The aim of this study was to understand how nurses experience patients’ dignity in Swedish medical wards. A hermeneutic approach and Flanagan’s critical incident technique were used for data collection. Twelve nurses took part in the study. The data were analysed using hermeneutic text interpretation. The findings show that the nurses who wanted to preserve patients’ dignity by seeing them as fellow beings protected the patients by stopping other nurses from performing unethical acts. They regard patients as fellow human beings, (...) friends, and unique persons with their own history, and have the courage to see when patients’ dignity is violated, although this is something they do not wish to see because it makes them feel bad. Nurses do not have the right to deny patients their dignity or value as human beings. The new understanding arrived at by the hermeneutic interpretation is that care in professional nursing must be focused on taking responsibility for and protecting patients’ dignity. (shrink)

There is a scarcity of research on men’s experience of bereavement (Reiniche, 2006), particularly in relation to qualitative research that focuses on the meaning of such an experience. This paper seeks to address this scarcity by presenting the findings from a phenomenological study of the lifeworlds of a small number of bereaved men. The study looked specifically at how the loss of a spouse influences men’s experience of meaning, grief and loss. Three men aged between 32 and 54 years old (...) who had all lost their partners to cancer between 3 and 7 years ago were interviewed. The hermeneutic phenomenological method of Van Manen (1990) was used to uncover three key themes, labelled grief and self-reflection, meaning of life and loss, and refiguring the life-world. These themes are discussed in the light of broader existential concerns and the extant literature. (shrink)

A number of writers have picked out the way knowledge in the human sciences reflexively alters the human subject as what separates these sciences from the natural sciences. Furthermore, they take this reflexivity to be a condition of moral existence. The article sympathetically examines this emphasis on reflexive processes, but it rejects the particular conclusion that the reflexive phenomenon enables us to demarcate the human sciences. The first sections analyse the different meanings that references to reflexivity have in the psychological (...) and social sciences, in philosophy and in material life, and they link these meanings to the post-positivist philosophy of the social sciences. The discussion considers the problems raised (most influentially in the human sciences by Foucault) by being reflexive about reflexivity itself. They put a large question mark against hopes for a revived philosophical anthropology. Whatever the philosophical arguments, however, there is clearly a reflexive practice in the humanities and human sciences which there is not in the natural sciences. This leads to the argument that there are different forms of knowledge for different purposes and that it may therefore be divergence of purpose, not reflexivity itself, that creates differences among the sciences. It is the fact and purpose of human self-reflection that marks out the human sciences. If this is so, then it explains why an apparently circumscribed question about the classification of knowledge turns out to be inseparable from ontological and moral questions about human identity. (shrink)

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 (...) his-tory that is more nuanced and conscious of the human sciences’ ontology and duties. To do so, the paper en-gages with a number of historical currents, thinkers, and concepts, which shape historical inquiry. (shrink)

The purpose of this paper is to study the expressive part of game performance in soccer by introducing the concept of theatricality to describe a special form of expression. The aim is to contribute to the understanding of game performance by looking into the appearance, role and value of theatricality. The main argument of the paper is that theatricality can describe an important, but rarely noticed performance aspect, as it provides a unifying concept for expressive distancing in four dimensions of (...) the players? life-worlds: the subjective, intersubjective, collective and institutional. By explicating the value of this kind of expression in soccer the paper can provide a philosophical basis for including theatricality in performance and development strategies. (shrink)

Ken Wilber insists that valid knowledge must be derived from paradigms: sets of injunctions and social practices that lead to replicable experiences. In this article, I examine Wilber's claims that the theory still includes the essentials of premodern traditions, because the essentials of those traditions consist of a phenomenological core of practices leading to mystical experience. Drawing on the works of Robert Sharf and Wilhelm Halbfass and on close readings of primary texts, this article argues that mystical paradigms of replicable (...) experience are not in fact the essentials of these traditions--neither for the majority of practitioners nor even for their revered teachers or masters. The article concludes with a discussion of the implications of this point for constructive integral work. (shrink)

This paper explores the influence and use of agrarian thought on collective understandings of food practices as sources of ethical and communal value in urban contexts. A primary proponent of agrarian thought that this paper engages is Paul Thompson and his exceptional book, The Agrarian Vision. Thompson aims to use agrarian ideals of agriculture and communal life to rethink current issues of sustainability and environmental ethics. However, Thompson perceives the current cultural mood as hostile to agrarian virtue. There are two (...) related claims of this paper. The first argues that contrary to Thompson’s perception of hostility, agrarian thought is popularly and commercially mobilized among urban populations. To establish this claim I extend Charles Taylor’s notion of a social imaginary and suggest that urban agriculture can be theorized as an agrarian imaginary. Entwined with the first claim is the second, that proponents selectively use agrarian history to overemphasis a narrative of virtue while ignoring or marginalizing historical practices of agrarian violence, exclusion and dispossession. I do not discount or deny the significance of agrarian virtue. By situating agrarian thought within a clearer virtue ethics framework and acknowledging potential manifestation of agrarian vice, I suggest that the idea of agrarian virtue is strengthened. (shrink)

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 (...) – is thereby rendered groundless. A further difficulty for the emancipatory interest is the elimination by PEE of reflective agency. Framing expert action as perception- and affordance-driven, PEE diminishes practical reasoning. Furthermore, it understands freedom – consistently with its notion of action as affordance – as primarily the capacity of human beings to submit themselves to processes rather than to step back reflectively from them. Several criticisms of the philosophical delimitations created by methodology of PEE – phenomenology – are also developed. (shrink)

According to the received translational interpretation of incommensurability, incommensurability is viewed as untranslatability due to radical variance of meaning or reference of the terms in two competing scientific languages. The author argues that the translational approach to incommensurability does not effectively clarify the concept of incommensurability. Since it cannot provide us with tenable, integrated concept of incommensurability, it should be rejected.

What the authors attempt to address in this paper is a Kantian question: not whether, but how is cross -cultural understanding possible? And specifically, what is a more effective approach for cross -cultural understanding? The answer lies in an analysis of two different models of cross -cultural understanding, that is, propositional and hermeneutic understanding. To begin with, the author presents a linguistic interpretation of culture, i.e., a culture as a linguistically formulated and transmitted symbolic system with its conceptual core as (...) a scheme of basic cultural presuppositions, which it referred to as a cultural language. After exploring the essential role of cultural presuppositions in cross -cultural understanding, the author discusses the traditional model of cross -cultural understanding, namely, the propositional model. Through critically examining the two popular versions of the propositional model, i.e., the projective approach and the adoptive approach to cross -cultural understanding, it is found that cross -cultural propositional understanding is doomed to failure. To move us beyond the absolutism -relativism trap embedded within propositional understanding, the author first introduces and discusses Hans-Georg Gadamer’s hermeneutic understanding, and then applies Hans-Georg Gadamer’s hermeneutic model of understanding to cross -cultural understanding. It is finally concluded that cross -cultural understanding is essentially hermeneutic—including the case of cultural learning, not propositional. Therefore, cross -cultural understanding is hermeneutically possible. (shrink)

To claim that there is a politics to or expressed within media technology is of course by no means new, but it remains controversial and not always well understood. Walter Benjamin’s (1986b) essay from 1936 on the political import of media technology is often regarded as the starting point of such discussions, since it foregrounds a key theme in critical theory, namely the politics of perception. In what follows, I would like to review the importance of the politics of perception (...) by first outlining Benjamin’s political analysis of cinema and then engaging with a critique of Benjamin by recent American cognitivist philosophy. This will allow a consideration of the competing phenomenological cognitive science of embodied cognition that I argue offers a better account of the mind and cognition than cognitivism. As a result of this analysis of cognition, I conclude that the philosophy of embodied cognition supports Benjamin's political theory of media technology. (shrink)

In the first part of this article we briefly describe the design and development of a Consciousness Studies concentration at Goddard College, a student centered, progressive educational institution in the northeastern United States. We emphasize the tensions we experienced between different orientations in Consciousness Studies and especially the one related to the scientific and transpersonal ends of the spectrum of consciousness. In the second part, we relate the scientific‐transpersonal issue that we experienced at Goddard to the broader theory and practice (...) of Consciousness Studies. We also link the latter to the so‐called explanatory gap between third and first person forms of consciousness and the call for first person methods of exploring consciousness. Our conclusion is that the scientific approach has the edge and is at risk of assimilating other approaches to the detriment of Consciousness Studies. In our view, the future development of Consciousness Studies, both in theory and practice, requires several different approaches from the scientific to the transpersonal and privileging one is to narrow the field of possibilities and to risk falling prey to one‐sidedness. (shrink)

This essay explores the dialectics of theory and practice in terms of argumentation theory. Adapting Jonsen and Toulmin's (1988) notion of a Theory-Practice spectrum, it conceives Theory and Practice as extreme ends of a continuum and discourses as falling at various points along the continuum. Every theoritical discourse has essential practical aspects, and every practical discourse has essential theoretical aspects. Practices are theorized to varying degrees but every practice is thorized to some degree. Reflective discourse, which is discourse about practice, (...) moves to and fro along the Theory-Practice continuum. Reflective discourse involves argumentation. Practical argumentation connects theory to practice; it appeals to general warrants, which may be simple or may tap into elaborate conceptual structures, in order to establish grounds for practical judgments. A practical discipline is a relatively coherent intellectual-professional enterprise that cultivates a field of social practice by engaging within itself and with practitioners in a reflective discourse. The argumentation of a practical discipline, like ordinary practical reflection, moves to and fro along the Theory-Practice continuum but in more methodical steps informed by systematic methodological reflection on the reflective process itself. (shrink)

The concept of experience by John Dewey revisited: conceiving, feeling and “enliving”. Dewey takes a few steps towards a differentiation of the concept of experience, such as the distinction between primary and secondary experience, or between ordinary (partial, raw, primitive) experience and complete, aesthetic experience. However, he does not provide a systematic elaboration of these distinctions. In the present text, a differentiation of Dewey’s concept of experience is proposed in terms of feeling, “enliving” (a neologism proposed in this paper) and (...) conceiving. Feeling refers to the basic mode of experience where action, emotion, cognition and communication constitute an original unity. Enliving, aesthetic experience, constitutes the lifeworld, as a person-in-world experience. Even though enliving is holistic and relational, a certain distance emerges between action, emotion and cognition which allows contemplation and choice. Conceiving, on the other hand, refers to the isolating and abstracting understanding of the world with even greater distance between action, emotion and cognition. Such a differentiation provides a clearer understanding of the scope of education. It avoids the risks of regressive tendencies in the concept of experience, and it helps to include conceiving within the realm of experience. (shrink)

There has been much philosophical interest regarding the ‘hierarchy of evidence’ used to determine which study designs are of most value for reporting on questions of effectiveness, prognosis, and so on. There has been much less philosophical interest in the choice of outcome measures with which the results of, say, an RCT or a cohort study are presented. In this paper, we examine the FDA’s recently published guidelines for assessing the psychometric adequacy of patient-reported outcome measures. We focus on their (...) recommendations for demonstrating content validity and also for how researchers should weigh up the sum of psychometric evidence when choosing these measures. We argue that questions regarding judgment and understanding meaning of these measures should play a more central role in determining their adequacy. (shrink)

According to David Chalmers, the hard problem of consciousness consists of explaining how and why qualitative experience arises from physical states. Moreover, Chalmers argues that materialist and reductive explanations of mentality are incapable of addressing the hard problem. In this chapter, I suggest that Chalmers’ hard problem can be usefully distinguished into a ‘how question’ and ‘why question,’ and I argue that evolutionary biology has the resources to address the question of why qualitative experience arises from brain states. From this (...) perspective, I discuss the different kinds of evolutionary explanations (e.g., adaptationist, exaptationist, spandrel) that can explain the origins of the qualitative aspects of various conscious states. This argument is intended to clarify which parts of Chalmers’ hard problem are amenable to scientific analysis. (shrink)

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 (...) liberate education from its present enclosure. This rereading of the field of education in the light of an account of the fundamental ontology of its key institution problematizes all rhetorics of education as social salvation. Education, it proposes, cannot be conceived as the ideal soul of a corrupted or as yet defective body, the school. Education—having taken on the character of an ontotheological principle—has become a governmental instrument as much as its specific institutions. This ontological condition can be understood within various accounts of the nature of contemporaneity. This paper considers the monstrous proposal that education be abandoned as the grounds for social, ethical and cultural redemption. The good news is that this abandonment opens the possibility for thinking beyond education, a beyond that is also beyond the strictures of instrumental rationality. (shrink)

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 (...) of the core expressions in a different way. I will illustrate this claim by focusing on Reddy’s and Gallagher’s accounts and argue that these authors use the notions of knowing and of understanding other minds differently than traditionally assumed. As a consequence, second person accounts thus conceived do not directly address the questions that gave rise to the theory of mind debate. They invite us, however, to critically reflect upon the way the debate has been set up. (shrink)

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

The current discussions of conceptual schemes and related topics are misguided; for they are based on a tacit assumption that the difference between two schemes consists in the different distributions in truth-values. I argue that what should concern us, in the discussions of conceptual schemes and related issues, is not truth-values of assertions, but rather the truth-value-status of the sentences used to make the assertions. This is because the genuine conceptual innovation between alternative theories or languages does not lie in (...) differences in determining truth-values of their sentences, but turns on whether these sentences have truth-values when considered within the context of a competing one. This new interpretation of the notion of conceptual schemes, which I refer to as presuppositional languages, is not only good in itself—for establishing the intelligibility and tenability of the notion—but quite beneficial in its effect on other related issues. (shrink)

Organization ethics praxis is theory and method of appropriate action for addressing ethics issues and developing ethical organizations. The perspective of praxis (theory and method of action) is important and different from the perspectives of theoria (theory of understanding), epistemology (ways of knowing), and ontology (ways of being/existing). Praxis is the least developed area within the field of organization ethics. Differences between theoria and praxis are considered within the context of Kohlberg—Gilligan developmental ethics where part of the controversy may be (...) unnecessary due to Kohlberg’s concentrating on epistemology and theoria, but not praxis; and, Gilligan’s considering aspects of praxis with epistemology and theoria. Differences between epistemology and praxis perspectives are considered in the contexts of two cases: Socratic “double-loop” action-learning conversations the night before the Challenger explosion; and, “triple-loop״ action-learning in a cross-cultural Boston—Indonesia child worker safety, acid-washed jeans case. (shrink)

This article is a response to Jonathan Smith’s attempted rebuttal to the accusations I had made that Interpretative Phenomenological Analysis’s methodical procedures did not meet generally accepted scientific criteria. Each of Smith’s defenses was carefully examined and found to be lacking. IPA’s claim to have roots in contemporary phenomenological philosophy was found to be seriously deficient and its claim that it has a basis in hermeneutics was superficial. IPA’s hesitation to proclaim fixed methods makes the possibility of replication of IPA (...) studies impossible and thus it makes the fulfillment of an important scientific criterion impossible. Its claim that its findings are subjective fails to meet the important scientific criterion of objectivity or even intersubjectivity. Consequently, the claims that I made in my original article were basically sustained and repeated. (shrink)

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 (...) example, the particular merits and flaws of these three types of hermeneutics are being discussed. The claim defended is that although these different types of hermeneutics are mutually exclusive from a theoretical point of view, as interpreting beings in the current era we depend on each of these distinct hermeneutic practices and cannot avoid living them simultaneously. (shrink)

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 (...) example, the particular merits and flaws of these three types of hermeneutics are being discussed. The claim defended is that although these different types of hermeneutics are mutually exclusive from a theoretical point of view, as interpreting beings in the current era we depend on each of these distinct hermeneutic practices and cannot avoid living them simultaneously. (shrink)

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 (...) conventionalist understanding of Brandom's work, it shows that the possibility of a critical stance toward existing practices is not only compatible with, but already implicit in this form of pragmatism. This can be made explicit with the notion of farcical practices: practices that are treated merely as if they institute genuine commitments and entitlements. Interpreting a practice as farcical is taking a critical stance toward it, and this possibility is inherent in Brandom's theoretical framework. This opens the way for a fruitful appropriation of Brandom's pragmatism for social and political philosophy. (shrink)

An argument is made for the relevance of phenomenological hermeneutics to economics, with special attention to recent debates on hermeneutics among economists of the Austrian school of Ludwig von Mises and F. A. Hayek. Hermeneutics is explicated in the context of Husserlian phenomenology, with special attention to phenomenology's Aristotelian roots. Naive and methodological forms of ?objectivism?; are contrasted with hermeneutics, which recovers the horizons of scientific knowledge: the whole, and the activities of the human knower. Finally, the charges that hermeneutics (...) entails pernicious forms of relativism and historicism are confronted. (shrink)

Recent writers in the libertarian tradition have suggested a natural affinity between hermeneutics and libertarian politics. This case is not persuasive. We look at two different ways the link has been attempted. In one, markets themselves are seen as constituting a hermeneutic conversation of sorts. A second approach uses hermeneutics to underpin the traditional liberal confinement of the state to setting the rules of the game—to matters of the right as opposed to the good. But the conception of the self (...) that emerges from hermeneutic thought leads to a communitarian rather than a liberal politics. (shrink)

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 (...) whom and why? Departing from a relational and hermeneutic perspective, this article shows that professionals in integrated service networks embark upon a moral learning process when starting to work together for the client’s benefit. In this context, instrumental ways of thinking about responsibilities are actually counterproductive. Instead, professionals need to find out who they are in relation to other professionals, what core values they share and what responsibilities derive from these aspects. This article demonstrates moral learning by examining the case of an integrated social service network. The network’s development and implementation were supported by responsive evaluation, enriched by insights of care ethics and hermeneutic ethics. (shrink)

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist (...) elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives. (shrink)

This paper praises and criticizes Peter-Paul Verbeek's What Things Do (2006). The four things that Verbeek does well are: (1) remind us of the importance of technological things; (2) bring Karl Jaspers into the conversation on technology; (3) explain how technology "co-shapes" experience by reading Bruno Latour's actor-network theory in light of Don Ihde's post-phenomenology; (4) develop a material aesthetics of design. The three things that Verbeek does not do well are: (1) analyze the material conditions in which things are (...) produced; (2) criticize the social-political design and use context of things; and (3) appreciate how liberal moral-political theory contributes to our evaluation of technology. (shrink)

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 (...) the social conditions that are conducive to dialogue and those that frustrate it. (shrink)

Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into how (...) hermeneutical understanding of the phenomena of students' lived experience can catapult both students and teachers into the personal growth and development in a reciprocal way. It is my hope that such an understanding will facilitate an educational aim that focuses on the ontology of being and becoming while students' existence is brought to the center of teaching and learning. (shrink)

Humans are capable of understanding an incredible variety of actions performed by other humans. Even though these range from primary biological actions, like eating and fleeing, to acts in parliament or in poetry, humans generally can make sense of each other’s actions. Understanding other people’s actions is called action understanding, and it can transcend differences in race, gender, culture, age, and social and historical circumstances. Action understanding is the cognitive ability to make sense of another person’s action by integrating perceptual (...) information about the behavior with knowledge about the immediate and sociocultural contexts of the action and with one’s own experience. Scholars are increasingly dissatisfied with monodisciplinary approaches to understanding human action. Such one-sidedness can rest upon various motives. For example, “hermeneutic interpretations” of action understanding tend to emphasize historical and cultural influences while overlooking that ultimately such influences depend upon individual cognitive processes. This has provoked criticism of the corresponding assumption that humans are born as a “blank slate” and that culture is solely responsible for all cognitive contents. However, such critique in turn easily slides into an overemphasis on the biology of human nature and a denial of sociocultural influences on cognition (Pinker, 2003). Fortunately, recent interdisciplinary endeavors have shown that an interdisciplinary approach is preferable when investigating complex functions like action understanding. The purpose of this chapter is to propose a “mechanism-based explanation” of action understanding that will provide a theoretical framework for integrating various and often conflicting disciplinary insights. (shrink)

Continental philosophy of science has developed alongside mainstream analytic philosophy of science. But where continental approaches are inclusive, analytic philosophies of science are not–excluding not merely Nietzsche’s philosophy of science but Gödel’s philosophy of physics. As a radicalization of Kant, Nietzsche’s critical philosophy of science puts science in question and Nietzsche’s critique of the methodological foundations of classical philology bears on science, particularly evolution as well as style (in art and science). In addition to the critical (in Mach, Nietzsche, Heidegger (...) but also Husserl just to the extent that continental philosophy of science tends to depart from a reflection on the crisis of foundations), other continental philosophies of science include phenomenology (Husserl, Bachelard, Merleau‐Ponty, etc.) and hermeneutics (Heidegger, Gadamer, Heelan, etc.), especially incorporating history of science (Nietzsche, Mach, Duhem, Butterfield, Feyerabend, etc.). Examples are drawn from the philosophy of sciences (chemistry, geology, and biology) other than physics. (shrink)

In recent years, there has been a marked increase in the use of imaginative play in child psychotherapy, yet the theoretical conceptualization of the meaning of play is lacking behind its application in practice. In search of a deeper understanding of the phenomenon of imaginative play, the author turns to Merleau-Ponty's ontology and to his phenomenology of structure, of the lived body, of perception, and of expression. In light of his work, play is an embodied mode of being in the (...) world and a body-world phenomenon. Imaginative play in particular exemplifies the human order in that it enables the child to create and re-create his own meanings within his play world. In a therapeutic context, the evocation of play imagery and the expressive shaping and reshaping of play meanings lead to surprising insights and new discoveries relevant to the child's life-world. A central therapeutic value of imaginative play lies in its promise for facilitating change and healing. A clinical case illustration of a young boy is provided, and the meaning of his imaginative play is exemplified in light of Merleau-Ponty's thought. Some implications are drawn for the theory of play in child psychotherapy. (shrink)

This paper explores the dominant rational approach to informed consent and challenges the appropriateness of this approach to ethical decision‐making with people with dementia. In dementia care a dominant assumption exists that people are not autonomous because of their inability to make decisions and exercise freedom of choice. The rational understanding of autonomy being the capacity to exercise freedom of choice means that health and social care professionals feel justified in making decisions on behalf of the person with dementia. If (...) a person cannot consent to an intervention then a proxy is used to make the decision. This paper argues that such an approach reinforces the mind‐body dualism that dominates health and social care discourse. Whilst acknowledging the place of proxy decision‐making, it is argued that there is a need to hear the voice of the person with dementia that goes beyond rational understandings of what is heard and that does not reinforce separation of the mind and body. An understanding of the person through their ‘narrative identity’ is proposed and illustrated through a case example. Drawing on the philosophy of Ricoeur it is argued that an individual's narrative identity can be developed and used to underpin informed consent decisions. Using a case example it is argued that paying attention to an individual's narrative identity provides a way of respecting the autonomy of the individual with dementia in a way that is consistent with their overall life plan. (shrink)

. In Aristotle's account, corrective and distributive justice are not particular substantive ideals, but are rather the formal patterns that inhere in interactions and in the legal arrangements that regulate them. Corrective and distributive justice are the structures of ordering internal to transactions and distributions, respectively. The Aristotelian. forms of justice thus constitute the rationality immanent to the relation ships of mutually external beings. This article stresses Aristotle's formalism, contrasting it to modem instrumental conceptions of legal rationality, and defending it (...) against Kelsen's allegations of emptiness. The article concludes with the suggestion that corrective justice, as the conceptual pattern that makes private law what it is, can be considered the formal and final cause of private law. (shrink)

The critical resources furnished bydeconstruction have more than occasionally beenturned with negative effect on traditional andmore recent conceptions of liberal learning,including the reaffirmation of the humanitiesassociated with philosophical hermeneutics. Thefirst two sections of the paper review thecontrasting and mutually opposed stancestowards learning represented by earlyformulations of deconstruction and ofhermeneutics. An exploration is thenundertaken in the later sections ofdevelopments that have taken place in bothdeconstruction and hermeneutics since theDerrida-Gadamer encounter in Paris in 1981.While not in any sense assimilatinghermeneutics to deconstruction or (...) vice versa,this exploration identifies significant shiftsin later formulations of both which provide amore inclusive context for understandinglearning as a human undertaking, including theidentification of tensions that are morepromising than negative. (shrink)

For young children, learning begins in conversation contexts such as schools. The author of this paper contends that talk activities are fundamental to future knowledge and understanding. Implicit is critique of a current British model that values the practice of speaking through effective talk. This view is contrasted to one centered on expressive speech and authentic listening.

The purpose of this article is to show the waysin which education can be centered on the bodyas the subject of experience, rather thanas an object or an absent entity. Pedagogicalpractices that emphasize a conscious awarenessof embodiment provide opportunities forstudents to learn in a holistic manner. Sincethe body is the way in which we experience theworld, mediating all processes of learning, allexperience is therefore embodied (Levin, 1985). Recognizing the body as subject of being ratherthan as object acknowledges that beneath theattempts (...) to separate aspects of our being,which often occurs in educational settings,there exists an underlying, unified being thatis not subject to separation (Welton, 1998). (shrink)

Why a hermeneutical philosophy of the natural sciences? It is necessary to address the philosophic crisis of realism vs relativism in the natural sciences. This crisis is seen as a part of the cultural crisis that Husserl and Heidegger identified and attributed to the hegemonic role of theoretical and calculative thought in Western societies. The role of theory is addressed using the hermeneutical circle to probe the origin of theoretic meaning in scientific cultural praxes. This is studied in Galileo's discovery (...) of the phases of Venus; the practice of measurement; the different theories and practices of space perception; the historicality and temporality of scientific research communities which ground paradigm change; and the process of discovery. The paper draws particularly from the work of Heidegger. Though envisaging all science and scholarship, the highlighted theme is research in the natural sciences. (shrink)

The principle of openness is central to human science approaches to research where the researcher becomes closely involved with the phenomenon under study. This article addresses both the practical and theoretical challenges that confront the researcher who seeks to be open. It also clarifies the meaning of the concept of openness and considers its relationship to the ideal of objectivity. Openness, it is argued, is neither an enduring state nor a trait but requires an ongoing struggle and has different forms (...) at various stages in the research process. Integral to this process is the experience of "being in the dark" which makes it especially difficult for the researcher to remain open. Various ways of managing this experience are presented. (shrink)

Kafka's writings are frequently interpreted as representing the historical period of modernism in which he was writing. Little attention has been paid, however, to the possibility that his writings may reflect neural mechanisms in the processing of self during hypnagogic (i.e., between waking and sleep) states. Kafka suffered from dream-like, hypnagogic hallucinations during a sleep-deprived state while writing. This paper discusses reasons (phenomenological and neurobiological) why the self projects an imaginary double (autoscopy) in its spontaneous hallucinations and how Kafka's writings (...) help to elucidate the underlying cognitive and neural mechanisms. I further discuss how the proposed mechanisms may be relevant to understanding paranoid delusions in schizophrenia. Literature documents and records cognitive and neural processes of self with an intimacy that may be otherwise unavailable to neuroscience. To elucidate this approach, I contrast it with the apparently popularizing view that the symptoms of schizophrenia result from what has been called an operative (i.e., pre-reflective) hyper-reflexivity. The latter approach claims that pre-reflective self-awareness (diminished in schizophrenia) pervades all conscious experience (however, in a manner that remains unverifiable for both phenomenological and experimental methods). This contribution argues the opposite: the. (shrink)

This paper delineates a postmodern discourse analysis that is positioned within a semiotic theory of language. This theory of language foregrounds the performative aspects of language usage and provides the theoretical space from which to theorize the interrelationship between social organizations or structure and social agents or individuals. Our version of discourse analysis contends that social structure is enacted (production and reproduction) through the employment of various vocabularies: social structure is not something outside of, behind, or underneath these performances, and (...) we argue that social organization is not produced by external structures operating upon or causing people to adopt certain behaviours. Rather, social structure is an effect of taking up practices and reproducing and modifying them. From this perspective, individuals are constituted by being recruited into and reproducing discursive practices. Hence, by looking at the actual employment of language – its tactical, practice dimensions – one can avoid the usual binary of seeing the person as either the autonomous origin of his or her experience or the ideological pawn of social determination. This methodology calls into question how the narratives or stories that individuals recount are imbricated within relational plays of power, and concomitantly, how subjects reauthorize their own positions. We assert that the methodological challenges of research addressing social injustice cannot be reduced to either: (i) interpersonal relationships between researcher and participants, or (ii) relegated to ‘social structures’ acting upon or outside of individuals. (shrink)