Some of the most pressing and emergent societal challenges are often exposed by researchers in the field of educational research. Education Research and Schooling in Rural Europe by Cath Gristy, Li...

Cover -- Half Title -- Title Page -- Copyright Page -- Table of contents -- Contributors -- Introduction -- 1 From place to planet: The role of the language arts in reading environmental identities from the UK to New Zealand -- From here to there -- Cockney translation -- Environmental identities -- Environmental knowledge -- Conclusion: moving from place to planet -- Notes -- References -- 2 Connecting community through film in ITE English -- Introduction -- The (...) class='Hi'>place of English in the contemporary policy context -- Place in English: doing things differently -- The film project -- The films -- 'Our Place': the Kingsville School -- 'This is Our Place': High Bridge -- 'This is My Place': Silver Hill -- Discussion -- The place of school -- The place of the subject -- The place of pupils -- Connecting community through film: the possibilities of place -- Note -- References -- 3 Muslim youth identities through devotional songs and poetry in South Yorkshire communities -- Introduction 1: creative language study as etiolation -- Introduction 2: faith-based complementary schooling and language heritage -- Introduction 3: Islamophobia and youth identity -- Poetry and 'song' in the Islamic world and among Muslim youth in the UK -- This study -- Conclusion -- Notes -- References -- 4 Creative spaces for developing independent writing with English teachers -- Why do we need to develop teachers as creative writers? -- The role and influence of the National Writing Project -- The writing identities of trainee teachers -- Writing in creative spaces -- Some conclusions: writing teachers in creative spaces -- Writing from the Georgian House -- Writing from Brandon Hill -- Notes -- References -- 5 Durham city as an educational resource in initial teacher education for English: Seeing the city with new eyes -- Context -- The activity -- Implications. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Spatializing Culture: The Ethnography of Space and Place by Setha LowCarlos J. L. BalsasSpatializing Culture: The Ethnography of Space and Placeby setha low London: Routledge, 2017Spatializing Culture: The Ethnography of Space and Place adds clarity to our understanding of the value of ethnographic scholarship in the study of socio-economic, cultural, and developmental transformations. The book is a thorough review of two established conceptual (...) frames of analysis—the social production of space and the social construction of space—coupled with an in-depth discussion of four newer ways to make sense of the world around us: embodied space, language and discourse, emotion and affect, and translocal space. As the world is transformed by a myriad of forces and events occurring simultaneously, its complexity intensifies insurmountably and we require clear and robust concepts, theories, methods, and tools to not only interpret it, but above all to attempt to change it in ways that are more beneficial to our collective co-existence while enabling the flourishing of those most at risk.Readers of Spatializing Culture will find plentiful theoretical constructs, lineages, diverse viewpoints, examples, and overall opportunities for reflecting on how the (built) environment, spaces, and places have been changing mostly due to our behavior. Inspired by Foucault’s take on genealogy, in chapter 2, Setha Low traces the history of space and place according to distinct interpretative schools of thought ranging from philosophical and mathematical, French social theory, geographical, architectural, environmental psychology, to anthropological, and even archeological. Five Venn diagrams are utilized to illustrate the main conceptual relationships between space and place. Most of the book’s in-depth case studies were researched by the author with only a small number investigated and written up by fellow scholars, which Low utilizes in the book with gratitude. The interrelated thematic and distinct geographical scope of the cases is one of the book’s hallmarks. The illustrative case studies come from such faraway places as Latin America (San José, Costa Rica), Asia (Taipei, Taiwan), North America (New York City; Washington, D.C.; Philadelphia, Pennsylvania; and San [End Page 151] Antonio, Texas), Southern Europe (Smederevska Palanka, Serbia), and the Middle East (Beirut, Lebanon; Cairo, Egypt; and Tel Aviv, Israel).Spatializing Culture was first mentioned to me years ago by a former colleague at the University at Albany, SUNY. His ongoing work in Latin America, coupled with his ethnographic training and prior work in a region of the world also extensively examined by Low in other scholarly works, was likely the reason for bringing it up in a conversation about the latest developments in the field and potential research opportunities. I acquired the book when I was teaching Global Urbanism and Culture and International Urban Planning. I was pleasantly surprised with the book’s thorough conceptual lineage, historic characterizations, attention to detail, comprehensive ethnographic investigations, and implications for transforming reality as well as institutional processes. Spatializing Culture is a welcome addition to urban planning textbooks, which tend to be relatively less critical, are often covered with normative constructs and statistics, and are more institutional in their characterization of problems and recommendations for further action.For the most part, the ethnographic method is qualitative, participa-tory, detailed, and quite comprehensive in characterizing key variables as the researcher found them on the ground. This differs slightly from urban planning’s preoccupation with public policy, policy analysis, rules and regulations, institutionalized procedures, the public good, and overall positivist and rationalist concerns with documenting reality and helping to lead transformative planning processes, whether in the realm of land use, transportation, housing, economic development, infrastructure, or the environment. Although International Urban Planning was to be taught in a rather orthodox manner with recourse to understanding planning cultures, best practices, lessons learned, and implications for similar situations, the Global Urbanism and Culture course was slightly more aligned with the discussions put forward by Low. These included attention to postmodern ideals, the use of creativity in community planning, distinctions between popular and highbrow culture, and the building of iconic structures in contexts of urban regeneration and mega-event planning. As such, my students were somewhat already exposed to issues of embodied spaces and to ideas of... (shrink)

Derek Walcott's colonial schoolhouse bears an interesting relationship to space and place: it is both a Caribbean site, and a site that disavows its locality by valorizing the metropolis and acting as a vital institution in the psychic colonization of the Caribbean peoples. The situation of the schoolhouse within the Caribbean landscape, and the presence of the Caribbean body, means that the pedagogical relationship works in two ways, and that the hegemonic/colonial discourses of the schoolhouse are inherently challenged (...) within its walls. While the school was used as a means of colonial subjugation, as a method of privileging the metropolitan centre, and as a way of recreating that centre within the colonies, Walcott's emphasis on place complicates and ultimately rewrites colonial discourses and practices. While the school attempts to legitimize colonial space, it in fact fosters what Walter Mignolo has termed "border thinking.". (shrink)

The term ‘space’ is inherently geographical. Educational provision and activity takes place within spaces ranging from a room at home or in a school to a campus to an administrative area which could be a state within a country, a whole country or a group of countries. Such spaces are known as geographical surfaces. Within these spaces the process of learning and teaching takes place at particular points that are often nodes in a network which may (...) be formal, such as a group of schools or universities, or non-formal, such as in cyberspace. Understanding what goes on depends on the scale at which it is observed, ranging from individuals to global outreach. Altogether, this constitutes the geography of educational reality. This comprehensive volume includes a theoretical background, plus a sample of situations including school level, policy and administration, inequitable access, education hubs, and small states. It offers an introduction to a relatively neglected member of the family of education foundation disciplines, the geography of education. This book was originally published as a special issue of _Comparative Education. _. (shrink)

This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or ‘geo-phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo-phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the (...) fourth section attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. (shrink)

Imagine a student reading Odysseus’ Cretan tale at Odyssey 19.172–84. When faced by a string of unfamiliar names – in addition to ‘native Cretans’, there are Achaeans, Cydonians and Dorians, as well as the individuals Minos, Deucalion, Idomeneus and the speaker, Aethon (Odysseus in disguise) –, they use their digital edition to find out more about each of these people and their places of origin. A personal name opens an online encyclopaedia entry, while clicking on a place launches an (...) emerging world beyond the single text – an online atlas that provides information about the place's toponymy, form and exact location as well as links to other resources (textual and archaeological, ancient and modern) about this place, including those to which our student has contributed. The year? 2023 (Figure 1).1. (shrink)

This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical‐phenomenological (or ‘geo‐phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo‐phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo‐phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the (...) fourth section attempts to explore the meaning of conceiving school as a particular environment; and the final is the conclusion. (shrink)

An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities - identities that then mediate the conversion of educational resources into educational attainments or achievements.

An enduring concern for educational policy in many affluent countries is the endemic nature of educational inequalities that are predominately located in poor urban contexts. Given the inabilities of school reform per se to deal with these inequalities, the paper focuses on issues of scarcity and spatial processes that are implicated in the formation of young people's educational identities – identities that then mediate the conversion of educational resources into educational attainments or achievements.

I respond to Jonathan Chimakonam’s paper in which he presents an approach to dialogue in philosophical space, and raises questions about my own approach. I raise four questions to his understanding of conversation. First, I ask him for more details on his conception of conversation. Second, what happens if not everyone cares to enter into conversation? Third, is conversation a prerequisite to philosophy, or a part of philosophy? And fourth, how does wonder fit into conversation in and about (...) class='Hi'>place? (shrink)

Though only one component product of the larger eugenics movement, the eugenic family study proved to be, by far, its most potent ideological tool. The Kallikak Family, for instance, went through eight editions between 1913 and 1931. This essay argues that the current scholarship has missed important ways that the architects of the eugenic family studies theorized and described the subjects of their investigation. Using one sparsely interrogated work and one previously unknown eugenic family study from the Southern Plains, this (...) essay aims to introduce “environment” as a schema that allows for how the subjects of the eugenic family study were conceptualized with respect to their surroundings. Geospatially and environmentally relevant constructions of scientific knowledge were central to the project of eugenics during its formative years, but remain largely and conspicuously absent from the critical literature which engages this project to separate the fit from the unfit in American society. The dysgenic constituted a unique human geography, giving us significant insight into how concatenations of jurisprudence as well as cultural and social worth were tied to the land. (shrink)

`It is a safe bet that Key Thinkers will emerge as something of a 'hit' within the undergraduate community and will rise to prominance as a 'must buy' -Environment and Planning `Key Thinkers on Space and Place is an engagingly written, well-researched and very accessible book. It will surely prove an invaluable tool for students, whom I would strongly encourage to purchase this edited collection as one of the best guides to recent geographical thought' -Claudio Minca, University of (...) Newcastle `Key Thinkers is the best encyclopedic tool for human geographers since the Dictionary of Human Geography. It takes into its orbit discussions of the lives and work of the last three decades' major thinkers on space and place. It is hugely useful for students who want an easy way to access the roots of where some major themes and debates in contemporary geography. It is organized so that each chapter details the scholar's biography, their contribution to spatial and place-based theory and the controversies that arise through their work' - Stuart Aitken, San Diego State University Key Thinkers on Space and Place is a comprehensive guide to the latest work on space. Each entry is a short interpretative essay of 2,500 words, outlining the contributions made by the key theorists, and comprises: · a concise biography, indicating disciplinary background, career trajectory and collaboration with others · an outline of the key theoretical, conceptual and methodological ideas each has introduced to human geography · an explanation of the reaction to, and uptake of, how these ideas has changed and evolved over time · an explanation of how these theories have been used and critiqued by human geographers · a selective bibliography of each thinker's key publications (and key secondary publications) The text is introduced by a contextual essay which outlines in general terms the shifting ways in which space and place have been theorised and which explains how Key Thinkers on Space and Place can be used. A glossary that defines key traditions, with cross-links to key theorists and a timeline of key article/book publication date is also included. (shrink)

Appeared as a ‘low-tech’ yet significant teaching aid in the modern classroom, the blackboard has greatly shaped the medium, space and pedagogy of school education. Over the past two centuries, ‘blackboard’ itself has also been constantly remoulded in terms of its colour, material and function, from the traditional black wooden surface to the interactive digital screen, which requires comprehensive investigations from historical, technological and educational perspectives. This essay synthesizes approaches applied in three dimensions. First is the material and (...) technological aspect, tracing the transformation of such ‘boards’ from stone/wood to plastic/steel to digital/online forms and their functions extended; then it focuses on the etymological and lexicographical dimension, comparatively analysing the definitions of blackboard, chalkboard and whiteboard in the representative dictionaries; moreover, an educational perspective is employed throughout the whole investigation, especially on how the invention and involution of ‘blackboard’ shaped the class space, teacher-student relationship and subject pedagogy. Beyond the concern of technology, this essay reserves due attention to the epistemological issue in dealing with the presentation, transmission and acquisition of knowledge under different cognitive contexts. (shrink)

Spaces, too, have a history. And history always takes place in spaces. But what do historians mean when they use the word "spaces"? And how can spaces be historically investigated? Susanne Rau provides a survey of the history of Western concepts of space, opens up interdisciplinary approaches to the phenomenon of space in fields ranging from physics and geography to philosophy and sociology, and explains how historical spatial analysis can be methodologically and conceptually conceived and carried out (...) in practice. The case studies presented in the book come from the fields of urban history, the history of trade, and global history including the history of cartography, but its analysis is equally relevant to other fields of inquiry. This book offers the first comprehensive introduction to the theory and methodology of historical spatial analysis. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 35.4 (2002) 328-344 [Access article in PDF] Spaces of Invention:Dissension, Freedom, and Thought in Foucault Kendall R. Phillips Over the past two decades, invention has become an increasingly difficult concept to discuss. In an age when the free, rational actor has become not only de-centered but viewed as both impossible and undesirable by some social theorists, the traditional conception of invention, especially rhetorical invention, becomes more (...) tenuous. While some continue to promote a rational deliberative model of the human subject—Habermas is a prime example of this school of thought—the harsh and unrelenting critiques of poststructural and postmodern thinkers have cast these recovery efforts in a nostalgic and often negative light. Chief among these critics of the modern, humanist conception of human action is Michel Foucault. Within Foucault's perspective our utterances are governed by underlying rules of discourse formations, our actions are proscribed and authorized by relations of power, and our very conception of our self is circumscribed by technologies of subjectivity. Contained within these intertwined relations of knowledge, power, and subjectivity, the human subject takes on a very different meaning and even the concept of "human subject" is itself a product of these intertwined relations; a product that may, in time, disappear under new relations of discourse and governance.Despite the apparent centrality of a creative human subject to the study of rhetoric, Foucault has taken his place within the study of rhetoric. Of course, neither this incorporation of Foucault nor the observation of its peculiarity is particularly new. The incorporation of Foucault into rhetoric took its most dramatic turn in 1989 with Raymie McKerrow's "Critical Rhetoric" essay and the implications of this union of Foucault and rhetoric were forcefully raised by Barbara Biesecker in "Michel Foucault and the Question of Rhetoric" (1992). These two important essays made the relationship between Foucault and rhetoric most pressing: McKerrow by offering [End Page 328] a practical agenda for a Foucaultian rhetorical perspective and Biesecker by opening a space for reflection on this type of agenda. In the intervening decade, however, the incorporation of Foucault into rhetoric has outstripped the reflection on this incorporation and Foucault now sits as comfortably in the bibliographies of rhetorical scholars as Burke or McKeon or Perelman.The purpose of the present essay is to revisit this relationship between Foucault and rhetoric. I pursue this end not in order to critique McKerrow's project or to outstrip Biesecker's reflections, but in order to press the importance of their earlier arguments. The project of a Foucaultian rhetoric should be taken seriously, seriously enough to keep the peculiarity of this union in the forefront of our minds as we pursue it. My present effort furthers this end by seeking within Foucault a space for invention and, in so doing, asks the question: how might invention be rendered within a Foucaultian framework?My contention is that a space for invention exists within Foucault's studies of knowledge, power, and subjectivity and that this space can be demonstrated by considering the counterpoints to his tripartite understanding of the human condition. The limiting/enabling relations of knowledge/power/subjectivity are counterpointed by three terms that describe the conditions for invention: dissension, freedom, and thought. Before turning to the conditions for these spaces of invention and the unique shape of invention that emerges from them, I will briefly consider previous discussions of Foucault. Power, resistance, and invention Rhetoricians, to be clear, are not the first to be concerned with the apparent foreclosing of the possibility of invention within Foucault. Focusing mainly on dominating relations of power/knowledge/subjectivity, Foucault seems to leave little ground for the creation of new ways of acting, speaking, or being. However, what I call a concern for invention has generally not been expressed as such; rather, in rhetoric and in other fields, criticism of Foucault has been largely couched in terms of resistance. Edward Said (1986), for instance, contends that Foucault's work is "not finally as contestatory, or as oppositional as on the surface it seems to be" (152... (shrink)

This book offers the first introduction to a major Japanese philosophical movement through the interests and arguments of its founder, Nishida Kitaro (1870-1945), his successor, Tanabe Hajime (1885-1962), and student-turned-critic, Tosaka Jun (1900-1945). Focusing on their contributions to thinking about place, space, and dialectics, this concise introduction brings these influential thinkers to life by connecting their work to issues still debated in the philosophy of science and physics today. Beginning with an overview of the reception of quantum physics (...) and relativity theory in Japan and concluding with an account of the direct relevance of the Kyoto School to the development of world philosophy in a posthuman age, each clearly-written chapter engages historical contexts and includes: · Carefully-chosen excerpts and original translations of Nishida, Tanabe, and Tosaka · Focus boxes explaining complex concepts and problems of contextualization. A timeline, glossary and index. Further reading lists featuring relevant and significant articles and books in English. This introduction is an ideal starting point for students and lecturers looking to become better acquainted with three central Japanese philosophers and learn why their work impacts our current thinking about science. (shrink)

The morphological account of landscape aims to overcome the contrast between an objectivist/scientific account of space and the more qualitative/subjective account of place. It does so by actualizing the notion of landscape, which endows a materiality often overlooked in contemporary spatial theories. In this paper, I will discuss what has been called the ‘space-place conundrum’ by referring mostly to the human geography contemporary debate on space and place. In the following, I will retrieve Carl (...) Sauer’s morphological conception of landscape as an alternative framework aimed at rephrasing both the concepts of space and place. Landscape must be freed from the cage of the aesthetic gaze so that it can be understood as a lived and dynamic complex of interacting forms that encompass the embodied subject. In the end, I will outline the main characteristics of a morphological conception of landscape, paving the way for further inquiries. (shrink)

This article engages critically with Bourdieu’s notion of field. It questions the emphasis that Bourdieu places on what he terms ‘objective relations’ at the expense of the actual relations of those within a field. This not only involves relations between human actors but the interactions of humans with the non-human such as inanimate objects that over time, and in particular spaces, engender certain forms of embodiment. The intention of the article is to think through these phenomenological dimensions of field. It (...) does this by firstly examining these issues as theoretical questions before siting them within an empirical context, revisiting data from an earlier study into the differential achievement of students of Chinese-, Pacific Islander- and Anglo-Australian backgrounds to ascertain the ways in which various micropractices performed within the home promote different dispositions to learning, some more and some less of value at school. (shrink)

A middle-school classroom of English as a Second Language (ESL) for Somali and Vietnamese refugees is examined here. With Lefebvre's (1991) theory of the production of space and an additional help of postcolonial criticism (Fanon 1967; Willinsky 1998), this article first reviews how interplays among national flags, teaching and learning activities, and classroom arrangements served to nationalize a curriculum that ?walls? (Marcuse and von Kempen 1995) these students in national margins. Second, to further critiques and practices, the author (...) argues that an Other is critical in making a triad for becoming and the emergence of alternative transnationalism. More than defending differences in terms of originality, such transnationalism and the purpose of its pedagogy (Said 1994; Spivak 1997) reconceptualize the relations among culture, people, and place (Gupta and Ferguson 1992), and pursues more diverse trajectories of Becoming Others. (shrink)

Property is a complex sign in semiotics. It is also the source of tension and conflict in law. This paper examines property in triadic terms consisting of what Charles S. Peirce would identify as the icon (firstness), the index (secondness), and the symbol (thirdness). From this perspective the paper explores the ideas of place, space, and time at the iconic level of the sign of property. Discussion addresses the way in which property serves as a coded system for (...) communicating information about a given community’s values and its cultural-interpretive hierarchy. Much like an aboriginal songline, property functions as a way of imprinting the land with impressions of social ordering related to place, space, and time. In the context of global trade we therefore observe property conflicts which are sometimes not so much about the technical language of property as they are about tensions among the embedded values in competing signs of property. (shrink)

In order to study “physics before Newton,” it is necessary to have at least a general idea what the terms ‘physics’ or ‘natural philosophy’ actually mean in a medieval and early modern context. Now, defining the medieval and early modern usage of the terms ‘physics’, ‘natural philosophy’, and their equivalents is no small beer. So far, the only scholar to have found the courage to embark upon this enterprise is Andrew Cunningham. He tries to make the case that natural philosophy (...) was an essentially “God oriented,” hence inherently theological discipline. Natural philosophy was “about God and His creation.” It did not promote knowledge of nature as a goal in itself, but as a means to acquire insight into God and His creation. According to Cunningham, this fundamentally religious agenda still dominated even Isaac Newton’s Principia Philosophiae Naturalis Mathematica, as is testified by passages such as the famous General Scholium to the second edition. (shrink)

Almost as rapidly as it was conceived, the claim that we have entered an era characterised as 'postmodern' has become highly disputed, and many of the contesting claims do so by mobilising conceptions of space and place and their relationship to apparatuses of movement. Recent scholarship has explored the fact that we are living in a world characterised by an exponential increase of flow, mobility, virtuality and technology. Hence, the notion of postmodernity has been rivalled by alternative concepts (...) such as supermodernity, hypermodernity, liquid modernity or reflexive modernity in an attempt to better grasp the world of the late 20th and early 21st centuries. Beyond the Postmodern: Reconceptualisations of Space and Place for the Early 21st Century combines theoretical reflections of a more general manner with case studies to contribute to a better understanding of how space and place have been constituted by, and constitutive of, the social, technological and economical developments of the last 30 years. (shrink)

This is a revised and shortened version of ‘Relational Space and Places of Value’, Logical Analysis and History of Philosophy, 14 (2011), 89-106.

This article is a conceptual contribution on how to make human habitat more sustainable. Taking Heidegger’s conception of “dwelling” as a starting point, a new form of understanding the organization of the city as a human habitat is proposed. It is argued that human habitat is today in crisis and that such crisis has its roots in a spatial understanding of human dwelling, disregarding its temporal-historical dimension. For long time, the city has been considered as a physical “place” and (...) its organization—the urban planning—has been addressed in terms of “locating”. Many of the challenges in organizing habitat are the result of reducing the organization of the city to the organization of physical space. One of these is the conflict between preservation and development, a central issue in approaching sustainability. The aim of this article is to propose a new perspective on the organization of human dwelling, which overcomes the spatial-based conception of habitat and involves its temporal dimension. The meaning of human “habitat” as a historical process for developing “habits” will be recovered, and the implications for organization of the city considered. Human habitat is above all an ethical space, constituted in a spatial–temporal process of developing learning and capabilities. This habitat can be shared and developed infinitely so that a pathway is opened for overcoming the logic of competition and the conflict between sustainability and development. Finally, three forms of the human habitat as an “ethical space” are proposed. (shrink)

The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical purposes (...) of daily perception. School models the relationships that students will develop between what they perceive, what they think about it, and how they act accordingly. Next, the paper elaborates on the notions of “school aesthetic matrixes” and “space and place in school”. School aesthetic matrixes refer to perceptual patterns that allow characterizing relationships between daily perception and the pedagogical project of a school. They manifest through expressions such as prison school, home school, mall school, etc. Space and place in school allude to concomitant experiences, of corporeal basis, that allow describing how we inhabit the world. What distinguishes them is the approach each one gives to the senses and the body. The paper concludes by calling attention to the comprehension and role of perception in education, urging to mind the aesthetic-pedagogical character that students develop throughout 12 years of schooling. Ultimately, the key relationships we develop with ourselves, others, and the world, entail a basic perceptual dimension that can be educated to become more purposefully and integrally present in life. (shrink)

This article explores the use of walking interviews as a research method. In spite of a wave of interest in methods which take interviewing out of the "safe," stationary environment, there has been limited work critically examining the techniques for undertaking such work. Curiously for a method which takes an explicitly spatial approach, few projects have attempted to rigorously connect what participants say with where they say it. The article reviews three case studies where the authors have used different techniques, (...) including GPS, for locating the interview in space. The article concludes by arguing that researchers considering using walking interviews need to think carefully about what kinds of data they wish to generate when deciding which approach to adopt. (shrink)

Drawing on a Leibnizian panpsychist ontology of living beings that have a body and a soul, this paper outlines a theory of space based on the perceptual and appetitive relations among these creatures’ souls. In parallel with physical space founded on relations among bodies subject to efficient causation, teleological space results from relations among souls subject to final causation and is described qualitatively in terms of creatures’ pleasure and pain, wellbeing and happiness. Particular places within this (...) class='Hi'>space include the kingdom of grace, where morally responsible, rational beings act as far as possible in accord with the ideal of justice as universal love and wise benevolence. However, while Leibniz considered love as properly directed only towards rational beings, it is argued here that the truly wise person will direct their love and benevolence towards all living things. Ausgehend von Leibniz’ panpsychistischer Ontologie von Lebewesen, die einen Körper und eine Seele haben, skizziert dieser Beitrag eine Theorie des Raumes, der auf den perzeptuellen und appetitiven Relationen zwischen den Seelen der Geschöpfe beruht. Parallel zum physikalischen Raum, der in Relationen zwischen den effizient kausal interagierenden Körper begründet liegt, ergibt sich aus den Relationen zwischen den Seelen, die finaler Verursachung unterliegen und in qualitativen Begriffen von Freude und Schmerz wie von Wohl und Zufriedenheit beschrieben werden, ein teleologischer Raum. Besondere Regionen dieses Raumes bilden das Königreich der Gnade, wo moralisch verantwortliche, rationale Wesen so weit wie möglich in Übereinstimmung mit dem Ideal der Gerechtigkeit als universale Liebe und weise Güte handeln. Während Leibniz jedoch meinte, dass sich echte Liebe nur auf rationale Wesen richte, wird hier argumentiert, dass eine wahrhaft weise Person ihre Liebe und Güte auf alle Lebewesen beziehen wird. (shrink)

This review of Matthew Lipman’s autobiography, A Life Teaching Thinking, is a reflection on the themes and patterns of his extraordinarily productive career. His book begins with memories of earliest childhood and his preoccupation with the possibility of being able to fly, moves through the years in which his family struggled with the effects of the Great Depression, through his service in the military during World War II, his discovery of the joy and beauty of philosophy, his academic rise at (...) Columbia University, his Fullbright sojourn in Paris, and his early and later career. Lipman’s educational project led in four related directions: the practice of philosophy for children, which he invented, and which presents an epistemological challenge to a second field, philosophy of education, which is as startling as was Rousseau’s two hundred years before. Third, it led to a realm of theory called philosophy of childhood, upon which the practice of philosophy for children is a kind of action-meditation, prompting adults as it does to reflect on children’s differences from and similarities to adults at the same time, and in the same discursive space. Finally, his praxis also implicitly challenged those accounts of children’s philosophies, paradigmatically represented by Piaget’s work, which represent childhood epistemology as evidence for various genetic and epigenetic stage-based theories of cognitive development. The consequence for education of this confluence was a methodology—community of inquiry—that serves as a bridge between the two most influential philosophers of education of the 20th century—John Dewey and Paulo Freire. The educational praxis that emerged from his venture, for all its apparent simplicity, operationalizes a postcolonial standpoint epistemology vis a vis childhood and children, pulls the linchpin that holds in place the school as ideological state apparatus, and empowers the elementary classroom as a primary site for democratic theory and practice. (shrink)

The relationship between place and remembering has been a long-standing matter of phenomenological concern. The role of the 'lived body' in mediating acts of remembering in context is clearly crucial. In this paper we contribute to an 'expanded view of memory' by describing how remembering difficult or problematic events -- 'vital memories' -- draws upon inter-subjective and inter-objective relations. We discuss two conceptual tools that provide an analytic framework -- the concept of 'life space' drawn from Kurt Lewin (...) and the idea of the 'setting specificity' of remembering. From this perspective we can see that the 'lived body' does not constitute a singular unity but rather a 'plurality' of potential bodies that have 'operative solidarity' with the material relations in which they are constituted. Drawing on the work of Eduardo Viveiros de Castro, we argue that 'body memories' need to be analysed from within the embodied material-relational perspective wherein they are afforded. (shrink)

Laura Berchielli - Color, Space and Figure in Locke: An Interpretation of the Molyneux Problem - Journal of the History of Philosophy 40:1 Journal of the History of Philosophy 40.1 47-65 Color, Space, and Figure in Locke: An Interpretation of the Molyneux Problem Laura Berchielli THIS IS HOW LOCKE, in the second edition of his Essay Concerning Human Understanding , introduces a question that had been suggested to him in a letter from William Molyneux: . . . I (...) shall here insert a Problem of that very Ingenious and Studious promoter of Knowledge, the Learned and Worthy Mr. Molineux, which he was pleased to send me in a Letter some Months since; and it is this: Suppose a Man born blind, and now adult, and taught by his touch to distinguish between a Cube, and a Sphere of the same metal, and nighly of the same bigness, so as to tell, when he felt one and t'other, which is the Cube, which the Sphere. Suppose then the Cube and Sphere placed on a Table, and the Blind Man to be made to see. Quaere, Whether by his Sight, before he touch'd them, he could now distinguish, and tell, which is the Globe, which the Cube. In the standard interpretation of the Molyneux problem as presented in Locke, the question is always linked to the general issue of differences in the ideas of figure received by the various senses. This interpretation -- put forward by Berkeley --says that for Locke, the ideas of figure produced by sight are specifically different from.. (shrink)

School gardens are part of many schools. Especially in primary schools, but also in secondary schools, they are used as a learning space and experience space for the pupils. Their importance for the development of cognitive and emotional-affective abilities of pupils is empirically well proven. It is also empirically well proven that exposure to nature has an influence on the prosocial behavior of children and adults. However, there is a lack of studies investigating the effect of the (...) stay in the school garden on the social behavior of pupils in secondary class. To investigate whether a school garden is a good environment for social learning, a self-report study and standardized observations with sixth-grade pupils were carried out. Thus, the socially competent behavior of the pupils (communication and cooperation) and their emotions could be analyzed. In order to provide emotional access to the scientific content of biology lessons and to strengthen social learning, each pupil was responsible for their own plant and the group bed over a period of 10 weeks. The design of the lessons followed the principles of basic needs—competence, autonomy, and relatedness—of the Self Determination Theory. The observations were made during a 90-min class, in the school garden as well in the classroom. The 31 girls and 22 boys, aged 11–12 years, changed weekly between the garden and the classroom. Over 150 observations were made in the school garden (82) and in the classroom (68). In summary, pupils showed more socially competent behavior in school garden lessons than in classroom lessons. The school garden lessons, designed according to the basic needs, seem to create favorable incentives for social learning. Due to frequent social interactions, it can be assumed that learning activities in school gardens can promote emotional and social competence. (shrink)

The article introduces a special themed issue of Theory of Science on epistemologies of spaces and places. It provides a disciplinary context of the theme and reviews some of the key arguments that led to the so-called spatial turn in social sciences and the humanities. Science studies in the broad sense have also been affected by this shift of research interest to spatial aspects of science at both micro- and macro-levels. Scientific knowledge has been subject to analyses that stress its (...) local contingencies, mobility and dependencies on spatial arrangements. The ensuing new epistemologies require novel concepts or reconsideration of the older terms, such as universality or objectivity. (shrink)

Recent discussions of human categories have suffered from an over emphasis on intention and language, and have not paid enough attention to the role of material conditions, and, specifically, of social space in the construction of human categories. The relationship between human categories and social spaces is vital, especially with the categories of class, race, and gender. This paper argues that social space is not merely the consequent of the division of the world into social categories; it is (...) constitutive of social categories. To put it more bluntly, if who we are is bound up with place, then not only do we inhabit a divided America; divided America inhabits us. The second, and equally dramatic, conclusion is that attempts to transform social categories must involve the transformation of social space. When we sort people by categories, we do so spatially: with race come racialized spaces. And because our place comes to inhabit us, when we divide spatially we cannot help but to inscribe and produce categories and identities associated with our spatial divisions: with racialized spaces come race. Recognition of this dialectic is a direct challenge to the one-way considerations of social identity and social space that occurs in much urban sociology and history. Moreover, it demonstrates that there is an internal contradiction in policies--often based in urban sociology and history--that assume that integration can be accomplished along with the conservation of ethnic and racial identity. (shrink)

While 'space' and 'place' appear as key concepts in the study of culture, their complexity and mutability require ever-new frameworks when approaching them critically. Including chapters by authors from different fields, career stages, and geopolitical backgrounds, the contributors in this edited collection scrutinize the changing dynamics of space and place in relation to current political, social, and environmental urgencies across the globe. With chapters investigating both real and imaginary spaces and places, the diversified discussions included in (...) this collection provide a cohesive study for disclosing latent understandings of multiple phenomena characterizing the world in which we live. From the protests in Egyptian and Turkish squares, to the power-related narratives embedded in institutional buildings, from the development of the commercial arena in Victorian and Edwardian London, to the effects of current environmental concerns on the evaluation of urban and rural locations, the volume ultimately serves as a progressive connection of fields, minds, and outlooks through an innovative, pluralistic vision. This interdisciplinary focus not only emphasizes the centrality of spaces and places when disentangling the complexities comprising our past and present, but also suggests a more pluralistic approach for exploring fundamental concepts in future spaces and places studies. (shrink)

In the Critique of Pure Reason (1781/1787), Kant sought to explain the objectivity of cognition by describing the operation of certain human cognitive activities. That is, in some sense Kant explained cognition's objectivity by appealing to features of the mind. A century later, the Marburg School Neo-Kantians Hermann Cohen and Paul Natorp would insist that philosophers must explain cognition's objectivity without appeal to the subject's mind. Once at the center of the Kantian account of objectivity, the mind had been (...) expunged from it. This shift was the emergence of anti-psychologism, the view that the mind has no place in philosophical accounts of cognition's objectivity. This dissertation offers an account of how that shift happened. Chapter 1 argues that a central section of Kant's Critique of Pure Reason, the Transcendental Deduction, is a description of a cognitive operation—namely, the apperception's synthesis of the manifold of sensible intuition. Because this operation is necessary, it determines the structures that a subject's cognition must conform to, and thus explains cognition's objectivity for Kant. But Kant's view that the mind is characterized by necessary cognitive operations was abandoned in the nineteenth century in favour of purely empirical conceptions of the mind. Chapter 2 argues that, in response to this change and in particular to the psychologism of the Back to Kant movement, Cohen developed an anti-psychologistic account of cognition's objectivity: for him, objectivity must be explained by appeal to the principles and laws of mathematics and pure natural science. But his account fails, since he does rot explain why those laws explain cognition's intersubjectivity. Chapter 3 examines Wilhelm Wundt's and Ernst Mach's attempts to articulate purely empirical conceptions of the mind, and to explain cognition's objectivity by appeal to the mind so conceived, as well as Hermann Lotze's anti-psychologism. Chapter 4 argues that, for Natorp, fundamental physical laws constitute the intersubjective content of cognition because they are invariant across space and time, and so different subjects can share representations of them despite having different points of view on the world. Natorp thus finally articulates a successful anti-psychologistic alternative to Kant's account of objectivity. (shrink)

It is a common place in the large literature on globalisation that concepts of the ‘space’, ‘time’ and ‘self’ have radically changed in the last decades, during the process of globalisation. My lecture offers an analysis of a few topics, using these words metaphorically. At first, my analysis will be focused on Manuel Castells’ famous terms ‘space of flow’ and ‘timeless time’, and on a more classical term, Hannah Arendt’s ‘selflessness’. By analysing the uses of these terms (...) in writings of the mentioned authors and their followers, I will try to demonstrate: these terms are too obscure ones to use them as scholar concepts, and they are acceptable ones in a mere metaphoric sense only; they are not the special terms of the globalisation, being rooted in a well-known discourse of the literature of the classical modernity. The last author analysed in my lecture is a 19th century Scottish professor, Andrew Ure. He is a part of the discourse of the classical modernity, using the vocabulary for describing his world that is similar to that of Castells’ and Arendt’s mentioned terms, with a radically different evaluation. (shrink)

Based on insights of phenomenology, this article aims to contribute to a comprehensive understanding of embodied space and place of and for leader- and followership in organisations. From an interrelational perspective, the “spacing” and implacement of leadership and followership will be interpreted as local-historical and as local-cultural processes. Linked to questions of distance of leadership, embodied face-to-face interaction will be critically compared with distant, non-localised, displaced relationships and tele-presence mediated by information and communication technology. In addition to outlining (...) some links to “potential space” and place-responsiveness by concluding some implications, problems and perspectives on research of embodied space and place forleadership in organisation are discussed. (shrink)

This article enquires into the value of 'concepts' as a framework for the school curriculum by questioning their contribution towards our responsibilities for thinking about the earth. I take Derrida's deconstructive reading of Plato's Timaeus to show how spaces in meaning can be revealed, and more transgressive ways of knowing invited in. Derrida's Kh ra marks the opportunity for something new, productive and unforeseeable to arise as the play of traces unfurls. A deconstructive reading of the geography national curriculum (...) policy exposes the impracticality and impossibility of following the text as a definitive scheme and basis for curriculum planning. The paper ends with a spacing of a real place for the geography curriculum by appropriating four different ways of knowing Whitby, a harbour town in north-east England, outside the conceptual scheme. The paper contrasts an approach that is essentially general, conceptual and at the level of the plan, map or net, with a deconstructive approach that welcomes in other, more ethically responsible and imaginative meanings. (shrink)