This paper gives a brief sketch of György Márkus’s philosophical style as manifest in the context of his role within the revival of Hegelian philosophy in Sydney in the last decades of the 20th century. Written from the perspective of one of his students, this style is sharpened by the contrast with that of another philosopher who was influential in the Hegel revival around that time, Richard Rorty. It is suggested that the stark antithesis between Márkusian and Rortarian philosophical and (...) interpretative styles reflects tensions within Hegel’s own attitude to what it might mean to reanimate a philosophy from the past within a radically changed cultural context. (shrink)

The book develops the current hermeneutic discourse concerning the notions of beauty and Being. It includes a discussion of melancholic beauty and its interconnection with the act of art’s creation. According to M. Hołda, the writings of both authors demonstrate a treatment of beauty based on ancient Greek thought, especially from the times of Plato and Aristotle. Gadamer reaffirms the intimate relationship between beauty and Being, which is also revealed in Woolf’s literary work. ---------------------- Received: 08/04/2022. Reviewed: 13/05/2022. Accepted: 14/06/2022.

Phenomenology is a well‐founded qualitative methodology that is frequently used by nurse researchers and considered of value when addressing research questions in nursing practice and nurse education. However, at present, nurse researchers using phenomenology tend to divide phenomenological methodology into the descriptive and interpretive formats. The nursing literature suggests that there is a deep divide between researchers following the methodological underpinnings and basic precepts pertaining to these two camps. If we are to reach a clearer understanding of the theory underlying (...) phenomenological methods it would be more helpful if we started to recognise that there are also important associations between transcendental and interpretive phenomenology. One such association is that a paradigm of movement exists that is not unique to transcendental and interpretive phenomenology but is common to them, as well as being inherent within a variety of fields of study. If we consider the universality of such imagery, looking to examples through parallel texts, we can obtain insights into phenomenology and its transposition into a workable scientific method that can be of use to the nurse researcher. (shrink)

This paper critically evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy to underpin a richer conception for developing the powers and capacities of all citizens.

The article discusses Georg Simmel’s theorizing on the social in the light of his treatment of the ‘dyad’ and the ‘triad’, constellations of two and three elements. What makes the dyad and the triad particularly interesting is the fact that they express the difference between the primary intersubjectivity immanent to the individuals and the objectified social forms in numerical terms, as quantitatively determined. In the article, it is argued that in its basic, methodologically simplest form, the social amounts for Simmel (...) to dyadic interaction between I and you, that can be conceptualized as ‘beingwith’. Nevertheless, a third element is always included also in the dyad, be it only as an excluded third. Therefore, it is claimed that in order to fully understand the dynamics of social relationships, one must look at the interplay of two socio-logics, bivalent and trivalent. The ‘third’ not only interrupts the supposedly immediate relation between the two elements of the dyad, but it is also capable of transforming it into a completely new figure: a social whole, a ‘we’, which obtains a supra-individual life independent of the individuals. (shrink)

Death is an unavoidable fact of human life, which cannot be totally ignored in education. Children reflect on death and raise questions that deserve serious answers. If an educator completely evades the issue, children will seek other conversation partners. It is possible to find arguments both from secular and religious sources, which alleviate the anguish that death awakens in the mind of a child.

The German philosopher and intellectual historian Karl Löwith is known and discussed mainly in the English language via his major work on secularization – Meaning in History, first written and published in English – and the more recently translated essays that criticize Martin Heidegger. However, Löwith’s body of work is rarely considered for the original contribution that it offers to the discourse on the questions of modernity and modern life. This oversight is due much to the way in which Hans (...) Blumenberg and Jürgen Habermas have each ‘dealt’ with Löwith’s position; Löwith in each case becomes a flagstone in the path to their own theories. This article reappraises Löwith’s thought through an exploration of his major works, and discovers that the concepts and motivations behind the critical force of his intellectual histories suggest a more sensitive reading of the modern condition than his critics allow. His notions of nature, cosmos and eternity, and his steadfast skepticism, reveal Löwith to be a theorist of the limits of human finitude, and set him apart from his contemporaries and his former teacher Heidegger. It is these aspects of his work that will continue to be provocative for both defenders of freedom and defenders of nature. (shrink)

The article analyzes J. Gaarder’s s book «Sophie’s world» and defines its place in philosophy for children as a shpere of humanities. Philosophy for children in the «classical» model is presented as a method of P4C (author – M. Lipman). The author presents the audience the main thesises and methods of the P4C method and compares «Sophie’s world» with classic works of M. Lipman. The same moments of these works are: the target audience (partly), «socratic dialogue», the presence of creative (...) imagination. However, the book by Y. Gaarder differs in the literary form of presentation (unlike the methodical works of M. Lipman) and issues («Sophie’s world» analyzes the history of philosophical systems; M. Lipman analyzes philosophical problems without reference to names and periods). «Sophie’s world» has the following features of P4C: philosophical guidance, «socratic dialogue», critical thinking, the formation of responses to questions, interactive interaction, self-reflection. As a result, the author provides recommendations to teachers on the peculiarities of teaching the work «World of Sophia» at school and identifies the competencies that the book can develop in students. «Sophie’s world» can be introduced into the school programm. However, teachers need to follow special recommendations. Children must express their opinions themselves and be a «Сommunity of researchers». Everyone сan to tell their own opinion. To interest students, the teacher can offer: video scribing, team collage, artistic reproduction of the atmosphere (for e[ample decoration), role play. «Sophie’s world» is a relevant work for philosophy for children. Y. Gaarder's book can form the reflective thinking and non-standard view of the world. The novel also develops communication skills, the ability to work in a team and ability to work with a large amount of information. «Sophie’s world» is very important and actual book for modern philosophy for children. (shrink)

In this paper we discuss the role that individual and collective acts of interpretation play in shaping a metaphysics of food. Our analysis moves from David Kaplan’s recent contention that food is always open to interpretation, and substantially expands its theoretical underpinnings by drawing on recent scholarship on food and social ontology. After setting up the terms of the discussion (§1), we suggest (§2) that the contention can be read subjectively or structurally, and that the latter can be given three (...) sub-readings. We then lay out (§3) three case studies that, we submit, any viable theory of a metaphysics of food should be able to account for. We show that one structural reading—based on the idea of negotiation—swiftly accommodates for the three case studies. We thus conclude that this reading is most promising for charting a metaphysics of food. (shrink)

We argue that many current forms of anti-racist and multicultural teaching, whilst well-intentioned, nevertheless serve to 'fix' identities on children in ways which inhibit their agency and reinforce stereotypes. In our exploration of the issues we employ a wide range of theoretical ideas.

To achieve its goals of managing andrestricting access to psychiatric care, managedcare organizations rely on an instrument, theoutpatient treatment report, that carriessignificant implications about how they viewpsychiatric patients and psychiatric care. Inaddition to involving ethical transgressionssuch as violation of patient confidentiality,denial of access to care, spurious use ofconcepts like quality of care, and harassmentof practitioners, the managed care approachalso depends on an overly technical,instrumental interpretation of human beings andpsychiatric treatment. It is this grounding ofmanaged care in technical reason that I (...) willexplore in this study. I begin with a reviewof a typical outpatient treatment report andshow how, with its dependence on the DSM-IV,on behavioral symptoms and patient`functioning'', on the biomedical model ofpsychiatric illness, and on gross quantitativemeasures, the report results in a crude,skeletonized view of the human being as acongeries of behavioral symptoms and functions. I then develop the managed care construal ofhuman existence further by showing itsgrounding in technical reason, exploring thelatter in its modern embodiment and deriving itand its opposite, practical reason, fromAristotle''s distinction between technical andpractical reason, techne and phronesis. Inthis analysis of the role of technical reasonin managed care, I point out that managed caredid not have to develop its rationale de novobut could rather lift its arguments, e.g. thebiomedical model, from contemporary psychiatryand simply apply them in a restrictive manner. Finally, I conclude this study by arguing forpsychiatry''s status as a discipline ofpractical knowledge. (shrink)

One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another language (L2) (...) is comparable to the process of learning a scientific discipline. (shrink)

One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another language (L2) (...) is comparable to the process of learning a scientific discipline. (shrink)

This article locates Bourdieu’s sociology within the lasting controversy concerning the nature of causal explanation and interpretative understanding in the social sciences, with a special focus on the classical problem surrounding the alleged compatibility between these procedures. First, it is argued that Bourdieu’s praxeological and relational perspective on the social universe leads him not only to join the ‘compatibility field’ of the debate, but to sustain, more radically, the identity between explanation and understanding. Second, the article defends the view that (...) this methodological proposal is tied to a distinction often ignored among the commentators of Bourdieu’s oeuvre, namely that between objectivism, a mode of knowledge of the social which he intends to integrate and overcome in his structural praxeology, and determinism, adopted by the author as a fundamental scientific principle and, at the same time, a potentially emancipatory ethico-political tool bequeathed by his reflexive sociology. While basically sympathetic to Bourdieu’s perspective, the article concludes in a more critical vein, by defending the need to bridge the gap between the ‘pessimism of the intellect’ that marks his portrayal of the reflexive capabilities of the lay agent, on the one hand, and the ‘optimism of the will’ infused in the critical program of reflexive sociology, on the other. (shrink)

The article ties together codified ethical premises, proceedings of ethical reasoning, and field-specific ethical reflections so to inform the ethnography of an Internet-based collaborative project. It argues that instead of only obeying formal statutes, practical judgment has to account for multiple understandings of ethical issues in the research field as well as for the self-determination of reflexive participants. The article reflects on the heuristics that guided the decisions of a 4-year participant observation in the English-language and German-language editions of Wikipedia. (...) Employing a microsociological perspective, it interrogates the technological, social, and legal implications of publicness and information sensitivity as core ethical concerns among Wikipedia authors. The first problem area of managing accessibility and anonymity contrasts the handling of the technologically available records of activities, disclosures of personal information, and the legal obligations to credit authorship with the authors’ right to work anonymously and the need to shield their identity. The second area confronts the contingent addressability of editors with the demand to assure and maintain informed consent. Taking into account these problem areas, the ethical reasoning on the one hand proposes options for observing and documenting episodes. On the other, it provides advice on the feasibility and the necessity of obtaining informed consent. (shrink)

Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida’s spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to (...) liberate education from its present enclosure. This rereading of the field of education in the light of an account of the fundamental ontology of its key institution problematizes all rhetorics of education as social salvation. Education, it proposes, cannot be conceived as the ideal soul of a corrupted or as yet defective body, the school. Education—having taken on the character of an ontotheological principle—has become a governmental instrument as much as its specific institutions. This ontological condition can be understood within various accounts of the nature of contemporaneity. This paper considers the monstrous proposal that education be abandoned as the grounds for social, ethical and cultural redemption. The good news is that this abandonment opens the possibility for thinking beyond education, a beyond that is also beyond the strictures of instrumental rationality. (shrink)

This paper addresses the question of the function of genre in Gadamer’s hermeneutics by examining his treatment of Plato’s political writings in the context of the “utopian genre.” I argue that Gadamer’s reading of Plato informs us on the hermeneutics of genre, which is otherwise undiscussed in Truth and Method. First, I reconstruct the utopian genre as Gadamer treats it in a 1983 lecture hitherto neglected. Second, I expand Gadamer’s “logic of question and answer” by drawing on the notion of (...) genre as articulated by E.D. Hirsch and show that attention to genre is not only compatible with Gadamerian hermeneutics, but also productive. Finally, I demonstrate that an application of this concept of genre to the case of Plato’s political philosophy reveals a problem in Gadamer’s interpretation, namely a certain confusion between dialogue and utopia, and propose two ways of explaining this confusion and thus of resolving the aporia. (shrink)

Journal of Philosophy of Education, EarlyView.

Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...) formalized or ‘normed’ into logical operators as part of a literate rationality. This more formal orientation to language is seen as metarepresentational and may be shown to have both an historical and a developmental trajectory. (shrink)

Literacy, specifically the use of writing for rational purposes, adds a new dimension to the traditional problem of the relation between language, thought and rationality. Central to rational thought are the logical relations expressed by such terms as “is”, “or”, “and” and “not”. Whereas some see these concepts as fundamental and innate, it is here argued that such terms exhibit a diverse range of uses in speech and thought but through literacy and education they become explicit objects of thought and (...) formalized or ‘normed’ into logical operators as part of a literate rationality. This more formal orientation to language is seen as metarepresentational and may be shown to have both an historical and a developmental trajectory. (shrink)

Charles Taylor called for a retrieval of the ethic of authenticity that has been distorted in modern notions of autonomy and self-fulfillment. Via exchanges with others who matter to us, he proposed that human identities develop through the use of rich language draped in shared horizons of significance. The fostering of these dialogical ties beyond purely instrumental purposes, along with the recognition of the human dignity in all, may avert the fallen ideal of authenticity. Nonviolent communication affords the skillful dialogue (...) with others cradled in a shared sense of significance and supports the development of a meaningful identity—one that is formed through the realization of what exists beyond the self. The purpose of this article is to argue that nonviolent communication facilitates the retrieval of the ethic of authenticity. Narratives from nursing students’ journals on the use of nonviolent communication skills will be used to support the argument. (shrink)

It is fundamental assumption in nursing theory that it is important for nurses to understand how patients experience states of ill health. This assumption is often related to aims of empathic understanding, but normative principles of social interpretation can have an important action‐guiding role whenever nurses seek to understand patients’ subjective horizons on the basis of active or passive expressions of meaning. The aim of this article is to present a philosophical theory of concept possession and to argue that it (...) can shed light on how nurses should seek to understand patients’ subjective perspectives on the meaning of illness. The two basic ideas in the theory are that patients’ beliefs and thoughts about their experiences involve concepts and that concepts can be communicated on the basis of shared implicit conceptions of what they mean. These conditions of understanding have a striking application: nurse‐patient communication is limited by many contextual factors, but it is often possible for nurses to detect shared implicit conceptions of the meaning of concepts of disease and illness. Furthermore, by acting as sympathetic linguistic experts and creating an atmosphere for dialogue, nurses can make patients feel comfortable about deferring to medical explanations of meaning that can constitute a communicative platform. The last part of the article uses a number of cases studies to show how these implications can be implemented as conceptual tools for securing meaningful communication about illness experiences in patient dialogue. (shrink)

The present paper explores patients’ experience of lived space at the hospital and at home. To expand the understanding of the existential meaning of lived space the study revisited two empirical studies and a study of a meta-synthesis on health and caring. Phenomenological philosophy was chosen as a theoretical framework for an excursive analysis. The paper demonstrates that existential dimensions of lived space at the hospital and at home differ significantly. For the patients, the hospital space means alien territory as (...) opposed to the familiar territory of home. To some extent the experienced differences are due to the physical environment; however, as our analysis shows, other and more significant meanings are also involved. For patients, lived space at the hospital primarily concerns the influence of complex institutional power structures and specific cultural and social conventions, e.g. the role of the good patient and the ambiance of hospitals. Home, on the other hand, offers familiar lived space in which patients feel protected and safe. Further, the paper relates patients’ experience of lived space to a phenomenological view of lived space in order to illustrate the radical influence of illness on patients’ lifeworld and experience of lived space. The combination of illness and general discomfort may influence patients’ experience of home negatively; the former experience of home as a sanctuary changes into feelings of being left on one’s own and burdened by too much responsibility. Consequently, in the light of the increasing focus on patients’ self-monitoring at home, it is important for healthcare professionals to recognize the influence of spatial aspects on patients’ well-being both at the hospital and at home. (shrink)

Using discussion from Gadamer, Burbules and Rice, and Banks, and practical examples from a multicultural teacher education classroom, this paper examines the effects of community on the construction of identities and on the development and overcoming of prejudice.

A key assumption in the person-oriented approach is that a person must be understood as a complex, integrated system, represented by patterns of within-person variation rather than scores on separate variables. The term ‘system’ does, however, have multiple meanings, which are not clearly distinguished in the person-oriented literature. I try to disentangle causal interactionism, which describes the psychological consequences and functions of each component of the system as dependent upon its causal interaction with other system components, from content holism, which (...) describes the system components as in part constituted by their relations to each other and the system as a whole. Although the terms ‘interactionism’ and ‘holism’ are often treated as combinable and interchangeable, causal interactionism and content holism pertain to distinct kinds of research problems. Causal interactionism construes the person in terms of the hierarchically structured mechanistic systems that underpin his or her attributes and shape them over time, and can be exemplified in terms of Magnusson’s developmental approach, whereas content holism is integral to our understanding of the person as an intentional system, whose mental states and actions are interweaved through principles or logic and rationality rather than material causality, and can be exemplified in terms of Stephenson’s Q-methodological approach. (shrink)

Through an international case study, this paper illustrates how a conversation method was used effectively to address a cross-cultural ethics problem. The method included as moments in one continuous process three different dimensions of postmodernism-Gadamer reconstruction, Derrida deconstruction, and Rorty neopragmatism. In addition to including different dimensions of postmodernism, the method combines effective mutual learning and effective action. Strengths and limitations of the approach are discussed. The article demonstrates how it can be beneficial to build bridges between and within the (...) postmodernism and organization ethics literatures. Also, the article demonstrates how postmodernism can be positively ethical and not necessarily aethical or nihilistic. (shrink)

It is well established within the ethics and institutional theory literatures that institutions can have conflicting logics with ethical dimensions and that there are solutions to the conflicts. Within institutional, ethics, and change leadership theory, quantitative, mixture solutions such as distributive solutions have been frequently considered. The ethics, institutional, and change leadership theory literatures have recognized that there are qualitative transformational solutions that are different than quantitative mixture solutions. However and for the most part, with the notable exception of the (...) Thornton et al. :801–843, 2012) typology of solutions, the institutional, change leadership, and ethics literatures have not considered typologies of transformational solutions. And more specifically with respect to this article, the institutional, change leadership, and ethics literatures have not considered different types of transformational solutions to institutional logic conflicts with ethical dimensions. This article: develops a typology of transformational solutions; applies the typology with historical examples of conflicting institutional ethics logics within factory, cultural, and institutional social change leadership cases; and, considers practical and theoretical implications for institutional ethics change leadership for achieving and/or resisting different types of transformational solutions. (shrink)

Ethical problems with stakeholder relationships sometimes occur because organizational members are operating out of narrowly scripted organizational routines that do not include an explicit ethical component. In this article we describe methods of single-loop, double-loop, and triple-loop action learning that aim at helping organizational members develop understandings that incorporate conscious ethical considerations in stakeholder relationships. We describe the extent to which these methods achieve "second-order" change in the direction of ethical stakeholder relationships, give examples of the use of each of (...) the methods, and we consider their strengths and limitations for achieving the desired change. (shrink)

There is a practical five-step method of ethics dialog developed by John Woolman, an 18th c. businessman and ethical activist, that was used by Robert K. Greenleaf, a 20th c. A.T.&T. Corporate Vice-President, that includes: (a) friendly, emotive affect; (b) discussion of mutual commonalities; (c) discussion of issue entanglements; (d) discussion of potential experimental solutions; and, (e) trial and feedback discussion. This method of dialog appears to proceed with a type of consciousness considered by John Woolman and Bernard Lonergan as (...) one where the I is conscious that I and Others are part of a more foundational, larger and prior We. This type of dialog is different than Socratic dialog. The corresponding type of consciousness is different than the more derivative, e.g., two allies being united in their response to a common goal. It is also different than Buber's I and Thou appreciative consciounsess of the interestingness, value, diversity, and uniqueness of others. Woolman dialog as seen in four cases appears to be a concrete method that has some value both as an end in itself and as instrumental means that can: be issue effective, help build ethical organization/community culture, and help facilitate peaceful, evolutionary change and development. Limitations of the method are also considered. The method may also be a several hundred year anticipation of experiment based pragmatist philosophy that is anthropologically sensitive to cultural entanglements. No man is an Iland, intire of it selfe, ... Each is a peece of the Continent, a part of the maine.... John Donne (17th c.). (shrink)

Abstract:There can be ethical understanding of organizational policy issues and that is important. However, there can be policy understanding about what the organization should do without understanding of individual level responsibility. There can be cognitive understanding of both policy and individual level ethics responsibilities and that is important. However, there can be cognitive understanding without affective, emotive concern. Intellectual understanding without affective concern can lead to understanding without motivation. There can be cognitive understanding and affective concern and that is important, (...) but not enough. There can be cognitive understanding and affective concern without effective political method. An action-learning approach to organizational ethics can join cognitive understanding of policy and individual level issues with both affective concern and effective political method. Joining of cognitive understanding, affective concern, and effective political method can stimulate and enable ethical character. (shrink)

Crisis management can be simultaneously a content specific problem solving process and an opportunity for stimulating and enabling an organization's ethical tradition. Crisis can be an opportunity for ethical organizational development. Kierkegaardian "upbuilding" dialog method builds from within the internal ethical tradition of an organization to respond to crises while simultaneously adapting and protecting the organization's tradition. The crisis itself may not be a directly ethical crisis, but the method of responding to the crisis is built upon the ethical foundations (...) of an organization's tradition. A limitation of this method is that it may be less applicable to organizations with questionably ethical traditions. The concept of "upbuilding" dialog is derived from Kierkegaard, but here is applied to organizational crisis management. The method is illustrated and discussed in the context of a wrongful death crisis of the Dana- Farber Cancer Institute, a non-profit organization, and an economic survival crisis at Ben and Jerry's, a business organization. (shrink)

This article examines the respective interpretations of the Arrernte tribe of central Australian Aborigines adopted by the English biologist Baldwin Spencer and the German missionary Carl Strehlow. These interpretations are explored in relation to the broader theoretical debates in the theory of myth that took place in England and Germany in the latter half of the 19th century. In Britain, these debates were initially shaped by the comparative philology of F. Max Müller, before being transformed by the evolutionism of Edward (...) Burnett Tylor and James George Frazer. The article shows how the research of Spencer and Strehlow was both influenced by and exerted an influence upon these theoretical debates, before assessing their research findings in relation to the philosophical hermeneutics of Hans-Georg Gadamer and the theories of myth offered by Theodor W. Adorno, Max Horkheimer and Hans Blumenberg. (shrink)

The paradigm of the interaction of "own" and "foreign", Russia and Europe defined Russian culture during the 18th-20th centuries. The utopian idea of creating a "new kind" of people, which appeared in the circle of Catherine II under the influence of European Enlightenment ideas, accurately characterizes this paradigm. The Enlightenment was a radical rejection of the traditional feudal worldview, a rejection of the old foundations of life. The author emphasizes that Catherine II and her entourage were not determined to radically (...) change the existing social order in the spirit of enlightenment, choosing a more conservative path of "enlightenment absolutism". In addition, the project of creating a "new person" through education in isolated institutions points to the paradoxical nature of this idea and its implementation in the history of Russia. (shrink)

The study reported in this paper focused on nursing students’ learning and, in particular, their integration of caring science in theory and practice. An educational model incorporating educational drama was developed for implementation in three different teaching contexts within the nursing and midwifery study programmes at a Swedish college. A central aim was to understand the dynamics of educational drama in the healthcare context and its impact on learning and teaching. Using a phenomenological approach, seventeen students and six teachers were (...) interviewed and their experience of drama as an educational method explored.The research findings illustrate the meaning of learning and teaching that is sensitive to students’ lifeworld experiences. In order to be a successful method for closing the gap between caring science theory and practice, not only the educational drama, but teaching in general, must be anchored in the lived world of the students – that is, their experiences of health and care. While embodied reflection, as a key factor in integrating theory and practice, was shown to be well supported by educational drama, it was also found that “the method” tends too readily to take over and govern teaching and learning. The findings of this study further indicate how learning in practice and embodied reflection can be supported by the inclusion of well-chosen caring science theory to cast light on caring practice dilemmas. (shrink)

Starting from the often-used metaphor of the “horizon of experience” this article discusses three different types of intercultural hermeneutics, which respectively conceive hermeneutic interpretation as a widening of horizons, a fusion of horizons, and a dissemination of horizons. It is argued that these subsequent stages in the history of hermeneutics have their origin in—but are not fully restricted to—respectively premodern, modern and postmodern stages of globalization. Taking some striking moments of the encounter between Western and Chinese language and philosophy as (...) example, the particular merits and flaws of these three types of hermeneutics are being discussed. The claim defended is that although these different types of hermeneutics are mutually exclusive from a theoretical point of view, as interpreting beings in the current era we depend on each of these distinct hermeneutic practices and cannot avoid living them simultaneously. (shrink)

As nursing continues to develop as a professional discipline, it is important for nurses to have a central question to guide their research. Since the 1800s, nursing practice and research have covered a wide scope in cooperation with other disciplines. This wide area of nursing practice and research has led to the proposal that the central question be: How can the well‐being of a person, family, community, or population be improved? The proposed question must remain flexible and open to revision (...) because nurses will continue to adapt to the changing needs of their patients and populations and to their complex and evolving work environments. (shrink)

In recent years, there has been a marked increase in the use of imaginative play in child psychotherapy, yet the theoretical conceptualization of the meaning of play is lacking behind its application in practice. In search of a deeper understanding of the phenomenon of imaginative play, the author turns to Merleau-Ponty's ontology and to his phenomenology of structure, of the lived body, of perception, and of expression. In light of his work, play is an embodied mode of being in the (...) world and a body-world phenomenon. Imaginative play in particular exemplifies the human order in that it enables the child to create and re-create his own meanings within his play world. In a therapeutic context, the evocation of play imagery and the expressive shaping and reshaping of play meanings lead to surprising insights and new discoveries relevant to the child's life-world. A central therapeutic value of imaginative play lies in its promise for facilitating change and healing. A clinical case illustration of a young boy is provided, and the meaning of his imaginative play is exemplified in light of Merleau-Ponty's thought. Some implications are drawn for the theory of play in child psychotherapy. (shrink)

This paper describes four plays which illustrate ethical themes relevant to engineers and which could be used as a resource for engineers who wish to explore ethical topics and their relationship with professional practice. The plays themselves have been chosen because a character in the play is involved in engineering activities. Each play is analysed to highlight some of the ethical issues the play raises. Often ethical topics are presented in abstract terms but the plays relate ethical issues to individuals (...) and individual actions in specific situations that connect either directly or figuratively to practical situations engineers find themselves in. The paper describes how the resources have or could be used in an educational programme. (shrink)