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  1. Responsibility: Identifying Purpose and Finding Meaning.Luke Price - 2015 - Jurisprudence 6 (2):252-273.
    The social and legal practices of blaming, praising, punishing and rewarding are inextricably linked with the process of ‘holding responsible’. Blame, praise, and the like exist as means of holding agents to account that is distinct from, but reliant upon, attributions of responsible agency. When claims of accountability are made without access to an underlying shared attribution of responsibility, the communicative role of accountability is undermined. Disagreement over blame and praise is reduced to disparity: able to hear only that something (...)
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  • Social Control and Free Inquiry: Consequences of Foucault for the Pursuit of Knowledge in Higher Education.Roger Philip Mourad - 2018 - British Journal of Educational Studies 66 (3):321-340.
    Key ideas in the work of Michel Foucault are explored and applied to the organized pursuit of knowledge in higher education. His association of power and knowledge accounts for deeply rooted practices in higher education that would need to be mediated or overcome for there to be a revolution in inquiry to occur, such as the one advanced by Nicholas Maxwell. Foucault’s concepts of disciplinary power and bio-power, and how they act to manage the behavior of free citizens, are described. (...)
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  • Redefining Disability: Maleficent, Unjust and Inconsistent.Becky Cox-White & Susanna Flavia Boxall - 2008 - Journal of Medicine and Philosophy 33 (6):558-576.
    Disability activists' redefinition of “disability” as a social, rather than a medical, problem attempts to reassign causality. We explicate the untenable implications of this approach and argue this definition is maleficent, unjust, and inconsistent. Thus, redefining disability as a socially caused phenomenon is, from a moral point of view, ill-advised.
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