Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...

This article explores relationships of youth power in a set of threads leading to the potential of today’s youth activism to combat the climate crisis. Following an introduction featuring Sweden’s Greta Thunberg, the threads are these: First from an American context is history of youth development, with one emphasis on the construction of adolescence. Second is learning experience about the US environment with its own national ‘exceptionalist’ history. Third is the role of inspiring youth movements, from history and contemporary times. (...) Fourth is a turn to climate activism by youth as central to democracy. One general thematic about youth power across the article is that it oftentimes takes on a mythical character. (shrink)

Liz JacksonEducation University of Hong KongNel Noddings is known around the world for her contributions to philosophy and philosophy of education. Her work on caring and relational ethics broke ne...

This article gives a historical-philosophical overview of three generations of pragmatist thinking centered around the question of democracy. It serves as an introduction and contextualization to the papers that develop a third generation pragmatic point of view in the remainder of the special issue. The perspective is from one American-trained philosopher of education who has studied and written widely in pragmatism and European social theory. The article has sections on three generations generally described and with primary influences of John Dewey, (...) Richard Rorty, and Bruno Latour. In each generation, other important philosophic contributions discussed come from C. S. Peirce and William James, Hilary Putnam, Donna Haraway, and Isabelle Stengers as well as relevant commentators. The first two, Dewey and Rorty, contribute to a sub-theme of democracy in their writings that the third, Latour, continues in politics in a section elaboration. The introduction sets forth a generational theme and an international setting for pragmatism. The conclusion summarizes the article's key ideas and points to a need in education for a democratic future. (shrink)

ABSTRACTThis article posits an interpersonal ethical commitment to combat dangers to democracy in current times. Largely within an American context, two complementary pillars of ethics are presented. The first is from Nel Noddings and the ethics of care and the second developed primarily from Richard Rorty in a neo-pragmatist view. The contexts of present dangers, worldwide, especially in the USA, and then of this nation’s schooling, situate the ethics. A suggestion for teachers, students, and their schools as ‘citizen educators’ to (...) be active in their communities offers one road forward. (shrink)

In 2000, the Center for Disease Control and Prevention’s National Center for Environmental Health issued a report that explored some of the ways in which “sprawl” impacts public health. The report has generated great interest, and state health officials are beginning to discuss the relationship between land use and public health. The CDC report has also produced a backlash. For example, the Southern California Building Industry Association labeled the report “a ludicrous sham” and argued that the CDC should stick to (...) “fighting physical diseases, not defending political ones.”In retrospect, it is probably unfortunate that this report was funded by an organization called “Sprawl Watch.” “Spraw” is a word that has no clear meaning but is applied to a huge range of issues involving suburban development. (shrink)

In 2000, the Center for Disease Control and Prevention’s National Center for Environmental Health issued a report that explored some of the ways in which “sprawl” impacts public health. The report has generated great interest, and state health officials are beginning to discuss the relationship between land use and public health. The CDC report has also produced a backlash. For example, the Southern California Building Industry Association labeled the report “a ludicrous sham” and argued that the CDC should stick to (...) “fighting physical diseases, not defending political ones.”In retrospect, it is probably unfortunate that this report was funded by an organization called “Sprawl Watch.” “Spraw” is a word that has no clear meaning but is applied to a huge range of issues involving suburban development. (shrink)

“Public health practice” consists of activities and Programs managed by public health agencies to promote health and prevent disease, injury, and disability. Some of these activities might be deemed to fit within the broad definition of “research” under federal regulations, known as the Common Rule, designed to protect human research subjects. The Common Rule defines research as “a systeniatic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.” Public health activities that might under some (...) circumstances be considered research include disease reporting, review of medical records, surveys, interviews, focus groups, specimen collection, and laboratory testing.There are questions about the extent to which the Common Rule applies or was intended to apply to public health practice: and it has been suggested in any case that Common Rule regulation of public health practice may not be socially optimal for both practical and principled reasons. (shrink)

“Public health practice” consists of activities and Programs managed by public health agencies to promote health and prevent disease, injury, and disability. Some of these activities might be deemed to fit within the broad definition of “research” under federal regulations, known as the Common Rule, designed to protect human research subjects. The Common Rule defines research as “a systeniatic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge.” Public health activities that might under some (...) circumstances be considered research include disease reporting, review of medical records, surveys, interviews, focus groups, specimen collection, and laboratory testing.There are questions about the extent to which the Common Rule applies or was intended to apply to public health practice: and it has been suggested in any case that Common Rule regulation of public health practice may not be socially optimal for both practical and principled reasons. (shrink)

Focusing on the context of graduate training in educational research in the United States today, this article is organized into two principal parts. The first overviews the state of research training in order to emphasize the preoccupation with, indeed dominance of, study of methodology. This has turned ‘how to do research’ into valuing method as technology for its own sake, and thus into technologization. The second part turns to three critiques of technology that together point to potential totalization in research: (...) technologization that limits research processes and potential results. The writings of Martin Heidegger and Jacques Ellul provide a broad frame; the three specific critiques are found in contributions from Henry Adams, Aldous Huxley, and Donna Haraway. The conclusion calls for a questioning of the current form of graduate training and by implication its hold on current research practice. (shrink)

James Marshall's work on Foucault exemplifies a break with tradition in philosophy of education and if taken appropriately as a new methodology, a new logic, portends a different future for the field. This article begins from a misunderstanding of Marshall. It then posits Marshall as situated in a particular Foucauldian root: a logic break out of Bachelard, Canguilhem and Foucault. From them a different understanding of ‘concept’ is offered as a break with the analytic tradition in philosophy and philosophy of (...) education. (shrink)

Public Health Science and practice expanded during the course of the 20th century. Initially focused on controlling infectious disease through basic public health programs regulating water, sanitation and food, by 1988 the Institute of Medicine broadly declared that “public health is what we, as a society, do collectively to. assure the conditions for people to be healthy.” Commensurate with this definition, public health practitioners and policymakers today work on ;in enormous range of issues. The 2002 policy agenda of the American (...) Public Health Association reflects positions on genomics’ role in public health; national health and safety standards for child care programs; sodium in Americans’ diets; the health and safety of emergency rescue workers; and war in Central Asia and the Persian Gulf. (shrink)

Public Health Science and practice expanded during the course of the 20th century. Initially focused on controlling infectious disease through basic public health programs regulating water, sanitation and food, by 1988 the Institute of Medicine broadly declared that “public health is what we, as a society, do collectively to. assure the conditions for people to be healthy.” Commensurate with this definition, public health practitioners and policymakers today work on ;in enormous range of issues. The 2002 policy agenda of the American (...) Public Health Association reflects positions on genomics’ role in public health; national health and safety standards for child care programs; sodium in Americans’ diets; the health and safety of emergency rescue workers; and war in Central Asia and the Persian Gulf. (shrink)

The contemporary crisis in AmericanEducation that has resulted in Bush sponsoredfederal legislation for accountability andstandardized testing is the setting for anessay introducing the work of Frenchphilosopher, Julia Kristeva. The comparison isbetween an ``educated subject'' that might wellcome to be constituted in schooling at presentand a ``subject-in-process.'' In a strikinglydifferent vision of human potential, the latterindividual, with open-ended, non-perfectdevelopment, entails the possibility ofpersonal, societal and educational change.Kristeva's theory, based greatly in areinterpretation of Freud, and incorporatingthe semiotic, abjection and love, and revolt (...) iscentral. (shrink)

Serving as an introduction to the special issue of Studies in Philosophy and Education, “Philosophical Transgressions: Performativity and Performance for Education,” this paper situates the papers that follow in its own performative analysis, especially utilizing the insights of Jean-François Lyotard. From him two ideas are salient, one his conception of knowledge as performance and the other the aesthetic that is a reformist response.

Michael A. PetersBeijing Normal UniversityMy deepest condolences to Pepe, Dom and Marcus and to Jim’s grandchildren. Tina and I spent a lot of time at the Marshall family home, often attending dinn...

Polls show that 45% of the American public believes that humans were created about 10,000 years ago and that evolution is a fictitious myth. Another 25% believes that changes in the natural world are directed by a supernatural being with a particular goal in mind. This thinking clashes head on with scientific findings from the past 150 years, and there is a dearth of public critical thinking about the natural world within a scientific framework. Evolution and Religious Creation Myths seeks (...) to educate and arm the public on the differences between myth and science, fiction and theory. The book begins with a whirlwind tour of creation stories from several religions. The authors then explore how certain forms of religious fundamentalism clash with the science of evolution. They review how creationists and intelligent design proponents misuse and misrepresent scientific terminology and conclusions to further their own agendas. How do scientists respond to this threat? Modern science, which includes a level of indeterminacy, or chance, cannot support the premise that a supernatural designer engineered nature for a particular purpose in a deterministic fashion. This holds true for the creation of the universe, the appearance of the first biological molecules, chemical evolution, and the evolution of life forms through mutation, natural selection, and genetic drift. Instead, human biological and cultural evolution is described within a genetic framework. Scientists use a barrage of genetic tests and DNA phylogenies to support the scientific basis for evolution. For anyone who has ever needed to argue why evolution and creationism are not both valid theories that deserve equal attention, this book clearly defines the difference between theory and myth. Scientists, teachers, and defenders of the truth should read this book in preparation for when they are called upon to respond. (shrink)

In “On the Abolition of All Political Parties,” Simone Weil poses the hypothetical predicament of a person who is intent on solving highly complex mathematical problems but is flogged every time the answer he arrives at is an even number. The person will oscillate between his genuine desire for the truth and the painful cries of his body. “[I]nevitably,” Weil writes, “he will make many mistakes—even if he happens to be very intelligent, very brave and deeply attached to the truth.” (...) She then asks: “What should he do?” Weil’s answer may surprise many readers, even though she claims it is “simple.” If possible, “he must run away” from those who wield the whip. It would have been best, she avers, had he avoided these associations in the first place. Elsewhere in her writings, Weil openly endorses the argument for the lesser evil, justifying active, potentially violent, resistance instead of a pacifist ethic of refusal. This essay analyses the tension between Weil’s ethic of “running away” and her acceptance of the lesser evil. (shrink)

James Marshall's work on Foucault exemplifies a break with tradition in philosophy of education and if taken appropriately as a new methodology, a new logic, portends a different future for the field. This article begins from a misunderstanding of Marshall. It then posits Marshall as situated in a particular Foucauldian root: a logic break out of Bachelard, Canguilhem and Foucault. From them a different understanding of ‘concept’ is offered as a break with the analytic tradition in philosophy and philosophy of (...) education. (shrink)

Full Disclosure: This is the fourth start of an invited editorial. Rapidly changing conditions and circumstances have made its topic, authoritarianism and the presence of strongman presidents, even...

Connecting identity, broadly defined to recent ‘advances’ in educational research, this paper takes up two different feminist treatments based in pragmatism and poststructuralism. The first is from Charlene Haddock Seigfried on ‘experience,’ and the second is from Peggy Phelan on ‘performance.’ The first is in keeping with a dominant tradition to secure identity through visibility and the second suggests critique through a turn to invisibility. The first arises out of Dewey's naturalism and the second through Lacan, performance art, and anti-representation. (...) At bottom is suggestion that an entire narrative tradition in educational research is potentially self-defeating. (shrink)

Utilizing the writings of Pierre Bourdieu and Sheldon Wolin,this paper introduces a special issue on ``Educational Rights andEntitlements.'' Its purpose is to characterize and critique `the box ofliberalism' that both advances and constrains what is conceived andenacted in education. Following it are a set of significantcontributions from the sixth biennial conference of the InternationalNetwork of Philosophers of Education, August 1998, Ankara.

‘Introducing Noddings and the Symposium’ is an overview in three parts following an opening comment The three are these: Noddings’s biography highlighting personal background and professional accomplishments; papers overview pointing to key ideas and themes as well as philosophical, literary and metaphorical inspiration; and response comments that take up ideas from the symposium papers and Noddings’s text in brief reconsideration. These ideas are connection of care theory to Noddings’s happiness, recognition of an ethics in doing philosophy, conceptions of needs and (...) wants, and promotion of critical thinking especially in schools. (shrink)

These manifestos for the future of world thought offer a uniquely global outlook by incorporating forceful examples from both western and non-western regions and placing important movements of western and non-western societies into a theoretical dialogue.

Modernist educational practice operates within an overarching norm of consonance, notions of sameness and agreement that permeate schools and classroom life. This paper posits a needed move to postmodern educational theory and practice through dissonance. Following an intellectual contextualization, two sets of philosophical claims are presented. The first promotes social construction of reality and the second poses dissonance rather than consonance. The paper concludes with a “look” at education from this postmodern perspective.

All research has limitations, for example, from paradigm, concept, theory, tradition, and discipline. In this article Lynda Stone describes three exemplars that are variations on limitation and are “extraordinary” in that they change what constitutes future research in each domain. Malcolm Gladwell's present day study of outliers makes a statistical term into a sociological concept. Carlo Ginzburg's study of a sixteenth-century miller who challenges Church doctrine initiates the field of microhistory. Gilles Deleuze and Felix Guattari's philosophy of the rhizome offers (...) a poststructuralist study of the doing of philosophy and the form of philosophical text. Although Gladwell's study is the only one specifically on the topic of outliers, the other two investigations are outliers as well. Overall the three studies demonstrate what can be revealed and learned when limitation is transgressed. This is an important lesson for educational research—wherein heretofore unimagined societal possibility and reform of education might result. (shrink)

This article explores the relationship between consciousness and the historical urban space of the former Jewish Ghetto in Vilnius, Lithuania. This relationship is investigated primarily within the existentialist school of philosophy and takes its point of departure from Sartre’s ‘gaze’ or ‘look’ from his philosophical work, Being and Nothingness. Within this existentialist schematic the ‘look’ is methodologically sub-divided into i) ‘being looked at’ and ii) the ‘look looked at’. This paper further discerns the nuances of consciousness within the field of (...) phenomenology in terms of upsurges and decompressions when ‘being looked at’ in the Ghetto. That is, when walking its streets and ‘being seen’ by, and through the Ghetto’s windows. Subject is primarily understood as subdivided into Self, ‘I’ and ‘me’, thus rendering it as carrying a non-stable first-person perspective. (shrink)

Covers such topics as epistemology and education, feminist philosophy of education, race and education, school dress codes, and sex education. The use of film, literature, art, case studies, and other disciplines or situations/events provide illustrations of human experiences which work as gateways to questions philosophers try to address.

Maritime services form an integral part of what regulatory agencies requires for the safe navigation and operation of vessels. Therefore, the maritime industry?s compliance with governmental regulations and international protocols has been essential for maritime safety management. As a basis to this aspect, the preparation of maritime students as the forthcoming maritime officers in the future has been a crucial point by the maritime educators in terms of maritime safety. Although English was adopted as the official language of the maritime (...) industries by the International Convention on Standards of Training, Certification and Watchkeeping (STCW Convention) in 1978, many difficulties remain in the teaching and assessing of Maritime English at maritime schools. Some research has examined these difficulties; however, no successful models for improving. Maritime English have been adopted Parallel to the teaching and assessing problems, there have also been many difficulties in reaching a training and testing proficiency in English communication that meets the international standards of the STCW requirements in the maritime industry. This paper concentrates upon the difficulties of teaching and assessing the outcomes of the teaching of Maritime Transportation English at the member schools of the International Association of Maritime Universities (IAMU) from all over the world. As a first step in the methodology of this study, a survey of techniques used at member schools of the IAMU is conducted to solve some difficulties in assessing the teaching of Maritime English. Then a positioning model is developed to identify and measure the positions of the IAMU member schools in comparison to one another by using a multidimensional scaling technique to analyse the multivariate data received through questionnaires. This information provides the foundation upon which the model of this research is built. Consequently, some strategies based upon the results of the analysis are developed to reduce the problems and difficulties in this context. (shrink)