In this paper, we consider the role of conversations in contributing to healthcare quality improvement. More specifically, we suggest that conversations can be important in responding to what we call ’normative complexity’. As well as reflecting on the value of conversations, the aim is to introduce the dimension of normative complexity as something that requires theoretical and practical attention alongside the more recognised challenges of complex systems, which we label, for short, as ’explanatory complexity’. In brief, normative complexity relates to (...) the inherent difficulty of deciding what kinds of changes are ’improvements’ or, more broadly, what is valuable in healthcare. We suggest that explanatory and normative complexity intersect and that anyone interested in healthcare improvement needs to be sensitive to both. After briefly introducing the idea of normative complexity, we consider some contrasting examples of conversations, reflecting on how they do and might contribute to healthcare quality. We discuss both conversations that are deliberately organised and facilitated (’orchestrated conversations’) and more informally occurring and routine conversations. In the first half of the paper, we draw on some examples of orchestrated and routine conversations to open up these issues. In the second half of the paper, we bring some more theoretical lenses to bear on both conversations and normative complexity, summarise what we take to be the value of conversations and draw together some of the implications of our discussion. In summary, we argue that conversations can play a crucial role in negotiating the normative complexity of healthcare quality improvement because of their capacity to hold together a plurality of perspectives, to contribute and respond to emergence and to help underpin institutional conditions for empathy and imagination. (shrink)

This chapter offers an overview of the philosophy of Robert S. Sokolowski with a focus on his account of what philosophy is, how philosophy arises out of pre-philosophical life, and how it is related back to pre-philosophical life. It also situates Sokolowsk’s achievements in articulating the relationship between Husserlian phenomenology and modern and pre-modern styles of philosophizing.

We argue against Thomson’s view that abortion is permissible even if fetuses have high moral status. Against this, we argue that, because many mothers are morally responsible for their pregnancies, they have a special obligation to assist. Finally, we address an objection according to which many mothers whose pregnancies are not a product of rape are not morally responsible to a sufficient degree, and so an obligation to assist is not generated. This objection assumes that the force of the mother’s (...) right to bodily integrity is not diminished if she is insufficiently morally responsible. We challenge this assumption. Our complete thesis is as follows: If a mother is morally responsible to a sufficient degree, she acquires an obligation to assist. If she is not, the force of her right to bodily integrity may be reduced. (shrink)

An elaboration and defense of the “interaction view of metaphor” introduced in the author's earlier study, “Metaphor” . Special attention is paid to the explication of the metaphors used in the earlier account.The topics discussed include: selection of the “targets” of the theory; classification of metaphors; how metaphorical statements work; relations between metaphors and similes; metaphorical thought; criteria of recognition; the “creative” aspects of metaphors; the ontological status of metaphors.Metaphors are found to be more closely connected with background models than (...) has previously been recognized. (shrink)

This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas—the ‘Berkeley experience'—and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a conception of education closely related to that of Michael Oakeshott and Martin Heidegger—that of education as ‘releasement’. Each of those three figures argued that the purpose of education was not to induct (...) students into prevailing norms and convictions, but rather to initiate them into the ‘civilized inheritance of mankind’. I conclude that interpreting Feyerabend's educational ideas within this conception of education as releasement lends a new coherence to his remarks on science and education, in a way that renders certain of his political proposals—such as the ‘separation of science and the state'—both more coherent and more compelling. (shrink)

Introduction : situating oakeshott -- Language, practice, and individual agency -- Individuality between tradition and contingency -- Imagining the modern state -- Towards a conversational democratic ethos -- Conclusion : hearing voices.

Michael Oakeshott reflected on the character of religious experience in various writings throughout his life. In Experience and Its Modes (1933) he analyzed science as a distinctive "mode," or account of experience as a whole, identifying those assumptions necessary for science to achieve its coherent account of experience in contrast to other modes of experience whose quests for coherence depend on different assumptions. Religious experience, he thought, was integral to the practical mode. The latter experiences the world as interminable tension (...) between what is and what ought to be. The question, Is there a conflict between science and religion? is, in Oakeshott's approach, the question, Is there a conflict between the scientific mode of experience and the practical mode? Insofar as we tend to treat every question as a practical one, these questions seem to make sense. But Oakeshott's analysis leads to the view that scientific experience and religious experience are categorically different accounts of experience abstracted from the whole of experience. They are voices of experience that may speak to each other, but they are not ordered hierarchically. Nor can either absorb the other without insoluble contradictions. (shrink)

Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post-war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well-rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...) in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. (shrink)

My thesis centers on a critical analysis of the concept of the "educated person" in Kieran Egan's theory of educational development. Egan presupposes that the erudite human being in western societies is ideally a sophisticated ironic thinker, that is, a person who possesses the fullest range of sense making capacities known to our culture; and furthermore, a person who tactfully and innovatively applies these capacities in everyday life.

This paper attempts to sort out some of the current tensions and ambiguities inherent in the field of bioethics as it continues to mature. In particular it focuses on the question of the methodological relevance of theory or ethical principles to the domain of clinical ethics. I offer an approach to reasoning about moral conflict that combines the insights of contemporary moral theorists, the philosophy of American pragmatism, and the skills of rhetorical deliberation. This synthetic approach locates a proper role (...) for moral theory in the practice of clinical ethics, thus linking abstract philosophical ideas about morality, humanity, suffering, and health to specific deeds, actions, and decisions in the concrete lives of particular individuals. The aim of this synthetic approach of bioethical inquiry is a rapprochement between theoretical knowledge in moral philosophy and the contextualized, relational, and practical understanding of what morality demands of us in our daily lives. I argue for a conception of bioethical inquiry that takes morality to be a study of certain practical, socially embedded concerns about matters of right and wrong, good and evil, as well as a study of the moral theories by which these actual concerns can be explored and critically evaluated. (shrink)

In this paper, we will propose an idea of education as conversations between friends on matters of common concern. In a scholarly and pedagogical climate of competition, testing and accountability, there seems to be little room for true pedagogical and scholarly conversation. What we aim to develop here, is a vocabulary that is able to capture some educational experiences that are being repressed in the current educational and academic discourse and practice. Starting from our own experiences as higher education workers, (...) we argue for a way of speaking about educational practices that focus on the matters of common concern that gather – and put into conversation - students and teachers. We call this conversation a studious discourse so as to distinguish it from other forms of conversation and outline a definition of the kinds of friendships that potentially revolve around this form of communication. We base our argument on a reading of Jürgen Oelkers and Martin Wagenschein’s pedagogical and didactical reflections and propose ultimately that education is not about the inner development of measurable skills or competences, but rather about becoming part of particular forms of communication about matters of common concern. (shrink)

Dialogue is the basis of philosophy in the Western tradition and has taken many different forms.1 From dialogue based on the dialogus, on dialectics and elenchus (Socrates and Plato), through relig...

This article surveys and contextualizes the British idealists’ philosophical writings on language, aesthetics and emotions, starting with T. H. Green and concluding with Michael Oakeshott. It highlights ways in which their philosophical insights have been wrongly overlooked by later writers. It explores R. L. Nettleship’s posthumous publications in this field and notes that they exerted significant influences on British idealists and closely related figures, such as Bernard Bosanquet and R. G. Collingwood. The writing of other figures are also explored, not (...) least F. H. Bradley and J. A. Smith. The article concludes by introducing in turn the remaining articles that are found in this special issue. (shrink)

This article examines Michael Oakeshott's peculiar understanding of religion and its connection to politics and public affairs in democratic societies. It considers Oakeshott's views on both the prominence of religion as an expression of practical life, and the conciliatory role of the religious imagination in human existence. Upon inspection, Oakeshott's notion of a reconciled form of religiosity appears to be devised to speak to problems of religious enthusiasm in liberal democracies. Oakeshott's response to challenges of religious enthusiasm is insufficient and (...) problematic, however, as is the conservative disposition he advocates for individual persons in democratic polities. (shrink)

Civilizational analysis is increasingly being used to capture the plurality of routes to and through the modern world order. However, the concept of civilization betrays a colonial legacy, namely, a denial that colonized peoples possessed the creative ability to cultivate their own subjecthoods. This denial was especially acute when it came to enslaved Africans in the New World whose bodies were imagined to be deracinated and deculturated. This article proposes that civilizational analysis has yet to fully address this legacy and, (...) to clarify the stakes at play, compares and contrasts the historical sociology of CLR James with the mytho-poetics of Derek Walcott. Both authors, in different ways, have attempted to endow that quintessentially un-civilizable body – the New World slave – with subjecthood. From this discussion, the article makes the case for developing a ‘poetics of slavery’ that could help to address the colonial strictures still residual in the concept of civilization. (shrink)

Jacob Talmon and Michael Oakeshott represent two opposite tendencies in the anti-totalitarian world view. Both thinkers share many central features of this broad intellectual trend, such as the equation between the Soviet and Nazi regimes, Anglophilia and the rejection of the utopian quest. Yet this basic agreement should not distract us from significant differences in attitude and temperament. Talmon, like most other critics of totalitarianism, was strongly affected by the atmosphere of a profound intellectual and political crisis in Europe, and (...) he regarded the danger of totalitarianism to be an inherent aspect of modernity itself. His liberalism was that of ‘fear’. By contrast, for Oakeshott, who believed in the strength of liberal, and specifically British, civilisation, totalitarianism was merely a child of resentment, a parasitic force with no positive message of its own. He thus displayed a greater measure of confidence in the fortunes of liberal modernity. (shrink)

This article is the second of a two-part investigation, the first part of which was published in Ethics and Education, vol. 5, issue 2, 2010, under the title ?Preface to an ethics of education as a practice in its own right?. Although it builds on the arguments of that ?preface?, this second part of the investigation can be read as a stand-alone essay. It begins with a brief review of a new subordination of educational practice achieved by a neo-liberal tenor (...) in international educational reforms in recent decades in Western societies. The practical context for the essay however is that failure of many of these reforms, like the failure of neo-liberal dominance in socio-economic policy, has given rise to emergent opportunities where inspirations for educational debate and policy-making are concerned. Arguing for the uptake of such opportunity, the ethical tenor of education as a practice in its own right is explored under four headings: (1) review and clarification of the inherent purposes of education as a practice; (2) investigation of educationally productive pathways that are characteristic of education as a practice in its own right; (3) elucidation of a recognisable family of virtues that arise from that practice itself; (4) exploration of the kinds of relationships through which these virtues, and their educational fruits, are nourished. (shrink)