Reflection is widely acknowledged to play a crucial role in enhancing the competence of medical professionals. Developed countries have given importance to implementing reflective practices for professional development. In developing countries, reflective practices are not given much importance as a tool for professional growth. This article aims to uncover the existing practices of reflection and the challenges faced by medical professionals working at a government hospital in Nepal. It also promotes the practice of reflection to improve daily professional practice. This (...) article aims to uncover the existing practices of reflection and the challenges faced by medical professionals working at a government hospital in Nepal. This qualitative study utilized Narrative Inquiry as the research method and conducted semi-structured, in-depth interviews with two medical professionals selected through purposive sampling followed by content analysis of the collected data. The study was based on the theories of social constructivism and transformative learning. After analyzing the data, three significant themes emerged: empathizing through reflection, change in practice through reflection, and barriers to reflective practices. The study identified several barriers to reflective practices, including a negative attitude, sociocultural contexts, and a lack of support from the medical community. It is crucial to encourage self-reflection for medical professionals to enhance their professional growth and promote lifelong learning. This study provides valuable insights into the significance of reflective practices in the professional development of medical personnel, particularly in developing countries. (shrink)

By tracing its own narrative from the feminist pragmatism of the 1980s-2000s back to the avant-la-lettre feminist pragmatism of the Progressive Era, this chapter explores the use of narrative within feminist pragmatism. It pays particular attention to uses of narrative in Charlotte Perkins Gilman, Anna Julia Cooper and Jane Addams to reveal the usefulness of narrative as a feminist pragmatist mode of inquiry and of elucidating meaning. The chapter concludes with a brief suggestion of where (...) feminist pragmatist narrative may take us next. (shrink)

The objective of this article is twofold. In the first part, I discuss two issues central to any theoretical inquiry into mental imagery: embodiment and consciousness. I do so against the backdrop of second-generation cognitive science, more specifically the increasingly popular research framework of embodied cognition, and I consider two caveats attached to its current exploitation in narrative theory. In the second part, I attempt to cast new light on readerly mental imagery by offering a typology of what (...) I propose to be its four basic varieties. The typology is grounded in the framework of embodied cognition and it is largely compatible with key neuroscientific and other experimental evidence produced within the framework. For each imagery variety, I make some elementary suggestions as to how it may typically be cued by distinct narrative strategies. (shrink)

By revealing the centrality of stories to action, to social life and to inquiry together with the implicit assumptions in polyphonic stories about the nature of humans, of life and of physical reality, this paper examines the potential of stories to transform civilization. Focussing on the failure of environmentalists so far in the face of the global ecological crisis, it is shown how ethics and political philosophy could be reconceived and radical ecology reformulated and reinvigorated by appreciating and exploiting (...) the potential of stories. This could enable radical ecologists to effect the major social and economic changes necessary to meet the global ecological crisis. What we need, it is argued, is a new, polyphonic grand narrative. (shrink)

In On Not Expecting Too Much from Narrative, Lamarque (2004) challenges theories of narrative identity. For while narrativity might tell us something of interest about our selves, the requirements for this would be so strong that theories of narrative identity would not be able to meet them. In contrast, he identifies minimal conditions for narrativity, so that our identity could be of a narrative nature as well. But in that case, the concept of narrativity would be (...) so weak that it would hardly be able to tell us anything about ourselves. I first examine Lamarque's criticism of narrative concepts of identity. He shows that stories, understood in a minimal sense, are not found but told and that they establish a temporal relationship between at least two events. I then examine the concept of teleological explanations of action. Considering the problem of deviant causal chains that causalists are confronted with, they are at least a serious alternative to causal explanations of action. By doing that, I also attempt to render plausible the irreducibility of teleological explanations of action to causal ones. Subsequently, I outline some features of teleological explanations of action. Finally, I defend the idea that teleological explanations of action are essentially narrative explanations of action because they meet Lamarque's minimal conditions of narratives. I then make the case that these kinds of narratives are not trivial with respect to our personal identity but, on the contrary, are the prerequisite under which we can perceive ourselves as rational agents. (shrink)

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing (...) us the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits which, in turn, supports the argument for philosophy to be taught in schools. (shrink)

The issues of this essay concern whether there are ways of experiencing time that are specific to narration and whether such ways can also be applied to the experience of time in reflection. In order to tackle these issues, we shall compare and contrast the experience of time in life with both the temporal experiences of narration and the temporal experiences of reflection. We shall begin, then, with a discussion on what the “experience of time” is, in the attempt of (...) providing a theoretical framework for our inquiry on narrative and reflective temporalities. (shrink)

Digital technology has prompted philosophers to rethink some of the fundamental categories we use to make sense of the world and ourselves. Particularly, the concept of ‘identity’ and its reconfiguration in the digital age has sparked much debate in this regard. While many studies have addressed the impact of the digital on personal and social identities, the concept of ‘collective identity’ has been remarkably absent in such inquiries. In this article, I take the context of social movements as an entry (...) point to discuss the reconfiguration of collective identity in social media environments. I do so by introducing a narrative approach to collective identity. I argue that Twitter’s affordances invite new ways of constructing collective identities and imply a shifting relationship between the individual and the collective. (shrink)

This paper disputes the notion, endorsed by much of narrative theory, that the reading of literary narrative is functionally analogous to an act of communication, where communication stands for the transfer of thought and conceptual information. The paper offers a basic typology of the sensorimotor effects of reading, which fall outside such a narrowly communication-based model of literary narrative. A main typological distinction is drawn between those sensorimotor effects pertaining to the narrative qua verbal utterance (verbal (...) presence) and those sensorimotor effects pertaining to the imaginary physical world(s) of the story (direct presence). While verbal presence refers to the reader's vicarious perception of the voices of narrators and characters, direct presence refers to the emulated sensorimotor experience of the imaginary worlds that the narrators' and characters' utterances refer to. The paper further elaborates on how, by which kinds of narrative content and structure, direct presence may be prompted. The final section addresses some of the observational and historical caveats that must be attached to any theoretical inquiry made into the sensorimotor effects of reading. As a preliminary for further research, a few ideas about the model's potential for empirical validation are put forward. A brief, tentative history of the sensorimotor benefits of literary narrative reading is then outlined. (shrink)

This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is based (...) on the recognition of diverse narratives within a web of communal narratives that does not favour the meta-narrative. It reports on the experiences of moderators and students from weak and excluded sectors of society in two countries whose participation in communities of philosophical inquiry gave them not only a “voice” but also a presence and identity. (shrink)

We are living in an age that is narratively obsessed: both in the academy and in popular culture, temporally articulated phenomena currently exert a vice-like grip over the collective imagination. Under such conditions, how may non-narrative sources of aesthetic power be made available once again to human observers? Charlie Kaufman’s response, in Adaptation, takes the form not of statements but of actions, of “philosophical therapy” for our insatiable narrative hunger. It leaves us, in the end, with two phenomena (...) that have (in the full sense of the word) no history at all: the beauty of flowers and the intricacy of a human soul. (shrink)

Lloyd Jones’s *The Book of Fame*, a novel about the stunningly successful 1905 British tour of the New Zealand rugby team, represents both skilled group action and the difficulty of capturing it in words. The novel’s form is as fluid and deceptive, as adaptable and integrated, as the sweetly shaped play of the team that became known during this tour for the first time as the All Blacks. It treats sport on its own terms as a rich world, a set (...) of bodily skills, and an honest profession in itself. A reading of *The Book of Fame* can contribute to the interdisciplinary study of literature and cognition, exemplifying two-way ‘exchange values’. On the one hand, we gain insights into the nature of skilful group agency, of distinct forms and at distinct timescales, by focussing on the precise forms taken by the All Blacks’ creation of space. Here, we treat The Book of Fame as a brilliant evocation of features of collective thought, movement, and emotion that both everyday and scientific inquiry can easily miss. On the other hand, we also read back into the novel a subtle, fascinated interrogation of the mechanisms by which small groups form, evolve, and act. In this more ambitious mode of analysis, we use independently motivated theoretical concerns to help us see real features of the literary work that might otherwise remain invisible. We focus on the relationship between skilful performance and collective action. These topics fall outside the ambit of much current work by literary theorists using cognitive research, who tend to focus on theory of mind and modularity, metaphor and blending, emotion and empathy, consciousness and concepts, representation and so on. But skilled performance and collective action comprise surprisingly lively research fields across the sciences, from neuropsychology to philosophy of mind and cognitive anthropology. These areas of inquiry may provide even more productive avenues for future work in the interfield of literary and cultural theory and the cognitive sciences. (shrink)

From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves (...) from assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search. (shrink)

This paper aims at exploring the uses and practices of English as a Foreign Language (EFL) Teachers pedagogical capital in the classroom. It examines how the use and usages of EFL teachers’ pedagogical capital affects the way they deal with their students in the language classroom. The research was grounded within the interpretive research paradigm. The in-depth unstructured interview and observation were the research tools under narrative inquiry design. The data were collected from three different participants and themes (...) were substantiated by Clandinin and Connelly to replicate their voices and experiences. The research finding reveals that teachers’ profound knowledge and skills about their capital are useful to integrate various cultures and content in the classrooms. Pedagogically inbuilt potentials of teachers and their pedagogical capital maximally enhance learners’ learning opportunities and foster students’ potential. However, it contributes to teachers’ education by rationalizing the essence of teachers’ pedagogical knowledge to transform our ELT practice in Nepal. (shrink)

This paper advocates for the introduction of poetic inquiry in Nigerian universities as a powerful approach to decolonizing research and reclaiming indigenous ways of knowing. It highlights the need to challenge outdated colonial concepts of higher education that have suppressed poetry and other indigenous forms of exploration and understanding. It argues that the incorporation of poetic inquiry in Nigerian universities can create inclusive and transformative spaces that foster social justice, cultural affirmation, and knowledge decolonization. The paper draws on (...) literature on decolonial and critical pedagogy to argues that poetic inquiry enables researchers to engage with alternative modes of expression and challenge dominant Western-centric paradigms. It underscores the social and political implications of embracing poetry as a means of reimagining narratives and reshaping power dynamics within academia and society at large. By validating and honouring indigenous knowledge systems, poetic inquiry promotes self-determination and cultural revitalization while bridging the gap between academia and the wider community. The paper offers recommendations on how Poetic Inquiry may be integrated into the curriculum of Nigerian universities. (shrink)

The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. (...) The discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature. (shrink)

The usage of scholarly journal articles in the academe is now gaining attention to cope with the ever dynamic and evolving teaching and learning processes. However, the use implies possible potential usage only because what is measured is the number of views and downloads of the articles. This paper explored how the teacher education faculty and students utilized scholarly journal articles in the teaching and learning of professional education courses. The study also determined the challenges in using these primary sources (...) and documented ways of overcoming them. Data were organized and analyzed using a thematic narrative technique of Riesman as the analytical framework. The inquiry was participated by six faculty and six students from the College of Education at a state university in Northern Mindanao in the first semester of the school year 2019-2020. The necessary protocol was followed, and ethical considerations were secured before the conduct of the study. An informed consent form was presented to each participant before they signed it, signifying that they are not forced to participate in the study. The faculty had a focus group discussion, while the students had a face-to-face interview with the researchers. Emerging themes revealed that scholarly journal articles were utilized by exposing learners to varied writings, enriching course content and learning, exposing them to process learning, preparing learners for classroom engagement, guiding learners to produce outputs, and allowing learners to acquire updates. The inquiry reported challenges in terms of the capability of the learners, interest and perception of learners, and the journal itself and its contents. Documented ways of overcoming these challenges include time management, frequency of use, selection criteria, and checking the author's background. (shrink)

The use of performance feedback in the workplace has gained popularity over the years, yet school heads have been challenged in providing it to teachers. In the initial interview, they shared that evaluation results can impact teachers’ motivation, and that feedback should be done carefully. However, they failed to clearly articulate a specific mechanism that had been applied in this vital role. Also, no studies have provided clear detail on the feedback mechanism used by school heads in the past. For (...) this reason, a study explored the feedback mechanisms employed by school heads in conveying the performance evaluation results to teachers. This study employed a narrative inquiry, and interviews were conducted with five school heads and five teachers who were chosen purposively for this research. Responses were recorded using a voice recorder. These responses were transcribed and analyzed using thematic narrative analysis. Based on transcripts, the study identified six emergent themes, such as conversational (one-on-one), relational, reflective, technical, reinforcing, and properly situated mechanisms in conveying performance evaluation results to teachers. Thus, a new feedback mechanism framework was developed. (shrink)

This article takes Propp’s work on Russian fairy tales as point of departure for a general theory of character. It is widely held that oral narratives lack complexity in characterization; but it is argued that all narratives can imply psychological traits. It is the case that Propp’s analysis is primarily in terms of ‘functions’-- generalized constant actions performed by various personages. However, one aspect of his study is devoted to how functions are distributed among the dramatis personae into ‘spheres of (...) action’. Seven are recognized, including hero, villain, helper, among others. These are comparable to roles in semantic (case) analysis of sentence structure, such as agent, patient, etc. Propp’s analysis is marred by a number of inconsistencies, with the consequence that his narrative roles are in need of extensive revision. Greimas has complained that Propp presented the roles as a simple inventory, stopping short of a systematic inquiry into relations among them. He offers his alternative ‘actantial model’. However, his model is inadequate in that it fails to recognize that two separate systems of narrative roles need to be recognized, one that holds for ‘dramatic’ narrative structure, the other for ‘instrumental’ narrative structure. (shrink)

What can make storytelling “evil” in the sense that the storytelling leads to accepting a view for no good reason, thus allowing ill-reasoned action? I mean the storytelling can be argumentatively evil, not trivially that (e.g.) the overt speeches of characters can include bad arguments. The storytelling can be argumentatively evil in that it purveys false premises, or purveys reasoning that is formally or informally fallacious. My main thesis is that as a rule, the shorter the fictional narrative, the (...) greater the potential for argumentative evil. Here, the notion of length is to be understood such that it is generally a proxy for more abstract features such as how complex and nuanced the piece is. In other argumentative contexts, length generally appears to make no comparable difference. This feature would put fictional narrative arguments in a special class beyond what is determined by obvious features, such as the definitional fact that they in some way(s) collapse two of the four traditional types of discourse: exposition, description, narration, and argument. The nonobvious features that distinguish this class have been a source of puzzlement and inquiry. (shrink)

Archaeological facts have a perplexing character; they are often seen as less likely to “lie,” capable of bearing tangible, material witness to actual conditions of life, actions and events, but at the same time they are notoriously fragmentary and enigmatic, and disturbingly vulnerable to dispersal and attrition. As Trouillot (1995) argues for historical inquiry, the identification, selection, interpretation and narration of archaeological facts is a radically constructive process. Rather than conclude on this basis that archaeological facts and fictions are (...) indistinguishable, I identify a number of strategies that archaeologists rely on to make discerning use of “legacy” data – archaeological data recovered and curated over for decades, even centuries, often for very different purposes than those that animate contemporary archaeological inquiry. These include source criticism, secondary retrieval, repositioning and recontextualizing these data in ways that can, sometimes radically shift the “facts” associated with them. The construction of critical genealogies of these facts – the travels and transformations of the material, interpretive and narrative facts of archaeology – is a crucial condition for the successful exploitation of these epistemic possibilities. (shrink)

This article explores the issues of phenomenon and genesis in Early Buddhist thought through a comparative analysis with the Eleatic tradition, aiming to enrich the understanding and dialogue between these philosophical and religious traditions. By examining the comparability of Buddhist thought and Parmenidean philosophy, the study challenges the notion that these traditions are fundamentally alien to each other. The focus is on the concept of genesis, not as creation from nothingness—rejected by both the Buddha and Parmenides—but as the manifestation of (...) the world to the human observer. The article argues that the world reveals itself in particular forms and appearances, which are intimately linked to the phenomenon and its perception by humans. This process is not solely a domain of rigid logical propositions but can be expressed through mythological and religious narratives. The study posits that the poetic expressiveness found in archaic philosophies of both India and Greece provides a valid medium for engaging in philosophical discourse. By adopting this comparative and dialogical perspective, the article aims to generate new philosophical insights and inspire future philosophical inquiry. The reflection on phenomenon and genesis, framed through this comparative lens, highlights the nuanced ways in which different traditions address the nature of reality and human perception, ultimately advocating for a broader, more inclusive understanding of philosophy that transcends conventional boundaries. (shrink)

The article intends to present untold narratives from Filipino overseas migrant workers that the author personally encountered and interviewed. Literature that primarily focuses on their quotidian lives is rarely discussed and written. The author used travel memoir as a primary method to describe his journey reflections while not neglecting academic inquiry relying on existing works of literature (secondary sources) to validate his observations. The author gathered significant pathways from his travels to engage in a historical search on the distinct (...) and diversified cultures formed and transformed by Filipino overseas migrant workers. -/- The scope and limitations of this paper are centered on Filipinos dwelling in particular countries in the Southeast Asian region as follows: Malaysia (2014), Singapore (2014), Cambodia (2017), Brunei Darussalam (2016), and Europe - solely focused on Spain (2018). This paper intends to contribute to the flourishing discipline of Diaspora Studies. Furthermore, it strives to offer significant literature on a particular sectoral field, Women's Studies. The paper also produced testimonial narratives that describe the intersectionality of Filipino women as migrant workers, except for the case of workers in Brunei Darussalam. -/- The author has ascertained a multitude of insights, realizations, and overlying themes. For instance, Filipino overseas migrant workers in Malaysia experienced common themes of violence and struggles; determining Filipino spaces in Singapore; establishing Filipino identity and culture in Cambodia; realized opportunities and challenges from the phenomenon of transnationalism of some migrant workers in Spain; and coping mechanisms of some male migrant workers in Brunei. On the one hand, such writings may not be considered groundbreaking work on the creation of academic narratives. On the other hand, the author contends such themes of opportunities, struggles, and sacrifices of Filipino migrant workers narratives are diachronic - continuous through time. (shrink)

In recent years, the scientific study of meditation and psychedelic drugs has seen remarkable developments. The increased focus on meditation in cognitive neuroscience has led to a cross-cultural classification of standard meditation styles validated by functional and structural neuroanatomical data. Meanwhile, the renaissance of psychedelic research has shed light on the neurophysiology of altered states of consciousness induced by classical psychedelics, such as psilocybin and LSD, whose effects are mainly mediated by agonism of serotonin receptors. Few attempts have been made (...) at bridging these two domains of inquiry, despite intriguing evidence of overlap between the phenomenology and neurophysiology of meditation practice and psychedelic states. In particular, many contemplative traditions explicitly aim at dissolving the sense of self by eliciting altered states of consciousness through meditation, while classical psychedelics are known to produce significant disruptions of self-consciousness, a phenomenon known as drug-induced ego dissolution. In this article, we discuss available evidence regarding convergences and differences between phenomenological and neurophysiological data on meditation practice and psychedelic drug-induced states, with a particular emphasis on alterations of self-experience. While both meditation and psychedelics may disrupt self-consciousness and underlying neural processes, we emphasize that neither meditation nor psychedelic states can be conceived as simple, uniform categories. Moreover, we suggest that there are important phenomenological differences even between conscious states described as experiences of self-loss. As a result, we propose that self-consciousness may be best construed as a multidimensional construct, and that “self-loss,” far from being an unequivocal phenomenon, can take several forms. Indeed, various aspects of self-consciousness, including narrative aspects linked to autobiographical memory, self-related thoughts and mental time travel, and embodied aspects rooted in multisensory processes, may be differently affected by psychedelics and meditation practices. Finally, we consider long-term outcomes of experiences of self-loss induced by meditation and psychedelics on individual traits and prosocial behavior. We call for caution regarding the problematic conflation of temporary states of self-loss with “selflessness” as a behavioral or social trait, although there is preliminary evidence that correlations between short-term experiences of self-loss and long-term trait alterations may exist. (shrink)

Teachers encountered numerous challenges posed by the COVID-19 outbreak. Herewith, this study aimed to determine the challenges encountered by Filipino teachers in the new normal and their coping mechanisms. This study employed a qualitative inquiry to determine the challenges encountered and coping mechanisms employed by teachers amid modular instruction, involving 10 teachers from five secondary schools in the Philippines who participated voluntarily. Data were gathered through a written narrative from each participant and were analyzed thematically. Themed findings showed (...) that these teachers are greatly challenged in terms of learning quality transfer, module distribution and retrieval, students’ difficulties in following instruction, power disruption, internet connection, and health risks posed by the pandemic. Nevertheless, these teachers dealt with these difficulties by employing their own coping techniques. Teaching can be challenging and frustrating, especially in these difficult times, but as these teachers demonstrated, everything is possible. Hence, educators must be ready for any situation that may arise. This situation is unlikely to get better anytime soon; instead, teachers will need to adjust to and accept this reality. (shrink)

This article explores the issues of phenomenon and genesis in Early Buddhist thought through a comparative analysis with the Eleatic tradition, aiming to enrich the understanding and dialogue between these philosophical and religious traditions. By examining the comparability of Buddhist thought and Parmenidean philosophy, the study challenges the notion that these traditions are fundamentally alien to each other. The focus is on the concept of genesis, not as creation from nothingness—rejected by both the Buddha and Parmenides—but as the manifestation of (...) the world to the human observer. The article argues that the world reveals itself in particular forms and appearances, which are intimately linked to the phenomenon and its perception by humans. This process is not solely a domain of rigid logical propositions but can be expressed through mythological and religious narratives. The study posits that the poetic expressiveness found in archaic philosophies of both India and Greece provides a valid medium for engaging in philosophical discourse. By adopting this comparative and dialogical perspective, the article aims to generate new philosophical insights and inspire future philosophical inquiry. The reflection on phenomenon and genesis, framed through this comparative lens, highlights the nuanced ways in which different traditions address the nature of reality and human perception, ultimately advocating for a broader, more inclusive understanding of philosophy that transcends conventional boundaries. (shrink)

Semantics traditionally focuses on linguistic meaning. In recent years, the Super Linguistics movement has tried to broaden the scope of inquiry in various directions, including an extension of semantics to talk about the meaning of pictures. There are close similarities between the interpretation of language and of pictures. Most fundamentally, pictures, like utterances, can be either true or false of a given state of affairs, and hence both express propositions (Zimmermann, 2016; Greenberg, 2013; Abusch, 2015). Moreover, sequences of pictures, (...) like sequences of utterances, can be used to tell stories. Wordless picture books, comics, and film are cases in point. In this paper I pick up the project of providing a dynamic semantic account of pictorial story-telling, started by Abusch (2012) and continued by Abusch & Rooth (2017); Maier & Bimpikou (2019); Fernando (2020). More specifically, I propose here a semantics of speech and thought bubbles by adding event reference to PicDRT. To get there I first review the projection-based semantics for pictures (section 1), noting the fundamental distinction between symbolic and iconic meaning that makes speech bubbles especially interesting (section 2). I then review the dynamic PicDRT framework for pictorial narratives (section 3), add events (section 4), and propose an account of speech bubbles as quotational event modification (section 5). I end with a brief look at other conventional, symbolic enrichments in comics (section 6). (shrink)

This work investigates one of the most widespread yet elusive ideas about our experience of art: the idea that there is something cognitively valuable in engaging with great artworks, or, in other words, that we learn from them. This claim and the age-old controversy that surrounds it are reconsidered in light of the psychological and neuroscientific literature on learning, in one of the first systematic efforts to bridge the gap between philosophical and scientific inquiries on the topic. The work has (...) five chapters. Chapter 1 lays down its conceptual bases: it explains what learning is taken to be in the current philosophical debate and it points out how Bayesian cognitive science (particularly in its predictive processing formulations) might be well-suited to capture the kind of learning involved in our engagement with the arts. The following chapters test this latter hypothesis with respect to particular art forms, namely literature and literary language (Chapter 2), narrative (Chapter 3), and visual art, music and motor activities (Chapter 4). The fine-grained discussions conducted in each of these areas will enable us to see that the relationship between art and learning is indeed fundamental and pervasive. The final chapter (Chapter 5) examines the consequences of this fact for our understanding of the role of art in our epistemic practices, its ultimate usefulness and value, and its place in the interdisciplinary study of the human mind. The upshot is a novel and wide-ranging picture, both philosophically informed and empirically sound, that bypasses many of the problems and dead ends of the current philosophical debate on the topic and captures the deep sense in which art and learning are interrelated. (shrink)

The Introduction provides a historical and literary context for the examination of Albert Camus’s 1947 fictional novel, The Plague, to suggest its relevance to our own lived experiences of the 2021 Covid-19 pandemic that brought the routines and expectations of our normal, daily lives to an unprecedented halt. Details of Camus’s life and work inform our reading of the narrative that give rise to multiple interpretations as well as intriguing questions of scholarly inquiry: How realistic are the characters? (...) Does solidarity eventually triumph over isolation? Does the popular novel inspire social change or fail in its aspirations? Facing the absurdity of a similarly unwelcome and unpredictable disease, have we managed our fear of death more successfully than the citizens of Oran? An overview of authors’ contributions sets the stage for new and unique perspectives: an invitation for readers to reflect upon our communal experience of immense grief. (shrink)

The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the internalization of (...) the view that without evaluation and assessment we cannot know a child’s level or “worth”—and therefore are unable to help him/her if he is “slow in learning.” In contrast, Philosophy for/with Children offers a space for addressing existential questions, some of which deal with urgent social issues. The willingness to make philosophy inquiry an alternative already from an early age seeks to allow the child to challenge him/herself with new and fresh questions. Philosophy for/with Children does not regard children as a “space of lack” (experience, knowledge, values, etc.) The new and fresh philosophical perspective of children demands the presence of a willingness to engage in dialogue and rejection of the fear of the innocent and deep questions of philosophy. Shaking free of the Pedagogy of Fear and restoring honor to children’s questions demands a fundamental conceptual change within education. The replacement of existential certainty as it is depicted by adults in the existing education system with an existential question is a heavy intellectual task that in most cases is viewed as subversive—primarily on the part of the adult. It demands a return to starting points and a willingness to allow children a free and safe educational space in which to ground preliminary and fertile questions about themselves, their lives, their environment, and, most of all, the changing world they discover with the form of originality that is right for them. (shrink)

The behavior/structure methodological dichotomy as locus of scientific inquiry is closely related to the issue of modeling and theory change in scientific explanation. Given that the traditional tension between structure and behavior in scientific modeling is likely here to stay, considering the relevant precedents in the history of ideas could help us better understand this theoretical struggle. This better understanding might open up unforeseen possibilities and new instantiations, particularly in what concerns the proposed technological modification of the human condition. (...) The sequential structure of this paper is twofold. The contribution of three philosophers better known in the humanities than in the study of science proper are laid out. The key theoretical notions interweaving the whole narrative are those of mechanization, constructability and simulation. They shall provide the conceptual bridge between these classical thinkers and the following section. Here, a panoramic view of three significant experimental approaches in contemporary scientific research is displayed, suggesting that their undisclosed ontological premises have deep roots in the Western tradition of the humanities. This ontological lock between core humanist ideals and late research in biology and nanoscience is ultimately suggested as responsible for pervasively altering what is canonically understood as “human”. (shrink)

Pope Benedict XVI argued that it is "necessary and reasonable to raise the question of God through the use of reason" and to understand "theology, as inquiry into the rationality of faith." (Ratzinger 2006) The idea that faith per se can be reconciled with rationality per se presents a delicate analytical task for philosophy of religion, to consistently ground a belief system which is regarded by nonbelievers as inherently ungrounded and inconsistent, without negating any grounding postulates internal to the (...) dogma. Focussing on Abrahamic theism, with special emphasis on Christianity, I interpret the Biblical narrative as a symbolic representation of a universal normative structure grounded in social ontology and the value-commitments intrinsic to agency. (shrink)

Change is omnipotent, differentialism is omnipresent. Philosophy rigorously interrogates perceived realities, employing a disciplined methodology to address the fundamental exis- tential questions: the essence of existence, its underlying reasons, and the processes that sustain it. This exploratory approach, a natural human tendency evident across life stages, has profoundly influenced the development of theories across various disciplines, reshaping our worldview and altering historical narratives. Yet, this iterative process of thought and cognition often culminates in deeply entrenched beliefs, accepted without critical scrutiny (...) and justified by ‘rational methodologies.’ Recognizing these biases, philosophers have histor- ically devised strategies to confront and mitigate such preconceptions. Despite these efforts, the discourse often remains anchored in a self-referential historical context, necessitating a paradigm shift to accommodate the accelerating pace of change. -/- This thesis employs descriptive and normative methods to scrutinize the rational processes of perception, cognition, and action. I introduce the differential framework, a robust construct that encapsulates this cyclical process of sense-making. This framework uses pre-existing understandings as a basis to articulate new perspectives on the evolving world. The dis- course is particularly relevant to the philosophy of mind, information, and ethics, especially as we confront the profound implications of AI and transhumanism. Rapid advancements in these fields challenge our traditional methods and demand adaptive responses, urging a reevaluation of our ethical frameworks and cognitive models in light of emerging realities. This work seeks to bridge the gap between classical philosophical inquiry and the urgent questions posed by the next steps in human evolution, emphasizing the necessity of inte- grating technology with humanity in a way that respects and enhances fundamental human values. (shrink)

The broad aim of this inquiry is to use a close reading of the text to explore Herodotus' interest in "human nature", in other words to measure him by the standard offered by the contemporary Sophistic movement and by Thucydides, who shares the same preoccupation. "Human nature" is taken to include human psychology at all levels from individuals to city states, nations and empires. The focus is on Herodotus' sensitivity to the psychological complexities of individuals, in particular to the (...) contradictions and paradoxes in their behaviour; his interest in the mechanisms of social and political life; and his examination of the phenomenon of empire and how he shares with Thucydides a concern with its psychological motivation, with particular attention to his foreshadowing of Athenian empire. The study concludes by placing Herodotus firmly within the Sophistic (and Hippocratic) intellectual milieu and identifying him as an active participant in the major debates of the late 5thc. Central to the inquiry is the detailed analysis of extended contexts, exploring how large sections of text are put together, with consideration not merely of the structure and literary presentation but also Herodotus' use of his sources and the intentionality of the narrative. The fundamental hypothesis is that Herodotus is a complex and sophisticated writer with a developed critical acumen in his use of sources, such that he uses his material much more than his material uses him. (shrink)

In his autobiography The Space within the Heart (1970), the writer Aubrey Menen shares the experiment in self-inquiry he conducted in the 1960s in the Piazza Farnese in Rome. Relying on the reading of two Upaniṣads, he decided to retreat to a room and not abandon the experiment until he had achieved the experience of his true self, the ātman. Employing only intellectual analysis, Menen distances himself, one by one, from all the narratives that make up his empirical identity. (...) In this essay, I propose to interpret his experiment from classical Sāṃkhya philosophy, reading it as a contemporary practice of tattva-abhyāsa that proceeds through a methodic disenchantment and entails a cognitive and emotional nakedness that might be interpreted as the nakedness of prakṛti. This case study raises questions about the application of Sāṃkhya philosophy in contexts other than renunciation and outside of any tradition, as well as on the role that emotions play in the process of the negation (pratiṣedha) of tattva-s, for the latter are not abstract entities, but shape our various empirical identities through emotional knots that the seeker will have to undo in the exercise of coming to affirm their identity as puruṣa. (shrink)

Contemporary moral theorists are increasingly attentive to the ways human beings actually make sense of their moral experience and compose meaningful lives. Martha Nussbaum's re-introduction of Aristotelian practical wisdom and Alasdair MacIntyre's emphasis on narrativity are good examples of a shift in focus away from tedious polemics about the single "right thing to do" in a situation. But recent theorists have tended to lack a highly articulated philosophical framework--especially a full-blooded theory of moral belief and deliberation--that would enable us better (...) to wend our way along the trails they have blazed. We are born, MacIntyre proclaims, with a social past, a tradition into which we grow. Yet MacIntyre advances a new moral vision independent of recent philosophical traditions that might accommodate and direct his own insights and inquiries. Classical American pragmatism, especially as developed by John Dewey, provides a framework that can clarify and extend the achievements of contemporary moral theory. I contend that a thoroughgoing reconstruction of our moral vision would profit immensely from looking back to Dewey's theory of moral understanding. I propose here to articulate the center of vision of this theory by developing a Deweyan conception of deliberation as imaginative dramatic rehearsal. (shrink)

This study critically explores, in the light of Christian theology, the singular inter- pretation that François Laruelle (1937) makes of the figure of Christ and his relation- ship with human being. First, we approach the way in which Laruelle’s Christology challenges the abidance between the apostolic narrative and the believing compre- hension about the unity between the Mystery of God and the Event of Jesus Christ. According to Laruelle, Christ has not only raised human freedom beyond the essence and (...) existence of an absolute (and, therefore, the founding axioms of Philosophy that require a prior foundation of the founded); but Christ exhibits the absolute in his finite existence as fully actual. Second, even briefly, we will trace the theological-anthro- pological physiognomy of the Mystery of the Incarnation by means of an inquiry in its soteriological sense. In that sense, the first formal Christian theology is precious: the theology of the Fathers of the Church. So, we intend to point to the way in which Christian faith contributes to the clarification of the singular super-natural quality that defines human nature in its divine connaturality: possibility of always being more and better in the world. (shrink)

Recent scholarship on climate and conflict has increasingly examined the dynamic relationship between environmental scarcities and geopolitical tensions. Overall, climate-related shocks often lead to escalated disputes over natural resources, thus positioning climate hazards not only as an environmental issue but also as a catalyst that intensifies existing geopolitical and social frictions. The discourse on climate and conflict has mostly centred on its direct effects on natural resources and environmental conditions. However, its role in precipitating conflicts underscores the critical need to (...) incorporate climate considerations within broader security and policy frameworks. In recent decades, one of the most compelling developments in this field is the inclusion of environmental issues within the security paradigm. Environmental degradation, global warming, and climate change are now recognized as critical threats that transcend national borders, impacting personal, national, and international security . These factors have broadened our comprehension of the relationships among environmental transformation, conflict, and vulnerability, and have highlighted the importance of conservation and sustainable development in fostering peace, stability, and human security. Despite the increased attention on climate in conflict and security studies, the mechanisms through which an environmental catastrophe, or the threat of it, gets securitized in conflict remain under investigated. Understanding how these threats are framed and leveraged by conflicting parties can provide critical insights into the intersection of environmental risks and geopolitical strategies, thereby enriching the discourse on environmental security and conflict dynamics. Most case studies focus on the securitization of natural resources, such as water in the Nile and Indus basins, concentrating on resource scarcity rather than potential catastrophes. Additionally, research on the Israeli-Palestinian conflict and domestic politics in the United Kingdom and the Netherlands shows how framing environmental threats as national security issues can influence power dynamics and foster global action. However, these cases suggest that previous research has predominantly investigated how states strategically employ environmental narratives within the framework of national security for political and economic advantages, often in contexts removed from direct conflict scenarios. Moreover, much of the discussion on environmental securitization has focused on state-centric perspectives and inter-state conflicts. This emphasis on state actions, both in domestic and international arenas, has left a significant gap concerning the weaponization of environmental threats by non-state actors within ongoing conflicts. In that sense, the contribution of my thesis is twofold. First, it analyzes the weaponization of a looming environmental catastrophe within a conflict setting. Second, it focuses on a case where non-state actors, specifically the Houthis, are primary securitization actors. More specifically, my thesis addresses the existing gap in the literature by analysing the case of the FSO Safer, a deteriorating oil storage tanker moored off the coast of Yemen. Before the United Nations’ successful offloading plan, the tanker held over one million barrels of crude oil, posing a significant risk of massive ecological and economic damage due to its poor condition and lack of maintenance since the onset of the Yemeni conflict. Despite the imminent threat of an ecological disaster, the conflicting parties in Yemen – the Houthis and the internationally recognized government – have used the Safer as a bargaining chip rather than prioritizing immediate remedial action. This has put the entire region in a state of suspense, with the potential for disastrous oil leakage that could impact the Red Sea's marine ecosystems and the broader geopolitical stability. The FSO Safer crisis has directly inspired the research question of this study, highlighting the need to understand the strategic use of environmental threats in geopolitical conflicts. This crisis vividly illustrates how impending ecological disasters are not solely managed as environmental or humanitarian issues but are intricately woven into the fabric of international security and conflict negotiation strategies. It prompts critical inquiries into how and why such existential threats are leveraged by involved parties to advance their geopolitical agendas. Therefore, the research question formulated for this study is: How are environmental threats utilized as strategic tools in geopolitical conflicts? (shrink)

The primary interpretative challenge for understanding Parmenides’ poem revolves around explaining both the meaning of, and the relationship between, its two primary sections: a) the positively endorsed metaphysical arguments which describe some unified, unchanging, motionless, and eternal “reality”, and b) the ensuing cosmology, which incorporates the very principles explicitly denied in Aletheia. I will refer to this problem as the “A-D Paradox.” I advocate resolving this paradoxical relationship by reading Parmenides’ poem as a ring-composition, and incorporating a modified version of (...) Palmer’s modal interpretation of Aletheia. On my interpretation, Parmenides’ thesis in Aletheia is not a counter-intuitive description of how all the world must truly be, but rather a radical rethinking of divine nature. Understanding Aletheia in this way, the ensuing “cosmology” can be straightforwardly rejected as an exposition of how traditional, mythopoetic accounts have misled mortals in their understanding of divinity. Not only does this interpretative view provide a resolution to the A-D Paradox, it offers a more holistic account of the poem by making the opening lines of introduction integral to understanding Parmenides’ message. By setting forth its own unacceptable fiction, paralleling the elements of the Doxa in a ring-composition, the Proem simultaneously establishes the scope of the ensuing inquiry, and its target. Maintaining Parmenides’ historical position as the “father of metaphysics,” the narrative that he advanced a strictly secular account of all reality is challenged. Instead, Parmenides is best understood as further advancing Xenophanes’ criticisms of traditional religion, an intellectual relationship which the ancient testimonia strongly supports. (shrink)

While much of the scholarship on superhero narratives has focused on the heroes themselves, Batman’s Villains and Villainesses: Multidisciplinary Perspectives on Arkham’s Souls takes into view the depiction of the villains and their lives, arguing that they often function as proxies for larger societal and philosophical themes. Approaching Gotham’s villains from a number of disciplinary backgrounds, the essays in this collection highlight how the villains’ multifaceted backgrounds, experiences, motivations, and behaviors allow for in-depth character analysis across varying levels of social (...) life. Through investigating their cultural and scholarly relevance across the humanities and social sciences, the volume encourages both thoughtful reflection on the relationship between individuals and their social contexts and the use of villains (inside and outside of Gotham) as subjects of pedagogical and scholarly inquiry. (shrink)

In Graham Guest’s novel Henry’s Chapel we watch a film by proxy, through the eyes of a narrator who offers a play-by-play account, complete with probing analysis, of Albarb Noella’s Lawnmower of a Jealous God. Within this unusual frame we encounter the story of an isolated family in rural East Texas, a tragicomic tale of incest, abuse, mental illness and liberation. As meta-narrative and narrative merge into one another, the film’s characters, its director, and implicitly the narrator and (...) author themselves all become significant figures, while the film itself becomes both an immersive if ghostly medium and a distanced object of critical inquiry, its meaning and being inseparable from the metafictional organism that contains it. The final product is a kind of narratological incest heretofore unexplored. This is a philosophical novel. (shrink)

According to the book blurb (p. iv), the themes explored in the volume include the nature of love, romanticism, and marriage; the passage and experience of time; the meaning of life; the art of conversation, the narrative self; gender; and death. All these topics are indeed touched upon to a greater or lesser extent. I find this book to be, in its essence, an investigation of love and romance. So, my main question here is: what can we learn about (...) romantic life from this philosophical exploration of the Before trilogy? (shrink)

Preview: /Review: Brian S. Dixon, Dewey and Design: A Pragmatist Perspective for Design Research, 200 pages./ Brian S. Dixon’s book Dewey and Design provides, as the book’s subtitle declaims, a pragmatist perspective for design research. Design research is an academic field that specifically deals with the design process. Its domain-specific knowledge led to the establishment of design as an independent discipline of study in the second half of the last century. According to Dixon’s description, design research consists of three major (...) areas of investigation: the design process, the artifacts that result from this process, and the relation of these artifacts with the end-user. Dixon exposes the fruitlessness of drawing a clear dividing line, and argues that design research would be better off as a continuous, not necessarily linear, process involving “practically” all three. Concurrently, the author emphasizes the practical aspect of this continuity; on the one hand as a stark contrast to the idea of ​​purely theoretical research, on the other, from a pragmatist viewpoint, intending the knowledge of the world as full of the practical consequences of acting within it. Specifically, the pragmatist slant of Dixon’s proposal is that of John Dewey, centered on the ideas of “an experience,” “inquiry,” and “imagination”; notions aiming at providing “a robust epistemological narrative” for design research. The choice of this perspective necessarily leads Dixon to deal with problems such as the ontology of the specifically creative act of designers, distinct from the artistic one, the communicative potential of industrial artifacts, and their ethical import. (shrink)

Reading different or controversial intentions into Marx and Engels’ works has been somewhat a common but rather unquestioned practice in the history of Marxist scholarship. Engels’ Dialectics of Nature, a torso for some and a great book for others, is a case in point. A bold line seems to shape the entire Engels debate and separate two opposite views in this regard: Engels the contaminator of Marx’s materialism vs. Engels the self-started genius of dialectical materialism. What Engels, unlike Marx, has (...) not enjoyed so far is a critical reflection upon the relationship between different layers of this text: authorial, textual, editorial and interpretational. Informed by a historical hermeneutic, inquiry into the elements that structure the debate on “Dialectics of Nature,” and into the different political and philosophical functions attached to it, makes it possible to relocate the meaning of “dialectics” in a more precise context. Engels’ dialectics is less complete than we usually think it is, but he achieved more than most scholars would like to admit. (shrink)

This paper addresses the issue of how to best account for the diversity of our (synchronic) mental activities. The discussion starts with Mark Textor’s mental monism. According to mental monism, our mental life is constituted by just one simple mental act, in which different sub-acts can be conceptually distinguished. Textor grounds this view in the work of the early Brentano and contrasts it with the theory of the later Brentano, who introduces a mental substance into his philosophy. According to Textor, (...) Brentano needs a substance because he is unable to explain how mental monism can account for the separability of our mental activities, e.g. the fact that I can stop hearing F while still seeing blue. Textor argues, however, that mental monism can solve this problem. I address two issues regarding Textor’s view. First, I challenge his interpretation of Brentano by arguing that the early Brentano imports ontological complexity into our mental life; I defend Brentano’s view against possible criticisms, and I address some objections to mental monism. Second, I oppose Textor’s narrative about the mental substance. I argue that Brentano needs a substance not to explain separability, but rather to individuate our mental acts. I still argue, however, that Brentano’s earlier view (understood in my sense) is better than the substance account for dividing the mind. (shrink)

The main task of this paper is to understand if and how static images like photographs can represent and/or depict temporal extension (duration). In order to do this, a detour will be necessary to understand some features of the nature of photographic representation and depiction in general. This important detour will enable us to see that photographs (can) have a narrative content, and that the skilled photographer can 'tell a story' in a very clear sense, as well as control (...) and guide the attention of the spectator of the photograph. The understanding and defence of this claim is a secondary aim of this paper, and it will then allow us to provide a good treatment of the particular case of photographic representation and depiction of temporal extension. (shrink)

Ian Hacking’s Representing and Intervening is often credited as being one of the first works to focus on the role of experimentation in philosophy of science, catalyzing a movement which is sometimes called the “philosophy of experiment” or “new experimentalism”. In the 1980s, a number of other movements and scholars also began focusing on the role of experimentation and instruments in science. Philosophical study of experimentation has thus seemed to be an invention of the 1980s whose central figure is Hacking. (...) This article aims to assess this historical claim, made by Hacking himself as well as others. It does so first by highlighting how a broader perspective on the history of philosophy reveals this invention narrative to be incorrect, since experimentation was a topic of interest for earlier philosophers. Secondly, the article evaluates a revision of this historical claim also made by some philosophers of experiment: the rediscovery narrative, which frames Hacking and others as having rediscovered the work of these earlier authors. This second narratives faces problems as well. Therefore we develop a third narrative which we call the contextualist narrative. Rather than considering experimentation in an essentialist manner as a fixed research object that is either present or not in the work of specific authors, experimentation should be addressed through a narrative that asks in what way it becomes a philosophical problem for certain authors and for what purpose. Such contextualization enables a repositioning of Hacking’s philosophy of experiment in relation to the specific debates in which he intervened, such as the realism-antirealism debate, the Science Wars and the debate on incommensurability. (shrink)

Sara Suleri has written recently, in Meatless Days, of being treated as an "otherness machine"-and of being heartily sick of it.20 Perhaps the predicament of the postcolonial intellectual is simply that as intellectuals-a category instituted in black Africa by colonialism-we are, indeed, always at the risk of becoming otherness machines, with the manufacture of alterity as our principal role. Our only distinction in the world of texts to which we are latecomers is that we can mediate it to our fellows. (...) This is especially true when postcolonial meets postmodern; for what the postmodern reader seems to demand of Africa is all too close to what modernism-in the form of the postimpressionists-demanded of it. The role that Africa, like the rest of the Third World, plays for Euro-American postmodernism-like its better-documented significance for modernist art-must be distinguished from the role postmodernism might play in the Third World; what that might be it is, I think, too early to tell. What happens will happen not because we pronounce on the matter in theory, but will happen out of the changing everyday practices of African cultural life.For all the while, in Africa's cultures, there are those who will not see themselves as Other. Despite the overwhelming reality of economic decline; despite unimaginable poverty; despite wars, malnutrition, disease, and political instability, African cultural productivity grows apace: popular literatures, oral narrative and poetry, dance, drama, music, and visual art all thrive. The contemporary cultural production of many African societies, and the many traditions whose evidences so vigorously remain, is an antidote to the dark vision of the postcolonial novelist. 20. Sara Suleri, Meatless Days , p. 105. Kwame Anthony Appiah, professor of philosophy and literature at Duke University, is the author of a number of books, including For Truth in Semantics , Necessary Questions , and In My Father's House , a collection of essays on African cultural politics. His first novel, Avenging Angel, was published in 1990. (shrink)

Despite renewed interest in the positive role exemplars can play in moral education, exemplar-based education has been criticized as illiberal and indoctrinating. In this chapter, we investigate these worries and show how a specific, twofold approach to exemplar narratives can help avoid them. According to opponents, exemplar education can involve indoctrination and impose specific moral values, since pupils are expected to act in ways that resemble exemplars. Even if pupils are encouraged to pick their own exemplars, this arguably still promotes (...) moral deference instead of independent moral reasoning and critical thinking. We argue that a nuanced distinction between ‘imitation’ and ‘emulation’ helps avoid such worries. Rather than seeking to simply imitate their exemplars, pupils should be encouraged to take a more nuanced approach to emulation in which they engage with their exemplars, think about how they can promote the values, and embody the ideals and virtues that they identify and admire in them. This approach is supported by recent insights about which exemplars are more motivating and which risk backfiring due to ‘do-gooder derogation’. It also leads to practical pointers for those who want to work with exemplars in character education without being charged of indoctrination. (shrink)

In the context of the perpetual reproduction of consumerism in contemporary western societies, the varied and often contradictory principles of third wave feminism have been misunderstood or redefined by the dominant economic discourse of the markets. The lack of homogeneity in the theoretical debates of the third wave feminism seems to be a vulnerable point in the appropriation of its emancipatory ideals by the post-modern consumerist narratives. The beauty norm, particularly, brings the most problematic questions forth in the contemporary feminist (...) dialogues. In this paper I will examine the validity of the concept of empowerment through practices of the body, practices that constitute the socially legitimized identity of women in a consumerist western society. My thesis is that the beauty norm is constructed as a socio-political instrument in order to preserve the old, patriarchal regulation of women’s bodies. Due to the power of invisibility of the new mechanisms of social control and subjection, the consumerist discourse offers the most effective political tool for gender inequality and a complex discussion about free will and emancipation in third wave feminism debates. This delicate theoretical issues question not only the existent social order, but the very political purposes of contemporary feminism. (shrink)