A deeper understanding of the role embodied intelligence can play in social change is vitally important if we are to be successful in creating and maintaining a more just and sustainable world. A key component of any change process, peacebuilding being one example of such a process, is developing inwardly focused bodily intelligence. A phenomenologically oriented understanding of social change, and by extension peacebuilding, is one in which bodily felt recognition must take a special place. Change that is bodily recognized (...) has a different character and functions distinctly from the change that is experienced during a change of mind. A change of mind may stem solely from assimilating new information, (e.g. reading the latest book or professional journal), while bodily experienced change registers along broader lines than cognition alone. Although both processes are kinds of change, the embodied change, which is felt from the inside, is far more generative than change that involves merely altering or shuffling around existing schema or concepts. To assist in further exploration of peacebuilding as inherently both a personal and social event, I have developed an approach based in part on Gendlin’s philosophical works, in particular his Process Model (Gendlin, 1997). I refer to this approach as a process model for peacebuilding because this articulates how intrapersonal, interpersonal, and social agency can be framed as one movement, a single ongoing process of human life. However, it must be admitted that this approach with its emphasis on developing embodied knowledge and practices is not as yet readily associated with such externally focused work as that which is found in peace-building as an academic field or social action activity. Embodied interior intelligence as a theoretically rich concept, although known in phenomenology and recognized in emerging theories of cognition, is not as yet sensible to many of those working in the peace-building arena. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition July 2012. (shrink)

Abstract: The concept of a situation underlying the debate between moral situationists and dispositionists conceals various underexplored complexities. Some of those issues have been engaged recently in the so-called psychology of situations, but they have been slow to receive attention in mainstream philosophy. I invoke various distinctions among situations, and show how situationists have selectively chosen certain types of situations that, for conceptual reasons, skew the argument in their favour. I introduce the concept of a ‘virtue-calibrated situation’, and argue that (...) if the person–situation debate is to move forward in philosophy as it has in psychology, it must focus on such situations. I bring to bear evidence from analytic and continental philosophy, as well as from social and personality psychology. (shrink)

Compassion is a sign of superficiality: broken destinies and unrelenting misery either make you scream or turn you to stone. Pity is not only inefficient; it is also insulting. And besides, how can you pity another when you yourself suffer ignominiously? Compassion is as common as it is because it does not bind you to anything! Nobody in this world has yet died from another's suffering. And the one who said that he died for us did not die; he was (...) killed. (E. M. Cioran, On the Heights of Despair). (shrink)

This article addresses the subject of the ekphrastic description of experiencing music. It shows the main differences between ekphrasis and commonly used analysis in music theory and musicology. In approaching the problem of ekphrasis with what is called pure music, I emphasize its ancient understanding, thus differing from Lydia Goehr (2010) and Siglind Bruhn (2000, 2001, 2019). The ekphrastic analysis of the first movement of Arnold Schoenberg’s Six Little Piano Pieces Op. 19 conducted in this article uses the methodology developed (...) by Gottfried Boehm (2014) and Georges Didi-Huberman (2005, 2015, 2017, 2018) in the discipline of art history. This article aims to delineate a new way of researching the art of music, an essential feature of which is the combination of the traditions of analytic philosophy and phenomenology. (shrink)

This note will challenge G. A. Cohen's view of the interaction between legal systems and economic structures; such interaction raises the so‐called problem of legality, which Cohen sets out to solve in the eighth chapter of Karl Marx's Theory of History . In the course of this note, we shall interrogate the presumed rigor of Cohen's theory of base/superstructure relations, to which his understanding of law is central. His approach will not be simply destroyed, but will be resituated in a (...) network of problems that can highlight a certain fissure between his aspirations and his performance. (shrink)

The use of quality of life (QOL) outcomes in clinical trials is increasing as a number of practical, ethical, methodological, and regulatory reasons for their use have become apparent. It is important, then, that QOL measurements and differences between QOL scores be readily interpretable. We study interpretation in two contexts: when determining QOL and when basing decisions on QOL differences. We consider both clinical situations involving individual patients and research contexts, e.g., randomized clinical trials, involving groups of patients. We note (...) the ethical importance of such understanding: proper interpretation and communication facilitate health care decision making. Communication that facilitates interpretation is of moral significance since better communication can attenuate ethical problems and inform choices. Much of what is communication worthy about QOL assessments is determined by the particular QOL instrument used in the assessment and how it is administered. In practice, these choices will be driven by the purpose of the assessment, but, it is argued, to maximize understanding, we should combine the information garnered from traditional standardized QOL instruments, from individualized QOL assessments, and from a recently proposed dialogic paradigm, where QOL is determined by shared conversation regarding the interpretation of texts. And, while some studies can surely succeed using abbreviated methods of administration (e.g., postal surveys may suffice for certain purposes), we will focus on methods of administration involving interviewer–respondent interaction. We suggest that during the QOL elicitation process, interviewer and respondent should engage in a two-way conversation in order to achieve a shared understanding of the “answers” to QOL “questions” and, finally, to reach a shared interpretation of the individual’s QOL. (shrink)

Background Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. Research aim This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. Research design This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and (...) analysed thematically. Participants and research context Healthcare teachers ( n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. Ethical considerations This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. Findings Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students’ ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone’s needs, and who gets my time? Conclusions This study highlights the importance of healthcare teachers’ continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible consequences for students and healthcare teachers. (shrink)

This paper charts the journey that led to the author's discovery of phenomenology as a potential research methodology in the field of science education, and describes the impact on his own thinking and approach of his encounters with the work of Husserl and Heidegger, Merleau-Ponty and Van Manen. Drawing on this theoretical framework, the author argues that, as a methodology for investigating scientific thinking in relation to life experience, learning and curriculum design, phenomenology not only provides a means of accessing (...) subjective knowing and pure perception, but is sufficiently rigorous and systematic to represent the lifeworld experiences of research participants with a high degree of accuracy. In the process, he highlights the uniqueness and value of phenomenology in relation to quantitative and other qualitative research methods. The aim of this paper is to inspire insight into the value in science education research of using a methodology that fosters a deeper understanding of both teachers’ and learners’ lived experience of the scientific world. The challenge to science specialists, whether educators or researchers, would be to shift their default mode of understanding from the object pole to the ego pole, from the physical object to the human subject, from the observable and measurable to the lived as the true source of human knowledge. (shrink)

In this essay I argue that Husserl’s development of the nineteenth century Natur/Geist distinction is grounded in the intentional correlate between the pre-theoretical natural attitude and environing world ( Umwelt ). By reconsidering the Natur/Geist distinction through its historical context in the nineteenth century debate between Wilhelm Dilthey and the Neo-Kantians from the Baden or Southwest school, it is possible to understand more clearly Husserl’s appropriations and novel contributions. One of Husserl’s contributions lies in his rigorous thematization and clarification of (...) the constitutive features proper to the natural and human sciences as they arise from the pre-theoretical experience of an environing world. This ordinary lived experience between the lived body and environing world is presupposed by and forms a unity with both Natur and Geist , thereby acting as the unified ground that is inclusive of naturalized Geist and a geistig nature. This unbuilding ( Abbau ) of the Natur/Geist distinction is necessary, according to Husserl, for the radical clarification of the respective methodologies of the natural and human sciences. (shrink)

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)