This essay provides a summary of the steps taken to build a critical thinking based faculty learning community (CTB-FLC) on the Lone Star College – CyFair campus across various disciplines. The author shares the motivations driving this project, the challenges and successes of the ten participating members, and the plans for future CTB-FLCs. The primary purpose of this essay is to encourage other colleges to build similar critical thinking based faculty learning communities as professional development opportunities on their campuses. The (...) essay culminates with a set of recommendations which result from the lessons learned during the implementation of a CTB-FLC from 2008 to 2010 at Lone Star College – CyFair. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Remembering Richard J. Bernstein (1932–2022)Tara Mastrelli and Mark SandersRemembrance for Richard J. BernsteinMy name is Tara Mastrelli. I am a graduate student at the New School for Social Research.1 Dick Bernstein was my teacher and my friend. I was also the TA for his final seminar on American Pragmatism this past spring, an experience that I want to share with you today.In the months leading up to this seminar, (...) Dick said something shifted for him in the way he understood pragmatism—a sort of awakening on his part. He redesigned his syllabus into two parts—the first, working through the classical pragmatists, namely, Peirce, James, and Dewey, as he had done for sixty-eight years. And then the second half would—in Dewey's words—turn toward "the problems of men" (though Dick would always say human beings), engaging with themes and texts from Black and feminist thinkers. To be clear, for Dick, this was not an expansion of the canon or an exercise in who should or should not count as a pragmatist. Rather his aim was something different altogether—to see if we could begin to understand pragmatism not as a canon at all, but rather as a living, evolving movement.Now the point is not that this was the perfect syllabus—it wasn't. The point is what redesigning his syllabus can tell us about the type of person and teacher that Dick was. At almost 90 years old, teaching a subject he had taught for almost seventy years, he did not sit back and say that he knew everything. He wanted to learn more—from his colleagues, his students, the world around him—to experience more, to challenge his assumptions, to understand more. [End Page 103]Beyond the syllabus, another factor that made this seminar unique was Dick's health. His illness started at the beginning of the semester. He taught our first class from an emergency room in New York City during the Omicron wave of COVID-19. He was wearing a mask and breathing tubes. Machines were beeping all around him. Nurses came in from time to time to check on him. Nonetheless … his enthusiasm was not remotely diminished. Laying out his aims and ambitions for the course, he referred to it as "an exciting adventure"—for him and for us.The syllabus was not perfect, and Dick's health ebbed and flowed throughout, and yet—as the course itself progressed—it evolved into the very thing he was hoping for, which was pragmatism as a living, evolving movement. He read and added new work from a colleague examining Black feminist pragmatism and its relationship to the Movement for Black Lives, adding a full session dedicated to it. On certain days, when his breath was weak, he asked me to lead our discussions, which took on more of an almost jazz-like character—my classmates and I riffing off each other as we tried to wrestle with concepts such as DuBois's color line against the backdrop of gentrification in our own neighborhoods. When I decided to run a progressive stack for our discussions on feminism, Dick replied, "Good for you!" and enthusiastically used the hand-raising function, patiently waiting his turn.At the end of the semester, he seemed to be feeling better—his voice was strong and his eyes were bright during our final session. He conveyed his sense that, despite his recurring lament that we did not have more time (he had always envisioned the course as two semesters, or sometimes two full years), the seminar had achieved what he had wanted to achieve: "Philosophy has come alive." A return to philosophy, "not just as a discipline to master, but something to be caught up in; the excitement of dealing with life—a return to a genuine Socratic conception of philosophy."I am sure many of you may know that Dick wrote his dissertation on Dewey. What you may not know is that he originally wanted to write it on Plato. (Phaedrus was his favorite.) But once he sat down, he realized he did not want to write something about Plato that, as he said... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Remembering ApartheidMark Sanders (bio)What was apartheid? How is it being remembered? Two questions. The first of them, almost at once, encourages a third: what is apartheid? An answer to the first question will be an answer to the third. Knowing what apartheid was, it is implied, we will know what apartheid is. We will know what it is in essence. But if the answer supplied to the first question (...) is the same as that to the second, the question has been begged. This answer and begged question affect not only what we understand apartheid to have been. The essence of what apartheid is has been derived from an activity of remembering that is historically contingent. Is there a way out of this circle? A path to a place where essence will in no way be trammeled by any historical excrescence—where apartheid, stamped with -heid, the Afrikaans suffix for -ness, stands forth intact, unique—where, in a final victory, apartheid's phantasy of separateness will have perfected itself in truth? Supposing that responsibility involves the unstable articulation of essence and contingency, and consequent decision in the "night of non-knowledge," would it be responsible to seek such a way out? Is it possible, on the other hand, not to embark upon, or want to embark upon, such a search?The title "Remembering Apartheid" is to be understood as shorthand for this aporia of certain knowing. It refers in the first place to ways of remembering bound up, in South Africa, with the Truth and Reconciliation Commission. These have involved not only the collection of facts anchored in recollection, a classically forensic project, but also the admission of acts of grieving and the invitation for others to participate in these acts—a participation to which I will refer, employing the word in the general sense of a mourning-with, as condolence. The word remembrance (echoing the German Gedächtnis, with its folding in of Denken) might more closely approach the inextricable interlinking, before the Commission, of epistemic and mournful practice. Yet, in traversing the aporia provisionally without eliminating it, the title of my essay lays claim to knowledge. It announces: this is apartheid, for this is what apartheid was. It thereby also seeks to acknowledge that, just as forensic evidence assembled by the Commission may be bound up with the grieving of witnesses, no claim about the nature of apartheid can be untouched by the affective demands of those who bear the burden of remembering. The legacy of apartheid of which they speak is of undiscovered bodies, of bodies denied a proper burial. They seek the help of the Commission in rectifying this state of affairs. What we hear when we listen to those witnesses is this: apartheid was a proscription on mourning, specifically of the other. Can we then not say: apartheid is, at least for those who remember the worst deeds committed under it, and who attach to them a particular affect, a proscription on mourning the other? Viewed from a purely forensic point of view, it is far from clear that we possess evidence to impeach this testimony. [End Page 60]Apartheid was/is, in the most general terms, an interdict against the development of a social formation. Although Afrikaner-nationalist politicians and intellectuals sometimes frightened the volk with images of being swamped by the vast black African mass or of being ploughed under as a people [see Louw 1: 505], the nature of that social formation was never outlined in precise terms. Versions of racial degeneration and bastardy were proffered by apartheid theorists, but what the ideology of race purity and the power that hid behind it really entailed was a foreclosure of the other, and thus of any historical possibility of another social formation—of what Breyten Breytenbach, alluding in Dog Heart [69] to the novelist Jan Rabie, calls "other-making" (andersmaak).In Group Psychology and the Analysis of the Ego (1921), Sigmund Freud offers an account of the social formation that, although standing on the shoulders of conservative nineteenth-century writers such as Gustave le Bon, does not depend upon racial, cultural, linguistic, or other characteristics that, singularly or together, formed the core... (shrink)

Ethics and Phenomenology examines the relevance of major phenomenologists and phenomenological concepts to ethical inquiry in general, as well as to a broad range of contemporary ethical issues.

Pets often factor in older adults’ health behaviors and decisions. However, the degree to which issues related to pet ownership are encountered or addressed by professionals working with this population remains unknown. The aim of this study was to identify specific issues stemming from pet ownership professionals had encountered in their work with older adults, people living with dementia, and care partners. An interdisciplinary sample completed an online survey addressing pet ownership issues encountered in their work. Descriptive statistics, t-tests, and (...) repeated measures ANOVAs were used to analyze quantitative data. A conventional content analysis was used to analyze open-ended responses to an item asking about “other” issues encountered in their work with these populations. The professionals estimated 46.29% of clients had been pet owners, 41.23% regularly asked about pets, and 79.22% had encountered issues related to pet ownership. Specific issues raised to the professionals varied by type of client. The professionals reported older adults most often raised getting pet items into the home and concerns about their pets’ health. The issues most often raised by people living with dementia to the professionals were planning for the pet due to a housing transition and basic pet care. Care partners focused on basic pet care and planning for the pet due to a housing transition. The professionals themselves most often raised the issues of basic pet care, concerns about falling, and the pets’ behavior. Professionals who entered clients’ homes were more likely to raise issues stemming from pet ownership compared to those who reported they did not enter clients’ homes in their current job, t = 5.59, p < 0.00001. The eleven new issues identified by the content analysis underscored how the health and wellbeing of people and their pets are linked. The results of this study provide strong evidence that professionals do encounter issues related to pet ownership. Including issues stemming from pet ownership into procedures, policies, and programs is likely to have positive impacts on those served by and working in the geriatric workforce. (shrink)

Urban Chinese today do not appear to trust foreign countries. Why are they so suspicious? Over the past quarter century, the Chinese Communist Party has utilized its educational and propaganda systems to produce historical narratives of imperial China's beneficence towards its East Asian neighbors, and of an early modern at the hands of foreign powers. Qualitative analysis of Chinese social media today suggests that these narratives are tied to widespread popular distrust of China's East Asian neighbors and the West today. (...) Interrogating a 2012 survey of urban Chinese, this paper explores the sources of international attitudes quantitatively. It first examines whether Chinese today do indeed distrust foreign countries. It then tests two hypotheses about the drivers of Chinese distrust towards the world today. A socialization hypothesis holds that political and/or social pressures shape the international attitudes of the Chinese people. A psychological hypothesis, by contrast, holds that individual differences like age and gender shape Chinese attitudes. We find substantial support for the former: more years of education are associated with levels of dis/trust in foreign countries in the socially or politically appropriate ways. However, we also find that individual differences in subjective interest in international affairs interact with socialization processes like education and media exposure in shaping the international attitudes of urban Chinese today. The prevalence of public discourses of distrust towards foreign countries does not bode well for Chinese foreign policy in the twenty-first century. (shrink)

This essay provides a summary of the steps taken to build a critical thinking based faculty learning community (CTB-FLC) on the Lone Star College – CyFair campus across various disciplines. The author shares the motivations driving this project, the challenges and successes of the ten participating members, and the plans for future CTB-FLCs. The primary purpose of this essay is to encourage other colleges to build similar critical thinking based faculty learning communities as professional development opportunities on their campuses. The (...) essay culminates with a set of recommendations which result from the lessons learned during the implementation of a CTB-FLC from 2008 to 2010 at Lone Star College – CyFair. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:IntroductionEthics and Interdisciplinarity in Philosophy and Literary TheoryMark Sanders (bio)Two questions—the first calls for information, the second for justification. What points of contact, if any, are there between the current investment in ethics in literary theory, and the elaboration of ethics in contemporary philosophy? In other words, does an interdisciplinarity exist? Second, what reasons might literary theorists have, or have they had, to be aware and take stock of (...) developments in philosophical ethics? That is to say, what might be gained from interdisciplinary work? A third question emanates from the first two: where a cross-disciplinary engagement with philosophy has taken place, has there occurred any transformation of literary theory? I hope to show in what follows that, when we consider ethics in literary theory, no less than in philosophy, it is necessary to attend both to method within each discipline and to the nature of relations between them.The first of my questions begs the question of what contemporary philosophy is. Literary theorists entering into ethics have tended to draw on the work of Emmanuel Lévinas, Jacques Derrida, Michel Foucault, and Luce Irigaray, and more recently that of Giorgio Agamben and Alain Badiou. If the last has, in a spirit of polemic, professed to displace the "other" in the name of the "Same,"1 the dominant paradigm, when it [End Page 3] comes to ethics, remains one of alterity and difference. There are fundamental reasons why this should be the case: operating in figural language, literature, or the literary, differs from itself in response to an other. To borrow, translate, and adapt an Afrikaans term from the South African poet Breyten Breytenbach,2 literature engages in a process of andersmaak, of other-making or making-other: in making-other and, in so doing, inventing others, it makes itself other. Literature is an other-maker. It is to this activity that literary theory must attend. That is why it is natural for it to turn to ethics—not only the nexus Lévinas-Derrida and the other thinkers mentioned above, but also, for instance, to psychoanalysis: what may have begun as the teasing out of hidden meanings (the received idea is that this is what psychoanalysis and literary criticism share) has, following Lacan's "return to Freud," evolved into a consideration of the ethics of psychoanalysis in the context of reading and listening [see, for example, Felman and Laub].Literature may be an other-maker, and reading may be exemplary in the topoi of current theory for responsibility before the other,3 but it is not clear that literary theorists have been equal to setting this responsibility to work fully when it comes to responding to philosophy. There has been relatively little attention among literary theorists to developments in disciplinary philosophy—where, in recent decades, in North America and the Anglophone world generally, the tendency in ethics has been to bring moral reflection to bear on questions in political theory. The pólis in question is, however, no longer only the nation-state; the politics that engages political thought is transnational and global. Whether or not a given thinker subscribes to the idea of world citizenship, the horizon for thought is cosmopolitan.PhilosophyAlthough thinkers have continued to enter into basic questions in ethics,4 the writings of Charles Taylor, Will Kymlicka, Iris Young, Seyla Benhabib, and others attest to a shift from ethics to politics powerfully influenced by John Rawls (1921-2002)—notably in A Theory of Justice (1971) and Political Liberalism (1993)—and the ensuing criticisms of these works. As the weight of the North American debate has moved from liberal multiculturalism and minority rights [see Taylor et al.; Ackerman; Kymlicka; Young, Justice and the Politics of Difference] toward transnationality and globalization, Rawls's more recent critics have come to view his assumption of the nation-state as the basic context of analysis—even in The Law of Peoples (1999), which is devoted to international relations—as a limitation to his thinking of justice.5 These changes in emphasis are a clear sign of how the effects of globalization have begun to draw a response from political theorists.Links between ethics and political... (shrink)

This article explores the question of Barrack Obama's pragmatism. Obama has been labeled pragmatic by many observers and it is my contention that is worth inquiring into what this term means when it is used in various contexts. In particular I am interested in the connection between Obama's pragmatism and the philosophical tradition of pragmatism. In my analysis, Obama exhibits many characteristics of philosophical pragmatism, which provides an opportunity for philosophical pragmatists to join in a broader debate about political discourse.

Chartist historiography is inevitably inflected by the political desires of its authors. This desire, combined with the contingent nature of history, imparts a fictive dimension to Chartist historiography. In support of these claims, this article applies the literary concepts of plot and character to Mark Hovell’s The Chartist Movement. It argues that Hovell’s political desire leads him to construct a tragic and entropic plot for Chartism, which is often contradicted by his own assessment of the movement’s vitality. Similarly, Hovell’s plotting (...) is also driven by his reading of Chartism as a conflict between two characters, a flawed hero and a villain. The article closes with a close reading of Hovell’s characterisation of O’Connor, which demonstrates the skill with which he interweaves fact and interpretation. (shrink)

This book examines historical approaches and current research and practice related to the education of adolescents placed at risk of school failure as a result of social and economic conditions. One major goal is to expand the intellectual exchange among researchers, policymakers, practitioners, and concerned citizens on factors influencing the achievement of poor and minority youth, specifically students in middle and high schools. Another is to encourage increased dialogue about policies and practices that can make a difference in educational opportunities (...) and outcomes for these students. Although the chapters in this volume are not exhaustive, they represent an array of theoretical and methodological approaches that provide readers with new and diverse ways to think about issues of educational equality and opportunity in the United States. A premise that runs through each chapter is that school success is possible for poor and minority adolescents if adequate support from the school, family, and community is available. *The conceptual approach places the research and practice on students placed at risk in a historical context and sets the stage for an important reframing of current definitions, research, policies, and practices aimed at this population. *Multiple research methodologies allow for comparisons across racial and ethnic groups as well as within groups, and contribute to different and complementary insights. Section III, "Focus on African-American Students," specifically addresses gender and social class differences among African-American adolescents. *Current reform strategies presently being implemented in schools throughout the United States are presented and discussed. These strategies or programs highlight how schools, families, and communities can apply research findings like the ones this book presents, thus bridging the often wide gap between social science research and educational practice. (shrink)

Open peer commentary on the article “Designing Academic Conferences as a Learning Environment: How to Stimulate Active Learning at Academic Conferences?” by Johan Verbeke. Upshot: As an echo to Verbeke’s writing, I would like to propose the notion of a construction site as a constructive metaphor for dynamically revisiting the template of research conferences and events in the field of art and design.

The British Cooperative movement offers a curious case of utopianism in which Robert Owen's program for total social and economic transformation finds its most durable, practical expression in a small shop founded by the "Rochdale Pioneers." The success of the Rochdale model created a national, then international, movement that improved the lives of many working-class people, in multiple ways, in the period between 1860 and 1950. However, despite its undeniable success, the British Cooperative movement increasingly adapted to, rather than transformed, (...) the social and economic order within which it operated: a case of utopia stalled or... (shrink)

This essay reviews five articles from Part VII in The Palgrave Handbook of Critical Thinking in Higher Education (Davies & Barnett, 2015) entitled “Social Perspectives on Critical Thinking.” In this section, the authors explore critical citizenship, critical pedagogy, and knowledge practices of critical thinking. It is a diverse collection of essays ranging from broad discussions on the topics included to specific applications and particular examples demonstrating criticality in higher education classrooms.

In an era when truth commissions are at the fulcrum of "transitional justice," soliciting the testimony of victims and commanding that of perpetrators in forums other than criminal trials may achieve a dimension of justice lost in traditional juridical proceedings.