Almost a hundred years ago, John Dewey clarified the relationship between democracy and education. However, the enactment of a 'deeply democratic' educational practice has proven elusive throughout the ensuing century, overridden by managerial approaches to schooling young people and to the standardized, technical preparation and professional development of teachers and educational leaders. A powerful counter-narrative to this 'standardized management paradigm' exists in the field of curriculum studies, but is largely ignored by mainstream approaches to the professional development of educators. This (...) paper argues for a reconceptualized, differentiated, and 'disciplined' approach to the professional development of educators in democratic societies that builds capacity for curriculum leadership. In support of this proposal, we amplify the tenets of Dewey's pragmatic social and educational philosophy, which have long been at the heart of democratic educational thought, with Badiou's more contemporary thinking about the important relationships between truth as inspirational awakening, subjectification as existential commitment, and ethical fidelity as 'for all' action. (shrink)

This paper develops a new interpretation of Heidegger's concept of conscience in order to show to what extent his thought establishes the possibility of civil disobedience. The origin of conscience lies in the self's appropriation of language as inviting a reciprocal response of the other (person). By developing the social dimension of dialogue, it is showsn that conscience reveals the self in its capacity for dissent, free speech, and civil disobedience. By developing the social roots of conscience, a completely new (...) light is cast on the political implications of Heidegger's thought. (shrink)

The clinical encounter begins with presentation of an illness experience; but throughout that encounter, something else is constructed from it – a symptom. The symptom is a particular interpretation of that experience, useful for certain purposes in particular contexts. The hermeneutics of medicine – the study of the interpretation of human experience in medical terms – has largely taken the process of symptom-construction to be transparent, focussing instead on how constellations of symptoms are interpreted as representative of particular conditions. This (...) paper examines the hermeneutical activity of symptom-construction more closely. I propose a fourfold account of the clinical function of symptoms: as theoretical entities; as tools for communication; as guides to palliative intervention; and as candidates for medical explanation or intervention. I also highlight roles they might play in illness experience. I use this framework to discuss four potential failures of symptom-interpretation: failure of symptom-type and symptom-token recognition; loss of the complete picture of illness experience through overwhelming emphasis on its symptomatic interpretation; and intersubjective feedback effects of symptom description altering the ill person’s own perceptions of their phenomenal experience. I conclude with some suggestions of potential remedies for failures in the process of symptom-construction. (shrink)

Cardiovascular disease (CVD) and sustained high blood glucose as prediabetes are an established comorbidity. People's experience in reconciling these long‐term conditions requires deeper appreciation if nurses are to more effectively support person‐centred care for people who have them. Our analysis explores the initial experience of people admitted to hospital with CVD who then find they also have sustained high blood glucose. Our methodology is informed by the philosophy of Gadamer and applies interpretive description to develop an interpretation of participant experiences. (...) The major theme emerging from participant interviews was the ‘invisible disequilibrium’ characterised by three subthemes: ‘losing equilibrium’, ‘becoming embattled’ and ‘evolving illness’. This study examines CVD and prediabetes in conjunction with the Gadamerian notion of the ‘whole’, as being in a social and emotional world in which illness is also a component part. We explore how participants lived within an ‘invisible disequilibrium’, with prediabetes frequently remaining unnoticed, while CVD was manifest. To identify multiple conditions and support effective intervention to manage them as part of person‐centric care, nursing practice should explore the ‘whole’ of the person's experience, value people’s knowledge as potential indicators of complex illness, thereby reducing the risk of accelerating complex illness. (shrink)

This PhD thesis is about communication concerning nature in the Netherlands. The purpose of this exploratory study is to take both a theoretical and an empirical look at whether religious elements play a role in this communication about nature in the Netherlands. In this PhD thesis it is argued that the role of communication practitioners is to signal, articulate, and interpret normative elements in the discourse. In other words, to make congruent frames explicit and clarifying the associated world views in (...) the discourse, including that of the government itself. The government has to be impartial as possible in its communications, but the communications about nature shows that there are questions to be asked about this neutrality. Although not explicit, but through the communications of NGOs, who operate as delegated executors of the Dutch nature policy in the context of this PhD thesis, certain images, i.e., frames regarding nature are communicated. However, the question is raised to what extent the government, based on its alleged neutrality, should condition the communication of NGOs. Here, _tension can be observed. If _nature conservation NGOs communicate a specific vision about nature, using ‘religious subtexts’, the government appears to support these ‘subtexts’. For nature conservation NGOs, it is appropriate to put forth a certain opinion to raise support for their actions among the public. However, in this PhD thesis it is argued that it is not the responsibility of the government to promote a specific religiously phrased view of nature and nature policy. Hence, this PhD thesis reveals a necessity for reflection on the relationship between government and NGOs regarding their communication, i.e., awareness of distinction and a need for mutual adjustment in the case of close cooperation. The results of this PhD thesis are placed in a broader cultural context with respect to nature development. A paradox is highlighted: creating nature ‘according to our view of nature’ and, simultaneously, wanting to experience wilderness-nature, preferably without too much human influence. This paradox appears to form a cultural basis for many new nature development projects. In other words, nature development is no longer just driven by ecological interests. In today’s ‘wilderness desire’, a certain form of anthropocentric thinking also manifests, because it focuses on the human experience of nature. In addition, because nature projects can be places to have meaningful experiences, in this PhD thesis it is concluded that nature projects, such as _Tiengemeten_, not only have ecological value, but societal value as well. It is also argued that in a secular society, we should not lose sight of the mediating role of creating and maintaining nature parks. Designing or maintaining natural areas in a certain way can create conditions for certain meaningful experiences. With our designing vision and communication, we can reap ‘benefits’ from nature. With this conclusion, this PhD thesis shines a different light on the concept of nature development and, indirectly, on the Dutch nature policy. Finally, this PhD thesis shows that religious elements play a role in the communication about nature. These are linked to meaningful experiences that people can have in nature. A religious depth dimension can be discovered in meaningful experiences. This religious depth dimension is the reason that there are ‘religious subtexts’ in the communication about nature. However, the word ‘subtext’ is crucial. The communication about nature is ‘religionised’ to some extent, but there is no mentioning of a personal God or other reference to a supernatural reality. This PhD thesis also shows that the religious depth dimension does not explicitly come to the fore in what visitors are saying. This means that this PhD thesis, in addition to questioning the appropriateness of ‘religious subtexts’ in the communication about nature, also doubts whether those ‘subtexts’ are convincing from visitors’ perspective. (shrink)

The aim of this study was to investigate the influence of clinical supervision on nurse’ moral decision making. The sample consisted of 15 registered nurses who took part in clinical supervision sessions. Data were obtained from interviews and analysed by a hermeneutic transformative process. The hermeneutic interpretation revealed four themes: increased self-assurance, an increased ability to support the patient, an increased ability to be in a relationship with the patient, and an increased ability to take responsibility. In conclusion, it seems (...) that clinical supervision enhances nurse’ ability to provide care on the basis of their decision making. However, the qualitative and structural aspects of clinical supervision have to be investigated further in order to develop professional insight into the way that nurses think and react. (shrink)

In this essay, I examine the concept of thinking in Hannah Arendt's writings. Arendt's interest in the experience of thinking allowed her to develop a concept of thinking that is distinct from other forms of mental activity such as cognition and problem solving. For her, thinking is an unending, unpredictable and destructive activity without fixed outcomes. Her understanding of thinking is distinguished from other approaches to thinking that equate it with, for example, problem solving or knowledge. Examples of a ‘problem-solving’, (...) skills-based approach to thinking that place a premium on behavioural change are drawn from the context of the prison. I offer an alternative example of thinking with others from my philosophy classes in the prison. I draw upon Arendt's insights to develop a concept of ‘thinking-in-concert’. Whilst Arendt believes that thinking must be a solitary activity, I argue that the concept of ‘thinking-in-concert’ helps to capture experiences of thinking with others in a manner that is more hesitant and provisional than some descriptions of communities of enquiry or democratic education. The embodied presence of others matters when ‘thinking-in-concert’. I describe this approach as educational as well as conversational. This helps to communicate the way in which we turn towards others and may be pulled up short by them as we strive to think together or experience moments of conversion or insight whilst enjoying the ordinary activity of talking with others. This concept may help us to understand the difference between the experience of thinking, teaching and learning when we are physically present to one another and the experience of virtual learning or teaching. (shrink)

Contemporary tensions between science and religion cannot simply be seen as a manifestation of an eternal tension between reason and revelation. Instead, the modern secular, including science and technology, needs to be seen as a distinctive historical phenomenon, produced and still radically conditioned by the religious history of the West. Clashes between religion and science thus ought to be seen fundamentally as part of a dialogue that is internal to Western religious history. While largely agreeing with Caiazza's account of the (...) “magical” understanding of technology, I suggest that this needs to be seen as part of a more fundamental drift in religion and culture away from canonical meanings to more “indexical,” pragmatic ones—but also that technology is still inflected by soteriological meanings that were coded into modern technology at its very inception in the early modern period. I conclude by arguing that a recognition of science and technology's grounding in Western religious history can make possible a more fundamental encounter with religion. (shrink)

The article analyzes J. Gaarder’s s book «Sophie’s world» and defines its place in philosophy for children as a shpere of humanities. Philosophy for children in the «classical» model is presented as a method of P4C (author – M. Lipman). The author presents the audience the main thesises and methods of the P4C method and compares «Sophie’s world» with classic works of M. Lipman. The same moments of these works are: the target audience (partly), «socratic dialogue», the presence of creative (...) imagination. However, the book by Y. Gaarder differs in the literary form of presentation (unlike the methodical works of M. Lipman) and issues («Sophie’s world» analyzes the history of philosophical systems; M. Lipman analyzes philosophical problems without reference to names and periods). «Sophie’s world» has the following features of P4C: philosophical guidance, «socratic dialogue», critical thinking, the formation of responses to questions, interactive interaction, self-reflection. As a result, the author provides recommendations to teachers on the peculiarities of teaching the work «World of Sophia» at school and identifies the competencies that the book can develop in students. «Sophie’s world» can be introduced into the school programm. However, teachers need to follow special recommendations. Children must express their opinions themselves and be a «Сommunity of researchers». Everyone сan to tell their own opinion. To interest students, the teacher can offer: video scribing, team collage, artistic reproduction of the atmosphere (for e[ample decoration), role play. «Sophie’s world» is a relevant work for philosophy for children. Y. Gaarder's book can form the reflective thinking and non-standard view of the world. The novel also develops communication skills, the ability to work in a team and ability to work with a large amount of information. «Sophie’s world» is very important and actual book for modern philosophy for children. (shrink)

As we structure the economic and social practices of the communities, institutions and nations of which we are all a part, jubilee calls us to discipleship. Jubilee speaks to the creation of societies of hope, of celebration and of prosperity. It is about the creation of social rest as we rest in God. This requires the careful and intentional formation of agents of social rest. Jubilee clearly advocates for proactive rather than reactive social practices in relation to immediate needs as (...) well as long-term social legacy. Jubilee clearly addresses six of the 10 principles for just peacemaking. (shrink)

Constitutional dialogue has become an influential concept to understand the relationship between courts and other the institutional branches of the state, with the primary focus being on legislatures. More recently, the place of dialogue within the constitutional literature has been challenged as vague; providing a potential to over-reach or overstate the judicial role and distorting the reality of practices which in fact shape the relationship between courts and other institutions. Critics have placed into focus the question: should constitutional scholarship abandon (...) ‘constitutional dialogue’ as a way of understanding the relationship between courts and other institutions within the constitutional order? This article seeks to respond to this question by arguing that constitutional dialogue remains an important aspect of understanding the development of constitutional understanding about inter-institutional roles but does so by acknowledging the criticisms levelled against constitutional dialogue. Developing this approach, the argument made in this article seeks to recast the theoretical foundations of dialogue in constitutional theory by shifting the understanding of dialogue away from its normative and descriptive tethers. In its place, constitutional dialogue should be considered in the context of a philosophical understanding of language and the role that it plays to create constitutional meanings and experiences. Dialogue has a deeper and more significant register than a metaphor conveying a ‘conversation’, ‘communication’ or a ‘deliberative rationality’ between the institutions of the constitutional order—dialogue must be understood through the perspective of language as disclosing a world of common meaning and experience. (shrink)

In this thesis I outline a view of primary legislation from a systems perspective. I suggest that systems theory and, in particular, autopoietic theory, as modified by field theory, is a mechanism for understanding how society operates. The description of primary legislation that I outline differs markedly from any conventional definition in that I argue that primary legislation is not, and indeed cannot be, either a law or any of the euphemisms that are usually accorded to an enactment by a (...) parliament. I cite two reasons for such a conclusion. The primary reason for my conclusion is that I see primary legislation as being an output of a particular subsystem of society, while the law is the output of another subsystem of society. I argue that these outputs are the discrete products of separate subsystems of society. I argue that primary legislation should be viewed as a trinity. The first state of this trinity is that, upon enactment, primary legislation is a brute fact in that it is but a thing and the only property of this thing is that of being a text. The second state of this trinity is that following the act of enactment, the thing enacted will be reproduced and this reproduction is a separate thing that will sit in some repository until used. The third state of this trinity is that, upon use, this thing that is primary legislation will be transformed into an object and the user will attribute such functions and attributes to that object as are appropriate to the context within which the object is used. The thing has therefore become an object and an institutional fact. The second reason for my conclusion that primary legislation is not a law relates to the fact that the thing that is primary legislation is a text and the only function of a text is that it is available to be read. That is to say, of itself, a text is incapable of doing anything: it is the reader who defines the status of the text and attributes functions and attributes. Upon use, primary legislation thus becomes a censored input for future action and one of these actions may be some statement by a court of law. I assert that the view of primary legislation that has been accepted within the body politic is the product of the discourse of a particular subsystem of society that I have designated 'the legal practice', and I outline why and how this has occurred. Outlining a view about primary legislation also necessitates outlining a view as to the nature of the law. I assert that the law is a myth and I see this myth as a product of the discourse of the legal practice. I have asserted that although it is the judges that state the law, such statements flow from the discourse of those who practise the law. (shrink)

This paper discusses findings from a research study that investigated the experience of being a breastfeeding woman in New Zealand. The study was motivated by a desire to better understand why the majority of New Zealand women wean their infants before 6 months of age, despite the benefits of prolonged breastfeeding being well accepted. Nineteen women, who were breastfeeding or had recently breastfed, were engaged in unstructured interviews about their experience, and the results were examined using a reflective lifeworld research (...) methodology. The findings presented here demonstrate that women often employ an interpretive framework that is aligned with the philosophical tradition of Descartes’ mind–body split, also know as Cartesian dualism. This leads to a widely held perception of the breast as an object, which emerged in the participants’ narratives and is explored using Heidegger's philosophical interpretation of equipment. We conclude that the objectification of the breast in our society fails to provide women with language that describes the breastfeeding experience in a meaningful way, thus undermining women's ability to articulate and reconcile their embodied breastfeeding experiences. (shrink)

The concept of empathy in history education involves students in the attempt to think within the context of historical agents’ particular predicaments. Tracing the concept’s philosophical heritage to R. G. Collingwood’s philosophy of history and ‘re-enactment doctrine’, this article argues that our efforts in history classrooms to understand historical agents by their own standards are constrained by a tension that arises out of the need to disconnect ourselves from a present that provides the very means for understanding the past. Though (...) rather than serving to undermine the concept, it is proposed that the moderate hermeneutics of H.-G. Gadamer, through a positive conception of prejudice, tradition and temporal distance, transforms the factors typically seen as inhibitors to empathy’s operation into those that potentially enable it. The article aspires to shed new light on what is at play when history students engage in the intellectually demanding task of empathizing in history. (shrink)

Responding to claims to the contrary, this essay shows how liberal education, the education of critical exposure, indoctrinates students into a style of belief and belief formation. It argues that a common liberal view about what constitutes freedom from indoctrination is precisely the form of indoctrination feared by many conservative communitarians. While I support the style and procedures of liberal education, I argue that we cannot excise all indoctrinating components from it by semantic, logical or epistemic analyses of what indoctrination (...) or education means. (shrink)

The purpose of this article was to comprehensively explore the phenomenon of the narrative of the Decalogue in its fundamental principles in the context of the theological understanding of Jewish law. For this purpose abstract-logical methods, historical-legal, phenomenological, axiological, epistemological methods, method of critical and systematic analysis and method of comparative theology were used. The result is a theological understanding of the basic moral and legal principles and reducing to a single, systematic; a study of the correlation between the normative (...) and the moral side of such a narrative was conducted. Of particular importance is the establishment and isolation of the basic initial principle in the defined context that underlies both Sinai law and all the biblical law. Because with the change of historical realities, which coincided with the destruction of the Temple and the termination of sacrifices, the law has also changed. However, the biblical law was of particular ideological importance, it set the tone and revealed and formed the basic principles for the further development of all Jewish law. Therefore, in our study we have drawn attention to the main ideological features of the biblical laws, because in our opinion, the basic formative essence is hidden in them and only by understanding it − will we be able to understand Jewish law itself. However, the phenomenon of law and even more so of Jewish law, is one of the best regulators and exponents of the educational principle that is designed to raise a person in love. Of course, morality is called for it and it should take precedence over everything else, but the legal part should not be ignored. Law should serve as a socially just, integrative, fundamental, binding, most effective, most respected regulator. Therefore, the problem of combining legal principles and moral precepts for biblical law did not stand basically. The significant part of the adopted legal norms initially was characterized by moral prescriptions, confirmed and expressed by law. Such a transition, the shift from morality to law, and the close relationship between them are one inseparable whole. And apart from Halacha, which was responsible for the legal aspect, there were also the writings of the prophets whose task was to illuminate the transition from law to morality, because precisely morality is the essence of everything. Here is the true meaning of the existence of a legal expression of such an educational principle. Thus, the basic educational principle of the Decalogue, in particular, and of biblical law in general, was to educate a high-moral person who had restrictive precepts that would not allow him to fall into lawlessness, and the formative commandments that would allow a person to be educated in the search for God, and to stabilize himself in the godlike state commanded by God through Moses. That is the essence of the Decalogue and Jewish law. The educational principle, both basic and effective, though not so familiar to the modern understanding of the nature of law, is precisely the principle that laid down both the basis of the Decalogue and the foundation of all Jewish law at least in its biblical part. (shrink)

Academic administration is not to be construed simply as a technical practice, the development of efficient management systems, nor as reactive, as response to the collective views of the academic community, nor in terms of academic leadership, the establishment and implementation of institutional aims. A full account of academic administration will provide a sense of the integral relationship between the academic administrator and the academic community. For that, a prior notion of the academic community is required. Such a notion, giving (...) a central place to structured discourse, can be derived from the German idea of the university and particularly from the writings of von Humboldt, Karl Jaspers and Jurgen Habermas. (shrink)

In this article I argue against the view, recently espoused by several authors, that the `incommensurability of values' and `political pespectivism' offer us decisive reasons as to why we should break the link between representation and (the quest for) unity. I hold that it is of paramount importance to retain this essential link. Since Sir Isaiah Berlin has played a major (and in my view unfortunate) role in linking `politics as the quest for unity and the common good' with the (...) `totalitarian temptation', I proceed to show how it is possible to have an understanding of politics as precisely such a quest, but without succumbing to the temptation to totalitarianism that Berlin alerts us to. I then take issue with Chantal Mouffe's view that the tendency to antagonism, rather than the quest for unity and rational consensus, is `the essence of the political'. (shrink)

Heidegger’s hermeneutic method and his account of pedagogy are useful in teaching students how to think and write. This paper interprets the method of thinking which Martin Heidegger taught to his students and indicates strategies that have been used to introduce that method to New Zealand students in an online course. The method appears to philosophers as a technique of conceptual analysis, although Heidegger may not have agreed with that characterisation or its use in this way. To tertiary teachers it (...) is one framework that they may use to teach a strategy and techniques under the rubric of critical thinking. The use of the method of procedure proposed is well within the capabilities of teachers in practical subjects such as business, management, medicine and law. Students in the author’s business analysis course say that a hermeneutic strategy forces them to struggle, but ultimately they report satisfaction at their increased abilities and believe that they have gained something efficacious. (shrink)

This paper discusses the development of self-consciousness in the history of philosophy of the 20th century compared with the same development in the natural sciences. The author characterizes this stage of philosophical historiography as the “revolution of relativity.” This movement of self-consciousness was apparent in not only the humanities but also the natural sciences at the turn of the 19th and 20th centuries. Awareness of probability is a fundamental achievement of non-classic physics, which has since reversed its paradigm. In contrast (...) to the Newtonian scheme, quantum theory introduces the category of probability and insists that we can talk about certain physical phenomena only in a probabilistic mode and that the method of observation affects the phenomena observed. Consequently, any “object-subject” and “subject-subject” interaction involves the experience of the researcher, which thereby affects the results. The same model of interpretation lies at the basis of the turn toward self-consciousness in the history of philosophy of the 20th century. The classical history of philosophy is built on idealization and gives an objective description of the philosophical process. Following the other sciences, the philosophy of the 20th century understood that historical and philosophical reality largely depends on the historians of philosophy; that such reality is constructed by certain means; that there is a certain kind of historical and philosophical work; and that, with different strategies, methods and approaches, we obtain different results that are complementary to each other. The 20th century was a time of competing interpretations rather than gradually progressing historical and philosophical systems. This stimulated the search for own ideal of objectivity. For philosophical historiography, this is the hermeneutic ideal of the structural analysis of text or architectonic reconstruction. The historicalphilosophical revolution of relativity promotes the development of critical historiography and revises the foundations of its classical tradition. (shrink)

An inescapable feature of human growth is the toll in lives, including non-human ones, that occurs through the imperfect management of the institutions and technologies we develop. The histories of colonial and economic expansion, along with those of transportation, communications and political institutions, to name a few areas in man's recent growth, are replete with examples of violence, destruction and chapters of human suffering: part of the price for growing complexity. Since the increasing ability to engage in violence can be (...) considered a manifestation of this human growth, then it becomes equally important to examine the phenomena of violence alongside other phenomena of human growth. (shrink)

This text reflects about the need to consider an additional institutional alternative that matters, not only to the ones that advocate for pedagogy, but also to all of those involved in different educational processes. It is, so to speak, a Paideia that privileges the care of the self as a substantial value, and, as such, it is not dedicated to a unique moment on people’s lives and it does not correspond to a specific institution, but to the universal and singular (...) spirit of the human affairs. (shrink)

This paper discusses the possibility of an ethics of difference. It begins with an introduction to current poststructural and critical theories in order to show their significance for transcultural politics and ethics. Its theme is formulated in terms of the debate between the affirmation of ethical cognitivism cast in the form of universalism and the advocacy of moral skepticism in the mode of communitarianism. Distancing itself from the idea of universal morality, this paper attempts to respond to the challenge of (...) both communitarians and deconstructionists in contemporary French poststructuralism. In the end, it argues for transversality in place of universality. (shrink)

The ArgumentThis article compares the corresponding effects in science and art of a change in the intuition of time at the beginning of this century. McTaggart's distinction between linear time and tense time is applied to the question of whether linear perspective requires a notion of time as succession. It is argued that the problem of self-representation is a basic problem for this kind of uniform space-time because of the contradiction between this model's need for a privileged point of view (...) and its simultaneous denial of such a possibility. (shrink)

The paper compares the hermeneutical strategies of the radical and magisterial branches of Reformation. The author detects the peculiarities of the hermeneutical principles and ways of understanding the biblical text which were offered by Menno Simons, a recognized Anabaptist leader, and compares these principles and ways with their counterparts practiced by Luther and other figures of the classical Reformation. Although the radical reformers did not create a holistic theology, their interpretative strategy is quite significant for understanding the phenomenon of the (...) “Protestant hermeneutics.” -/- Menno Simons’ interpretative system is rarely mentioned in the contemporary historical/philosophical and theological discussions. The author of this article argues that such omission is caused by the domination of one-dimensional stereotypes: the overwhelming majority of the researchers who speak about the Protestant hermeneutics tend to present this area as narrowed and somewhat impoverished as they reduce it to the hermeneutics of Luther and Calvin. -/- The article demonstrates that Menno Simons developed an applied interpretative strategy borrowed from some examples found in the Gospels. This hermeneutical system was founded upon the theocentric idea of personal Revelation and living Presence and thus inevitably led to: (1) “the Bible interprets itself” principle; (2) the search for “the clear meaning of the Scripture” – something that could be different from the original meaning. An interpretative model developed as the result was based on: (a) a holistic approach, (b) applied hermeneutics, (c) corporate hermeneutics, (d) hermeneutics of obedience. Thus it is possible to speak about an independent approach that has an important place in the history of the Protestant hermeneutics. (shrink)

This article concerns the electronic archive, in relation to the academy and to culture. It explores the metaphors by which the archive is con ceived, proposing as an exploratory and imaginative device an installa tion of the archived material from a contemporary newspaper database. The debates over the electronic archive are then viewed through four voices, each with a distinctive ethos, voices which draw on the other voices of Kant, Baudrillard and Derrida, of the Bible and contempor ary social theory.

Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s hermeneutics and pedagogical theory. Dilthey saw biographies as nothing less than “the highest and most instructive form of the understanding of life.” This, then, serves as the starting point for his hermeneutics or theory of understanding, which distinguishes humanistic understanding from scientific explanation, and sees any one moment or word as having meaning only in relation to a whole—the whole of a sentence (...) or text, or the whole of one’s life. It is also the starting point of his pedagogy, whose ultimate “duty” is “to develop the child as a person who carries their own purpose within themselves.” In introducing Dilthey’s hermeneutic pedagogy, this paper draws principally from his The Formation of the Historical World in the Human Sciences, a text that has been long neglected in hermeneutic and phenomenological studies of education. (shrink)

‘The Western tradition’, as passe-partout, includes fringe figures, émigrés and migrants. Rather than looking to resources at the core of the Western tradition to overcome its own blindnesses, I am more interested in its gaps and peripheries, where other thoughts and renegade knowledges take hold. It is in the contact zones with strangers that glimpses of any culture’s philosophical blindness become possible and changes towards a different understanding of knowledge can begin. In the context of education, I am above all (...) interested in PhD candidates who wish to draw on the bodies and modes of knowledge they bring with them to the university. Some are not well represented: Indigenous and other non-Western traditions, non-English languages, and the renegade knowledges of marginalised groups. My context is that of creative practice-led PhD theses at AUT University, Auckland which have made me aware of the importance of cosmopolitics to understand education in the context of entangled histories of colonisation and domination; border-crossing interdependencies; new types of conflict and new ways of building communities. My study thus explores aspects of transculturation—involving not only ethnic cultures but also different disciplinary knowledge cultures. The place that no-one owns in Western tradition, the place of fringe figures, émigrés and migrants, may offer a point from which non-traditional candidates’ thoughts can lever off to build connections with their own stores of knowledge. This usually means for Western supervisors that they need to recognise their ignorance towards parts of their own traditions, as well as those of their candidates. The proposition I will explore is that the emergent research of non-traditional candidates can thrive on gaps and on the fringes—provided that both candidates and supervisors are able to be porous to the unknown and ‘troubled by the presumption of equality’. The potential of the gap, the unknown, which simultaneously separates and connects candidates and supervisors, can be the beginning of generating a thing in common. This is a rich and creative place for new thought, which may open the academy to transcultural knowledge. (shrink)

This paper comments on ‘Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research’ by Dietrich Benner and Andrea English. Negativity is a disquieting ghost for teachers, educational researchers, administrators and other professionals of this field, including those involved in the design of policy. First, I make some remarks in response to the essay by Benner and English in order to draw attention to the importance of dealing with negativity. Second, I introduce a further problematisation of (...) negativity: I deal with the practical issues that emerge from the conceptual reactivation of negativity and the possible consequences that result from this in the context of teaching graduate seminars. I am especially concerned with the ways in which negativity is inscribed in the process of knowledge production (that is, research), and in the possible consequences of subscribing to one or the other concept of negativity (teleological negativity, parasitic negativity, and relational negativity as the sine qua non condition for any ontology). Lastly, I raise some points for discussion with regard to certain possible consequences of the use of one or another notion of negativity in teaching and research. (shrink)