This paper explores an important yet overlooked aspect of Philosophy for Children : how children experience competitiveness in the Community of Philosophical Inquiry. It describes a qualitative case study conducted with 76 young people involved in CPI dialogues in formal and informal educational settings in Canada and New Zealand. Interviews and video observation revealed that participants often experienced dialogues as competitive exchanges in which ‘winning’ consisted of convincing others, while giving in to others’ opinions was associated with defeat (...) and disappointment. Participants recognised the potential dangers of competitiveness, notably the epistemic risk of excluding alternative perspectives and the social risk of damaging their relationships. Participants often successfully managed competitive dynamics by remaining engaged and open-minded. The last part of the paper discusses these findings in relation to theoretical work in P4C, notably Kennedy’s notion of the CPI as a ‘place of agon.’ Further, it argues that we should rethink the role of competitiveness in the CPI while remaining mindful of its risks, notably by considering its potential as a motivational drive and its place within a larger process of inquiry. (shrink)

How do people learn to talk about the causal and temporal relations between events, and the motivation behind why people do what they do? The narrative practice hypothesis of Hutto and Gallagher holds that children are exposed to narratives that provide training for understanding and expressing reasons for why people behave as they do. In this context, we have recently developed a model of narrative processing where a structured model of the developing situation is built up from experienced events, and (...) enriched by sentences in a narrative that describe event meanings. The main interest is to develop a proof of concept for how narrative can be used to structure, organize and describe experience. Narrative sentences describe events, and they also define temporal and causal relations between events. These relations are specified by a class of narrative function words, including “because, before, after, first, finally.” The current research develops a proof of concept that by observing how people describe social events, a developmental robotic system can begin to acquire early knowledge of how to explain the reasons for events. We collect data from naïve subjects who use narrative function words to describe simple scenes of human-robot interaction, and then employ algorithms for extracting the statistical structure of how narrative function words link events in the situation model. By using these statistical regularities, the robot can thus learn from human experience about how to properly employ in question-answering dialogues with the human, and in generating canonical narratives for new experiences. The behavior of the system is demonstrated over several behavioral interactions, and associated narrative interaction sessions, while a more formal extended evaluation and user study will be the subject of future research. Clearly this is far removed from the power of the full blown narrative practice capability, but it provides a first step in the development of an experimental infrastructure for the study of socially situated narrative practice in human-robot interaction. (shrink)

This paper considers the ways that concepts such as social justice and law were used as semiotic objects-in-tension by a group of five US undergraduates considering law school to make sense of their ideas about entering the discourse communities and communities of practice associated with being a lawyer. This group was made up of undergraduate women who had completed a summer residency program sponsored by the Law School Admissions Council to increase enrollment of students from under-represented groups. Of the five (...) participants, two were US-born; the others immigrated to the US as teenagers; each was aware of her position as multiply marginalized, by gender as well as other factors, including refugee or immigrant status, religious affiliation, sexual identity, and/or association with “at risk” labeling. Data analyzed reflect a 3-year study of their changing perceptions of their relationships to law school discourse communities, using text, interviews, individual video narratives, and informal, face-to-face group meetings. A sociolinguistic approach to multimodal discourse analysis is used to examine the ways that the women, each in a unique way, articulated an increased investment in direct and embodied engagement, lived experience, and personal testimony—not as supplements to doing/being a lawyer, but as necessary and expected practices therein. Over time and through various modalities, they used their vantage point from outside the dominant discourse communities of law to stage social critique and to contest the binary logic and normative criteria that forge the boundaries of exclusion from and inclusion in these communities. Specifically, they resemiotized notions of being a lawyer from the margins in ways that demanded a more fluid and polysemous interpretation of what it means to do ethically rigorous social justice work—hence reworking the relationships between justice and the law and widening the semiotic potential of their own future work. Particularly significant are the ways that semiotic trajectories progressed from an emphasis on what Halliday identifies as textual functions of language to interpersonal and ideational functions. Such a trajectory away from entextualization suggests that voices and perspectives from the margins may be using those imaginary margins tactically as sites from which to contest the boundaries that define whose voices count within the legal system and to contest normative limits on semiotic potentialities for lawyers working toward more just social futures. (shrink)

Although in core business practice most leaders are aware of the fact that information needs to be acquired from a wide range of sources, decision makers in corporate enterprises seem to forget this and all they do, in most cases, is ask their consumers and potential customers in the course of planning their CSR (Corporate Social Responsibility) activities. There are only few companies where managers refer to ethical principles as an argument for social contribution and the connection between CSR and (...) sustainability is being rarely explored. This article is based on research (interviews and questionnaires), observations and continuous action research carried out by the Kurt Lewin Foundation. The study focuses on the communication of social responsibility since according to our experience in most cases companies undertake causes in order to improve their own image and for marketing reasons. This article concludes that the reason for difficulties in finding the best CSR solutions for enterprises and creating the commitment of their employees for the undertaken cause is that they do not think of CSR as a consequence of ethical core business process, but rather as a separate task they try to complete aiming at short-term results and maximum benefits. (shrink)

The work aims to comprehend, share and “build memory” around an educational practice experienced in a municipality of the earthquake zone of Abruzzo, therefore, in a context of social crisis by means the storytelling of a social and community theatre experience. The focus is more specifically on the nexus between the artistic and pedagogical work and the potentialities of a functional development of the community which spreads out, in a perspective of applicativity. The educationalist, as educational process (...) and relationship professional, can offer his/her specific contribution to such above mentioned processes in attempt to recover and/or strengthen both individual and common well-being. (shrink)

Background Little is known about communication between patients, families, and healthcare providers regarding ethical concerns that patients and families experience in the course of illness and medical care. To address this gap in the literature, we surveyed patients and family members to learn about their ethical concerns and the extent to which they discussed them with their healthcare providers. Methods We surveyed adult, English-speaking patients and family members receiving inpatient care in five hospitals in the Washington DC-Baltimore metropolitan area (...) from July 2017 to March 2020. Descriptive statistics were used to determine the frequency, comfortableness, and helpfulness of discussions regarding ethical concerns experienced when sick or receiving medical care. Univariable and multivariable stepwise logistic regression models were used to identify associations between healthcare provider and respondent characteristics and attitudes and (1) the likelihood of speaking to a healthcare provider about their ethical concern and (2) their level of comfort during these discussions. Results Of 468 respondents who experienced ethical issues, 299 (64%) reported discussing the situation with a member of their healthcare team; 74% (197/265) of respondents who had such a discussion found the discussion comfortable, and 77% (176/230) of respondents found the discussion helpful. To make discussions more comfortable and helpful, respondents proposed suggestions in open-ended responses involving (1) content and quality of communication; (2) positive healthcare provider qualities such as empathy, open-mindedness, knowledge, honesty, and trustworthiness; and (3) other contextual factors including having adequate time and available resources. Conclusions Patients and families often have ethical concerns that they discuss with clinicians, and they want clinicians to be routinely receptive and attentive to such discussions. (shrink)

The Community of Inquiry is a pragmatic philosophy concept by John Dewey (1916) representing a "social, cognitive and teaching presence" in a process of collaborative research and learning experience. This article is meant to present a case study based on the experience of forming a community of inquiry with students of a Romanian university. The report will include aspects like: the process of group forming and group facilitation to foster collaborative critical thinking, a few philosophical methods (...) that aimed the consolidation of the group as a community of learning and inquiry as well as the training of individual critical thinking, self-reflective posture and openness to otherness. Results reveal students' initial preoccupations with certainty and difficulties in self expression at the beginning of the semester and presented increasingly more attitudes characteristic to collaborative learning and inquiry by the end of the semester, which is probably an effect of deliberately setting up a specific group culture to facilitate this goal. (shrink)

This essay unearths the meaning of community in John Dewey’s Experience and Nature, using Marilyn Friedman’s terms “community of choice” and “community of origin.” The authority of communication as determinative of Dewey’s community comes out. In fact, communication seems to be the philosophical point of Dewey’s descriptions in that book which reveals his anticipation of a community wherever communication obtains. Dewey is shown, in conclusion, to call us beyond communities of choice or origin to (...) a community of authority which holds both peculiar promise for, and demands of, individuals. (shrink)

Discourse communities are groups of people who share common ideologies, and common ways of speaking about things. They can be sharply or loosely defined. We are each members of multiple discourse communities. Discourse can colonize the members of discourse communities, taking over domains of thought by means of ideology. The development of new discourse communities can serve positive ends, but discourse communities create risks as well. In our own work on the narratives of people with interests in health care, for (...) example, we find that patients speak of their illness experiences as victims of circumstance; policy makers construct adverse experiences and challenges as opportunities to be taken; health care workers speak from a mixed perspective, seeing themselves as both victims and opportunists depending on context. To be trapped within the discourse of a particular community is to put at risk the ability to communicate across discourses. Membership of a discourse community can impair the habit of critique, and deny opportunities for heteroglossic discourse. Privileging critique as a mode of discourse perhaps might define the ethical community, suggesting that ethical community may be an antidote to the constraining effects of conventional discourse community. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Communities of Musical Practice by Ailbhe KennyFrank HeuserAilbhe Kenny Communities of Musical Practice ( New York: Routledge, 2016)When struggling in the confines of a practice room to overcome a technical difficulty on an instrument or explore different ways to shape a phrase, music learning can be a solitary and seemingly lonely enterprise. In such settings it is easy to assume that personal effort is the primary contributor to (...) an individual's musical expertise. Cognitive scientists steven sloman and Philip Fernbach1 argue against this view of human learning and suggest that much of what we know and accomplish results from working and living with others in a rich community of socially generated knowledge rather than by relying only on own efforts. This implies that the ability to develop sophisticated understandings in a discipline depends more on working collectively with others with whom we can share the labors of our cognitive efforts than on individual processes. This lends credence to the concept of learning in "communities of practice" that emerged during the 1990s.2Researchers have embraced this concept in music education and investigated the learning and relationships that develop in musical communities. June Countryman3 and N. Whitaker4 both examined how such communities impact learners in school-based music instructional settings. Deborah V. Blair developed [End Page 214] a professional development program for novice music educators that evolved into a community of practice.5 such communities offer members a place for identity formation and facilitate the acquisition of new knowledge in the discipline that is refined through active participation in meaningful learning experiences. In her book, Communities of Musical Practice, Ailbhe Kenny examines three music learning communities based in Limerick, Ireland and develops a model for community of practice that is specific to musical settings. This model can inform researchers investigating the fields of music education and community music. although it was not designed as a study in music education philosophy, the book is an example of excellent philosophical practices. as Wayne Bowman and ana Lucia Frega have suggested, if philosophy seeks to make "action more intelligent, more informed, more congruent with responsibly held beliefs,"6 Communities of Musical Practice offers a case study of the kind of reflective thinking that is central to philosophical practice. It is an example of how applying a reflective process to research data might provide the profession with both practical and philosophical insights.The book consists of seven chapters which are divided into three major sections. Part I, a Place for Communities of Musical Practice, defines communities of musical practice and describes the methodologies employed in the study. Part II, Illustrations of Communities of Musical Practices, offers case studies of three communities of musical practice that provide readers with examples of how the paradigm can be applied to investigate contrasting settings. Part III, Insights from Communities of Musical Practice, which summarizes the communities of musical practice framework, presents a model of how collective knowledge through common experiences contributes to senses of belonging, identity, and meaning-making and offers suggestions for nurturing these communities and developing policies that might contribute to increasing group music-making opportunities in communities. Following a review of these chapters, examples are given of how philosophical insights might be derived from this type of research.The central research question informing the work presented in the book is: How are communities of musical practice developed and sustained in practice?"7 This fundamental issue is refined through a series of sub-questions relating to the actual practices taking place within these communities of musical practices, the variety of relationships, actions, behaviors and experiences that are present within them, and the ways musical identities are created within and informed through participation in them. In Part I, Kenny develops a theoretical framework for examining communities of music practice by drawing from philosophy of practice, socio-cultural studies, and research in both education and music education which is based primarily on the writings of Bourdieu, Blacking, and Wenger. In particular, she employs etienne Wenger's framework of mutual engagement, [End Page 215] joint enterprise, and shared repertoire (or practices)8 as a scaffold to analyze and interpret "'situated' and collaborative musical... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diacritics 31.2 (2001) 49-69 [Access article in PDF] The Communication of the Impossible Joseph Suglia Death is the death of other people, contrary to the tendency of contemporary philosophy, which is focussed on one's own solitary death. Only the former is central to the search for lost time. But the daily death—and the death of every instant—of other persons, as they withdraw into themselves, does not belong to an (...) incommunicable solitude: that is precisely what nurtures love. That is Eros in all its ontological purity, which does not require participation in a third term (tastes, common interests, a connaturality of souls)—but direct relationship with what gives itself in withholding itself, with the other qua other, with mystery. —Emmanuel Levinas, "The Other in Proust" Desire, pure impure desire, is the call to bridge the distance, to die in common through separation. —Maurice Blanchot, L'écriture du désastreOf the many challenges to the Heideggerian analytic of mortality that emerged throughout the twentieth century, none has been more groundbreaking than that of Maurice Blanchot. 1 The originality and singularity of this confrontation consists in its accent on the social character of mortality: the "experience" of death appears, in this body of discourse, as a relation to the autrui.Death is, for Heidegger, an individual engagement. 2 Heidegger absolutely excludes from his existential analytic of mortality any consideration of the Other's dying as a possible object of experience. 3 Although Sein und Zeit (1927) posits cobeing (Mitsein) as a structure essential to the constitution of selfhood, 4 death belongs exclusively to the solitary Dasein. 5 The problematic of sacrifice is irrelevant to the existential analytic, since the representative function of sacrifice does not correspond to the unrepresentable [End Page 49] character of death. 6 This is because, as Heidegger points out, even if one dies for the Other, one does not take away the Other's death. 7 As Heidegger remarks, Dasein may never experience the Other's arrival at the end (Zuendegekommensein) [SZ 239] (the true object of thanato-ontology), but only its transition into something unliving (Unlebendiges) [SZ 238]. 8 For this reason, no ontological study of death could take the death of the Other as an object of formal research.Although the "fate" of Dasein is communal (occurring within the shared context of a community), Dasein takes no part in the Other's relation to its most proper possibility: the anticipation of death, which discloses every other possibility and which makes possibility itself possible. Individuals in the community relate to their respective fates as a series of disconnected possibilities of impossibility. There is, at most, a "holding-in-common" of deaths that are infinitely separated from each other. In destiny (Geschick), individual Daseins share nothing more than the mutual impossibility of experiencing each other's deaths: there is an infinite distance between the death of the self and the death of the Other, an impossible articulation or interlacing of incommensurable nonexperiences. Every death is a parallel death—and nothing else besides.There is, then, for Heidegger, essentially no rapport between the death of the self and the death of the Other. Dasein is beside the Other in its dying without ever dying in the place of the Other. As Heidegger puts it in paragraph forty-seven of Sein und Zeit, "Wir erfahren nicht im genuinen Sinne das Sterben der Anderen, sondern sind höchstens immer nur 'dabei'" [We do not experience the dying of others in a genuine sense, but are, at the very most, always just 'there'] [SZ 239]. Holding death in common is what holds the members of the relation together in their mutual separation. Despite the methodological sleight of hand that Heidegger terms "destiny," Dasein's relation to its own death is constitutively dissociated from that of the Other.In contrast to this tendency, Blanchot conceives of the self's relation to its own death as an exposure that opens onto the death of the other person. Such is Blanchot's most important contribution to the thought of death, as well as what distinguishes his position most radically from... (shrink)

Kant’s Third Analogy of Experience seeks to establish the mutual interaction of all objects of experience as a transcendental condition on the possibility of our experience of coexistence, and by extension of any cohesive or unified experience. Of Kant’s three Analogies, the Third has received both the least attention and the most criticism. I present an analysis of the Third Analogy focussing on the spatial aspect of Kant’s argument. I examine the interrelated nature of the forms (...) of inner and outer sense in the Third Analogy, linking this to their function in the Transcendental Deduction and subsequently turning to look at the problem posed by Kant’s argument regarding empty space in the Third Analogy. I present a tentative interpretation whereby the Third Analogy establishes a mutual dependence between space as a singular pure intuition, and the instantiation of the category of community in experience. (shrink)

The majority of healthcare professionals regularly witness fragility, suffering, pain and death in their professional lives. Such experiences may increase the risk of burnout and compassion fatigue, especially if they are without self-awareness and a healthy work environment. Acquiring a deeper understanding of vulnerability inherent to their professional work will be of crucial importance to face these risks. From a relational ethics perspective, the role of the team is critical in the development of professional values which can help to cope (...) with the inherent vulnerability of healthcare professionals. The focus of this paper is the role of Communities of Practice as a source of resilience, since they can create a reflective space for recognising and sharing their experiences of vulnerability that arises as part of their work. This shared knowledge can be a source of strength while simultaneously increasing the confidence and resilience of the healthcare team. (shrink)

The AI and Society discourse has previously drawn attention to the ways that digital systems embody the values of the technology development community from which they emerge through the development and deployment process. Research shows how this effect leads to a particular treatment of gender in computer systems development, a treatment which lags far behind the rich understanding of gender that social studies scholarship reveals and people across society experience. Many people do not relate to the narrow binary (...) gender options of male or female, and many people express their gender identity in much richer ways than the sex/gender binary female/woman and male/man Boolean terms will allow. We ask: are “born-digital” gendered datasets in digital systems experienced as marginalising by those who express their identity beyond the male/female binary? Case Study: Ireland. To answer this universal question, this paper presents the findings of an empirical case study of people in Ireland with diverse gender identities and expressions, and their experiences with public data systems and new technologies. In spite of great social changes in Ireland which have led to constitutional change in favour of LGBTQI + people, born-digital systems were experienced by respondents as embodying socio-cultural values which were no longer accepted in society at large. For many of the respondents, digital technologies routinely marginalise them in all kinds of ways. These systems keep alive violence and oppression long after civil rights have been enshrined in constitutional law. This study is just one example of the way assumptions about digital are disengaged from society-at-large. It is a call to arms to all who are passionate about socially-responsible technology. (shrink)

In a well-cited book chapter, ecologist Jared Diamond characterizes three main types of experiment performed in community ecology: laboratory experiment, field experiment, and natural experiment. Diamond argues that each form of experiment has strengths and weaknesses, with respect to, for example, realism or the ability to follow a causal trajectory. But does Diamond’s typology exhaust the available kinds of cause-finding practices? Some social scientists have characterized something they call “causal process tracing.” Is this a fourth type of experiment or (...) something else? I examine Diamond’s typology and causal process tracing in the context of a case study concerning the dynamics of wolf and deer populations on the Kaibab Plateau in the 1920s, a case that has been used as a canonical example of a trophic cascade by ecologists but which has also been subject to controversy. I argue that ecologists have profitably deployed causal process tracing together with other types of experiment to help settle questions of causality in this case. It remains to be seen how widespread the use of causal process tracing outside of the social sciences is (or could be), but there are some potentially promising applications, particularly with respect to questions about specific causal sequences. (shrink)

Kant’s Third Analogy of Experience seeks to establish the mutual interaction of all objects of experience as a transcendental condition on the possibility of our experience of coexistence, and by extension of any cohesive or unified experience. Of Kant’s three Analogies, the Third has received both the least attention and the most criticism. I present an analysis of the Third Analogy focussing on the spatial aspect of Kant’s argument. I examine the interrelated nature of the forms (...) of inner and outer sense in the Third Analogy, linking this to their function in the Transcendental Deduction and subsequently turning to look at the problem posed by Kant’s argument regarding empty space in the Third Analogy. I present a tentative interpretation whereby the Third Analogy establishes a mutual dependence between space as a singular pure intuition, and the instantiation of the category of community in experience. (shrink)

This analysis shows how P4C can be used as a tool to enhance greater intercultural sensitivity. A group of young Maltese university seekers and teenage unaccompanied minor asylum seekers engaged in dialogic inquiry, in the process changing the way in which they see their individual subjective identities. The analysis moves away from the application of P4C in formal educational settings and also moves away from its application in childhood settings. In this manner, it aspires to advance knowledge of how P4C (...) can be creatively applied to generate such values as understanding, empathy, dialogue, acceptance of self and others, and sharing. It also shows how people can heal certain past hurts through sharing and also help them to generate hope of a brighter future. Their formation into a community of inquiry is an outward manifestation of their inner quest for a greater understanding of their own realities and their desire to understand people of other cultures. Through providing an account based on listening to the voices of the young asylum seekers, the analysis is informed by the transience of lived experiences and the youthfulness of the asylum seekers. It is based on an inter-disciplinary blend of psychoanalytic, socio-cultural, and philosophical thinking. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:More Is Required of Us: Complicating an Ontology of Experience at the Heart of Community-Based ResearchJerry Rosiekit is both unsurprising and reassuring that the Society for the Advancement of American Philosophy would host an invited lecture on community-university research collaborations. One of the most distinctive features of the tradition of philosophy on this continent has been the insistence that lived experience is the ultimate source (...) of knowledge, and, more importantly, amelioration of individual and collective community experience is the ultimate criterion for validation of knowledge relations. Dr. Ira Harkavy and the Netter Center at which he works represent a version of that ideal made institutionally manifest.In his 2022 Coss Lecture, Harkavy offers a vision for how the ideal of knowledge generation grounded in community experience and serving community priorities could be institutionalized in major US research universities. Furthermore, he makes the case that this transformation of research universities would revitalize our collective commitment to democratic citizenship and governance. It is an appealing vision, earnestly offered. In what follows, I celebrate the merits of this vision but raise concerns that it does not adequately consider questions about the ontology of experience. I review some of those questions and offer suggestions about what an updated ontology of experience, one that could revitalize democracy in the manner Harkavy says is needed, would look like.Experiential Basis for My ResponseA short personal introduction will provide context for (and perhaps lend credibility to) my response comments. I am a Professor of Education at the University of Oregon with affiliate appointments in the Department of Philosophy and in the Department of Ethnic Studies. My empirical research [End Page 81] focuses on how we prepare anti-racist educators to work in public schools (Pratt and Rosiek; Rosiek, “School Segregation”; Mitchell and Rosiek; Sconiers and Rosiek). My area of theoretical specialization is the development of new qualitative methodologies for research on educational equity. The latter involves working out the implications of different epistemologies and ontologies for educational inquiry and practice. Specifically, I have spent most of my career looking at the way teachers’ classroom experiences can be a valid source of general knowledge about educational practice and policy (Rosiek and Atkinson; Rosiek and Gleason).Both branches of my scholarship exist in a dialectic with my community activism around educational equity issues. My largest project to date was a ten-year study of the racial resegregation of a public school district, looking at how students and teachers navigated its aftermath (Rosiek and Kinslow). My most recent project involved two years of working with teachers all over the world to identify the ways they addressed equity challenges during the pandemic and to identify the institutional conditions that helped or hindered such work (DeRosia et al.). In a less academic context, I have worked with local educational activist organizations in my home community to support the needs of immigrant families and students, to create safer spaces for LGBTQIA students, and to get more equity-minded school board members elected.I share all of this just to clarify that I am familiar with the challenge of putting university expertise in the service of community improvement and, more specifically, promoting equity in educational institutions. I am familiar with approaching research in a manner that respects practitioners and non-academic community members as sources of knowledge, not just objects of knowledge.Praise for the Work at the Netter CenterFrom the vantage point that experience provides me, I want to offer energetic praise for the work that Harkavy and the Netter Center have been doing these last three decades. We should all recognize the difficulty of integrating the university’s knowledge-producing role with local education and service work (Brewer; Harkavy et al.). It is even more difficult to do so when aspiring to the ideal of collaborative knowledge production with the community in a manner that genuinely commits to epistemic egalitarianism. Service learning can be trivialized and can become the exploitative enlistment of unpaid labor in the service of an agenda exogenous to both the participants and the community (Santiago-Ortiz; Stoecker). [End Page 82]Sharing the power of designing the focus and means of service projects... (shrink)

This essay is divided into two parts, deeply intermingled. Part I examines not only the origin of conscious experience but also how it is possible to ask of our own consciousness how it came to be. Part II examines the origin of experience itself, which soon reveals itself as the ontological question of Being. The chief premise of Part I is that symbolic communion and the categorizations of language have enabled human organisms to distinguish between themselves as actually (...) existing entities and their own immediate experience of themselves and their world. This enables them to reflect upon abstract concepts, including “self,” “experience,” and “world.” Symbolic communication and conceptualization grow out of identification, the act of first observing conscious experiencing and intimating what it is like, mimesis, a gestural protolanguage learned through imitation, and reflection, seeing oneself through the eyes of others. The step into actual intentional speech is made through self-assertion, narrative, and intersubjectivity. These three become the spiral of human cultural development that includes not only the adaptive satisfaction of our biological needs, but also the creativity of thought. With the mental-conceptual separation of subject and object – of self and world – the human ability to witness the universe (and each other) is the ground of our genuinely human quality. Consciousness gives human life its distinctively human reality. It is, therefore, one and the same ability that enables us to shape planet Earth by means of conceptual representations (rather than by means of our hands alone) while also awakening us to the significance of being. -/- Looking beyond human self-consciousness to investigate the origin and nature of awareness itself in Part 2, reductive objective materialism is found to be of little use. Direct experience also falls short in that, in order to be transformed into objective knowledge about itself, it must always be interpreted through and limited by the symbolic contexts of culture and the idiosyncratic conceptualizations of the individual. Awareness-in-itself must thus be considered ultimately unexplainable, but this may more indicate its inexpressible transcendence of all symbolic qualifiers than its nonexistence. It is suggested that awareness is not “self-aware” (as in deity) but is instead unknowing yet identical with the only true universal: the impetus of creative unfolding. Our human knowledge, as an expression of this unfolding, is seen to emerge from our conscious experiencing and, in turn, to have the power – and enormous responsibility – of directing that experience. Our underlying symbolic worldviews are found to be autopoietic: They limit or open our conscious experience, which, in turn, confirms those worldview expectations. As we explore a future of unforeseeable technological breakthroughs on an ailing planet who patiently copes with our “success,” truly vital decisions about the nature, meaning, extent, and future of conscious experience will have to be made. (shrink)

The concept of experience by John Dewey revisited: conceiving, feeling and “enliving”. Dewey takes a few steps towards a differentiation of the concept of experience, such as the distinction between primary and secondary experience, or between ordinary (partial, raw, primitive) experience and complete, aesthetic experience. However, he does not provide a systematic elaboration of these distinctions. In the present text, a differentiation of Dewey’s concept of experience is proposed in terms of feeling, “enliving” (a (...) neologism proposed in this paper) and conceiving. Feeling refers to the basic mode of experience where action, emotion, cognition and communication constitute an original unity. Enliving, aesthetic experience, constitutes the lifeworld, as a person-in-world experience. Even though enliving is holistic and relational, a certain distance emerges between action, emotion and cognition which allows contemplation and choice. Conceiving, on the other hand, refers to the isolating and abstracting understanding of the world with even greater distance between action, emotion and cognition. Such a differentiation provides a clearer understanding of the scope of education. It avoids the risks of regressive tendencies in the concept of experience, and it helps to include conceiving within the realm of experience. (shrink)

In their article Little, Jordens, and Sayers developed the notion of “discourse communities”—as groups of people who share an ideology and common “language”—with the support of seminal ideas from M.M. Bakhtin. Such communities provide benefits although they may also impose constraints. An ethical community would open to others’ discourse and be committed to critique. Those commitments may counter the limitations of discourse communities. Since their paper was published in 2003, the notion of “discourse communities” has been widely adopted and (...) applied in healthcare and beyond. Their ideas were influential in the founding of an ethics centre in Sydney and contributed to articulating the values which underpin this journal. This commentary notes that an ethical community is fragile in responding to current onslaughts on truth and meaning—potencies inherent in discourse communities. The essay takes Bakhtin’s ideas further to explore intrinsic forces at play in dialogue, language, and art. This leads to discussing the centrality of ethics in Bakhtin’s thought. For him, the essence of discourse is a dialogic exchange which comprises both art and ethics. It is art in that self and other are created in the exchange. It is ethical in that “I” am answerable to the other, as a phenomenological reality, in the moment of intersubjectivity. (shrink)

Recent studies of peacebuilding highlight the importance of attending to people’s local experiences of conflict and cooperation. This trend, however, raises the fundamental questions of how the local is and should be constituted and what the relationship is between institutions and individual actors of peace at the local level of politics. I turn to Hannah Arendt’s thoughts to address these issues. Arendt’s thinking provides a distinctive form of realism that calls for stable institutions but never depletes the spirit of resistance. (...) Peacebuilding guided by this insight seeks to enable parties in conflict to voice their competing opinions by acting agonistically in public and to help them align their disruptive yet creative voices with a desire to establish and sustain common institutions. Thus, Arendt’s thinking not only offers a way to increase sensitivity to local differences but also to provide direction to the politics of resistance. In the end, it offers a balanced insight into peacebuilding and local agency beyond the contemporary liberal and critical approaches to peace. (shrink)

We identified nearly 180 Black women who earned medical degrees prior to the start of the Second World War and found information regarding their family and social connections, premedical and medical educations, and internship experience or lack thereof for many of these women. Through their collective history, we observed large-scale trends, especially regarding the importance of “separatist” medical education and declining medical school attendance among African American women in the 1910s as medicine became an increasingly exclusionary profession. While our (...) research uncovered trends specific to Black women physicians, the implications of our research can be applied far more widely to other historically marginalized scientific practitioners. This research reminds us of the longstanding and shifting presence of Black women in science and medicine, despite the enduring popular belief that white men represent who participates in science, both historically and today. (shrink)

Engaging communities in community-based health research is increasingly being adopted in low- and middle-income countries. The use of community advisory boards is one method of practicing community involvement in health research. To date, few studies provide in-depth accounts of the strategies that CAB members use to practice community engagement. We assessed the perspectives, experiences and practices of the first local CAB in Eswatini, which was implemented as part of the MaxART Early Access to ART for All (...) study. Trained Swazi research assistants conducted two focus group discussions and 13 semi-structured interviews with CAB members who had been part of the MaxART study for at least 2.5 years. Interviews explored CAB composition and recruitment, the activities of CAB members, the mechanisms used to engage with communities and the challenges they faced in their role. The MaxART CAB played an active role in the implementation of the Early Access to Art for All study, and activities mainly focused on: promoting ethical conduct, in particular privacy, consent and confidentiality; communication and education, communicating about the study and educating the community on the benefits of HIV testing and early access to HIV treatment; and liaising between the community and the research team. Strategies for interacting with communities were varied and included attending general community meetings, visiting health facilities and visiting public places such as cattle dipping tanks, buses, bars and churches. Differences in the approach to community engagement between CAB members living in the study areas and those residing outside were identified. The experiences of the first CAB in Eswatini demonstrate that community engagement using CABs is a valuable mechanism for engaging communities in implementation studies. Considerations that could impact CAB functioning include clearly defining the scope of the CAB, addressing issues of CAB independence, the CAB budget, providing emotional support for CAB members, and providing continuous training and capacity building. These issues should be addressed during the early stages of CAB formation in order to optimize functioning. (shrink)

Perceived quality of experience for speech listening is influenced by cognitive processing and can affect a listener's comprehension, engagement and responsiveness. Quality of Experience is a paradigm used within the media technology community to assess media quality by linking quantifiable media parameters to perceived quality. The established QoE framework provides a general definition of QoE, categories of possible quality influencing factors, and an identified QoE formation pathway. These assist researchers to implement experiments and to evaluate perceived quality (...) for any applications. The QoE formation pathways in the current framework do not attempt to capture cognitive effort effects and the standard experimental assessments of QoE minimize the influence from cognitive processes. The impact of cognitive processes and how they can be captured within the QoE framework have not been systematically studied by the QoE research community. This article reviews research from the fields of audiology and cognitive science regarding how cognitive processes influence the quality of listening experience. The cognitive listening mechanism theories are compared with the QoE formation mechanism in terms of the quality contributing factors, experience formation pathways, and measures for experience. The review prompts a proposal to integrate mechanisms from audiology and cognitive science into the existing QoE framework in order to properly account for cognitive load in speech listening. The article concludes with a discussion regarding how an extended framework could facilitate measurement of QoE in broader and more realistic application scenarios where cognitive effort is a material consideration. (shrink)

The main topic of the following dissertation is Kant's Third Analogy of Experience, which asserts that one must posit a bond of mutual interaction in order to judge that two substances exist simultaneously. Part One considers the Third Analogy proper and reconstructs two plausible arguments for its main claim. Contrary to the view of most commentators , Kant is entitled to a strong causal notion of mutual interaction. Part Two considers the historical debate between proponents of Pre-established Harmony, Occasionalism, (...) and Physical Influx and how the Third Analogy can be seen as Kant's most developed version of Physical Influx. Thus, we see that Kant's concern with causality is not exhausted by his reply to Hume in the Second Analogy of Experience. For Kant is clearly concerned to attack the rationalist tradition by criticizing Leibniz's and Wolff's Pre-established Harmony, on the one hand, and the Cartesians' and Malebranche's Occasionalism, on the other hand. Part Three considers the argumentative structure of Kant's Metaphysische Anfangsgrunde der Naturwissenschaft and how the Third Analogy relates to this work. Contrary to what one might expect, the MAdN does not proceed by first presupposing a Principle from the first Critique and then substituting in the concept of matter. Rather, its substantial results are obtained through an extended transcendental argument showing how we can have experience of objects of outer sense . Further, we see how the abstract notion of mutual interaction involved in the Third Analogy becomes more specific in the MAdN since two of the most important features of its central notion of matter, namely the capacities of filling a space and of communicating motion, require attractive and repulsive forces and action and reaction, both instances of mutual interaction. These three lines of argument establish that the Third Analogy of Experience both constitutes a crucial part of Kant's position and presents a philosophically plausible view. (shrink)

BackgroundThe potential contribution of community engagement to addressing ethical challenges for international biomedical research is well described, but there is relatively little documented experience of community engagement to inform its development in practice. This paper draws on experiences around community engagement and informed consent during a genetic cohort study in Kenya to contribute to understanding the strengths and challenges of community engagement in supporting ethical research practice, focusing on issues of communication, the role of field (...) workers in 'doing ethics' on the ground and the challenges of community consultation.MethodsThe findings are based on action research methods, including analysis of community engagement documentation and the observations of the authors closely involved in their development and implementation. Qualitative and quantitative content analysis has been used for documentation of staff meetings and trainings, a meeting with 24 community leaders, and 40 large public and 70 small community group meetings. Meeting minutes from a purposive sample of six community representative groups have been analysed using a thematic framework approach.ResultsField workers described challenges around misunderstandings about research, perceived pressure for recruitment and challenges in explaining the study. During consultation, leaders expressed support for the study and screening for sickle cell disease. In community meetings, there was a common interpretation of research as medical care. Concerns centred on unfamiliar procedures. After explanations of study procedures to leaders and community members, few questions were asked about export of samples or the archiving of samples for future research.ConclusionsCommunity engagement enabled researchers to take account of staff and community opinions and issues during the study and adapt messages and methods to address emerging ethical challenges. Field workers conducting informed consent faced complex issues and their understanding, attitudes and communication skills were key influences on ethical practice. Community consultation was a challenging concept to put into practice, illustrating the complexity of assessing information needs and levels of deliberation that are appropriate to a given study. (shrink)

Medical communication in Western-oriented countries is dominated by concepts of shared decision-making and patient autonomy. In interactions with Roma patients, these behavioral patterns rarely seem to be achieved because the culture and ethnicity have often been shown as barriers in establishing an effective and satisfying doctor–patient relationship. The study aims to explore the Roma’s beliefs and experiences related to autonomy and decision-making process in the case of a disease with poor prognosis. Forty-eight Roma people from two Romanian counties participated in (...) semi-structured interviews, conducted by a research team from the University of Medicine and Pharmacy of Iasi. Participants were recruited among the chronically ill patients and caregivers. The Roma community opposes informing the terminal patients about their condition, the “silence conspiracy” being widely practiced. The family fully undertakes the right of decision making, thus minimizing the patient’s autonomy. We identified ethical dilemmas concerning autonomy, lack of patients’ real decision-making power, and paternalistic attitudes exerted firstly by the family and, on demand, by the physician. Instead, the Roma patient benefits from a very active support network, being accompanied at the hospital by numerous relatives. The patient’s right to make autonomous decisions promoted in the Western countries and stipulated by the Romanian law has diminished value in the Roma community. For the Roma, the understanding of dignity is not simply individual and personal, but it is closely related to their cultural particularities. Ignoring their cultural values could create conflicts between healthcare providers and community. (shrink)

Using 10 women's narratives, participant observation, archival research, and a focus group, this article analyzes women's social activism in a settler community in northern Mexico near the border. I argue that women's activism and emerging political consciousness provides a lens through which women critique structural violence and intimate partner violence and that ultimately provides new women-centered subjectivities. This article contributes to gender and social movements literature by examining the generation of a political consciousness engendered from women's grounded experience (...) of living on the U.S./mexico border. Furthermore, despite the unique sociopolitical conditions of the border, this article demonstrates that border residents have the agency to challenge, and more importantly, change their situation. (shrink)

This chapter contains sections titled: Out of Order The Axiom of Equality Ignorant Schoolmasters Political Aesthetics Democratic Education References.

This is a study of the development of Christian symbolic use of the Cross. Early depictions were anastasic, the empty cross symbolizing the resurrection and hiding the manner of Jesus’ death. As the Christian community itself became more violent, and first practiced and then justified the practice of war, the Crucifix showed Christ on the Cross increasingly graphically. The writer compares this with a set of images in and around the chapel at Central American University in San Salvador. The (...) images record a memory of suffering and terror. The article ends by locating the experience of writing about these images in the context of global grass-roots protest against the war in Iraq. (shrink)

This paper explores how women and non-binary Latinx Community Workers in Toronto, Canada, negotiate their identities, citizenship practices and politics in relation to settler colonialism and decolonization. We demonstrate how LCWs enact a Latinx decolonial politic of belonging, an alternative way of practicing citizenship that strives to simultaneously challenge both Canadian and Latin American settler colonialism. This can be seen when LCWs refuse to be recognized on white settler terms as “proud Canadians,” and create community-based learning initiatives that (...) incite conversations among everyday Latinx community members around Canada’s settler colonial history and present, Indigenous worldviews, as well as race and settler colonialism in Latin America. We consider how LCWs’ enactments of a Latinx decolonial politic of belonging serve as small, incomplete, but crucial steps towards decolonization. (shrink)

Faced by pressure to take the Oath of Supremacy, More grounded his resistance to Henry VIII in his argument that he had the consensus of the “whole corps of Christendom” on his side. In this article, I argue that More accessed that consensus through acts of the imagination. In the Dialogue of Comfort against Tribulation, More imaginatively evokes the community of the church through his creation of a fictional frame that encompasses multiple generations, nations, and languages and demonstrates his (...) ample vision of the church. Through his use of Psalm 91 as an organizing device for the Dialogue, More identifies the shared experience of suffering as an identifying feature of the church. Connecting himself to this community through acts of the imagination, I argue, helped More to resist Henry VIII, find comfort in his imprisonment, and prepare himself for death. (shrink)

In this musing we consider how social distancing, the primary public health measure introduced to mitigate the spread of the COVID-19 virus, is creating social encounters characterized by a self-and-other-consciousness and an atmosphere of suspicion, leading to what we call “alienated embodied communication.” Whilst interaction rituals dominated by avoidance, fear and distrust are novel for many individuals who occupy positions of social privilege, Black and ethnic minority writers have demonstrated that the alienated bodily communication of COVID-19 social distancing is “nothing (...) new” for people who routinely experience marginalization as a result of racism. Our aim in this musing, then, is to reflect on how on-going experiences of stigma, shame, and marginalization can shape how social distancing is registered on an embodied and existential level, and therefore how social distancing may differentially impact individuals with lived experiences of racism. (shrink)

This article explores the spiritual and pastoral dimensions of accompanying people who are living with dementia. It is estimated that 40 per cent of people living with dementia will experience ‘prolonged dwindling’. The article develops the understanding of the face-to-face attentive presence of one person ministering to another and supporting the sick person in a breadth of life experience. It argues that insight from the thought of Jean Vanier and the community of L’Arche can be used to (...) reflect on care for people with dementia who share in the Passion of Christ and who are accompanied by others standing in solidarity with them. (shrink)

Simultaneous observation of the wave-like and particle-like aspects of the photon in the double-slit experiment is unallowed. The underlying reason behind this limitation is not understood. In this paper, we explain this unique behavior by considering the communicational properties of the photons. Photons have three independently adjustable properties (energy, direction, and spin) that can be used to communicate messages. The double-slit experiment setup fixes two of these properties and confines the single photon’s capacity for conveying messages to no more than (...) one message. With such a low communication capacity, information theory dictates that measurements associated only with one proposition can obtain consistent results, and a second measurement associated with an independent proposition must necessarily lead to randomness. In the double-slit example, these are the wave or particle properties of the photon. The interpretation we offer is based on the formalism of information theory and does not make use of Heisenberg’s uncertainty relation in any form. (shrink)

The influence of pragmatism—and of Dewey in particular—upon Lipman’s conception of the classroom Community of Inquiry is pervasive. The notion of the Community of Inquiry is directly attributable to Peirce, while Dewey maintained that inquiry should form the backbone of education in a democratic society, conceived of as an inquiring community. I explore the ways in which pragmatic conceptions of truth and meaning are embedded in the Community of Inquiry, as well as looking at its Deweyan (...) moral and social commitments. I show that Peirce’s and Dewey’s notions of truth are in perfect alignment with the philosophical Community of Inquiry, as is Dewey’s tie between meaning and ideas that bring our inquiries to a satisfactory conclusion. The Deweyan notion that moral values are justified by their utility in solving problems in social life is also to be found in the Community of Inquiry, as arguably is his view that moral values are to be regarded as working values that face the tribunal of experience in much the same way as hypotheses in science. Again, the focus in the classroom on open inquiry into issues and problems, the active participation of the students in building upon one another’s ideas, the sense of shared responsibility, and the growth and development of the intellectual and social powers of the individual, all mirror Dewey’s pragmatic conception of democracy. Given this allegiance, it may be argued that the Community of Inquiry faces a pragmatic problem of its own. While it aims to be a philosophically open encounter with all kinds of issues and ideas, pragmatic conceptions are so constitutive of it that they may skew the pitch philosophically. I also address this issue. (shrink)

In the twentieth century, due to the development of mechanical reproduction and press, photomontage became a popular means of communication – popular and diverse in its nature and methods of exploitation. It is one of the cultural phenomena related to the change of rhythm of life and a sense of its increased pace, and an impression of fragmentation of reality. This article questions the role of photomontage in such an experience. The said role is complex: sometimes photomontage allows for (...) expression of that experience, and sometimes it is meant to evoke it, in the spirit of modernity; it is both a tool of agitation and critique. In order to answer this question I shall assume the approach of Walter Benjamin, who diagnoses the crisis of experience and the loss of storytelling skills – and describes the potential of photography. This potential is differently approached by artists and scholars who point out contradictory purposes and results of using photomontage. Referring to various works of art shall make it possible to define the tensions characteristic of photomontage. Due to its plasticity and the ambiguity of a photograph, and the potential for contextualization and construction, photomontage can function in a hard to understand, rapidly changing world and address the fragmentation of experience. (shrink)

Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. We argue (...) that philosophical inquiry is essential for dealing with controversial topics in the classroom. However, we point to the need for teachers to understand the role of the community of inquiry in addressing such topics. This has implications for teacher preparation. We, therefore, examine John Dewey’s use of experiential education to argue for rethinking teacher preparation, especially when dealing with controversial topics which point to the need for greater emphasis on how best to engage with them philosophically. To this end, we will argue in favour of a reconstruction of educational philosophy, specifically the community of inquiry, by integrating a Deweyan inspired place-based education that emphasises environment, experience, and social reconstruction learning. (shrink)

This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based on (...) the recognition of diverse narratives within a web of communal narratives that does not favour the meta-narrative. It reports on the experiences of moderators and students from weak and excluded sectors of society in two countries whose participation in communities of philosophical inquiry gave them not only a “voice” but also a presence and identity. (shrink)

The idea for this article was developed in ecumenical discussion regarding the worrisome developments in some neo-Pentecostal ministries where stories of snake-eating, petrol-drinking, false prophecies and so on were being alleged. A burning question during the discussion was: what is it with the hermeneutic of experience that makes it possible for such stories to arise? Furthermore, how can this situation be remedied? The researchers set to answer this question by conducting a literature study on the subject of hermeneutics of (...) African Indigenous Churches, neo-Pentecostalism and Mission Pentecostalism. The inclusion of AICs and Mission Pentecostalism follows the scholarly consensus led by Allan Anderson in which all three together constitute African Pentecostalism. This article offers a critical reflection on the corrosive role of fundamentalist-inspired exclusivism, judgementalism and pride, which feed ignorance of the basic oneness of African Pentecostal Christianity. It concludes that abuse abounds in the divisions and maintenance of the above-mentioned fundamentalist attitudes and raises the necessity of creating awareness of belonging to one community. This community’s historical experience of the activity of the Spirit and Scripture may serve as critical input into its hermeneutic, hopefully lessening if not eradicating abuse. (shrink)

Uttered language does not necessarily reflect the planned communications of schizophrenia patients, nor do their delusions necessarily reflect basic failures of inferential reasoning. The role of inhibitory failure in the production of speech and the role of primary experiences of discrepancy between intention and action, and between experience–based expectations and perceived realities account for many of the clinical phenomena that have led to the conclusion that these patients have a ‘thought’ disorder, or a ‘disturbed’ mind. The alternatives and the (...) evidence are summarized in this paper. (shrink)