This article describes how admissions auditions at schools of music may demonstrate and participate in what critical race theorist, Gloria Ladson-Billings, calls the full social funding of race. Julia Eklund Koza argues that the construction of musical difference, which is an effect of power and is accomplished by the materialization of styles of music, plays a role in the systemic inclusion or exclusion of people whose bodies have already been raced through a similar process of sorting and ordering. Focusing (...) on the equity implications of an access conundrum that is making many public colleges and universities more exclusionary, Koza advocates listening for Whiteness in admissions processes, not to affirm it, but to recognize its institutional presence, understand its technologies, and defund it. (shrink)

This book examines the tension inherent in the waging of ethical war, and argues that war and its relationship to ethics need to be rethought fundamentally.

Responsible sustainable consumer behavior involves a complex pattern of environmental and social issues, in line with the view of sustainability as a construct with both environmental and social pillar. So far, environmental dimension was far more researched than social dimension. In this article, we investigate the antecedents of both environmentally and socially RSCB and willingness to behave in environmentally/socially responsible way. We include measures of concern, perceived consumer control/effectiveness, personal/social norms and ethical ideologies/obligation to better explain and extend the traditional (...) theory of planned behavior. Additionally, we test the impact of information availability about environmental or social impact on RSCB. Our findings on a representative sample of 426 respondents show that in general, antecedents of environmentally and socially responsible sustainable consumption are similar in their effect on consumer behavior, with personal norms, concern and ethical ideologies having the strongest impact on RSCB. When comparing both types of behavior, socially responsible behavior is more influenced by perceived behavioral control and possibly social norms than environmentally responsible behavior, while information availability plays its role for both behaviors. Sustainable responsible consumption can be achieved by embracing both dimensions of sustainability and consumers need to have a sense for both social and environmental issues. The complexity and struggles between doing what is good for environment and society could be the reason why consumers have difficulties achieving sustainable responsible consumption. (shrink)

Maya Zehfuss critiques constructivist theories of international relations (currently considered to be at the cutting edge of the discipline) and finds them wanting and even politically dangerous. Zehfuss uses Germany's first shift toward using its military abroad after the end of the Cold War to illustrate why constructivism does not work and how it leads to particular analytical outcomes and forecloses others. She argues that scholars are limiting their abilities to act responsibly in international relations by looking towards constructivism as (...) the future. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Realm Without Angels: MENCs Partnerships with Disney and Other Major Corporations Julia EkIund Koza University of Wisconsin-Madison My interest in partnerships between the MENC: The National Association for Music Educators and major corporations such as Disney dates back to 1996 when I was invited to attend a free premiere screening of the movie Mr. Holland 's Opus.1 Never one to turn down anything free, in January of (...) that year I joined more than twenty-fivethousandmusiceducators, administrators, and friends ofthe arts, who gathered at fiftyone locations across the nation to watch the movie. Sponsored and promoted by theNational Coalition for Music Education, ofwhich MENC is a member, in cooperation with the National AcademyofRecordingArts and Sciences Foundation, the American Music Conference, and Hollywood Pictures (a Disney subsidiary), the promotional screening was the result of an education/business partnership. I did not like the film much even though I agreed with its message that public schools and public school music should be adequately funded, and I was sorry that MENC had entered into a partnership to promote it. Part ofthe problem may have been timing. I had recentlyreturned froma parental leave during whichIhad sufferedseriouspostpartumcomplications and had struggled fornearly a yearwithpoor health. January 1996 found me trying to figure out how I would manage a full-blown academic career, my still fragile health, and a lively child. Ibristledatthevisionsofprofessionalismfostered by Mr. Holland's Opus, recognizing that I would never again have the luxury he did of indulging myselfuninterruptedly in my career; I knew that I might never again be seen as a "real professional " even though I was more exhausted and working harder than I ever had. From my perspective the film's images of teachers, teaching, andprofessionalismwereprofoundlymasculinist; I also knew that a popular film can play a powerful role in shapingpublic imaginaries. Who tends tobenefit fromtheperpetuationoftheseimagesof teachers, teaching, and professionalism, I wondered? Who tends to be harmed? So my first step on this journey was to write a critique of Mr. Holland's Opus. I soon discovered that the film itselfwas but one small part of a much larger story about MENCs deepening involvement in education /business partnerships. One of the main themes of Mr. Holland's Opus is that budget cuts can have devastating effects on music programs. The education/business partnership forged to promote Opus and the manner in which the film was promoted suggested that the corporate world is socially responsible and genuinely concerned both aboutthe quality ofAmerican education and the demise of music education. In no way did they intimate that corporate practices may be at least partially responsible for any declines in the quality ofpublic schooling. I was also aware, however, of a corpus of scholarship suggesting that recent trends toward corporate partnerships and philanthropy are window-dressing at a time when corporations are sneaking out the back door carrying everything else in the store. Critics contend that on the one hand, corporationsengageinmuchpublicizedacts of gift-giving or school partnership, which cost the corporations relatively little (or in the case of Opus, result in considerable financial profit for the corporation), while on the other hand, they chisel away at the financial infrastructure of©Philosophy ofMusic Education Review 10, no. 2 (Fall, 2002): 72-79. Julia Eklund Koza 73 schools with unrelenting demands for special corporate tax cuts, breaks, and incentives. This practice is especially detrimental to the arts because, relegated to the feminized status of "frill," they may be among the first subjects to suffer. Tax breaks are but one example of what critics term "corporate welfare." John Hood, in Policy Review, provides a list ofincentives states use to attract and keep corporations. In addition to tax abatements and tax credits, Hood mentions land giveaways, releases from infrastructure costs, the issuanceoftax-exemptdevelopmentbonds, offers to promote products, and job training packages. These deals are unfair to existing businesses, Hood argues, especially small ones that can never hope to receive such treatment, and he concludes that there is no clear-cut evidence these forms of corporate welfare benefit state economies.2 Accordingto JayTaylor, school-business partnerships have become increasingly popular; they quadrupled between 1982 and 1992 as financially strappeddistricts found themselves "dredgingfor dollars."3 Taylor explains that "school officials... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “Nomadic Turns:Epistemology, Experience, and Women University Band Directors” Epistemology, Experience, and Women University Band Directors”Julia Eklund KozaClimate and its impact on women in instrumental music education is a tremendously important subject, and I thank Liz Gould for her thoughtful analysis. Rather than offering a critique of her work, I will respond as one might answer in a call and response. Gould has sung a (...) call that articulates a definition of feminism and invites us to explore climate in the professions, specifically in instrumental music education; I will answer in affirmation, confirmation, and extension. The nomadic metaphor, which is central to her paper, has been appropriated by a number of postmodern [End Page 187] theoreticians, including, among others, Baudrillard, Grisoni, Deleuze and Guattari, and of course, Braidotti.1 I have decided not to talk about this metaphor, however, principally because the complexities of any analysis of Western constructions of nomadism—constructions that are rife with exoticism, fascination, revulsion, and fear—are multiplied at this moment, as my country wages war against Iraq, a land of nomadic and semi-nomadic peoples, after having recently engaged in military action in Afghanistan, which is similarly home to nomads. An incisive discussion of postmodern use of nomadic metaphors appears in Caren Kaplan's book Questions of Travel, which I recommend to anyone interested in the subject.2My response has two goals: first, to forward another, not necessarily competing, postmodern understanding of feminism and power; and second, keeping this understanding in mind, to expand Gould's project of examining professional climate. According to my working postmodern definition, feminism is a constellation of dynamic political positions, which address and attempt to change the unequal power relations and material conditions that are produced and supported by a normative regulatory ideal called sex. In speaking of a constellation of political positions, I acknowledge the existence of a multiplicity of modern and post-modern feminisms, and by calling these positions dynamic I acknowledge their fluidity. In asserting that sex is a regulatory ideal, I rely on the work of feminist theorist Judith Butler, who posits that sex and sexual difference are discursively constructed; distinguishing herself from feminists who draw a distinction between gender, which is assumed to be socially constructed, and sex, which is theorized as a pre-social given or surface, Butler not only questions such a distinction by arguing that both sex and gender are culturally produced, but also theorizes about how materializations of bodies are accomplished. Drawing on the work of philosopher Michel Foucault, she maintains that sex is a regulatory norm, "part of a regulatory practice that produces the bodies it governs,"3 and she claims that this materialization is accomplished through a reiterative process called performativity. A performative, according to Butler, is a "discursive practice that enacts or produces that which it names."4 Butler claims that "the regulatory norms of 'sex' work in a performative fashion to constitute the materiality of bodies and, more specifically, to materialize the body's sex, to materialize sexual difference in the service of the consolidation of the heterosexual imperative."5 She provides an example of how this reiterative process works: when a particular child is born, the child is cited as a girl at birth and many times afterward; each citation helps to constitute that child as a girl and also to reinforce the discursive formation "girl."6 To summarize, Butler asserts that sex is "a cultural norm which governs the materialization of bodies,"7 and she posits that materiality is a productive effect of power.8She also theorizes that subject formation necessitates both an "identification with the normative phantasm of 'sex,'" and the creation of a zone of abjection.9 Bodies relegated to this abject zone, according to Butler, can be a valuable and "critical resource in the struggle to rearticulate the very terms of symbolic legitimacy and intelligibility."10 She maintains that disidentification can be a fruitful way to mobilize feminist and queer politics.11 Collective disidentifications, Butler states, can facilitate a "reconceptualization of which bodies matter," which bodies count.12 [End Page 188]Finally, my definition of feminism relies on several Foucauldian assumptions about... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:In Sounds and Silences:Acknowledging Political EngagementJulia Eklund KozaThis symposium grapples with such questions as "Should music educators participate in political understandings?" The term "politics" often brings to mind "Big P" political matters, including citizenship, governance of the state, the election of officials, and the formation of public policy. Another way of thinking about politics is to associate it with power relations in social interactions of any kind. If one (...) thinks about it in the second way, then wherever there are two or more people, there are politics. Questions such as "Should we participate in politics?" and "How engaged should we be?" become meaningless. Michel Foucault's discussions of the pastoral forms of governance employed by the modern state, specifically the uses of technologies of the self, challenged long-held views about relationships between the individual and the state. In particular, his claim that major dominations are the effects, not the causes, of myriad local and particular mobilizations of power provides a rationale for examining these local mobilizations.1 If major dominations and "Big P" politics are the effects of local mobilizations, then everyone participating in social interactions participates in "Big P" politics, as well.This more global conception of political engagement stands in sharp contrast to a narrower one, which can be described using a "swimmer-on the-shore" metaphor. The swimmer stands on a beach looking out at the sea and decides whether this is a day for a toe dip, wading to the knees, total immersion, or staying out of the water altogether. The swimmer can choose to stay dry (unless inundated by the tide or a tidal wave). This conception is evident in a comment reportedly made by a music education professor in response to two back-to-back annual meetings of the music education researchers at Committee on Institutional Cooperation (CIC) institutions. Both meetings had been devoted to critique of MENC's policies and practices, and the disgruntled professor reportedly remarked, "That's enough about politics; let's get back to talking about music." In his view, which is shaped by the "swimmer" conception, some discussions are political, others are not; while some curricular areas, such as civics and sex education, are political, music is not, nor should it be. If, however, we assume that there is power in all social relations, then the "swimmer" conception has no salience because everyone is immersed; music, because it is a social activity, is political. Its engagement in politics is neither good nor bad, in and of itself; rather, it is inevitable. [End Page 168]Some may concede that although it is not possible to be disengaged, it is necessary and good for scholars and teachers to be politically "neutral." Conceptions of neutrality rely on a one-dimensional linear integers model of political engagement. On the line representing the integers, there is a plus side, a minus side, and zero, the zero presumably being the point of neutrality. People and views associated with the far ends of the line are extreme, while those closer to the zero point are moderate. In addition, positions on the line are assigned a moral value; depending upon the issue and the perspective from which the line is being viewed, plus can be good but minus is bad, plus can be bad but minus is good, neutral can be good, or neutral can be bad. If every issue and every social relation is political, however, and if we assume that people and relationships change, then the linear integers model is inadequate because it fails to embody the dynamic, multi-dimensional character of the complex social relations in which all of us engage. Another problem with the linear integers model is that it fails to interrogate the power vested in whomever or whatever decides what will constitute extreme, moderate, or neutral—what will be deemed reasonable and what outrageous. Sometimes this responsibility has been assigned to a fictitious "reasonable" person without much thought having been given to the political dimensions of the construction of reasoning. What is deemed outrageous in one system of reasoning may be perfectly reasonable in another.Belief that education can and should be objective and neutral comes from... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“Save The Music”?Toward Culturally Relevant, Joyful, and Sustainable School MusicJulia Eklund KozaIf historical sources are reliable indicators, music educators have never felt confident that music's place in the U.S. public school curriculum is secure. Proponents have been developing exhaustive rationales for the existence of school music from the moment that the subject was introduced into the public schools, attempting to convince an apparently skeptical public of the merits of (...) school music, and trying to pull endangered programs—usually their own—out of the fire. Today, as has been the case in the past, rescue and salvation discourses and initiatives abound. Moving music to a more secure place in the curriculum was cited as a rationale for the development of national music standards in 1994.1 In recent years saving the music has become a favorite project of major corporations, especially as privatization of public schooling has gained momentum. For example, in 1998 one of the National Association for Music Education's (MENC) corporate partners credited the school/partnership that promoted the Disney movie, Mr. Holland's Opus, with saving school music.2 The corporate-sponsored initiative "VH1 Save the Music" claims not only to help flailing school music programs but also, through the donation of musical instruments to schools, to rescue children as well—more than 250,0000 of them since 1997.3 [End Page 23]Because music outside of school seems to be thriving and probably will never be in need of rescue—although specific styles, genres, and practices may be in their twilight—"the music" to which "VH1 Save the Music" refers presumably is school music. As a music educator who perennially is called upon to "save the music," I will take a brief look at the object of salvation, the salvific discourses that surround it, and some of the systems of reasoning that construct it. I propose modifications in these systems of reasoning, which may lead to more culturally relevant, joyful, and sustainable school music.School Music: An Alchemized Constellation of Systems of Reasoning and PracticesTo conceptualize school music as an entity is both problematic and useful. On the one hand, doing so assumes the existence of an exteriority from which it can be clearly differentiated, that is, outside-of-school music, and yet these culturally constructed categories are leaky. The fact that the American Federation of Musicians joined forces with MENC to establish guidelines, which attempt to prevent school performing groups from encroaching on the turf of unionized professional musicians, indicates that the line of distinction between school music and its exteriority sometimes has been blurred.4Furthermore, when VH1 refers to it as "the music," school music seems to be not only clearly defined but also static and monolithic. I argue, however, that it consists of a whole constellation of systems of reasoning as well as the varied practices resulting from these systems. Differences between the various elements in this constellation may be as numerous as commonalities. School music in the U.S. is diverse in the sense that it encompasses a variety of sub-categories or sub-cultures (for example, elementary general music, secondary instrumental music, and so on), each with somewhat distinct systems of reasoning and practices. When suggesting that school music should be saved, we are faced with the complex question of whether all of these sub-categories, their systems of reasoning, and their consequent practices are to be objects of salvation.In addition to having to address the variety within school music, any mapping of relationships between school music and it exteriority should take into account the variety and dynamism of the musical world outside of school. This exteriority consists of a multiplicity of sub-cultures, each with a set of governing practices that may or may not be shared.On the other hand, astonishing within-category similarity exists, which supports the view that school music is an entity. In addition, some commonalities may not only unite all of the sub-categories but also may be shared with non-music school subjects, as well. One such commonality is the inescapable influence of a process of change educational theorist Thomas Popkewitz calls [End Page 24] "alchemy... (shrink)

In the psychological literature, love is often seen as a construct inseparable from that of close, interpersonal relationships. As a result, it has been often assumed that the same motivational factors underlie both phenomena. This often leads researchers to propose that love does not exist in itself—that it is an emotion which stems solely from a need for attachment, fulfillment of reproductive aims, or for social exchange. The popular cultural imagination, however, perceives love as a unique, mysterious, altruistic, ever-lasting bond (...) between two people—a vision of love which is at odds with its supposed psychological origins. We propose that an ideal of love and its enactment in our culture is a result of two intertwining factors. Within the last few centuries, interpersonal relationships and love have replaced religion as islands of existential comfort. Toward this end, lovers project illusory meaning on their partners. The laborious and turbulent process of withdrawing these projections can lead to what many thinkers think “love” is: bestowal of value on another, and consequent respect for, and care for that person, unmotivated by one's own needs, within the context of a real relationship. (shrink)

In the final installment of her two-part essay, Julia Eklund Koza analyzes prevalent control and management discourse in education, specifically, music education. Arguing that dominant understandings are hierarchical, gendered, illusory, and integrally related to projects and practices largely unrelated to schooling, she invites teachers and teacher educators to explore the possibilities created when different assumptions about teaching and control are applied. Koza maintains that recognizing the limits of governmentality, bankrupting illusions of control, and uncoupling associations between uncertainty and (...) terror are powerful political disruptions. Acknowledging that classroom control may be neither achievable nor desirable may open the door to different understandings of classroom power relations and to re-articulations of the purposes of schooling. Koza calls for the use of different metaphors and frames as a first step in achieving different educational outcomes. (shrink)

In the final installment of her two-part essay, Julia Eklund Koza analyzes prevalent control and management discourse in education, specifically, music education. Arguing that dominant understandings are hierarchical, gendered, illusory, and integrally related to projects and practices largely unrelated to schooling, she invites teachers and teacher educators to explore the possibilities created when different assumptions about teaching and control are applied. Koza maintains that recognizing the limits of governmentality, bankrupting illusions of control, and uncoupling associations between uncertainty and (...) terror are powerful political disruptions. Acknowledging that classroom control may be neither achievable nor desirable may open the door to different understandings of classroom power relations and to re-articulations of the purposes of schooling. Koza calls for the use of different metaphors and frames as a first step in achieving different educational outcomes. (shrink)

The facticity of sexuality is a key driver of the asylum procedure in “LGBT” cases, where non-heterosexual identities can be grounds for gaining” refugee status.” The procedure becomes a test of sexual veracity by means of a truthful performance. This performance is primarily discursive, but it is also bodily in terms of the way bodily comportment is considered indicative of a “true story.” Underlying this process is a conception of sexuality as a fixed, invisible but ever present identity. Sexuality, we (...) argue, gets configured in ways akin to what is commonly called an “infrastructure.” The veracity and facticity of accounts of, and for, this ‘infrastructure of selfhood’ can only be ascertained in live encounters during the asylum procedure. This article ethnographically highlights how such a particular facticity is composed in the Dutch asylum procedures. Building on Judith Butler’s work on narrative accounts of the self, we show how the state intervenes in crucial ways in asserting the authority to assign truth to such a narrative account. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “Nomadic Turns:Epistemology, Experience, and Women University Band Directors” Epistemology, Experience, and Women University Band Directors”Julia Eklund KozaClimate and its impact on women in instrumental music education is a tremendously important subject, and I thank Liz Gould for her thoughtful analysis. Rather than offering a critique of her work, I will respond as one might answer in a call and response. Gould has sung a (...) call that articulates a definition of feminism and invites us to explore climate in the professions, specifically in instrumental music education; I will answer in affirmation, confirmation, and extension. The nomadic metaphor, which is central to her paper, has been appropriated by a number of postmodern [End Page 187] theoreticians, including, among others, Baudrillard, Grisoni, Deleuze and Guattari, and of course, Braidotti.1 I have decided not to talk about this metaphor, however, principally because the complexities of any analysis of Western constructions of nomadism—constructions that are rife with exoticism, fascination, revulsion, and fear—are multiplied at this moment, as my country wages war against Iraq, a land of nomadic and semi-nomadic peoples, after having recently engaged in military action in Afghanistan, which is similarly home to nomads. An incisive discussion of postmodern use of nomadic metaphors appears in Caren Kaplan's book Questions of Travel, which I recommend to anyone interested in the subject.2My response has two goals: first, to forward another, not necessarily competing, postmodern understanding of feminism and power; and second, keeping this understanding in mind, to expand Gould's project of examining professional climate. According to my working postmodern definition, feminism is a constellation of dynamic political positions, which address and attempt to change the unequal power relations and material conditions that are produced and supported by a normative regulatory ideal called sex. In speaking of a constellation of political positions, I acknowledge the existence of a multiplicity of modern and post-modern feminisms, and by calling these positions dynamic I acknowledge their fluidity. In asserting that sex is a regulatory ideal, I rely on the work of feminist theorist Judith Butler, who posits that sex and sexual difference are discursively constructed; distinguishing herself from feminists who draw a distinction between gender, which is assumed to be socially constructed, and sex, which is theorized as a pre-social given or surface, Butler not only questions such a distinction by arguing that both sex and gender are culturally produced, but also theorizes about how materializations of bodies are accomplished. Drawing on the work of philosopher Michel Foucault, she maintains that sex is a regulatory norm, "part of a regulatory practice that produces the bodies it governs,"3 and she claims that this materialization is accomplished through a reiterative process called performativity. A performative, according to Butler, is a "discursive practice that enacts or produces that which it names."4 Butler claims that "the regulatory norms of 'sex' work in a performative fashion to constitute the materiality of bodies and, more specifically, to materialize the body's sex, to materialize sexual difference in the service of the consolidation of the heterosexual imperative."5 She provides an example of how this reiterative process works: when a particular child is born, the child is cited as a girl at birth and many times afterward; each citation helps to constitute that child as a girl and also to reinforce the discursive formation "girl."6 To summarize, Butler asserts that sex is "a cultural norm which governs the materialization of bodies,"7 and she posits that materiality is a productive effect of power.8She also theorizes that subject formation necessitates both an "identification with the normative phantasm of 'sex,'" and the creation of a zone of abjection.9 Bodies relegated to this abject zone, according to Butler, can be a valuable and "critical resource in the struggle to rearticulate the very terms of symbolic legitimacy and intelligibility."10 She maintains that disidentification can be a fruitful way to mobilize feminist and queer politics.11 Collective disidentifications, Butler states, can facilitate a "reconceptualization of which bodies matter," which bodies count.12 [End Page 188]Finally, my definition of feminism relies on several Foucauldian assumptions about... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:“Save The Music”?Toward Culturally Relevant, Joyful, and Sustainable School MusicJulia Eklund KozaIf historical sources are reliable indicators, music educators have never felt confident that music's place in the U.S. public school curriculum is secure. Proponents have been developing exhaustive rationales for the existence of school music from the moment that the subject was introduced into the public schools, attempting to convince an apparently skeptical public of the merits of (...) school music, and trying to pull endangered programs—usually their own—out of the fire. Today, as has been the case in the past, rescue and salvation discourses and initiatives abound. Moving music to a more secure place in the curriculum was cited as a rationale for the development of national music standards in 1994.1 In recent years saving the music has become a favorite project of major corporations, especially as privatization of public schooling has gained momentum. For example, in 1998 one of the National Association for Music Education's (MENC) corporate partners credited the school/partnership that promoted the Disney movie, Mr. Holland's Opus, with saving school music.2 The corporate-sponsored initiative "VH1 Save the Music" claims not only to help flailing school music programs but also, through the donation of musical instruments to schools, to rescue children as well—more than 250,0000 of them since 1997.3 [End Page 23]Because music outside of school seems to be thriving and probably will never be in need of rescue—although specific styles, genres, and practices may be in their twilight—"the music" to which "VH1 Save the Music" refers presumably is school music. As a music educator who perennially is called upon to "save the music," I will take a brief look at the object of salvation, the salvific discourses that surround it, and some of the systems of reasoning that construct it. I propose modifications in these systems of reasoning, which may lead to more culturally relevant, joyful, and sustainable school music.School Music: An Alchemized Constellation of Systems of Reasoning and PracticesTo conceptualize school music as an entity is both problematic and useful. On the one hand, doing so assumes the existence of an exteriority from which it can be clearly differentiated, that is, outside-of-school music, and yet these culturally constructed categories are leaky. The fact that the American Federation of Musicians joined forces with MENC to establish guidelines, which attempt to prevent school performing groups from encroaching on the turf of unionized professional musicians, indicates that the line of distinction between school music and its exteriority sometimes has been blurred.4Furthermore, when VH1 refers to it as "the music," school music seems to be not only clearly defined but also static and monolithic. I argue, however, that it consists of a whole constellation of systems of reasoning as well as the varied practices resulting from these systems. Differences between the various elements in this constellation may be as numerous as commonalities. School music in the U.S. is diverse in the sense that it encompasses a variety of sub-categories or sub-cultures (for example, elementary general music, secondary instrumental music, and so on), each with somewhat distinct systems of reasoning and practices. When suggesting that school music should be saved, we are faced with the complex question of whether all of these sub-categories, their systems of reasoning, and their consequent practices are to be objects of salvation.In addition to having to address the variety within school music, any mapping of relationships between school music and it exteriority should take into account the variety and dynamism of the musical world outside of school. This exteriority consists of a multiplicity of sub-cultures, each with a set of governing practices that may or may not be shared.On the other hand, astonishing within-category similarity exists, which supports the view that school music is an entity. In addition, some commonalities may not only unite all of the sub-categories but also may be shared with non-music school subjects, as well. One such commonality is the inescapable influence of a process of change educational theorist Thomas Popkewitz calls [End Page 24] "alchemy... (shrink)

The paper is based on the New Institutional Economic Theory, which emphasizes institutions as a vital component in the creation of wealth and economic growth. It is widely accepted that formal institutions change rapidly through political and legislative decisions. Informal institutions are deeply embedded in customs, tradition and inherited behavioral norms. Thus, change comes at a very slow pace. This research is focused on the business ethics segment of informal institutions.The paper is based on the effects of institutional changes on (...) the position and the slope of demand curve for ethical business behavior. Business people faced with opportunity costs that influenced their behavior. Additional statistical analyses provide evidence of business ethics perception, which is more expressed in the group of managers than in the administration group. Behavior of the middle-aged population differs significantly in comparison to other groups when deciding on ethical dilemmas in real business situations.Cet article s’inspire de la Nouvelle Economie Institutionnelle qui met l’accent sur les institutions en tant que composante fondamentale du processus de création de richesses et de la croissance économique, Il est généralement reconnu que les institutions formelles se modifient rapidement sous l’impulsion de décisions politiques et législatives. Les institutions informelles, quant à elles, sont profondément ancrées dans les coutumes, les traditions, et les normes de comportement héritées d’anciennes générations. Ainsi, dans le cas de ces institutions, le changement est beaucoup plus lent. Cet article met l’accent sur l’éthique des affaires en tant qu’une des composantes des institutions formelles.Une des idées qui sous-tend l’article est l’analyse des effets des changements institutionnels sur la position et la pente de la courbe de demande pour des comportements éthiques dans les affaires. Les hommes d’affaires font face à des coûts d’opportunité qui influencent leur comportement. Des analyses statistiques supplémentaires donnent la preuve de la perception de l’éthique des affaires, perception qui est plus aiguë parmi les managers que parmi les administratifs. Le comportement de la population d’âge intermédiaire diffère de manière significative de celui des autres groupes face à des dilemmes éthiques que suscitent certaines situations concrètes du monde des affaires. (shrink)

On the 70th anniversary of the bombings of Hiroshima and Nagasaki the world remains marked by violent conflict and the possibility of nuclear war. This seems an apt moment to ask whether the bombings have left a trace in our thinking. This article thus explores how particular articulations of their memory or, alternatively, failures to articulate such a memory, conjure up our world: how they represent and account for violence and how, if at all, they assign specific significance to nuclear (...) weapons. Reading two very different texts, Jacques Derrida’s ‘No Apocalypse, Not Now’ and Kamila Shamsie’s Burnt Shadows, alongside each other, the article shows how remembering finds itself at the impossible limit between the conceptual and the particular, in the space of politics. It argues that the violence that continues to form an everyday part of our world can only be challenged or even understood by thinking at this limit where no answer can be generated in the abstract and decisions are necessary. (shrink)

Individuals unvaccinated against COVID-19 (C19) experienced prejudice and blame for the pandemic. Because people vastly overestimate C19 risks, we examined whether these negative judgements could be partially understood as a form of scapegoating (ie, blaming a group unfairly for an undesirable outcome) and whether political ideology (previously shown to shape risk perceptions in the USA) moderates scapegoating of the unvaccinated. We grounded our analyses in scapegoating literature and risk perception during C19. We obtained support for our speculations through two vignette-based (...) studies conducted in the USA in early 2022. We varied the risk profiles (age, prior infection, comorbidities) and vaccination statuses of vignette characters (eg, vaccinated, vaccinated without recent boosters, unvaccinated, unvaccinated-recovered), while keeping all other information constant. We observed that people hold the unvaccinated (vs vaccinated) more responsible for negative pandemic outcomes and that political ideology moderated these effects: liberals (vs conservatives) were more likely to scapegoat the unvaccinated (vs vaccinated), even when presented with information challenging the culpability of the unvaccinated known at the time of data collection (eg, natural immunity, availability of vaccines, time since last vaccination). These findings support a scapegoating explanation for a specific group-based prejudice that emerged during the C19 pandemic. We encourage medical ethicists to examine the negative consequences of significant C19 risk overestimation among the public. The public needs accurate information about health issues. That may involve combating misinformation that overestimates and underestimates disease risk with similar vigilance to error. (shrink)

In this article, Herrie and Sørensen examine the mediation of typing indicators (“…”) in online messaging. Their point of departure is a scene from the contemporary novel _Exciting Times_ by Naoise Dolan (2020), in which the ‘dots’ play a prominent role. Their analysis shows how typing indicators, as interface design, mediate the complex communication situation in which they take part: from being mere signals, they have slipped into our emotional lives. From a semiotic perspective (Charles S. Peirce), the authors define (...) typing indicators as _uncertain indices_ which through unknowability and suspense establish an attentional presence. In continuation hereof, the authors argue that the acts of writing and waiting in contemporary attentional ecologies (Yves Citton) through the mediation of typing indicators as indicators of attentional presence, could be considered a mode of caring (Bernard Stiegler). (shrink)

SAŽETAK: Empiristi su tvrdili da se medicinsko znanje u cjelini može steći na temelju iskustva i da za njegovo formiranje i primjenu nije potrebna nikakva teorija. Ključni dio toga stava sastoji se u odbacivanju istraživanja uzroka bolesti. Medicinsko se znanje sastoji od teorema koji su generalizacije izvedene na temelju iskustva. Ranije analize generalizacija kojima se služi medicina, kao i rasprave o stručnom znanju općenito, pokazuju da je među grčkim liječnicima i filozofima bio prihvaćen stav da ispravne generalizacije koje nekoj djelatnosti (...) jamče status umijeća jesu eksplanatorne generalizacije – takve koje uključuju poznavanje uzroka. U članku istražujem na temelju čega empiristi mogu za neeksplanatorne generalizacije zahtijevati isti status i nastojim pokazati da je njihov argument u osnovi taj da statistički kriterij formulacije takvih generalizacija jamči njihovo podudaranje s događajima koje opisuju, što eksplanatornegeneralizacije ne mogu osigurati.The Empiricists argued that medical knowledge is a matter of experience, and that no theory is required either for its formation or application. The central part of their position was rejecting the possibility of the discovery of causal connections by the use of reason. The theorems that make up medical knowledge are empirical generalizations that do not include the specification of the cause. However, the Greek authors outside Empiricism, both medical and philosophical, made a strong case for the claim that a generalization must be explanatory to be scientific or artistic. In this paper I discuss how non-explanatory generalizations, being statements of frequency of joint occurrences which are statistically accurate, can be taken by the Empiricists as scientific. (shrink)

McCullough et al 1 confront a challenge that no organisation has fully eradicated: incivility. They emphasise that civility is not merely a matter of common decency and good conduct but also a moral imperative, an aspirational value that should be promoted and modelled by all the members of the institutions and throughout all the stages of practitioners’ careers. In their fusion of ancient wisdom and philosophical classics with their own insights on contemporary workplaces, they forward a defensible case for why (...) civility matters and is worthy of continuous contemplation. Given the clarity and persuasion of their piece, I do not seek to challenge their claims. Instead, I will complement their argument with a perspective highlighting the difficulties of identifying low-level workplace mistreatments and responding to them impartially. While organisations should certainly not skimp on their efforts to promote civility and hold their transgressors accountable, there are nonetheless boundaries to good intentions.2 The unexamined pursuit of civility, if characterised by inconsistent definitions of harm and inappropriate allegations of uncivil acts, runs the risk of fostering its own toxicity spirals. With the hope of contributing to the exchange initiated by McCullough and colleagues, I briefly highlight …. (shrink)

Assessments of quality in healthcare often focus on treatment outcome or patient safety, but rarely acknowledge the importance of patients’ encounters with healthcare personnel. The aim of this study was to gain an improved understanding of negative experiences of healthcare encounters by investigating experiences of the general population. A questionnaire was distributed to a randomly selected sample population of 1484 inhabitants in Stockholm County, Sweden. The material was subjected to conventional content analysis. Seventeen different types of complaint about negative encounters (...) were identified, including unpleasant behavior, not being listened to, inadequate information, and discrimination. Two possible underlying explanations are discussed; structural factors relating to the organization and allocation of healthcare, and individual factors relating to the staff’s attitudes and professional practice. The results indicate that different strands of actions are needed to reduce patients’ negative experiences of encounters in healthcare, depending on the setting as well as on which of the two factors predominates. (shrink)

This chapter discusses the main types of so-called ’subjective measures of consciousness’ used in current-day science of consciousness. After explaining the key worry about such measures, namely the problem of an ever-present response bias, I discuss the question of whether subjective measures of consciousness are introspective. I show that there is no clear answer to this question, as proponents of subjective measures do not employ a worked-out notion of subjective access. In turn, this makes the problem of response bias less (...) tractable than it might otherwise be. (shrink)

The paper follows the discursive path of one of the dominant, and yet forgotten, terms in the history of ideas - that of?degeneration.? The richness of uses and various illuminations of the term, as well as its discursive dispersion and blurring, can be seen from the mid 19th until the first decades of the 20th century. The term was almost inescapable in studies of thinkers from various fields starting in the middle of the 19th century, it was successfully adopted from (...) French, Italian and British medical terminology into the art discourse of modern European societies. By focusing on music, the given term became permanently tied to thinking about relations of music and society in the German-speaking world. In a complex discursive development of the term, the author necessarily made certain choices, paying special attention to the Austro-Hungarian psychologists, Max Nordau who carried the concept of?degeneration? from the medical to the art sphere. The debate regarding the?degeneration of music,? was developed chronologically, starting from the Second Reich. While Wagner developed a theory of?degeneration? and its overcoming through?regeneration,? he was still considered?degenerated.? The given example reveals the complexity of the problem we face when we study the concept of?degeneration of music.? The consideration is completed with a glance at the life of?degenerated? musicians and music during the Weimar Republic, that is, their interpretation in the Third Reich. (shrink)

In Describing Inner Experience, Hurlburt and Schwitzgebel explore the proper limits of scepticism about consciousness and the prospect of a scientific investigation of consciousness. Their debate with each other focuses on the question about whether we can trust people's reports about their inner experiences and on Hurlburt's introspective method, DES. I point out that their discussion leaves unclear the crucial question of the aims and objectives of DES. This makes it difficult genuinely to assess DES's merits and the problems for (...) theorizing that might be created by inaccuracy in the introspective data. I then provide a taxonomy of different introspective methods, depending on different roles played by introspective data and on the kinds of questions that are being asked. I suggest that introspective methods tasked to answer a certain group of questions -- certain philosophical questions about experience -- are more vulnerable to the possibility of introspective error than others. (shrink)

What is the strength of anthropological fieldwork when we want to understand human technologies? In this article we argue that anthropological fieldwork can be understood as a process of gaining insight into different contextualisations in practiced places that will open up new understandings of technologies in use, e.g., technologies as multistable ontologies. The argument builds on an empirical study of robots at a Danish rehabilitation centre. Ethnographic methods combined with anthropological learning processes open up new way for exploring how robots (...) enter into professional practices and change values, social relations and materialities. Though substantial funding has been invested in developing health service robots, few studies have been undertaken that explore human-robot interactions as they play out in everyday practice. We argue that the complex learning processes involve not only so-called end-users but also staff, management, doings and discourse in a complex amalgamation of materials and values. (shrink)

In this paper, the incidental clauses delimited by commas are inquired from a computational linguistic perspective. Some theoretical aspects based on grammatical criteria, and a discussion about its nature and definition are proposed. For this objective, we consider (i) the possibility that incidental clause has (or not) a syntactic function, (ii) the possibility that the incidental clauses interrupts (or not) the regular order of the sentence where it is inserted, and (iii) the different levels where the incidental clauses could be (...) situated. From these issues, a classification and a definition of incidental clauses delimited by commas are proposed, and a method for automatic detection of these expressions using the Smorph and MPS softwares are described; this method got adequate accuracy and coverage percentages. Finally the contribution of this paper for the grammatical studies and the computational linguistics are presented, and new topics for future works are proposed. (shrink)