The increased influence of neoliberalism in education has allowed the trend of evidence-based teaching to dominate professional development in many Western countries. Despite increased and persistent neoliberal measures in education, education critics argue that neoliberal reforms have a naive view of teaching. This narrowed neoliberal view both ignores the complexities involved in the everyday interaction between teacher and student and constrains the teacher’s judgement thereby limiting their contribution in the educational process. Many educators will note the significance of reflection in (...) learning as essential and often emotional. However, the emotional experiences embedded in teacher reflections are often ignored, even discounted, in the discussion of teachers’ professional development. Investigating this phenomenon of emotions in teacher reflections, analysed by drawing on lifeworld theory, revealed how emotional experiences can be a resource in teachers’ professional development. To acknowledge teachers’ emotional experiences means recognizing that the teacher’s subjective and lived body is involved in the reflective and learning process of becoming professional. (shrink)

It is accepted that research should be systematically examined to judge its trustworthiness and value in a particular context. No such appraisal is required of reports published by organizations that have possibly even greater influence on policy that affects the public. This paper explores a philosophical framework for appraising reports. It gives the reasons why informed engagement is important, drawing on Popper's concept of the open society, and it suggests a method for appraisal. Gadamer's concept of the two horizons and (...) Jauss's reception theory offer a methodological framework to enable the individual citizen, whether professional or lay, to engage in debate about policy that affects him or her. By way of a worked example, the framework is applied to two international reports on nursing. Conclusions suggest that nursing policy should be subjected to robust interrogatory appraisal by both profession and public for a democratic debate and creative discourse. Although this analysis is related to international nursing policy, it has a wider relevance and application beyond nursing. (shrink)

Journal of Philosophy of Education, EarlyView.

In 2012, chief nursing officers (CNO) in England published a policy on compassion in response to serious criticisms of patients’ care. Because their objective is fundamentally to shape nursing, this study argues, following Popper, that the policy should be analysed. An appraisal tool, developed from Popper, Gadamer, Jauss and Thiselton, is the framework for this analysis. The CNO policy document identified six values and behaviours, termed ‘6Cs’, required by all nurses, midwives and care staff. The document contains no data, references (...) or acknowledgements, but is similar to the 6Cs defined by the Canadian nursing nun, Sister M. Simone Roach, in her theory of caring published 30 years earlier. Roach considered caring and the components of it, including compassion, to be moral virtues, an inner motivation to care. This study suggests that without explicit reference to Roach's ideas, and her underlying theoretical base, the CNO requirement has the effect of turning virtues into commodities and a form of external control, described by Ritzer as a McDonaldized dehumanization. This study, which has international relevance beyond England and the UK, suggests that the CNO revise their policy by acknowledging Roach's 6Cs and openly discuss the implications of her work for their policy. (shrink)

Excessive alcohol consumption can have adverse effects on health, and patients who suffer from alcohol use disorders are subject to much stigmatization. Nurses are often the first point of contact when patients enter the acute medical unit, and it is pivotal that this contact establishes the basis for future collaboration. The aim of this study is to elucidate nurses’ lived experience of providing care to patients suffering from alcohol use disorders. This present study has a qualitative research design, anchored in (...) phenomenological and hermeneutical methodology as described in reflective lifeworld research. Ten in‐depth, open‐ended interviews with nurses working in an acute medical unit were conducted. The analysis showed that providing care to patients suffering from alcohol use disorders was a highly complex task to accomplish. This required the nurse to engage with the patient in a sensitive cooperation in order to be dealing with the intricacy of the patient's life situation and balancing care between standardized procedures and the complexity of the patients. Further, a two‐sided feeling of responsibility emerged: a professional responsibility and a personal responsibility causing the provision of care as being caught between feelings of despondency and resignation. Nurses lack opportunities for being creative in determining how to provide care; instead, patients' perspectives of well‐being should be taken into account and should guide the provision of a meaningful care. Nurses must call for opportunities to deviate from the firmly established procedures restraining the care of this population. (shrink)

This paper addresses the problem of reflexivity in modern social inquiry in general and in sociology in particular. This problem is inherited from Weber''s very conception of sociology, is transformed by phenomenology and ethnomethodology, deepened by the linguistic turn of hermeneutics and Wittgenstein''s later philosophy, and has been the central concern of the work of Alan Blum and Peter McHugh. The issues and spectres raised by reflexivity are methodological arbitrariness, the need to take responsibility for one''s own talk (and the (...) cultural assumptions embedded in talk) and, finally, the deep fear of nihilism – the sense that with regard to inquiry (along with everything else in the world) nothing matters. As such, reflexivity raises the most fundamental issue that can be raised for modern social inquiry. Through an oriented interpretation of the work of Blum and McHugh and other contemporary social theorists (particularly Gadamer and Arendt), this paper works through what a dialectical engagement with these issues look like. (shrink)

Although research on epistemic injustice has focused on the effects of prejudice in epistemic exchanges, the account of prejudice that emerges in Fricker’s (2007) view is not completely clear. In particular, I claim that the epistemic role of prejudice in the structure of testimonial justification is still in need of a satisfactory explanation. What special epistemic power does prejudice exercise that prevents the speaker’s words from constituting evidence for the hearer’s belief? By clarifying this point, it will be possible to (...) address two more general issues concerning the nature of prejudice: its resistance to counterevidence and the steps involved in overcoming prejudice. I propose a hinge account of prejudice, based on the recent perspective of hinge epistemology, to help clarify these aspects. According to the hinge account, prejudices share a fundamental feature with hinges: they work as norms of evidential significance, and as such, they determine what can and cannot count as evidence for belief. (shrink)

This paper takes the passing of Peter McHugh as an occasion to examine the intellectual development of his work. The paper is mainly focused on the product of his collaboration with his colleague and friend, Alan Blum. As such, it addresses the tradition of social inquiry, Analysis, which they cofounded. It traces the influence of Harold Garfinkel’s Ethnomethodology on McHugh and on the beginning of Analysis. The collaboration with Blum is examined through a variety of coauthored works but most especially (...) in the two books On the Beginning of Social Inquiry (1974) and Self Reflection in the Arts and Sciences (1984). It also examines the relation of his independent writing before 1974, and since 1984 to the expression of the tradition of inquiry as exemplified in those two texts. The paper builds on some interview material with Peter McHugh and reflects on the influence of Peter the teacher as well as the theorist McHugh. Most especially, through its engagement with this material, it seeks to exemplify the dialectic and living nature of the program called Analysis. (shrink)

In the Crito, a dialogue that is highly influential for the traditions both of philosophy and of political thinking, Socrates resists the pleading of his friend Crito to escape the city that has condemned him. For Arendt, the dialogue instantiates the separation between humans as thinking beings and humans as acting beings, and so between political theory and philosophy. For others, the dialogue shows Socrates’ reasoning to be self-contradictory. Socrates’ introduction of the Athenian Laws as a world of greater moral (...) force than the empirical Athens of Crito’s appeal aims to ground principled action. Yet, there are many competing principles that, interpretively speaking, have been understood as validated by this dialogue. Is there any necessary or analytic principle that can be articulated and, if so, what are the grounds of such? Drawing on the theory and methods of Blum and McHugh’s analysis and Gadamer’s hermeneutics, this article seeks to demonstrate that practical action needs to be understood in an analytic context to grasp fully its ethical and political implications. Along the way, reference will be made to Garfinkel’s articulation of members’ methods for discovering agreements and Arendt’s articulation of the common world that the conversation among friends sustains. (shrink)

The Symposium addresses the relation between desire, beauty and the good life, while indicating the fascination that strong teaching arouses in followers. For Plato, unlike for moderns, power, desire and ethics are interrelated. This article takes Socrates as a case study for the Platonic understanding of this interrelation and it will put into play the grounds involved in their modern separation. It focuses on the three speakers in the dialogue who were followers of Socrates as a way of addressing the (...) role of desire in the teacher–student relation. The article demonstrates how the radical interpretive method brings to life the challenges a strong engagement with Eros risks, especially those related to Socrates’ strong and influential teaching, while addressing and exemplifying theorizing’s need for ironic intoxication. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 2, Page 227-237, April 2022.

For all the time and effort expended on empowerment and participation ‘programmes’, many fail each year. This paper argues that the cause is a faulty view of communication widespread among managers and their teachers: the conduit, transmission model. It frustrates participation and is an ideology of management control. It rests on untenable beliefs about meaning and how language relates to the world. The paper proposes a new model of communication in terms of ‘communicating other/wise’ and offers examples of how it (...) can be practised in management education and by managers aiming to bring empowered and participatory workplaces into being. (shrink)

For all the time and effort expended on empowerment and participation ‘programmes’, many fail each year. This paper argues that the cause is a faulty view of communication widespread among managers and their teachers: the conduit, transmission model. It frustrates participation and is an ideology of management control. It rests on untenable beliefs about meaning and how language relates to the world. The paper proposes a new model of communication in terms of ‘communicating other/wise’ and offers examples of how it (...) can be practised in management education and by managers aiming to bring empowered and participatory workplaces into being. (shrink)

Democracy and human rights have long been strongly connected in international covenants. In documents such as 1948 United Nations Universal Declaration of Human Rights and the 1966 International Covenant of Civil and Political Rights, democracy is justified both intrinsically in terms of popular sovereignty and instrumentally as the best way to “foster the full realization of all human rights.” Yet, even though they are human and thus universal rights, political rights are often surprisingly specific. In the Covenant, for example, “the (...) right to take part in the conduct of public affairs” is equated with “the right to vote and to be elected.” More often then not, their realization is left to states and their constitutions, as for example in the European Convention for the Protection of Human Rights. Political rights have a “peculiar” status among enumerated human rights, and this difficulty has to do with deep assumptions about the nature and scope of democracy and political community that remain unexamined by the drafters of these important declarations. (shrink)

The illness immersion condition prevents patients from enjoying everything worth living life for. In any case, according to Frank, this condition could represent one of the most insightful experiences towards understanding the meaning of life. Using the metaphor of phoenix taken from May, Frank identified four kinds of embodiments through which the phoenix can reveal itself in a patient after an illness immersion experience: the phoenix that could ever be and the phoenix that might have been; the recurrent and cumulative (...) phoenix and the reluctant phoenix. Based on these considerations, a qualitative study was conducted in order to give voice to the different phoenix embodiments focusing on several autobiographies of patients afflicted with severe or terminal illness. The analysis highlights several similarities that the different phoenixes shared ; however, a deep difference emerged in their worldview which proves able to lead them towards different epiphanies. These evidences reveal that every sick person should be understood, stimulated and accompanied throughout his lived experience of illness by an expressly designed and dedicated care. (shrink)

Background:The foundation of all nursing practice is respect for human rights, ethical value and human dignity. In perioperative practice, challenging situations appear quickly and operating theatre nurses must be able to make different ethical judgements. Sometimes they must choose against their own professional principles, and this creates ethical conflicts in themselves.Objectives:This study describes operating theatre nurses’ experiences of ethical value conflicts in perioperative practice.Research design:Qualitative design, narratives from 15 operating theatre nurses and hermeneutic text interpretation.Ethical consideration:The study followed ethical principles (...) in accordance with the Helsinki Declaration and approval was granted by the local university ethics committee.Findings:The result showed that value conflicts arose in perioperative practice when operating theatre nurses were prevented from being present in the perioperative nursing process, because of current habits in perioperative practice. The patient’s care became uncaring when health professionals did not see and listen to each other and when collaboration in the surgical team was not available for the patient’s best. This occurred when operating theatre nurses’ competence was not taken seriously and was ignored in patient care.Conclusion:Value conflicts arose when operating theatre nurses experienced that continuity of patient care was lacking. They experienced compassion with the patient but still had the will and ability to be there and take responsibility for the patient. This led to feelings of despair, powerlessness and of having a bad conscience which could lead to dissatisfaction, and even resignations. (shrink)

Baylis, Tomlinson, and Hoffmaster each raise a number of critiques in response to Bliton's manuscript. In response, we focus on three themes we believe run through each of their critiques. The first is the ambiguity between the role of ethics consultation within an institution and the role of the actual ethics consultant in a particular situation, as well as the resulting confusion when these roles are conflated. We explore this theme by revisiting the question of What's going on? in clinical (...) ethics consultations. Moving from those issues associated with the role of the ethics consultant to those associated with the role of inquiry within the practice of ethics consultation, we then take up the serious challenge that Bliton seems shackled by the assumptions and institutional dispositions embedded in the medical culture in which he is working. This reveals the second theme, namely that there is a risk of co-optation when acting in a role that derives its legitimacy from institutional sources. Finally, we focus on an even more problematic implication stemming from the first two, namely that the focus on institutional power as the crucial factor for determining ethical significance has the effect of distorting, and perhaps obscuring, other forms of relational, interpersonal, and moral meaning. (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)

The Danish healthcare system must meet the need for easy and equal access to healthcare for every citizen. However, investigations have shown unfair prioritization of cancer patients and unfair prioritization of resources for expensive medicines over care. What is needed are principles for proper prioritization. This article investigates whether American ethicists Tom Beauchamp and James Childress’s principle of justice may be helpful as a conceptual framework for reflections on prioritization of expensive biological therapies in the Danish healthcare system. We present (...) an empirical study exploring the principles for prioritizing new expensive biological therapies. This study includes qualitative interviews with key Danish stakeholders experienced in antibody therapy and prioritizing resources for expensive medicines. Beauchamp and Childress’s model only covers government-funded primary and acute healthcare. Based on the interviews, this study indicates that to be helpful in a Danish context this model should include equal access for citizens to government-funded primary and acute healthcare, costly medicine, and other scarce treatments. We conclude that slightly modified, Beauchamp and Childress’s principle of justice might be useful as a conceptual framework for reflections on the prioritization of expensive biological therapies in the Danish healthcare system. (shrink)

The factors preventing registered nurses from failing students in practice are multifaceted and have attracted much debate over recent years. However, writers rarely focus on what is needed to fail an incompetent pre-registration nursing student in their final placement. This hermeneutic study explored the mentor experience of failing a pre-registration nursing student in their final placement. A total of 19 mentors were recruited from 7 different healthcare organisations in both inner city and rural locations in the southeast of England. Participants (...) took part in individual reflective interviews about their experience of failing a pre-registration nursing student in their final placement. These experiences were interpreted through a hermeneutic discovery of meaning. The new horizon of understanding which developed as a result of this research is framed within the context of moral stress, moral integrity and moral residue with the overall synthesis being that these mentors’ stories presented a new horizon of moral courage. (shrink)

In this essay, I investigate the human act of spectatorship as found in the work of John Dewey and Paulo Freire. I will show that each is thoroughly anti-watching when it comes to educational practices. I then problematize their positions by looking at their spectatorial commitments in the realm of aesthetics. Both Dewey and Freire have a different opinion about spectatorship when it is a matter of watching art. I claim that this different in opinion derives from the practice of (...) ‘educational humanism’. By educational humanism, I mean the tendency to posit stock human traits that derive from pedagogical practices. Ultimately, I will take a stand against educational humanism, against the process of back-forming, from educational circumstances, the desirability, or the undesirability, of human traits. (shrink)

Notwithstanding the recent prominence of the term “problem” in the humanities, few scholars have analysed its history. This essay tries to partially fill that lack, principally covering the period from late modernity through to the 1960s, in order to understand the role that the term plays in “Continental” philosophy, with special emphasis on the writings of Gilles Deleuze. This analysis focuses on the strategies employed by different agents to define “philosophical” problems, or “philosophical” ways of posing problems. The term, originally (...) used in antiquity by knowledge-producers located in an autonomous position, implied an idea of cognition oscillating between production and reproduction. Once the term escaped the context of geometry, it was involved in symbolic struggles that radicalized during modernity. The Kantians placed “philosophy” in a supposedly neutral position of science treating “the problem of all the problems” and invented a new genre, the “history of philosophy,” focusing on the analysis of “philosophical problems.” This approach had great institutional success in the German and French universities and clashed, during the twentieth century, with another usage of philosophy as a practice of “dissolution of problems,” developed in the United Kingdom and the Austro-Habsburg Empire. (shrink)

Recognizing the centrality of representation in philosophy and social sciences as constitutive of knowledge concerning the interpretation of social reality, this article highlights on the need to e...

Deliberative systems theorists have not explained what a deliberative system is. There are two problems here for deliberative systems theory: an empirical problem of boundaries (how to delineate the content of a deliberative system) and a normative problem of evaluation (how to evaluate the deliberation within a deliberative system). We argue that an adequate response to these problems requires a clear ontology. The existing literature suggests two coherent but mutually exclusive ontologies. A functionalist ontology postulates self-sustaining deliberative systems with their (...) own functional goals and logics independent of human intentionality. In contrast, an interpretive ontology conceives of deliberative systems as the products of the beliefs and actions of the actors in the relevant practices—deliberative systems derive from human intentionality. We conclude by showing how these conflicting ontologies lead to different empirical and normative agendas. (shrink)

Deliberative systems theorists have not explained what a deliberative system is. There are two problems here for deliberative systems theory: an empirical problem of boundaries (how to delineate the content of a deliberative system) and a normative problem of evaluation (how to evaluate the deliberation within a deliberative system). We argue that an adequate response to these problems requires a clear ontology. The existing literature suggests two coherent but mutually exclusive ontologies. A functionalist ontology postulates self-sustaining deliberative systems with their (...) own functional goals and logics independent of human intentionality. In contrast, an interpretive ontology conceives of deliberative systems as the products of the beliefs and actions of the actors in the relevant practices—deliberative systems derive from human intentionality. We conclude by showing how these conflicting ontologies lead to different empirical and normative agendas. (shrink)

This article addresses the underestimation of Medieval philosophy in the contemporary curriculum by engaging its very origins in the ‘postmodern’ dislocation of philosophy. The leading question is what would be the prospects in the 21st century of reorienting Western philosophy from its idea-historical sources, which would include its ancient traditions and the Medieval exposition, as well as the Renaissance elucidation thereof. Critically engaging the works of numerous ‘postmodern’ philosophers as well as critics of the ‘postmodern’ departure from traditional philosophy, this (...) article argues for the re-establishment of the late Medieval notion of sensus communis, both as common sense and community sense. Against this backdrop, the article reappraises Medieval thought within the context of sensus communis to combat the contemporary dislocation of philosophy, by raising the possibility of the presentation of first-order judgments via sensus communis in a new pursuit for wijsbegeerte. (shrink)

Documented ethical violations and empirical research have demonstrated that, despite professional standards and formal training in ethical principles, some psychotherapists engage in unethical behaviors that compromise the welfare of clients. It appears that competing values and interests that emerge in the therapeutic endeavor can interfere with therapists' considerations of ethical standards and their willingness to act ethically. Expanding current models of ethical decision making, this article offers a hermeneutic model that recognizes that in addition to moral reasoning, the context of (...) the therapeutic relationship and the therapist's subjective responses are fundamental considerations in the interpretation and application of ethical interventions. Implications for understanding and training of ethics in psychotherapy in this broader context are explored. (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)

Neoclassical economic theory assurnes that people pursue utility maximization within an obiective framework, evident to all, that serves as the basis for the interaction. Agents are assumed to be detached observers who see the situation as it is in obiective reality. It is argued in this article that there is no obiective ground for interaction that exists apart from the understanding of economic agents. Agents have orientations that change over time depending on the way that the situation is currently understood. (...) Depth of understanding and the extent of common ground depend on the quality of attention and the will to openness and honesty. Efforts to maintain connections with others make possible mutual understanding and visions of the common good that enable the coordinated pursuit of desired states of the world. (shrink)

Through a comparative analysis of the key ontological notions in Merleau-Ponty and Nagarjuna, I develop a relational social ontology that is grounded in their respective implicit and explicit ethics. Both thinkers take heed of our being-in-the-world; this is evident in their views on intersubjective sociality and language. Recognizing the limitations in these views points us toward a greater understanding of the meaningfulness of our situated existences. In this vein, I propose a number of ideas to guide the work of comparative (...) philosophy. (shrink)

This methodological article explores issues related to having the ontological ground for phenomenological empirical research present throughout the research process. We discuss how ontology needs to be taken into consideration regarding the phenomena to be studied and how ontological aspects of phenomena need to be highlighted during various data collection and analysis procedures. Here, we discuss how philosophical works can be used in the context of specific research projects. In illustrating our statements, we present four empirical examples connected to the (...) themes of life changes and learning processes with the purpose of exemplifying and discussing how general lifeworld ontology can be integrated as an active resource in empirical phenomenological research. (shrink)

Three studies using the Dreyfus model of skill acquisition were conducted over a period of 21 years. Nurses with a range of experience and reported skill-fulness were interviewed. Each study used nurses’ narrative accounts of actual clinical situations. A subsample of participants were observed and interviewed at work. These studies extend the understanding of the Dreyfus model to complex, underdetermined, and fast-paced practices. The skill of involvement and the development of moral agency are linked with the development of expertise, and (...) change as the practitioner becomes more skillful. Nurses who had some difficulty with understanding the ends of practice and difficulty with their skills of interpersonal and problem engagement did not progress to the level of expertise. Taken together, these studies demonstrate the usefulness of the Dreyfus model for understanding the learning needs and styles of learning at different levels of skill acquisition. (shrink)

Little of the work in critical and hermeneutical psychology has been linked to instructional technology (IT). This article provides a discussion in order to fill the gap in this direction. The article presents a brief genealogy of American IT in relation to the influence of psychology. It also provides a critical and hermeneutical framework for psychology. It then discusses some problems of psychologism focusing on positivism, metaphysics, cultural ecology, and power. The narrow psychologism in IT produces a kind of systematic (...) blindness regarding cultural, political, and other issues. IT professionals are encouraged to engage reflectively with the power‐relations and ethical issues in which they are involved. The article points out a need for looking at psychology more comprehensively (e.g. critical and hermeneutical psychology). (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)

The article examines the new discourse on medical professionalism and responsibility through the prism of conflicts among moral values, especially with regard to truth-telling. The discussion is anchored in the renaissance of English-language writing on medical ethics in the 18th century, which paralleled the rise of humanitarianism and the advent of the word “responsibility”. Following an analysis of the meanings of the value of responsibility in general and in medical practice in particular, it is argued that, similarly to the Aristotelian (...) notion of equity, responsibility of care is a second-order value, which corrects virtues, laws and norms in exceptional circumstances. Virtues and practices of the second order, such as responsibility and deliberation, bear especially on professional doctoring, which includes a commitment to give priority to the good of the patient over one’s own good. It is argued that, in situations of conflict, and particularly conflicts between personal moral identity and the good of patients, the fundamental professional commitment is to critical and rational deliberation and to the cultivation of psycho-moral flexibility. This leads indirectly to moral growth and strengthening of professional character. (shrink)

When using the phenomenological method, one aims to capture the essential structures of lived experiences. It has been my experience that phenomenology does this well, when researching experiences that are lived through our bodily senses and understood with our minds. When trying to capture and describe experiences that are beyond the understanding of the body and the mind, namely experiences of deep meditative states, one is confronted with the limitations of the research method itself. One of the fundamental concepts within (...) the phenomenological method is that of Intentionality. It is assumed that human beings experience themselves and their worlds from the perspective of an individual ego that intends an object of consciousness. This subject-object interaction comprises the contents of consciousness itself. The challenge, in this paper, is to describe deep meditative states, whereby the subject and the object of consciousness become one. The phenomenological epoché is performed so that the researcher can be completely open to how the experiential data itself describes mystical experiences. This means bracketing out all preconceptions, all theories including that of intentionality, so that the researcher can open her/himself up to the essence of mystical meditation. When this is done, the mystical state informs an expansion of intentionality to include the state of oneness. Indo-Pacific Journal of Phenomenology , Volume 3, Edition 1, November 2003. (shrink)

What does it mean to practice a theory of recognition within the discipline of philosophy? Across an initially acrimonious French-German divide, Axel Honneth’s effort to recognise the value of contemporary French philosophy and social theory suggests that philosophy is a self-critical, outwardly oriented, and cooperative discipline. First, mobilising the idea of recognition in his own philosophical practise has permitted Honneth to notice non-deliberative aspects of social interaction that Habermas had overlooked, including the need for self-confidence (drawn from a “deconstructive” ethics (...) of care) and the need for self-esteem (informed by Sartre’s and Foucault’s attention to the existential damage caused by denigration, and the nefarious effects of reproductive power). Second, although Honneth’s ascription of value to contemporary French theory also involves mis-recognition, his practice of recognition has nonetheless prompted philosophical cooperation among theorists who would not otherwise have engaged, encouraging French-influenced critical theorists to extend Honneth’s theory in ways that he had not anticipated. What emerges is an interpretation of philosophy as an ongoing intersubjective pursuit that attempts to respond to its own limitations through cooperative critique. (shrink)

ABSTRACT What does it mean to practice a theory of recognition within the discipline of philosophy? Across an initially acrimonious French-German divide, Axel Honneth’s effort to recognise the value of contemporary French philosophy and social theory suggests that philosophy is a self-critical, outwardly oriented, and cooperative discipline. First, mobilising the idea of recognition in his own philosophical practise has permitted Honneth to notice non-deliberative aspects of social interaction that Habermas had overlooked, including the need for self-confidence and the need for (...) self-esteem. Second, although Honneth’s ascription of value to contemporary French theory also involves mis-recognition, his practice of recognition has nonetheless prompted philosophical cooperation among theorists who would not otherwise have engaged, encouraging French-influenced critical theorists to extend Honneth’s theory in ways that he had not anticipated. What emerges is an interpretation of philosophy as an ongoing intersubjective pursuit that attempts to respond to its own limitations through cooperative critique. (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)

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)