The concept of praxis, also known as the practical discourse in philosophy, has been expressed in different ways in different eras. However, the linkages from one era to another and from one paradigm to another are not well explicated in the nursing literature. Difficulties with translations of ‘praxis’ into ‘practice’ and the connotations of the word ‘practical’ in the English language and in nursing have influenced extrapolation of the linkages. More recently, further blurring of the linkages occurred from the popular (...) association of praxis within the emancipatory paradigm. Integral to the concept of praxis, since the time of Aristotle, is the notion of phronesis: a process of moral reasoning enacted to establish the ‘good’ of a particular situation, often referred to as practical wisdom. The purposes of this paper are twofold. Firstly to demonstrate a number of linkages and shifts in the evolution of praxis. This, I believe, will enhance understanding of the multiple expressions of praxis in contemporary nursing. Secondly, to promote and affirm the importance of praxiological knowledge development in the discipline. Furthermore, increased appreciation of the concept of praxis provides an important vehicle for the advancement of nursing as a moral endeavour and the nurse as moral agent. (shrink)

El 27 de septiembre de 1943, Hans-Georg Gadamer publicó un breve pero significativo ensayo en el periódico conservador Leipziger Neueste Nachrichten und Handels-Zeitung, titulado “Wissenschaft als Beruf. Über den Ruf und Beruf der Wissenschaft in unserer Zeit”. El artículo, que recuperaba en medio de la Segunda Guerra Mundial el problema del valor y posición de la ciencia y la filosofía, nunca fue reimpreso en su obra completa, ni en los diez tomos editados por la editorial Mohr Siebeck ni tampoco por (...) separado en libros o revistas. Debido a su relevancia filosófica, política e histórica, se ofrece aquí, en primer lugar, una introducción crítica al contexto y principales contenidos de este texto, especialmente por medio del análisis de su confrontación con la actualidad a través de referencias explícitas e implícitas a la conferencia Wissenschaft als Beruf de Max Weber de 1917. En segundo lugar, se ofrece aquí su primera traducción del alemán al castellano.// This article introduces the first Spanish translation of Hans-Georg Gadamer’s overlooked 1943 essay Wissenschaft als Beruf. Über den Ruf und Beruf der Wissenschaft in unserer Zeit. Engaging Max Weber’s seminal 1917 lecture Wissenschaft als Beruf, Gadamer criticizes the bureaucratization and instrumentalization of modern science, recovering the question of research’s value amidst World War II’s catastrophes and National Socialism’s totalitarian rule. Never reprinted in Gadamer’s complete works, the text articulates an early critique of technocratic rationalization, affirming science’s need to reclaim its originary mission. By analyzing Gadamer’s confrontation with the present through overt and covert references to Weber, the introduction situates the essay’s historical and intellectual backdrop, develops its core arguments and traces echoes in Gadamer’s later works addressing contemporary challenges. This first Spanish translation unveils a forgotten text where Gadamer confronts modern science’s distortion, calling for the recovery of its existential and cultural meaning. (shrink)

Critically engages the work of American philosopher Richard J. Bernstein.

The "Practice Turn" in the Contemporary Socio-Human Sciences The paper provides an overview of the current situation in the socio-human sciences, which is characterised by attempts to overcome traditional one-sided approaches and look for new alternatives. One of the latest alternatives to traditional approaches in the philosophy and methodology of the social sciences is the "practice turn". It is the turn to another, non-traditional approach to practice but also to Aristotelian phronesis. The author gives an account of three main tenets (...) of this turn with reference to both ancient Greek and modern conceptions of practice. (shrink)

In On Certainty, Wittgenstein argues both that certain propositions belong to our “frame of reference” and are “exempt from doubt,” and that this “river-bed of thoughts” can change. Exploring this seeming contradiction, I argue that such changes can take place as the result of rational argumentation, although of a highly indirect nature, and suggest that something like this can hold for argumentation between cultures.

… power is never uni dimensional; it is exercised not only as a mode of domination, but also as an act of resistance or even as an expression of a creative mode of cultural and social production outside the immediate force of domination.The point is important in that the behavior expressed by subordinate groups cannot be reduced to a study of domination or resistance.Clearly, in the behavior of subordinate groups there are moments of cultural and creative expression that are informed (...) by a different logic, whether it be existential, religious, or otherwise.Our faith is ultimately in individuals and their potentialities.In saying this, I do not mean what is sometimes called individualism as opposed to association.I mean rather an individuality that operates in and through voluntary associations.If our outward scene is one of externally imposed organization, behind and beneath there is working the force of liberated individualities, experimenting in their own ways to find and realize their own ends.The testimony of history is that in the end such a force, however scattered and inchoate, ultimately prevails over all set institutionalized forms, however firmly established the latter may be. (shrink)

Acceptance of three tenets of the doctrine of scientific objectivity, namely, the tenets of consensus, compartmentalization, and ahistorical truth, undermines scientists‘ appreciation of the importance of scientific controversy and consideration of the policy and value implications of controversial scientific theories. This essay rejects these tenets and suggests scientists appreciate theoretical diversity, learn rational means for adjudicating value differences, and cultivate conversational as well as written forms of communication.

Wilfred Carr; What is an Educational Practice?, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 163–175, https://doi.org/10.1111/j.14.

The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...) understanding of what practice is. The paper concludes by outlining a non‐methodological view of action research whose chief task is to promote the kind of historical self‐consciousness that the development of practice presupposes and requires. (shrink)

This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only (...) conclusion to draw from this postfoundationalist critique is that educational theory has run its course and should now be brought to a dignified end. (shrink)

Wilfred Carr; Critical Theory and Educational Studies, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 287–295, https://doi.org/10.11.

The feminist goal of challenging inequality requires distinctive methods such as combining social action with research and using participatory approaches. These methods strengthen scientific standards of good evidence and open debate, but they conflict with elitism and careerism in academia and hence are rarely used. Nonhierarchical structures must be created.

(1991). Can feminism politicize hermeneutics and reconstruct deconstruction? Social Epistemology: Vol. 5, Postmodern Social Epistemology, pp. 361-369.

In this article I apply the insights of hermeneutic realism to a practical-theological ethics that addresses the international crisis of families and women’s rights. Hermeneutic realism affirms the hermeneutic philosophy of Hans-Georg Gadamer but enriches it with the dialectic of participation and distanciation developed by Paul Ricoeur. This approach finds a place for sciences such as evolutionary psychology within a hermeneutically informed ethic. It also points to a multidimensional model of practical reason that views it as implicitly or explicitly involving (...) five levels---background metaphysical visions, some principle of obligation, assumptions about pervasive human tendencies and needs, assumptions about constraining social and natural environments, and assumed acceptable rules of conduct. The fruitfulness of this multidimensional view of practical reason is then demonstrated by applying it to practical-theological ethics and the analysis of four theorists of women’s rights---Martha Nussbaum, Susan Moller Okin, Lisa Cahill, and Mary Ann Glendon. Finally, I illustrate the importance and limits of the visional dimension of practical reason by discussing the concept of “Africanity‘ in relation to the family and AIDS crisis of Eastern Africa. (shrink)

In this article, I argue that pragmatism has something to gain from returning once more to the question of truth, and acknowledging the truth of the existence of Being and its elements. The practical relevance of this insight is shown by my proposition for a practical hermeneutic social scientific method which logically follows from the truth of Being. The method is compatible with the inevitability of subjective judgments in any kind of scientific research, as well as with many pragmatist insights. (...) It is my hope that pragmatists will be willing to follow their own adagium and conceive of this confrontation with difference as an opportunity to re-assess their views. (shrink)

The conceptualization of human agency is one of the oldest and most debated challenges in political theory. This essay defends the continuous relevance of this endeavour against a proliferating theoretical pessimism. Instead of engaging the much rehearsed structure-agency debate, the author conceptualizes agency in relation to discourses. However, such an approach inevitably elicits suspicion. Is discourse not merely a faddish term, destined to wax and wane with fleeting intellectual trends of the postmodern and poststructural kind? Does the concept of discourse, (...) as many fear, suck us into a nihilistic vortex and deprive us of the stable foundations that are necessary to ground our thoughts and actions? Not so, argues this essay, and defends an anti-essentialist stance as the most viable chance for retaining an adequate understanding of how people situate themselves as agents and influence their socio-political environment. The ensuing analysis, which focuses on everyday forms of resistance, demonstrates how the very acceptance of ambiguity, often misrepresented as relativism, is a crucial precondition not only for the conceptualization of human agency, but also for its actual application in practice. (shrink)

On the whole, the essays and arguments in *After Physicalism* assume that the mind-body problem is independent of the physical, biological and social history of human beings. If I am right in what I have argued about the objectification that runs throughout so much of this volume, such assumptions of independence are not only false, but impede our ability to understand the actual nature of mind in our world. Moreover, coming to an understanding of mind in our world is as (...) much about developing a positive ethical conception of human being in the world as it is about achieving epistemic clarity about human action. This is hard, challenging work (much harder and more challenging than contemporary physicalists and dualists realize), and we need more philosophers who will rise to the task of an engaged philosophy of mind. (shrink)

The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution to this (...) discussion through an analysis of a number of assumptions that inform the discussion. I focus on the epistemological, ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In the epistemological domain there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an application deficit. Taken together these deficits not only raise some important questions about the very idea of evidence-based practice but also highlight the role of normativity, power and values. Against this background I outline the case for the idea of value-based education as an alternative for evidence-based education. As I am generally concerned about the expectations policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices. (shrink)

I argue that the specter haunting multiculturalism is incommensurability. In many discussions of multiculturalism there is a ‘picture’ that holds us captive — a picture of cultures, religious or ethnic groups that are self-contained and are radically incommensurable with each other. I explore and critique this concept of incommensurability. I trace the idea of incommensurability back to the discussion by Thomas Kuhn — and especially to the ways in which his views were received. Drawing on Gadamer’s understanding of hermeneutics, I (...) argue that the very idea of radical incommensurability is incoherent. This does not entail an abstract universalism but rather sensitivity to the ways in which all languages and cultures are in principle open to the real possibility of enlarging one’s vision and mutually understanding. (shrink)

This paper aims to impregnate the concept of educational leadership with new meanings and new possibilities. I draw on Hannah Arendt’s political thought, particularly, her concepts of plurality and natality alongside the distinction she made between who and what we are, to propose a new ethics for educational leadership. An ethics of plurality and natality resists a dominant understanding of education as developing a what, namely, producing persons with particular qualities and talents. I include a research story from the field (...) of early childhood education to illustrate why pluralizing the identities of children by revealing their who-ness through pedagogical narratives should be considered as a significant dimension of contemporary educational leadership. (shrink)

Although most of us know that human beings cannot and should not be replaced by computers, we have great difficulties saying why this is so. This paradox is largely the result of institutionalizing several fundamental misconceptions as to the nature of both trustworthy objective and moral knowledge. Unless we transcend this paradox, we run the increasing risks of becoming very good at counting without being able to say what is worth counting and why. The degree to which this is occurring (...) is the degree to which the computer revolution is already over — and the degree to which we human beings have lost. (shrink)

Indigenous agricultural knowledge (IAK) can be analyzed for its technical role in food production strategies, and for its role as cultural knowledge producing and reproducing mutual understanding and identity among the members of a farming group. IAK can also be approached from the perspective of critical theory, analyzing the relationship between knowledge and relations of power, with the goal of liberating indigenous farmers from forms of domination. The paper considers relationships between the different aspects of IAK, using examples of the (...) influence of non-local technologies and ideas on indigenous agricultural practices in the Ecuadorian Andes. The examples elucidate how technical change is a signifier of the changing relationship between indigenous farmers and wider society. The political implications of these changes are ambiguous, however, because the change is not necessarily one of social and cultural assimilation. As indigenous peasant organizations in Ecuador now reflect on these changes, they are connecting the questions of IAK, indigenous cultural identity and political strategy. Some organizations speak of recovering and revalorizing indigenous technologies as a tool for, and symbol of, resistance to domination by wider society. Others see selective modernization of indigenous agriculture as a necessary strategy to sustain the social and cultural cohesion of the group, even if this implies social changes. The different perspectives reflect both different conditions facing the organizations, and their varying approaches. That peasant organizations have these discussions suggests that they should constitute an important meeting point for farmers and crop researchers to discuss technology development strategies as equal partners. The organizations can provide an institutional forum in which participants reflect critically on the agrarian knowledge that they have, why they have it, and what it can contribute to future strategies of agrarian and social change. (shrink)

Some feminists have criticized Judith Butler's theory of performativity for providing an insufficient account of agency. In this article I first defend her against such charges by appealing to two themes central to Hans-Georg Gadamer's hermeneutics. I compare her emphasis on the sociohistorical nature of agency with Gadamer's insistence on the historical nature of knowledge, and I examine the significance Butler assigns to repetition and note its affinities with Gadamer's conception of play. In the final part of the article I (...) argue that in spite of providing an adequate account of agency, Butler's theory of performativity provides no way to allow us to evaluate performances. I show how Gadamer's account of festival, which builds on his concept of play, is useful in helping us make sense of how we might delineate true from false performances, and thus identities. (shrink)

Contemporary theories of justice fail to recognize that the concepts constitutive of our political practices ? including ?justice? itself? have historically mutable meanings. To recognize the fact of conceptual change entails an alteration in our understanding of justice between generations. Because there can be no transhistorical theory of justice, there can be no valid theory of intergenerational justice either ? especially where the generations in question are distant ones having very different understandings of justice. The upshot is that an earlier (...) generation cannot aspire to act justly toward a later distant generation whose members? understanding of justice differs radically from theirs. Conceptual change and incommensurability render the very idea of intergenerational justice incoherent. Even so, such radical relativism need not entail moral nihilism. (shrink)

The practice and industry of organizational coaching are now well established, but how it is understood theoretically continues to lag behind. In this paper we analyze possible reasons for this state of affairs and argue that the development of coaching as an academic discipline will benefit from adopting philosophical pragmatism as an overarching theoretical framework. This move will enable coaching academics to utilize the contributions to knowledge that different paradigms generate. Positioning pragmatism as a theory of action we argue that (...) organizational coaching is by default a pragmatic enterprise and provide three examples of the considerable benefits to be gained by conceptualizing it this way. Drawing from the pragmatists’ ideas, particularly those of John Dewey, we demonstrate how the theoretical understanding of organizational coaching can be enhanced by considering its nature as a joint inquiry. Pragmatism suggests development as an ultimate purpose for organizational coaching which also helps to resolve fundamental conceptual debates. In light of the complexity and diversity involved in the way that organizational coaching is practiced, pragmatism offers coaches a useful framework for developing the flexibility required for navigating the multiplicity of influences on their practice. (shrink)

Recognition of legal personhood in contemporary international and domestic law is a matter of signs. Those signs identify the existence of the legal person: human animals, corporations and states. They also identify facets of that personhood that situate the signified entities within webs of rights and responsibilities. Entities that are not legal persons lack agency and are thus invisible. They may be acted on but, absent the personhood that is communicated through a range of indicia and shapes both legal and (...) popular understanding of powers and obligations, they lack standing in judicial fora. They are signified as entities that are the subjects of action by legal persons, for example exploitation through rights regarding natural resources or commodification of ‘wild’, companion and other non-human animals. They are also signified as members of a diverse class of non-persons such as ‘nature’ and ‘the environment’. This article explores the consequences of law’s signification of personhood and the natural world before asking whether we both should and could recognise domains such as specific rivers, forests or even Antarctica as a type of legal person. Recognition might acknowledge the salience of nature in the ontologies of colonised First Peoples. It might also underpin a global response to climate change as the existential crisis of the Anthropocene. In understanding law as a matter of signifiers and syntaxes the article cautions that ostensible recognition of some domains as persons has been aspirational rather than substantive, with observers misreading the sign as necessarily transforming power relationships. The article also cautions that personhood for nature or particular domains may be contrary to the self-determination of colonised First Peoples. (shrink)

Part of teaching the descriptive phenomenological psychological method is to assist students in grasping their previously unrecognized assumptions regarding the meaning of “science.” This paper is intended to address a variety of assumptions that are encountered when introducing students to the descriptive phenomenological psychological method pioneered by Giorgi. These assumptions are: 1) That the meaning of “science” is exhausted by empirical science, and therefore qualitative research, even if termed “human science,” is more akin to literature or art than methodical, scientific (...) inquiry; 2) That as a primarily aesthetic, poetic enterprise human scientific psychology need not attempt to achieve a degree of rigor and epistemological clarity analogous to that pursued by natural scientists; 3) That “objectivity” is a concept belonging to natural science, and therefore human science ought not to strive for objectivity because this would require “objectivizing” the human being; 4) That qualitative research must always adopt an “interpretive” approach, description being seen as merely a mode of interpretation. These assumptions are responded to from a perspective drawing primarily upon Husserl and Merleau-Ponty, but also upon Eagleton’s analysis of aestheticism. (shrink)

Within the Husserlian phenomenological philosophical tradition, description and interpretation co-exist. However, teaching the practice of phenomenological psychological research requires careful articulation of the differences between a descriptive and an interpretive relationship to what is provided by qualitative data. If as researchers we neglect the epistemological foundations of our work or avoid working through difficult methodological issues, then our work invites dismissal as inadequate science, undermining the effort to strongly establish psychology along qualitative lines. The first article in this two-part discussion (...) provides a Husserlian investigation of the meaning of ‘method’ for psychology as a human science. This investigation is undertaken in the light of some researchers’ appropriations of Gadamer’s philosophical hermeneutics in the service of non-methodical praxes. The second article will address some implications of the attempt to structure qualitative psychological research along ‘Gadamerian’ lines, taking seriously the references to Gadamer’s work made by researchers such as Van Manen and Smith. Indo-Pacific Journal of Phenomenology , Volume 11, Edition 1 May 2011, 69-85. (shrink)

According to Husserlian scholars such as Mohanty, description and interpretation coexist within Husserl’s work and are envisioned as complementary rather than mutually exclusive approaches to inquiry. This paper argues that exploring the implications of this philosophical complementarity for psychological research would require distinguishing between both the multiple meanings of “interpretation” and the differing modes of interpretation within qualitative data. Husserl’s model of passive and active intentionality and Ricoeur’s theory of narrativity are examined in order to explore their relevance for research. (...) It is argued that interview data can demonstrate both actively and passively intended dimensions, and that the psychological meaningfulness of this complexity points to the relevance of not only Husserl’s static analysis but also his genetic analysis. Likewise, it is argued that Ricoeur’s work on narrativity and narrative identity is invaluable in grasping ways in which narrative data is intrinsically self-interpretive, expresses self-identity, and is both situated within and responsive to the larger social horizon of the ineluctably relational interview context within which it is given. (shrink)

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...) Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. (shrink)

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and the extensive mistrust of integrating ethics in science (...) and engineering curricula beyond its “applied,” “practical,” or “professional” implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant’s conception of the virtuous person, integrating questions about the “good life” into the domain of principled reasoning. (shrink)

Lonergan writes both of a foundation for human knowing as well as of a functional specialty he termed ‘foundations’. Neither of these is the same as ‘foundation’ as the term is used by nonfoundationalists. Lack of clarity and differentiation regarding what is meant by ‘foundationalism’ sometimes informs the perception that Lonergan is a foundationalist. The burden of this essay is to show that Lonergan's philosophical and theological thought, as well as his use of the term ‘foundations’, fall awkwardly, if at (...) all, under anti-foundationalist strictures. There is a need to clarify and differentiate a range of terms and concepts in this regard. Lonergan shares with anti-foundationalists the rejection of ocular metaphors and other naïve approaches to human knowing. Lonergan's own search for ‘foundations’, which I argue is critical for a world Church consciousness and meets the Rahner-test for a world Church, is part of an overall project to situate knowing within identifiable, recurring patterns in the operations of human consciousness. (shrink)