I began this essay by advancing three claims with respect to conducting ethnographic research: the analyst should be disposed to engage Other in a genuinely dialogic fashion so as to produce shared understanding; provision should be made for the analyst to disengage from the dialogue for purposes of self-reflection; and there should be some justificatory grounds for ideology critique. At the same time, I noted the problematic status of these claims on conceptual and methodological grounds and pointed to a need (...) for taking account of the analyst as a subject whose being in the world impinges upon the analysis at each stage of research. This awareness, it seems to me, calls for an ethnography which is phenomenologically instigated. This is to say that the ethnographer needs to be no less sensitive to his or her own subjectivity than to the meanings of Other.In order to get clearer as to what might be involved in making the above claims, I discussed critically Gadamer's phenomenological hermeneutics. Although Gadamer is to be commended for his philosophical inquiry into the bases of self-understanding, we saw that his phenomenological hermeneutics suffered a number of limitations, all of which being linked to his inability to adequately free the subject from the limits of self-understanding. Thus, Gadamer's subject-as-analyst is restricted as a participant in dialogue with Other; engages in self-reflection without a firm footing; and is unable thus to mount a justifiable critique either of Other or the subject's own tradition/culture.This critique of Gadamer suggests that once the phenomenological turn is taken, it then requires an additional turn which joins the subject with Other in shared understanding. In this regard I suggested the possible directions that some conceptual emendations of Gadamer's thesis might take us, and gave special reference to the ways in which such emendations might be implemented in ethnographic work. Both my critique and emendation were meant to underscore the need for a joining of subject and Other not merely as this might represent an occasion for understanding Other, nor merely for the understanding of self, but for a shared understanding that opens up a newly formed terrain upon which self-reflection and ideology critique may find suitable and just intersubjective grounding. (shrink)

Pádraig Hogan; What Makes Practice Educational?, Journal of Philosophy of Education, Volume 24, Issue 1, 30 May 2006, Pages 15–26, https://doi.org/10.1111/j.146.

This symposium begins with a critique by Paul Hirst of Wilfred Carr's ‘Philosophy and Education’(Journal of Philosophy of Education, 2004, 38.1), where Carr argues that philosophy of education should be concerned with ‘practical philosophy’ rather than ‘theoretical philosophy’. Hirst argues that the philosophy of education is best understood as a distinctive area of academic philosophy, in which the exercise of theoretical reason contributes critically to the development of rational educational practices and their discourse. While he acknowledges that these practices and (...) their discourse must of their nature be directly developed in the exercise of practical reason, or phronesis, the notion of ‘practical philosophy’ is rejected as ultimately incoherent and illusory. In his reply to Hirst's critique, Carr identifies three central claims in Hirst's argument and takes issue with each of these. He reaffirms the need to draw upon the resources afforded by the Aristotelian tradition of practical philosophy in order to identify inadequacies in our present understanding of how philosophy is related to education. He suggests that it is only through bringing their own ‘prejudices’ into critical confrontation with this tradition that philosophers of education will be able to assess whether practical philosophy is incoherent and illusory, as Hirst claims, or whether it is indispensable to the future development of their discipline. In a rejoinder to Carr, Hirst, defends the claim that philosophy of education is a social practice concerned with developing justifiable propositional accounts of the conceptual relations, justificatory procedures and presuppositions of educational practices. He rejects the argument that this ‘theoretical philosophy’ approach must be replaced by that of a new ‘practical philosophy’. (shrink)

Ever since its formative years in the USA a century ago, the discipline of education has taken an uneasy stand on its own ‘scientific’ status, not least with regard to the basic issue of the relationships between theory and practice. When a science of education was introduced as a panacea for rational planning in the fields of schooling and teacher training, general solutions on a scientific basis were to underpin efficient steering at all levels. Presently, there are signs of similar (...) approaches to science in federal policies concerned with evidence‐based educational practice in the USA. At the same time a new conception of educational science has been launched in Sweden as a means to promote more fruitful research. With the background of some striking similarities as well as differences among dominant conceptions of educational science in these varying contexts, this article aims to reconsider some basic aspects of the persistent issue of the relationships between pedagogic theory and practice. (shrink)

Die vorliegende Studie unternimmt den Versuch, Gadamers Ideen zur Begriffsbildung und Textbedeutung einer rationalen Rekonstruktion im Licht neuerer Entwicklungen in der linguistischen und philosophischen Semantik zu unterziehen. Anschließend an eine Kritik gewisser auf Heidegger zurückgehender Annahmen in Gadamers Wahrheit und Methode werden seine Begriffe der Applikation und der Geschichtlichkeit von Textbedeutungen reformuliert. Dies geschieht unter Bezugnahme auf J. J. Katz' Bedeutungs- und Referenztheorie, H. Putnams Theorie der Stereotypen und J. M. E. Moravcsiks Begriff der 'aitiational frames'. Es wird im besonderen (...) die These vertreten, daß Gadamers Idee der Interpretation als eines Prozesses, bei dem Autor und Leser zu einer Übereinkunft über die 'Sache' kommen , neu und fruchtbar in Begriffen der Interaktion zwischen semantischer Kompetenz und Alltagswissen im Leseprozeß überdacht werden kann. In Verbindung mit weiteren Teilen linguistischer Theorie würde ein solcher Neuansatz es ermöglichen, die Frage zu beantworten wie Verstehen im Prinzip möglich ist. Eine rationale Rekonstruktion von Gadamers Begriff der Applikation in dieser Richtung würde es ferner erlauben, Antworten auf eine Reihe weiterer schwieriger Fragen wie zum Beispiel der nach dem Grad der Unbestimmtheit von Textbedeutungen und der 'Korrektheit' von Interpretationen zu erhalten. (shrink)

This essay is a review of Peter McLaren's most recent work, Capitalists and Conquerors: A Critical Pedagogy Against Empire. The essay situates McLaren's work in the philosophical tradition of Marxist Humanism, with reference specifically to Raya Dunayevskaya and Paulo Freire. Despite invoking the work of Dunayevskaya as a foundation for his own project, McLaren does not offer a robust explication of this important thinker, nor of the Hegelian‐Marxist discourse she embraced. Here, as in much of McLaren's work, the reader is (...) not offered rigorous analysis of his philosophical assumptions. The dearth of such analysis, this essay argues, compromises the critical thrust of McLaren's work. In turn, the essay sketches a framework for unpacking the Marxist Humanist paradigm, and, thereby, rethinking the philosophical foundations of contemporary critical pedagogy. (shrink)

This article is concerned with understanding continuity and stability in teaching, and their significance. It looks particularly at the work of Anthony Giddens on structure and agency, that of Martin Heidegger on the limits of discursive and theoretical analysis, and the communitarian strand within ethics. It applies this discussion to understandings of teachers’ work in the context especially of policy and agendas for change, arguing that continuity and the notion of a community of practitioners is critical to maintaining the distinctive (...) ethical quality of teaching. (shrink)

This essay has been by necessity a gloss of a complex look at the relations of power, control, and personal identity construction in a workplace. Features of the nature of the work process combine with social strategies to construct a reproductive self-referential system. Corporate organizations are central institutions in contemporary life; they make developmental decisions for individuals and for society as a whole. While they are in this sense political to the core, we have not done enough to understand how (...) this politics works or to explore its relation to people in a democratic society. Using a phenomenologically-based communication analysis enables a sensitive analysis of the multiple forms of power and domination as they exist in corporate sites. Although I have given only an outline of one case study here, this example suggests that phenomenologically-based projects can show harmful and unwarranted control, and can be a first step to fostering corporate practices that lead to decisions which are less wasteful of resources and more fully accomplish the goals of democratic society. (shrink)

The paper contrasts understandings of knowledge grounded in Enlightenment norms with the departures from those norms taken by some strands of feminism and hermeneutics, as well as the contributions made by the writing of Michel Foucault. A reading of Foucault's writings on knowledge, power and the discursive constitution of self and world is offered as a potentially useful frame within which to raise questions about nursing, nurses and knowledge.

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)

This written account of a clinical encounter - depicting fragments of a more extensive array of events - attempts to exemplify many facets and associated complexities of clinical ethics consultation. Within the general telling, I provide more detailed portrayals of several key events. In secion 1, I document briefly my initial interactions at the beginning of the consultation, focusing on the information gained - in the context of those interactions - as I read the medical chart of Mrs. Rose. Next (...) in section 2, I briefly describes my initial conversation with Mrs. Rose's three sons. Section 3 illustrates several questions raised in sections 1 and 2. Then section 4 presents my encounter with Paul, the youngest son, as he was carrying out his vigil at his mother's bedside in the hospital. Section 5 chronicles my interactions with several care providers involved in Mrs. Rose's situation, including two different meetings that occurred with Mrs. Rose's attending physician. I conclude in section 6 by telling about a conversation I had with Mrs. Rose's middle son, Russell, approximately one month after Mrs. Rose died. (shrink)

IRBs and REBs use specialized language. A process of definition and re-definition of the situation occurs. That process of interpretation can usefully be considered from the perspective of interpretive social science models involving Symbolic Interaction, Semiotics and Hermeneutics. Seven examples are provided to flesh out the nuances of contextual decision making and the “casuistic” aspects of a balanced approach to complex problems. While many decisions are relatively unproblematic and can follow a template, it is not possible simply to apply a (...) fixed and mechanical approach. Hence, a socialization process occurs in which committee members must learn the actual application of the rules as opposed to the formal requirements. A “tightrope” between overly rigid and overly lax interpretations must be crossed and the more we understand the process of semiosis and the semiotic context the more likely it will be that truly ethical decisions will be “accomplished.” The lack of adequate survey data makes it all the more important to have good theoretical understanding of process. (shrink)

This article highlights the distinction between the ‘art of nursing’ and ‘fine art’. While something in the nature of nursing can be described as ‘the art of nursing’, it is not to be misunderstood as ‘fine art’ or craft. Therefore, the term ‘aesthetic’ in relation to nursing should not be linked to the aesthetic of modern art, but instead to a broader and more general meaning of the word. The paper's main focus is the aesthetic experience, which is treated in (...) a hermeneutic way and elucidated from classical sources and the philosophy of nursing and from Art. The paper argues that the pioneers used the term ‘art of nursing’ in a metaphorical way to say something more specific on the nature of nursing. The term illustrates the nurse's ability to practise at the highest possible level of excellence. (shrink)

This essay describes conversation as an ensemble accomplishment that can be illuminated by critics working with specific texts within a rhetorical framework. We first establish dialogue as the key concept for any criticism of conversation, specifying the rhetorical dimensions of interpersonal dialogue. Second, we show how template thinking is particularly dangerous for conversational critics and suggest a research (anti)method, based on a coauthorship, that provides a thoroughgoing dialogical access to texts. Finally, we exemplify dialogic criticism of a conversational text by (...) analyzing the famous 1957 dialogue of philosopher Martin Buber and psychologist Carl Rogers. (shrink)

According to insight-oriented psychotherapies, the change clients undergo during therapy results from insights gained into the "true" nature of the self, which entail greater self-knowledge and self-understanding. In this paper, I question such claims through a critical examination of the epistemological and metaphysical values underlying such forms of therapy. I claim that such psychotherapeutic practices are engaged in a process that subtly "absorbs" clients into the therapist's philosophical framework which is characterized by a certain problematic conception of subjectivity, knowledge, and (...) reality. Through mechanisms which are intrinsic to the therapeutic encounter, such as suggestion and power, such therapies construct and reconfigure clients along the lines of socially accepted norms and values. Consequently, insight-oriented psychotherapy results in a deceptive form of social control. (shrink)

This article selectively surveys recent work touching consciousness. It discusses some recent arguments and positions with a view to throwing light on a working principle of much influential philosophical psychology, namely that the first?person point of view is theoretically redundant. The discussion is divided under a number of headings corresponding to specific functions that have been attributed to the first?person viewpoint, from the experience of something it is like to undergo physical processes, to the presence of selfhood, mental substance, meaning, (...) understanding, and value. Arguments indicating limitations of the working principle are adduced, as well as arguments indicating possible exploitations of those limitations by first?personalist positions. Although some of the latter also have limitations, the direction in which the examination tends is that of a progressive widening of the concept of consciousness. (shrink)

This paper is about the opposite of judgement and calculation. This opposition has been a traditional anchor of critiques concerned with the rise of AI decision making over human judgement. Contrary to these approaches, it is argued that human judgement is not and cannot be replaced by calculation, but that it is human judgement that contextualises computational structures and gives them meaning and purpose. The article focuses on the epistemic structure of algorithms and artificial neural networks to find that they (...) always depend on human judgement to be related to real life objects or purposes. By introducing the philosophical concept of judgement, it becomes clear that the property of judgement to provide meaning and purposiveness is based on the temporality of human life and the ambiguity of language, which quantitative processes lack. A juxtaposition shows that calculations and clustering can be used and referred to in more or less prejudiced and reflecting as well as opaque and transparent ways, but thereby always depend on human judgement. The paper clearly asserts that the transparency of AI is necessary for their autonomous use. This transparency requires the explicitness of the judgements that constitute these computational structures, thereby creating an awareness of the conditionality of such epistemic entities. (shrink)

The creation of the state of Israel was the outcome of the Zionist movement, which originated in Europe and was itself inspired by fundamental European ideas—Enlightenment, national self-determination, democracy and socialism. From its earliest days Zionism was primarily a secular movement that rejected the religious establishment and religious way of life of the Jews in the Diaspora. In many respects, however, the founders of the state and the principles on which they founded its institutions—the political, judicial, economic, social, and educational—were (...) rooted in the ethical values and cultural practices of the Jewish tradition which they had apparently rejected. To explain this complex process of secularization of a very ancient religious and cultural tradition—which many see as an unresolved or unresolvable conflict between two opposing systems of thought—I draw on the hermeneutic philosophy of Hans-Georg Gadamer and especially on his Truth and Method (1960). Culture, according to Gadamer, is a continuous flow of tradition within what he called “the horizon.” People, he argued, create and live within a given cultural tradition, but they are at the same time its interpreters, enlarging it by adopting elements from various cultures and ideologies, or “horizons.” From this hermeneutic perspective, the founders of modern Israel and their successors were the active interpreters of the Jewish tradition within the larger historical context of the European Enlightenment. I illustrate this process of cultural interpretation by focusing on the secularization of the Jewish holidays, specifically on the way the Kibbutz movement, a leading symbol of the new Israel, re-interpretated Jewish holidays like Passover, Shavuot (Pentecost) and Yom Kippur, and gave these religious festivals a secular-Israeli content. However, this dynamic pioneering stage of secularization may be said to have ended by the 1980s. From then on, the secular identity of Israeli society has been undergoing a variety of radical changes. (shrink)

Dignity is a central value in care for aged adults, and it must be protected and respected. With demographic changes leading to an aging population, health ministries are increasingly investing in digitalization. However, using unfamiliar digital technology can be challenging and thus impact aged adults' dignity and well‐being. The INNOVATEDIGNITY project aims to research new, dignified ways of engaging with aged adults to shape digital developments in care delivery. This qualitative study aimed to explore how innovative digitally‐led healthcare have influenced (...) aged adults' well‐being and dignity through three studies conducted as part of the INNOVATEDIGNITY project: a scoping review, an empirical study and a policy analysis. The three documents were analysed to uncover meanings relevant to the research problem revealing four main themes: the advantages of new technologies in facilitating aged adults' well‐being, the rupture of dignity due to bewilderment in the digital world, aged adults' dignity is affected by their worries about human face of care being replaced by technology and preserving aged adults' dignity in digitally‐led healthcare. Digitalization in healthcare impacts aged adults' well‐being as providing new opportunities for care, but preserving aged adults' dignity when working with unfamiliar digital innovations is challenging. Aged adults need to be informed about the use of technology in their care and supported to develop the necessary digital skills to better adapt to digitally‐led healthcare. The circumstances, conditions and needs of individuals should remain central when implementing new technologies in healthcare settings in a dignified way. (shrink)

The paradigm of the interaction of "own" and "foreign", Russia and Europe defined Russian culture during the 18th-20th centuries. The utopian idea of creating a "new kind" of people, which appeared in the circle of Catherine II under the influence of European Enlightenment ideas, accurately characterizes this paradigm. The Enlightenment was a radical rejection of the traditional feudal worldview, a rejection of the old foundations of life. The author emphasizes that Catherine II and her entourage were not determined to radically (...) change the existing social order in the spirit of enlightenment, choosing a more conservative path of "enlightenment absolutism". In addition, the project of creating a "new person" through education in isolated institutions points to the paradoxical nature of this idea and its implementation in the history of Russia. (shrink)

Should we approach the lived experience and/or understand the other with the sense of things? If this is the case, how are we to treat the human experience par excellence? Paradoxically, Edith Stein gives a fresh meaning to the Husserlian term “leiblicheSelbstgegebenheit.” In contrast to Max Scheler’s account, she develops the “persönliche Note” criterion of authenticity. And against Maetin Heidegger’s existential philosophy, a concern for human existence itself resonates. Based on these three dimensions, this article discusses the idea of “the (...) lived experience” according to Edith Stein, that is, the human experience contemplated by the humanities. -------------------------- Received: 03/02/2023. Reviewed: 16/03/2023. Accepted: 30/03/2023. (shrink)

Background Previous research mainly focuses on how to support nursing students in caring for the patient and on educators’ views of students’ development as professional caring nurses. Against this background, it is important to further investigate nursing students’ perspectives on what it means to become a professional caring nurse. Research aim This qualitative systematic review study aims to identify and synthesize nursing students’ perceptions on the meaning of becoming a caring nurse. Research design and data sources Systematic data searches were (...) conducted by using the electronic databases MEDLINE (Ovid), CINAHL (EBSCO), Academic Search Premiere (EBSCO), and Philosopher`s Index. In total, 13 studies met the inclusion and quality criteria. The articles were analyzed by a systematic review and a thematic synthesis according to Thomas and Harden. Ethical consideration The study followed good ethical practice guidelines outlined in the Northern Nurses’ Federation. Findings The analysis resulted in eight descriptive themes and finally in three analytical themes: Becoming is to get in touch with one’s inner ethic or ethos, Becoming is a movement between courage, understanding, and being touched, and Becoming is strengthened through caring role models and a learning culture. Conclusions Becoming a professional caring nurse is seen as an ongoing movement toward a deeper understanding of oneself and one’s being and bearing. This movement is enabled when nursing students have a sense of self-awareness, courage to stand in their vulnerability, and reflect on their responsibility, caring attitude, and inner values and ethics. The force of becoming is that the attention is directed beyond self to care for and feel empathy for others in a caring manner. Becoming is released through a caring relationship, external confirmation, and good role models. A lack of external support in the movement can potentially prevent the students from becoming a professional caring nurse. (shrink)

The humanities have begun to embrace self-consciously the idea that our present age has exhausted the plausibility of philosophical humanism. This paper attempts to explain the condition of our posthumanism as the result of a tacit deferral to an exclusively scientific picture of the reality behind all causal explanations. A new role for the philosophy of religion therefore arises in the need and opportunity to reconsider the supernatural, and specifically supernaturalism about mind/body substance dualism, in order to maintain a reasonable (...) optimism about humanity’s identity and significance as a privileged kind, despite the apparent indifference of our universe to personhood. The basis for this optimism is arguably the otherwise inexplicable power and reach of scientific explanation. Ultimately, the resulting supernatural posthumanism is suggested to yield new confidence and motivation towards evaluating competing sources of putative divine revelation philosophically. (shrink)

Combines phenomenology with the "enactivist" approach to consciousness theory and recent emotion research to explore the way self-motivated action plans shape selective attention, exploration, and ultimately the mind's interpretation of reality - in philosophy, psychology, cultural awareness, and our personal lives.

This article explores the profound impact of visualism and visual perception in the context of medical imaging diagnostics. It emphasizes the intricate interplay among vision, embodiment, subjectivity, language, and historicity within the realm of medical science and technology, with a specific focus on image consciousness. The study delves into the role of subjectivity in perception, facilitating the communication of opacity and historicity to the perceiving individual. Additionally, it scrutinizes the image interpretation process, drawing parallels to text interpretation and highlighting the (...) influence of personal biases and individuality in medical practice. By revisiting Husserl’s conceptualization of “image consciousness” and introducing the notion of “image theme”, the paper seeks to establish a theoretical framework for making sense of images within the context of technological interpretation. A key objective is to enhance the phenomenology of technology through a systematic analysis of medical imaging diagnosis, contributing to an expanded epistemological foundation for medical practice. The article recognizes that the construction of medical knowledge incorporates subjective elements, especially within a historical context. The interpretation of images involves both instrumental and expert interpretation, with human subjectivity playing a crucial role. The article asserts that human creativity and conscious engagement are indispensable in interpreting all medical images. (shrink)

Social Education implies a constant exposition to human experiences of vulnerability and suffering. In this paper, Levinas’s philosophy of alterity and, specifically, the notion of hospitality constitutes our ethical lens to explore educational encounters in non-formal contexts within the Spanish Social Sector. The study is developed from a hermeneutic phenomenological approach into the depth of lived experiences of eight social educators who currently work with different populations groups. The testimonies, explored through semi-structured interviews, are presented in a conversational, dialogic, poetic (...) format. First, Levinas’ philosophy is presented as our ethical position, focusing on subjectivity as hospitality. Secondly, methodological aspects regarding hermeneutics are addressed. Finally, the testimonies of social educators are presented in an evocative way, exploring uncertainty and three different tensions regarding human relations in their practices: physical spaces, affection, and embodiment. (shrink)

Given the residual homonegativity in evidence throughout our diverse communities, and given the large numbers of gay people who remain “in the closet”, it is critical that we seek to understand in greater depth the complexities of the coming-out process with a view to dispelling some of the confusion relating to sexual identity. Internalised homophobia is more widespread than generally acknowledged, and it manifests in a variety of ways, including the sociological phenomenon of gay men remaining closeted until well into (...) middle age. This article applies a hermeneutic phenomenological lens to examine the process of realisation, where an individual gradually becomes aware of his sexual orientation, and eventually acknowledges to himself that he is gay. This process can take decades. For this research project, twelve participants (gay men who have come out after the age of 40) from Aotearoa New Zealand willingly shared intensely personal accounts of their lived experiences. The findings indicate that individuals experience clarity about same-sex attraction in strikingly different ways. This study helps us to understand the difficulties faced by men who have lived the majority of their lives as “straight”, then in middle age find themselves having to negotiate the tortuous terrain between heterosexuality and a new gay identity. (shrink)