This book adds to the theoretical development of the emerging fields of experiential learning and outdoor education by examining the central concept, 'experience', and interrogating a central claim of experiential learning: whether, and if so how, a short-term singular experience can transform a participant's life as a whole and in a permanent way. While such a possibility has been corroborated by the personal testimonies of participants, and the activities of instructors over many years, the book argues that we must go (...) beyond this kind of 'evidence'. In comparing Anglophone and continental approaches and drawing on the work of Dewey, Dilthey and Merleau-Ponty in the philosophy of experience, Experiential Learning and Outdoor Education presents the first detailed review of the concept of 'experience' in European philosophy, as applied to outdoor experiential learning. A vital insight into the field, this is important reading for students and researchers working in the philosophy of sport, and pedagogical theory, especially in areas relating to the outdoors, but also to experiential education more generally."--Provided by publisher. (shrink)

Background Ethical dilemmas that arise in the clinical setting often require the collaboration of multiple disciplines to be resolved. However, medical and nursing curricula do not prioritize communication among disciplines regarding this issue. A common teaching strategy, problem-based learning, could be used to enhance communication among disciplines. Therefore, a university in southern Taiwan developed an interprofessional ethics education program based on problem-based learning strategies. This study described tutors’ experience teaching in this program. Aim To explore the phenomenon of teaching and (...) learning in interprofessional ethics education for medical and nursing students from the perspectives of tutors. Design Phenomenological qualitative research. Methods Medical and nursing students completed a 6-week interprofessional ethics education program moderated by either physician or nurse tutors. At the conclusion of the ethics education program, all 14 tutors were invited to participate in focus group interviews. Among them, six tutors (three nursing tutors and three physician tutors) participated in additional individual interviews. All of the contents from the focus group interviews and individual interviews were recorded and transcribed. Using the phenomenological approach, the phenomenon of teaching and learning in interprofessional ethics education were generated. Ethical consideration The study was approved by the Institutional Review Board. Findings Three themes emerged from the tutors' teaching perspectives, including the instructor’s motivation to teach, the use of narrative case scenarios, and the emphasis on improving interprofessional ethics communication. Discussion Problem-based learning creates an interprofessional communication platform in interprofessional ethics education. The phenomenon of value convergence between tutors and students, between different students’ professions, and between different students’ professional maturities is observed. Conclusion Problem-based learning is an effective teaching strategy for creating a communication platform for interprofessional ethics education. Ethic curriculum should emphasize motivating instructor, use narrative case scenarios, and focus on interprofessional communication. (shrink)

Most of the literature on teaching within nursing education presents teaching and learning strategies as unproblematic and widely generalized across contexts, content, learners, and educators. We argue that to be truly effective, teaching strategies must be harmonious with instructor’s beliefs, intentions, and actions. In this paper, we introduce the notion of a plurality of effective teaching based on five different ‘perspectives on teaching’– each composed of different beliefs, intentions, actions, and strategies and illustrated by cases from nursing education. We (...) propose that this foundational conceptualization provides a base from which nurse educators can (1) communicate across differences of philosophical perspective and intent; and (2) critically reflect on their educational practices. (shrink)

Increasing the number of Aboriginal students graduating from university is a goal of many Canadian universities. Realizing this goal may present challenges to the orientation and methodology of university curricula that have been developed without consideration of the traditional epistemologies of Aboriginal peoples. In this article, three scholars in the Faculty of Education at the University of Victoria take up this issue by dialoguing with each other about the possibilities of incorporating Aboriginal perspectives into their courses. These conversations are woven (...) together into the narrative form of a four-act play in which the authors caricature their personalities to highlight their initial resistances and eventual reconsiderations. As non-Aboriginal instructors from different cultural backgrounds, the authors confront issues of respect, responsibility, and (mis)representation as they struggle with the dilemmas involved in cross-cultural understanding. Through this journey they come to imagine a world where cultural differences, including the traditional epistemologies of Aboriginal peoples, present possibilities for greater understanding of each other and more authentic expressions of our humanity. (shrink)

_History of Psychology: A Cultural Perspective_ easily distinguishes itself from other texts in a number of ways. First, it examines the field within the rich intellectual and cultural context of everyday life, cross-cultural influences, and contributions from literature, art, and other disciplines. Second, it is a history of ideas, concepts, and questions, instead of dates, events, or great minds. Third, the book explores the history of applied, developmental, clinical, and cognitive psychology as well as experimental psychology. Conveyed in a lively (...) writing style, this text tells a gripping story that continues to the present day. Its current perspective allows students to connect the history of the field to the work being published in current journals. O’Boyle writes in the “historical present”, giving readers a sense of immediacy and aliveness as they journey through history. Her account uses imaginative new features, including “The Times”, which gives readers a feel for what everyday life was like during the age discussed in the chapter. Descriptions of ordinary life, as well as information about important issues influencing their lives such as wars, social movements, famines, and plagues, pique students' interest. "Stop and Think" questions, scattered throughout, enhance retention and encourage critical thinking. An ideal text for a history of psychology or history and systems of psychology course, this creative new book will also appeal to those with a general interest in the field. The Instructor’s Resource CD, written by the text author, includes class activities and demonstrations, suggestions for small group and class discussions, a list of films and videos related to the material in each chapter, and a test bank with objective and essay questions. (shrink)

How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. (...) We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project. (shrink)

In recent years, there has been a heated debate about how to interpret findings that seem to show that humans rapidly and automatically calculate the visual perspectives of others. In the current study, we investigated the question of whether automatic interference effects found in the dot-perspective task (Samson, Apperly, Braithwaite, Andrews, & Bodley Scott, 2010) are the product of domain-specific perspective-taking processes or of domain-general “submentalizing” processes (Heyes, 2014). Previous attempts to address this question have done so by (...) implementing inanimate controls, such as arrows, as stimuli. The rationale for this is that submentalizing processes that respond to directionality should be engaged by such stimuli, whereas domain-specific perspective-taking mechanisms, if they exist, should not. These previous attempts have been limited, however, by the implied intentionality of the stimuli they have used (e.g. arrows), which may have invited participants to imbue them with perspectival agency. Drawing inspiration from “novel entity” paradigms from infant gaze-following research, we designed a version of the dot-perspective task that allowed us to precisely control whether a central stimulus was viewed as animate or inanimate. Across four experiments, we found no evidence that automatic “perspective-taking” effects in the dot-perspective task are modulated by beliefs about the animacy of the central stimulus. Our results also suggest that these effects may be due to the task-switching elements of the dot-perspective paradigm, rather than automatic directional orienting. Together, these results indicate that neither the perspective-taking nor the standard submentalizing interpretations of the dot-perspective task are fully correct. (shrink)

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the profession) through (...) discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

In her provocative discussion of the challenge posed to the traditional impartialist, justice-focused conception of morality by the new-wave care perspective in ethics, Annette Baier calls for ‘a “marriage” of the old male and newly articulated female... moral wisdom,’ to produce a new ‘cooperative’ moral theory that ‘harmonize[s] justice and care.’ I want in this paper to play matchmaker, proposing one possible conjugal bonding: a union of two apparently dissimilar modes of what Nel Noddings calls ‘meeting the other morally,’ (...) a wedding of respect and care. (shrink)

This book posits that a sustainable future is possible without abandoning Capitalism. In its present form as Consumer Capitalism, the organization of the global economy is clearly unsustainable. But Capitalism is a malleable concept that has assumed a variety of forms since the 17th Century, and it can be altered as needed. In Part I of this book, Wayne Henry sets out an economic model for a sustainable form of Capitalism, referred to in the literature as Natural Capitalism. In Part (...) II, he abandons exposition in favour of rigorous philosophical analysis and critiques the older but still dominant narrative that underlies Classical Liberalism. The narrative will be reconstructed with great care and analyzed to understand why it has been so powerful and enduring, and, of course, why it is no longer appropriate for our present circumstances. In Part III, he investigates Classical Liberalism and globalized capitalism, the economic system it licenses, from a normative perspective. Finally, in the conclusion, Henry draws the threads of the discussion together in a way that emphasizes the differences between the two narratives, Classical Liberalism on the one hand, and the contemporary version of Progressive Liberalism that nurtures and supports Natural Capitalism on the other. This book will be of interest to a broad range of scholars and curious laypersons interested in a clear and interdisciplinary presentation of the issues arising out of climate change, including corporate governance, social and environmental policy, declining social capital and the capacity of democratic institutions to deal effectively with sustainability. It will be particularly relevant for students and instructors of philosophy, history, economics, political science, social policy and environmental sociology. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Taking Sides: Clashing Views in Death and Dying ed. by William J. Buckley and Karen S. FeldtZoe BernatskyTaking Sides: Clashing Views in Death and Dying Selected, edited, and with introduction by William J. Buckley and Karen S. Feldt new york: mcgraw-hill, 2013. 576 pp. $63.00If you are searching for a textbook that inspires students to think critically by examining diverse positions around contemporary bioethics issues related to death (...) and dying, Taking Sides: Clashing Views in Death and Dying is an engaging and effective learning tool that is well structured and a compelling read. As part of a series of Taking Sides textbooks, this volume examines eighteen issues clustered around seven themes: (1) end-of-life decision making; (2) caregiver end-of-life decision making; (3) treatment requests and decisions regarding pain and futility; (4) assisted suicide; (5) determining definitions of death; (6) hospice, policy, and costs of dying; and (7) dying and death as cultural performances. Units for each theme include an introduction, pro and con arguments, a summary, and a list of additional resources.The book offers a wealth of wisdom through thought-provoking scenarios, forward-looking themes, and scholarly articles. Readers are presented with real-life controversies, such as how depression or advanced directives influence the [End Page 214] end-of-life decision-making process, and how advocates affect the quality of end-of-life care. Other topics covered include the right to effective pain management, the use of palliative sedation for intractable symptoms, and withholding or withdrawing futile treatment including artificial nutrition and hydration. Also debated are concerns surrounding the provision of assisted suicide and the criteria for establishing brain death; issues regarding access to hospice; the impact of identifying with a specific religious orientation; and the reception of culturally competent care.Individuals are often forced abruptly into end-of-life decisions without time for extensive reflection about the meaning of life and death. The weightiness of the outcomes and the intensity of the experience, combined with the apprehension so many of us feel about death and dying, can overwhelm individuals and families. This book promotes thoughtful deliberation about such matters from both professional and personal perspectives. The inclusion of a section on caregiver decision making that highlights compassion fatigue is a unique and valuable contribution to the overall topic. Social, cultural, and religious influences that increase comfort (or pain) in dying patients and the unique experience of grief for those who remain are also given attention.The greatest strength of this text is the “Taking Sides” approach, which introduces the reader to divergent positions on ethical issues. The articles are well selected from recent scholarship and orient readers who may be unfamiliar with medical and ethical terminology and concepts. The presentation of contradictory positions demonstrates the true-to-nature complexity of ethical decisions and inspires the reader to further reflection, and the extensive list of resources provides a rich opportunity for further study. The book is an easy read, and the units and themes can be surveyed independently, making it a helpful resource for introductory courses on moral theology or ethics; a digital “Instructor’s Resources Guide” provides sample questions for academic purposes. Since death and dying is a universal issue, the anticipated audience is extensive.While this text provides an excellent introduction to the ethical dilemmas around death and dying, there are particular areas that are not addressed, such as decision-making in the case of neonates, children, or those with preexisting psychiatric disorders or other disabilities. A valuable addition to the book would have been the presentation of a framework for dealing with the complex challenges of death and dying, such as the virtue ethics framework offered by Lydia Dugdale in the 2015 publication Dying in the Twenty-First Century. But although the book does not add new material to existing debates, the clarity with which it presents each argument will help to orient those less familiar with bioethical issues. [End Page 215]Zoe BernatskyNewman Theological CollegeCopyright © 2016 Society of Christian Ethics... (shrink)

The author recounts some of the early history of what is now known as MBSR, and its relationship to mainstream medicine and the science of the mind/body connection and health. He stresses the importance that MBSR and other mindfulness-based interventions be grounded in a universal dharma understanding that is congruent with Buddhadharma but not constrained by its historical, cultural and religious manifestations associated with its counties of origin and their unique traditions. He locates these developments within an historic confluence of (...) two very different epistemologies encountering each other for the first time, that of science and that of the meditative traditions. The author addresses the ethical ground of MBSR, as well as questions of lineage and of skillful ?languaging? and other means for maximizing the possibility that the value of cultivating mindfulness in the largest sense can be heard and embraced and cultivated in commonsensical and universal ways in secular settings. He directly addresses mindfulness-based instructors on the subject of embodying and drawing forth the essence of the dharma without depending on the vocabulary, texts, and teaching forms of traditional Buddhist environments, even though they are important to know to one degree or another as part of one's own development. The author's perspective is grounded in what the Zen tradition refers to as the one thousand year view. Although it is not stated explicitly in this text, he sees the current interest in mindfulness and its applications as signaling a multi-dimensional emergence of great transformative and liberative promise, one which, if cared for and tended, may give rise to a flourishing on this planet akin to a second, and this time global, Renaissance, for the benefit of all sentient beings and our world. (shrink)

“Evidence based medicine” is often seen as a scientific tool for quality improvement, even though its application requires the combination of scientific facts with value judgments and the costing of different treatments. How this is done depends on whether we approach the problem from the perspective of individual patients, doctors, or public health administrators. Evidence based medicine exerts a fundamental influence on certain key aspects of medical professionalism. Since, when clinical practice guidelines are created, costs affect the content of (...) EBM, EBM inevitably becomes a form of rationing and adopts a public health point of view. This challenges traditional professionalism in much the same way as managed care has done in the US. Here we chart some of these major philosophical issues and show why simple solutions cannot be found. The profession needs to pay more attention to different uses of EBM in order to preserve the good aspects of professionalism. (shrink)

This study is an exploration of the Hagar narrative from the perspective of African Womanist Theology. The article focuses on the spirituality of Hagar before and after her captivity (Gn 16). The research takes an Afrocentric perspective and uses a postcolonial lens to comment on the preceding text as well as consider how this story is captured in Judaism, Christianity and Islam. At the core of the article is an attempt at reclaiming the African in Hagar who is (...) largely portrayed in the stories of Sarah and Abraham within a Hebrew perspective which itself is arguably imperial. The aim is to inspire modern African women (and in the diaspora) to reclaim their African spirituality within their stories and experiences. Summarily, the article is a critique of the colonial project, slavery and its legacies in dehumanising and disenfranchising people and African knowledge systems. The article is structured as follows: firstly, it introduces the Hagar and/or Hajar traditions from the perspectives of Judaism, Christianity and Islam. Secondly, it takes a step back to consider Hagar’s identity as an Egyptian princess before she encountered Sarah and Abraham. The article also discusses how Hagar’s past in Egypt had a bearing on her spiritual encounters when she and her son Ishmael and/or Ismail were exiled. Finally, the article concludes with a recommendation for continued reflection on an African spirituality narrative of the Hagar traditions alongside the predominant narratives from Abrahamic religions.Contribution: This article demonstrates that the religious scriptures must be read from liberation perspectives such as the postcolonial paradigm to inspire the recovery of authentic experiences of the oppressed and displaced, and it is an inspiration to African women to reclaim their true identity and spirituality. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Ethics of Death: Religious and Philosophical Perspectives in Dialogue by Lloyd Steffen and Dennis R. CooleySarah MosesThe Ethics of Death: Religious and Philosophical Perspectives in Dialogue Lloyd Steffen and Dennis R. Cooley MINNEAPOLIS: FORTRESS PRESS, 2014. 318 PP. $34.00In The Ethics of Death, religious studies scholar Lloyd Steffen and philosopher Dennis Cooley offer ethical analysis of a variety of topics with an approach they refer to as (...) "dialogic engagement," modeled upon their own interdisciplinary exchange with one another (4). In fact, each of the seven main chapters is explicitly structured as a dialogue: each author laying out his particular approach in two separate sections, which are then followed by a question-and-answer section where the authors pose questions to one another and provide brief responses. Intending to address death as it relates to the moral lives of the living, the chapters cover topics that are of enduring interest to students, scholars, and the general public: abortion, the death penalty, war, suicide, physician-assisted suicide, and euthanasia. To distinguish it from other recent titles that explore the dying experience in contemporary medical contexts, the book might be more accurately described as addressing the ethics of killing. [End Page 218]To set the stage for subsequent topical chapters, the book's first chapter provides a basic introduction to ethics, including outlining prominent ethical theories such as Kantian, utilitarian, virtue, and natural law approaches. Readers will find clear descriptions of key terms such as consequentialism, deontology, and pragmatism. In his section Steffen also addresses the contrast between religious and secular ethics, noting how religious ethical traditions are potentially distinctive (such as divine command theories or use of sacred texts) and potentially overlapping (such as similar practical judgments). In this chapter, the authors also indicate their own preferred normative approach: Steffen identifying with a "natural law hybrid ethic," a natural law approach that "allows the other ethical theories a part but says none has the final say" (22), and Cooley advocating what he calls the "Pragmatic Principle" approach, combining what he considers plausible and helpful from both deontology and consequentialism (32–33). The authors' normative approaches reveal the strengths and limitations of various ethical theories, and the practical usefulness of theoretical hybridity.Each of the topical chapters provides readers with relevant background information, such as the legal and policy history of particular issues. Given the flexible normative approaches taken by the authors, not surprisingly each chapter provides a nonabsolutist position on each form of killing (although Cooley's evaluation of war is strongly negative: "Some may be justified, whereas the vast majority cannot be" [165]). The chapters also provide balanced, thoughtful sections that outline major arguments on opposite sides of ethical debate, sometimes in the form of enumerated "for and against" lists. The chapters thus familiarize readers with important dimensions of contemporary debates, such as just war theory, pacifism, human rights theory, definitions of personhood, and the determination of medical futility. Chapters include useful references to thinkers who have shaped ethical debate such as Don Marquis and Judith Thompson on abortion and Mahatma Gandhi and Douglas Lackey on war and violence. Students of religious ethics will find the sections by Steffen particularly helpful in reviewing various ethical positions from religions such as Buddhism, Islam, Christianity, and Judaism.The book could certainly be effective in a topical survey course at the undergraduate or graduate level, with a major strength that the book's structure illustrates theoretical connections between philosophy and religious studies regarding ethical inquiry. The dialogue questions that conclude each chapter could be used to frame class discussion or even as prompts for student writing assignments. However, for a course focused on comparative religious ethics, instructors would want to supplement with more in-depth ethical analysis from particular religious ethical traditions. [End Page 219]Sarah MosesUniversity of MississippiCopyright © 2017 Society of Christian Ethics... (shrink)

There are strong reasons for assuming that Thomas Aquinas conceived of God’s existence in terms of logical necessity in a broad sense. Yet this seems to stand in some tension with the fact that he excludes the possibility of a priori arguments for the existence of God. One apparently attractive way of handling this tension is to use a two-dimensional framework inspired by Saul Kripke. Against this, this article demonstrates that a Kripke-inspired framework is inapt in this context because it (...) allows for the conceivability of God’s non-existence, thereby rendering his non-existence possible in some important, and for Aquinas inacceptable, sense. Drawing on David Chalmers, the article submits that the existence of God can only be necessary if God’s non-existence is ideally inconceivable. On the basis of Aquinas’ own understanding of God, however, the article argues further that God’s non-existence in fact is inconceivable. The alleged conceivability of God’s non-existence is ultimately due to our (human) inability to grasp the nature of being, whereas creatures who grasp the nature of being are unable to conceive of God’s non-existence. This removes God’s non-existence from the realm of relevant conceivability and, therefore, from the range of possible worlds. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Philosophies of America Reader: From the Popol Vuh to the Present ed. by Kim Díaz and Mathew A. FoustBernardo R. Vargas (bio)The Philosophies of America Reader: From the Popol Vuh to the Present. Edited by Kim Díaz and Mathew A. Foust. New York: Bloomsbury, 2021. Pp. 480. Paperback $46.75, isbn 978-1-4742-9626-7.Philosophy in the United States continues to be among the least diverse disciplines in the humanities, dominated (...) statistically by white males, with the next largest group being white female philosophers.1 This lack of diversity affects how we define philosophy and who counts as a philosopher. As the editors of The Philosophies of America Reader, Kim Díaz and Mathew A. Foust, put it, "Just as history has fashioned and popularized distorted accounts of the 'discovery' of America, it has done the same in its presentation of American Philosophy" (p. xv). This exemplary collection of essays from across the Americas allows the readers and instructors to reimagine what we construe as philosophy and who we imagine an American philosopher to be.The editors offer diverse essays covering an impressive timeframe, ranging from the Popol Vuh, whose oral tradition from Guatemala predates Spanish colonization and was recorded in the mid-1500s, to contemporary philosophers such as Gregory Pappas. The collection excels in offering texts that typical philosophy anthologies are unlikely to include, which the editors call "unusual suspects" that have been historically marginalized, while also maintaining more familiar or "classical" figures (pp. xv–xvi). These "unusual suspects" include women, Latinx, American Indigenous, Black, and Caribbean thinkers.The Philosophies of America Reader offers various resources to enhance the student and instructor's experience. The book is structured into four themes: (1) Selfhood and Identity, (2) Knowing and Learning, (3) Aesthetics and Spirituality, and (5) Violence and Peace. The editors design these themes to fit the traditionally understood areas of philosophy of metaphysics, epistemology, and axiology. Even if the instructor's course description does not specifically target American Philosophy, these thematic categories are valuable for th ose who wish to incorporate a more diverse reading list. For example, these essays could easily apply to courses such as Critical Philosophy of Race, Introduction to Philosophy, or Introduction to Ethics. Each thematic section also features a "For Further Reading" segment, which includes selected secondary sources to broaden research or substitute texts. In addition, the editors provide a detailed [End Page 1] syllabus example, including a Course Description and Outline of the Course for a bi-weekly class, which is neatly divided into a 16-week reading schedule. They also include instructive sections such as a Note to the Teacher to aid in thinking through how to interact with the unfamiliar texts and a Note to the Student to guide their disposition and readings.Moreover, the text presents introductory essays for each thematic section. These essays provide an overview of the content and delve into the author's positionality, such as their geography, context, motivations for writing, race, ethnicity, and native tongue. The introductions are philosophically robust yet accessible to new philosophy students and are not filled with unnecessary philosophical jargon.Due to its large scope of thinkers, this text offers a vibrant opportunity to dialogue with philosophers who share or differ in their perspectives across the major thematic categories. The editors emphasize that although this is not a history of thought, the texts present lineages of progression, elaboration, and disagreement intended to guide instructors in connecting the texts with their students (p. xx). Furthermore, this allows the reader and the instructor to avoid isolating their discourse to a particular time, geography, gender, or race and ethnicity. In addition to the biographical and contextual information given in the introductions, a small yet helpful detail is a timeline of the selections that further contextualizes the readings.I wish to underscore two key clusters of essays amidst the vast array of 50 readings related to Asian-American and Mexican-American discourse for the instructor's consideration, particularly those teaching in the United States. These two large population groups deserve consideration as enrollment rates for Asian Americans and Hispanics (of whom Mexicans are the largest population... (shrink)

Service learning provides many challenges and opportunities for the instructor who wishes to test its potential. This paper looks at some of the promise for service learning in the undergraduate Business Ethics course and describes one experience with this project. Quotations from student journals and reflective papers are utilized to present the student's perspective on the project. Some suggestions are offered for insuring effective service learning in courses like Business Ethics.

The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees (...) from the Palestinian universities was selected and the recovery rate was (69.2%). Statistical analysis (SPSS) program was used for analysis and processing the data. The study found the following results: There is an agreement about: the importance of the focus of "organizational structure" with an average approval, the importance of "technological infrastructure" axis with high approval, and the importance of "strategic" with an average approval. The results concluded that the study sample agree on the importance of "organizational dimension" highly. The results showed that the sample believe that the "strategic leadership" level in the universities got medium-approval. There is a fair level agreement about the axis of interest "teams / committees". There is an agreement about the importance of the "human dimension" moderately. The results showed that the sample is highly agreed about the importance of focus of the "knowledge management", and the focus of the "continuing education". They agreed weakly to somewhat about the importance of the focus of "scientific research", moderately agree about the importance of the center of "institutional culture", agree moderately on the importance of "cognitive dimension". The results showed that the sample largely agree on the importance of the focus of "strategic partnerships and alliances". They agree highly on the axis "keep up with the labor market" and on the focus of the importance of "technology incubators". The results showed that the sample moderately agree about the importance of the theme on "consulting and training", the importance of the focus of "social responsibility", and the focus of the "Community dimension". The study found a group of recommendations including: there is a need to provide suitable environment that achieve learning organizations. There is a need to develop the technological infrastructure (hardware, software, networks, databases, and human skills) because of the great advantages that they offer. The universities need to adopt knowledge management in the academic and administrative departments because knowledge is the core of the work of these departments. The establishment of technology incubators in universities to adopt outstanding university research projects, to protect, to supports, and to market them; furthermore, to develop the capabilities and skills of employees in the field of information technology. (shrink)

Marginal comments on student essays are a near-universal method of providing feedback in philosophy. Widespread as the practice is, however, it has well-known drawbacks. Commenting on students' work in the form of a video has the potential to improve the feedback experience for both instructors and students. The advantages of video feedback can be seen by examining it from both the professor's and the student's perspective. In discussing the professor's perspective, this article shares observations based on the author's (...) experience delivering feedback through video. Turning to the student's view, it discusses qualitative feedback solicited from students that indicates a clear preference for video feedback over written marginalia. In particular, students describe video feedback as more informative, more personal, better at suggesting improvements on future assignments, enhancing the professor's ability to communicate through tone of voice and gesture, and easier to understand compared to written feedback. (shrink)

The problem of time involves an overlap between physics, philosophy, psychology and neuroscience. My talk will discuss the role of time in physics but also emphasize that physics may need to expand to address issues usually regarded as being in the other domains. I will first review the mainstream physics view of time, as it arises in Newtonian theory, relativity theory and quantum theory. I will then discuss the various arrows of time, the most fundamental of which is the passage (...) of time associated with consciousness. I will argue that this goes beyond both relativity theory and quantum theory, so that one needs some new physical paradigm to accommodate it. A new paradigm is required anyway to describe quantum gravity and this may elucidate the nature of both time and consciousness. (shrink)

Sexual violence against women is an issue of urgency that arises in all cultures locally, nationally, globally and transnationally. This problem has broad dimensions in both the public and private domains, both cases that are reported or not reported to law enforcement. Factually, the trend of this problem has been identified as increasing every year in Maluku, Indonesia. Therefore, the church requires serious attention to prevention and systematic treatment to overcome it. This sensitivity and awareness are a manifestation of the (...) church’s sense of calling and responsibility for the restoration of human dignity. The pastoral sermon service model is the church’s strategic approach to handling this problem. This research aimed to develop a model of pastoral sermons for victims of sexual violence against women in Maluku. This research focused on identifying and exploring the tragic experiences and impacts of sexual violence against women. Furthermore, a cross-cultural pastoral model was created for victims of violence.Contribution: This article provided a new perspective from the post-modern homiletics to approach social issues. This new homiletical approach to dealing with the problem of women’s sexual violence is one of the main focuses of ‘Women’s Theological Studies’ in HTS. (shrink)

Instructors of business ethics now have a wealth of cases and other pedagogical material to draw on to contribute to achieving ethics learning goals now required at most business schools. However, standard ethics case pedagogy seems to provide more guidance regarding the form and process for getting to a good answer than on the ethical content of the answer itself. Indeed, instructors often withhold their own judgments on what is a good answer so as not to indoctrinate students with the (...) instructor’s views. To answer our question on what is a good answer to an ethical question, we asked three master teachers of business ethics to share their perspectives on a good answer. Their answers revealed stark differences—regarding the starting point of business ethics, the purpose of business, prioritization of analytical disciplines, and research methods—but also a common thread demanding that a good answer articulates a student's own moral voice. Moral voice is a genuine expression of an individual’s considered moral judgment that is reflective of personal values and cognizant of professional expectations. Cultivating the expression of moral voice goes beyond formal and theoretical proficiency to overcome human tendencies toward idealism, insincerity, and rationalization. Moral voice does not by itself fill the gap in business ethics pedagogy on the content of a good answer, but it demands that students support an answer that they can genuinely believe in while encouraging instructors to cultivate in their students sincerity and engagement, conscience, and a sense of self that are indispensable to genuine ethical commitment. (shrink)

This book introduces a study of ethics and values to develop a deeper understanding of markets, business, and economic life. Its distinctive feature is its thorough integration across personal and institutional perspectives; across applied ethics and political philosophy; and across philosophy, business, and economics. Part I studies markets, property rights, and law, and introduces normative theories with many applications. ¿Part II examines the purpose of corporations and their responsibilities. Parts III and IV analyze business and economic life through the ethics (...) and values of welfare and efficiency, liberty, rights, equality, desert, personal character, community, and the common good. This Second Edition maintains the strengths of the First Edition ¿ short, digestible chapters, and engaging writing that explain challenging ideas clearly. The material is user-friendly, with an emphasis on a strong theoretical core. Easily adaptable to the instructor¿s teaching, the chapters are separable and can be shaped to the interests of the instructor with suggested course outlines and flexible application to case studies. This text is designed both for coursework in Business Ethics as well as interdisciplinary programs in Philosophy, Politics, Economics, and Law. This Second Edition: Expands presentation of eight normative theories, with increased emphasis on links between these theories and business and economic life Incorporates recent scholarship on shareholder / stakeholder debates about the purpose of corporations, bringing this important topic up to date Includes a new streamlined Preface/Introduction that provides a quick overview of the book before smoothly guiding the reader to the first chapter Uses updated examples and applications for today¿s readers Revamps a useful Appendix, including enhancing the popular primer on ethics Introduces a List of Further Readings at the end of each chapter and notable biographies throughout, directing students to the most promising literature for further research Includes a new ending chapter on the value of an ethical life. (shrink)

In a case study of an undergraduate course in art education, modes of mastery learning and propositions of intellectual emancipation were explored as interventions in curriculum design. By adopting Rancière’s framework of a ‘will to will’ relationship between instructor and students, the core assignment—a visual journal—became a site of student positionality through mastery methods, rather than information gathering. The visual journal provided a record of the event of knowledge and served as a forum to verify that acts of student thinking (...) were done with attention, congruent with Rancière’s perspective that learning generates greater consciousness, feeling and action. Requiring both qualitative and quantitative criteria within the parameters of the visual journal functioned as a means to experiment with the potential convergences of mastery and emancipatory approaches. The visual journal then operated as a third space where ongoing, consistent engagement demonstrated the capacity of students to encounter more equitable relations with the instructor and with the content in ways that have implications for knowledge creation in teaching and learning. (shrink)

This instructor's manual, to accompany Applied Logic, contains answers to the exercises found in the text and a workbook useful for preparing students for exams. The text itself presents logic as a relevant tool for interpreting arguments, not simply as an abstract discipline such as mathematics or physics. Through English-language arguments that are debated today—health care, economic problems, AIDS, and so on—the author strives to give students an appreciation of logic's applicability. This book will be of interest to those teaching (...) elementary logic. (shrink)

The study aimed to identify the reality of the use of social networks in the technical colleges in Palestine, where the variables of social networks were included. The analytical descriptive method was used in the study. A questionnaire consisting of (12) items was randomly distributed to college workers Technology in the Gaza Strip. The sample of the study consisted of (205) employees of these colleges. The response rate was 74.5%. The results showed a high degree of approval for the dimensions (...) of the social networks and a relative weight (74.15%) according to the perspective of the employees of the technical colleges in the Gaza Strip. The results of the study showed that there is a high level of social networking areas (site management and Website Content) in the technical colleges in the Gaza Strip. The field of site management ranked first with a relative weight of 74.91%, and second and last (Content Site) with a relative weight (73.38%). The results showed that there were differences between colleges in the use of social networks where the results showed that the most common colleges used these networks (UCAS) and the least used is (GTC). The results showed no differences between male and female employees in the use of social networks in technical colleges. The researchers suggest a number of recommendations, including: the need to raise awareness of the importance of Facebook and other social networking sites, through the holding of courses for employees in technical colleges, and to identify the ways to optimize the use of such sites, and the benefits of this use, and reflected positively on technical colleges. And the adoption of dealing with the various social networking sites as a reality, and the Palestinian and Arab technical colleges, use them in accordance with the objectives of technical colleges. Advise the Department of Technical Colleges to devote time to their presence on social networks to follow the public and respond to their queries. There is a need for the attention of decision-makers in technical colleges in social sites, because they are considered an important and effective means of communication, and the link between beneficiaries and decision-makers. There is a need to promote the use of modern electronic means of work and the need to increase the link of customers to the college through electronic services. (shrink)

What are mental states? When we talk about people’s beliefs or desires, are we talking about what is happening inside their heads? If so, might cognitive science show that we are wrong? Might it turn out that mental states do not exist? Mental fictionalism offers a new approach to these longstanding questions about the mind. Its core idea is that mental states are useful fictions. When we talk about mental states, we are not formulating hypotheses about people’s inner machinery. Instead, (...) we simply talk "as if" people had certain inner states, such as beliefs or desires, in order to make sense of their behaviour. This is the first book dedicated to exploring mental fictionalism. Featuring contributions from established authors as well as up-and-coming scholars in this burgeoning field, the book reveals the exciting potential of a fictionalist approach to the mind, as well as the challenges it faces. In doing so, it offers a fresh perspective on foundational debates in the philosophy of mind, such as the nature of mental states and folk psychology, as well as hot topics in the field, such as embodied cognition and mental representation. Mental Fictionalism: Philosophical Explorations essential reading for advanced undergraduates, postgraduates and professionals alike. (shrink)

The Guise of the Good thesis has received much attention since Anscombe's brief defence in her book Intention. I approach it here from a less common perspective - indirectly, via a theory explaining how it is that moral behaviour is even possible. After setting out how morality requires the employment of a fundamental test, I argue that moral behaviour involves orientation toward the good. Immoral behaviour cannot, however, involve orientation to evil as such, given the theory of evil as (...) privation. There must always be orientation to good of some kind for immorality even to be possible. Evil can, nevertheless, be intended, but this must be carefully understood in terms of the metaphysic of good and evil I set out. Given that metaphysic, the Guise of the Good is a virtual corollary. (shrink)

Ideal for students with little or no background in philosophy, Ethical Choices: An Introduction to Moral Philosophy with Cases provides a concise, balanced, and highly accessible introduction to ethics. Featuring an especially lucid and engaging writing style, the text surveys a wide range of ethical theories and perspectives including consequentialist ethics, deontological ethics, natural and virtue ethics, the ethics of care, and ethics and religion.Each chapter of Ethical Choices also includes compelling case studies that are carefully matched with the theoretical (...) material. Many of these cases address issues that students can relate directly to their own lives: the drinking age, student credit card debt, zero tolerance policies, grade inflation, and video games. Other cases discuss current topics like living wills, obesity, human trafficking, torture "lite," universal health care, and just-war theory. The cases provide students with practice in addressing real-life moral choices, as well as opportunities to evaluate the usefulness and applicability of each ethical theory. Every case study concludes with a set of Thought Questions to guide students as they reflect upon the issues raised by that case.Ethical Choices is enhanced by several pedagogical features. These include summaries at the end of each section, lists of key terms, questions For Reflection and Discussion at the end of each chapter, Guidelines for a Case Study Analysis, and suggestions For Further Reading that include Internet sources. Starred sections indicate more advanced material that may be included at the instructor's discretion. A companion website at www.oup.com/us/burnor contains additional resources for both students and instructors: chapter outlines, flashcards of key terms, sets of Helpful Hints to further aid students in mastering the material, and an additional chapter on our Moral Obligations Towards the Future. (shrink)

In my paper ‘Three Forms of Internalism and the New Evil Demon Problem,’ I argued that the new evil demon problem, long considered to be one of the biggest obstacles for externalism, is also a problem for virtually all internalists. In (McCain 2014a) and in his recent book (McCain 2014b), Kevin McCain provides a challenging and thought provoking reasons for thinking that many internalists do not have any such problem. In this paper, I’ll provide some replies to McCain. Of note, (...) I’ll show that a Frankfurt-style counterfactual intervener, who commonly appears in the free will literature, can also serve as a new evil demon in the epistemology literature. (shrink)

In recent years, bioethical discourse around the topic of ‘genetic enhancement’ has become increasingly politicized. We fear there is too much focus on the semantic question of whether we should call particular practices and emerging bio-technologies such as CRISPR ‘eugenics’, rather than the more important question of how we should view them from the perspective of ethics and policy. Here, we address the question of whether ‘eugenics’ can be defended and how proponents and critics of enhancement should engage with (...) each other. (shrink)

Instructors of business ethics now have a wealth of cases and other pedagogical material to draw on to contribute to achieving ethics learning goals now required at most business schools. However, standard ethics case pedagogy seems to provide more guidance regarding the form and process for getting to a good answer than on the ethical content of the answer itself. Indeed, instructors often withhold their own judgments on what is a good answer so as not to indoctrinate students with the (...) instructor’s views. To answer our question on what is a good answer to an ethical question, we asked three master teachers of business ethics to share their perspectives on a good answer. Their answers revealed stark differences—regarding the starting point of business ethics, the purpose of business, prioritization of analytical disciplines, and research methods—but also a common thread demanding that a good answer articulates a student's own moral voice. Moral voice is a genuine expression of an individual’s considered moral judgment that is reflective of personal values and cognizant of professional expectations. Cultivating the expression of moral voice goes beyond formal and theoretical proficiency to overcome human tendencies toward idealism, insincerity, and rationalization. Moral voice does not by itself fill the gap in business ethics pedagogy on the content of a good answer, but it demands that students support an answer that they can genuinely believe in while encouraging instructors to cultivate in their students sincerity and engagement, conscience, and a sense of self that are indispensable to genuine ethical commitment. (shrink)

Pierre Bourdieu is widely regarded as one of the most influential sociologists of his generation, and yet the reception of his work in different cultural contexts and academic disciplines has been varied and uneven. This volume maps out the legacy of Pierre Bourdieu in contemporary social and political thought from the standpoint of classical European sociology and from the broader perspective of transatlantic social science. It brings together contributions from prominent scholars in the field, providing a range of perspectives (...) on the continuing relevance of Bourdieu's oeuvre to substantive problems in social and political analysis. (shrink)

Recent discussions on corporate citizenship highlight the new political role of corporations in society by arguing that corporations increasingly act as quasi-governmental actors and take on what hitherto had originally been governmental tasks. By examining political and sociological citizenship theories, the authors show that such a corporate engagement can be explained by a changing conception of corporate citizens from corporate bourgeois to corporate citoyen. As an intermediate actor in society, the corporate citoyen assumes co-responsibilities for social and civic affairs and (...) actively collaborates with fellow citizens beyond governmental regulation. This change raises the question of how such corporate civic engagement can be aligned with public policy regulations and how corporate activities can be integrated into the democratic regime. To clarify the mode of CC contributions to society, the authors will apply the tenet of subsidiarity as a governing principle which allows for specifying corporations’ tasks as intermediate actors in society. By referring to the renewed European Union strategy for Corporate Social Responsibility, the authors show how such a subsidiary corporate-governmental task-sharing can be organized. (shrink)

Ideal for students with little or no background in philosophy, Ethical Choices: An Introduction to Moral Philosophy with Cases provides a concise, balanced, and highly accessible introduction to ethics. Featuring an especially lucid and engaging writing style, the text surveys a wide range of ethical theories and perspectives including consequentialist ethics, deontological ethics, natural and virtue ethics, the ethics of care, and ethics and religion. Each chapter of Ethical Choices also includes compelling case studies that are carefully matched with the (...) theoretical material. Many of these cases address issues that students can relate directly to their own lives: the drinking age, student credit card debt, zero tolerance policies, grade inflation, and video games. Other cases discuss current topics like living wills, obesity, human trafficking, torture "lite," universal health care, and just-war theory. The cases provide students with practice in addressing real-life moral choices, as well as opportunities to evaluate the usefulness and applicability of each ethical theory. Every case study concludes with a set of Thought Questions to guide students as they reflect upon the issues raised by that case. Ethical Choices is enhanced by several pedagogical features. These include summaries at the end of each section, lists of key terms, questions For Reflection and Discussion at the end of each chapter, Guidelines for a Case Study Analysis, and suggestions For Further Reading that include Internet sources. Starred sections indicate more advanced material that may be included at the instructor's discretion. A companion website at www.oup.com/us/burnor contains additional resources for both students and instructors: chapter outlines, flashcards of key terms, sets of Helpful Hints to further aid students in mastering the material, and an additional chapter on our Moral Obligations Towards the Future. (shrink)

Contemporary Bioethics: A Reader with Cases is the most cutting-edge bioethics anthology/casebook available. Incorporating introductions, readings, and cases that span the breadth of the discipline, this exceptional volume captures the spirit of bioethics as a rich, exciting, and continuously evolving field. Addressing all of the essential topics--including abortion, reproductive ethics, end-of-life care, research ethics, and the allocation of resources--it also moves beyond the "classic" approach of other books by extending into timely and provocative issues like terrorism, cosmetic surgery, immigration, genetic (...) manipulations, links between first- and third-world health, and--unique to this book--environmental sustainability and climate change. In addition, Contemporary Bioethics is the only book of its kind that includes both philosophical and religious perspectives.The text opens with a substantial introduction that presents key ethical principles, theories, and methods and shows students how to use these tools to frame and address ethical dilemmas in medicine. Covering the brief yet captivating history of the field, the introduction also considers the role of religion in the development of bioethics and examines differences between secular and religious modes of argumentation. Each of the seven topical chapters contains an in-depth introduction, a selection of concise readings representing a diverse range of moral perspectives, discussion questions, and a collection of full-length and provocative case studies that enable students to further explore the issues.Ideal for introductory courses in bioethics and biomedical ethics, Contemporary Bioethics is supplemented by a Instructor's Manual on CD and a Companion Website containing resources for both students and professors, including chapter summaries, additional cases with discussion questions, ideas for further reading, vocabulary flashcards, self-quizzes, and more. (shrink)

Rankings of countries by perceived corruption have emerged over the past decade as leading indicators of governance and development. Designed to highlight countries that are known to be corrupt, their objective is to encourage transparency and good governance. High rankings on corruption, it is argued, will serve as a strong incentive for reform. The practice of ranking and labeling countries "corrupt," however, may have a perverse effect. Consistent with Social Labeling Theory, we argue that perceptual indices can encourage the loss (...) of needed investment and, thus, contribute to higher rates of corruption within unfavorably ranked countries. In effect, corruption indices may inhibit foreign direct investment, the effect of which is to encourage the status quo in terms of corruption ranking. Using an experimental study design, we test the effects of country corruption rankings on the assessment of country investment desirability and find ranking exposure causes shifts in country investment desirability for 10 of 12 countries studied. These findings suggest that corruption rankings, which are based on perceptions of corruption, may cause country isolation and a reduction in legitimate means of investment. (shrink)

‘평화’ 개념은 일상에서 가장 많이 사용되면서도 깊이 있게 성찰되지 못하고 있다. 그런데 이미 김수환 추기경은 현실의 절박한 상황에 대한 구체적인 성찰을 토대로 심오한 평화 사상을 제시한 바있다. 과연 그는 어떻게 그렇게 깊이 있는 성찰에 도달할 수 있었을까? 여러 교회 문헌이 일차적인 자료였을 것으로 추정되지만, 우리는 더 깊은 근원을 찾아 아우구스티누스의 평화 사상과 비교해보았다. 이를 통해 보편적인 평화의 추구, 참 평화와 거짓 평화의구별, 평화를 정의의 실현과 사랑의 결실로 보는 것 등 중요한 내용과 구조는 매우 유사하다는 점을 확인했다. 그렇지만 두 사상가사이에는 평화를 (...) 위한 폭력 허용 여부, 인간을 바라보는 관점, 현세에서 평화가 이루어질 가능성 등에서 차이점도 존재했다. 그렇기 때문에 그들의 유사점과 차이점이 함께 성찰될 때 실천과 이론의 긴밀하게 연결된 더 균형 잡힌 평화 사상이 완성될 것이다. 이를 통해서 여전히 분단 현실에서 살아가고 있는 우리가 평화를 어떻게 이해해야 하며, 평화로 나아가는 구체적인 방법에 대한 영감을 얻을 수 있기를 기대해 본다. (shrink)

This extensive Instructor's Manual contains answers to the exercises that appear throughout the text.

This study examined the relationship between urban culture and street vending. Prior research on this topic is limited and inconclusive. Therefore, we have proposed an integrated model to test the positive effect of urban culture on street vending using multiple mediations of consumption patterns, resistance, and microfinance. We tested a sample of 425 responses that reflect the public opinion in Baghdad, Iraq. These responses were collected between September and November 2018. A partial least squares–based structural equation modeling is employed to (...) test the validity of measurement models and the significance of the entire structural model, predictive power, and mediation analysis. We found that resistance mediates the effect of urban culture on street vending; low-income consumption and resistance sequentially mediate the effect of urban culture on street vending, while resistance mediates the effect of a lack of microfinance on street vending. The direct impact of culture on street vending is not significant, and a lack of microfinance positively influences the pervasiveness of trading on streets. This study contributes to the extant literature as it proposed and tested a novel and comprehensive model to analyze the relationship between urban culture and street vending, simultaneously examining the effects of culture, consumption, resistance, and microfinance on street vending. (shrink)