This paper is a philosophically informed contribution to debate about the values that might inform and be communicated by a further education. It includes a historical review of the concern of colleges of further education with economic and personal development that was reflected in the distinction between vocational and liberal studies. This distinction is seen to arise out of a mistaken epistemology which attempts to distinguish once and for all as it were, objective facts from subjective values. As instrumentalism came (...) to dominate the further education sector, the idea of liberal studies became obsolete and the sector might now appear to some commentators to be little concerned with values other than those of a monetary kind. The paper is focused on a traditional conception of further education colleges as places where people learn practices such as plumbing, joinery and hairdressing. It is argued that the distinction between academic and vocational practices is not based on the logic of the practices, but on the primary purpose of the person who is making the distinction. Practices such as plumbing, joinery and hairdressing are value laden as, more obviously, are other practices such as literary criticism and feminist pedagogy. The idea that the former type of practices are somehow value free and in need of additional study in moral competence or life skills is mistaken. Instead it is argued that all practices are evaluative and that an induction into any practice is bound to be a form of values education. (shrink)

We argue for a procedural approach to ethical critique in CDA based upon the ‘argumentative turn’ in CDA advocated in our recent publications. This is not a matter of abandoning substantive critique, or abandoning the long-standing commitment of our version of CDA to critique of domination and of ideology, but of integrating them into a deliberative procedure for critical questioning, from an impartial and unbiased standpoint. The advantage of this position is that it enables us to accentuate ethical criticism and (...) critique in CDA, rather than advocacy and partisanship. The task of critical discourse analysts is to subject argumentation, including their own argumentation, to systematic critical questioning in the spirit of open debate, with no ideological parti-pris. (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)

This paper explores potential points of synthesis between two leading theorists in Critical Theory and Critical International Relations Theory, Axel Honneth and Andrew Linklater. Whereas Linklater's recent work on the harm principle has turned away from the critical social theory of the Frankfurt School in favour of Norbert Elias and process sociology, the paper observes a fundamental complementarity between harm and the precepts of recognition theory that can bridge these otherwise disparate approaches to emancipation. The paper begins with a brief (...) overview of Linklater's emancipatory vision before examining his recent turn to the harm principle and Eliasian process sociology. It is argued that Honneth's work, particularly the ideas of mutual recognition and the diagnosis of social pathologies, clearly resonant with Linklater's defence of ethical universalism and can help further the emancipatory project of Critical International Relations Theory. In particular, Honneth's intersubjective concept of autonomy is argued to provide a normative and empirical standard for emancipation premised on the historically progressive expansion of attitudes of recognition, born out of social struggles, toward the ideal institutionalisation of mutual recognition in world politics. (shrink)

Despite his hostility to religion in his early career, since the turn of the century Habermas has devoted his research to the relationship between faith and knowledge. His two-volume Auch eine Geschichte der Philosophie is the culmination of this project. Spurred by the attacks of 9/11 and the growing conflict between religion and the forces of secularization, I argue that this philosophy of history is the centerpiece of an important turning point in Habermas’s intellectual development. Instead of interpreting religion merely (...) as part of the history of postmetaphysical thinking, Habermas now sees it as a crucial normative resource for both philosophy and social cohesion in the future aswell. Despite its backward-looking approach,my basic thesis is that this book is best understood as a forward-looking appeal for a tolerant, self-reflective democratic politics that brings religious and secular citizens together dialogically through the cooperative use of their rational freedom. (shrink)

Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning (BL) aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy (...) between campus-based and ICT-enabled education. The access options of BL are in focus for this dissertation, although BL is generally seen as a campus phenomenon, and shares a place perspective. The main research questions in the dissertation are 1) how BL can be understood in the context of increased access to education, moreover, (2) how time can be work as a more constructive perspective for designing ICTs in education, compared to place. The dissertation comprises five articles. The first is conceptual and concentrates on place and time in blended learning, and forms a time-based model and perspective, drawing on the tension between synchronous and asynchronous modalities instead of a place-based center-periphery model. The following article examines the differences between North American and European use of the term BL, in education and research, and finds that BL is not much used by European researchers, although the term is frequently used in educational environments. Two design and intervention studies, articles 3 and 4, make experiments using the BL time-based model. In article 3, a group of untraditional learners at a learning centre in Arvidsjaur attends a synchronous co-located study circle group and participates in an asynchronous and global Massive Open Online Course (MOOC). In article 4, nine students in a preparatory year for entering engineering studies volunteer and participate in a pilot distance course experiment, where prevention of procrastination is a high priority. For this, agile framework theory, constructivist learning theory and the time-based model are used in design and analysis. The last article (5) reconnects learning to place by discussing and adapting Triple- and Quadruple Helix theory for regional development in the knowledge society to four regional European cases. At the end of the synthesis, an outline of the access affordances with the time-based model is given, drawing on Adam’s timescape theory. The discussion of ICT integration into education is made drawing on Floridi’s Philosophy of Information, which provides many tools to view discourses of ICTs in education critically, and also envisions the concept of e-ducation in the infosphere, where other blend issues appear connected to weak artificial intelligence and the pervasive power of ICTs. (shrink)

The topic of eschatology is generally confined to the field of theology. However, the subject has influenced many other fields, such as politics and history. This dissertation examines the question why eschatology remained a topic of discussion within twentieth century philosophy. Concepts associated with eschatology, such as the end of time and the hope of a utopian age to come, remained largely background assumptions among intellectuals in the modern age. Martin Heidegger, Nicolai Berdyaev, and Hans Blumenberg, however, explicitly addressed the (...) subject in their philosophies. The impetus of this study is Heidegger's statement, "Being itself is inherently eschatological," which indicates the centrality of the subject in his understanding of Being. This statement led to the question whether eschatology played a larger role in Western thought. It also raised the question concerning the relationship between eschatology and other philosophical subjects such as teleology. Because of the multitude of assumptions concerning the meaning of eschatology, Chapter One provides essential working definitions. In order to obtain a sufficient understanding of the topic and address the use of the term among the three philosophers, it was necessary to see how eschatology was understood and acted upon in Western thought. Chapter Two addresses the history of eschatology in the West and concludes that there are two general streams of eschatological thought that explains why it continued to remain a subject for contemporary philosophers. Chapters Three through Five address how eschatology was used by Heidegger, Berdyaev, and Blumenberg respectively. Each utilized the subject in different ways: for Heidegger eschatology constitutes Dasein's existence. Futurity ("forward-directedness") is a condition Dasein as a totality. Dasein is "being-toward-the-end" or "toward-death." Berdyaev combines the eschatological tradition with philosophical achievements and offers an "eschatological metaphysics." He distinguishes eschatology from teleology arguing against teleology, noting that only a "personalist" eschatology can solve the problems of dualism and objectification. Blumenberg differs from Heidegger and Berdyaev by offering a negative evaluation of eschatological belief in the West contending that the modern secular age is the result of a failed eschatology. The conclusion of this work follows Charles Taylor's contention in A Secular Age that "our sense of where we are is crucially defined in part by a story of how we got there." The conclusion is that eschatology, throughout most of Western thought, functioned largely as a background assumption for understanding time and history. The transition from the linear concept of time to a cyclical concept defines in part the modern secular age. The notion of future time is an important and often neglected dimension of hermeneutic understanding. The continued influence of eschatological thought in Western history explains why the philosophers under consideration in this work address eschatology and signals that its influence upon philosophical thought is not likely to diminish in the future. (shrink)

In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere :222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. In this essay I do two things. (...) First I look at the other side of critical pragmatism showing how, by adopting ethnographic methods, critical pragmatism can be used to refine and expand local, common sense understanding. Second I show how philosophers can draw on ethnography to understand the ways in which normative issues are felt, defined and creatively resolved on the local level, and how they can in turn use that understanding to provide some general guidelines for addressing educational problems. I show how critical pragmatism can aid education by displaying and thematizing the innovative solutions that people, caught between different normative imperatives, devise to maintain an inclusive, educationally meaningful environment. In this part I draw on my work in a Catholic school to illustrate how ethnography can be used by philosophy to capture innovative resolutions to conflicts of value and I show how philosophy can then serve to thematize these resolutions by appropriating more general categories for addressing similar educational concerns. (shrink)

After decades of postcolonial development planning in the former colonies of Africa, one question that has been asked over and over again concerns how much has changed in Africa since the launch of what used to be called the first, second, third and other development decades. There is no doubt that national development policies and plans have played significant roles in influencing the direction of the post-political-independence development processes in Africa. This paper argues, however, that far more serious attention needs (...) to be paid by the African public to the important contributions that the nature of their development plans can make in the transformations of their lives. This paper uses development plans as an exemplar of social mechanisms in critical realist philosophy and argues that the development planning authorities in Africa need to take seriously the nature of the relations between their ‘informal’ and ‘formal’ sectors in the formulation and implementation of their development plans. (shrink)

This dissertation addresses the problem of how to evaluate and compare the theories that inform diverse approaches to psychotherapy. It is argued that the field needs a superordinate epistemology to provide legitimacy for its theories and for the clinical work that these theories guide. Such a superordinate epistemology would occupy a higher level of analysis than the theories it is used to evaluate. ;Using a constructivist framework, it is argued that much of the epistemological confusion currently characterizing clinical psychology can (...) be traced to a traditional failure to distinguish among levels of analysis when evaluating clinical psychology theories. It is demonstrated that evaluations of such theories often conflate theory and epistemology. ;The received view of a natural science epistemology and hermeneutics provide the usual terms in which epistemology is debated. These are found inadequate to fill the necessary role of superordinate epistemology. The received view is criticized, in part, for "bracketing" the domain of meaning, and hermeneutics is criticized, in part, for "bracketing" the domain of extra-linguistic reality. For these reasons, it is shown that neither of these approaches can be considered to be superordinate to clinical theories. ;Next, some preliminary theoretical groundwork for the development of a constructivist superordinate epistemology for clinical psychology is offered. The domain of clinical psychology is defined as the conjunction of the domains of meaning and reality. A constructivist reformulation of the role of empirical research and observational knowledge is outlined. A reconceptualization of clinical theories as narratives and "expert languages" is suggested as well. ;It is argued that theoretical propositions first should be evaluated according to whether they conform to observational knowledge about the unintentional constraints on human intentionality. Then theories should be evaluated according to the coherence of their accounts of the transactions between the domains of meaning and reality. The hermeneutic circle is suggested as a methodology for choosing among different interpretations in a given therapeutic encounter. ;Finally, some directions for future work are suggested. (shrink)

(1983). RATIONALISM AND THE STRONG PROGRAMME OF THE SOCIOLOGY OF KNOWLEKE: RECONCILIATION WITHOUT TEARS. Philosophical Papers: Vol. 12, No. 1, pp. 1-31.

This chapter explores two central questions in the conceptual ethics of normative inquiry. The first is whether to orient one’s normative inquiry around folk normative concepts (like KNOWLEDGE or IMMORAL) or around theoretical normative concepts (like ADEQUATE EPISTEMIC JUSTIFICATION or PRO TANTO PRACTICAL REASON). The second is whether to orient one’s normative inquiry around concepts whose normative authority is especially accessible to us (such as OUGHT ALL THINGS CONSIDERED), or around concepts whose extension is especially accessible to us (such as (...) BETRAYAL). The chapter aims to make vivid and plausible a range of possible answers to these questions, and important forms of argument that can be used to favor certain answers over others. (shrink)

The discourse and practice of humanism is at a cross-road, now challenged by posthuman reflections on what it means to be human. Our understanding of human and humanism is also challenged by transformations in nation-state and citizenship. In this context, the present article explores pathways of a new global humanity emerging out of cross-cultural reflections and new intellectual and social movements.

Debates between Habermas and the poststructuralists - specifically, Derrida, Foucault and Lyotard - over the nature of critiques of Enlightenment rationality and modernity are investigated in order to argue for an agenda for critical theory beyond the 'French Fries and the Frankfurter'.1 Part I interrogates key elements of Habermas' theory of communicative rationality in his reconstruction of Enlightenment modernity and his critique of the poststructuralists. This orients the discussion toward an evaluation of Habermas' neo-Kantianism, theory of language (discourse ethics), and (...) the 'critique' he employs in his bid to defend and complete the project of modernity. Key Words: critical theory • Derrida • Enlightenment modernity • Foucault • Habermas • Lyotard • Marx • postmodernism debates. (shrink)

This volume, The Brazilian Studies in the Philosophy and History of Science, is the first attempt to present to a general audience, works from Brazil on this subject. The included papers are original, covering a remarkable number of relevant topics of philosophy of science, logic and on the history of science. The Brazilian community has increased in the last years in quantity and in quality of the works, most of them being published in respectable international journals on the subject. The (...) chapters of this volume are forwarded by a general introduction, which aims to sketch not only the contents of the chapters, but it is conceived as a historical and conceptual guide to the development of the field in Brazil. The introduction intends to be useful to the reader, and not only to the specialist, helping them to evaluate the increase in production of this country within the international context. (shrink)

World Crisis and Underdevelopment examines the impact of poverty and other global crises in generating forms of structural coercion that cause agential and societal underdevelopment. It draws from discourse ethics and recognition theory in criticizing injustices and pathologies associated with underdevelopment. Its scope is comprehensive, encompassing discussions about development science, philosophical anthropology, global migration, global capitalism and economic markets, human rights, international legal institutions, democratic politics and legitimation, world religions and secularization, and moral philosophy in its many varieties.

The human science or qualitative approaches to research have always argued that methodology must be determined by the subject matter under study. Yet the same approaches to data collection (i.e., the qualitative interview) and data analysis have been utilized by these approaches since their inception. The most essential lesson of van den Berg's metabletics is that no phenomenon is static or absolute. If human phenomena are ever-changing then the methodologies we use to study them must also change and adapt, so (...) that we can more fully and authentically capture their meaning structures. This paper will develop this argument, and demonstrate the limitation of interviews for the study of the changing nature of human phenomena, utilizing psychotherapy research as an example. (shrink)

In the psychology of teaching, teaching of knowledge is one of the central themes. The psychology of teaching itself is also knowledge, so that the psychology of teaching and the teaching of psychology mutually include each other. Here, I would like to consider a phenomenon in the art of questioning in teaching a literary work of art and would like to show its relevance to the psychology of teaching in general.

This paper provides a conceptual analysis of the notion of interests as it is used in the social studies of science. After describing the theoretical background behind the Strong Program's adoption of the concept of interest, the paper outlines a reconstruction of the everyday notion of interest and argues that this same notion is used also by the sociologists of scientific knowledge. However, there are a couple of important differences between the everyday use of this notion and the way in (...) which it used by the sociologists. The sociologists do not use the term in evaluative context and they do not regard interests as purely non-epistemic factors. Finally, it is argued that most of the usual critiques of interest explanations, by both philosophers and fellow sociologists, are misguided. (shrink)

XIAO LD. Nursing Inquiry 2010; 17: 208–220Continuing nursing education policy in China and its impact on health equityThe aim of this study was to evaluate the mandatory continuing nursing education (MCNE) policy in China and to examine whether or not the policy addresses health equity. MCNE was instituted in 1996 in China to support healthcare reform was to include producing greater equity in health-care. However, the literature increasingly reports inequity in participation in MCNE, which is likely to have had a (...) detrimental effect on the pre-existing discrepancies of education in the nursing workforce, and thereby failing to really address health equity. Despite a growing appeal for change, there is lack of critical reflection on the issues of MCNE policy. Critical ethnography underpinned by Habermas’ Communicative Action Theory and Giddens’ Structuration Theory were used to guide this study. Findings are presented in four themes: (i) inaccessibility of learning programs for nurses; (ii) undervaluation of workplace-based learning; (iii) inequality of the allocation of resources; and (iv) demands for additional support in MCNE from non-tertiary hospitals. The findings strongly suggest the need for an MCNE policy review based on rational consensus with stakeholders while reflecting the principles of health equity. (shrink)

XIAO LD, KELTON M and PATERSON J. Nursing Inquiry 2012; 19: 322–333 Critical action research applied in clinical placement development in aged care facilitiesThe aim of this study was to develop quality clinical placements in residential aged care facilities for undergraduate nursing students undertaking their nursing practicum topics. The proportion of people aged over 65 years is expected to increase steadily from 13% in 2006 to 26% of the total population in Australia in 2051. However, when demand is increasing for (...) a nursing workforce competent in the care of older people, studies have shown that nursing students generally lack interest in working with older people. The lack of exposure of nursing students to quality clinical placements is one of the key factors contributing to this situation. Critical action research built on a partnership between an Australian university and five aged care organisations was utilised. A theoretical framework informed by Habermas’ communicative action theory was utilised to guide the action research. Multiple research activities were used to support collaborative critical reflection and inform actions throughout the action research. Clinical placements in eight residential aged care facilities were developed to support 179 nursing students across three year‐levels to complete their practicum topics. Findings were presented in three categories described as structures developed to govern clinical placement, learning and teaching in residential aged care facilities. (shrink)

This article illustrates one way in which philosophical inquiry and empirical research can be combined to illuminate processes like learning and social identification. Over the past 20 years, my empirical work in classrooms and communities has drawn on philosophical discussions about how knowledge is interconnected with social relationships and how we should conceptualize multiple levels of explanation. Both empirical research and philosophy can be done in various ways, and I offer no comprehensive account of how the two relate. I focus (...) instead on one central goal of my work—to clear away assumptions that commonly limit our view of human activity and to offer alternative conceptualizations that open new pathways for thought and action. In pursuing this goal I have drawn on philosophical accounts of knowledge, identity and scientific explanation, as well as on philosophical methods for interrogating assumptions. My empirical analyses also provide philosophers useful cases to think with. Empirical research enriched by philosophical insights and methods can combine tools from both traditions to clear away unproductive assumptions and advance our understandings of the human world. (shrink)

I will do two things in this paper. First, I examine the issue of construction in the social sciences by using “teenage pregnancy” as an example. Following Michel Foucault's genealogical studies, I show that new categories were constructed to study teenage pregnancies, but that the construction involved does not support an extreme theory of construction—a theory which allows of nothing like “reality”. Second, I study the interaction between the categories used in investigations of teenage pregnancies and those to whom such (...) categories are applied, namely the young mothers themselves. The interaction illustrates what Ian Hacking has described as a “looping effect” characteristic of categories used to study people and their behaviour. I claim that with teenage pregnancy, the looping effect is much more complex than Hacking suggests. (shrink)

This paper explores the political import of Husserl’s critical discussion of the epistemic effects of the formalization of rational thinking. More specifically, it argues that this discussion is of direct relevance to make sense of the pervasive processes of ‘technization’, that is, of a mechanistic and superficial generation and use of knowledge, to be observed in current contexts of governance. Building upon Husserl’s understanding of formalization as a symbolic technique for abstraction in the thinking with and about numbers, I argue (...) that processes of technization, while being necessary and legitimate procedures for the reduction of complexities, also may give rise to politically unresponsive and ultimately dysfunctional ‘economies of thinking.’ This paper is structured in three parts. In the first part I outline Husserl’s account of the formalization and technization of thought and knowledge. In the second part I make my case for the political import of this account, departing in this context from positions that (a) regard Husserl’s discussions of formalization and its effects as merely epistemological, or that (b) try to mobilize Husserl for a one-sided critique of instrumental reason. In the final part I address a major shortcoming of Husserl’s account, namely its neglect of the concrete and historically evolving technological infrastructures of processes of formalization/technization. (shrink)

The aim of this article is to argue for a conception of critical social science based on the model of constitutive rules. The author argues that this model is pragmatically superior to those models that employ notions like "illusion" and " ideology," as it does not demand a specification of the "real (but hidden) interests" of social actors. Key Words: constitutive rules • critical theory • ideology • recommendations • social facts.

(1996). A model for the critical review mode in TSI. World Futures: Vol. 47, Unity and Diversity in Contemporary Systems Tinking: Systematic Pictures at an Exhibition, pp. 37-52.

In March 1980, the oil-platform Alexander L. Kielland capsized in the North Sea resulting in the death of 123 workers. The Norwegian inquiry into the disaster was closed to the public and the survi...

language-theoretic attempt to ground a post-liberal theory of democracy on Kant's intuitions concerning subjective autonomy is flawed because it leaves unexamined the internally contradictory experiential content of the Cartesian subject's experience of self. This case is made through reference to aspects of Habermas’ reconstructions of Kant and Mead; iek's criticisms of Kant, Heidegger and Habermas; and Honneth's idea that autonomy, for the post-Cartesian self, involves the ability of the subject to come to terms with the experience of negativity. The article (...) concludes by arguing that a post-liberal account of democracy needs to leave behind the Kantian notion of autonomous subjectivity and base itself on a fundamentally different, post-individualist understanding of the self. Key Words: autonomy • critical theory • democratic theory • Jürgen Habermas • Axel Honneth • subjectivity • Slavojiek. (shrink)

We review both the aspects of values-related research that complicate ideations of what we ought to do, as well as the psychological impediments to forming beliefs about the way things are. We find that more traditional moral theories are without solid empirical footing in the psychology of human values. Consequently, we revise the notion of values to align with their socially symbolic utility in self-affirmation and reformulate our understandings of moral agency to allow for the practicalities of context, circumstance, and (...) connectedness. We close by discussing the research and practical implications for these revisions. (shrink)

The role of leadership in the twenty-first century is challenging and varied, with changes often impacting across national borders. Leadership is a process, involving reciprocal influence. It has shortcomings and limitations, but in optimum conditions it can harmoniously harness and synthesize relevant knowledge, make sense of environmental features and changes, and co-generate new knowledge, usually in response to strategic demands and exigencies. Leadership responsibilities are all encompassing and require a holistic overview. Participatory action research is the chosen methodological vehicle, supported (...) by various research instruments. There is ongoing active engagement, including with a non-governmental organisation ABC, where the researcher has an advisory role. (shrink)

ABSTRACT The current paradigm of educational theory as‘emergent in practice’ might sooner have provoked, and here does provoke, an analysis of the distinctive profile of educational practice. This practice is shown to be (inter alia) ‘philosophical’ by virtue of its integral quest for a coherent view of life. A theory that is adequate to this practice will be a‘cluster’ of four interconnected ‘discourses’ (each already in use within mature practice itselfl, not only deliberative and evaluative discourses but also utopian and (...) scientific ones. The curriculum of teacher education, too, should extend to all of these discourses. (shrink)

This paper is predicated on the understanding that clinical encounters between clinicians and patients should be seen primarily as inter-relations among persons and, as such, are necessarily moral encounters. It aims to relocate the discussion to be had in challenging medical decision-making situations, including, for example, as the end of life comes into view, onto a more robust moral philosophical footing than is currently commonplace. In our contemporary era, those making moral decisions must be cognizant of the existence of perspectives (...) other than their own, and be attuned to the demands of inter-subjectivity. Applicable to clinical practice, we propose and justify a Habermasian approach as one useful means of achieving what can be described as dialogic consensus. The Habermasian approach builds around, first, his discourse theory of morality as universalizable to all and, second, communicative action as a cooperative search for truth. It is a concrete way to ground the discourse which must be held in complex medical decision-making situations, in its actual reality. Considerations about the theoretical underpinnings of the application of dialogic consensus to clinical practice, and potential difficulties, are explored. (shrink)

The historical emphasis of medical ethics, based on substantive frameworks and principles derived from them, is no longer seen as sufficiently sensitive to the moral pluralism characteristic of our current era. We argue that moral decision-making in clinical situations is more properly derived from a process of dialogic consensus. This process entails an inclusive, noncoercive, and self-reflective dialogue within the community affected. In order to justify this approach, we make two claims—the first epistemic, and the second normative. The epistemic claim (...) follows from Habermas’ “ways” of knowing. We argue that the dialogue emanating from this episteme focuses on the relevant facts about the patient, as well as on the values attached to these facts, thus allowing facts and their meanings to serve as the basis for reflective action appropriate to the circumstances. The normative claim follows from Habermas’ discourse theory of morality and communicative action. It determines that clinical decision-making should be approached from the perspective of the actual reality of people in their situation of illness, set in their socio-cultural background, and hence be grounded in the second-person perspective. Relocating ethical decision-making from a monological space into one characterized by dialogue is especially appropriate to the clinical encounter. (shrink)

The critical theory of the Frankfurt School starts with an explanatory-diagnostic analysis of the social pathologies of the present followed by anticipatory-utopian reflection on possible treatments for these disorders. This approach draws extensively on parallels to medicine. I argue that the ideas of social pathology and crisis that pervade the methodological writings of the Frankfurt School help to explain critical theory’s contention that the object of critique identifies itself when social institutions cease to function smoothly. However, in reflecting on the (...) role that reason and self-awareness play in the second stage of social criticism, I contend that this model is actually better conceptualized through the lens of the psychoanalyst rather than the physician. Although the first generation’s explicit commitment to psychoanalysis has dissipated in recent critical theory, faith in a rationalized ‘talking cure’ leading to greater self-awareness of existing pathologies remains at the core of the Frankfurt School. (shrink)

This paper rejects as unfounded a recent criticism of research on the so-called left wing of the Vienna Circle and the claim that it sported a political philosophy of science. The demand for ‘specific, local periodized claims’ is turned against the critic. It is shown (i) that certain criticisms of Red Vienna’s leading party cannot be transferred to the members of the Circle involved in popular education, nor can criticism of Carnap’s Aufbau be transferred to Neurath’s unified science project; (ii) (...) that neither with regard to Carnap nor to Neurath does the criticism raise points that either engage with the thesis proposed or stand up to closer scrutiny; (iii) that the main thesis attacked is just what I had warned the claim that the Vienna Circle had a political philosophy of science should not be understood as. The question whether theirs is ‘political enough’ today can and should be discussed without distortion of the historical record. (shrink)

Language is the tradition of nations; each generation describes what it sees, but it uses words transmitted from the past. When a great entity like the British Constitution has continued in connected outward sameness, but hidden inner change, for many ages, every generation inherits a series of inapt words — of maxims once true, but of which the truth is ceasing or has ceased. As a man’s family go on muttering in his maturity incorrect phrases derived from a just observation (...) of his early youth, so, in the full activity of an historical constitution, its subjects repeat phrases true in the time of their fathers, and inculcated by those fathers, but now true no longer. (shrink)