While there are studies of Grant's political philosophy and theology, there is no sustained study of his teaching, and specifically its inextricable relation to his political philosophy and theology. No study to date has drawn extensively on the collected works--including his talks to teachers and his D.Phil. thesis--or upon his biography, letters, and the considerable secondary literature, all of which are referenced here extensively.This is a synoptic text for prospective and practising teachers that shows the significance of the scholarship of (...) George Grant for teaching today. While there are studies of Grant's political philosophy and theology, there is no sustained study of his teaching, and specifically its relation to his political philosophy and theology. No study to date has drawn extensively on the collected works--including talks to teachers and his D.Phil. thesis at Oxford--or upon his biography, the collected letters, and the vast secondary literature, all of which I cite extensively in this comprehensive and original study of the teachings of George Grant. Aside from its synoptic status--it can serve a reference book for students of Grant as well as textbook for students of education--original features include 1) the characterization of Grant as Progressive Christian Platonist, the first term an acknowledgement of his imprinting as a child and of his (inadvertent) affinities with John Dewey, 2) the linking of his critiques of time, teaching, and technology into one critique: idolatry, 3) an extension of his preference for Eastern Christianity and its emphasis upon icons, associated also with his study of Simone Weil, from whose work I quote, 4) the extension of Grant's critique through the elaboration of a concept of attunement, and 5) the explication of one of Grant's keywords: eternity, juxtaposed with time (the subject of Chapter 3). My teaching of Grant emphasizes its timeliness, accenting his prescience, identifying several educational issues today--academic vocationalism, educational technology, privatization of schooling, the ascendency of research over teaching--that Grant identified and critiqued fifty years ago. Grant's prescience is also demonstrated by his concerns over the fate of what he termed particularity within Canada and globally, worried that economic globalization will erase distinctive national histories and cultures. Replacing these would be a world state, universal and homogeneous, representing the worst tyranny humanity has known. Current issues of right-wing populism--notably in the U.K. and the U.S.--Grant foresaw as reactions against these historical tendencies. I conclude with a long epilogue wherein I review the main points and show Grant's profound pertinence for students today. (shrink)

This article has two interrelated purposes, one of historical and one of contemporary significance. It first seeks to challenge the common view in the literature that Article 82EC is a product of ordoliberalism. This is done by directly examining the travaux préparatoires of the competition rules of the EC Treaty to discover the intent of the drafters of Article 82EC. This inquiry is important for a modernized approach to Article 82EC since it must be determined whether Article 82EC can be (...) applied with a ‘consumer welfare’ standard without a Treaty amendment. This is because, if the provision is ‘ordoliberal’, its objective cannot be the enhancement of ‘consumer welfare’. As its second and policy-driven purpose, this article suggests that the intent of the drafters of Article 82EC provides the EC Commission and the courts with the means to apply Article 82EC in a modernized manner with a ‘more economic approach’. The article shows that the drafters of Article 82EC were mainly concerned with increasing ‘efficiency’. Hence, adopting a welfarist objective would not imply a fundamental change in the goals of Article 82EC. On the contrary, including efficiencies in the assessment would be a late but welcome recognition since efficiency is already imbedded in the provision. (shrink)

With advances in research environments and the accompanying increase in the complexity of research projects, the range of skills required to carry out research calls for an increase in interdisciplinary and collaborative work. CogNovo, a doctoral training program for 25 PhD students, provided a unique opportunity to observe and analyze collaborative processes. We propose a process-oriented framework for understanding research collaborations along two dimensions: interpersonal and project-related. To illustrate the utility of this process-oriented framework, we apply the framework matrix to (...) several collaborations that emerged within the CogNovo program. The framework that we introduce has several advantages over existing metrics. Firstly, we offer a process-oriented—as opposed to product-oriented—evaluation of interdisciplinary and collaborative endeavors. Secondly, we propose a means of assessment that preserves the distinctive profile (or “fingerprint”) of a given collaborative project, thus capturing the uniqueness of each project and its environment. (shrink)

Adult persons normally are taken as prima facie authorities regarding their own avowed interests, so that an accusation of self-deception with respect to such interests troubles our default presumptions. Furthermore, the difficulty, in practice, of knowing when such accusations are warranted presents a peculiar obstacle to moral justification, inasmuch as knowing how the interests of various persons really are likely to be affected by some act or norm is an accepted preliminary to moral justification across a wide range of theoretical (...) approaches and is, in some cases—such as in contractualist accounts—decisive. I argue that a careful examination of the pragmatics of coherent allegations of self-deception shows them to rely on a form of ‘proleptic’ argument, and that the truth- or validity-conditions for such utterances lie in the transformative appropriation of the one so accused. (shrink)

This article explores Marx’s contention that the achievement of full personhood and, not just consequently, but simultaneously, of genuine intersubjectivity depends upon the attainment of recognition for one’s place in the social division of labour, recognition which is systematically denied to some individuals and groups of individuals through the capitalist organization of production and exchange. This reading is then employed in a critique of Axel Honneth’s theory of recognition which, it is argued, cannot account for the systematic obstacles faced by (...) some struggles for recognition. (shrink)

Autobiography and Teacher Development in China investigates the roles of autobiography in teacher education, as several scholars in China recontextualize Western conceptions of teacher development, combining them with uniquely Chinese cultural conceptions to articulate a reconceptualization of teacher development that holds worldwide significance. Framed by the work of Zhang Hua and William F. Pinar, these theoretical and practical essays point to an internationally inflected reconceptualization of teachers' professional development, pre-service and in-service. This volume addresses multiple movements of teacher education reform (...) worldwide, focused on crafting a nationally distinctive course not only internationally, but also culturally, historically, and locally. (shrink)

In this paper, I defend a metaethical position described as ‘actual agreement contractualism’: the view that norms arise from actual attempts to arrive at legitimate terms for social cooperation among all those affected. I distinguish the actual agreement approach from hypothetical approaches to contractualism, and defend the former against objections from Thomas Scanlon, in particular. The attractiveness of a focus on actual agreements, I argue, is seen in the way it resolves problems internal to the hypothetical approach as well as (...) in its implications for the purpose of moral theory and for the obligation to justify our actions to others.Dans cet article, je défends une position métaéthique pouvant être désignée comme «contractualisme de l’accord réel», soit la position voulant que les normes découlent d’efforts réels pour s’entendre sur les termes légitimes de la coopération sociale entre tous ceux qui sont touchés. Je distingue cette approche des approches hypothétiques du contractualisme et je défends la première, notamment contre les objections de Thomas Scanlon. L’attrait d’une approche basée sur les accords réels se voit dans la façon dont elle permet de résoudre certains problèmes internes de l'approche hypothétique, mais aussi dans ce qu’elle implique quant à l'objet de la théorie morale et quant à l'obligation de justifier nos actions auprès des autres. (shrink)

Several authors have discussed and defended what is sometimes called the Asymmetry Thesis in social epistemology: that while reliance on testimony is essentially incontrovertible in epistemology, it is uniquely problematic for moral knowledge. This conclusion results, I argue, from considering the wrong sort of moral testimony: namely, ‘third-personal’ rather than ‘first-personal’ testimony. First-personal moral testimony is an inescapable part of the constitution of legitimate moral norms, and its role cannot be deflated as a form of mere information to be taken (...) up in private deliberation. The consequences of this argument for forms of hypothetical contractualism, in particular, are profound. (shrink)

RÉSUMÉ: Cet article propose une analyse «habermasienne» du fait de dire des conneries qui diffère de l’approche bien connue de Harry Frankfurt. Il y est question de démontrer que la théorie de l’agir communicationnel d’Habermas fournit de meilleurs outils conceptuels pour une telle analyse. Il sera également démontré que les partisans d’Habermas devraient être préoccupés par ce phénomène. Déconner perturbe la transition au discours; elle interrompt la force liante de l’agir communicationnel (qui est à la base de l’explication d’Habermas sur (...) l’intégration sociale) et, suffisamment répandu pour en altérer les attitudes fondamentales à l’égard du discours public, le déconnage met en question le statut de la théorie de l’agir communicationnel d’Habermas comme une reconstruction de la connaissance intuitive des locuteurs compétents. (shrink)

We explore the distinctive characteristics of Mexico's society, politics and history that impacted the establishment of genetics in Mexico, as a new disciplinary field that began in the early 20th century and was consolidated and institutionalized in the second half. We identify about three stages in the institutionalization of genetics in Mexico. The first stage can be characterized by Edmundo Taboada, who was the leader of a research program initiated during the Cárdenas government (1934-1940), which was primarily directed towards improving (...) the condition of small Mexican farmers. Taboada is the first Mexican post-graduate investigator in phytotechnology and phytopathology, trained at Cornell University and the University of Minnesota, in 1932 and 1933, respectively. He was the first investigator to teach plant genetics at the National School of Agriculture and wrote the first textbook of general genetics, Genetics Notes, in 1938. Taboada's most important single genetics contribution was the production of "stabilized" corn varieties. The extensive exile of Spanish intellectuals to Mexico, after the end of Spain's Civil War (1936-1939), had a major influence in Mexican science and characterizes the second stage. The three main personalities contributing to Mexican genetics are Federico Bonet de Marco and Bibiano Fernández Osorio Tafall, at the National School of Biological Sciences, and José Luis de la Loma y Oteyza, at the Chapingo Agriculture School. The main contribution of the Spanish exiles to the introduction of genetics in Mexico concerned teaching. They introduced in several universities genetics as a distinctive discipline within the biology curriculum and wrote genetics text books and manuals. The third stage is identified with Alfonso León de Garay, who founded the Genetics and Radiobiology Program in 1960 within the National Commission of Nuclear Energy, which had been founded in 1956. The Genetics and Radiobiology Program rapidly became a disciplinary program, for it embraced research, teaching, and training of academics and technicians. The Mexican Genetics Society, created by de Garay in 1966, and the development of strains and cultures for genetics research were important activities. One of de Garay's key requirements was the compulsory training of the Program's scientists for at least one or two years in the best universities of the United States and Europe. De Garay's role in the development of Mexican genetics was fundamental. His broad vision encompassed the practice of genetics in all its manifestations. (shrink)

This paper explores the moral and legal status of the right to strike from a contractualist perspective, broadly construed. I argue that rather than attempting to ground the right to strike in the principle of association, as is commonly done in the ongoing legal debate, it ought to be understood as the assertion of a second-order moral right to self-determination within economic life. The controversy surrounding the right to strike thus reflects and depends upon a more basic question of the (...) legitimate scope of reason giving. I conclude that the right to strike, understood as an assertion of a right to self-determination, enjoys presumptive or pro tanto legitimacy apart from the merits or demerits of particular strike demands. (shrink)

The aim of this paper is to show how modern genetics reached Spain through the Junta para la Ampliación de Estudios e Investigaciones Científicas (JAE) during the decade of 1920s, the role played by key persons, and the level of development this discipline achieved from its different points of inception and under the conditions of financial scarcity and political turmoil that prevailed during the Spanish Civil War (1936-1939). In addition, the effect of the war on the continuity of the lines (...) of research already began is outlined, identifying the main area in which genetics first reappeared: agronomy. (shrink)

La revolución digital de trasfondo transhumanista en la que estamos inmersos plantea un escenario de robotización también de la función jurisdiccional. El uso intensivo de Big Data e Inteligencia Artificial (IA) abriría la posibilidad de que sean las máquinas quienes razonen jurídicamente y sean -en definitiva- quienes tomen las decisiones dirimentes de los conflictos sociales so capa de una mayor rapidez, objetividad y predictibilidad; en definitiva, dada su evidente eficiencia en comparación con los juzgadores humanos. Sin embargo, conviene examinar atentamente (...) las limitaciones de la IA aplicada a la argumentación jurídica. Merece la pena recapacitar acerca de la idoneidad social de una eventualidad tal. Se concluye escuchando voces autorizadas que se han pronunciado al respecto, cuestionando la existencia de una ‘justicia transhumanista’, pues el uso intensivo y extensivo de la IA no dejaría de ser una capitulación de la ciencia jurídica. Ahora bien, un uso encuadrado dentro de sus posibilidades abre una oportunidad para el mejor razonamiento jurídico y la extensión de los métodos de resolución de conflictos alternativos a la jurisdicción estatal. (shrink)

School bullying among young adolescents is a globally pervasive problem, but is less common when bystanders are motivated to defend victims. Thus, the focus of this experimental study is on motivation to defend victims of bullying.Methods: A total of 388 students from two Turkish public schools participated in a vignette experiment. Students were randomized to one of two vignettes. Self-report measures of motivation to defend, trait anxiety, depression, and identification with the victim or bully were used.Results: Participants reported more autonomous (...) motivation in the cyberbullying condition, while those who witnessed direct bullying reported higher anxiety and depression.Results also revealed that this type of condition was associated with anxiety and depression, while anxiety was associated with autonomous motivation to defend. Finally, participants in the direct bullying condition were more likely to identify with the bully.Conclusion: Findings advance our understanding of when and why adolescents are motivated to help victims of bullying because they give a richer picture of what they assess when deciding whether or not they should intervene. (shrink)

Recent history is replete with scandalous acts and charitable acts within the business community. Unfortunately, scandalous acts seem to occur with greater frequency than charitable acts – at least as reported in the broadcast and print media. An interesting corollary to the incidence of scandalous and charitable acts is the apparent differential involvement of men and women, particularly in scandals. This article explores a possible explanation for the apparent gender differential in involvement in scandals and acts of charity. Drawing on (...) a conceptual framework of three Fundamental Moral Orientations (FMOs) – selfishness, self-fullness, and selflessness – and relevant literature on gender effects, this article explores whether men and women are perceived as differing fundamentally in how they approach moral dilemmas. This phenomenon is examined with a sample of personnel (n = 682) from the hotel industry in Turkey. Results of the study indicate that gender has some effect on the perceived adoption of FMOs, and that these gender effects are generally consistent across age, educational level, and organizational rank categories. Implications of the findings are discussed. (shrink)

As Allen Buchanan and Russell Powell have observed, de-moralization—the retreat of normative regulation from specific areas of human life—represents an under-theorized component of the study of moral change. However, Buchanan and Powell, like Philip Kitcher, focus exclusively on instances of de-moralization that they regard as morally progressive. Indeed, the existing literature on moral change is almost silent on the matter of moral regression, and doubly so on the matter of regressive de-moralization. This paper attempts to define and defend a particular, (...) contractualist account of regressive de-moralization as both historically well-documented and a matter of contemporary concern. (shrink)

(1987). An Ethnography of AESA: A Collective Insider's Perspective on the Organization (AESA Presidential Address--1986) Educational Studies: Vol. 18, No. 3, pp. 359-373.

Axel Honneth—and sympathetic critics on his behalf – have argued that his mature work can be understood as “the attempt to provide a consistent theoretical model to extend” the insights of critical historians and sociologists, like E.P. Thompson and Barrington Moore, Jr., whose work formed an important point of departure for Honneth’s early research. This chapter attempts to demonstrate the contrary: that Honneth’s middle and most recent writings represents an abandonment of the basic convictions of his own earlier work, which (...) was indeed consonant with Thompson, Moore, and others and which, partly for that reason, held considerable promise. (shrink)

This volume presents the most recent research on Title I federal compensatory education programs. Over the past three decades, Title I of the Elementary and Secondary Education Act has served as the cornerstone of the federal commitment to equality of opportunity. It is the federal government's single largest investment in America's schools. As Title I begins a new century, this book documents the program's history and points to the potential for its future, building on 35 years of research, development, and (...) practical experience. The research and analysis it provides fills a void for systematic information that can help inform Title I education policies and practices. _Title I: Compensatory Education at the Crossroads_ is essential reading for educational researchers and students working in the areas of social stratification and equity-minded policies, programs, and practices. It will serve well as a text for graduate courses on these topics in education, as well as in public policy, sociology, and psychology. Educational policymakers and administrators at the federal, state, and local levels who are concerned with Title I and programs for students placed at risk will find it an important resource in crafting policies and programs for this population of students. (shrink)

_Reinvigorates Jürgen Habermas’ early critical theory._.

Reinvigorates J rgen Habermas' early critical theory.

Diplomatic relations carried out between the states are fulfilled under the protocol ruled out by the actors within the international system, which prevents any possible problems that might affect the course of bilateral relations from coming out. However, work and actions in the public arena are carried out under the protocol rules, some of which are in written form, and some of which are based on traditions used for a long period of time. Conducting the mentioned work and actions under (...) the protocol rules not only creates a discipline prevailing work environment, but also encourages employees to perform their duties in a more relaxed, peaceful, happier and more productive manner. Therefore, it is an absolute necessity to act with the attitudes and behaviors under the protocol rules both in the fulfillment of diplomatic relations and in the fulfillment of public activities. But as the protocol rules are not known well enough in Turkey, the necessity mentioned above is not obeyed. This case leads to occurance of significant defects during the implemention of services provided by public institutions in Turkey and the implementation of diplomatic relations. As a matter of fact; when examining the proceduces concerning public work and functions, and diplomatic relations in detail; one can obviously see that numerous problems are encountered which result from not implementing or mis-implementing protocol rules. This study aims to prove that more importance must be given to education on protocol rules in Turkey. (shrink)

En este articulo abordo la concepcion educativa del pensador espanol Miguel de Unamuno. haciendo especial hincapie en los principios e ideas que respecto a la eduaction aparecen en sus primeros articulos y en su promera novela, Paz en la guerra (la cual contiene muchas de las ideas que seran el tema central de Amor y pedagogia, su novela pedagogica, o mas bien antipedagogica, por exelencia. Hasta el momento, no se habian tenido presente estos escritos a la hora de analizar su (...) labor educativa y sus ideas pedagogicas, a pesar de que son de gran importancia a la hora de ver como se va fraguando su conception de la education u como esta va evolucionado. Considero que las ideas que el vasco mantuvo en el ambito educativo son todavia de actualidad y dignas de tener en cuenta. Su propuesta educativa encaja perfectamente y defiende los principios de educacion continua, integral y personalizada o indyvidualizada que ahora estan en boga. Por ello, es nescesario hacer una relectura de los escritos unamunianos desde la perspectiva educativa u ver que nos aportan para el momento presente. (shrink)