The purpose of this paper is to reveal how the thinking of leadership is always in ‘play’ enacting the wisdom of practice. The ‘know how’ of leadership theory (techne) tends to assume that a plan, or a set of skills, can accomplish whatever one sets out to achieve. However, the nature of human and contextual encounter instead draws one into a dynamic relationship where all is in-play. To lead is to recognise the impact and primacy of play and to respond (...) accordingly. For this research study, experienced leaders were interviewed and data was analysed drawing on the philosophical notions of Heidegger and Gadamer, using a phenomenological methodology. The findings indicate that ‘know how’ is not sufficient. Strong leadership requires wisdom that is enacted in the moment. In addition, ‘who’ the leader is matters, for in the dynamic of play leaders can only draw on their own integrity. Being attuned to the play also matters, for discerning mood, possibilities and threats prompt the leader’s next move. Leadership that enables individuals to play with wisdom, foresight and sound judgement can only be learnt through experience. The implications are that emerging leaders need to be exposed to the play of leadership and to be mentored by experienced leaders who can share their wisdom. Indo-Pacific Journal of Phenomenology , Volume 11, Edition 1 May 2011, 47-57. (shrink)

A depth of ethical knowledge and understanding are essential for the enactment of ethical decisions and actions. Ethics is the foundational core for democratic teaching, learning and educational leadership. It is imperative that the development of ethical insight and the formation of an ethical stance become fundamental elements of both initial and continuing teacher education. Educators must be adept at cultivating ethical cultures within schools and districts. They need to know how to effectively foster the collective ethical capacity of all (...) those with whom they are called to serve. To ensure the highest level of ethical professional practice and action, the collective ethical knowledge, sensitivity, awareness, and efficacy of the teaching profession must continue to evolve. The ongoing ethical formation of the teaching profession is essential for the public’s continued trust and confidence in the ethical actions and practices of the educational community. Educative processes designed to enhance the collective ethical capacity of the teaching profession are explored in this inquiry. Critical reflection and various dialogic processes focusing on the lived ethical experiences encountered within teaching were used for fostering the ethical leadership and decision making of educators. (shrink)

Academic freedom is seriously under threat. Here I will consider how the marketisation of Higher Education has exacerbated the decline of ‘academic freedom’. While the effects of a ‘cancel culture’ on university provision are difficult to ignore, threats to academic freedom raise a number of questions, such as: ‘who is allowed to speak on campus?’, ‘to whom?’, and ‘about what?’. These questions are fundamental to the academic profession, and therefore have clear implications for teaching and learning in Higher Education. Through (...) an analysis of Netflix’s The Chair (2021), and drawing on the works of Martin Buber, I argue that academics’ freedom to teach is implicitly constrained by student-consumer desires, and in turn this reduces the space for genuine dialogue on university campuses. Rather than closing down debate and the discussion of ‘controversial’ topics, universities instead need to cultivate a climate of trust, openness, and reciprocity on campuses, such that genuine staff-student dialogue can flourish. University campuses are precisely the places where academics should be able to engage in scholarly debate on matters of importance – where students may be exposed to radically different viewpoints and perspectives – and film and TV series can be used to initiate such conversations. (shrink)

In the face of widespread cynicism as regards the possibilities for reasoned and reasonable adjudication of ethical differences in the postmodern age, this essay proposes a dialogic, reconstructive rhetoric as a vehicle for jointly arguing about the ethics of past actions, and looks to the friendship circle as a model arena for the playing out of such a rhetoric. Analyzed by way of illustration is a conversation among four good friends about the ethics of another, surreptitiously taped, conversation between two (...) of those friends. (shrink)

. Philia and pedagogy ‘side by side’: the perils and promise of teacher–student friendships. Ethics and Education: Vol. 7, Creating spaces, pp. 211-223. doi: 10.1080/17449642.2013.766541.

This study examines how organizations may embed humanizing narrative devices and related activities in their management control systems to enact humanizing business practices. As defined here, narrative devices include complete stories as well as story fragments that may under certain circumstances invoke a shared narrative context. Humanizing narrative devices respect a person’s dignity and capacity for personal growth, respect human rights, promote care and service for others, and improve an organization’s ability to serve the common good rather than only narrow (...) special interests. The first section discusses the sense-making and action-guiding properties of narrative devices, and then discusses principles for applying them in a manner that respects others in a diverse workplace. The second section adapts Simons’ management accounting and control framework to trace interdependencies among an organization’s narrative devices and related activities. The third section applies the combined narrative devices and systems framework to illustrate how an actual company has articulated, debated, revised, and enacted its core values over time. The concluding section discusses the analysis, its contributions to the literature, and implications for future research. (shrink)

Life comes from physical or biological survival. But the good life comes from what we care about, what we value, what we think truly important, as distinguished from what we think merely trivial. What we care about is the source of the criteria we use to evaluate ideas, ideals, persons, events, things, and their importance in our lives. And it is these criteria that determine the judgments we make in our everyday lives. In the second edition of Thinking in Education, (...) Matthew Lipman has indicated the importance of fostering critical, creative and caring thinking in children, if one is to prepare them to make better judgments and live qualitatively better lives. He tells us that caring thinking is appreciative thinking, active thinking, normative thinking, affective thinking and empathetic thinking and then goes on to list a number of mental acts under each of these categories. Maybe it is because ‘caring thinking’ is not as common a term as ‘critical thinking’ and ‘creative thinking’ in everyday educational language that we stop for pause when we hear it. However when we read what Lipman says about caring thinking, we find ourselves nodding and saying to ourselves, ‘Yes, that makes sense. To think caringly means to think ethically, affectively, normatively, appreciatively and to actively participate in society with a concern for the common good’. In a real sense what we care about is manifest in how we perform, participate, build, contribute and how we relate to others. It is thinking that reveals our ideals as well as what we think is valuable, what we are willing to fight and suffer for. (shrink)

This paper responds to Are the Semi-Living semi-good or semi-evil? (Technoetic Arts, 2003) in which artists/authors Zurr and Catts state that there is not, as yet, an existing discourse that deals with the Semi-Living a new life form created for the purpose of artistic engagement using the tools of tissue engineering and stem cell technology. As a means to reflect on what a discourse on the Semi-Living might include and exclude and to create the potential to say something different beyond (...) the artists own discourse, this paper initiates two approaches. First, it considers that which the Semi-Living defers by working from Zurr and Catts contribution, which I argue evokes a both/and logic that echoes the Derridean deconstructive event. Secondly, it proposes a genealogy of the Semi-Living using a figure of Roman archaic law, homo sacer (sacred man) who shares with the Semi-Living a life exposed to death (Agamben 1998). The symbiosis of these two approaches identifies, problematises and contaminates the limits of acceptable discourse concerning the Semi-Living, concluding with the proposal of a semi-discourse. As the transdisciplinarity of bioart increasingly becomes the focus of academic and artistic inquiry, this paper signals towards the importance of critically acknowledging a community of artists writing and working within the academy, stipulating the acceptable discourses of their practice. (shrink)

Today, scientific biography is primarily thought of as a way of writing contextual history of science. But the genre has other functions as well. This article discusses seven kinds of ideal-typical subgenres of scientific biography. In addition to its mainstream function as an ancilla historiae, it is also frequently used to enrich the understanding of the individual construction of scientific knowledge, to promote the public engagement with science, and as a substitute for belles-lettres. Currently less acknowledged kinds of scientific biography (...) include its use as a medium for public and private, respectively, commemoration. Finally, the use of scientific biography as a research (virtue) ethical genre, providing examples of 'the good life in science', is emphasized. (shrink)

Today, scientific biography is primarily thought of as a way of writing contextual history of science. But the genre has other functions as well. This article discusses seven kinds of ideal–typical subgenres of scientific biography. In addition to its mainstream function as an ancilla historiae, it is also frequently used to enrich the understanding of the individual construction of scientific knowledge, to promote the public engagement with science, and as a substitute for belles-lettres. Currently less acknowledged kinds of scientific biography (...) include its use as a medium for public and private, respectively, commemoration. Finally, the use of scientific biography as a research ethical genre, providing examples of ‘the good life in science’, is emphasized. (shrink)

In a globalized world where the traditional, the modern, and the postmodern increasingly meet, there is a growing need for understanding, particularly of views different from our own. In this paper, I want to explore the concept of epistemological multilingualism and its value to scholarship, advancing the notion that epistemological multilingualism—the ability to respect and understand multiple epistemic standpoints—emerges out of a postmodern, integral perspective which sees the reality of several epistemological frameworks, as well as the ability to understand, learn (...) from, and even to contribute to the development of those frameworks. I examine the dialogical capacities that contribute to epistemological multilingualism, and conclude that epistemological multilingualism can play a vital role in a world of education where differing worldviews manifest within the same classroom and the lives of the learners with whom we work. (shrink)

Traditional approaches to studying communication in public spheres draw upon a product or outcome orientation that has prevented researchers from theorizing more specifically about how communication behaviors either inhibit or facilitate dialogic processes. Additionally, researchers typically emphasize consensus as a preferred outcome. Drawing upon a methodology explicitly developed to study communicating using a verb-oriented framework, we analyzed 1,360 postings from online pedagogical discussions. Our analysis focused on verbing micro-practices, the dynamic communicative actions through which participants make and unmake public spheres. (...) Two questions guided our analysis: (1) How do grounded communicative micro-moment practices relate to consensusing and dissensusing within public spheres? and (2) What are the theoretical implications of these relationships for the quality of dialogue among participants who are discussing controversial topics? Our findings indicate that, contrary to recent theorizing, consensus-building and maintaining behaviors may actually inhibit the communicative processes necessary for the creation of effective public sphere dialogue. (shrink)

Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types (...) of mediation at the hand of the work of John Dewey, Martin Buber, Hannah Arendt, and Richard Peters. The purpose of this paper is to explore the bearing that the mediating role of the educator—as interpreted by these authors—has on the role wonder may play in the educational process. I suggest that initiation highlights the familiarizing function of wonder, and is most readily associated with inquisitive wonder; representation draws attention to the defamiliarizing role of wonder, as well as to its world-affirming role; and selection foregrounds the distinction between momentary and dispositional wonder. (shrink)

Clear definitions of alienation and solidarity are needed as a step toward an explicit theory of social integration. The idea of alienation has played a key role in the development of sociology, but it's meaning has never been clear. Both theories and empirical studies confound relational-dispositional, cognitive-emotional and/or interpersonal-societal components. This essay proposes definitions that follow from the work of Erving Goffman and others. Goffman's idea of "co-presence" implies a model of solidarity as mutual awareness to the point of merging (...) consciousness. It appears that this concept of solidarity could be the main component of shared context, consensus, genuine love and social facts. Two empirical approaches are described, one with moment by moment analysis of dialogue, the other using sample surveys. With the use of mathematical notation, the survey method might be used to analyze social facts. The model could also form the basis for an explicit and testable theory of social integration. (shrink)

This article is the result of a mutual interest in the radical philosophical dialogue discussed by Martin Buber. The radical dialogue is rooted in western European values of humanism, values that are challenged because they exclude women, people with disabilities, non-western, indigenous people and sexual minorities. With our basis in radical dialogue we are discussing flaws within the very concept of dialogue, how dialogue is challenged in encounters between people with severe disabilities and their helpers, and we are proposing a (...) new interpretation of dialogue in a posthuman area. To illuminate what might be at stake in relations where power is clearly imbalanced we use Pierre Bourdieus theory of the gift when asking ourselves: “How can we understand dialogue when there apparently is one dominant giver and one receiver unable to return the gift?” Discussing this question, we draw on Rosi Braidotti and her Posthuman Critical Theory to see if we can find new grounds to build dialogue on. (shrink)

Human society is unique in the animal kingdom in the degree to which it depends upon its members reflective awareness of self and society. Whereas much has been learned about the sense of self, little is known about the sense of society. This paper develops three points about the human sense of society: First, this sense is a feeling of life, what German writers have called Lebensgefuhl. The paper begins by defining feeling as a psychical moment or‘phase’of bodily activity. The (...) paper later develops die idea mat what is felt of society is always an embodiment of its vital form; its social life. Second, die sense of society is a feeling of society, as distinct from a feeling in society and from a feeling of self. The middle third of die paper distinguishes these concepts and links die feeling of society to writings of Freud and Durkheim in which elements of this feeling are found. And third, feelings of society prominently include participation, love, and play. These feelings, which are embodiments of vital social form, are illustrated and discussed in die penultimate section of die paper. Having registered these three points, die paper concludes with a brief summary and discussion of implications for expanding die scope of inquiry in social science. (shrink)

I am a typical late middle-aged professor of business. I ask whether or not I have taken people seriously in my work as a researcher and teacher. I discover I have not. I explain how—by following the canons of administrative science in my research and by following the norms of instruction in my teaching—I have been encouraged to ignore the spiritual being of people that is their essence and better part. I conclude with ideas about how I can mend my (...) ways. (shrink)

This paper looks at the ways in which Mikhail Bakhtin had appropriated the ideas of Kant and of the Marburg neo-Kantian school. While Bakhtin was greatly indebted to Kantian philosophy, and is known to have referred to himself as a neo-Kantian, he rejects the main tenets of neo-Kantianism. Instead, Bakhtin offers a substantial re-interpretation of Kantian thought. His frequent borrowings from neo-Kantian philosophers (Hermann Cohen, Paul Natorp, and others) also follow a distinctive pattern of appropriation, whereby blocks of interconnected ideas (...) are removed from their original context, and made to serve Bakhtin’s own—substantially different—philosophical purposes in the context of his own thought. Bakhtin’s thought thus remains original even as he is borrowing ideas from others. (shrink)

This essay explores what Jewish ethics has to say about globalization in relation to the AIDS crisis. Special attention is paid to the consequences in affirming current intellectual trends to transcend traditional limits in both society and thought for rethinking traditional Jewish values. The discussion proceeds from two presuppositions. The first is that there is an intimate connection between ethics, science, and politics. The second is that the history of Jewish ethics involves three distinct forms that are generally correlated but (...) rarely identical in content and moral judgment. These three forms are law, wisdom or virtue, and covenant. The discussion considers related issues of accidental connections in time between the bubonic plague and Zionism and between AIDS and homosexuality in relation to moral–theological issues related to divine providence and distributive justice. (shrink)

After providing a general overview and critique of some of the main problems with teacher praise, in which I basically argue that praise binds and controls the students instead of liberating them, I go on to examine whether it is possible to praise without the intention to control the students. In this way I challenge conventional and standardising ways of praising, and argue that it is possible to make room for the singularity and uniqueness of students through praise.

Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin-Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications for education theory and practice in relation to two South African contexts of learning that (...) facilitate the access to education of disadvantaged groups, one in higher education and the other in early childhood education. (shrink)

Bioethics uses various theories, methods and institutions for its decision-making. Lately, a dialogical, i.e., dialogue-based, approach has been argued for in bioethics. The aim of this paper is to explore some of the decision-making processes that may be involved in this dialogical approach, as well as related pitfalls that may have to be addressed in order for this approach to be helpful, particularly in clinical ethics. Using informal logic, an analysis is presented of the notion of dialogue and of the (...) stages of dialogical decision-making, and then processes and related pitfalls associated with these stages in the context of clinical ethics are examined. The results of this exploration are expected to facilitate the implementation and empirical testing of dialogical bioethics. (shrink)

The professions of nursing and nurse education are currently experiencing a crisis of confidence, particularly in the UK, where the Francis Report and other recent reviews have highlighted a number of cases of nurses who no longer appear willing or able to ‘care’. The popular press, along with some elements of the nursing profession, has placed the blame for these failures firmly on the academy and particularly on the relatively recent move to all‐graduate status in England for pre‐registration student nurses. (...) This has come to be known in the UK as the ‘too‐posh‐to‐wash’ argument, that there is an incommensurability between being educated to degree level and performing basic nursing tasks. I will argue in this paper that the diagnosis of the problem is substantively correct, but the formulation and the prescription are misguided and dangerous. I will suggest that the growing emphasis on research‐based and evidence‐based practice is the logical conclusion of an inappropriate scientific paradigm for nursing which is underpinned by the social sciences, by technical rationality, and by a focus on people. In contrast, I will suggest that a more fruitful way of thinking about and practising nursing and nurse education is to consider it as a human science with a focus on persons in which evidence for practice derives largely from practice itself. The history of the idea of a human science is traced from its roots in nineteenth century hermeneutics to the work of Gadamer and R.D. Laing in the 1960s, and I attempt to imagine a paradigm for nursing practice, scholarship, and education based on Laing's ‘existential–phenomenological’ approach with a focus on the endeavour to understand and relate to individual persons rather than to make broad prescriptions for practice based on statistical and other generalizations. (shrink)

This article examines the contribution of one Islamic scholar, Fetullah Gülen to the debate about the meaning and practice of responsibility. It analyses Gülen’s thinking in terms of three inter-connected modes of responsibility: relational accountability, moral agency and liability. This view of responsibility is contrasted with major western philosophers such as Levinas, Buber and Jonas, Islamic tradition and the major views about corporate responsibility, including stakeholder theory. The role of dialogue in embodying the three modes of responsibility is then analysed. (...) The social responsibility practice of business leaders who are part of Gülen’s Hizmet Movement is briefly surveyed to illustrate the embodiment of responsibility. This focuses on the contribution of business to education and peace building, and includes the example of Zaman Daily. (shrink)

Artificially Intelligent robotic technologies increasingly reflect a language of interaction and relationship and this vocabulary is part and parcel of the meanings now attached to machines. No longer are they inert, but interconnected, responsive and engaging. As machines become more sophisticated, they are predicted to be a “direct object” of an interaction for a human, but what kinds of human would that give rise to? Before robots, animals played the role of the relational other, what can stories of feral children (...) tell us about what it means to be human? What of ‘relationship’ do AI and robotic scientists draw on to generate ideas about their relational others? I will address these questions by reference to the work of Martin Buber in I and Thou. (shrink)

There has been increased interest in what the philosophical subdiscipline of phenomenology can contribute to medical humanities due to its dual emphases on practicality and its attempt to understand the experience of others, thus positioning it as a potentially helpful conceptual toolkit to guide clinical care. Using various figures from the phenomenological tradition, most prominently Martin Heidegger and Martin Buber, the authors illuminate relevant philosophical concepts, employ them in various examples, and provide three principles revolving around empathy, communication, and listening (...) to patients’ individual values to guide medical professionals who practice the art of medicine in cancer care settings. (shrink)

This article explores the contrast of pilgrimage and tourism as sacred and profane journeys using Disney World and the Camino de Santiago as exemplars of such destinations. An entanglement of place structures reveals Disney World as a quasi-religious journey site for some whose tourist actions implicate a ritual centered on capitalist mythology. Disentangling sacred encounters and profane experiences demonstrates the role such places play in elevating community versus self-indulgence.

This essay argues that in constraining travel to specific motorized vehicles, the Interstate Highway System’s transportation hegemony alienates humans from both mythic and existential dimensions of lived experience. By separating humans from encountering the environment through their indigenous connection to the earth, their feet, the highway system alienates them from what it means to dwell intersubjectively in a place. This alienation includes the loss of cultural memory rooted in place: the emptying of meaning that mythic symbolism and rituals create in (...) habituating humans to dwelling in place. Freeway alienation severs human cooperation with the constituents of the environment that is necessary for creatively maintaining a healthy mutual habitat. (shrink)

This article addresses a vital concern in current society by showing what participants themselves may treat as ways to transcend their differences. Actors’ shared understanding has been of longstanding interest across the social sciences. Conversation analysis treats the procedural infrastructure of interaction as the basis for participants to manage intersubjectivity. The field of dialogue studies has made occasions in which people transform their relationship by discussing their differences, central to their research project, and called them “dialogic moments.” This study draws (...) on CA to investigate “dialogic moments,” but now through the eyes of participants themselves. Using single-case analysis, we argue that such moments require participants to go against normative orientations in talk promoting social solidarity and progressivity, by soliciting differences to understand and transcend them. This “going against the interactional tide” may explain both why dialogue is difficult to achieve and why it is appreciated by participants as dialogue. (shrink)

Three-way baby making is not new: genetic surrogacy existed in Biblical times and donor insemination was recorded in Britain over 200 years ago. However, the gift of gametes between women breaks all social conventions. This paper examines the phenomenon of gamete-donation questioning whether a ‘gift’ of such magnitude can ever be ‘free’ (as the Human Fertilisation & Embryology Authority advocates), or a ‘true’ gift (in Derridian terms). Exploration of this unprecedented ‘gift’ from a psychoanalytic approach is supplemented by an interdisciplinary (...) one, drawing on the gift literature in philosophy, anthropology, ethnography and socioeconomics, as well as neonatal research and reproductive medicine. Critics note the dearth of analyses that take seriously the psychological ramifications of contemporary treatments, protocols and expectations in reproductive medicine. Based on psychoanalytic therapy within a clinical practice devoted to reproductive issues, the author argues that institutionalised asexual reproduction alters unconscious conceptualisations of the act of procreation – converting the passionate intimacy of primal scene into a clinical coupling of gametes in a mechanised arena. The author argues that, too charged to contemplate, the gamete's transcendent quality and blurring of elementary personae/res distinctions leads protagonists, including professionals, to defensive commodification. Multiple emotional meanings are ascribed to gifted gametes by each in the triangle of donor, recipient and offspring, illustrated here with verbatim material. This article addresses some of the far-reaching socio-political consequences for class, race, age, gender and sexuality of asexual reproduction, related to selection procedures and uneven global and local distribution of fertility treatment and its cost in financial, physical, practical and emotional terms. Similarly, feminist unease over (patriarchal) reproductive control and gatekeeping policies are considered, as well as ethical concerns over genetic manipulation, pre-implantation screening, sex selection, selective foetocide and potential exploitation of transnational donors and surrogates. (shrink)

Confucianism has attracted some attention in business ethics, in particular as a form of virtue ethics. This paper develops ideas about Confucianism in business ethics by extending discussion about Confucian ideas of ritual. Ritual has figured in literature about organisational culture, but Confucian accounts can offer additional ideas about developing ethically desirable organisational cultures. Confucian ritual practice has diverged from doctrine and from the classical emphasis on requirements for concern and respect as parts of ritual. Despite some differences of emphasis (...) amongst early writers, classical texts like the Analects and Mencius allow for the importance of ritual as opportunity for interpersonal encounter. These are texts that bring out the flexibility and context-sensitivity of ritual, with associated implications about the need for care and attention to other individuals. They eschew ritual as unthinking repetition, in favour of ritual as meaningful expression. The mutual awareness such ritual can engender is an important part of human existence. Such ritual is a means to solving coordination problems through common knowledge, as opposed to unthinking routine. Undue routinisation can be one problem with organisational ritual, while another can be use of ritual as a means of oppressive control. In organisations, ritual should satisfy general requirements of concern and respect, and should maintain opportunities for mutual encounter. The difference between arrangements which do or do not offer such opportunities may suggest lines of development for virtue ethics in business. (shrink)

ABSTRACTDrawing on my own work and experience, this paper brings together the various connections between critical realism and ethics. It argues that, against both determinism and physicalist...

Beginning with our cosmic ancestors and the 1950s ancestors of Institute on Religion in an Age of Science, this essay highlights the wider, post-World War II cultural context, including other science and religion organizations, in which IRAS was formed. It then considers eight challenges from today's context. From the context of science there are the challenge of scale that leads us to question our place in the scheme of things and can lead to a challenge to morale concerning whether we (...) make any difference; the challenge of human variability that leads to the question whether there is a single human moral nature; and the challenge of detailed explanation that leads to the question of what is the task of theology in relation to detailed scientific explanation. From the religion context there are the challenge of objectivity—studying religion without practicing religion; and the challenge of pluralism and the variety of cultural and religious perspectives. From the context of the growing and diverse science-and-religion enterprise, considered from the perspective of IRAS developed in the first part of this essay, there are the challenges of apologetics and intellectualization. Finally, from the context of our growing, worldwide consumerist culture that is contributing to the radical alteration of the planetary environment, leading to much suffering, there is the challenge of becoming more motivated to act for the long-term global good. (shrink)

This paper defends the possibility that meaningful learning can be supported by the Internet. Responding to Hubert Dreyfus’s neo-Kierkegaardian contention that the Internet inhibits and does not support meaningful learning, we argue that it is a valuable tool for learning that can promote the development of intellectual expertise without the accompanying atrophy of personhood that Dreyfus believes is a prominent effect of extensive engagement with the Internet. Additionally, we argue that a conflation of practically ultimate commitments and epistemically ultimate commitments (...) underlies Dreyfus’s conception of unconditional commitments that constitutes the core of his critique of the possibility of meaningful learning on the Web. (shrink)

Since Zygon: Journal of Religion and Science was founded 49 years ago and since one of its co-publishers, the Institute on Religion in an Age of Science (IRAS), was founded 60 years ago, there have been significant developments in their various cultural contexts—in science, in religion, in culture, in academia, and in the science and religion dialogue. This article is a personal remembrance and reflection that compares the context of IRAS in 1954 when it was first organized with the context (...) of IRAS and Zygon today. It considers the contemporary niche of IRAS in relation to the developments that have occurred over the past 60 years. (shrink)

Increasing attention is being paid to spirituality in nursing practice. Much of the literature on spiritual care uses the nursing process to describe this aspect of care. However, the use of the nursing process in the area of spirituality may be problematic, depending upon the understandings of the nature and intent of this process. Is it primarily a descriptive process meant to make visible the nursing actions to provide spiritual support, or is it a prescriptive process meant to guide nursing (...) actions for intervening in the spirituality of patients? A prescriptive nursing process approach implies influencing, and in some cases reframing, the spirituality of patients and thereby extends beyond general notions of spiritual support. In this paper we discuss four problematic assumptions that form the basis for a prescriptive approach to spiritual care. We conclude that this approach extends the nursing role beyond appropriate professional boundaries, making it ethically problematic. (shrink)

In his book, Five Minds for the Future, Howard Gardner offers both a constructive critique of current educational practices and an alternative vision for the future of education. Gardner, best known for his seminal work on multiple intelligences, grounds his major conclusions primarily on the results of his impressive, decade-long, and massive Good Works Project. Despite my several agreements and significant overlap with Howard Gardner, I believe that there is insufficient evidence to accept fully his policy prescriptions. Gardner's selection of (...) the five minds of the future - the disciplined, synthesizing, creating, respectful, and ethical minds - is based on a set of limiting assumptions concerning globalization, good work, individuality, power and control, disciplines as value-free enterprises, ethics as the point of view of the universe, and the completeness of his list. This paper suggests that our conception of education might be dramatically expanded to include a more critical and distanced stance towards: globalization, the current goals of business, individualism, the traditional disciplines, and even ethics than Gardner currently imagines. Its aims can and should be broadened to include not only good work, but also love and play. Students must learn how to control their environments, but also how to appreciate and accept life's inevitable difficulties and limits. Ethics should certainly play a more central role in education as Gardner correctly emphasizes, but our understanding of ethics must include not only respect but also care; not only principles but also dialog. To accomplish all of this, however, requires us to think beyond Gardner's five minds to include additional "mental dispositions" like the caring, critical, intersubjective, spiritual, and joyful minds. Each of these "minds" is explored in this paper. (shrink)

Humans have two futures: either liberty or uncertainty. In liberty, humans can forecast a vision of the future. However, in uncertainty, humans must forecast multiple futures. This article compares Ervin Laszlo's theory of the liberty future with Sohail Inayatullah's theory of the uncertainty future. Additionally, this article analyzes these two futurists through the lens of Martin Buber, and I argue that the future represents reality not to the “I” of the combination _I-It_ but to the “I” of Buber's preferred combination (...) of _I-Thou_. (shrink)

ABSTRACTAny conceptualisation of evil, arguably, has to empower us to resist or transform it in our lived worlds. The latter concern motivates this paper much more than a thorough analysis of evil itself. Drawing on Jewish and Christian thought, I tentatively consider evil as resulting from the incomplete or failed cultivation of the humane. Along this line, evil is the opposite of humanity; it is the antihuman, the subhuman, or the demonic. Gratuitous violence, hatred, resentment, and malice manifest this dark (...) ‘power’ of evil. In the aforementioned traditions, peace and justice are conceived as being dependent on the inner order or unity of the soul. Conversely, iniquity – as the manifestation of evil – in the world reflects conflicts or disorders in individual souls. Hence the need to constitute one’s personhood. Such continuous creation takes place through genuine human encounters, where and when love, friendship, and gratitude are allowed to unfold themselves. These ‘dispositions’ are conceived as counterweights to evil. I will work out this argument, but also briefly examine how education, rural and urban planning, economic and political ‘systems’ can either breed or curtail evil. (shrink)

In recent years restorative practice in schools has been heralded as a new paradigm for thinking about student behaviour. Its premise is to provide solutions to indiscipline, to restore relationships where there has been conflict or harm, and to give pupils a language with which to understand wrongdoing. This article offers a critique of practitioners’ use of scripts with which to facilitate the restorative conference, one of the key strategies of restorative practice. To do so I turn to J.L. Austin (...) and Stanley Cavell whose writing on performative and passionate utterance point to the educational importance of making room for freedom in speech and emotion, over performance. Indeed, it is through making room for negative emotion, or silence, as observed in Cavell’s reading of King Lear, that we can see an opening up of the possibilities present in restorative practice. (shrink)

In today’s multi-cultural world and global economy, attention is often focused on the diversity of cultural values and practices and the need for management approaches to take these differing cultural environments into account. While there is much to be valued in this approach, the focus is often on how to navigate through distinct cultural practices in order to achieve a singular business aim, which falls within the current neoliberal paradigm of global trade. In addition, by focusing on differences in cultural (...) practices, rather than on similarities in underlying values, this approach fails to utilize an important way to achieve a greater degree of global integration in management. Despite striking cultural differences, it is possible to identify some enduring values that underlie what often appear to be quite discrete value paradigms, especially by looking at value paradigms that have endured for centuries, even millennia. This paper proposes to explore the values embedded in two such value paradigms or religious traditions, zen buddhism and Judaism, describing crucial core values in each and comparing and contrasting their ethical frameworks, in order to be able to evaluate their utility in today’s world and especially their significance for creating a more holistic, inclusive, and responsible management framework. The paper will begin by explicating the set of foundational values in each religious tradition. For example, zen buddhism, especially as expressed by Vietnamese monk Thich Nhan Hanh, utilizes the concepts of engaged mindfulness and inter-being to demonstrate the ways in which all global issues are linked together, and the collective responsibility that all humans bear for the state of our planet and the beings who live on it. This approach is inherently holistic and inclusive, and requires a management approach that takes into account the moral responsibility that we all carry. Likewise, the Jewish tradition, while using quite different terminology, also lays out a holistic and inclusive moral vision. Key concepts include the values of Tikkum Olam, to repair the world, and Tsedakah, which literally means justice or righteousness, but is commonly used to indicate charitable giving. The first value, to repair the world, emphasizes the collective moral responsibility to heal whatever damage has been done to the world in order to make the it a better place for all. It does not matter who has done the damage; what matters is each person’s obligation to improve the status quo, under the assumption that all our fates are linked together. The second value, justice and charity, is also considered to be a moral obligation, not simply a voluntary act of charity. The emphasis here is on anonymous giving, done in order to help others and without any expectation of receiving some benefit, such as positive publicity. As a moral obligation, it is not something that one should benefit from. Thus, the concept of tsekakah also emphasizes the inter-connectedness of all humanity. In addition, in the Torah, there are a series of rules about how to deal with others in business as well as the obligation, during harvest-time, to leave some grain in the fields for the less fortunate. In all, we see a focus on being mindful of others, on seeing our fates as interconnected, as in zen buddhism. The last section of the paper will explore some of the ways in which these moral imperatives can be utilized to undergird and buttress a more holistic, inclusive and responsible management approach. Some management models already include moral imperatives, such as corporal social responsibility, and this section will explore in greater detail how the above concepts have been more fully integrated into current management models. (shrink)

Kaur (2012) raises the question, how can education be more inclusive and representative when catering to diverse groups and students? Does our entitlement to human kindness cease once incarcerated, and are we to be forever banished to the outskirts of society? The majority of offender education research assesses success or failure through mechanistic, objective and calculated criteria. Statistically, offenders repeatedly underachieve in primary and secondary education; offenders who partake in some form of adult and post-release learning continue this pattern, and (...) face other non-learning barriers that impact on participation and accreditation outcomes (Prison Education Trust, 2018). Departing from conventional modes and methods of teaching, this article examines the transformative journeys of former offenders, and considers the role of education in supporting them to lead more productive and meaningful lives. (shrink)

Ethical reasoning as an action (praxis) as opposed to a knowing (epistemology) strategy is not always effective in guilding ethical, stopping or turning around unethical organizational behavior. In contrast, nonviolent forcing strategies can be very effective, but also destructive. If reasoning is an idealistic thesis and forcing is its pragmatic, material antithesis, then do we need a synthesis action (praxis) strategy such as problem solving negotiating? There are also limitations with negotiating.