The work of creating the future is being done now ─ and much of it is unsustainable in terms of natural and cultural resources. How will the next generation of leadership for environmental sustainability be raised up? Can we imagine sustainable futures, and can we enable transformative leadership to help us realize them? How can we best ensure that the several generations share their particular knowledge? What are the ethical frameworks, methodologies, curricula, and tools necessary for advancing and strengthening education (...) for intergenerational sustainability learning and leadership? In this book, 82 authors from 26 countries across 6 continents seek answers in 32 essays to the many questions related to the intergenerational collaboration that holds promise for creating sustainable futures. The authors themselves represent a diversity of geography, gender, and generation ─ and include the institutions comprising the emerging International Intergenerational Net-work of Centers. They speak to key principles, perspectives, and praxes at the intersection of intergenerational learning and transformative leadership in the context of education for sustainability. A visionary tour de force, this book explores the challenges and complexities of future learning models beyond the UN Decade of Education for Sustainable Development. It provides a timely discourse encompassing intergenerational and cultural dimensions, including ethics. Contributors articulate a deeper understanding of leadership in the post-Enlightenment era. Chapters in the book offer examples cutting across a diverse range of experiences worldwide, making this volume not only refreshing for practitioners, but also invaluable to policy-makers. ─ Dzulkifli Abdul Razak President, International Association of Universities Former Vice-Chancellor, Universiti Sains Malaysia These are critical times for the global community. Big issues are on the table: security, climate change, environmental destabilization, disease, hunger, and others. Actions we take today must embrace lessons from the past, present realities, and the rights and interests of future generations. Indeed, intergenerational learning is vital to education for sustainable development. This book makes a very timely and urgent call, challenging our traditional learning approaches and inviting us to dig deeper, stretch our minds wider, and see farther. ─ Akpezi Ogbuigwe Former Head of Environmental Education and Training, United Nations Environment Programme Executive Chairperson, Anpez Center for Environment and Development, Port Harcourt, Nigeria Achieving sustainable development requires generations, young and old, to engage with and learn from each other, and for leadership to embrace change. That is one of the key messages of this remarkable book. I wish I had this book when I took up the leadership role of my university two decades ago. I wish I could have given this book to my sons as they started their university education. ─ Goolam Mohamedbhai Former Secretary-General, Association of African Universities Honorary President, International Association of Universities. (shrink)

Traditional teaching pedagogy has the young learning from the old. To improve learning in a business environment, generational differences have been identified as being potential barriers between people. There is a growing realisation that technology can be used to bridge the gap between young and old using reverse mentoring. Moving beyond the confines of using reverse intergenerational learning as a tool for only learning new IT has not yet gained general acceptance in the wider business (...) environment. Surely this represents a missed opportunity. (shrink)

The theoretical framework of the study is represented by two concepts: intergenerational learning and professional development. Quantitative research conducted in 2021 on a sample of 108 preschool teachers of preschool institutions in the Banja Luka region aimed to examine the perspective of preschool taechers on the factors of intergenerational learning important for their own professional development. Using factor analysis, three factors of intergenerational learning were singled out from the perspective of preschool teachers, and they (...) are: professional cooperation and personal growth; inclusion of the elderly in educational work and humanities education; prejudices and stereotypes. The findings indicate that preschool teachers strongly recognize intergenerational learning in the context of personal growth, work and career, but also notice the humane and inclusive nature of intergenerational cooperation, while not prone to intergenerational stereotypes and prejudices against colleagues from other generations, and that encouraging professional cooperation, and the promotion and support of the inclusion of the elderly can contribute to the reduction of intergenerational conflicts and prejudices. Teorijski okvir studije predstavljaju dva koncepta: međugeneracijko učenje i profesionalno usavršavanje. Kvantitativno istraživanje provedeno 2021. godine na uzorku od 108 odgojitelja predškolskih ustanova banjolučke regije imalo je za cilj ispitati perspektivu odgojitelja o čimbenicima međugeneracijskog učenja važnima za vlastito profesionalno usavršavanje. Korištenjem faktorske analize izdvojena su tri čimbenika međugeneracijskog učenja iz perspektive odgojitelja i to su: profesionalna suradnja i osobni rast; inkluzija starijih u odgojno obrazovni rad i humanističko obrazovanje; predrasude i stereotipi. Nalazi ukazuju na to da odgojitelji naglašeno prepoznaju međugeneracijsko učenje u kontekstu osobnoga rasta, rada i karijere, ali također uočavaju i human i inkluzivni karakter međugeneracijske suradnje, dok nisu skloni međugeneracijskim stereotipima i predrasudama prema kolegama iz drugih generacija. Poticanje profesionalne suradnje te promicanje i potpora inkluziji starijih mogu pridonijeti smanjenju međugeneracijskih sukoba i predrasuda. (shrink)

Much research has focused on intergenerational learning. However, its patterns and processes have rarely been explored. Therefore, this study aimed to develop a coding scheme for intergenerational learning, and to explore the patterns of collaborative communication emerging in the context of intergenerational learning. A total of 16 individuals participated in the study. Participants were invited to design digital games with their intergenerational team members. Of all the interactions, two sets of collaborative interactions were (...) coded and analyzed. The findings revealed that the coding scheme for intergenerational learning was developed with high inter-rater reliability for three sub-systems: power process, communication skills, and responses to bids. Additionally, although the patterns of collaborative communication showed a balance of power during the task involving the collection of game elements, younger learners dominated during the task of completing the game prototype. (shrink)

Teorijski okvir studije predstavljaju dva koncepta: međugeneracijko učenje i profesionalno usavršavanje. Kvantitativno istraživanje provedeno 2021. godine na uzorku od 108 odgojitelja predškolskih ustanova banjolučke regije imalo je za cilj ispitati perspektivu odgojitelja o čimbenicima međugeneracijskog učenja važnima za vlastito profesionalno usavršavanje. Korištenjem faktorske analize izdvojena su tri čimbenika međugeneracijskog učenja iz perspektive odgojitelja i to su: profesionalna suradnja i osobni rast; inkluzija starijih u odgojno obrazovni rad i humanističko obrazovanje; predrasude i stereotipi. Nalazi ukazuju na to da odgojitelji naglašeno prepoznaju (...) međugeneracijsko učenje u kontekstu osobnoga rasta, rada i karijere, ali također uočavaju i human i inkluzivni karakter međugeneracijske suradnje, dok nisu skloni međugeneracijskim stereotipima i predrasudama prema kolegama iz drugih generacija. Poticanje profesionalne suradnje te promicanje i potpora inkluziji starijih mogu pridonijeti smanjenju međugeneracijskih sukoba i predrasuda. (shrink)

Decolonization requires critical attention to settler logics that reinforce settler-colonialism, yet settler communities, as a rule, operate without a collective sense of identity and history. This article, provoked by Māori protocols of encounter, explores the necessity of developing a sense of collective identity as precursor to meeting in settler-Indigenous politics. It argues that the ability, desire, and experience of being unmarked as a social group—apparent in paradigmatic approaches to engaging social difference in settler communities—is at the heart of the particularity (...) of settler group identity and also stands at the heart of countless failures to meet in settler-Indigenous politics. This essay thus seeks to mark the particular ground of this unmarkedness of settler identity in Western philosophies that set being unmarked as both ontology and ideal; the dominance of settler communities in places of settlement; and the willful forgetting of the colonial histories brought about by such dominance. (shrink)

Seriously engaging with the needs, hardships, and aspirations of future generations is an emotional experience as much as an intellectual endeavor. In this essay we describe a guided visualization exercise used to overcome the emotional barriers that often prevent us from dealing effectively with intergenerational decisions. The meditation and dreaming technique was applied to a diverse group of researchers who engaged in a visualized encounter with future generations. Following the exercise, we concluded that a serious analysis of intergenerational (...) conflict requires us to confront our own mortality. Also, somewhat surprisingly to workshop participants, our desire to become stewards of the planet was driven by our fear of death as well as our egoist yearning for immortality. We posit that imagining the unknown with visioning practices might increase our emotional resilience, and hence improve our ability to confront the burdens of intergenerational responsibility. (shrink)

This article interlaces the story ‘Comfort’ by Alice Munro with Hannah Arendt’s understanding of education as intergenerational passing on. Its principal aim is not to criticise Arendt or the fictional character of Lewis but to work with them towards a richer and more complex understanding of what can go wrong in education in general and teaching in particular. For this purpose, the article does not start from a theoretical framework but from the concrete aesthetic artifact – the story – (...) itself. The departing question is: What can we learn from the literary description for our theoretical understanding of the intergenerational in educational relations? (shrink)

This intervention study explored the effects of a newly developed intergenerational encounter program on cross-generational age stereotyping. Based on a biographical-narrative approach, participants were invited to share ideas about existential questions of life. Therefore, the dyadic Life Story Interview had been translated into a group format, consisting of 10 90-min sessions. Analyses verified that LSEP participants of both generations showed more favorable CGAS immediately after, but also 3 months after the program end. Such change in CGAS was absent in (...) a control group. The LSEP-driven short- and long-term effects on CGAS could be partially explained by two program benefits, the feeling of comfort with and the experience of learning from the other generation. (shrink)

One of the few certainties we have about our collective future is that it will require a massive amount of learning, by just about everybody, everywhere. The time for generating as many creative and collaborative knowledge builders has come. Therefore, improving the efficiency of learning could very well become a key leverage point for successfully meeting the challenges of the twenty-first century. This paper explores the possibilities of using mutual learning as a systemic means to improve (...) class='Hi'>learning efficiencies. This is measured through three different metrics: (1) the time required to learn, (2) the quantity of learning that is retained over time, and (3) the leveraging of the cost of scholarships through the use of a complementary currency designed to track and encourage mutual learning. In all three metrics, mutual learning is shown as an important approach to increase the effectiveness of learning and, at the very least, can be an adjunct to the conventional educational methods. Mutual learning could apply not only to learning among peers, but also to social, intergenerational, or intercultural mutual learning. (shrink)

In recent years, a new scholarly gaze has been cast on four women‒Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch‒who have come to be known as the ‘Wartime Quartet’. During the postwar period, when women were still scarce in the discipline, these four flourished as philosophers. New details about their wartime education give us materials to reflect on what enabled them to develop their unique philosophical voices. Their work dispels widespread philosophical dogmas, especially scientistic interpretations of naturalism that exclude (...) value from the fabric of reality. Through their attention to the details of ordinary life, they avoid flattening the complexities of moral learning, especially where this involves navigating intergenerational differences. The articles in this Suite look to the Wartime Quartet's writings and learning conditions to show that, far from being of purely historical interest, they shed fresh light on the aims and challenges of moral education and offer a critical perspective on current pedagogical practices‒particularly in the teaching of philosophy. (shrink)

How do engineering educators adequately and richly introduce to young engineers the perplexing ethical issues associated with the development of new technologies? Robotics, nanotechnology, cloning, cyberintelligence, and genetic engineering, for example, each hold the potential to radically alter the fundamental nature of human life. Senior citizens in our society have a lifetime of experience adopting new technologies into their lives. Through an intergenerational dialogue, undergraduate engineers can come to appreciate and understand what technological change can really mean, both in (...) practical and ethical terms. This article explores the use of intergenerational dialogue as a learning tool, with a focus on the experience of students enrolled in a required engineering ethics course. Reactions and thoughts recounted in this article from both undergraduate engineers and senior citizens signify the immeasurable educational value of intergenerational exploration and its effectiveness in examining the ethical questions connected to the development of new technologies. (shrink)

How does cultural knowledge shape the development of human minds and, conversely, what kind of species-specific social-cognitive mechanisms have evolved to support the intergenerational reproduction of cultural knowledge? We critically examine current theories proposing a human-specific drive to identify with and imitate conspecifics as the evolutionary mechanism underlying cultural learning. We summarize new data demonstrating the selective interpretive nature of imitative learning in 14-month-olds and argue that the predictive scope of existing imitative learning models is either (...) too broad or too narrow to account for these findings. We outline our alternative theory of a human-specific adaptation for ‘pedagogy’, a communicative system of mutual design specialized for the fast and efficient transfer of new and relevant cultural knowledge from knowledgeable to ignorant conspecifics. We show the central role that innately specified ostensive-communicative triggering cues and learner-directed manner of knowledge manifestations play in constraining and guiding selective imitation of relevant cultural knowledge that is both new and cognitively opaque to the naive learner. (shrink)

In an effort to build interest in the two-year old service learning center and to fulfill its mission to integrate academic life with service in thoughtful and relevant ways, a competition was held to award developmental grants to faculty to create innovative courses incorporating service learning. The winning proposal from the business school used a business ethics course as the vehicle for formally introducing service into the business curriculum. This paper will tell the story of the intended and (...) unintended consequences of building collaboration on several levels: between generations, between college and community, between faculty and college resources, between student teams, and between theory and practice. (shrink)

Liz JacksonEducation University of Hong KongGiven how important textbooks continue to be in education, how textbooks are read for learning and research remains poorly understood. As Michael Apple n...

In this paper I outline how Poetic Inquiry can serve to help learners develop a closer relationship with the places that they live. An eco-hermeneutic investigation of language helps writers to develop a closer relationship with the places that they live by finding language to describe the plants and animals that grow there. I consider how a deep analysis of language can inspire learners to pay closer attention to local environments and seasonal shifts. A close analysis of being part of (...) the process of collecting and growing food becomes a place where the sharing of intergenerational knowledge is fostered. The sharing of stories also contributes to a deepening of awareness of climate change. By investigating and expanding language to describe experiences within the nearby nature of local places, learners consider how stories of place can also help them uncover and expand their understandings about the Earth. (shrink)

Family-focused community education implies a relational pedagogy, whereby people of different ages and experiences, including children, engage interdependently in the education of selves and others. Educational projects grow out of lived experiences and relationships, evolving in dynamic conditions of community self-organisation and self-expression, however partial and approximate, as opposed to habitual and repetitive actions. In developing educational activities through radical listening, community educators aim to reflect the character of the neighbourhood and build on local knowledge and expertise. The paper reports (...) on ways in which one community school invited, encouraged and supported children as co-educators through projects that promoted collaborative leadership and unfolded, rather than being delivered through planned and scripted lessons. These were creative projects of cultural significance, characterised by attentive listening and aiming to promote intergenerational conversation. Through such transformative projects children emerged as educators by acting as catalysts of change, as cultural producers and as conversationalists, as did their parents and other members of the school community. The paper concludes that community co-education ideas should be re-visited to breathe new life into educational and social actions today. (shrink)

This article uses an account of dwelling to interrogate the concept of curriculum making. Tim Ingold’s use of dwelling to understand culture is productive here because of his implicit and explicit interest in intergenerational learning. His account of dwelling rests on a foundational ontological claim—that mental construction and representation are not the basis upon which we live in the world—which is very challenging for the kinds of curriculum making with which many educators are now familiar. It undermines assumptions (...) of propositional knowledge and of the use of mental schemas to communicate and share. At the level of critique, then, dwelling destabilizes contemporary ideas of curriculum as textual, pre-specified content for transmission or pre-defined objectives or standardized activity. The positive claims of dwelling are equally challenging, for these are that the world is a domain of relational entanglement in which an organism can be no more than a point of growth for an emergent ‘environment’, and meaning only inheres in these relations. The paper articulates how differentiation (of learner, salient meanings, knowledge, skill and place) are possible in such an ontology, and how curriculum making can be understood from this perspective as being the remaking of relationships between these. (shrink)

This Special Issue has presented a series of conversational interviews with editors of leading journals in the field of philosophy of education. This concluding article synthesises the interviews and reflects on what this project offers to early career researchers including the interviewer-authors in this issue. The contributing writers are interested in their own prospects, as well as those of the field of philosophy of education, and indeed education, and society more generally, in the context of the turbulent changes currently remodelling (...) academic lives and institutions. This has been an inspiring project to work on, producing these six interviews, on which this conclusion and special issue is based: ; _Shaping the agenda of the global civil society: an interview with Michael Peters_, by Richard Heraud and Marek Tesar. ; _Publishing and intergenerational learning in philosophy of education: an interview with Paul Smeyers, _ by Daniella J. Forster. ; _Insights from an editor’s journey: an interview with Gert Biesta, _ by Christoph Teschers. ; _Writing in the margins: an interview with Bob Davis, _ by Kirsten Locke. ; _Emerging perspectives on editorial ethics: an interview with Chris Higgins, _ by Liz Jackson. ; _The long arc of knowledge: an interview with Nicholas Burbules, _ by Georgina Stewart. Most of the Editors commented on the large amount of work involved in editing a journal: a demanding, time-consuming, but very rewarding and satisfying job. Paul Smeyers spoke of taking on the role after being approached by the publisher, when he realised there were few alternative candidates. Gert Biesta spoke of being curious to find out about the process of publishing from the inside, as well as regarding it as an honour to be asked, and being motivated by a wish to help the field. Michael Peters said his editing philosophy includes helping academics to realise that editing and publishing are related to having control over one’s own ideas: more political and philosophical than simply the technical tasks of proofreading and editing. All the Editors are motivated by a wish to improve the field, and ultimately society. An editor clearly needs to read a great deal: some of the Editors spoke about reading everything submitted, and everything published in the journal; or of having read thousands of papers in their time as editor; and the daunting commitment of time involved—about half a day per paper, or more. Several Editors spoke about the impact of the job on their own research output: one view being that the sheer time involved in editing a journal is detrimental to being an active researcher. Conversely, reading the work of so many other scholars can provide an editor with more motivation to write, while having limited writing time available encourages more decisiveness, and less perfectionism. Journals and editors need to understand their consumers: who reads what, how and when. In recent decades, reading practices have undergone a major change from paper-based to screen-based, and some of the Editors speculated that paper-based journals will soon disappear entirely. The change to reading digitally is the latest in a series of historical iterations of how the disciplines of reading interact with the mediating technologies, with each change integrating new forms while retaining what is best in their heritage. Reading, and hence also writing, played an important part in the eighteenth-century European development of human rights and the concept of equality, through widespread readership of seminal texts. The contemporary situation, in which everything can be freely read, redefines the relationship of the reader to the author, whereby reading and writing constitute a form of creative labour on the self, involving self-transformation, self-recognition, and the kinds of links that are possible between people in a digital world. (shrink)

In this paper, I investigate whether there are nonreligious, epistemic reasons that could justify consulting religious traditions. In this way, I supplement the ongoing debate on the value of tradition, which has focused mostly on practical values for maintaining traditions, with an examination of epistemic reasons for consulting traditions. To do so, I focus on the problem-solving aspect of religious traditions and their epistemic resources. I discuss whether consulting traditions of religious wisdom, religious practical knowledge, religious institutions, or religious rationalities (...) can be justified based on their continuous transmission, the test of time, an intergenerational learning process, or moral enquiry. (shrink)

Exosomatic memory is a crucial phase in the evolution of humanity because it enables learning to take place across groups and generations rather than exclusively through lived experience or one on one transmission. Exosomatic memory is the attribution of knowledge to objects, such as art or writing, which allows epistemology to be transmitted beyond the individual to subsequent generations of people. Exosomatic memory is the key to the transmission of culture and knowledge, beyond the individual who learns exclusively from (...) personal experience. This places technologies such as writing and art in a key position for the education of culture and knowledge. Stiegler develops these ideas, following Martin Heidegger, Leroi-Gourhan and Derrida from the Palaeolithic to the contemporary.Maori use of natural objects as exosomatic transmission of intergenerational learning exceeds the technological enframing of modernity outlined by Heidegger. For indigenous peoples, exosomatic memory is cultural, technological and ecological.Stiegler argues that the impact of cybernetics on knowledge production is accelerating the technological enframing of knowledge (2018). Consequently, information technologies are leaving the human mind behind, in passive receptivity rather than dynamic creativity. The prefrontal cortex is slower than the internet, exacerbating a widening lag in active understanding, in favour of passive absorption. Alienation and epistemological entropy are trapping us in climate change and the anthropocentric Capitalocene. Maori insight may cut the Gordian knot and sidestep the alienation and determinism of technological modernity. (shrink)

This volume-"Selected Contemporary Challenges of Aging Policy"-is the most international of all published monographs from the series "Czech-Polish-Slovak Studies in Andragogy and Social Gerontology." Among the scholars trying to grasp the nuances and trends of social policy, there are diverse perspectives, resulting not only from the extensive knowledge of the authors on the systematic approach to the issue of supporting older people but also from the grounds of the represented social gerontology schools. In the texts of Volume VII interesting are (...) both distinct and coherent elements presenting the role of local, regional and global policies in the prism of the countries from which the authors originate: the Czech Republic, Slovenia, Lithuania, Latvia, Poland, Slovakia, Italy, Turkey, and the United States. The chapters show a wealth of methodological approaches to the perception of social policy and its tools. In the texts there are issues related to the idea of active ageing, discrimination against older people in the workplace, comparability of solutions friendly to employment of older adults in the Czech Republic, Poland, and Slovakia as well as focused on the importance of educational forms determining an active life in old age. This monograph also attempted to answer the question regarding how to transfer the idea of intergenerational learning into the realm of practice. This issue complements the chapter on the implementation of intergenerational programs in institutions providing long-term care support. The book also outlines a public policy on ageing in the perspective of the changes over the last few decades and the case demonstrating solutions to accelerate self-reliance as a key to active ageing. We hope that seventh volume of our series will be an intellectual stimulus for further international research on change in social policy and will contribute to the dissemination of best practices as well as contribute to positive social change. (shrink)

According to the received view of evolution, only genes are inherited. From this view it follows that only genetically-caused phenotypic variation is selectable and, thereby, that all selection is at bottom genetic selection. This paper argues that the received view is wrong. In many species, there are intergenerationally-stable phenotypic differences due to environmental differences. Natural selection can act on these nongenetically-caused phenotypic differences in the same way it acts on genetically-caused phenotypic differences. Some selection is at bottom nongenetic selection. The (...) argument against the received view involves a reformulation of the concepts of inheritance and heritability. Inherited factors are all those developmental factors responsible for parent–offspring similarity; some inherited factors are genetic and some are not. Heritable variation is intergenerationally-stable phenotypic variation; some such variation is genetically-caused and some is not. The received view and its critics The possibility of nongenetic selection (the lucky butterfly) The reality of nongenetic selection 3.1 Imprinting mechanisms 3.2 Other learning mechanisms 3.3 Other nongenetic mechanisms Genetic and nongenetic inheritance mechanisms Genetic and nongenetic inherited factors Genetic and nongenetic heritability Conclusions + Current address: Dr Matteo Mameli, Research Fellow, King's College, Cambridge, CB2 1ST, United Kingdom, matteo.mameli{at}kings.cam.ac.uk' + u + '@' + d + ''//-->. (shrink)

In this paper, we offer a childist reading of school strikes for climate in an overheated world. We argue that school strikes can be understood as offering a dynamic counterweight to formal education, by providing opportunities for children to self-educate, and for others, especially adults, to learn from them. We suggest that taking school strikes seriously as sites of political appearance—which highlight interdependencies and vulnerabilities in the face of crises in Anthropocene neoliberalism requires rethinking the boundaries of democratic participation and (...) education. In particular, we highlight that school strikes for climate serve as an invitation for adults to let children contribute to their own ongoing formation. A childist philosophical attitude that emphasises mutual teaching—i.e. the adult capacity to see and hear what children show and say—can expand through an engagement with, rather than against school strikes. Children’s political appearance on streets to influence political priorities from an intergenerational global justice point of view is a gift for adults and adultist structures. It is a passage to grasp deep interdependence and to assume appropriate responsibility. If ‘education’ is a beacon of hope in times of overheated despair, then the hope is in educational philosophies that have room for mutual teaching. The philosophical assumption that it is adults who must always, and necessarily, teach children to prepare them for a better future would have to be discarded. (shrink)

In this article, I present a substantive proposal about the timing and nature of the final stage of the evolution of full human language, the transition from so-called “protolanguage” to language, and on the origins of a simple protolanguage with structure and displaced reference; a proposal that depends on the idea that the initial expansion of communicative powers in our lineage involved a much expanded role for gesture and mime. But though it defends a substantive proposal, the article also defends (...) and illustrates a methodological proposal too. I argue that language is a special case of a more general phenomenon—cumulative cultural evolution—and while we rarely have direct information about communication, we have more direct information about the cumulative cultural evolution of technical skill, ecological strategies, and social complexity. These same factors also enable us to make a reasonable estimate of the intergenerational social learning capacities of these communities and of the communicative demands these communities face. For example, we can, at least tentatively, identify forms of cooperation that are stable only if third party information is transmitted widely, cheaply, and accurately. So we can use these more direct markers of information accumulation to locate, in broad terms, the period in our evolutionary history during which we became lingual. (shrink)

Background The American Association of Medical Colleges has called for incorporation of the health humanities into medical education, and many medical schools now offer formal programs or content in this field. However, there is growing recognition among educators that we must expand beyond empathy and wellness and apply the health humanities to questions of social justice – that is, critical health humanities. In this paper we demonstrate how this burgeoning field offers us tools for integrating social justice into medical education, (...) utilizing the frameworks of critical consciousness and structural competency. Practice of health humanities Critical health humanities can be applied at multiple levels of learners, and in a variety of contexts. We are two physician-writers who have developed several educational programs that demonstrate this. We taught a seminar that introduced first-year and second-year undergraduates to concepts such as social determinants of health, intergenerational trauma, intersectionality, resilience, and cross-cultural care through works of fiction, poetry, film, podcasts, stand-up comedy, and more. Through creative projects and empathic reflection, students engaged with the complexities of structural forces that create and maintain health disparities. Medical students in their clinical years can engage in critical health humanities learning experiences as well. We teach several multidisciplinary electives that address social (in)justice in medicine, as well as mentor fourth-year students engaged in independent electives that foster critical awareness around health equity and ethics. Beyond the classroom, we have actively engaged in critical health humanities practices through story slams, literary journal clubs, conference presentations, and Grand Rounds. Through these activities we have included learners at GME and CME levels. These examples also demonstrate how community engagement and multidisciplinary partnerships can contribute to the practice of critical health humanities. Conclusion In this paper, we explore the growing field of critical health humanities and its potential for teaching health equity through narrative practices. We provide concrete examples of educational activities that incorporate critical consciousness and structural competency – frameworks we have found useful for conceptualizing critical health humanities as a pedagogical practice. We also discuss the strengths and challenges of this work and suggest future directions. (shrink)

Philosophy, Socrates declared, is the art of dying. This book underscores that it is also the art of learning to live and share the earth with those who have come before us. Burial, with its surrounding rituals, is the most ancient documented cultural-symbolic practice: all humans have developed techniques of caring for and communicating with the dead. The premise of Being with the Dead is that we can explore our lives with the dead as a cross-cultural existential a priori (...) out of which the basic forms of historical consciousness emerge. Care for the dead is not just about the symbolic handling of mortal remains; it also points to a necropolitics, the social bond between the dead and living that holds societies together—a shared space or polis where the dead are maintained among the living. Moving from mortuary rituals to literary representations, from the problem of ancestrality to technologies of survival and intergenerational communication, Hans Ruin explores the epistemological, ethical, and ontological dimensions of what it means to be with the dead. His phenomenological approach to key sources in a range of fields gives us a new perspective on the human sciences as a whole. (shrink)

Recent work on enculturation suggests that our cognitive capacities are significantly transformed in the course of the scaffolded acquisition of cognitive practices such as reading and writing. Phylogenetically, enculturation is the result of the co-evolution of human organisms and their socio-culturally structured cognitive niche. It is rendered possible by evolved cerebral and extra-cerebral bodily learning mechanisms that make human organisms apt to acquire culturally inherited cognitive practices. In addition, cultural learning allows for the intergenerational transmission of relevant (...) knowledge and skills. Ontogenetically, enculturation is associated with neural plasticity and the development of new motor routines and action schemas. It relies on scaffolded learning that structures novice-teacher interactions. The acquisition of reading and writing are paradigm examples of enculturation. Based on an empirically informed analysis of the components of enculturation, I will apply the emerging account of enculturated cognition to narrative practices. To date, research on the impact of narratives on the constitution of the self and our understanding of folk psychology has not paid much attention to the question how narratives are influenced by cumulative cultural evolution and our capacity to acquire reading and writing during ontogeny. I will argue that textual narratives, above and beyond oral narratives, provide genuinely new ways of narration. Therefore, the enculturated interaction with textual narratives has the potential to contribute to a better understanding of ourselves and other cognitive agents. (shrink)

English education policy has increasingly focused on the need to intervene in an intergenerational cycle of poverty and low attainment. The accompanying policy discourse has tended to emphasise the impact of family background on educational outcomes. However, as the capacity of parents to secure positive educational outcomes for their children is closely linked to the quality of their own education, low attainment is rather more closely connected to what happens in schools than this focus suggests. Pupils from groups known (...) to be at increased risk of low attainment are also known to be at increased risk of involvement in the disciplinary processes of schools. This paper draws on the findings of a small-scale qualitative study to highlight some of the limitations in the educational provision accessed by Secondary age pupils involved in school exclusion processes. The assumptions and tensions at practice level that underpinned this provision are also discussed. In the conclusion it is argued that a much stronger focus on the learning of these pupils could improve their attainment and contribute to a reduction in social and educational inequalities in the future. (shrink)

In a volume that traverses multiple disciplines, Michael Robbins proposes that the structures of the mind that distinguish us as uniquely human also incline us towards destructive behaviours on a personal and societal level. Psychoanalysis was created by Freud in an effort to understand neurosis and psychosis, the names he gave to individual human destructiveness. His understanding was limited and incorrect because the science of evolution and the disciplines of sociology and cultural anthropology were in their infancy when he formulated (...) his ideas. He did not comprehend that destructiveness is qualitatively different in humans than in other species and he ignored the problem of how biological instincts become mental processes. These limitations left psychoanalysis with one of its most perplexing unsolved problems, the mysterious leap from mind to body. The book explains how neoteny, the prolonged period of post-natal immaturity that distinguishes humans from other animals, requires and enables complex learning from caregivers. It is the knowledge acquired from this learning and its intergenerational transmission that links the biological theory of evolution with the psychosocial theory of psychoanalysis and explains how the human species is unique. The book will be of interest to those who want to learn about how integrating the findings of evolutionary science, primatology, sociology and cultural anthroplogy with the theory of psychoanalysis expands our understanding of what makes humans unique and its implications for the future of our species, and empowers us to influence the destiny of humankind. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Critical Issues in Future Environmental EthicsHolmes Rolston III (bio)1. Sustainable development vs. sustainable biosphere. The question is whether to prioritize development within environmental constraints, or whether to prioritize a sustainable biosphere and work out a suitable economy within that priority. Sustainable development, likely to remain the favored model, is also likely to prove an umbrella concept that requires little but superficial agreement, bringing a constant illusion of [End Page (...) 139] consensus and glossing over deeper problems with a rhetorically engaging word. Everybody co-opts the idea and justifies their desired developments. Sustainability will prove to be a "metafix" that will unite everybody including industrialists, subsistence farmers, fair-wage social workers, riverkeepers, wildlife lovers, economists, and politicians—all of whom wish to have their cake and eat it too.2. In tension with this, a "sustainable biosphere" model demands a baseline quality of environment, with the economy worked out "within" such quality of life in a quality environment (clean air, water, stable soils, attractive residential landscapes, forests, mountains, rivers, rural lands, parks, wildlands, wildlife, renewable resources). Development is desired, but even more, society must learn to live within the carrying capacity of its landscapes. The fundamental flaw in "sustainable development" is that it sees the Earth as a resource only.3. Global warming. Global warming is a threat of the greatest magnitude, involving an unprecedented convergence of complexities, natural and technological uncertainties, global and local interactions, and difficult scientific, ethical, political, and social choices. There are cross-cultural issues, intergenerational issues, distributional issues, concerns about merit, justice, benevolence, and about voluntary and involuntary risk. There is a long lag time from decades to hundreds of years. Surely but gradually, local "goods" cumulate into global "bads". There are opportunities for denial, procrastination, self-deception, hypocrisy, free-riding, cheating, and corruption. Individual and national self-interests are at odds with collective global interests. This is the "tragedy of the commons" now taken at the pitch.4. Biodiversity. Charismatic megafauna is likely to disappear, except in pockets. Conservation plans will increasingly need to incorporate local communities and governments in developing nations which are too unstable (if not corrupt) to insure long-range conservation. Fauna and flora generally are likely to become increasingly depauperate, due to development, pollution, ignorance, and disinterest outside of native-range industrial, medical, and agricultural resource benefits. The planet is likely to become less diverse, warmer, increasingly trashy, and weedy.5. Escalating populations, escalating consumption, maldistribution. [End Page 140] These are three main global problems (drivingfor instance, global warming and depauperate fauna and flora). Global capitalism has no intrinsic capacities to solve these problems. A major problem is that products and capital move freely across national boundaries, but labor cannot, resulting in exploitation of cheaper labor. In addition to the human misfortunes produced by this system, such exploited peoples will progressively degrade their environments. As a result, both rich and poor will jeopardize both sustainability and conservation.6. The "enough" problem. Humans have long been driven by desires to increase security and wealth. Humans have Pleistocene appetites for salt, sugar, fat, sex, and to maximize our short-term security for self and kin, and perhaps tribe. Without such concerns, people did not make it through winter. So humans always want more in order to make us more secure—more pay, bigger houses, better health, more preferences satisfied, more comfort, economic and national security. For all of human history, we have been pushing back limits.7. Especially in the West, we have lived with a deep-seated belief that life will get better, that one should hope for abundance, and work toward obtaining it. In the West we have built this into our concept of human rights—a right to self-development, to self-realization. But such an egalitarian ethic scales everybody up and drives an unsustainable world.8. Humans are not well equipped to deal with the sorts of global level problems we now face. The classical institutions—family, village, tribe, nation, agriculture, industry, law, and medicine—have shorter horizons. Humans have no evolutionary ability to deal with long-range problems on world scales. Many biologists think we are incapable of doing this at the ranges now demanded. A... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Future of Environmental PhilosophyBen A. Minteer (bio)I think we should be deeply concerned about the future of environmental philosophy. It is the most marginalized of the applied ethics fields (which are often marginalized as a whole within traditional philosophy departments) and with few exceptions, it still has not made significant inroads into neighboring territories—including schools of public policy, natural resources/environment, planning, life sciences, and so on. In my (...) opinion, this is partly due to the general ideological pitch of the field and its narrow methodological orientation, at least historically. The neglect of alternative methods of inquiry, especially qualitative and quantitative work in the social sciences, is particularly troubling.Environmental ethics also has an image problem. In my experience, most natural resource professionals, policy scholars, engineers, and life scientists view our field with considerable skepticism, shaking their heads at what they see as arcane debates that do not touch upon the issues and challenges that motivate their own work. Many of our colleagues in the natural and environmental social sciences, for example, have little patience for the kind of metaethical discussions about intrinsic value, moral pluralism, etc., that have captured much of our attention in the past. They do not see what these kinds of arguments contribute to the scientific, policy, and management curricula, or what they add to their graduate students' training, or to their own research proposals. Typically, if a role for an environmental ethicist is recognized in such settings, it is often just to plug a personnel hole in an National Science Foundation proposal or to serve as a third or fourth reader on a graduate studies committee. Environmental ethics is at best an elective pursuit, it is not seen as essential.I'll be the first to admit that I have blood on my hands here (as do all of us, at least to the extent we have spent time and energy on debates over metaphilosophical issues in the field). And, of course, just because our environmental science and policy colleagues often do not see the true value of the field does not mean that it has no value. Still, I worry that the field seems to be falling into the chasm between traditional philosophy departments and environmental science, policy, and management programs. It is frequently deemed too applied and practical by many [End Page 132] philosophy departments, and too esoteric for schools of public policy, life sciences, and so on. This is not a good situation.How can we fix the image problem? Perhaps one approach would be to develop more solid links with our bioethics cousins (both philosophically and institutionally). There is a revealing story here about the different fortunes of bio- and environmental ethics, and I think we might learn from the success of the former. There will be barriers to such an alliance, however, some of which are intellectual (e.g., the rejection of conventional ethical categories and theories by many environmental ethicists is not shared by most bioethicists) while others are institutional (e.g., What practical shape would a "clinical" model of environmental ethics take? What is the market for this service? and so on).Another route would be to provide more organized and systematic attention to emerging, large-scale environmental science and policy issues—climate change, sustainability, poverty alleviation, and biodiversity loss, to name a few—that are (unfortunately, given their seriousness) viewed as "growth areas" in environmental science and policy studies. At my own institution (Arizona State University) we are moving away from an older departmental and disciplinary model to a more integrative institutional form and a transdisciplinary research culture. So, for example, we have a new school of global studies, a new school of sustainability, and so on. These are composed of a range of disciplines cutting across the natural, technical, and social sciences. There is certainly room in these initiatives and programs for a practical and progressive environmental ethics, but it must be conversant in subjects such as intergenerational equity, conservation science, economic valuation, environmental justice, and the normative dimensions of environmental science policy. I think there is an important role for us to play in these sorts of endeavors (which are popping... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:IntroductionLori A. Custodero and Anna NeumannIn this symposium, three scholars present the genesis, meaning, and artfulness of creative work and its realization as aesthetic experience within three educational fields. Lori A. Custodero, working out of music education, provides a perspective emanating from an aesthetic of childhood wonder and playfulness; David T. Hansen, writing out of philosophy of education, discusses how being fully present in the teaching moment leads to (...) meaningful experience; and Anna Neumann, who writes out of the field of higher education studies, represents scholars as engaged in intellectual pursuits, often framed aesthetically, and as struggling to hold on to precious time for creation. Aware of the inherent tensions in learning environments from child care centers to graduate schools, we address ways in which our research has revealed people's sustained pursuit of imagined possibilities, oftentimes amidst perceived impediments.Creative work involves imagining possibilities whereby individuals, alone and together, pose personally relevant questions and pursue fluent pathways of inquiry within the shared meanings of cultural context. At its finest, such work is artful, simultaneously responding to and emanating from immediate circumstance and past experience. It is malleable and vulnerable and compelling, fusing familiar images and surprising perceptions into new "equilibria... stable, even though moving" whereby "changes interlock and sustain one another."1 As scholars and teachers committed to learning, we strive to create and discern meaning between established understandings and emerging ideas and images. As we dance between reception and action, between insight and "onsight,"2 fully attentive to the perceived potentials in our work, we move toward synchrony, experiencing the aesthetic. The realizations that arise from experiences such as these — new or newly reconfigured words, sounds, images, movement, and ideas — express new balances of sense and feeling and, sometimes, beauty. Whether in the shared, artfully expressive vocalizations between the newborn infant and mother or in the scientist's finessing patience with elegant mathematical imagery, creative work invites a drawing together of what we know and what we struggle to know. Over time, the interplay of this work and its realization, [End Page 33] what Dewey refers to as "movement and culmination,"3 creates a momentum that serves to define lives as aesthetic.We have created this symposium as a space for considering the meanings of the aesthetic in lives — from its earliest instantiations in the experiences of infants and young children, to its developed expression in the professional (in this case, intellectual) efforts of adults pursuing scholarly careers, to its representation in teaching as intergenerational fusions of knowledge, learning, and lives. We see the aesthetic as both native and learned; as individually held and formed and felt, and as collectively created and voiced, the product of lives in intersection; as marking bounded moments in time (those instants of compelling "present-ness") and as spreading through years, well beyond bounded present-ness, perhaps as memory. Yet while striving to define the aesthetic in lives, we also strive to understand lives, individually and interactively, as lodgings for the aesthetic, as locations that give shape, form, and voice to beauty and insight, to creativity and learning. As we explore the lives in which the aesthetic finds its home, and within which it forms, we wonder about the extent to which the aesthetic may, in its turn, illuminate the strivings of those lives, including human desires to create, know, learn, understand, sense. We are then collectively concerned with the meanings of the aesthetic in lives and about the lives themselves as "moving spaces" within which the aesthetic can grow.We pursue this theme, centered on the power of the aesthetic to illuminate human lives, out of a realization that current understandings of what it means to be human — and especially what it means to learn and create — have been framed within the rubrics of the social sciences, certainly in productive ways. And yet we suggest that the artful, though powerful in its abilities to voice emotion and beauty, has not been employed as intensively as it might in efforts to understand what it means to create and learn as virtues of human existence, as perhaps the ultimate of human strivings. We hope that these symposium papers will help invigorate such... (shrink)

In 2015 students in South Africa mobilized to decolonize universities and to struggle for free higher education. This article discusses these developments in the context of contemporary theories of remembrance, repression and denial and current debates around decolonization and “talking race” in post-apartheid South Africa. The current South African student movement challenge apartheid legacies and white colonial culture, contending that campuses are still dominated by racist symbolic and economic orders. They argue, “As we learn we need to unlearn and develop (...) new epistemologies.” This article analyses this process as it unfolds and looks at the unfolding intergenerational tensions and discusses how a lack of affirmative labor of remembrance on the side of the white South African population complicates notions of decolonization in relation to a gendered black nationalism. A point of conceptual reference is the 1968 student protest movement in West Germany, which forcefully broke the silence surrounding fascist continuities within the newly democratized institutions that was “unable to mourn” and remember. (shrink)

How does cultural knowledge shape the development of human minds and, conversely, what kind of species-specific social-cognitive mechanisms have evolved to support the intergenerational reproduction of cultural knowledge? We critically examine current theories proposing a human-specific drive to identify with and imitate conspecifics as the evolutionary mechanism underlying cultural learning. We summarize new data demonstrating the selective interpretive nature of imitative learning in 14-month-olds and argue that the predictive scope of existing imitative learning models is either (...) too broad or too narrow to account for these findings. We outline our alternative theory of a human-specific adaptation for ‘pedagogy’, a communicative system of mutual design specialized for the fast and efficient transfer of new and relevant cultural knowledge from knowledgeable to ignorant conspecifics. We show the central role that innately specified ostensive-communicative triggering cues and learner-directed manner of knowledge manifestations play in constraining and guiding selective imitation of relevant cultural knowledge that is both new and cognitively opaque to the naive learner. (shrink)

Many public issues, such as environmental actions, involve a large number of diverse stakeholders such as governments, corporations, organizations, and concerned citizens. Discussions frequently become contentious as the stakeholders defend their potentially conflicting goals with various assumptions, views, and expert testimony. These issues also tend to involve a range of fields. For example, the disposition of nuclear waste includes issues of economics, science, engineering, politics, and intergenerational justice, each with large uncertainties due to dependences on indirect estimations and the (...) long time periods involved. At the same time that these complex issues might increase in number, due to applications of new technologies, tools are being developed on the Internet to enable flexible learning, visualization, collaborative conferencing, distributed computing, and meaning‐based context. These tools might enable improved techniques for debating and discussing these complex issues. A technique that might facilitate orderly discussion of various arguments would include explicit recording and visualization of the evidence, its assumptions and uncertainties, their relationships in constructing the overall argument, and the ways the evidence needs to be generalized to support the argument. A simple argument visualization approach is explored based on a combination of an argument logic framework and techniques for fusing generalized data that are similar to kriging in spatial analysis. This approach is then applied to a recently contested risk analysis of nuclear waste disposition that was debated in a peer‐reviewed journal, involving concerns about uses of data, complex computational models, uncertainty analysis, and expert judgment. The need for wider understanding of such complex issues might be addressed by a convergence of techniques to facilitate greater understanding and the advanced Internet technologies to lower barriers to their adoption. (shrink)

Culture drives cognitive evolution by supporting the transmission and intergenerational accumulation of skills and knowledge, based on social learning and teaching: Later generations benefit from what their predecessors acquired. Taking a metaperspective on those experimental studies that explore the mechanisms underlying cultural transmission, Caldwell discusses their potential for generating valuable insights, their possible limitations, and their generalizability to other species.

This article questions the effectiveness of “engagement teaching” when dealing with controversial subjects by exploring the role of fear in contemporary education about the Holocaust in the United Kingdom. It begins by assessing a governmental report about education and a series of related press reports and chain emails, whose assumption that secondary school teachers are afraid of teaching controversial subjects (in particular the Holocaust) triggered an international scandal about Holocaust education in the UK in April 2007. The author argues that (...) three forms of respectful fear or deference are undermined in Holocaust teaching: epistemological (towards historical knowledge); political (towards curricula); and intergenerational (towards teachers). The article further demonstrates that the object of fear expressed by journalists and the public was not the Holocaust itself, but the reversal of deferential relations between teachers and pupils in the school classroom and the supposition that we may not learn from history. Whereas history education is held up by policy-makers as a safeguard of social stability and of the transmission of values, the application of “engagement teaching” to controversial subjects may in fact undermine the authority of historical education and the enlightenment principles on which it is founded. (shrink)

IntroductionWith the normalization of COVID-19 prevention and control, a large number of intergenerational audiences with different cognition preferences and value orientations have started to pour into non-acquaintance virtual communities to address their social needs by disclosing their own thoughts, feelings and experiences toward certain topics. To avoid the negative impacts of self-disclosure, this study introduced the concept of social integration into cyber society among non-acquaintance VCs, such as the topic-based VCs. Our theoretical model considers both the psychological antecedents and (...) consequences of VC audiences’ social integration and our findings have implications for public online social life. Moreover, this research could play a guiding role in improving VC audiences’ social integration status in future online learning and telecommuting scenarios.MethodTo assess the theoretical model constructed in this manuscript, we conducted an online survey in two different topic-based VCs among Microblog and yielded 472 useable responses from intergenerational audiences, among which 28.81% were born before 1985, 26.67% were born from 1985 to 1995, and 48.52% were born after 1995. Our sample consisted of 208 individuals from Health Regimen VC and 264 individuals from Star Chasing VC, 200 were men and 272 were women.ResultsOur structural equation model indicated that individuals’ self-disclosure in topic-based VCs might not directly guide them to acquire social integration. However, intimacy and cognitive communion derived from VC audiences’ self-disclosure might not only enhance their social integration, but also improve their psychological well-being. In addition, VC audiences’ social integration mediated the relationship between intimacy and psychological well-being, and the relationship between cognitive communion and psychological well-being. Moreover, VC audiences’ intimacy was found to have a direct influence on their cognitive communion.ConclusionIn the context of topic-based VCs, audiences’ self-disclosure could significantly foster their intimacy and cognitive communion with others, and both intimacy and cognitive communion are conductive to VC audiences’ social integration. Thus, audiences in topic-based VCs who wish to improve their psychological well-being need to disclose themselves and build corresponding psychological foundations to enhance their social integration. Meanwhile, topic-based VCs should pay attention to the cultivation of intimacy and cognitive communion among audiences while encouraging them to reveal themselves. (shrink)

The present study investigates how laughter features in the everyday lives of 3-5-year old children in Swedish preschools. It examines and discusses typical laughter patterns and their functions with a particular focus on children’s and intergenerational (child-adult/educator) laughter in early education context. The research questions concern: who laughs with whom; how do adults respond to children’s laughter, and what characterizes the social situations in which laughter is used and reciprocated. Theoretically, the study answers the call for sociocultural approaches that (...) contextualize children’s everyday social interaction, e.g., in different institutions or homes, to study the diverse conditions society forms for learning, sociality and socialization and development of shared norms. Methodologically, the study makes use of mixed methods: it uses descriptive statistics that identify prevalent patterns in laughter practices and, on the basis of these results, examines social-interactional situations of children’s laughter in detail. It was found that children’s laughter tended to be directed to children and adults’ laughter tended to be directed to adults. 87% of children’s laughter was directed to other children, and adults directed their laughter to other adults 2,7 times as often as to children. The qualitative interaction analysis shows that children and adults exhibited different patterns of laughter. Children primarily sought and received affiliation through laughter in the peer group, and the adults were often focused on the institutional and educational goals of the preschool. Overall, the study shows that intergenerational reciprocal laughter was a rare occurrence and suggests that laughter between generations is interesting in that it can be seen as indicative of how children and adults handle alterity in their everyday life. By deploying multiple methods, the present study points to the importance of viewing emotion and norm sharedness in social interaction not just as a matter of communicating an emotion from one person to another, but as an intricate process of inviting the others into or negotiating the common emotional and experiential ground. (shrink)

At the beginning of the pandemic, many music ensembles had to stop their activities due to the confinement. While some found creative ways to start making music again with the help of technologies, the transition from “real” rehearsals to “online” rehearsals was challenging, especially among older amateur musicians. The aim of this case study was to examine the effects of this transition on three community band conductors and three older amateur musicians. Specific objectives were to explore intergenerational relationships to (...) support online group music-making; digital literacy and access in later life; and online music-making in a COVID-19 context. Semi-structured interviews were conducted and theoretical thematic analysis was undertaken. Results were analyzed from the conductors’ and older musicians’ perspectives, and common trends were combined to facilitate interpretation. The first theme showed that being part of an intergenerational ensemble contributed positively to the learning experience online. The second theme demonstrated that because both conductors and musicians were new to the online rehearsals, it contributed to attenuate the age-related digital divide that may have been observed in other studies. Regarding access in later-life, older musicians reported benefits associated with rehearsing online, specifically in terms of distance/commute, time, energy, and cost. However, for those who did not already have internet and electronic devices, the cost of acquiring all the necessary equipment to make music online could have been too high. Finally, the third theme revealed that musicians appreciated the opportunity to make music online and indicated that it was definitely better than having nothing, especially for its social aspects. In conclusion, while participants noted several challenges associated with online music-making, they were also appreciative of the opportunity to continue making music at a time when in-person rehearsals were not possible. Pedagogical implications are discussed, specifically the importance of the support network, of meeting people where they are, of learning to adapt, and of collaborative teaching. (shrink)

A narrative collage of ancient and contemporary storytelling, modern theory, and personal reflection. This title examines the nature of oral culture, its embodied nature, its connection to place, and its use of metaphor, laughter, ethnicity, and intergenerational conversation to create unique kinds of interactions and learning.

The phrase ‘Never Again,’ ‘plus jamais, ‘nie wieder,’ ‘nunc más’ and ‘nunca mais’ promises to end the atrocities of the 20th century and warns of their return if individuals and governments remain indifferent to injustices in the world. Never Again is based on the moral claim that active remembrance is central to learning from the past and to preventing violence in the future. Indeed, as President Volodymyr Zelensky argued in his speech on May 8th commemorating the end of World (...) War II, ‘Never Again’ is ‘the anthem of the civilized world.’ While the promise of Never Again was undermined by genocide in Yugoslavia and Rwanda, and the bombing of civilians in Syria and war in Afghanistan, Russia’s full-scale invasion of Ukraine tests the ethics of Never Again on a larger scale with its looming specter of nuclear war and growing list of war crimes. In an effort to understand how the very institutions that were created in the aftermath of World War II could not prevent war from returning to Europe, my argument proceeds in three parts: (1) Never Again is based on a paradox between the universal and the particular, as well as between the historical experience of individuals in the past and the universal promise to avert its reoccurrence. (2) Never Again refers to a break in historical time that links the living with memories of the dead and promises not to repeat the violence of the past in the future. At issue is the kind of intergenerational responsibility implied in the ethics of Never Again. (3) The imperative of Never Again is weakened when memory is reduced to a melancholic gaze of catastrophe that privileges a tragic understanding of history. (shrink)

The development of nuclear energy technologies in the second half of the 20th century came with great hopes of rebuilding nations recovering from the devasta-tion of the Second World War or recently released from colonial rule. In coun-tries like France, India, the USA, Canada, Russia, and the United Kingdom, nuclear energy became the symbol of development towards a modern and technologically advanced future. However, after more than six decades of experi-ence with nuclear energy production, and in the aftermath of the (...) Fukushima nuclear disaster, it is safe to say that nuclear energy production is not without its problems.Some of these problems have their origins in the very materiality of the technolo-gies involved. For example, not only does the use of highly radioactive materials give rise to risks for the current generation (e.g., in the potential for disaster when reactors melt down) but high-level radioactive waste from nuclear energy production presents a serious intergenerational problem for which an acceptable final solution or its implementation remains elusive. Moreover, nuclear energy technologies have specific social and political consequences. For example, they have been said to be authoritarian technologies (Winner, 1980), requiring cen-tralized authority, secrecy, and technocratic decision-making. While some of these problems could have been foreseen before nuclear energy technologies were introduced, others only arose after these technologies were already integrated into the social and infrastructural fabric of our lives. Addition-ally, new technologies (e.g., Generation III, III+ and IV reactors) are still being developed, bringing with them new and uncertain hazards and risks. Ignorance and uncertainty about the possible deleterious effects of introducing a new technology are inevitable, especially if the technology is complex, large time-scales are involved, or risks depend on social or political factors unforeseen in the design stage. However, this should not deter us from developing and intro-ducing new technologies. Rather, it should motivate us to organize these ‘exper-iments’ with new technologies in society in such a way that we can learn about their possible hazards and risks as effectively and responsibly as possible (van de Poel, 2011, 2015). In this way, it is possible to minimize risks and avoid unwant-ed moral, social or political developments. However, organizing such experi-ments responsibly also means that one could come to the conclusion that continuing an experiment is no longer responsible or desirable. Should we be prepared for such a scenario, and if so, how could we do that? One possible strategy to tackle this issue is that the technology and its introduction should be reversible. The aim of this thesis is to further explore this strategy by answering the following main research question (RQ) and accompanying subquestions (SQ):RQ: What are the implications of reversibility for the responsible develop-ment and implementation of nuclear energy technologies?SQ1: Under what conditions can nuclear energy technologies be considered reversible?SQ2: Why should nuclear energy technologies be reversible?SQ3: If so, how could the reversibility of nuclear energy technologies be achieved?After the introductory chapter 1, the chapters that form the main body of this dissertation each provide a distinct contribution to answering the three subques-tions and, by extension, the main research question. Guided by three historical case studies of nuclear energy technology development (i.e., India, France and the USA), chapter 2 answers the first subquestion by formulating the two condi-tions under which it can be considered reversible, i.e., 1) the ability to stop the further development and deployment of a that technology in society, and 2) the ability to undo the undesirable outcomes (material, institutional or symbolic) of the development and deployment of the technology. Chapter 3 subsequently tackles the second subquestion by establishing the general desirability of technological reversibility by virtue of its relation to responsibility in Emmanuel Levinas’ ethical phenomenology. It argues that technology development is a legitimate response to responsibility but inevitably falls short of the responsibility that inspires it, incessantly calling for technological and political change in the process. Having thus argued that nuclear energy technologies should ideally be reversible, chap-ters 4 and 5 work towards specific strategies to achieve technological reversibil-ity. Chapter 4 first investigates the processes that make it difficult to stop the further development and implementation of a nuclear energy technology in society, thus provid-ing input on how to fulfill the first condition for the reversibility of nuclear energy technologies. To do so, it presents a phenomenological perspective on technology and its adoption based on the work of Alfred Schutz. It also explores different ways in which technology adoption drives the processes of path depend-ence towards technological lock-in. Chapter 5 examines the history of geological disposal of high-level radioactive waste in the USA. It identifies a number of concrete policy pitfalls that could lead to lock-in and that should consequently be avoided. It also presents a number of general design strategies that could facilitate the undoing of undesirable consequences of a technology, thus providing input on how to fulfill the second condition for the reversibility of nuclear energy technol-ogies.Chapter 6 summarizes the central findings of the thesis and explains how these help to answer the research questions. On top of this, it reflects on a number of complications connected to reversibility considerations. Based on this, it is concluded that the question of irreversibility and reversibility is context- and technology-specific and a matter of degree. The chapter concludes with a reflec-tion on generalizations and limitations of the results. Finally, chapter 7 discusses the implications of this dissertation’s results for responsibly experimenting with nuclear energy technologies in society. (shrink)

This paper reports on collaborative research undertaken with the African Australian Christian Impact Centre (CIC) in Perth, Western Australia. It is part of a larger university philosophy outreach program in which the researchers seek to create opportunities for those on the educational and social margins, and young people, to engage in ‘doing philosophy’, and to learn from them about their experiences. We were interested to evaluate whether the collaborative philosophical inquiry methods we use in our university teaching could be beneficial (...) outside of a formal educational setting, for members of the culturally diverse, faith-based community of CIC. In this multi-method evaluative study, we examined the extent to which participation in a series of Community of Inquiry (CoI) sessions improved or did not improve participants’ self-assessment of: (1) their competence and confidence in communicating with others in different contexts; (2) their competence and confidence as a ‘thinker’; and (3) their social competence and confidence. Our findings on ‘communication’ are discussed in this paper. The facilitated philosophical discussions led to insights about ‘speaking out’ and ‘listening’, particularly with respect to participants’ experiences of cultural and generational differences. We suggest that participation in CoI in a faith-based community setting has the potential to significantly increase confidence in communication skills, and lead to greater intergenerational, intercultural, and intercommunity sensitivity. (shrink)

The witness of the Scriptures and of virtually every human culture suggests that one of the most pivotal and thus crucial dimensions of human formation, and thus spiritual formation, is the intergenerational dynamic: older men with younger men; older women passing on the faith to younger women. One generation encouraging, blessing and transmitting wisdom to the next generation. And yet, it is often observed that this is a missing dimension of congregational life–that congregations are increasing stratified along generational lines. (...) Thus this essay will make the case that the church is a liturgical, catechetical and missional community and that faith formation, in Christian community, will happen through the interplay of the generations in worship, teaching/learning and service. And that therefore congregations would be wise to be more attentive to how they foster intergenerational connections, rather than inadvertently or intentionally create generational divides in the church. Also, it is important to stress that a critical part of congregational life is that of equipping older men and women to be a means of grace to their younger counterparts. The essay will draw on the Biblical references to intergenerational formation, the insights of contemporary social-psychology and the observations of the author regarding contemporary congregational life. (shrink)

Background The American Association of Medical Colleges has called for incorporation of the health humanities into medical education, and many medical schools now offer formal programs or content in this field. However, there is growing recognition among educators that we must expand beyond empathy and wellness and apply the health humanities to questions of social justice – that is, critical health humanities. In this paper we demonstrate how this burgeoning field offers us tools for integrating social justice into medical education, (...) utilizing the frameworks of critical consciousness and structural competency. Practice of health humanities Critical health humanities can be applied at multiple levels of learners, and in a variety of contexts. We are two physician-writers who have developed several educational programs that demonstrate this. We taught a seminar that introduced first-year and second-year undergraduates to concepts such as social determinants of health, intergenerational trauma, intersectionality, resilience, and cross-cultural care through works of fiction, poetry, film, podcasts, stand-up comedy, and more. Through creative projects and empathic reflection, students engaged with the complexities of structural forces that create and maintain health disparities. Medical students in their clinical years can engage in critical health humanities learning experiences as well. We teach several multidisciplinary electives that address social (in)justice in medicine, as well as mentor fourth-year students engaged in independent electives that foster critical awareness around health equity and ethics. Beyond the classroom, we have actively engaged in critical health humanities practices through story slams, literary journal clubs, conference presentations, and Grand Rounds. Through these activities we have included learners at GME and CME levels. These examples also demonstrate how community engagement and multidisciplinary partnerships can contribute to the practice of critical health humanities. Conclusion In this paper, we explore the growing field of critical health humanities and its potential for teaching health equity through narrative practices. We provide concrete examples of educational activities that incorporate critical consciousness and structural competency – frameworks we have found useful for conceptualizing critical health humanities as a pedagogical practice. We also discuss the strengths and challenges of this work and suggest future directions. (shrink)

Gerontology together with its subfields, such as social gerontology, geragogy, educational gerontology, political gerontology, environmental gerontology, and financial gerontology, is still a relatively new academic discipline that is currently intensively developing, expanding research fields and combining various theoretical and practical perspectives. The interdisciplinarity, transdisciplinarity, and multidisciplinarity of research on ageing and old age, despite its vast thematic, methodological and theoretical diversity, have a common denominator, which is the focus of research work on improving the quality of life of older people. (...) It is the concern for the components of quality of life such as welfare and well-being as well as focus on learning about phenomena conditioning successful ageing that has become motivators and premises hidden or visible in many texts included in the Research Topic “Perspectives and Theories of Social Innovation for Ageing Population.” The Research Topic that we are presenting to our readers is unique not only because of its size but above all because of its novelty and social involvement, visible in the content of individual chapters. The presented collection includes 17 articles prepared in total by 76 authors from the following countries: China, Finland, Germany, Ghana, Hungary, Ireland, Israel, Italy, Japan, the Netherlands, Poland, Portugal, Slovenia, Spain, Sweden, the United Kingdom, and the United States. Two journals were combined with this Research Topic: “Frontiers in Public Health” and “Frontiers in Sociology.” The presented Research Topic contains seven types of articles covering: two community case studies, eight original research articles, two perspective articles, one hypothesis and theory paper, one policy and practice review, one methods article, and two book reviews. The rationale to start work on this set of texts was the desire to continue and deepen the research analyses of the editors of this set, which concern the development of social innovations for the ageing population as well as changes of public policy on ageing. This Research Topic deals with topics covering issues such as social learning, intergenerational transmission, senior entrepreneurship, creative content creation by older adults, care services, raising the independence of older people in their living environments, dementia challenges, the image of the older generation in local social policies, new trends in qualitative research on old age, strategies for dealing with chronic diseases, the use of digital tools in health education, the silver economy/longevity economy, age-friendly environments, the diversity of structures and social services, preparation for old age, and food safety. The wide variety of submitted texts shows several selected and, according to the authors, current challenges that contemporary seniors have to face. The articles comprising this Research Topic are organized according to five themes. (shrink)