The purpose of this paper is to emphasize the fact that the consumption phenomenon constitutes a characteristic of postmodern culture, in this case played by the process of objectification of the body, under the auspices of pornography. The concept of ‘cultural recycling’ analyzed by Jean Baudrillard brings out not only the undermining of the values of cultural and historical tradition by postmodern culture, but also the establishment of reference systems built around simulation and simulacrum, making possible the capitalization of pornography (...) in the name of advertising and sexual entertainment. With this process of body objectification, especially with the female gender body, pornography becomes the cultural fetish the mass culture needs. ‘Sexual solipsism’, analyzed by Rae Langton, within whose limits this objectification mechanism is being built, is helped by the shift in paradigm produced between soul and body, the body being the one taking the soul’s place and governing the cultural-human existence, through a mechanical deconstruction of sexuality and a technological fetishism, as we see in J. Ballard’s novel, Crash or in the homonymous film directed by David Cronenberg. The manipulative mechanism through which the pornographic device infiltrates mass culture environments makes it present in art, in the form of a presence, through absence for starters, given by what Brian McNair conceptually calls ‘porno-chic’. And then, through ‘pornographic imagination’, analyzed by Susan Sontag, pornography enters postmodern culture and constituted a way of life for the contemporary individual. (shrink)

What role does context play in the mind and brain sciences? This introductory article, “Of Means and Ends,” explores that question through its focus on the ways scientists and physicians engaged with and constructed technology in the mind and brain sciences in the twentieth century. This topical issue addresses how scientists, physicians, and psychologists came to see the ends of technology as important in-and-of themselves. In so doing, the authors of these essays offer an interpretation of historian Paul Forman's revisionist (...) and highly contextualist chronology of the twentieth century, which presents the comparatively recent tendency to aggrandize the ends of technology as evidence of a major, epochal transformation in the epistemic culture of twentieth-century American science. This collection of papers suggests that it was in the vanguard of such fields as psychology, psychiatry, and neurophysiology in North America and Europe that the ends and applications of technology became important in-and-of themselves. (shrink)

I claim that Adriana Cavarero’s concept of sonorous voice is significant in feminist teaching because, as she argues, dominant concepts of voice refer to voice in semantic terms thereby discounting voice in sonorous terms. This process of ‘devocalization’, spanning the history of Western philosophy, devalues the uniqueness embodied in each sonorous voice effecting a bias against female-sounding voices. In light of women’s history and experience of being silenced, this devaluing of sonorous voice has distinct implications for feminist teaching. A person’s (...) actual sounding voice, which constitutes her or his uniqueness, is missing from prior considerations of ‘voice’ in professional ethics. Because establishing a voice of authority is a central challenge starting off as a teacher, devocalization makes this challenge greater for those with female-sounding voices who take on and try out the dispositions and attitudes of an authoritative professional. Using the example of a voice workshop I designed for pre-service teachers, I re-consider it in light of ‘devocalization’ and the frankness needed to practice feminism, asking if it is possible to be frank and sonorous using irony. I conclude that it is, that Cavarero’s philosophical practice is a model for feminist teaching, and I re-write the workshop with ‘bad intentions’; for and in more than one voice. (shrink)

This article interrogates postmodern and Levinasian conceptions of ethics with recourse to Quentin Tarantino's Reservoir Dogs and certain psychoanalytical concepts formulated in Jacques Lacan's Ethics of Psychoanalysis. Since Levinas, ethical thinking has, in some quarters, moved away from conventional questions about moral agency, rights and social justice, on to a concern towards the ultimate unknowability of `the other'. Ethics depends, for Levinas, on an unpredictable, accidental encounter with something Other, that, in its singularity, demands a response; it is precisely the (...) contingency of the encounter that constitutes the ethical difference from the realm of morality and law. Tarantino's movie narratives are also structured around accidents, disclosing the pain and jouissance of accidental expenditures that lie at the heart of any relation to the Other. In the midst of trauma, the Thing emerges, around which goods and signification circulate, that both delimits the identification of the Good and marks a space beyond moral law that becomes the site of radical ethical questioning. (shrink)

The ArgumentDuring the last two decades the debate on the use and abuse of narrative in historiography has taken a new form: ideological instead of methodological. According to poststructuralist critics, the representation of past events and processes in the form of a coherent story turns history into mythology, which is (or serves) conservative ideology. This is so because the fabrication of organic continuity and unity between the past and the present (as well as the future) of society depicts its most (...) fundamental laws and institutions as divine-natural rather than human creations and thereby renders them impervious to any rational or historical refutation. The main aim of this essay is to reclaim some credibility for narrative history against its critics, both ancient and modern, and on both methodological and ideological grounds, by reappraising the role of myth in the constitution of all norms and forms of life. Setting out from the observation that the narratives and other symbolic interpretations of historical reality in which the people believe are as real as the conditions and events in which they actually live, the author calls upon historians not to eliminate, but to illuminate, myths in history, by showing their extension or configuration of historical reality. (shrink)

This article shows part of the results of a research project: The Impact of Social Change in Higher Education Staff Professional Life and Work (Spanish Ministry of Science and Innovation, SEJ2006-01876). The main aim of this project was to explore and understand how scholars establish a dialogue, resist, adapt themselves or adopt changes, in the process of constructing their professional identities. As the members of the research team were scholars ourselves, teaching and carrying out research in Spanish universities, we started (...) this research by writing our own autoethnographies. As a result, we developed nine autoethnographies which give a complex and in-depth account of senior and junior scholars' journeys into their process of constructing their professional identity and working lives in a rapidly changing world. This article starts by giving a context to the research project and arguing the need for conducting autoethnographies. It goes on to discuss the process itself of writing autoethnographies in the context of a given research project. We then refer to the topics which have a bearing on how we have learnt to become scholars: our experience as university students, the beginning of the academic career, relationships with others, and the consequences of the mark of gender. We conclude with the lessons learnt around the dilemmas on writing autoethnographies. (shrink)

In this paper I will help provide some suggestions for a “postmodern” business ethic. I will do this by criticizing some recent work done in the field, and then put forth some basic themes in postmodern thinking that might be applied to business ethics. I will here criticize both Green’s and Walton’s articles on the possibility of postmodern business ethics. I will criticize Green on the grounds that his characterization of the definitive elements of postmodern thought are not definitive of (...) postmodern thought. I will criticize Walton onthe grounds that his portrayal of postmodern philosophy as inherently nihilistic and relativistic is mistaken. Finally, I will try to provide afew minimal principles (or tendencies) of a postmodern business ethic. Ultimately, what postmodernism has to offer business is notrules, but questions that raise issues of responsibility. (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)

The aim of the article is to contribute to the conceptualization of creativity in education. The article makes use of the self-Bildung perspective, which is an up-to-date version of the Neo-humanistic notion of the formation of the personality in order to interpret the original notion of the ‘four stages’ of the creative process. The conclusion is that in this perspective creativity can be understood as a state of transcendence and a practice of taste. Finally, the article seeks to sketch out (...) a suggestion of the creative capacities that are important to cultivate in education. (shrink)

When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (...) (1986). In response, Hirst insisted that theory, and particularly the philosophical theory of education, should be defined as a discrete area of study in itself, governed and structured by the axioms of logic. In this way, he argued, the philosophy of education would be no different from philosophy in general (at least in its analytic formulation). Carr, on the other hand, preferred to consider educational theory as a flexible event that took its shape from the landscape explored, and hence precisely not the kind of study that Hirst supported, but one based in action research and reflective practitioner experience. This debate is as yet unresolved. In this piece I begin by making several remarks about the current context for raising the question Hirst and Carr address, and I go on to consider other possible understandings of theoria in a Greek sense before developing this idea through a reading of Aristotle. I eventually conclude that each of the protagonists in the debate has taken a step too far. (shrink)

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)

Despite clear parallels between Jürgen Habermas’s discourse ethics and recent scholarship in feminist ethics, feminists are often suspicious of discourse ethics and have kept themselves mostly separate from the field. By developing a sustained application of Habermas’s discourse ethics to friendship, Keller demonstrates that feminist misgivings of discourse ethics are largely misplaced and that Habermas’s theory can be used to develop a compelling moral phenomenology of interpersonal relations.

Postmodernism precludes philosophical justifications for democracy. This undermines the role of philosophy of education and leaves us with weaker reasons for educational democracy than we need. If the ‘postmodern challenge’ is as Wilfred Carr conceives it, Jürgen Habermas meets that challenge. His work rests on neither Enlightenment essentialism nor foundationalism. Habermas can accept and explain that consciousness is historically and socially situated in discourse, yet still argue to the possibility of emancipation. I defend his conception of rationality from charges of (...) essentialism. Rational thinking can critique its own specific forms, so superior forms of rationality remain universalisable by rational means. A historicising account of such critique avoids situationist relativism. These considerations justify educational democracy and preserve a role for philosophy of education. (shrink)

Comparing the ways in which the French cultural theorist Paul Virilio and the Australian cybernetic performance artist Stelarc criticize or defend technological cultural practices, this article argues that Virilio's ambiguous responses to avant-garde art highlight his key ideas far move clearly than his single-minded critique of 'termninal' mass-cultural practices - without any relationship to art - in Polar Inertia and Open Sky. Virlio's The Art of the Motor attacks the strategies of 20th-century technological avant- gardes (such as Futurism and the (...) work of Stelarc) for their apparent eugenicist and fascist sympathies, but Virilios more recent interviews in Cyberrnonde and Voage d'hiver defend the ways in which the pre-technological avant-gardes (such as Impressionism) resist the realist perspective of photography, and argue that the technological arts should offer similar resistance to the impact of cyberculture. Whereas Virilio concludes that such technological 'resistance' is probably impossible, Stelarc's recent research identifies exceptions to Virilio's rules. (shrink)

The article analyses the impact of the neoliberal policy framework and managerialism on critical legal education in the context of Waikato Law Faculty, University of Waikato, Aotearoa New Zealand. The delivery of critical legal education challenges the ideology and implementation of current tertiary education policy and training because it is designed to deliver critical knowledge and not just vocational information. Waikato Law School was established in 1990 the year the neoliberal tertiary policy was enacted in the Education Amendment Act 1990. (...) It represented an attempt to introduce a more critical and inclusive approach to legal education. The article provides an account of the struggle to maintain a critical approach under a statutory framework that requires conformity to government policy designed to cut the cost of tertiary education and integrate universities into a neoliberal policy framework. The case study is intended to illustrate the insidious influence of the policy on undermining a legal education that prepares students to think critically. It is also intended to illustrate that it is possible to resist this interference in the fundamental role of the academic to be the critic and conscience of society. (shrink)

Michel Foucault is often criticised in English-speaking circles for being interested only in power as domination, and of being uninterested in freedom and social reform. This paper shows, however, that Foucault's overarching concern was with the constitution of the self under conditions of modernity. It emphasises the significance of his interest in the Classical project of ‘Self-care’, and of his countermodernist educational programme in which the skills of self-governance and the ethical (non-dominating) governance of others, as well as the practice (...) of freedom through self-creation, are the key ingredients. (shrink)

Crane envisions the speculative conjecture that intelligent civilizations might want and be able to produce black holes in the very far future. He implicitly suggests two main purposes of this enterprise: (i) energy production and (ii) universe production. We discuss those two options. The commentary is obviously highly speculative and should be read accordingly.

For different reasons, and with different political goals at stake, the fundamental principles advocated by the Enlightenment are being challenged by both the left and the right. This entry sets out to clear a critical space for examining what is at stake in the present in interrogating its legacy as discourse for imagining alternative transmodern and transcolonial futures. A re-evaluation of the Enlightenment by reference to concepts of equality, liberty, emancipation, justice and becoming(s) is central to that task.

The present paper advocates for the use of phenomenology in the study of the self, presenting the findings from a phenomenological study on the participants’ engagement with challenges to the self brought about by their experience studying postmodern thought. Accordingly, the present study utilised Interpretative Phenomenological Analysis to investigate the influence of postmodernism on the self, beliefs, and values. Seven participants took part in semi-structured interviews, in which four themes and 14 subthemes were identified in response to postmodernism: ‘ambivalence’; ‘uncertainty’; (...) ‘responses to uncertainty’; and ‘self as an exception’. These findings were both consistent and inconsistent with criticisms of postmodernism, as participants expressed a sense of postmodernism as destabilising, however, the need for action and stability frequently led participants to respond with the strengthening of their beliefs, or an unwillingness to refute them. The experiences and responses of participants to postmodernism challenge the view that postmodern thinking has a negative influence upon individuals and their beliefs and demonstrate the efficacy of phenomenological approaches in understanding experiences of the self, particularly where they encounter challenges and complexity. (shrink)

VAN MOSSEL C, ALFORD M and WATSON H. Nursing Inquiry 2011; 18: 278–289 Challenges of patient‐centred care: practice or rhetoric.

(1998). Universities, elites and the nation‐state: A reply to Delanty. Social Epistemology: Vol. 12, Sites of Knowledge Production: The University, pp. 73-77.

Since they are modern characters, living in an age of transition more urgently hysterical at any rate than the age which preceded it, I have drawn my people as split and vacillating, a mixture of the old and the new. and I think it not improbable that modern ideas may, through the media of newspapers and conversation, have seeped down into the social stratum which exists below stairs. My souls are agglomerations of past and present cultures, scraps from books and (...) newspapers, fragments of humanity, torn shreds of once-fine clothing that has become rags, in just the way that a human soul is patched together. (shrink)

Examining the nature of Václav Havel's 'postmodernism,' we suggest that his use of this ambiguous label can be best understood if interpreted outside the conventional binary framework of modern/postmodern philosophy, which does not sufficiently answer to the lingering crisis of foundational certainty in political theory. In our view, the Czech playwright-turned-politician offers not merely a less confining sense of what it means to be 'postmodern,' but his commitment to moral political action also lends itself to overcoming some of the limitations (...) of contemporary postmodern theorizing by reentering the depreciated terrain of ontology. Specifically, we argue that an assessment of Havel's brand of postmodernism yields a rich interpretive harvest when read through ontological lenses. Indeed, Havel's theoretical posture serves as an instructive example of what political theorist Stephen K. White has called a 'felicitous weak ontology.'. (shrink)

This paper puts forward the argument that there are various, competing, and antithetical evidence‐based practice (EBP) definitions and acknowledges that the different EBP definitions are based on different epistemological perspectives. However, this is not enough to understand the way in which nurse professionals choose between the various EBP formations and consequently facilitate them in choosing the most appropriate for their needs. Therefore, the current article goes beyond and behind the various EBP epistemologies to identify how individuals choose an epistemology, which (...) consequently will assist our understanding as to how an individual chooses a specific EBP formation. Individuals choose an epistemology on the mere belief that the specific epistemology offers the ideals or ideas of best explaining or interpreting daily reality. These ideals or ideas are termed by science, history, and politics as ideology. Similarly, individual practitioners choose or should choose between the different EBP formations based on their own personal ideology. Consequently, this article proceeds to analyse the various ideologies behind different EBP definitions as to conclude that there are two broad ideologies that inform the various EBP formations, namely the ideology of truth and the ideology of individual emancipation. These two ideologies are analysed and their connections to the various EBP formations are depicted. Eventually, the article concludes that the in‐depth, critical, and intentional analysis by individual nurses of their own ideology will allow them to choose the EBP formation that is most appropriate and fitting for them, and their specific situation. Hence, the conscious analysis of individual ideology becomes the criterion for choosing between competing EBP formations and allows for best evidence to be implemented in practice. Therefore, the best way to teach EBP courses is by facilitating students to analyse their own ideology. (shrink)

ABSTRACT:Whether at the executive or the line-management levels, businesspeople face moral decisions that cannot be easily resolved with reference to a shared ethos, whether because of diversity of ethea in the organization or its environment, or because the organization's ethos is inadequate for the problem at hand. These decisions are made more common by the changing norms of a pluralistic business environment, and require collective moral deliberation to be adequately resolved. Discourse ethics ideally characterizes the form of valid collective moral (...) deliberation. I argue that accommodation for the limitations of actual discourse makes discourse ethics, conceived in terms of the rules of practical discourse, practical for realizing improvements in the openness and validity of moral decision-making over states in which these rules are flagrantly violated. These rules have normative implications at the organizational level for the integrity approach to corporate ethics programs, and at the individual level for ethical leadership. (shrink)

In doing philosophy we need to be aware of the awkwardness of thinking in terms of having a method, still more any kind of ‘methodology’. Instead we might consider the different ways in which philosophy has been conceived in terms of contrasts: for example between the written and the spoken word, between exposition and dialogue, and between—in Richard Rorty’s terms—systematic and edifying philosophy. This article offers no easy answer to how to proceed, suggesting rather that those who attempt philosophy need (...) to be alert to the possibilities and dangers that lie on either side. This is not just any kind of alertness, but a matter of close reading rather than skimming, of carefully attending—listening—to those with whom we engage, whether they are people or texts. (shrink)

The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on (...) Frankfurt's ideas on‘the importance of what we care about’ to revitalise the conception of the educational project. (shrink)

The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on (...) Frankfurt's ideas on‘the importance of what we care about’ to revitalise the conception of the educational project. (shrink)

The paper continues the earlier Education and the Educational Project I: the atmosphere of postmodernism.1 Following the later Wittgenstein a different view of human action, emphasising the educator’s intention, is argued for. A conception of education as the ongoing discussion of mankind is outlined and, drawing on Frankfurt’s view of the importance of what we care about, the idea of an educational project is re-conceived. It is concluded that neither parents nor teachers can do without this idea, but that it (...) cannot be thought of as determining deductively and exhaustively all practical decisions concerning educational matters. Postmodernism therefore seems to be only nearly right about education. (shrink)

In his text ‘Wissenschaft als Beruf’, Max Weber associates the understanding of science as a vocation with the scientist’s ability to present the audience with ‘inconvenient facts’. He argues that this presentation provides a ‘full understanding of the facts’ and overcomes any personal value judgment. This overcoming refers to Weber’s understanding of scientific objectivity. I propose to interpret this understanding in the context of contemporary studies of public science communication. I pose the question, ‘Should scientists objectively present inconvenient facts to (...) the public or should they neglect objectivity in science-society communication?’ I will start by legitimizing this question in the context of contemporary discussions on public science communication. To answer this question I will then use Heather Douglas’s observations addressing irreducible complexity of objectivity as a conceptual framework. I will briefly describe, with some modifications, this idea in relation to Weber’s representation of ‘inconvenient facts’. I then will continue by referencing discussions concerning scientist’s norms in public science communication and relate them to the formulations of objectivity above. In conclusion, I will offer an explanation of why the objectivity in Weber’s interpretation remains relevant to regulate contemporary public science communication. (shrink)

The ArgumentIn this paper I challenge the “uncertainty reduction” argument — the dominant explanation for the rise of bureaucratic firms in the late nineteenth century. In contradiction to the agrument that “uncertainty” was a barrier to rational economic order and therefore needed to be reduced, I argue that “uncertainty” was manufactured, objectified, and reified in the course of developing industrial bureacracies. Using an alternative historical narrative I demonstrate that “uncertainty” was used to increase the “rationality” — i.e., control — of (...) hierarchies and to enhance the legitimacy of “rational planning.” In other words, strategies to “reduce uncertainty” increased the “certainty” — i.e., control and centrality — of rational planners but increased the “uncertainty” of their subordinates. I point to the fact that the “uncertainty reduction” argument became a central element in the professional idelogy of management and a focal point in management education programs. Furthermore, the canonical organization theory in the social sciences adopted the rhetoric, logic, and epistemlogy produced by the agents under its study and disseminated their ideology. Through their interrelationship in organization theory, “uncertainty” and “rationality” were enacted as two binary opposites that reproduce each other and construct one “coherent” scheme. (shrink)

This paper argues that commitment to the Dominant Social Paradigm (DSP) in Western societies, which includes support for such ideologies as free enterprise, private property rights, economic individualism, and unlimited economic growth, poses a threat to progress in imposing greater standards of corporate environmental accountability. It is hypothesized that commitment to the DSP will be negatively correlated with support for the New Ecological Paradigm (NEP) and support for corporate environmental accountability, and that belief in the NEP will be positively correlated (...) with support for corporate environmental accountability. The findings, based on a survey of MBA students, are generally consistent with the hypotheses. (shrink)

At the beginning of the eighties of the last century, the issue of “patronage” began to arouse scholarly interest and gained importance. Galileo became a test case: his importance, and the importance of patronage – and that of the Medici in particular – go beyond the historical junction of the scientific revolution and have corollaries in the more general attitude to science and knowledge. This case furnished a new line of research for the historical sociology of science. As far as (...) Galileo is concerned, my claim is that the new trend belongs to post-modern historiography, rather than to post-Renaissance Medici patronage. (shrink)

In this paper, I will analyze, as an example of political discourse, the songs used by Spain's two main political parties in the 2008 general elections. Just like other texts used in political electoral discourse, these songs form a part of a public and ideological discourse aimed at the election of a candidate. The whole of the candidate's discourse is aimed at convincing the electorate that she/he and his/her party are the best choice, while the opposing candidate is the worst. (...) In this paper, I will analyze how this strategy, quite typical in political ideological electoral discourse, is put into practice in the two songs. (shrink)

There is an evident lack of rigorous frameworks for making sense of the role and status of spirituality and religion in organizations and organizing, in particular from the perspective of spiritual philosophies of the social. This paper suggests that the philosophy of Plato and his modern follower, political theorist Eric Voegelin could offer a viable perspective for understanding organizational spirituality in its metaphysical, political and ethical contexts. Essential for such a philosophical reflection is the postulation of the transcendental realm as (...) the ultimate reality that provides the fullest templates for order, knowledge and ethicality. It is argued, in the footsteps of Voegelin, that modern organizations and modern organization theory should seek to re-awaken the lost experiences of the divine Beyond by re-animating religious symbols and myths of transcendence as devices for a spiritually opened consciousness. (shrink)

This essay examines critically two related claims: first, that postmodernism and philosophy of science depend on each other in a manner similar to the Enlightenment and Romanticism, that is, they respond and dispute each other's claims; and second, that what underlies and emanates from both postmodernism and philosophy of science is a political perspective and commitment. These claims suggest not only the possibility of translating from one area to the other when they are critically engaged with each other but also (...) the potential for using both areas simultaneously to transform and possibly improve the human condition. By emphasizing the similarities between science/philosophy of science and postmodernism the essay explores the ways in which these two enterprises or groups of people can learn from one another and benefit from each other's insight. (shrink)

In 2015 IACR held its annual conference at Notre Dame (USA) around the theme of Re-Imagining Social Science. It is rather fashionable to acknowledge that there is a crisis in the social sciences to...

Sociology emerged in the course of Western modernization; its major classical-era statements are preoccupied with modernity and its impact on national societies. After decolonization, ‘Third World’ modernization paved the way for the notion of globalization. The sociology of globalization is a current specialty within US and European sociological associations. The promise of global sociology has been on the agenda of the International Sociological Association since at least 1990. At a deeper level, global sociology requires un-thinking the role of core concepts (...) such as modernity or religion or society vis-à-vis their Western origins. Global Studies and post-colonial sociology, two of the most widely known research fields claiming global intent, are examined with respect to whether they provide adequate conceptual resources for global sociology. While the research agendas of both offer promising insights, inquiry suggests that both suffer from important drawbacks. The sociological tradition is now facing an impasse; fragmentation may persist, but other possibilities also exist. No grand solution is perhaps possible. A truly global sociology may eventually emerge from the original interpretations that develop from non-Western historical paths. (shrink)

Akrasia is a philosophical concept meaning the possibility to perform actions against one's best judgement. This contribution aims to clarify this phenomenon in terms of a social construction, stating it as a narrative configuration generated by an observer. The latter finds himself engaged in justifying a “problematic” line of action with regard to specific cultural beliefs referring to the self, the others and the behaviour. This paper intends to make explicit the assumptions underlying the traditional definitions of akrasia when, paradoxically, (...) an agent performs an action not in accordance with his/her best judgement. In the transition from modern to post-modern psychology, we here propose an interpretation of the phenomenon in psychological terms, envisaging akrasia as a narrative form functional to the identity processes and to the social dynamics of the structures of contemporary societies. Implications in the psychological practice will be taken into account. (shrink)

The academy is in a mess. The cultural theorist Bill Readings claimed that it is in ruins, while the political scientist Michael Oakeshott suggested that it has all but ceased to exist. At the very least, we might argue that the current financial squeeze has distorted the University into a shape that would be all but unrecognizable to Oakeshott and others writing in the 1950s and 1960s. I will begin this paper by tracing the development of the modern Enlightenment University (...) over the past 200 years from its roots in late 18th century Berlin to its current predicament. I will then turn my attention to the introduction during the 1990s of nursing education into the University, and examine the particular difficulties and tensions encountered at the interface between a professional practice and an academic discipline. Finally, I will propose philosophy as a way of dwelling in the ruins of the Enlightenment University and of reconciling the corporate demands of the University with the obligations of the nursing profession. (shrink)