorous analysis regarding a domain of usage which licenses different and not clearly consistent conceptions of spiritual experience and enquiry. While attempting to give more precise (...) expression to these competing views, this paper proceeds to argue for the greater coherence of one particular conception over its likely rivals. (shrink)

This article suggests that the notion of an educational ‘trading zone’ is an analytically helpful way of describing a space in which ideas about learning and teaching are shared within and between disciplines. Drawing on our knowledge of anthropology and the Humanities, we suggest three possible reasons for the limited development of such zones within academia in the UK and US. The first is the relatively low status of education as a discipline, and its perceived dependence on individualist theories of (...) learning drawn from psychology. The second is that disciplinary pedagogies are often deeply embedded in academic identity and practice, making engaging with an educational ‘trading zone’ an epistemologically unfamiliar habit. A final, and more overtly political, reason is the strategic resistance of many faculty members to engaging with the new visions of teaching ‘professionalism’ offered by ‘faculty development’ and ‘training’ units within universities. We end by exploring whether the emerging debate around the ‘scholarship of teaching and learning’ might circumvent some of these barriers. (shrink)

This paper examines the way in which paleontologists used “popular books” to call for a broader “expanded synthesis” of evolutionary biology. Beginning in the 1970s, a group of influential paleontologists, including Stephen Jay Gould, Niles Eldredge, David Raup, Steven Stanley, and others, aggressively promoted a new theoretical, evolutionary approach to the fossil record as an important revision of the existing synthetic view of Darwinism. This work had a transformative effect within the discipline of paleontology. However, by the 1980s, paleontologists (...) began making their case to a wider audience, both within evolutionary biology, and to the general public. Many of their books—for example, Eldredge’s provocatively-titled Unfinished Synthesis—explicitly argued that the received synthetic view of Darwinian evolution was incomplete, and that paleontological contributions such as punctuated equilibria, the hierarchical model of macroevolution, and the study of mass extinction dynamics offered a substantial corrective to evolutionary theory. This paper argues that books—far from being “mere popularizations” of scientific ideas—played an important role in disciplinary debates surrounding evolutionary theory during the 1980s, and in particular that paleontologists like Gould and Eldredge self-consciously adopted the book format because of the importance of that genre in the history of evolutionary biology. (shrink)

A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model and (...) thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ?goods? (shrink)

The quantum theory of de Broglie and Bohm solves the measurement problem, but the hypothetical corpuscles play no role in the argument. The solution finds a more natural home in the Everett interpretation.

The purpose of this article is to show the waysin which education can be centered on the bodyas the subject of experience, rather thanas an object or an absent entity. Pedagogicalpractices that emphasize a conscious awarenessof embodiment provide opportunities forstudents to learn in a holistic manner. Sincethe body is the way in which we experience theworld, mediating all processes of learning, allexperience is therefore embodied (Levin, 1985). Recognizing the body as subject of being ratherthan as object acknowledges that beneath (...) theattempts to separate aspects of our being,which often occurs in educational settings,there exists an underlying, unified being thatis not subject to separation (Welton, 1998). (shrink)

There is a general tension between the individualised nature of current assessment practices in higher education and a collaborative approach to learning. This results in many dilemmas for educators as they try to balance academic integrity concerns and student preferences with social or collaborative assessment practices, including peer assessment, group assignments and direct assessment of teamwork or collaboration. This paper argues that focussing on singular assessment tasks or experiences tends to lead to marginal effects. Rather, we suggest that the collaborative (...) must be normalised within course structures: experiences of groupwork, peer learning and other forms of working with others should be commonplace and expected. We look to curricula to provide students with assessable tasks from many rich collaborative experiences, avoid issues of perceived and actual inequity and allow for risk and possible failure. We suggest that grading as presently enacted inhibits collaborative processes and that trust needs to be recognised as central and core to collaborative approaches. The challenges of assessing social and collaborative learning require holistic course wide attention that communicates to both students and colleagues that learning necessarily goes beyond the individual. (shrink)

There are few scientists of the twentieth century whose life's work has created more excitement and controversy than that of physicist David Bohm (1917-1992). Exploring the philosophical implication of both physics and consciousness, Bohm's penchant for questioning scientific and social orthodoxy was the expression of a rare and maverick intelligence. For Bohm, the world of matter and the experience of consciousness were two aspects of a more fundamental process he called the implicate order. Without a working sensibility of what (...) this implicate order might be, our conceptions of the various threads of Bohm's work--whether in quantum theory or social dialogue remain incomplete. But with an enhanced understanding of such an order, the wholeness of Bohm's work becomes apparent and accessible. For the first time in a single volume, The Essential David Bohm offers a comprehensive overview of Bohm's original works from a non-technical perspective. Including three chapters of previously unpublished material, each reading has been selected to highlight some aspect of the implicate order process, and to provide an introduction to one of the most provocative thinkers of our time. (shrink)