This article provides a historical overview of the Existential-Phenomenological tradition in psychiatry and psychotherapy, tracing its development from its origin in nineteenth and twentieth century philosophical thought, through its major European psychiatric proponents and schools, to its emergence as an influential approach in North America after World War II. The emphasis is on the implicit themes that provide continuity within this movement as well as on the distinctive contributions of individual thinkers. We conclude with a discussion of the present status (...) and future prospects of this tradition. (shrink)

Just before the second world war, in a paper read to the British Association, Morris Ginsberg talked about the failure of social philosophy and the social sciences to work together in the universities ‘toward the rational ordering of society’. Some time after the war Alexander Macbeath complained to British sociologists of his own vain search for a social philosopher who could teach in a course on public administration. Then a few years later A. E. Teale told an inter-professional conference at (...) Keele that people who teach and train teachers, those who train social workers of all kinds, were disappointed when philosophers professed themselves unable to help those who had to ‘equip students with the skill to change prevailing moral attitudes and standards’. (shrink)

This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in (...) light of the catastrophes and social ills that humanity has brought upon itself in the last century that I will argue that the time is ripe for educators around the world to substitute their loyalty to the national, religious and ideological establishments, in their own communities, for a commitment to a universal professional ethics-one that is founded on the tenets of humanism and critical pedagogy. (shrink)

This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...) the fundamental, overall intellectual aims and methods of inquiry. At present inquiry is devoted to the enhancement of knowledge. This needs to be transformed into a kind of rational inquiry having as its basic aim to enhance personal and social wisdom. This new kind of inquiry gives intellectual priority to the personal and social problems we encounter in our lives as we strive to realize what is desirable and of value – problems of knowledge and technology being intellectually subordinate and secondary. For this new kind of inquiry, it is what we do and what we are that ultimately matters: our knowledge is but an aspect of our life and being. (shrink)

Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into (...) question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming. (shrink)

This study explores the views of death in the ideas of Kierkegaard and Heidegger to discuss the educational meaning of death and the direction of death education. What both thinkers have in common...

Le ton préremptoire de Nietzsche lorsqu'il condescend à parler d'autres penseurs et le style provocateur dans lequel il mesure son propre génie ont rendu ses critiques timides; on le menage comme s'il allait se lever pour écraser son interlocuteur sous les invectives. Tout en assurant qu'il est inimitable et n'a point fait école, ses grands commentateurs se veulent d'abord ses disciples. Us entretiennent un nuage de sacralité autour de textes dont il devient difficile d'aborder l'analyse. Nietzsche a le droit de (...) se contredire, de se tromper sur l'étymologie, d'ignorer la recherche historique érudite de son temps, de ne jamais citer dans le texte les auteurs qu'il attaque, de malmener telle ou telle théorie scientifique: sa hauteur de vue sauve tout. Mais à quel titre les ceuvres de Nietzsche pourraient-elles sérieusement échapper à un regard rigoureux, visant un objet linguistique precis, daté et done assignable dans une tradition? Suffit-il que Nietzsche ait renié d'avance toute interprétation et souhaité de rester incompris? Cela ne paraît ni nécessaire, ni suffisant. (shrink)

Dans son livre American Philosophy and the Future, Michael Novak nous rappelle que nous vivons sous la menace des conflits nucléaires. Si nous n'y prenons garde, nous dit-il, nous serons bientôt dans l'impossibilité de philosopher. Cet avertissement a de quoi nous étonner. Y aurait-il des bombes atomiques sans une philosophie de la bombe?Il y aurait bien d'autres objets, les uns plus extraordinaires que les autres, que nous apporte à un rythme toujours plus accéléré la nouvelle technologic et sur lesquels il (...) nous faudrait aussi philosopher et même davantage. Ainsi, un éditorial de Journal of the American Medical Association nous fait part des craintes que provoquent, chez médecins et biologistes, les expériences faites en vue de la fabrication des bébés-éprouvette — ‘test-tube babies’. (shrink)

Aquinas’ philosophy is revolutionary, especially his doctrine of essence within the context of natural philosophy has transcended that of Aristotle. The principal distinctions between the doctrines of Aquinas and Aristotle are demonstrated in four layers which are entity-nature, compositeness, particularity and potentiality of essence. Aquinas not only overturns and reforms the Western traditional view of essence, but also constructs a prominent “joint” connecting essentialism to existentialism in Western philosophy.

The purpose of this paper is to propose a critique of the prevailing attitude of human health, what I refer to as the will to health, using a Nietzschean perspective. First, I briefly discuss the purpose and manner of Nietzsche’s methodological approach to philosophy and his problem with modernity. Second, I explicate the two current ideological paradigms of health that, in my view, constitute the prevailing will to health. Third, Nietzsche’s general understanding of human health is presented and following this, (...) a critique of some contemporary health matters from this perspective is undertaken. Strictly speaking, there is no specific thesis to be found in this paper. I do not presume to prove or disprove anything, rather I avail myself of Nietzsche’s unique insight into the human condition as a rubric from which to illuminate something of the nature of human health. (shrink)

Journal of Philosophy of Education, EarlyView.

Some of the problems that Harry Collins has faced in his general framework for theorizing tacit and explicit knowledge are, I will argue, due to an inadequate formulation of the problem. It is this inadequacy that has led to pseudo-problems regarding the ‘tacit’ in general. What-is-more, the vehicle for his theory as objectified in ‘strings’ is symptomatic of the problem that his division of tacit and explicit faces. I will argue that the philosophy of Martin Heidegger will give us adequate (...) conceptual tools to re-think Collins’ general framework, to help us understand the origins of these problems, and possibly indicate a way to solve them. To which ends I suggest that either the tacit Collins has in mind is either not truly tacit or it is not tacit enough. (shrink)