In this paper, linguistic-analytic philosophy has been identified as the dominant methodology in the philosophy of sport. The hermeneutics of sport is contrasted with linguistic-analytic philosophy by analyzing Heidegger’s view of Truth. In doing so, two views of philosophy are compared: ontology or description. Sport hermeneutics’ task has to do with description. Hermeneutical explanations of sport attempt to describe the facticity of sport. Such a facticity is formed by three moments: embodiment, capabilities, and tradition. They are not components of sport (...) that can be identified as essential components but rather, they are identifiable only for analytic purposes. These three above-mentioned elements cannot be identified as elements, because they are intrinsically intertwined forming a unitary network of meaning. The task of sport hermeneutics is to describe the different relationships that compose such a network of meaning. In doing so, sport is a humane activity linked to the constitutive human task of making sense of reality by projecting meaning into it. (shrink)

In this paper, I explore German playwright Bertolt Brecht’s conception of the art of acting, and his views on the new actor’s conduct towards their craft, as a pedagogical model for Brechts’ broader view on how we should live our lives. Drawing on his key writings – most importantly, his famous street scene essay – I will show that Brecht’s conception of the theory-practice connection in his approach to actor training/acting bears some deeper insight into Brecht’s conception of the art (...) of living a flourishing life. The new actor is called to develop a conduct of careful observation and imitation of human action, one that is marked by the pleasure and lightness of exploring the contradictory workings of the social world. By placing the actor’s craft at the heart of his educational philosophy, Brecht invites us (the audience) into the theatre as a pedagogical space. Here, not unlike Brecht’s actors, we are summoned to hone our ability to boldly engage with a complex world of human actions and ideas. Brecht maintains that there resides an intellectual as well as sensual delight in being challenged to not simply accept theatre’s presentations as ‘truth’; instead, we are to learn to ‘weigh up’, ‘test’, and ‘improvise’ joyfully with theatre’s proposed ideas and practices—so that we may find out if they serve, or hinder, the creation of a larger flourishing life (beyond the theatre): a life in which we can move together, pleasurably. (shrink)

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

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

As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...) on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm. (shrink)

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

Proliferating media forms, from tablets to Twitter, are changing communicative practice, delimiting new experiential horizons, and thus providing phenomenological research with novel variations on the experience of self and other. Videoconferencing via Skype or FaceTime offers prominent examples of these changing forms. Despite the use of these communication technologies in both educational contexts and everyday life, educational videoconferencing has been described in the research literature as “a hidden mode of delivery, employing invisible pedagogical techniques.” In this study I address this (...) situation of simultaneous familiarity, invisibility and uncertainty by focusing particularly on the lived experience of space, the body and eye contact in videoconferencing contexts. This study suggests that the disruption of spatial coherence and power of gaze and mutual gaze are all but unavoidable features of this experience. It concludes by emphasizing the importance forms or expressions of absence, such as the diminution of eye contact, or the importance of not always being perceived as performing or “on” in videoconferencing contexts. (shrink)

This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the (...) implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5–11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures. These procedures are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence. (shrink)

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

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

In this article, the nursing health history is revisited with a hermeneutic lens to uncover means by which this tool can better serve nursing practice. It is argued that further distanciation from the developmental and medical model is necessary to accurately uncover health and history in the nurse–client encounter. Based on the works of prominent hermeneutic philosophers, such as Heidegger, Gadamer, Merleau‐Ponty, Ricoeur, and Taylor, four orientations to health history and nursing are explored: orientation to caring, orientation to narrative, orientation (...) to time, and orientation to the body. The nursing health history is used as a vehicle for illuminating the usefulness of a hermeneutic perspective in everyday nursing practice. This article reveals views of health, history, and health history that are already known to nurses and the nursing milieu but are concealed by more dominant outlooks. The hermeneutical perspective presented in this article can help to reveal the important dimensions of everyday nursing practice and foster a richer attunement with the complex health experiences of individuals. (shrink)

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

The paper focuses on Nominalism in history, its application, and its historiographical implications. By engaging with recent scholarship as well as classic works, a survey of Nominalism’s role in the discipline of history is made; such examination is timely, since it has been done but scantily in a purely historical context. In the light of recent theoretical works, which often display aporias over the nature and method of historical enquiry, the paper offers new considerations on historical theory, which in the (...) author’s view may solve some of the contradictions that have surfaced in recent times. The Nominalistic stance is argued against by disputing theorists such as Paul Veyne, who has made a case for Nominalism in history. A brief philosophical section introduces Nominalism in its metaphysical dimension and the discussion is speedily brought to its significance for history. The paper also proposes a solution to the misconstrued yet too often vague application of scientism in history, and offers theoretical grounds that might solve some of the ‘stormy grounds’ historiography finds itself today. Articles by Marcel Gauchet and History and Theory’s Anton Froeyman and Bert Leuridan are engaged with, as well as Murray Murphy’s books on the philosophy of history. Works by Georg Gadamer, Marc Bloch, Benedetto Croce, Hyppolite Taine, and Anthony Grafton crucially inform the discussion and brace the consequential conclusion. (shrink)

With the pretext of analyzing Foucault’s contribution to history, the paper is an essay on the philosophy of history. It is shaped, fundamentally, as an answer to the historian Paul Veyne’s essay, “Foucault Revolutionizes History” (1978) and his assertions on Foucault and historical methodology; Veyne claimed Foucault to have revolutionized the discipline of history thanks to his singular gaze and his profound skepticism. The paper counters Veyne’s assertions on both Foucault and Veyne’s historiography and seeks to provide a concept of (...) his-tory that is more nuanced and conscious of the human sciences’ ontology and duties. To do so, the paper en-gages with a number of historical currents, thinkers, and concepts, which shape historical inquiry. (shrink)

In "Truth and Method" Hans Georg Gadamer revealed hermeneutics as one of the foundational epistemological elements of history, in contrast to scientific method, which, with empiricism, constitutes natural sciences’ epistemology. This important step solved a number of long-standing arguments over the ontology of history, which had become increasingly bitter in the twentieth century. But perhaps Gadamer’s most important contribution was that he annulled history’s supposed inferiority to the natural sciences by showing that the knowledge it offers, though different in nature (...) from science, is of equal import. By showing history’s arrant independence from the natural sciences, the former was furnished with a new-found importance, and thrust on an equal footing with the latter—even in a distinctly scientific age such as ours. This essay intends to show that the idea of history’s discrete ontology from science was prefigured almost a century earlier by Benedetto Croce. Croce and Gadamer show compelling points of contact in their philosophies, notwithstanding that they did not confer equal consequence to what may be identified as Gadamer’s principal substantiation of history’s epistemology—hermeneutics. Of course this essay does not aspire to be exhaustive: the thought of both philosophers is far too dense. Nevertheless, the main points of contact shall be outlined, and, though concise, this essay seeks to point out the striking similarities of these two cardinal philosophers of history. (shrink)

Issues of communication and the possibilities for the transformation of perspectives through an experimental dialogue resulting in a mutual, open, receptive, and non-judgmental consideration of the other are addressed in this paper from transdisciplinary theoretical and conceptual standpoints. The warrant for cultivating this type of communicative ability is based on arguments resulting from the assumption of widespread confusion and conflict in intrapersonal, interpersonal, intergroup, and ecological relations across the globe. I argue that there are two distinct classes of “reasons” for (...) this proposed practice of dialogue. First is recognition of the need for human individuals to engage in a regular and systematic “social maintenance” of embodied consciousness to forestall the continuous colonization of the past/future on the living present that embodied consciousness entails. Second is the teaching of a skill to creatively and respectfully engage with others in a mutual transformation of perspectives. This paper addresses the general problem of perspectives and reflexivity at the root of the communication phenomenon and by extension – to its scale and to its pathologies in individuals and collectives. It is argued that suspension of judgment, assumption, and habit helps interlocutors to recognize the possibility of holding one's history in a tensional abeyance and to focus on the living present independent of habitualized and reified identities and the embodied manner in which we unconsciously carry ourselves as social or “universalized selves” in social situations. (shrink)

Issues of communication and the possibilities for the transformation of perspectives through an experimental dialogue resulting in a mutual, open, receptive, and non-judgmental consideration of the other are addressed in this paper from transdisciplinary theoretical and conceptual standpoints. The warrant for cultivating this type of communicative ability is based on arguments resulting from the assumption of widespread confusion and conflict in intrapersonal, interpersonal, intergroup, and ecological relations across the globe. I argue that there are two distinct classes of “reasons” for (...) this proposed practice of dialogue. First is recognition of the need for human individuals to engage in a regular and systematic “social maintenance” of embodied consciousness to forestall the continuous colonization of the past/future on the living present that embodied consciousness entails. Second is the teaching of a skill to creatively and respectfully engage with others in a mutual transformation of perspectives. This paper addresses the general problem of perspectives and reflexivity at the root of the communication phenomenon and by extension – to its scale and to its pathologies in individuals and collectives. It is argued that suspension of judgment, assumption, and habit helps interlocutors to recognize the possibility of holding one's history in a tensional abeyance and to focus on the living present independent of habitualized and reified identities and the embodied manner in which we unconsciously carry ourselves as social or “universalized selves” in social situations. (shrink)

This paper provides an agonistic interpretation of Robert Brandom's social-pragmatic account of normativity. I argue that social practice, on this approach, should be seen not just as cooperative, but also as contestatory. This aspect, which has so far remained implicit, helps to illuminate Brandom's claim that normative statuses are ‘instituted’ by social practices: normative statuses are brought into play in mutual engagement, and are only in play from an engaged social perspective among others. Moreover, in contrast to a positivist or (...) conventionalist understanding of Brandom's work, it shows that the possibility of a critical stance toward existing practices is not only compatible with, but already implicit in this form of pragmatism. This can be made explicit with the notion of farcical practices: practices that are treated merely as if they institute genuine commitments and entitlements. Interpreting a practice as farcical is taking a critical stance toward it, and this possibility is inherent in Brandom's theoretical framework. This opens the way for a fruitful appropriation of Brandom's pragmatism for social and political philosophy. (shrink)

Late antique Gnosticism and Heidegger’s Existentialism are usually counted among the main theoretical targets of Hans Jonas’s philosophy of life and responsibility, since they are supposed to share the dualistic and nihilistic attitude the philosopher deemed most mistaken and pernicious. In particular, Gnosticism is commonly understood as the exact opposite of what Jonas strove to accomplish in his work. However, I think it is simplistic to relegate Gnosticism to a merely antagonistic role in the development of Jonas’s philosophy. My claim (...) is that Gnosticism, being a non-nihilistic form of dualism, might have been a relevant source of inspiration – although not the only one – for amending the flaws of Heidegger’s Existentialism. By taking a closer look at the essay Gnosticism, Existentialism, and Nihilism, this article aims to clarify the critical and constructive role that Gnosticism might have played in shaping some of the major traits of Jonas’s thought. The first part of this essay deals with Jonas’s ‘gnostic reading’ of Heidegger’s Existentialism and highlights the positive insights drawn from such interpretative strategy. The second part focuses on three main motives in Jonas’s philosophy that may be traced back to the gnostic narrative: value objectivity and vulnerability, human responsibility and involvement in the history of being, and the sense of belonging to a wider dimension capable of providing orientation and meaning to human life. (shrink)

Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ (...) would be required. In order to achieve this, it is necessary to make a distinction between a ‘discipline’ and a ‘profession’ and not to conflate the practice of the discipline with the practice of professional academics. Such a distinction makes it possible to argue that teachers are engaged in the practice of the discipline they teach. As recent developments in social epistemology and the sociology of knowledge have suggested, it is indeed not just possible, but arguably necessary, to understand teachers in these terms. In seeking to understand what it means to be a teacher, there is thus much to be gained from further reflection as to the relationship between a teacher and his or her academic discipline. The reconsideration of this relationship might well cause us to challenge the idea that teaching is a form of generic activity. (shrink)

This paper attempts to better define the areas of conflict and agreement between value ethics and the theoretical ethics of the market processes at work in the biotechnology industry. Despite the apparent lack of ethics in an oligopolistically competitive pharmaceuticals industry, the paper concludes that the current stage of development of the medical biotechnology subindustry offers unparalleled opportunities for ethical systems to influence the market-based development of biotechnology. Ethical conversations between doctors and biologists with ethicists can help the market absorb (...) more of the reflective wisdom that ethics brings when discussing such issue areas as justice, patents of the human genome, and modifications of the human genome. If conversations between ethicists and biotechnological managers and doctors are successful the metaphors of market-based financing may be refined and the knowledge base of the good increased. (shrink)

ABSTRACT Can “facts” survive the advent of modern political practices of lying? This essay revisits Arendt's “Truth and Politics” to explore this question. Arendt ties the fate of facts closely to that of common sense, which both depends upon facts and is charged with combating the lies that would assault not only individual facts but factuality itself. Arendt hewed closely to our two major philosophical traditions of common sense. While she recognized the ways in which common sense as koine aisthesis, (...) or an individual faculty of epistemological coherence, could be co-opted by totalitarian ideology, she was less aware of how her own notion of “community sense” could be pressed into the service of an accelerating democratic/capitalist conversion of facts into opinions. Given the co-optation of these traditions of common sense by modern practices of political lying, I argue for an alternative approach, inspired by Aristotle and rooted in perception, where “sensing in common” nurtures a sense of [what can come to be held in] common. (shrink)

Academia’s mathematical metaphysics are briefly explored en route to an elaboration of the qualitatively rigorous requirements underpinning the calibration and unambiguous interpretation of quantitative instrumentation in any science. Of particular interest are Gadamer’s emphases on number as the paradigm of the noetic, on the role of play in interpretation, and on Hegel’s sense of method as the activity of the thing itself that thought experiences. These point toward and overlap with (1) Latour’s study of the metrological social networks through which (...) technological phenomena are brought into language as modes of being that can be understood, and (2) the way that Rasch’s models for measurement comprise a potential beginning for metaphysically astute, qualitatively and quantitatively integrated, mathematical methods in the social sciences. The paper closes with observations on the general problem that is philosophy, the need to remain open to multiplicities of meaning even as clear understandings are sought and obtained. (shrink)

This article begins with Werner Herzog's programmatic statements on new images and deep truth and connects it to ideas of Nietzschean aesthetics, mainly the Apollonian image and the Dionysian horror. My main argument is that Herzog contributes to the literary and aesthetic tradition of new mythology within the medium of film by developing a distinct visual language that tries to express non-rational truth claims. In a first step I explore how Nietzschean aesthetics influenced the debates about the mythic image and (...) total cinema in classic film theory and visual studies. More importantly I show how the desire to create new mythic images not only influenced Herzog's discourse on film, but his actual aesthetic practice. In my analysis of his 1971 documentary Land of Silence and Darkness I show how the dynamic between Apollonian veil and Dionysian Urbild is effective in the construction of what Herzog calls “deep truth”. This article attempts to shift t... (shrink)

Phenomenological researchers generally agree that our central concern is to return to embodied, experiential meanings aiming for a fresh, complex, rich description of a phenomenon as it is concretely lived. Yet debates abound when it comes to deciding how best to carry out this phenomenological research in practice. Confusion about how to conduct appropriate phenomenological research makes our field difficult for novices to access. Six particular questions are contested: How tightly or loosely should we define what counts as "phenomenology" Should (...) we always aim to produce a general description of the phenomenon, or is idiographic analysis a legitimate aim? To what extent should interpretation be involved in our descriptions? Should we set aside or bring to the foreground researcher subjectivity? Should phenomenology be more science than art? Is phenomenology a modernist or postmodernist project, or neither? In this paper, I examine each of these areas of contention in the spirit of fostering dialogue, and promoting openness and clarity in phenomenological inquiry. (shrink)

This article explores the nature of "the phenomenological attitude," which is understood as the process of retaining a wonder and openness to the world while reflexively restraining pre-understandings, as it applies to psychological research. A brief history identifies key philosphical ideas outlining Husserl's formulation of the reductions and subsequent existential-hermeneutic elaborations, and how these have been applied in empirical psychological research. Then three concrete descriptions of engaging the phenomenological attitude are offered, highlighting the way the epoché of the natural sciences, (...) the psychological phenomenological reduction and the eidetic reduction can be applied during research interviews. Reflections on the impact and value of the researcher's stance show that these reductions can be intertwined with reflexivity and that, in this process, something of a dance occurs—a tango in which the researcher twists and glides through a series of improvised steps. In a context of tension and contradictory motions, the researcher slides between striving for reductive focus and reflexive self-awareness; between bracketing pre-understandings and exploiting them as a source of insight. Caught up in the dance, researchers must wage a continuous, iterative struggle to become aware of, and then manage, pre-understandings and habitualities that inevitably linger. Persistance will reward the researcher with special, if fleeting, moments of disclosure in which the phenomenon reveals something of itself in a fresh way. (shrink)

This paper offers an account of how to engage one phenomenologically orientated version of relational research based on ideas from existential phenomenological philosophy as well as Gestalt theory, relational psychoanalysis, intersubjectivity theory and feminist methodology. Relational dynamics (both conscious and unconscious) between researcher and co-researcher are explored reflexively using illustrations from various phenomenological projects in which the author has been involved. The relational approach to phenomenology described involves attending to four interlinked dimensions: open presence, embodied intersubjectivity, dialogic co-creation and entangled (...) selves. The paper aims to show the importance of retaining an open, empathic, embodied presence to another's personhood while acknowledging the power of dialogue to bring to life new realities. Data is seen to emerge out of the researcher/co-researcher relationship and is mutually co-created in this encounter as each touches and impacts on the other. What we can learn and know about another arises within the intersubjective space between. In this zone of ambiguity and uncertainty, the unforeseen hovers and layered meanings invite discovery. (shrink)

FEX A, FLENSNER G, EK A‐C and SÖDERHAMN O. Nursing Inquiry 2011; 18: 336–347 Living with an adult family member using advanced medical technology at homeAn increased number of chronically ill adults perform self‐care while using different sorts of advanced medical technology at home. This hermeneutical study aimed to gain a deeper understanding of the meaning of living with an adult family member using advanced medical technology at home. Eleven next of kin to adults performing self‐care at home, either using (...) long‐term oxygen from a cylinder or ventilator, or performing peritoneal or haemodialysis, were interviewed. The qualitative interviews were analysed using a Gadamerian methodology. The main interpretation explained the meaning as rhythmical patterns of connectedness versus separation, and of sorrow versus reconciliation. Dependence on others was shown in the need for support from healthcare professionals and significant others. In conclusion, next of kin took considerable responsibility for dependent‐care. All next of kin were positive to the idea of bringing the technology home, even though their own needs receded into the background, while focusing on the best for the patient. The results were discussed in relation to dependent‐care and transition, which may have an influence on the self‐care of next of kin and patients. The study revealed a need for further nursing attention to next of kin in this context. (shrink)

This paper critically examines Ken Wilber's transpersonal evolutionary theory in the context of the philosophical discourse of postmodernity. The critique focuses on Wilber's refutation of non?absolutist and non?universalist approaches to rationality, truth, and morality?such as cultural relativism, pluralism, constructivism or perspectivism?under the charges of being epistemologically self?refuting and morally pernicious. First, it is suggested that Wilber offers a faulty dichotomy between his absolutist?universalist metanarrative and a self?contradictory and pernicious vulgar relativism. Second, it is shown that Wilber's arguments for the self?refuting (...) and pernicious nature of other non?absolutist approaches are both fallacious and distorting. Finally, the problematic consequences of absolutist discourse for academic and cross?cultural dialogue are pinpointed. Taking Wilber's treatment of Nagarjuna's thinking as a paradigmatic example, it is suggested that absolutist thinking both usually leads to ?bad? hermeneutics, and potentially hinders genuine dialogue among people and traditions holding different world views. (shrink)

This essay argues that Hans-Georg Gadamer's philosophical hermeneutics, Jürgen Habermas's communication theory, and Jacques Derrida's deconstruction all fit together within one philosophical paradigm: metamodernism. Metamodernism, as defined, is opposed to both modernism and radical forms of postmodernism. Within metamodernism, a political conundrum provides the key clue for understanding the relations among Gadamer, Habermas, and Derrida as well as for elaborating the contours of the paradigm. Specifically, the political implications of the three philosophies are intransitive: they seem to shift around rather (...) than being in fixed relations to each other. So, for instance, Gadamer sometimes seems to the political right of both Habermas and Derrida, but then, at different times, he stands between them, and then again, at other times, he seems to be to the left of both. This political paradox suggests that the traditional political categories of liberalism and conservatism do not suitably reflect the critical positions within metamodernism. Gadamer, Habermas, and Derrida are far more concerned with explaining the possibility and techniques of interpretive and social critique, while remaining true to the metamodernist paradigm, rather than fitting themselves into the traditional liberal or conservative political camps. (shrink)

Based upon a brief outline of existential-phenomenological ontology we present a theoretical and practical understanding of humanbeing, which is suited for a methodologically reflected approach to qualitative research. We present the phenomenological distinction between threedimensions of corporeal intentionality(structural, generative and dialectic intentionality) that form elementary events and structures of meaning. Various aspects of human being are better scrutinized with these concepts of intentionality, such as the association of individual being or collective being (e.g. groups) with the less differentiated anonymity of (...) human being. The aim of our framework is to support the qualitative researcher in grasping the experience of the human life in closer accord with how this being actually unfolds and is lived. Application of the presented framework is illuminated with empirical examples from educational, health and psychological contexts. Finally, we discuss the methodological implications that our approach has for qualitative investigations of human being. (shrink)

The philosophical and scientific literature on play is extensive and the approaches to the study, description, and explanation of play are diverse. In this paper I intend to provide an overview of approaches to play. My interest is in describing the most fundamental categories in terms of which play is characterized, explained, and evaluated. Insofar as these categories attempt to describe what kind of reality we are talking about when we make claims about play, I hope to clarify the metaphysics (...) of play. Once this categorical scheme is made clear, we will be in a better position to evaluate the task of definition, claims about the relation of sport and play, and assertions about the significance of play. First, I place the discussion in the context of Bernard Suits's account of play and some other recent approaches to play. Next, I distinguish the following approaches to play: (a) play as behavior or activity; (b) play as motive, attitude, or state of mind; (c) play as form or structure; (d) play as meaningful experience; (e) play as an ontologically distinctive phenomenon. There is a natural progression in the way the analysis unfolds. In the final section I argue that my analysis generates a pluralist, nonreductive account of play. (shrink)

Jeff Malpas’ book Experience and Place has become a significant landmark in philosophy. I take the publication of the revised and extended second edition of the book in 2018 as an opportunity to re...

This article surveys the output of contemporary Italian philosophers and distinguishes three principal ways of approaching their intellectual endeavor: denial, the “evil-queen syndrome,” and compliance. Philosophers in a state of denial seem unaware of the loss in status that Italian philosophy as an academic discipline suffers in international forums. The evil-queen syndrome concerns the habit of compiling surveys of past philosophies, focusing on traditions of which one considers oneself the privileged inheritor. Compliance—in its commendable aspect—refers to the growing number of (...) philosophers who participate in international debates, whose forums are for the most part Anglo-American peer-refereed journals. This article urges a less subservient intellectual attitude, capable of contributing new ideas and arguments to the international philosophical forum. (shrink)

Abstract : This article makes the case that teacher’s personal qualities should be considered to be of great importance to being a teacher and that pre- and in- service teacher education has a social responsibility mandate. Developing personal qualities in teacher education is an important way in which teacher education can address its social responsibility mandate and, conversely, this mandate can provide the perspective from which the value of teacher’s personal qualities for teaching can be judged. Finally, the article discusses (...) the role of reflective thinking and reflective practice in addressing the social responsibility mandate of teacher education and identifies characteristics of reflective practices that seem particularly suitable for developing a teacher’s personal qualities relevant for addressing the social responsibility mandate of teacher education. Résumé : Cet article fait état des qualités personnelles de l’enseignant qui doivent être considérées comme d’une grande importance pour être un enseignant et que l’éducation initiale des enseignants et la formation continue a un mandat de responsabilité sociale. Le développement de qualités personnelles dans la formation des enseignants est un moyen important par lequel la formation des enseignants peut s’acquitter de son mandat de responsabilité sociale et, inversement, ce mandat peut fournir la perspective selon laquelle la valeur des qualités personnelles de l’enseignant pour l’enseignement peut être jugé. Enfin, l’article examine le rôle de la réflexivité et de la pratique réflexive à travers ce mandat de responsabilité sociale de la formation des enseignants et identifie les caractéristiques des pratiques réflexives qui semblent particulièrement appropriées pour le développement des qualités personnelles de l’enseignant pertinents pour atteindre les objectifs de ce mandat de responsabilité sociale de la formation des enseignants. -/- . (shrink)

In this thesis the appropriate aesthetic evaluation of designed landscapes is explored. The overarching research question for this thesis is: What is an appropriate appreciation of a designed landscape as a designed landscape? This overarching research question is split into sub-questions. The first sub-question is: What is the current theoretical basis for the aesthetic evaluation of designed landscapes and does it provide appropriate arguments for aesthetic evaluations? Two important points about the aesthetic evaluation of designed landscapes were found in the (...) existing literature on environmental aesthetics and in critical evaluations of designed landscapes. Modern environmental aesthetics is focussed on natural environments as it has been shaped in response to early 20th century aesthetics, which was dominated by questions on art. The designed landscape phenomenologically related more to environments, but is ontologically closely related to artworks. Designed landscapes thus fall between two fields. The designed landscape has gone largely unacknowledged by philosophers and geographers. The lack of a specific theory for the appropriate appreciation of designed landscapes has made it easier for landscape architects and critics to miss out on the current insights of environmental aesthetics, leading to the inconsistent belief among landscape architects and landscape architecture critics that landscapes are scenic entities. Actual design criticism as offered in the Landscape Architecture Europe books is shown to be based on the inconsistent belief that aesthetic experiences of works of landscape architecture are mostly visual. To explore what an appropriate appreciation should be based in, first the ontology and phenomenology of one example, the post-war design for the landscape of Walcheren, is described and discussed. To explore its ontology, a literature research has revealed the design process and decisions. To explore the phenomenology, the descriptions of two walks on the island made by the author were analysed. The descriptions of ontology and phenomenology of Walcheren offer insights into the relevance for the aesthetic evaluation of this landscape of being designed and of the sensorial richness of this designed landscape. In both fields of ontology and phenomenology insights into aesthetic value go beyond the visible. The second and third part of the research answers the sub-questions about appropriate appreciation regarding respectively ontology and phenomenology of designed landscapes in general. The literature on topics adjacent to the field of landscape architecture, such as design and architecture aesthetics, was surveyed for aspects that might also be relevant for the aesthetic evaluation of landscape architecture. These aspects were then weighed according to a philosophical method of reasoning from first principles. Starting from a principle of appropriate appreciation, different cues were tested to see whether or not they have to be considered in such an appropriate appreciation. Following descriptions of the True Appreciation Principle (TAP) as provided by Lopes, cues were tested against the Appropriate Appreciation Principle for Designed Landscapes (AAP-DL): An appreciation of landscape L as a designed landscape is appropriate only as far as it does not depend counterfactually on any belief that is inconsistent with the truth about the nature of designed landscapes. Examples are provided where cues can influence one’s evaluation, and evaluation thus depends counterfactually on those taking those cues into account. If something might influence one’s evaluation one should consider it. The exploration has provided important cues for the aesthetic evaluation of designed landscapes. The findings are the base of an evaluative framework that takes into account the ontology and phenomenology of designed landscapes in order to evaluate designed landscapes according the AAP-DL. A discussion is provided on the importance of such an appropriate appreciation for different audiences. (shrink)

The concept of self-stigmatization is guided by a representational account of selfhood that fails to accommodate for resilience against, and recovery from, stigma. Mainstream research on self-stigma has portrayed it only as a reified self, that is, as collectively shared stereotypes representing individuals’ identity. Self-stigma viewed phenomenologically, however, elucidates what facilitates a stigmatized self. A phenomenological analysis discloses the lived phenomenon of stigma as an act of self-objectification, as related to the experiential self, and therefore an achievement of subjectivity. Following (...) a phenomenological account, the stigmatized self can thus return to a state-of-being, similar to that Jean-Paul Sartre once referred to as bad faith. Regarding your identity as analogous to an inanimate thing is ultimately self-deceptive. Self-stigma is here phenomenologically illuminated as constituted by basic discretion, that is, as a minimal form of agency. The study found that basic discretion can uphold the possibility for emancipation from a stigmatized self. (shrink)

The evidence-based practice and evidence-based medicine movements have promoted standardization through guideline development methodologies based on systematic reviews and meta-analyses of best available research. EBM has challenged clinicians to question their reliance on practical reasoning and clinical judgement. In this paper, we argue that the protagonists of EBM position their mission as reducing uncertainty through the use of standardized methods for knowledge evaluation and use. With this drive towards uniformity, standardization and control comes a suspicion towards intuition, creativity and uncertainty (...) as integral parts of medical practice. We question the appropriateness of attempts to standardize professional practice through a discussion of the importance of uncertainty. Greenhalgh’s taxonomy of uncertainty is used to inform an analysis of the clinical reasoning occurring in a potentially life threatening emergency situation with a young patient. The case analysis is further developed by the use of the Canadian philosopher Bernard Lonergan’s theory about understanding and objective knowing. According to Lonergan it is not by getting rid of or even by reducing uncertainty, but by attending systematically to it and by relating to it in a self-conscious way, that objective knowledge can be obtained. The paper concludes that uncertainty is not a regrettable and unavoidable aspect of decision making but a productive component of clinical reasoning. (shrink)

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

On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...) recognise the difference and otherness of the learner? At the heart of the matter in answering these questions is how to conceive of the connection between learning and the transformation of the individual. Before turning to Peters, this inquiry begins by discussing connections between transformation and learning in classical and contemporary philosophical discourse. In this context, notions of discontinuity and interruption are shown to be central to understanding transformational learning processes. Peters' thought is then located within this discourse and taken up in three central ways: (1) by analysing his notion of teaching (2) by examining the ideas of learning and transformation embedded in his concept of teaching, and (3) by inquiring into how these issues relate to his idea of philosophy of education as a central part of teacher education. (shrink)

What is a moment? While Heidegger considers the moment hermeneutically in the first division of Being and Time, he abandons the thoroughly hermeneutic account in an ecstatic analysis of time in the second. In this paper, I explore the moment in the direction of hermeneutic temporality and finite comprehensibility. I begin by describing how Heidegger’s ecstatic analysis by its very nature forecloses the possibility of the average, everyday constitution of the moment. I then attempt a broader recovery of hermeneutic temporality, (...) specifically instantiated in Gadamer’s temporality of the festival. In so doing, I hope to re-establish the Augenblick as the moment of finite comprehensibility. (shrink)

Following Gadamer, Dilthey’s philosophy of the social world is beset by an implicit subjectivism which puts into question the very possibility of shared understanding. This subjectivism is taken to lie behind Dilthey’s emphasis on empathy (or “re-experiencing”), which becomes a condition of our understanding of others and knowledge of the socio-historical world generally. I argue that Dilthey does not give primacy to subjectivity, particularly in his later works. Dilthey’s own notion of sociality, accounted for in terms of the common realm (...) of “objective spirit,” is akin to Gadamer’s own anti-subjectivist account of the human sciences and understanding. Through objective spirit, Dilthey shows that understanding cannot be conceived in terms of an aggregation of individual mental acts but is instead an irreducibly social accomplishment. (shrink)

This paper provides a qualified defense of Martin Heidegger’s controversial assertion that humans and animals differ in kind, not just degree. He has good reasons to defend the human difference, and his thesis is compatible with the evolution of humans from other animals. He argues that the human environment is the world of meaning and truth, an environment which peculiarly makes possible truthful activities such as biology. But the ability to be open to truth cannot be a feature of human (...) biology, without making such pursuits as biology, mathematics, and philosophy a biological function of a certain species, homo sapiens. To deny the human difference amounts to species relativism which leaves the normativity of truth unexplained. To reconcile the human evolutionary heritage and the uniquely human openness to meaning and truth, the paper amplifies a distinction occasionally made by Heidegger between condition and cause. (shrink)