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Truth and method

New York: Continuum. Edited by Joel Weinsheimer & Donald G. Marshall (2004)

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  1. How to dress like a feminist: a relational ethics of non-complicity.Charlotte Knowles & Filipa Melo Lopes - 2023 - Inquiry: An Interdisciplinary Journal of Philosophy.
    Feminists have always been concerned with how the clothes women wear can reinforce and reproduce gender hierarchy. However, they have strongly disagreed about what to do in response: some have suggested that the key to feminist liberation is to stop caring about how one dresses; others have replied that the solution is to give women increased choices. In this paper, we argue that neither of these dominant approaches is satisfactory and that, ultimately, they have led to an impasse that pervades (...)
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  • On hermeneutical openness and wilful hermeneutical ignorance.Karl Landström - 2022 - Labyrinth: An International Journal for Philosophy, Value Theory and Sociocultural Hermeneutics 24 (1):113-134.
    In this paper I argue for the relevance of the philosophy of Hans-Georg Gadamer for contemporary feminist scholarship on epistemic injustice and oppression. Specifically, I set out to argue for the Gadamerian notion of hermeneutical openness as an important hermeneutic virtue, and a potential remedy for existing epistemic injustices. In doing so I follow feminist philosophers such as Linda Martín Alcoff and Georgia Warnke that have adopted the insights of Gadamer for the purpose of social and feminist philosophy. Further, this (...)
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  • Ethics and Leadership: Hobbesian Men, Gilliganian Women, and Confucian Asians.Chenyang Li & Hong Xiao - 2005 - East-West Connections 5:107-144.
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  • Bossy matrons and forced marriages: Talmudic confrontationalism and its philosophical significance.Menachem Fisch - 2020 - Open Philosophy 3 (1):335-348.
    This article introduces the confrontational theology of the rabbinic literature of late antiquity by means of a well-known, yet ill-understood legend. It goes on to argue that Talmudic confrontationalism comes coupled with an insistent dialogism that, unlike any other major human undertaking, displays a profound awareness of the indispensable role of external normative critique in the process of changing one’s mind.
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  • Reading Oneself in the Text: Cavell and Gadamer’s Romantic Conception of Reading.David Liakos - 2019 - Journal of Aesthetics and Phenomenology 6 (1):79-87.
    Can we gain knowledge by reading literature? This essay defends an account of reading, developed by Stanley Cavell and Hans-Georg Gadamer, that phenomenologically describes the experience of acquiring self-knowledge by reading literary texts. Two possible criticisms of this account will be considered: first, that reading can provide other kinds of knowledge than self-knowledge; and, second, that the theory involves illegitimately imposing subjective meaning onto a text. It will be argued, in response, that the self-knowledge gained in reading allows one to (...)
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  • The Bible and Analytic Reflection.Darren Sarisky - 2018 - Journal of Analytic Theology 6:162-182.
    Analytic skill can contribute to a theology of the Bible and a theological hermeneutic in two ways, by refining the formulation of a doctrine of Scripture and a correlative hermeneutic, and by illuminating how problematic hermeneutical presuppositions have in some cases become part of exegetical practice. The contribution that the analytic style of reflection can make to the theological enterprise need not be vitiated by a common criticism of analytic modes of engaging with texts, namely, that they tend toward being (...)
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  • Heidegger, communication, and healthcare.Casey Rentmeester - 2018 - Medicine, Health Care and Philosophy (3):01-07.
    Communication between medical professionals and patients is an important aspect of therapy and patient satisfaction. Common barriers that get in the way of effective communication in this sphere include: (1) gender, age, and cultural differences; (2) physical or psychological discomfort or pain; (3) medical literacy; and (4) distraction due to technological factors or simply being overworked. The author examines these communicative barriers from a philosophical lens and then utilizes Martin Heidegger’s phenomenology and hermeneutics to provide guidance for medical professional–patient interactions. (...)
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  • Mutuality or Monopoly: Reflections on the Ethics of International Curriculum Work.J. Gregory Keller - 2012 - In Terrence C. Mason & Robert J. Helfenbein (eds.), Ethics and International Curriculum Work: The Challenges of Culture and Context. Information Age Publishing.
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  • The Fecundity of the Individual Case: considerations of the pedagogic heart of interpretive work.David W. Jardine - 1992 - Journal of Philosophy of Education 26 (1):51-61.
    Using the example of a beginning teacher’s account of the experience of entering her new school for the first time, this paper presents a consideration of the nature of interpetive inquiry in education and how such inquiry treats ‘the individual case’. This is compared with how more traditional, quantitative studies might treat such cases. The pedagogic character of interpretive inquiry is then discussed.
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  • Philosophical and Socio‐Cognitive Foundations for Teaching in Higher Education through Collaborative Approaches to Student Learning.Adrian Jones - 2011 - Educational Philosophy and Theory 43 (9):997-1011.
    This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being‐there and being‐aware (Da‐sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just (...)
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  • (1 other version)Complexity and Education: Vital simultaneities.Brent Davis - 2008 - Educational Philosophy and Theory 40 (1):50-65.
    This article explores the place of complexity science within education and educational research. The discussion begins with the suggestion that educational research has a history of adopting interpretive frames from other domains with little adaptation. Complexity science is argued to compel a different sort of positioning, one that requires accommodation and participation rather than unproblematized assimilation and application. The argument is developed by considering the following simultaneities in education (and) research: knower and knowledge; transphenomenality; transdisciplinarity; interdiscursivity; descriptive and pragmatic insights; (...)
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  • The sociophilosophy of folk psychology.Martin Kusch - 1997 - Studies in History and Philosophy of Science Part A 28 (1):1-25.
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  • Beyond the Whig history interpretation of history: lessons on ‘presentism’ from Hélène Metzger.Oscar Moro Abadía - 2008 - Studies in History and Philosophy of Science Part A 39 (2):194-201.
    During the second half of the twentieth century, historians of science have shown a considerable interest in ‘presentism’, a term first applied to the kind of history of science in which past knowledge is judged to celebrate and legitimize modern science. Taking Herbert Butterfield’s The Whig interpretation of history as a point of reference, ‘presentism’ has been usually associated with ‘Whig history’ or ‘Whiggish history’. Nevertheless, Butterfield’s essay is one of many approaches to this question. In this article, I examine (...)
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  • Historicism and Critique in Herder's Another Philosophy of History: Some Hermeneutic Reflections.Kurt C. M. Mertel - 2016 - European Journal of Philosophy 24 (2):397-416.
    In Another Philosophy of History, J.G. Herder claims that his aim is not to compare and judge different cultures, but merely to describe and explain how each came into being and thus to adopt the standpoint of an impartial observer. I argue, however, that there is a tension between Herder's understanding of his own project—his stated doctrine of historicism and cultural relativism—and the way in which it is actually put into practice. That is, despite Herder's stated aims, he is nevertheless (...)
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  • Role of Methodology in Action Research.Kubilay Kaptan - 2016 - Journal of Philosophy of Education 50 (4).
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how action research is nothing other than a modern 20th century manifestation of the pre-modern tradition of practical philosophy. It then gives an explanation of Aristotelian Tradition and draws on Gadamer's powerful vindication in order to show how 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 (...)
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  • The Being of Leadership.Wiley W. Souba - 2011 - Philosophy, Ethics, and Humanities in Medicine 6:5.
    The ethical foundation of the medical profession, which values service above reward and holds the doctor-patient relationship as inviolable, continues to be challenged by the commercialization of health care. This article contends that a realigned leadership framework - one that distinguishes being a leader as the ontological basis for what leaders know, have, and do - is central to safeguarding medicine's ethical foundation. Four ontological pillars of leadership - awareness, commitment, integrity, and authenticity - are proposed as fundamental elements that (...)
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  • An analysis of E ngland's nursing policy on compassion and the 6 C s: the hidden presence of M. S imone R oach's model of caring.Ann Bradshaw - 2016 - Nursing Inquiry 23 (1):78-85.
    In 2012, chief nursing officers (CNO) in England published a policy on compassion in response to serious criticisms of patients’ care. Because their objective is fundamentally to shape nursing, this study argues, following Popper, that the policy should be analysed. An appraisal tool, developed from Popper, Gadamer, Jauss and Thiselton, is the framework for this analysis. The CNO policy document identified six values and behaviours, termed ‘6Cs’, required by all nurses, midwives and care staff. The document contains no data, references (...)
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  • The aesthetic stance - on the conditions and consequences of becoming a beholder.Maria Brincker - 2014 - In Alfonsina Scarinzi (ed.), Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy. Dordrecht: Springer. pp. 117-138.
    What does it mean to be an aesthetic beholder? Is it different than simply being a perceiver? Most theories of aesthetic perception focus on 1) features of the perceived object and its presentation or 2) on psychological evaluative or emotional responses and intentions of perceiver and artist. In this chapter I propose that we need to look at the process of engaged perception itself, and further that this temporal process of be- coming a beholder must be understood in its embodied, (...)
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  • The ethics of big data: current and foreseeable issues in biomedical contexts.Brent Daniel Mittelstadt & Luciano Floridi - 2016 - Science and Engineering Ethics 22 (2):303–341.
    The capacity to collect and analyse data is growing exponentially. Referred to as ‘Big Data’, this scientific, social and technological trend has helped create destabilising amounts of information, which can challenge accepted social and ethical norms. Big Data remains a fuzzy idea, emerging across social, scientific, and business contexts sometimes seemingly related only by the gigantic size of the datasets being considered. As is often the case with the cutting edge of scientific and technological progress, understanding of the ethical implications (...)
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  • Hermeneutics, rhetoric and informal logic.Elizabeth Skakoon - unknown
    In this paper, I re-examine the connection Hans-Georg Gadamer made between hermeneutics and the rhetorical tradition in light of recent developments in informal logic. Originally, Gadamer made this connection between hermeneutics and rhetoric because both use the theoretical tools of persuasion and acceptance in contrast to scientific objective methodology. Since this association, another possibility has arisen; informal logic. Using the writings of Ralph Johnson, I outline the difference between in formal logic and rhetoric, and suggest that after an analyses of (...)
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  • Moving Perspectives on Patient Competence: A Naturalistic Case Study in Psychiatry.A. M. Ruissen, T. A. Abma, A. J. L. M. Van Balkom, G. Meynen & G. A. M. Widdershoven - 2016 - Health Care Analysis 24 (1):71-85.
    Patient competence, defined as the ability to reason, appreciate, understand, and express a choice is rarely discussed in patients with obsessive compulsive disorder, and coercive measures are seldom used. Nevertheless, a psychiatrist of psychologist may doubt whether OCD patients who refuse treatment understand their disease and the consequences of not being treated, which could result in tension between respecting the patient’s autonomy and beneficence. The purpose of this article is to develop a notion of competence that is grounded in clinical (...)
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  • The leap of learning.David Lewin - 2014 - Ethics and Education 9 (1):113-126.
    This article seeks to elaborate the step of epistemological affirmation that exists within every movement of learning. My epistemological method is rooted in philosophical hermeneutics in contrast to empirical or rationalist traditions. I argue that any movement of learning is based upon an entry into a hermeneutical circle: one is thrown into, or leaps into, an interpretation which in some sense has to be temporarily affirmed or adopted in order to be either absorbed and integrated, or overcome and rejected. I (...)
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  • Whatever happened to empathy?: introduction.Douglas Hollan & C. Jason Throop - 2008 - Ethos: Journal of the Society for Psychological Anthropology 36 (4):385-401.
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  • God and givenness: towards a phenomenology of mysticism.Steven DeLay - 2014 - Continental Philosophy Review 47 (1):87-106.
    This essay addresses the questions of whether the givenness of God is something possible, intelligible—and, if so, what such givenness might involve. In the interest of situating these questions in historical context, I first summarize Kant’s, Hegel’s, and Habermas’s respective accounts of the relationship between belief in God and philosophical knowledge. I then further situate critical philosophy’s appropriation of God by way of a discussion of how some of this appropriation’s fiercest critics—existentialists such as Sartre, Shestov, and Kierkegaard—object to its (...)
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  • Comments and Critique.Patrick Heelan - 1989 - Science in Context 3 (2):477-488.
    The ArgumentIn this rejoinder to Gyorgy Markus, I argue that although there are nonphilosophical hermeneutical studies of communication among scientists from which much can be learned about scientific practices, there is also the philosophical genre of a hermeneutics of natural science, with which this paper is concerned. The former is the nonphilosophical use of hermeneutics in the study of texts and historical sources; the latter is a philosophy pursued within a working canon of philosophical works defined principally by the writings (...)
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  • Philosophical hermeneutics and the project of Hans Georg Gadamer: implications for nursing research.Kenneth Walsh - 1996 - Nursing Inquiry 3 (4):231-237.
    The paper begins with an overview of the historical roots of philosophical hermeneutics grounded in the work of Husserl and Heidegger. It goes on to explore the philosophical hermeneutics of Hans Georg Gadamer as a philosophy useful to nursing research. The four concepts of prejudice, the fusion of horizons, the hermeneutic circle and play are discussed, as are the implications these concepts have for nursing research. These concepts have been utilized in the author's own research and examples from this research (...)
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  • Dwelling with stories that haunt us: building a meaningful nursing practice.Judy Rashotte - 2005 - Nursing Inquiry 12 (1):34-42.
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  • Anticipations of Hans Georg Gadamer’s Epistemology of History in Benedetto Croce’s Philosophy of History.Cody Franchetti - 2013 - Open Journal of Philosophy 3 (2):273-277.
    In "Truth and Method" Hans Georg Gadamer revealed hermeneutics as one of the foundational epistemological elements of history, in contrast to scientific method, which, with empiricism, constitutes natural sciences’ epistemology. This important step solved a number of long-standing arguments over the ontology of history, which had become increasingly bitter in the twentieth century. But perhaps Gadamer’s most important contribution was that he annulled history’s supposed inferiority to the natural sciences by showing that the knowledge it offers, though different in nature (...)
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  • Sensory Pedagogy: Understanding and encountering children through the senses.Eva Johansson & Gunvor Løkken - 2014 - Educational Philosophy and Theory 46 (8):886-897.
    In the present article we aim to explore the link between Merleau-Pontyan phenomenology and what we call sensory pedagogy. The latter connects to recent sensory ethnography as presented by S. Pink (Sensory ethnography. London: Sage; 2009). We discuss how these thoughts can be put to work in toddler pedagogy. This kind of sensory pedagogy challenges teachers to understand and encounter children through their embodied mind and senses.
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  • Nominalism and History.Cody Franchetti - 2013 - Open Journal of Philosophy 3 (3):401-412.
    The paper focuses on Nominalism in history, its application, and its historiographical implications. By engaging with recent scholarship as well as classic works, a survey of Nominalism’s role in the discipline of history is made; such examination is timely, since it has been done but scantily in a purely historical context. In the light of recent theoretical works, which often display aporias over the nature and method of historical enquiry, the paper offers new considerations on historical theory, which in the (...)
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  • A Pluralist Conception of Play.Randolph Feezell - 2010 - Journal of the Philosophy of Sport 37 (2):147-165.
    The philosophical and scientific literature on play is extensive and the approaches to the study, description, and explanation of play are diverse. In this paper I intend to provide an overview of approaches to play. My interest is in describing the most fundamental categories in terms of which play is characterized, explained, and evaluated. Insofar as these categories attempt to describe what kind of reality we are talking about when we make claims about play, I hope to clarify the metaphysics (...)
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  • Did Foucault Revolutionize History?Cody Franchetti - 2011 - Open Journal of Philosophy 1 (2):84-89.
    With the pretext of analyzing Foucault’s contribution to history, the paper is an essay on the philosophy of history. It is shaped, fundamentally, as an answer to the historian Paul Veyne’s essay, “Foucault Revolutionizes History” (1978) and his assertions on Foucault and historical methodology; Veyne claimed Foucault to have revolutionized the discipline of history thanks to his singular gaze and his profound skepticism. The paper counters Veyne’s assertions on both Foucault and Veyne’s historiography and seeks to provide a concept of (...)
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  • The phenomenology of everyday expertise and the emancipatory interest.Brian O’Connor - 2013 - Philosophy and Social Criticism 39 (9):0191453713498388.
    This is a critical theoretical investigation of Hubert Dreyfus’ ‘phenomenology of everyday expertise’ (PEE). Operating mainly through the critical perspective of the ‘emancipatory interest’ the article takes issue with the contention that when engaged in expert action human beings are in non-deliberative, reason-free absorption. The claim of PEE that absorbed actions are not amenable to reconstruction places those actions outside the space of reasons. The question of acting under the wrong reasons – the question upon which the emancipatory interest rests (...)
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  • The Ethics of Neuroscience and the Neuroscience of Ethics: A Phenomenological–Existential Approach.Christopher J. Frost & Augustus R. Lumia - 2012 - Science and Engineering Ethics 18 (3):457-474.
    Advances in the neurosciences have many implications for a collective understanding of what it means to be human, in particular, notions of the self, the concept of volition or agency, questions of individual responsibility, and the phenomenology of consciousness. As the ability to peer directly into the brain is scientifically honed, and conscious states can be correlated with patterns of neural processing, an easy—but premature—leap is to postulate a one-way, brain-based determinism. That leap is problematic, however, and emerging findings in (...)
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  • Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization.Staffan Selander - 2007 - Studies in Philosophy and Education 27 (4):267-281.
    In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. It (...)
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  • Education, Schooling, Derrida’s Marx and Democracy: Some Fundamental Questions.Nick Peim - 2012 - Studies in Philosophy and Education 32 (2):171-187.
    Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida’s spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to (...)
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  • The Second Person in the Theory of Mind Debate.Monika Dullstein - 2012 - Review of Philosophy and Psychology 3 (2):231-248.
    It has become increasingly common to talk about the second person in the theory of mind debate. While theory theory and simulation theory are described as third person and first person accounts respectively, a second person account suggests itself as a viable, though wrongfully neglected third option. In this paper I argue that this way of framing the debate is misleading. Although defenders of second person accounts make use of the vocabulary of the theory of mind debate, they understand some (...)
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  • (1 other version)Horizons of hermeneutics: Intercultural hermeneutics in a globalizing world. [REVIEW]Jos de Mul - 2011 - Frontiers of Philosophy in China 6 (4):628-655.
    Starting from the often-used metaphor of the “horizon of experience” this article discusses three different types of intercultural hermeneutics, which respectively conceive hermeneutic interpretation as a widening of horizons, a fusion of horizons, and a dissemination of horizons. It is argued that these subsequent stages in the history of hermeneutics have their origin in—but are not fully restricted to—respectively premodern, modern and postmodern stages of globalization. Taking some striking moments of the encounter between Western and Chinese language and philosophy as (...)
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  • Politicizing Brandom's Pragmatism: Normativity and the Agonal Character of Social Practice.Thomas Fossen - 2014 - European Journal of Philosophy 22 (3):371-395.
    This paper provides an agonistic interpretation of Robert Brandom's social-pragmatic account of normativity. I argue that social practice, on this approach, should be seen not just as cooperative, but also as contestatory. This aspect, which has so far remained implicit, helps to illuminate Brandom's claim that normative statuses are ‘instituted’ by social practices: normative statuses are brought into play in mutual engagement, and are only in play from an engaged social perspective among others. Moreover, in contrast to a positivist or (...)
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  • Moral Learning in an Integrated Social and Healthcare Service Network.Merel Visse, Guy A. M. Widdershoven & Tineke A. Abma - 2012 - Health Care Analysis 20 (3):281-296.
    The traditional organizational boundaries between healthcare, social work, police and other non-profit organizations are fading and being replaced by new relational patterns among a variety of disciplines. Professionals work from their own history, role, values and relationships. It is often unclear who is responsible for what because this new network structure requires rules and procedures to be re-interpreted and re-negotiated. A new moral climate needs to be developed, particularly in the early stages of integrated services. Who should do what, with (...)
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  • Lived Relationality as Fulcrum for Pedagogical–Ethical Practice.Tone Saevi - 2011 - Studies in Philosophy and Education 30 (5):455-461.
    What is the core of pedagogical practice? Which qualities are primary to the student–teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially sensed, as well as phenomenologically described and interpreted, precedes educational methods and theories and profoundly challenges educational practice and reflection. The paper highlights the aporetic character of pedagogical practice, reflection and research (...)
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  • Holding an Aristotelian Mirror to Confucian Ethics?Yang Xiao - 2011 - Dao: A Journal of Comparative Philosophy 10 (3):359-375.
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  • Education as Dialogue.Tasos Kazepides - 2012 - Educational Philosophy and Theory 44 (9):913-925.
    The purpose of this paper is to show that genuine dialogue is a refined human achievement and probably the most valid criterion on the basis of which we can evaluate educational or social policy and practice. The paper explores the prerequisites of dialogue in the language games, the common certainties, the rules of logic and the variety of common virtues; defends dialogue as a normative concept and interprets the principles of dialogue as extensions of its prerequisite virtues. Finally, it examines (...)
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  • Understanding through appropriation in interreligious dialogue on ethics.Ariane Hentsch Cisneros - 2011 - Journal of Religious Ethics 39 (2):246-259.
    In today's globalized world, we need to communicate values clearly and constructively across cultures and religions to avoid misunderstanding and conflict and to find shared solutions to the issues affecting human communities across the world. This communication is not easy to implement and requires a considerable amount of commitment and empathy. To be effective, intercultural and interreligious dialogues on ethics demand, first of all, an accommodation of different epistemologies coupled with a sincere respect for their richness and internal coherence. Furthermore, (...)
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  • A critique of Bernstein’s beyond objectivism and relativism: science, hermeneutics, and praxis. [REVIEW]Jonathan Matusitz & Eric Kramer - 2011 - Poiesis and Praxis 7 (4):291-303.
    This analysis comments on Bernstein’s lack of clear understanding of subjectivity, based on his book, Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis. Bernstein limits his interpretation of subjectivity to thinkers such as Gadamer and Habermas. The authors analyze the ideas of classic scholars such as Edmund Husserl and Friedrich Nietzsche. Husserl put forward his notion of transcendental subjectivity and phenomenological ramifications of the relationship between subjectivity and objectivity. Nietzsche referred to subjectivity as perspectivism, the inescapable fact that any and (...)
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  • Experiences of exclusion when living on a ventilator: reflections based on the application of Julia Kristeva's philosophy to caring science.Berit Lindahl - 2011 - Nursing Philosophy 12 (1):12-21.
    The research presented in this work represents reflections in the light of Julia Kristeva's philosophy concerning empirical data drawn from research describing the everyday life of people dependent on ventilators. It also presents a qualitative and narrative methodological approach from a person‐centred perspective. Most research on home ventilator treatment is biomedical. There are a few published studies describing the situation of people living at home on a ventilator but no previous publications have used the thoughts in Kristeva's philosophy applied to (...)
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  • Honoring (Recollecting) Our Memory of Peter McHugh as Social Theorist.Kenneth Colburn & Mary C. Moore - 2010 - Human Studies 33 (2-3):271-279.
    The recent death of Peter McHugh becomes an occasion for the remembrance and recollection of the distinctive form of reflexive or analytic social inquiry, which framed his work and that of his longtime friend and collaborator, Alan Blum. Following dual appointments at York University, Toronto, Canada in 1972, Blum and McHugh’s partnership formed the basis for a community of scholars and students throughout the 1970s, 1980s, and 1990s. A brief review of McHugh and Blum’s works shows theoretical roots in social (...)
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  • A reply to Anne Kull, Eduardo Cruz, and Michael DeLashmutt.Bronislaw Szerszynski - 2006 - Zygon 41 (4):811-824.
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  • Phenomenology and Education: An introduction.Gloria Dall’Alba - 2009 - Educational Philosophy and Theory 41 (1):7-9.
    The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are. It involves (...)
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  • The Hermeneutics of the Causal Powers of Meaningful Objects.Amit Ron - 2010 - Journal of Critical Realism 9 (2):155-171.
    Much of the interest of critical realists in the hermeneutic character of social inquiry has been shaped by debates with critics. Critical realists insist that the meaningful character of societies does not exclude the possibility of treating them as objects that have causal powers and that these objects are more than the sum-total of their meanings. In what follows, I want to go beyond this debate. Working within critical realist ontology, the question I want to ask is what kind of (...)
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