A general definition of consciousness that accommodates most views (Vimal, 2010b) is: “ ‘consciousness is a mental aspect of a system or a process, which is a conscious experience, a conscious function, or both depending on the context and particular bias (e.g. metaphysical assumptions)’, where experiences can be conscious experiences and/or non-conscious experiences and functions can be conscious functions and/or non-conscious functions that include qualities of objects. These are a posteriori definitions because they are based on observations and the categorization.” (...) Non-conscious experiences are equivalent to relevant proto-experiences and nonconscious functions are equivalent to related proto-functions at various levels as these terms are precursors of respective conscious subjective experiences and conscious functions aspect of consciousness. The non-conscious experiences and non-conscious functions may be considered as a part of the definition of mind and/or awareness. (shrink)

By accepting that the formal structure of human language is the key to understanding the uniquity of human culture and consciousness and by further accepting the late appearance of such language amongst the Cro-Magnon, I am free to focus on the causes that led to such an unprecedented threshold crossing. In the complex of causes that led to human being, I look to scholarship in linguistics, mythology, anthropology, paleontology, and to creation myths themselves for an answer. I conclude that prehumans (...) underwent an existential crisis, i.e., the realization of certain mortality, that could be borne only by the discovery-creation of the larger realm of symbolic consciousness once experienced as the sacred (but today we know it as "the world" – as opposed to our immediate natural environment and that of other animals). Thus, although we, the human species, are but one species among innumerable others, we differ in kind, not degree. This quality is our symbolically enabled self-consciousness, the fortress of cultural identity that empowers but also imprisons awareness. (shrink)

Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work (...) of a Nordic philosopher Næss. Using an example of an argumentative essay, we demonstrate the potential of the RFM to improve argument analysis by focusing on the acceptability and relevance of argument elements, two criteria widely considered to be fundamental markers of argument strength. We outline possibilities and challenges with using the RFM in educational contexts and conclude by proposing directions for future research. (shrink)

Though central to metaphysics, and exciting for entertainment, the fact that selves are invisible, has received insufficient attention in the field of P4C, and virtually none in the field of education in general. This may not be surprising as the enthusiasm to enrich “minds” both with essential information as well as with critical, creative, and cooperative inquiry skills, may blind educators to the fact that their initiatives (even those that are dialogical) may not touch how children view themselves, nor how (...) they ought to function in the world as they find it. It will be argued here that, if ethical development, or democratic citizenship, or authenticity, or any other “self-education” initiative is on the educative menu, strategies (detailed here) must be undertaken to ensure that all parties are truly present, in body, mind and self. It will be further argued that since educating selves can be done at the same time as educating minds (e.g., nurturing reasoning skills), and since a Community of Philosophical Inquiry (unlike other educational strategies), in its dialogical structure, has the unique potential to solicit and hence educate selves, and since such “self-education” is an education for “making a life,” rather than the more common educative concern of educating for “making a living,” facilitators who do not activate the unique power of a CPI to enhance personhood are remiss in their responsibility to their charges. (shrink)

Curiosity, seen as a motive to do exploration within definite and generally accepted frames, is to be distinguished from wonder, where doubt about the frames themselves is the underlying factor. Granted this distinction, it will be argued that educational institutions need to build on both notions, i.e. wonder as well as curiosity.

In the light of Jacques Ellul's ideas on technology and Ivan Illich's views on education, what follows is a discussion of the present attempt of Botswana (amidst the Southern African Countries) to expand and modernize its educational system through the use of new technology to educate its people. The problems encountered in adopting technology are used as cautions for the Third World countries attracted to new technology for educating the vast majority. Illich's proposal for replacing the formal schools with the (...) tools of conviviality for the learners is considered useful and relevant. (shrink)

Little of the work in critical and hermeneutical psychology has been linked to instructional technology. This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic blindness (...) regarding cultural, political, and other issues. IT professionals are encouraged to engage reflectively with the power‐relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively. (shrink)

ABSTRACT Could public education as a cultural institution promote the commonwealth? This paper argues proper education enfranchises the young through proper relationships to place, past and present, culture and creation, life, and work. Wendell Berry is the principal guide and standard in describing and considering proper relationships in the commonwealth and their consequences. Other major authors include Wes Jackson, Gustavo Esteva, Vine Deloria, Alan Watts, Matthew Crawford, Roger Scruton, Nablan and Trimble, Alison Gopnik. Proper relationships, defined essentially in terms of (...) proper scale, play, and learning, preserve the means of co-creation between human culture and creation. They are measured by health, durability, beauty, harmony, resilience, fecundity, and wellbeing. (shrink)

Education policy, in general, reflects the past and present embrace of science and technology as progressive forces to be further cultivated. Technology has a profound effect on education policy. It serves to divert rather than enhance critical thinking about the future of our race and planet. In addition, the emphasis on technology has dramatically increased vocational emphases that elevate instrumental pedagogical concerns over philosophic reflection on ends. The technology-driven, vocationally rooted school agendas ignore alternative cultural reflections as powerful forces and (...) directions remain exempt from scholarly examination. “How to” triumphs over “why?” The corporate-financed business-education partnership movement gathering momentum in schools across the nation raises a question: If pervasive environmental and human problems are endemic to the emerging technology-supported and technology-driven global order, how will schools end their denial of needed cultural change? (shrink)

A preoccupation with technology has helped bury the philosophical question: What is the point of education? I attempt to answer this question. Various answers to the question are surveyed and it is shown that they depend upon different conceptions of the self. For example, the devotional-self of the 12th century (which was about becoming master of the self) gave way to the liberal-self (which was to facilitate social change). Education can only be satisfactorily justified, I argue, by appeal to transcendent (...) values such as mastery of the self, which is incipient in liberal education. (shrink)

This paper addresses the problem of “the insufficiency of now” that stems from the entanglement of education with time. Namely, the embodied-lived present is always inferior compared to the hypothetical ideal future. Education and its promise hence carry the seed of inevitable disenchantment. This problem is examined based on two contrasting perspectives: Plato’s cave allegory and its application to contemporary schooling on the one hand and the Yogacara Buddhist “mind-moments” model on the other hand. The insufficiency of now emerges from (...) both models in different ways; however, the latter model accentuates the mind’s role in its formation. The paper then describes mindfulness practice in light of the latter model, and suggests that it may be a necessary pedagogy for addressing a problem that is inherent in the concept of education and in the mind. However, the teaching of mindfulness itself has to overcome the present/future dualism that is the basis for the insufficiency of now. (shrink)

Recent corporate legal and ethical meltdowns suggest that avoiding such harms to companies and to society requires a significant culture change within the organization. This paper addresses the issue of what it takes to change a corporate culture. While conventional wisdom may suggest that a change requires only the institution of an ethics office with proper reporting paths and an ethics code, such an approach is only a beginning. Many large corporations, especially those in danger of legal and ethical catastrophes, (...) need to undertake multiple initiatives to generate a new culture that manifests new values and new vocabularies. A cultural change accomplished by changing large numbers of personnel is expensive in financial and human terms. One component of a less costly approach is to tell new and different stories within the corporation because stories establish the cultural DNA that gives organizations, families, and individuals their identities. Such changes in individual firms, however, are influenced by the ideological assumptions within which and under which the industry and the society operates. (shrink)

Recent corporate legal and ethical meltdowns suggest that avoiding such harms to companies and to society requires a significant culture change within the organization. This paper addresses the issue of what it takes to change a corporate culture. While conventional wisdom may suggest that a change requires only the institution of an ethics office with proper reporting paths and an ethics code, such an approach is only a beginning. Many large corporations, especially those in danger of legal and ethical catastrophes, (...) need to undertake multiple initiatives to generate a new culture that manifests new values and new vocabularies. A cultural change accomplished by changing large numbers of personnel is expensive in financial and human terms. One component of a less costly approach is to tell new and different stories within the corporation because stories establish the cultural DNA that gives organizations, families, and individuals their identities. Such changes in individual firms, however, are influenced by the ideological assumptions within which and under which the industry and the society operates. (shrink)

Organizations interested in employee ethics compliance face the problem of conflict between employee and organizational ethical standards. Socializing new employees is one way of assuring compliance. Important for longer term employees as well as new ones, however, is making those standards visible and then operable in the daily life of an organization. This study, conducted in one large organization, found that, depending on organizational level, awareness of an organization's ethical standards is predicted by managerial adherence to and organizational compliance with (...) those standards and/or discussions with peers. Regardless of level, organizational commitment was predicted most strongly by managerial adherence to organizational standards. These findings have theoretical implications for the fields of business ethics, organizational identity and organizational socialization and practical implications for the implementation of ethics policies. (shrink)

This thesis expands upon the discussions of Martha Nussbaum regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which (...) characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general. (shrink)

Universities in the USA have become bastions of secularity in a distinctly religious society. As such, they are subjected to a variety of robust and rigorous religious critiques. In this paper I do not seek to engage in the debate between the supporters of the secular university and its opponents. Furthermore, I do not claim to summarize the history of the critique of the secular university, nor to present an exhaustive map of its current articulations. My purpose is rather more (...) limited and modest, namely, to locate some of the key arguments of the current religious criticism of the secular university and put them in a wider philosophical context. Exploring the philosophical infrastructure of this criticism enables not only a more comprehensive and profound understanding of it, but also urges us to rethink the purpose and essence of the university as an institution that both reflects and forms our society and culture. The article is structured as follows; first section puts the religious criticism of the secular university in the context of the latest wave of criticism levelled at contemporary universities. Second section explores the argument according to which the secularization of the university led to the loss of the ideal of education for excellence in the wide, classical sense of the term. Third section examines the theoretical foundations of the call to reintegrate religion in contemporary universities, while fourth section explores the various practical consequences of this demand. (shrink)

American government and industry are encouraging educators to adopt the computer as a primary educational medium. However, efforts to use educational software have been disappointing and computer literacy has not been widely adopted as a basic literacy skill. This article will explore the advantages and disadvantages of integrating computers into education and describe their cultural implications for educational policy.

This thesis is a response to the fragmentation prevalent in the practice of contemporary Western pedagogy. The mechanistic paradigm set in place by the advance of classical science has contributed to an ideology that places the human being in a world that is objective, antiseptic, atomistic and disjointed. As a result, education has largely become a practice in which the learner is encouraged to identify with, and "successfully" live according to, a world that is competitive, materialistic, lonely and devoid of (...) any spiritual dimension. (shrink)