This essay discusses critical approaches to culture, difference, and empathy in health care education through a reading of Junot Diaz’s “Wildwood” chapter from the 2007 novel The Brief Wondrous Life of Oscar Wao. I begin with an analysis of the way that Diaz’s narrative invites readers to imagine and explore the experiences of others with subtlety and complexity. My reading of “Wildwood” illuminates its double-edged injunction to try to imagine another’s perspective while recognizing the limits to—or even the impossibility (...) of—that exercise. I draw on post-colonial theory and feminist science studies to illuminate a text that is created and interpreted in a post-colonial context—the Dominican diaspora in the United States. The essay offers a model of historical and critical analysis that health care educators can use to frame the concept of empathy in the classroom and the clinic. (shrink)

I formulate a Deweyan argument for school gardening that prepares students for a specific type of gardening activism: community gardening, or the political activity of collectively organizing, planting and tending gardens for the purposes of food security, education and community development.

Creating and caring for a garden is a long-term project whose success requires commitment and devotion and love and proper performance of a range of activities that involve virtues and sensibilities like attentiveness, carefulness, humility, imaginativeness, and sensitivity to the natures and needs of plants and animals. In this chapter, I elaborate this conception of gardens and explore its relationship to artistic activities, like composing poetry or performing music. My focus are Confucianism and Daosim and their accounts of the (...) relationships between cultured practices, ethics and the arts, and garden-practices. (shrink)

Serious games with their educational or skill development purposes besides entertainment, have been used in various fields such as architecture, landscape architecture, urban planning, cultural heritage, and learning of language and culture, easing the data absorption process of the specific topic for the user. The use of serious games in the cultural heritage or cultural landscape, as a subtopic, can have a role in its preservation in addition to the information transition ability. Yedikule Bostans is a serious game designed for (...) cultural heritage, its importance, and maintenance ways. The case study of this article is the İstanbul’s market gardens, existing plenty of them in İstanbul, which have remained since ancient times surviving despite the difficulties of urbanization. This research is focusing on the Yedikule Bostanları with their 1500-year history which are associated with the Theodosian Walls, registered in the list of historic areas of İstanbul in UNESCO. The serious game presented in this research with its immersive text-based time-traveling theme about these gardens aims to attract the public's attention to their perishing danger. Thanks to the abilities of the Twine software used in the game's development, we provide a charming journey to the users throughout the game to increase their awareness of the inherited farming culture and more comprehensively the cultural heritage and cultural landscape, meanwhile. (shrink)

This study investigated the experiences of Physical Science teachers who were not specialized in their field. Twelve out-of-field Physical Science teachers, selected via purposive sampling from the Schools Division of Baybay City, participated in the transcendental phenomenological study. For data collection and subsequent thematic analysis using Colaizzi's seven steps, in-depth semi-structured interviews were utilized. Five metaphors describe the study's findings in the form of emergent themes. The first theme is the Chameleon teacher described as an adaptable teacher, analogous to a (...) chameleon that alters its coloration to blend into its surroundings. Developing a resilient mindset is the second aspect, symbolized by the Phoenix Within, which signifies the capacity to triumph over challenges. Thirdly, the Symphony of Knowledge symbolizes teachers' and learners' synergistic partnership and active participation throughout the educational journey. The fourth theme, the Gardener of Knowledge, compares an educator to a conscientious gardener who nurtures their development and that of their students. Crossing Unfamiliar Territory is another theme that examines Physical Science teachers' difficulties when instructing outside their field. As a result, the experiences of these teachers mitigate the issue at hand, thus positively impacting the student's academic development. Sustaining resilience in the face of adversity was inexplicably enhanced through implementing fostering strategies and cultivating a positive mindset. Similar to the adverse encounters, they must confront the obstacles posed by their lack of pedagogical expertise, content knowledge, and struggles. The favorable and unfavorable experiences of physical science teachers who did not specialize in their field provided them professional development opportunities. They underscored the value of maintaining a positive outlook. (shrink)

The primary purpose of the study was to determine the level of parents’ engagement in the modular learning of elementary school students. The researchers used survey questionnaires as an instrument, utilized the descriptive type of research and total population sampling in the selection of the respondents, the entire parents of Grades 4-6 was studied. The respondents of this study are the 30 parents which are categorized based on their educational attainment and family monthly income. The researchers used the adapted research (...) questionnaire from the study of Gumapac, et al., (2022) which based on the three indicators: sustaining motivation, coaching and tutoring and monitoring student’s compliance. The result of the study showed that there is no significance difference in the parents’ level of engagement in modular learning when categorized according to educational attainment and family monthly income. Parents are encouraged to continue to support and motivate their children in various aspects and encourage their children to continue in schooling despite on the family income or educational attainment of their parents. Furthermore, the future researchers should conduct the same study in different schools, particularly in Island Garden City of Samal. (shrink)

Environmental historian Kevin Armitage’s new book offers welcome relief to readers grown weary of anthropocentrism versus nonanthropecentrism debates and Muir-Pinchot-Leopold “third way” arguments. It will also find a receptive audience among those who have maintained all along that education is the key to addressing our environmental woes. In the United States, environmental education has a vibrant history. During the late nineteenth and early twentieth century, a critical mass of policy makers, educators, scientists, and philosophers shared the belief that (...) a curriculum based on the careful observation and study of nature should be taught in primary and secondary school classrooms. The “nature study movement,” as it was called, advanced an ambitious agenda for education reform based on a simple theory: children who develop a deep and abiding interest in the natural world mature into environmentally conscious adults and good citizens. Organized thematically, Armitage’s book lays out the meaning of nature study as well as its scientific and sentimental interpretations (introduction and chap. 1), the influence of progressive education on nature study (chap. 2), the connection between recapitulation theory and nature study (chap. 3), nature study and bird conservation (chap. 4), school gardening as an extension of nature study (chap. 5), the growth of nature photography in tandem with nature study (chap. 6), and finally nature study’s role in promoting agricultural reform (chap. 7). In case the significance of this progressive-era movement is still in doubt, the movement’s legacy can still be felt, Armitage contends, in the ideas of perhaps two of the most influential environmental thinkers of the past century: Aldo Leopold and Rachel Carson (conclusion). (shrink)

Why do a conceptual analysis on a word that we already know how to use? Marilyn Strathern provides some information on garden cities and suburbs which suggests a novel solution to me.

A rhetoric of refuge and escape is a consistent feature of the world’s great garden traditions. The connections between a desire for escape, need for refuge and disquieting sense that life is no longer what it ought to be gestures to a complex conception of garden appreciation. I explore these connections using Christian, Islamic, and Chinese garden traditions. In them one finds a conception of certain gardens as places of moral refuge from the corruption and failings of (...) the mainstream world. (shrink)

I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.

The issue of poor waste management has become a very important issue of concern to various scholars in environmental studies. Effective waste management in Port Harcourt has been seen as one of the greatest issue being faced in Rivers State. It cannot be over emphasized that the generation of waste and its adverse effect has increased over time. This paper critically looks into the ethical implications and effects of poor waste management in Rivers state with focus on Port Harcourt. Hence, (...) this paper was able to establish that the failure of the government to enact environmental laws and punishing those found wanting, and also providing the necessary working tools for waste managers have all resulted to poor waste management. Thus, the effects of all these cannot be over emphasized. This paper makes some significant recommendations for government, waste managers and the public in general on the necessity to adopt certain ethical principles and also to sensitize the populace on proper waste management. The paper in conclusion exposes some ethical implications and effects of poor waste management in Port Harcourt and how it has resulted to the city of Port Harcourt called the Garden City now being seen as a Tattered City. (shrink)

Let (leeway) incompatibilism be the thesis that causal determinism is incompatible with the freedom to do otherwise. Several prominent authors have claimed that incompatibilism alone can capture, or at least best captures, the intuitive appeal behind Jorge Luis Borges's famous “Garden of Forking Paths” metaphor. The thought, briefly, is this: the “single path” leading up to one's present decision represents the past; the forking paths that one must decide between represent those possible futures consistent with the past and the (...) laws of nature. But if determinism is true, there is only one possible future consistent with the past and the laws and, hence, only one path to choose from. That is, if determinism is true, then we are not free to do otherwise. In this paper, I argue that this understanding of the Garden of Forking Paths faces a number of problems and ought to be rejected even by incompatibilists. I then present an alternative understanding that not only avoids these problems but still supports incompatibilism. Finally, I consider how various versions of (leeway) compatibilism fit with the Garden of Forking Paths as well as the broader question of whether metaphors, however intuitive, have any dialectical force in the debates over freedom. (shrink)

Character education in schools has been high on the UK political agenda for the last few years. The government has invested millions in grants to support character education projects and declared its intention to make Britain a global leader in teaching character and resilience. But the policy has many critics: some question whether schools should be involved in the formation of character at all; others worry that the traits schools are being asked to cultivate are excessively competitive or (...) military. In this pamphlet Randall Curren sets out a robust defence of character education. He welcomes the political support it presently enjoys, but contends that greater clarity about the nature, benefits and acquisition of good character is essential. In particular, he argues that too narrow a focus on traits like perseverance and resilience is a serious mistake: these traits are only virtues when they are part of a wider set of moral and intellectual qualities, and when their exercise is guided by good judgment. Curren offers us a compelling and coherent account of what good character is and how it might be cultivated in schools. He explains why schools must be needs-supporting environments that provide students with opportunities to engage in rewarding activity, and why cultivating good character implies promoting the ‘fundamental British values’ of democracy, the rule of law, individual liberty, and mutual respect and tolerance. His groundbreaking pamphlet promises to expand the scope and strengthen the foundations of character education in British schools, and should go a long way towards allaying the fears of its detractors. (shrink)

This conference paper contests the validity of some traditional concepts of gardens. It introduces the possibility of considering the passage of time in gardens as a musical, rhythmic phenomonen.

Many of the following literary-critical texts (not all quite conventional “long-form” essays) originally appeared on the Landscape Agency New York website, LANY Archive-Grotto, on the web portal Geocities, between the years 1997 and 2008 – i.e., over a period of roughly ten years. Versions of some were published in various journals, academic or otherwise. In re-presenting them here, the intention is to trace a proverbial “red thread” that crosses the entirety of the work, arguably what might be denoted the works-based (...) agency of works, and, arguably, the telltale trace of what is otherwise known as the “life-work,” yet for works versus for authors. -/- The entire, retrospective apparatus of The Editioning of Gardens is also, decidedly, an homage to New York, New York, either where or from where much of the research was undertaken and “lived.” Manhattan, indeed, haunts these pages, directly and indirectly – that is to say, the unparalleled access to libraries, bookstores, universities, galleries, cafés, pubs, restaurants, cinemas, parks, and the streets is quite simply the source for the often-intense, yet suitably critical exegetical works. -/- This book is meant to both recapitulate themes crossing the “life-work” of the works collected, but to also illustrate the transitional gestalt of the 1990s and 2000s, something we collectively have not yet quite exited, and something that still haunts and gives pause to architects and landscape architects today. In naming this collection “The Editioning of Gardens,” the intention is to draw attention to the fact that it is landscape that underwrites almost all architectural interventions, whether acknowledged or denied, and that it is “landscape” – in the widest sense of the word – that we inherently and collectively inhabit. -/- NOTA BENE: -/- While many of the essays and texts presented here have been previously published as “working papers” or “reviews” on the LANY Archive-Grotto website, or in journals and P2P dossiers (i.e., in open-access collections posted to research repositories, here denoted Things Czech and Dossier LANY), their presentation in book form makes them more readily accessible and effectively new works as totality. Most have also been re-edited and re-formatted for inclusion in The Editioning of Gardens. -/- All texts are also dated so as to situate them in the timeframe in which they appeared (or were written), as snapshots or surveys of passing times. While re-edited and re-formatted for presentation here, they have not been re-written as such due to their implied “historic” and “time-based” nature. As collection, however, they function as an (un)timely reminder of critical exegesis as rite of passage – underscoring the significance of the title of the collection. This latter trait is what, ironically, makes the collection contemporary and post-contemporary – timely and untimely at once. (shrink)

With regard to existing concept of the moral education (ethics) in Slovakia, the questions of ethics and morals are only one of the partial sections. The dominant role is played by psychology based on Roberto Olivar’s concept with emphasis on pro–socialization and on Erickson’s concept of the psychosocial development. From the philosophy basis point of view, only Aristotle, even in reduced form and Spranger’s concept of the life forms are mentioned. Philosophy and ethics are only complements to more psychologically (...) based educational program which is resulting from the problematic division of a social and moral experience into egoistic and prosocial. Egoism is presented in a distorted form and is characterized as the cause of all moral evil. However, there are several different types of understanding of the term egoism in philosophy and ethics as for example psychological and ethical egoism, or self-interest. Ethical egoism or self-interest cannot be identified with selfishness. The main aim of moral education should not be only to form the desired children and youth moral orientation but on the other hand, to form morally self-confident individuals who are able to solve the moral problems, to help the others to solve them as well and to be able to bear moral responsibility for their own deeds. (shrink)

Although the character of the “lady detective”is a staple of the cozy mystery genre, we contend that there are no great lady detectives to rival Holmes or Poirot. This is not because there are no clever or interesting lady detective characters, but ratherbecause the concept of greatness is sociallyconstructed and, like coolness, depends on public acclaim and perception. We explore the mechanics of genre formation, arguing that the very structure of cozy mysteries precludes female greatness. To create a “great”character,theauthor cannot (...) just endowher with certain attributes; she must actively work to overcome her audience’s tendency to import structures of oppression into the story, and she must wrestle against the conventions of the genre. In doing so, however, authors risk setting their stories in a wholly different genre. (shrink)

The authors draw on literary theory, anthropology and sociology in order to construct alternative ways of reading and writing educational research, and come to terms with postmodernism and deconstruction.

This dissertation undertakes a philosophical analysis of “natural capital” and argues that this concept has prompted economists to view nature in a radically novel manner. Formerly, economists referred to nature and natural products as a collection of inert materials to be drawn upon in isolation and then rearranged by human agents to produce commodities. More recently, however, nature is depicted as a collection of active, modifiable, and economically valuable processes, often construed as ecosystems that produce marketable goods and services gratis. (...) Nature consists of various unproduced mechanisms or “natural machines” that are first discovered and then channeled so as to serve human ends. In short, nature as an ideal is a kind of garden that is characterized by natural objects purposefully arranged by intentional human agents. (shrink)

This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) (...) satisfy Blum’s definitions of ‘moral hero’ and ‘moral saint’ (1988). Then, we offer a comparative analysis of the effectiveness of heroes and saints with respect to character education, according to four criteria derived from PEBAME: admirability, virtuousness, transparency, and imitability. Finally, we conclude that both unitarist and disunitarist exemplars are fundamental to character education; this is because of the hero's superiority to the saint with respect to imitability, a fundamental feature of the exemplar for character education. (shrink)

This dissertation undertakes a philosophical analysis of “natural capital” and argues that this concept has prompted economists to view Nature in a radically novel manner. Formerly, economists referred to Nature and natural products as a collection of inert materials to be drawn upon in isolation and then rearranged by human agents to produce commodities. More recently, nature is depicted as a collection of active, modifiable, and economically valuable processes, often construed as ecosystems that produce marketable goods and services gratis. Nature (...) is depicted as consisting of various unproduced mechanisms or “natural machines” that are first discovered and then channeled so as to serve human ends. In short, nature as an ideal is a kind of garden that is characterized by natural objects purposefully arranged by intentional human agents. This dissertation first lays out working definitions of the key terms, such as capital and Nature, and then traces the historical roots of natural capital in the writings of eminent classical political economists, such as Adam Smith, John Stuart Mill, and Karl Marx. I then examine the question of substitutes for “critical natural capital”, and argue that the preservation paradox is warranted: no one can restore or preserve a part of Nature without turning it into an artifact. Following the recent work of Debra Satz and Michael Sandel, I finish my dissertation by situating the question of natural capital in the broader context of whether some goods should not be for sale, particularly those I define as Basic Ecological Goods. (shrink)

Overview of Epicurean physics and epistemology, ending with a critical discussion of Cicero's report on Epicurean theology.

All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics (...) class='Hi'>education. By comparing Mundurucú subjects with and without access to schooling, we found that education significantly enhances the acuity with which sets of concrete objects are estimated. These results indicate that culture and education have an important effect on basic number perception. We hypothesize that symbolic and nonsymbolic numerical thinking mutually enhance one another over the course of mathematics instruction. (shrink)

I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, actions (...) are right insofar as they respect relationships in which people both share a way of life, or identify with one another, and care for others’ quality of life, or are in solidarity with each other. I argue that while considerations of identity and solidarity each provide some reason for a state university to pursue blue-sky knowledge as a final end, they do not provide conclusive reason for it to do so. I abstain from drawing any further conclusion about whether this provides reason to reject the Afro-communitarian moral theory or the intuition that blue-sky knowledge is a proper final end of public higher education. I do point out, however, that the dominant Western moral theories on the face of it do no better than the African one at accounting for this intuition. (shrink)

In this paper, we draw attention to several important tensions between Kant’s account of moral education and his commitment to transcendental idealism. Our main claim is that, in locating freedom outside of space and time, transcendental idealism makes it difficult for Kant to both provide an explanation of how moral education occurs, but also to confirm that his own account actually works. Having laid out these problems, we then offer a response on Kant’s behalf. We argue that, while (...) it might look like Kant has to abandon his commitment to either moral education or transcendental idealism, there is a way in which he can maintain both. (shrink)

School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for (...) rectifying injustice. Thus, boosting should be presumptively either made illegal or substantially reformed. Finally, Section 4 responds to potential objections. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better (...) understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

In this article, I formulate a Deweyan argument in support of guerrilla gardening, or the political activity of reclaiming unused urban land, sometimes illicitly, for cultivation and beautification through gardening. Historically, gardening movements in the United States have been associated with relief projects during periods of economic downturn and crisis, urban blight and gentrication, as well as nationalism, nativism and racism. Despite these last few unfortunate associations, the American philosopher John Dewey detached gardening from the nativist’s tool-kit, portraying it as (...) a gateway for young people toward enriched adult experiences, not as a technique for assimilating immigrant children to a distinctly American way of life. One of those experiences that school gardening can prepare children for is political activism, particularly involvement in gardening movements. Dewey did not mention this collateral benefit. Nevertheless, an argument can be made that garden advocacy—or, more specifically, participation in politically-motivated gardening movements such as guerrilla gardening—is an acceptable interpretation, or elaboration, of what Dewey meant by “a civic turn” to school and community gardening. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education (...) as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher social (...) class background and the concern to transmit one’s cultural habitus. We further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalise the necessity of its existence. (shrink)

I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.

The paper inculcates the path of modern education by implementing cum ensuing the form and content of moral education from the stances of prescriptivist R. M Hare and existentialist Sartre. In the first part of the paper, Hare’s tune for language-centric moral concepts and its prescriptive plus universalistic application for society enhance an outlook for moral education where learners should be taught to apply morality from a prescriptive sense, not by memorizing it in a descriptive manner. Besides, (...) Sartre’s existentialist appeal delineates moral education as a free choice of a learner where any institutional hegemony becomes trivial. The second part of the paper focuses on the content of moral education. What sort of moral laws make the content of moral education justifiable? Here Russell’s approach takes a pertinent role. We should secure modern education from the social and state’s anarchism. A way out that I depict in the last section of the paper stresses on moral education that evades itself from the repression of the pedagogue or rigid principles. Modern education should quest for why and liberal neutrality not by following the rigid rules obediently. Moral education teaches children about their own rights and the rights of the other in a beneficial manner. (shrink)

The recent literature has seen a burgeoning discussion of the idea that the overarching epistemic goal of education is the cultivation of the intellectual virtues. Moreover, there have been attempts to put this idea into practice, with virtue-led educational interventions in schools, universities, and even prisons. This paper explores the question of whether—and, if so, to what degree—such intellectual virtue-based approaches to education are essentially social. The focus in this regard is on the role of intellectual exemplars within (...) this approach, and in particular the extent to which direct social interaction with such exemplars is crucial to the implementation of this educational methodology. (shrink)

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore (...) this dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities. (shrink)

Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit‐driven mentality. As sustainable development is a value‐oriented and normative concept, the role of individual ethical norms and val‐ ues in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would‐ be entrepreneurs were subjected to a questionnaire (n = 398) and (...) to real‐life deci‐ sion‐making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit‐driven mentality. (shrink)

This paper presents Elmar Unnsteinsson’s novel theory of Edenic Intentionalism, on which a speaker cannot refer to an object when the speaker is relevantly confused about its identity. A challenge to the theory is presented and several possible responses considered. The challenge is this: According to Edenic Intentionalism, reference often fails even when speakers seem to refer successfully. Elmar therefore supplements Edenic Intentionalism with an explanation of how communication can succeed without reference. If such an explanation is available, it isn’t (...) clear what need there is for Edenic Intentionalism. (shrink)

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of (...) inclusion as the very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

The thesis explores the adequacy of five well-known conceptions of art to the case of gardens. It concludes that, of those conceptions, the cluster theory is best suited to the case of gardens.

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most adherents (...) in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)

For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.

The ideological interface between Muslims and liberal educators undoubtedly is strained in the realm of sex education, and perhaps on no topic more so than homosexuality. Some argue that schools should not try to ‘undermine the faith’ of Muslims, who object to teaching homosexuality as an ‘acceptable alternative lifestyle’. In this article, I will argue against this monolithic presentation of Islam. Furthermore, I will argue that a narrow view of Islam is neglectful of gay and lesbian Muslims who are (...) particularly vulnerable to the unrepentant hostilities of their own communities. (shrink)

Some advances in bioethics regarding ethical considerations that arise in the context of medical research can also be relevant when thinking about the ethical considerations that arise in the context of SoTL research. In this article, I aim to bring awareness to two potential ethical challenges SoTL researchers might face when playing a dual role of teacher and researcher that are similar to the challenges physicians face in their dual role of physician and researcher. In this article, I argue that (...) two commonly discussed concerns in bioethics---the need for clinical equipoise and the possibility of a therapeutic misconception---have analogies when conducting some types of research on students. I call these counterparts educational equipoise and the educational misconception. (shrink)

Epicurean ethics has been subject to withering ancient and contemporary criticism for the supposed irreconcilability of Epicurus’s emphatic endorsement of friendship and his equally clear and striking ethical egoism. Recently, Matthew Evans (2004) has suggested that the key to a plausible Epicurean response to these criticisms must begin by understanding why friendship is valuable for Epicurus. In the first section of this paper I develop Evans’ suggestion further. I argue that a shared conception of the human telos and of what (...) is required to attain it structures the confidence that characterizes friendship. In the second part of the paper I return to two contemporary criticisms of Epicurean friendship. The first criticism focuses on the problem of free riders. The second criticism points to a seeming inconsistency in Epicurean doctrine. I suggest that both criticisms can be adequately addressed once we understand Epicurean friendship in greater depth. (shrink)

Mentalities like scientism and relativism idealise or belittle science respectively, and thus hurt science education and our literacy. However, it seems very hard to avoid the former mentality without sliding to the latter, and vise versa. I will suggest that part of what makes balancing between the two so difficult, is a representational account of meaning that science educators, like most of us really, usually endorse. Scientism then, arises from the assumption that ​there is such a thing called science​. (...) Relativism, on the other hand, assumes that ​there is no such thing called science,t​hereisnorealmeaningattachedtotheterm​.Wittgenstein'sremarksonrule-following then, could help us escape this twofold danger. Addressing scientism, Wittgensteinian writings remind us that, in order to understand the sciences, we do not need to point to some mental referendum of what science is. We rather need to grasp a matrix of overlapping, often implicit, always evolving rules that govern scientific practices. Addressing relativism, Wittgenstein's comments help us realise that there are always certain criteria about what kinds of things we call by a name; there are rules governing scientific practices, rules that even though they may be context dependent or evolving, are always in play. (shrink)

This paper examines the following three questions: (1) In The Rose Garden of Mystery (Golshan-e Rāz), how does the prominent 7-8th-century Iranian Sufi, Maḥmūd Shabistarī, distinguish the mystical “contemplation” and “rational reflection” in pursuing divine knowledge? (2) Was Shabistarī an anti-rationalist (strict fideist)? (3) How does Shabistarī’s position fit into the ancient Greek, Neoplatonist, and medieval Islamic and Christian metaphysics? This paper examines Golshan-e Rāz in the context of Shabistarī’s other works, commentaries, secondary sources, and Islamic thought—Sufism and philosophy. (...) Existing literature on Golshan-e Rāz primarily focuses on its literary aspects, neglecting its philosophical and mystical concepts. However, a thorough understanding requires examining these concepts in a broad context, which will inspire further research. The rationale behind this research is rooted in the religious obligation for believers to know God, with “thinking” as the means to acquire such knowledge. This is why the first question Herawī poses to Shabistarī pertains to the nature of thought—justifying this paper’s focus. Contemporary opposition to religion often stems from its perceived incongruity with the rational frameworks offered by positivism, materialism, or scientific inquiry. By differentiating between mystical and rational modes of thought that Shabistarī presents, this study shows the contemporary person that intellectual inquiry extends beyond rationalism and encompasses mysticism. Consequently, rational and mystical perspectives should be pursued in the quest for the divine. Furthermore, this study contends that Shabistarī should not be regarded as a strict fideist; instead, his criticism is directed toward the constraints inherent in rational thinking. (shrink)

In the predominant pedagogical frameworks of our days, rationalist, voluntarist or sentimentalist reductionisms are seen, from which it is about educating people regardless of their Origin and the singular and unrepeatable originality with which they have been given to existence. Faced with this anthropocentric confinement, Sensitive Education arises so that every person, regardless of their culture and creed, remains sensitive to their Origin and captures their own originality, which in the end is what they must accept and try to (...) manifest with education. When educational systems are not sensitive to the original, they develop falsehood. With the aim of consolidating the validity of the pedagogical-anthropological foundation of Sensitive Education, this study seeks to show how Edith Stein’s argument explains Sensitive Education, although Stein, after her conversion, uses explicitly Christian terminology. Stein’s direct terms serve to describe Education Sensitive to the Holy Spirit, but for those who do not start from a Christian worldview, Education Sensitive to Origin can be a more non-denominational way of approaching the Original. To achieve this objective, an analytical-synthetic methodology has been followed in which essential features of Sensitive Education are proposed and in a hermeneutic manner, arguments are extracted from the writings of Edith Stein that offer support for these essential features. In conclusion, it is sufficiently shown that Edith Stein’s thought provides a pedagogical foundation to Sensitive Education. (shrink)

In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further (...) argue that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children. (shrink)

In this essay, Johannes Giesinger comments on the current philosophical debate on educational justice. He observes that while authors like Elizabeth Anderson and Debra Satz develop a so-called adequacy view of educational justice, Harry Brighouse and Adam Swift defend an egalitarian principle. Giesinger focuses his analysis on the main objection that is formulated, from an egalitarian perspective, against the adequacy view: that it neglects the problem of securing fair opportunities in the competition for social rewards. Giesinger meets this objection by (...) expressing two basic theses: First, he argues that Brighouse and Swift themselves fail to give an adequate account of fair competition; and, second, he shows that the adequacy view provides the theoretical resources to face this problem. (shrink)

Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal (...) of higher education as global and universal education. Since the whole set of human rights should be seen as an indivisible system of basic limits to individual and collective freedom, a right based approach would be the other main perspective, certainly relevant in the context of the African continent, as it is worldwide. Furthermore a right based understanding is a much ignored aspect of human rights, although intimately related to basic interests of the higher education system from either the point of view of the national education systems, or as private universities and it is also related to non-governmental organisations understanding of the general aim of higher education development, where international organizations could help in the implementation of these cultural rights based good practices. In the first section we first develop briefly a normative ethical model of education based on the transformative model of the ethics of discourse compared to other possible classical models based on merit, then we will present cultural rights, reminding us some aspects of cultural rights related to higher education, and address the relevance for the African context of a contextual reflection on these rights. (shrink)