ABSTRACTIn this essay, I defend sport as a hobby in contrast to sport as a ‘mutual quest for excellence through challenge’. With the assistance of ideas found in the novel Don Quixote, I rai...

The article is intended to reveal important similarities between fiction and sport. I build on Jonathan Gottschall’s discussion in The Storytelling Animal: How Stories Make Us Human by celebrating the significance of stories and their ‘witchy power’ and by examining factors that demonstrate similarities between fiction and sport. I suggest that an unmistakable semantic, structural, and cultural kinship exists between the two. This argument requires a discussion of play theory, play resources and constitutive rules, the semantic power of problems and (...) the uncertainty they produce, and the role of ‘frames’ in bringing problems to life. I conclude by noting the unique frame capabilities of ‘the big game’ and zero-sum dichotomous sporting motifs. (shrink)

ABSTRACTIn this essay, I defend sport as a hobby in contrast to sport as a ‘mutual quest for excellence through challenge’. With the assistance of ideas found in the novel Don Quixote, I rai...

If educators are to educate they must be accorded some level of trust. Anthony Giddens claims that because trust is not easily created, it is now being replaced with ‘confidence’ because this latter disposition is much easier to give and is more convenient. It is argued in this paper that this shift from trust to confidence stifles education because emphasis is placed solely upon qualifications and competence, and is neglectful of disclosing one’s motives and desires—which are considered to be essential (...) elements for relationships and communities which depend upon trust. Therefore, educators ought to seek to become more trustworthy by going beyond evidence-based practices and codes of ethics, towards articulating a developed personal philosophy of education outlining the ultimate end-purposes to which they aspire. Through such a philosophy, educators identify their ultimate desires and commitments and this self-disclosure can make trust-giving more likely. Demonstrated evidence of achievements and qualifications encourage confidence and this has some value. In addition to these artefacts of evidence, it is argued here that educators must also articulate what they actually desire. This can be understood as John Dewey’s virtue of ‘genuine interest’ which he characterises as being wholehearted, persistent and impartial. For educators, this is often represented in our personal philosophy of education and because it is personal, it is also existential in the sense that it pertains to giving sense, meaning and purpose to all of our activities and way of life for which we are individually responsible and passionately committed to as professionals. As a consequence of being existential, our philosophy and our commitment to it has an intellectual and moral aspect and because it reaches to the very depths of our raison d’être, it pertains to our passion as described by Søren Kierkegaard. This paper shall draw upon Dewey’s notion of wholeheartedness and Kierkegaard’s notion of purity of heart, to make the case that if educators embrace these in their practices, we may become more trustworthy. (shrink)

The dominance of capitalism, through the hegemony of neoliberal ideology, is maintained as an illusion through the use of four main strategies. In order to obtain the consent of the population, mass schooling tends to produce graduates who accept this illusion because they are vulnerable to these strategies and cannot imagine a post-capitalist world. However, through education, people can better appreciate the problematic reality of unbridled capitalism, such as the degradation of the global ecosystem. It is argued here that programs (...) which are designed to address these problems, such as Education for Sustainable Development, are dependent upon citizens developing a critical consciousness. This consciousness is firstly able to confront the four strategies maintaining capitalism’s dominance. It is argued that an education which engages with spiritual ideals and values regarding how a good life is understood in an aspirational sense, enables people to engage with the dominance of capitalism and to envision other possibilities for society in which capitalism is harnessed to serve the greater public good. This requires education’s ontology – as the character of students – to critically read the world, imagine possibilities which can constitute a good life, and are courageous to enact the social actions required to make these ideals a reality. This is made possible by an education which returns to the spiritual roots of ideals. (shrink)

Though nominalism is a major presupposition in academia and western society, R. Scott Smith shows that nominalism undermines all knowledge whatsoever. In light of the many clear examples of knowledge that we do have, nominalism should be replaced by a realist view of properties.

The development of the science of economics is closely linked to the structure of capitalism. Even though ancient and medieval thinkers had already stated a certain number of ideas in this domain, the science of economics, in the modern sense of the word, did not truly begin until the 17th Century and the early 18th Century. At that time the methodology for research in the natural sciences was developed, and the first scientific academies and societies were founded (England, France, Prussia, (...) Russia). The initial step in the development of the science of economics occurred in conjunction with this process. Moreover, the ideas of the first economists were, as a general rule, centered on the practical problems and needs of the State. And in that period the prevalent state structure in Europe was the absolute monarchy. Consequently, the first economists were, for the most part, counsellors to the sovereign, authors of studies and reports containing a variety of proposals regarding economic policy. With regard to a great many distinguished economists of the 17th and 18th Centuries, we can speak of them being “men of proposals”. (shrink)

In our times changes occur so rapidly that our modes of reading even more than our modes of analysis risk being inadequate, or in any case risk lagging behind. If we wish to analyze relations between the arts and the media, the danger is in fact that we will limit ourselves to established notions or even to stereotypes which are commonly accepted by the general public. Even for persons with some awareness, information remains lacunary. Moreover, like the experts, or those (...) who pass for such, it seems that it is difficult for them to avoid a personal conception, implicit or avowed, which does not fail to influence their judgement. This is almost always the case when the matter of art is raised, even if we take the precaution of placing the term in the plural. Whether one wishes to or not, there is hardly an example where certain preferences do not make themselves known. If it is easy to reach agreement with regard to the facts, it is less easy to agree on their interpretation, especially when values are at stake. Hence the necessity to proceed by different steps and explanations to explain the relationships between arts and the media. (shrink)

It is some 900 years before Christ that we find the most ancient traces of two innovations which were to have incalculable consequences for the future of mankind. The evolution of civilization has, in fact, been marked by a clean break located at the era when man discovered the rudiments of agriculture and animal husbandry and began to produce his own food. Whereas for the three million years during which he had to provide for his needs exclusively through hunting, fishing (...) and gathering, his progress was extremely slow, the adoption of a new way of life based on agriculture and animal husbandry allowed man to transform himself in less than twelve thousand years from deer hunter into astronaut. (shrink)

If we attempt to unify the theoretical efforts that appreciate a specific social activity in play, we can sketch the perspective of an entire anthropology of play into cohesive parts deriving from the knowledge of collective experience. This preoccupation is, in fact, two-fold. On the one hand is the comprehensive description of the relationship between life styles and their stylizations in everyday practices and customs as well as in cultural works, and on the other are social sensitivities and representations that (...) are relatively shared by individuals grouped in human communities. This very general framework encourages situating the presence of play as one of the concrete manifestations of an emotional core, converting primitively negative impulses into attractive forces which, because of this, becomes the seat of all human interaction and agitation, the energetic heart of social power. (shrink)

This article looks at social entrepreneurs that operate for-profit and internationally, offering that international for-profit social entrepreneurs (IFPSE) are of a unique type. Initially, this article utilizes the entrepreneurship, social entrepreneurship, and international entrepreneurship literatures to develop a definition of the IFPSE. Next, a proposed model of the IFPSE is built utilizing the dimensions of mindset, opportunity recognition, social networks, and outcomes. Case studies of three IFPSE are then used to examine the proposed model. In the final section, findings from (...) the case studies are used to examine the proposed model and more fully elucidate the dimensions of the IFPSE. (shrink)

Volume I. Metaphysics and sport -- volume II. Ethics of sport -- volume III. Sport and the good life -- volume IV. Sport and education.

Over the past three centuries in the West, there has been a sort of oscillation between two antagonistic visions of the world. One sees the world as being fundamentally inert, in such a manner that all hopes, dreams and technological delights are permitted. The other thinks of the world as inhabited by a spirit who consecrates all its parts by recording them in a great whole. We can think of the pantheism that sets itself in opposition to Newton's materialism or, (...) more exactly, to the materialist interpretation given to Newton in the 18th century. In the 17th century the opposite had occurred. The magic universe of the Renaissance had given place to the triumphs of the Cartesian mechanism. As for protestantism, which is said to have been one of the most powerful factors of disenchantment after the 17th century, how was one not to see it prolonged, by reaction, into a philosophy for which nature is the tangible presence of God? When Calvin wrote that nothing happens in nature that is not a direct effect of the divine will, we already see appear in the background the mystic ecstasies that Rousseau experienced in nature. For if no single leaf flutters and no breeze blows without divine intervention, then receiving the slightest sensation would mean, according to Jean-Jacques Rousseau, entering into direct contact with God. (shrink)

In this essay, I revisit my claims about game structures and amend them by adding achievement-regulated games to previously analyzed time- and event-structured activities. In describing achievement formats, I discuss their heavy reliance on the world of work, their strong dependency on Suits’ lusory attitude, and their relative independence from constitutive rules. I argue that achievement-structured games carry disadvantages not shared by time- and event-regulated activities. I speculate that achievement gaming came first in our evolutionary history, but show that it (...) still holds value for modern players and spectators. (shrink)

The terms “modem” and “modernity”, like many other terms in common use and of wide extension, are extremely complex. And a theory of modernity should have no other goal initially than to settle this polysemy in the hope of arriving at a sufficiently rigid definition that the “thing” itself can become the object of a clearer consideration. But what is the path toward this greater clarity?

Here we review concepts related to an ensemble description of G-protein-coupled receptors. The ensemble is characterized by both inactive and active states, whose equilibrium populations and exchange rates depend sensitively on ligand, environment, and allosteric factors. This review focuses on the adenosine A2 receptor, a prototypical class A GPCR. 19F Nuclear Magnetic Resonance studies show that apo A2AR is characterized by a broad ensemble of conformers, spanning inactive to active states, and resembling states defined earlier for rhodopsin. In keeping with (...) ideas associated with a conformational selection mechanism, addition of agonist serves to allosterically restrict the overall degrees of freedom at the G protein binding interface and bias both states and functional dynamics to facilitate G protein binding and subsequent activation. While the ligand does not necessarily “induce” activation, it does bias sampling of states, increase the cooperativity of the activation process and thus, the lifetimes of functional activation intermediates, while restricting conformational dynamics to that needed for activation. GPCRs represent a ubiquitous class of transmembrane receptors, responsible for cell signaling and cell homeostasis. Their activation gives rise to conformational changes that allow the receptor to engage downstream partners. Activation can be thought of in terms of a free energy landscape associated with distinct conformers, responsible for the process. Here, the action of ligands is seen to alter this landscape by enabling transitions between key intermediates. (shrink)

One of the dominant characteristics of Western philosophical and literary history of the last two centuries is that the object of desire (in the novel) and the object of perception (in epistemology) have been made to reveal aspects which are more complex than the classical age had suspected. With Descartes, everything was clear: the object is but a portion of extension. But with Kant things already become more complicated: the object has a mysterious. en-soi (an sich-in itself) which escapes us. (...) And the object of desire, in literature, acquires such a mystic character that it loses its status of creature. “For what the romantic lover seeks is not really the beloved”, writes Eric Heller. “Intermingled with his erotic craving, inarticulate, diffuse, and yet dominating it, is the desire for spiritual salvation.” It is no longer the object (the creature) which one wishes to embrace, but the invisible reality mirrored in it. Desire does not tend so much toward objects as toward what lies beyond these objects where, it believes, it will find its salvation. (shrink)

This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its educative value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re‐evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the (...) potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace. (shrink)

John Dewey has been portrayed as a sort of villain in Rosenow's (1997) article which appeared in this journal, apparently because he was unfairly opposed to God and to religion, and also because he deliberately usurped religious language to 'camouflage' his secular ideas. By drawing mainly upon similar sources but with some important additions, I wish to challenge the four major concerns raised in Rosenow's article and in doing so aim to offer an alternative interpretation. It is understood here that (...) Dewey's approach to religion was not so much religious as it was 'spiritual' and while developing and changing throughout his writings, his ideas on spirituality nevertheless were thoroughly entwined with his other views, especially those dealing with education, science and democracy. (shrink)

Amongst the many aims of education, surely the pursuit of global peace must be one of the most significant. The mandate of UNESCO is to pursue world peace through education by primarily promoting collaboration. The sort of collaboration that UNESCO endorses involves democratic dialogue, where various persons from differing backgrounds can come together, listen, negotiate and discuss possible ways in which peace might be pursued. While this sort of democratic dialogue with its associated free intellectual inquiry is more readily acceptable (...) for issues dealing with problems in the realm of physical nature, it is not so easily tolerated in the realm of ethics and values. Indeed inquiry into the realm of ethics by Kierkegaard has been described by Levinas to be a form of violence. Similarly John Dewey's work has been included in a list of the ten most harmful books by some conservatives in the United States because he promoted inquiry into morals and religion. Dewey argued against the assumption that there are two-realms—one physical and one moral. He and Kierkegaard both encouraged democratic inquiry into ethics, which is the sort of collaboration recognised by UNESCO as being necessary if we are to pursue world peace. Yet such investigations can be considered by some to be violent and harmful. It is argued here that pursuing inquiries into ethics and aims of education, while appearing to challenge the status quo, should not be construed as being violent but rather should be understood as democratic and educative. (shrink)

This paper aims to offer an evaluation of Australia's National Framework for Values Education in terms of its educative value. The criteria to be employed in this evaluation shall be drawn primarily from the works of UNESCO and John Dewey. In addition to a re-evaluation of values, consideration will also be given to how individual learners are being prepared to participate democratically in the quest for world peace. It will therefore be necessary to determine whether the Australian framework promotes the (...) potential for democratic participation through inquiry or whether through schooling its overtly nationalistic agenda actually stifles the capacity of persons to participate in a pursuit for global understandings and world peace. (shrink)

Merold Westphal and James K. A. Smith argue forcefully that Christians should embrace the postmodern turn to interpretation. They draw upon Derrida and Heidegger, and they criticize Edmund Husserl’s “metaphysics of presence” and our ability to know reality directly. They reject his epistemology as modern and arrogant, as an attempt to gain pristine knowledge. But I argue that they radically misunderstand and therefore wrongly reject Husserl. This will allow me to show why their view, that “everything is interpretation,” is mistaken. (...) It also will allow me to show why Husserl’s earlier work shows us how we can know reality immediately. (shrink)