The COVID-19 pandemic has both highlighted and exacerbated global health inequities, leading for calls for responses to COVID to promote social justice and ensure that no one is left behind. One key lesson to be learnt from the pandemic is the critical importance of decolonizing global health and global health research so that African countries are better placed to address pandemic challenges in contextually relevant ways. This paper argues that to be successful, programmes of decolonization in complex global health landscapes (...) require a complex three-dimensional approach. Drawing on the broader discourse of political decolonization that has been going on in the African context for over a century, we present a model for unpacking the complex task of decolonization. Our approach suggests a three-dimensional approach which encompasses hegemomic; epistemic; and commitmental elements. (shrink)

The realm of intentionality is definitive of phenomenology as a reflective methodology. Yet it is precisely the focus on the intentionalgiventhat has been condemned recently.Speculative realism argues that phenomenology is unsatisfactory since the reduction to the intentional realm excludes the ‘external’, i.e. reality independent of consciousness. This criticism allows me to clarify the nature of intentionality.Material phenomenologyfinds, in contrast, that the intentional realm excludes the ‘inner’. This criticism allows me to discuss the way in whichipseityenters as an element of experience. (...) Intentionality, viewed psychologically, is rightly the distinct arena of phenomenological psychology. However, there is no doubting the difficulty of maintaining a research focus precisely on the realm of intentionality; there areaporiasof the reduction. I discuss some of the difficulties. (shrink)

Critically discussing the causal social ontologies presented by Dave Elder-Vass and John Searle, the article argues that these views implausibly identify the causal ontological source of human sociality in collectively known, recognized and accepted statuses, criteria, norms and the like. This is implausible, for it ignores human sociality as occurring in temporally and spatially dispersed on-going processes of human interaction of differently placed, often unequal, and thus epistemically differently equipped actors in division of labour. Human scientific concepts are best seen (...) as picking out (aspects of) such complex and heterogeneous processes, not what the participating actors allegedly collectively know, accept or recognize about them. The article observes that similar appeals to collective recognition are also common in Wittgensteinian literature that, however, have claimed to reject the causal ontological view. It is argued that the ultimate value in rejecting the causal ontological view, and the accompanying idea of collective recognition, resides in that we thereby avoid epistemically homogenizing and over-intellectualizing the diverse mass of dispersed, often unequal, but interacting actors. (shrink)

Is the endeavour to probe the meaning of modernity other than a form of self-obsession, a kind of collective and conceptual narcissism, characteristic of the perhaps peculiarly modern preoccupation with abstract notions and inwardness? And whatever the motivation and origin, is the endeavour likely to issue in something better than doubtful or empty pronouncements, true to the extent that they are platitudes and false or obscure for the rest? Encountering the title Modernism as a Philosophical Problem one can imagine a (...) Rortyean reading: modernism a philosophical problem?—and the commentary: well, if you think that, you do have a problem, namely, philosophical pretentiousness and an affliction for foundations, for ultimate principles that, if truly ultimate, are unattainable and also unnecessary. In a different voice, a similar cynicism can be heard, the Lyotardean lament at the announcement of yet another unneeded philosophical meta-narrative, a new, idle tale about history, ideas and development, culminating in grand notions confounded by facts. (shrink)

Nursing, or caring science, is mainly concerned with developing knowledge of what constitutes ideal, good health care for patients as whole persons, and how to achieve this. The aim of this study was to find clinical empirical indications of good ethical care and to investigate the substance of ideal nursing care in praxis. A hermeneutic method was employed in this clinical study, assuming the theoretical perspective of caritative caring and ethics of the understanding of life. The data consisted of two (...) Socratic dialogues: one with nurses and one with nursing students, and interviews with two former patients. The empirical data are first described from a phenomenological approach. Observations of caregivers offering `the little extra' were taken to confirm that patients were `being seen', not from the perspective of an ideal nursing model, but from that of interaction as a fellow human being. The study provides clinical evidence that, as an ontological response to suffering, 'symbolic acts' such as giving the `little extra' may work to bridge gaps in human interaction. The fact that `little things' have the power to preserve dignity and make patients feel they are valued offers hope. Witnessing benevolent acts also paves the way for both patients and caregivers to increase their understanding of life. (shrink)

Obesity is now commonly recognised to be a significant public health issue worldwide with its increasing prevalence frequently described as a global epidemic. In the United Kingdom, primary care nurses are responsible for weight management through the provision of healthy eating advice and support with lifestyle change. However, nurses themselves are not immune to the persistent and pervasive global levels of weight gain. Drawing on a Gadamerian informed phenomenological study of female primary care nurses in England, this paper considers the (...) complex gendered understandings and experiences of being overweight, and of food and eating. The nurses’ emotional and injurious experiences of being large is found to be capable of producing embodied caring practices, involving a fusion of horizons with patients over how it feels to inhabit a large body. Yet, even though subjected to similar derogatory stereotypes as patients, they simultaneously reinforce the dominant and damaging individualising psychopathology inherent to anti‐obesity discourses. This suggests an urgent need to expose and challenge harmful discourses surrounding women’s body size and weight in order to avoid nursing practices that unthinkingly reproduce culturally dominant and gendered understandings of weight, body size, food and eating. (shrink)

Part of teaching the descriptive phenomenological psychological method is to assist students in grasping their previously unrecognized assumptions regarding the meaning of “science.” This paper is intended to address a variety of assumptions that are encountered when introducing students to the descriptive phenomenological psychological method pioneered by Giorgi. These assumptions are: 1) That the meaning of “science” is exhausted by empirical science, and therefore qualitative research, even if termed “human science,” is more akin to literature or art than methodical, scientific (...) inquiry; 2) That as a primarily aesthetic, poetic enterprise human scientific psychology need not attempt to achieve a degree of rigor and epistemological clarity analogous to that pursued by natural scientists; 3) That “objectivity” is a concept belonging to natural science, and therefore human science ought not to strive for objectivity because this would require “objectivizing” the human being; 4) That qualitative research must always adopt an “interpretive” approach, description being seen as merely a mode of interpretation. These assumptions are responded to from a perspective drawing primarily upon Husserl and Merleau-Ponty, but also upon Eagleton’s analysis of aestheticism. (shrink)

Within the Husserlian phenomenological philosophical tradition, description and interpretation co-exist. However, teaching the practice of phenomenological psychological research requires careful articulation of the differences between a descriptive and an interpretive relationship to what is provided by qualitative data. If as researchers we neglect the epistemological foundations of our work or avoid working through difficult methodological issues, then our work invites dismissal as inadequate science, undermining the effort to strongly establish psychology along qualitative lines. The first article in this two-part discussion (...) provides a Husserlian investigation of the meaning of ‘method’ for psychology as a human science. This investigation is undertaken in the light of some researchers’ appropriations of Gadamer’s philosophical hermeneutics in the service of non-methodical praxes. The second article will address some implications of the attempt to structure qualitative psychological research along ‘Gadamerian’ lines, taking seriously the references to Gadamer’s work made by researchers such as Van Manen and Smith. Indo-Pacific Journal of Phenomenology , Volume 11, Edition 1 May 2011, 69-85. (shrink)

According to Husserlian scholars such as Mohanty, description and interpretation coexist within Husserl’s work and are envisioned as complementary rather than mutually exclusive approaches to inquiry. This paper argues that exploring the implications of this philosophical complementarity for psychological research would require distinguishing between both the multiple meanings of “interpretation” and the differing modes of interpretation within qualitative data. Husserl’s model of passive and active intentionality and Ricoeur’s theory of narrativity are examined in order to explore their relevance for research. (...) It is argued that interview data can demonstrate both actively and passively intended dimensions, and that the psychological meaningfulness of this complexity points to the relevance of not only Husserl’s static analysis but also his genetic analysis. Likewise, it is argued that Ricoeur’s work on narrativity and narrative identity is invaluable in grasping ways in which narrative data is intrinsically self-interpretive, expresses self-identity, and is both situated within and responsive to the larger social horizon of the ineluctably relational interview context within which it is given. (shrink)

The average age of women nursing students in Australia is rising. With this comes the likelihood that more now begin university with family responsibilities, and with their lives structured by the roles of mother and partner. Women with more traditionally gendered ideas of these roles, such as nurturing others and self‐sacrifice, are known to be attracted to nursing as a profession; once at university, however, these students can be vulnerable to gender role stress from the competing demands of study. A (...) qualitative research design, guided by Gadamer's hermeneutic philosophy, explored the gendered behaviours and experiences of 22 women nursing students, all of whom had children and began university in a heterosexual intimate relationship. The findings reveal traditional ideas of gender were almost universal among participants, and these ideas had a significant influence on the nursing degree experience. Participants commonly prioritised family over the university and practiced maternal gatekeeping (prevention of male partner involvement in domestic work). These traditionally gendered behaviours, coupled with experiences of gender role stress, had a detrimental impact on participants' capacity to study and their personal wellbeing. The importance of these findings to the burgeoning nursing workforce shortage nursing is considered in terms of student retention and the supply of graduates into the profession. The implications to the nursing profession are also explored against the evidence that nursing students with traditional gender beliefs are less likely to develop as autonomous, critical thinking nurses compared to their gender‐egalitarian peers. The introduction of gender theory via critical pedagogy in the undergraduate nursing degree curriculum is recommended to enlighten and empower women nursing students and promote the competence, agility, and sustainability of the nursing profession. (shrink)

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

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

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

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist (...) elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives. (shrink)

This paper makes three points. First, empathy cannot be considered an epistemic basis for qualitative research and evaluation. Second, it is, however, a valuable method for understanding the private meanings of words and deeds. Third, this method is not completely reliable for purposes of what Popper called refutation, but is useful in what he dubbed scientific conjecture or the generation of theory. Basic researchers will need to take the necessary steps to subject empathetic hunches to critical examination. However, owing to (...) the exigencies of action settings and decision-making, disciplined conjectures are sometimes the most that evaluators can hope to record. (shrink)

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...) Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. (shrink)

In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...) Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. (shrink)

Pádraig Hogan has argued for a powerful conception of education as epiphany that is illuminated by the work of Heidegger and Joyce. But what are we to make of Stephen Dedalus’ intention (pretension?) to ‘Remember your epiphanies’? Developing the phenomenological Erinnerungsversuch or ‘essay in memory’ of David Farrell Krell, I will examine three ‘epiphanic fragments’ from the literature of education. The problem of the temporality of the educational epiphany will be identified and a resolution will be attempted. I hope thus (...) to extend an ontological account of memory into the educational experience, and also to develop the educational significance of the remembered or recollected epiphany. The article concludes with some emerging thoughts on the relation of education, literature and vocation. (shrink)

In this paper I set out the problem of feminist social science as the need to explain and justify its method of theory choice in relation to both its own theories and those of androcentric social science. In doing this, it needs to avoid both a positivism which denies the impact of values on scientific theory-choice and a radical relativism which undercuts the emancipatory potential of feminist research. From the relevant literature I offer two possible solutions: the Holistic and the (...) Constructivist models of theory-choice. I then rate these models according to what extent they solve the problem of feminist social science. I argue that the principal distinction between these models is in their contrasting conceptions of truth. Solving the problem of feminist social science will require understanding that what is at stake in the debate is our conception of truth. This understanding will serve to clarify, though not resolve, the various approaches to and disagreements over methodologies and explanations in feminist social science. (shrink)

Although the German philosopher Hans-Georg Gadamer was not a religious thinker or theologian, his work and approach have influenced thinkers in the field of theology. This article explores some ‘overlaps’ between Gadamerian hermeneutics and the ideas of some contemporary Muslim scholars such as Nasr Hamid Abu Zayd, Abdolkarim Soroush, Muhammad Mujtahed Shabestari and Hassan Hanafi regarding issues of textual interpretation and understanding. In particular, the article seeks to understand how such ideas have appeared in these Muslim scholars’ approaches to interpreting (...) the Qurʾan. It also explores some of the implications that follow from incorporating Gadamer’s ideas into Islamic theological and political discourses. The article argues that the application of Gadamer’s hermeneutic philosophy to the realm of Qurʾanic studies is not only fruitful insofar as it provides new insights into the interpretation of the Qurʾan, but also has important consequences for Islamic theological and political discourses more broadly. (shrink)

It has been commonplace to maintain of the phenomenon that occurred during classical times, the change from relying on myth to trusting in reason: (1) that the emergence of philosophy from myth was marked by an abrupt discontinuity; (2) that mythical thinking was left behind once philosophy was invented or discovered; and (3) that the ancient Greeks were the agents of this miracle. This paper suggests that the so-called “Greek miracle” was, in fact, a miracle manqué and, more importantly, that (...) close examination of this failed miracle offers valuable insight into the philosophical crisis facing the world today. (shrink)

This paper provides an existential analysis of humour as a social virtue in invasion games at the elite sport level. The main argument is that humour in this particular context can be valuable both in the competitive social training environment and in game performance. This is investigated through philosophical and psychological conceptualisations of humour that are used to reveal and analyse the appearance and possible value of a humorous approach in various social situations experienced during invasion games and the associated (...) training situations. It is concluded that humour can help balance and structure the social training environment as well as facilitate creative game performance. On this basis it is suggested that the existential perspectives on humour presented could make a fruitful contribution to talent development in the domain of invasion games. (shrink)

The purpose of this paper is to study the expressive part of game performance in soccer by introducing the concept of theatricality to describe a special form of expression. The aim is to contribute to the understanding of game performance by looking into the appearance, role and value of theatricality. The main argument of the paper is that theatricality can describe an important, but rarely noticed performance aspect, as it provides a unifying concept for expressive distancing in four dimensions of (...) the players? life-worlds: the subjective, intersubjective, collective and institutional. By explicating the value of this kind of expression in soccer the paper can provide a philosophical basis for including theatricality in performance and development strategies. (shrink)

The purpose of this paper is to problematize the place of religious authority in politics and education. Specifically, this essay highlights the role of religious authority in establishing a moral order that values compliance and conformity at the expense of liberty and critique. In doing so, the essay reflects on Israeli politics and Islamic political thought. Pondering on both, the essay explains how the authority conferred through the use of religious language creates a condition of hyper-solidarity. Under conditions of hyper-solidarity, (...) religious authority becomes pervasive, permeating, and more entrenched and difficult to challenge. It becomes increasingly difficult to be critical, because to criticize is to forgo that hyper-solidarity, and to assume a position of exteriority. Therefore, obedience becomes a choice and a position taken in favor of stability, consistency, and continuity of the group. (shrink)

Background:The acquisition of experience is a major concern for nurses in intensive care units. Although the emotional component of the clinical practice of these nurses has been widely studied, greater examination is required to determine how this component influences their learning and practical experience.Objective:To discover the relationships between emotion, memory and learning and the impacts on nursing clinical practice.Research design:This is a qualitative phenomenological study. The data were collected from open, in-depth interviews. A total of 22 intensive care unit nurses (...) participated in this research between January 2012 and December 2014.Ethical considerations:The School of Nursing Ethics Committee approved the study, which complied with ethical principles and required informed consent.Findings:We found a clear relationship between emotion, memory and the acquisition of experience. This relationship grouped three dimensions: (1) satisfaction, to relieve the patient’s pain or discomfort, give confidence and a sense of security to the patient, enable the presence of family members into the intensive care unit and provide family members with a realistic view of the patient’s situation; (2) error experience, which nurses feel when a patient dies, when they fail to accompany a patient in his or her decision to abandon the struggle to live or when they fail to lend support to the patient’s family; and (3) the feel bad–feel good paradox, which occurs when a mistake in the patient’s care or handling of his or her family is repaired.Conclusion:Emotion is a capacity that impacts on nurses’ experience and influences improvements in clinical practice. Recalling stories of satisfaction helps to reinforce good practice, while recalling stories of errors helps to identify difficulties in the profession and recognise new forms of action. The articulation of emotional competencies may support the development of nursing ethics in the intensive care unit to protect and defend their patients and improve their relationships with families in order to maximise the potential for patient care. (shrink)

In this article, conviviality is examined as a constitutive part of human life. On the basis of (ethnographic) examples and discussion, it is maintained that it is a fundamental good, necessary for the valuation of most other goods. The role and function of conviviality, however, are often obscured in theory. Aristotle’s view of the virtues still allowed room for it. Most modern scientific and philosophical approaches ascribe a thinkable motive to interactions that stimulate our spontaneity and faith in life, such (...) as the motive of solving problems that can be construed in objective terms (as in neo-Darwinism), or of seeing reality correspond to reflexive representations of life (as in hermeneutics). Maurice Blondel’s critique of intellectualism and his view of tradition are invoked. By accepting conviviality as a prerequisite for human spirituality, we can focus on aspects of Christianity – like a respect for concrete traditions – that tend to disappear into the background when we frame its teachings and promises in intellectual terms. The argument also points to dangers connected with the fact that instrumental logic largely determines the shape of modern life: we easily forget one of the key conditions for experiencing human life as fulfilling and worthwhile. (shrink)

The aim of this study was to describe specialist ambulance nurse students’ experiences of ethical conflicts and dilemmas in prehospital emergency care. In the autumn of 2015, after participating in a mandatory lecture on ethics, 24 specialist ambulance nurse students reported experiences and interpretations concerning conflicts and ethical dilemmas from prehospital emergency care. The text consisted of 24 written critical incidents which were interpreted using hermeneutic text interpretation. The text revealed three themes: Not safeguarding a patient’s body and identity; Not (...) agreeing on the care actions; and Not treating the patient with dignity. The SANs experiences ethical dilemmas and conflict of values when they witness how others violate a patient’s dignity. Discussion and reflection is based on ethical conflicts and dilemmas experienced when students see how caregivers do not safeguard the patient’s body or identity. When caregivers have a conflicting will, it results in patients not being treated in an ethical manner. Also, seeing how caregivers put themselves in a power position over patients is described as an ethical dilemma that students experience when they choose not to intervene. (shrink)

Kafka's writings are frequently interpreted as representing the historical period of modernism in which he was writing. Little attention has been paid, however, to the possibility that his writings may reflect neural mechanisms in the processing of self during hypnagogic (i.e., between waking and sleep) states. Kafka suffered from dream-like, hypnagogic hallucinations during a sleep-deprived state while writing. This paper discusses reasons (phenomenological and neurobiological) why the self projects an imaginary double (autoscopy) in its spontaneous hallucinations and how Kafka's writings (...) help to elucidate the underlying cognitive and neural mechanisms. I further discuss how the proposed mechanisms may be relevant to understanding paranoid delusions in schizophrenia. Literature documents and records cognitive and neural processes of self with an intimacy that may be otherwise unavailable to neuroscience. To elucidate this approach, I contrast it with the apparently popularizing view that the symptoms of schizophrenia result from what has been called an operative (i.e., pre-reflective) hyper-reflexivity. The latter approach claims that pre-reflective self-awareness (diminished in schizophrenia) pervades all conscious experience (however, in a manner that remains unverifiable for both phenomenological and experimental methods). This contribution argues the opposite: the. (shrink)

Метою даної статті стало цілісне дослідження феномену наративу Декалогу в його основоположних принципах в контексті богословського розуміння єврейського права. Для цього було використано абстрактно-логічні методи, історико-правовий, феноменологічний, аксіологічний, гносеологічний методи, метод критичного та системного аналізу і метод компаративної теології. В результаті виявлено богословське розуміння основних морально-правових принципів та зведено до єдиного, системотворчого; проведено дослідження кореляції між нормативною та моральною стороною такого наративу. Особливу цінність складає встановлення і виокремлення в означеному контексті базового вихідного принципу, який поставлений в основу як синайського законодавства, (...) так і всього біблійного права. Оскільки зі зміною історичних реалій, яка збіглась в часі з руйнуванням Храму та припиненням жертвоприношень − змінився і закон. Втім, біблійне законодавство мало особливе ідейне значення, воно задавало весь тон та розкривало і формувало основні принципи подальшого розвитку всього єврейського права. Тому в нашому дослідженні ми звернули увагу на головні ідейні особливості біблійних законів, адже в них криється, на нашу думку, основна формотворча суть, і лише зрозумівши її − зможемо зрозуміти саме єврейське право. Разом з тим феномен права, а тим більше єврейського права − один з найкращих регуляторів і виразників виховного принципу, який покликаний виховати людину в любові. Звичайно, до цього покликана моральність і вона мала би мати перевагу над всім іншим, але правова частина не має бути ігнорована. Право повинно виступати як соціально справедливий, інтегративний, фундаментальний, загальнообов’язковий, найефективніший, найавторитетніший регулятор. Тому проблема поєднання правових принципів і моральних заповідей для біблійного права не стояла в принципі. Початково значна частина прийнятих правових норм носила характер моральних приписів, підтверджених і виражених законом. Такий перехід, перетікання від моралі до закону та тісний взаємозв'язок між ними складають одне нерозривне ціле. І окрім Галахи, що відповідала за юридичний аспект, існували і писання пророків, завданням яких було висвітлити перехід від закону до моралі, бо якраз саме мораль − ось суть всього, ось справжній сенс існування правового вираження такого виховного принципу. Таким чином основний виховний принцип Декалогу зокрема і біблійного права загалом полягав у тому, щоб виховати високоморальну людину, яка має обмежувальні приписи, які б не дозволяли впасти в беззаконня, і заповіді формотворчі, які би дозволяли людині виховуватись в напрямку пошуку Бога і стабілізуватись в богоподібному стані, заповіданому самим Богом через Мойсея. В цьому і полягає суть Декалогу і єврейського права. Виховний принцип, як основний і результативний, хоч і не такий звичний для сучасного розуміння природи права, є саме тим принципом, який закладався як в основу Декалогу, так і в основу всього єврейського права, принаймні в його біблійну частину. (shrink)

The concept of praxis, also known as the practical discourse in philosophy, has been expressed in different ways in different eras. However, the linkages from one era to another and from one paradigm to another are not well explicated in the nursing literature. Difficulties with translations of ‘praxis’ into ‘practice’ and the connotations of the word ‘practical’ in the English language and in nursing have influenced extrapolation of the linkages. More recently, further blurring of the linkages occurred from the popular (...) association of praxis within the emancipatory paradigm. Integral to the concept of praxis, since the time of Aristotle, is the notion of phronesis: a process of moral reasoning enacted to establish the ‘good’ of a particular situation, often referred to as practical wisdom. The purposes of this paper are twofold. Firstly to demonstrate a number of linkages and shifts in the evolution of praxis. This, I believe, will enhance understanding of the multiple expressions of praxis in contemporary nursing. Secondly, to promote and affirm the importance of praxiological knowledge development in the discipline. Furthermore, increased appreciation of the concept of praxis provides an important vehicle for the advancement of nursing as a moral endeavour and the nurse as moral agent. (shrink)

While nursing practice embodies certain observable and sometimes habitual actions, much inheres in these actions that is not immediately discernible. Taking on Lyotard's exegesis of the unpresentable, I undertake an analysis of the unpresentable as it occurs in nursing practices. The unpresentable is a place of alterity often excluded from dominant discourses. Yet this very alterity is what practising nurses face day after day. Drawing from two nursing situations, one from a hermeneutic phenomenological study and the other from the literature, (...) I elucidate the unpresentable from a nursing point of view. Evoking Lyotard as well as selected philosophers from the continental philosophical tradition, I also question whether nursing in its present discourse is capable of responding to the unpresentable in nursing situations. Through the philosophical stance of presentation and representation, I delineate the urgent need to bring the otherness of the unpresentable into our nursing discourse. Nurses in practice confront a wide array of human differences and diversities and come to the realization that no framework alone can ever really have primacy over the multiform presentations of human suffering that so strikingly evoke alterity. (shrink)

In a recent article in this journal, D. Wade Hands reviewed Charles Taylor's two-volume work, Philosophical Papers. Hands predicts that Taylor's work will have no impact on the philosophy of economics. This may indeed turn out to be the case; but if so, it will only be because the profession is not listening. Of course, it is typical of the profession to be more interested in exporting its product than in learning from other disciplines. This is exemplified in Hands's use (...) of the term “philosophy of economics” – philosophy is the handmaiden of the highly successful enterprise of economics. But this journal is called Economics and Philosophy, which means that a conversation requiring an openness and attentiveness is called for between economics and philosophy. (shrink)

This paper presents a particular reading of Truth and Method, Hans-Georg Gadamer’s landmark text, as a lens through which to consider the meaning of international texts in domestic contexts. His thoughts have remained virtually unknown within international human rights law but is highly relevant to accommodating variations in interpretation between national jurisdiction.

This essay explores the thorny issue of theory and practice, partly in response to the special issue of the Journal of Philosophy of Education (37.2, 2003) but more especially as a way of offering a critique of Joseph Dunne’s book, Back to the Rough Ground (1993). It argues that Dunne’s notion of phronetic techne risks the reduction of philosophy to the merely instrumental, and, in turn, that this approach threatens the significance of philosophical character.

Exploring the history of our experience, Hannah Arendt reveals not only a radical transformation of its structure, but also the loss of experience as such and its replacement with technology. In order to identify the place of law in this process, we are trying to clarify the legal aspect of experience in terms of phenomenological hermeneutics and to trace its transformation in the digital age. The experience of law is thought of as one of the aspects of our mode of (...) being-in-the-world, which is based on openness to the world and consists in the mutual recognition of people in their dignity. Digital technologies, in turn, contribute to replacing fundamental openness with illusory freedom in cyberspace. The latter, unlike the public realm as a realm of action of many, and in this sense legal realm, is based primarily on productive activities of one and no longer requires law. (shrink)

Using the example of a beginning teacher’s account of the experience of entering her new school for the first time, this paper presents a consideration of the nature of interpetive inquiry in education and how such inquiry treats ‘the individual case’. This is compared with how more traditional, quantitative studies might treat such cases. The pedagogic character of interpretive inquiry is then discussed.

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

Romanticism is recognized as a wellspring of modern-day environmental thought and enthusiasm for nature-preservation, but the character of the affinities between the two is less well understood. Essentially, the Romantics realised that nature only becomes a matter for ethical concern, inspiration and love when the mind and sensibility of the human observer/agent are properly attuned and receptive to its meaning. That attunement involves several factors: a more appropriate scientific paradigm, a subtler appreciation of the impact that the setting of human (...) dwelling, especially landscape, may have on character; the discovery of 'life' and spontaneity as a motif in science and art; a deeper and more complex sense of time; and a feel for place drawn from the life-world rather than physics or economics. Romanticism invented a new language and set of descriptions to illuminate all of these things, one we neglect or forget at our peril. (shrink)