Informed consent procedures for participation in psychiatric genomics research among individuals with mental disorder and intellectual disability can often be unclear, particularly because the underlying ethos guiding consent tools reflects a core ethical tension between safeguarding and inclusion. This tension reflects important debates around the function of consent tools, as well as the contested legitimacy of decision-making capacity thresholds to screen potentially vulnerable participants. Drawing on human rights, person-centred psychiatry and supported decision-making, this paper problematises the use of consent procedures (...) as screening tools in psychiatric genomics studies, particularly as increasing normative emphasis has shifted towards the empowerment and participation of those with mental disorder and intellectual disabilities. We expound on core aspects of supported decision-making, such as relational autonomy and hermeneutic competence, to orient consent procedures towards a more educative, participatory framework that is better aligned with developments in disability studies. The paper concludes with an acknowledgement of the pragmatic and substantive challenges in adopting this framework in psychiatric genomics studies if this participatory ethos towards persons with mental disorder and intellectual disability is to be fully realised. (shrink)

The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization of actual experiences of (...) philosophy in classrooms with children and students in an adult literacy class. This narrative is concerned with the latter aspect of the project, more specifically experiences working with adult students practicing philosophy. The thirty students and three teachers involved in the course do not study the history of philosophy, nor do they create philosophical systems or theories. Rather they participate in a philosophical experience that might best be able to understand by examining Pierre Hadot’s concept of philosophy “as a way of living”. (shrink)

In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a problem with (...) regards to the concept of method in P4C, and to question the consequences of that concept in the practice of philosophical dialogue with children. To better situate the concept of method within P4C, we will identify two different historical understandings—represented by Rene Descartes and Hans Georg Gadamer—of the concept, and suggest new possibilities for understanding philosophical practice with children in light of their difference. (shrink)

This paper examines the properties of the validity and scope of arguments as standards for evaluating the epistemic qualities of particular deliberative exchanges within a context of value pluralism where parties can hold differing views of the common good based on incommensurable basic values. In this context, the task of political decisions is to maximise the interests of all, only judging between internally coherent versions of the common good on the basis of their mutual impact. The paper argues open, democratic, (...) deliberation provides the best chance of discovering such a path, through developing mutual understanding across incommensurable positions. Identifying the validity and scope of a deliberative exchange enhances this potential. Any deliberative exchange may be characterised in terms of its validity – the reasons that support its conclusions – and scope – the unquestioned assumptions that mark the boundaries of that reasoning. The paper explains the epistemic role of these two features in developing understanding across plural positions. Clarity about the validity of an exchange reveals positions that can be shared. Acknowledgement of its scope avoids over-extending its conclusions and reveals how positions differ, providing the starting point for further deliberation about their co-ordination. The paper ends by drawing the conclusion that deliberation characterised in this way should be democratic and open. (shrink)

This article introduces _the Ethics Laboratory_ as an inter-sectorial and cross-disciplinary dialogical forum which can be viewed as an educational tool for moral learning. _The Ethics Laboratory_ represents a platform for the informal, collaborative investigation, in strict confidentiality, of ethical questions that have social consequences and/or legal concerns and bridges boundaries between research communities, institutions and patients. Its methodological structure proposes an experimental, open-ended way of unpacking implied assumptions, underlying values, comparable notions and observations from different professional fields. In connection (...) with a large social science project on precision medicine, we conducted four Ethics Laboratories followed by eight interviews with a selected number of participants. Through these interviews we learnt how this exploratory dialogical forum heighten moral awareness on issues that are shared among stakeholders who work to implement precision medicine in Denmark. Though the framework was developed specifically to foster ethical reflection within precision medicine, its dialogical structure lends itself to other professional areas and can easily be adopted and carried out. (shrink)

Recent work in the strategic-relational approach to explaining the relationship between structure and agency emphasises the significance of ideas, discourses, and the semiotic realm of symbols. However, this work does not yet offer an explanation of how discourses relate to symbols – how texts take on meaning. This article shows why this is needed. It then provides such an account of language use and learning in explicitly strategic-relational terms. That account both grounds strategic-relational concepts of discourse, and helps define them (...) more clearly. While complementing and strengthening such notions, it also provides an insight into the way particular discourses interrelate. In particular, the model presented here suggests the importance of the constructive and critical potential of reason, in enlarging the scope for critical syntheses across discourses, and guarding against hegemony. (shrink)

Medical ethics, principles, persons, and perspectives is discussed under three headings: History, Theory, and Practice. Under Theory, the author will say something about some different approaches to the study and discussion of ethical issues in medicine—especially those based on principles, persons, or perspectives. Under Practice, the author will discuss how one perspectives based approach, hermeneutics, might help in relation first to everyday ethical issues and then to public controversies. In that context some possible advantages of moving from controversy to conversation (...) will be explored; and that will then be illustrated with reference to a current controversy about the use of human embryos in stem cell therapy research. The paper begins with history, and it begins in the author’s home city of Edinburgh. (shrink)

Plato’s simile of the cave has for over two millennia been the model for a particular understanding of the limitated nature of human knowledge. Castoriadis’s understanding of human knowledge differs from Plato’s in that the artificiality of knowledge, and by extension of culture and society in general, is seen not as a barrier to true knowledge but as a necessary precondition for any knowledge whatsoever. Plato dreams of leaving the cave and encountering the world in the clear light of day; (...) Castoriadis contends that the labyrinth of human creation is our only means of encountering the real. Plato tries to use philosophy to design a way out of the traps humans find themselves in, traps they build for themselves. Castoriadis seeks no such escape and believes that to make such an ultimate escape the business of philosophy or politics is misguided, if not dangerous. (shrink)

The practical failure to understand in conflicts, where participants routinely challenge each other’s attribution of meaning, undermines the key assumption of the Weberian interpretive project: that the subject acts meaningfully. This article revisits Weber’s concept of meaning as an object of understanding for a social scientist. Ascertaining the empirical fact of subjective attribution, as Weber advised, may not be sufficient when it comes to understanding action whose meaning is disputed. The article uses the example of E.P. Thompson’s interpretation of eighteenth-century (...) English food riots to show that the disputed empirical meaning is a product of rational understanding, which Weber would classify as dogmatic meaning. The social scientist fails to understand what the critic claims to: a failure to act meaningfully in cultural terms. Furthermore, because the subject acts meaningfully without fail, we close off the option of explaining conflict as a rational disagreement. (shrink)

By way of introduction I want first to distinguish between several types of pluralism; then I want to consider more closely the pluralism of norms and values in order to formulate, finally, the problem that is central to this essay, the problem of particular versus universal norms.

This article is about caregivers being attentive to patients in healthcare. From earlier work on the understanding of the other, we know that it is impossible to completely understand the experiences of others. By the sharing of subjectivity—intersubjectivity—we may try to ‘grasp’ the other’s point of view. However, we can never assume that the same experience produces the same experience. Now, if it is principally impossible to understand the experience of one another, and if paying attention always implies an understanding (...) of what to pay attention to, then how is it possible to be attentive to the experiences of those who are entirely at the mercy of our care? How can caregivers perceive the impossibility of understanding the experiences of patients as an appeal to be attentive to their experiences? This is discussed in this article. It departs from the authors being confronted with inexplicabilities in the empirical study of attentiveness in healthcare. It presents two examples and discusses the meaning of these emergent properties. This leads to a discussion of the existent literature on the indefiniteness and openness of attentiveness. It becomes clear why, although we can understand and predict much of it, attentiveness will always be characterized by a certain uncontrollability as well. (shrink)

In this paper, we explore the role of the lived body in meaningful understanding beyond linguistic conceptualization in phenomenologically oriented inquiries. In this exploration we consider the role of visuality and enactment as possibilities for accessing meaning beyond language-bound descriptions of the phenomenon of moving childhoods--that is, children's lived experiences of immigration. We suggest that immigration is an experience that interrupts the familiarity of the lifeworld, and thus brings immigrant children's awareness of their bodies to a conscious level. We ask: (...) What methods of inquiry can be used to access more directly the "embodied understanding" and, in particular, the lifeworlds of immigrant children as they leave the familiar "home world" and enter the "alien world" of a new school? In addressing this question, we focus on one aspect of phenomenological inquiry--gathering experiential accounts, or lived experience descriptions, in investigating childhood phenomena--which presents a particular challenge to researchers working with young children. We present an example of a method that bridges hermeneutic phenomenology and arts-based research methodology developed specifically to engage immigrant children bodily in accessing their lived experiences of their first day of school in the host country, and in the development of a polymedia text showing these experiences. We believe that the example demonstrates how fotonovela facilitates immigrant children’s recollection of and reflection on their experience of being at the door of a new classroom. Moreover, the production of visual texts, when shared with or read by others, has an evocative power similar to that of a phenomenological text. Thus, we argue, fotonovela is a particularly suitable method for engaging children in developing polymedia descriptive texts about their lived experiences. (shrink)

Through the critical examination of Baudrillard's concept of hyperreality, this article seeks to make a wider contribution to contempor ary debates about postmodernism. It draws on a post-Cartesian, Heideg gerian philosophy to demonstrate the weakness of the concept of hyperreality and reveal its foundation in a Cartesian epistemology. The article goes on to claim that this same Heideggerian tradition suggests a way in which the concept of hyperreality and nihilistic postmodern sociologies more generally might be dialectically superseded. Instead of these (...) theories being seen as saying anything insightful about recent social transformations, the epistemological void in which they position themselves should be inter preted as the intellectual expression of the wider cultural and postmodern trend of transgression. Key Words: Baudrillard • Cartesianism • Heidegger • hyperreality • postmodernism. (shrink)

This paper explores the question of embodiment/disembodiment discussed by Hwa Yol Jung mainly in his recent work, Rethinking Political Theory (1993a) in tandem with an examination of some recent developments in Korean scholarship on the same subject. To sum up, the following three points are emphasized. First, this living body does not exist except in specific modalities. In this sense, Gabriel Marcel''s paradigmatic affirmation that I am my body requires an elaboration of the specific modalities of the living body as (...) a being in the world. Second, the way a living body exists is not exclusively mental or physical, but both. In short, it is phenomenal. Third, the point of the whole argument can be summed up as follows: to conceal one''s own body is natural, but to forget it is dangerous. The primary task of phenomenology is not to denude human beings, but to reawaken ourselves to the idea that we are beings who live with and through bodies. (shrink)

Listening is crucial to reaching multicultural understanding. Borrowing from the work of Hans-Georg Gadamer we develop a hermeneutics of listening. To listen we must risk our prejudices, but these prejudices constitute our very identity. In this paper we attempt to answer the question, “Why Listen?” if listening is such a potentially dangerous activity.

This essay develops the core intuition that we need to transform the objective condition of globalization into a reflexive consciousness of a cosmopolitan connectedness. We require a cosmopolitan self-understanding that allows us to respond in a normatively guided way to objective processes that undermine the usual venues of political will formation. Since our global connectedness in terms of economic and political integration is ongoing and seemingly inevitable, we need a similarly inclusive and global approach to critically respond to the challenge (...) of these unconstrained forces. The proposal is to develop a dialogical cosmopolitanism which is not based on a new meta-level of abstract universal norms, but grounded in agentive capabilities. Hermeneutic capabilities which comprise contextual perspective-taking are introduced, developing shared yet fallible norms, and critically reflecting on the power relations involved. These agent-based capabilities would allow the situated agents themselves to understand the objective forces that define current globalization and provide normative resources for a different, cosmopolitan globalization. (shrink)

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 seeks to address the question of schooling for democracy by, first, identifying at least one form of social character, dependent, after Marcuse, on the historical emergence of a “new sensibility.” It then explores one pedagogical thread related to the emergence of this form of subjectivity over the course of the last two centuries in the west, and traces its influence in the educational counter-tradition associated with philosophical anarchism, which is based on principles of dialogue and social reconstruction as (...) opposed to monologue and reproduction. The idea of a dialogical school has been made possible by a historical shift in adult views of child as interlocutor rather than “othered” object of adult formation—a shift that can be observed in an historical process of “closer approaches” between adult and child and a recognition of childhood and adulthood as forms of subjectivity that lie on a synchronous rather than a diachronic lifespan continuum. Finally the author identifies an archetype of “school” understood as a specific type of intentional community—an experimental zone in which participants are allowed and encouraged, through explicitly dialogical practice, to develop the personal and relational habits that make authentic democracy possible—a communal form that gives practical meaning to Dewey’s notion of school as “embryonic society”: a utopian space where natality is recognized as a fundamental cultural force, and where the evolutionary possibilities inherent in neoteny are taken as normative. (shrink)

An extended illustration from Merleau-Ponty’s Phenomenology of Perception describes the interplay of habit, sedimentation, and intersubjectivity in the practice and performance of a skilled organist. This paper takes up Merleau-Ponty’s example in order to describe some of the phenomenological characteristics of embodied musical performance. These characteristics point toward an intersubjective event of “consecration,” as Merleau-Ponty describes it, in which the musician adopts the role of rhetor, inviting the audience into a shared dwelling place.

The influence of Husserlian phenomenology on Hans-Georg Gadamer’s philosophical hermeneutics has been the subject of some analysis in the secondary literature, with scholars emphasizing both Gadame...

The purpose of this paper is to show that genuine dialogue is a refined human achievement and probably the most valid criterion on the basis of which we can evaluate educational or social policy and practice. The paper explores the prerequisites of dialogue in the language games, the common certainties, the rules of logic and the variety of common virtues; defends dialogue as a normative concept and interprets the principles of dialogue as extensions of its prerequisite virtues. Finally, it examines (...) the social conditions that are conducive to dialogue and those that frustrate it. (shrink)

KARLSSON V, LINDAHL B and BERGBOM I. Nursing Inquiry 2012; 19: 247–258 Patients’ statements and experiences concerning receiving mechanical ventilation: a prospective video‐recorded studyProspective studies using video‐recordings of patients during mechanical ventilator treatment (MVT) while conscious have not previously been published. The aim was to describe patients’ statements, communication and facial expressions during a video‐recorded interview while undergoing MVT. Content analysis and hermeneutics inspired by the philosophy of Gadamer were used. The patients experienced almost constant difficulties in breathing and lost (...) their voice. The most common types of communication techniques patients used were nodding or shaking the head. Their expressions were interpreted as stiffened facial expression, tense body position and feelings of sadness and sorrow. Nursing care for patients’ conscious during MVT is challenging as it creates new demands regarding the content of the care provided. In caring for patients undergoing MVT while conscious, establishing a caring relationship, making patients feel safe and helping them to communicate seem to be most important for alleviating discomfort and instilling hope. (shrink)

Abduction, deduction and induction are different forms of inference in science. However, only a few attempts have been made to introduce the idea of abductive reasoning as an extended way of thinking about clinical practice in nursing research. The aim of this paper was to encourage critical reflections about abductive reasoning based on three empirical examples from nursing research and includes three research questions on what abductive reasoning is, how the process has taken place, and how knowledge about abductive reasoning (...) based on the examples can inform nursing research and clinical practice. The study has a descriptive and explorative approach using a convenience sample of three empirical studies from nursing research. The three studies illustrate different ways to enter the abductive reasoning process in steps. They represent new caring models, which offer visual and cognitive maps for expanding nursing research, education and thus informing care. Therefore, we suggest that abductive reasoning may be beneficial for different ways of knowing and demonstrates scientific innovation to shed new light on health phenomena, which can help researchers and practitioners to gain a broader and deeper understanding of nursing care inquiry. However, more studies are needed to broaden this scope. (shrink)

Theories of personality and personality disorders need, from time to time, to be revised and updated according to new empirical and conceptual developments. Such development has taken place in the realms of affective neuroscience, evolution and social cognition. In this article we outline a new personality theory which claims that phenomena we usually ascribe to the concept personality are best understood by postulating a web consisting of three major constituents: Temperament (mainly primary emotions), attachment and self-consciousness (mentalizing). We describe these (...) constituents, their neurobiological underpinnings, the subjective experiences they evoke and their behavioral implications. We discuss the relevance of the espoused theory for the field of personality disorders with references to borderline, narcissistic and avoidant personality disorders as well as the DSM-5 Alternative Model. Implications for social psychology, psychotherapy and common-sense self-understanding are outlined. The theory aims to bridge previous contradictions between natural sciences and hermeneutics by its propositions of the evolution of self-consciousness. (shrink)

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

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

Hermeneutic phenomenology is a research method used in qualitative research in the fields of education and other human sciences, for example nursing science. It is a widely used method example in Scandinavia, and Van Manen is well known for his hermeneutic phenomenological method. In many studies the hermeneutic phenomenological method is inarticulate or ambiguous. Researchers generally lack a common understanding of what this method actually is. One reason for that is that the expression “hermeneutic phenomenological method” is contradiction in terms. (...) Hermeneutics and phenomenology have their own distinct history. Hermeneutics and phenomenology as philosophical disciplines have their own distinct aims and orientations. Hermeneutic is orientated to historical and relative meanings. Phenomenology in Husserlian sense is orientated to universal and absolute essences. Martin Heidegger connects hermeneutics and phenomenology in very sophisticated manner as hermeneutical phenomenology and he provides a very specific definition of his brand of phenomenology. For Heidegger, hermeneutical phenomenology is the research of the meaning of the Being as a fundamental ontology. However, this kind of phenomenology is of no use for educational qualitative research. (shrink)

The aim of this article is to contribute to the formulation of a non-excluding concept of solidarity which is of relevance to contemporary society. The assumption is that in the present individualized and culturally diverse society there is an urgent need for a new form of solidarity to create social cohesion. The central theme is that contemporary solidarity is about recognition and a fair distribution of chances for recognition. This ideal may function as a normative standard for critical research and (...) as a guideline for people in their moral struggles. What ultimately needs to be done is not a purely theoretical question but something which must be settled by a judgement that constitutes a battlefield where conflicting values and perceptions of reality confront each other. (shrink)

This essay seeks to clarify the meaning and nature of normativity in metaethics and offers reasons why comparative religious ethics (CRE) must properly address questions about normativity. Though many comparative religious ethicists take CRE to be a normative discipline, what they say about normativity is often unclear and confusing. I argue that the third‐wave scholars face serious questions with respect to not only the justification of moral belief but also the rationality of moral belief and action. These scholars tend to (...) view the justification of moral belief to be a matter of process (that is, discursive social practice) rather than evidence‐possession, thus overlooking crucial differences between the two. They also run the risk of confusing motivating and explanatory reasons with normative reasons for moral belief and action. Consequently, their account of normativity would be insufficient for determining the rationality of moral beliefs and actions as well as for justifying moral beliefs. (shrink)

In this article, we address the case of self-tracking as a practice in which two meaningful backgrounds play an important role as the spatial dimension of human practices. Using a phenomenological approach, we show how quantification multiplies backgrounds, while at the same time generating data about the user. As a result, we can no longer speak of a unified background of human activity, but of multiple dimensions of this background, which, additionally, is perceived as having no pivotal role in the (...) process, often being hidden, situated beyond human consciousness, or taken for granted. Consequently, the phenomenological experience of the background turns into a hermeneutic practice focused on the interpretation of representations and descriptions. By adopting a phenomenological approach, we show the problems and limitations of quantification of human activities occurring in self-tracking and the theoretical problems associated with the scheme of human-technology relations. (shrink)

In this article, we address the case of self-tracking as a practice in which two meaningful backgrounds (physical world and technological infrastructure) play an important role as the spatial dimension of human practices. Using a (post)phenomenological approach, we show how quantification multiplies backgrounds, while at the same time generating data about the user. As a result, we can no longer speak of a unified background of human activity, but of multiple dimensions of this background, which, additionally, is perceived as having (...) no pivotal role in the process, often being hidden, situated beyond human consciousness, or taken for granted. Consequently, the phenomenological experience of the background turns into a hermeneutic practice focused on the interpretation of representations and descriptions. By adopting a (post)phenomenological approach, we show the problems and limitations of quantification of human activities occurring in self-tracking and the theoretical problems associated with the scheme of human-technology relations. (shrink)

(1993). Two conceptual problems for the theory of Evolution: Causality and the explanation of emergence. World Futures: Vol. 38, Theoretical Achievements and Practical Applications of General Evolutionary Theory, pp. 123-129.

This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being‐there and being‐aware (Da‐sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (not just (...) teacher training). (shrink)