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100 entries most recently downloaded from the archive "University of Newcastle's Digital Repository"

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  1. Marika Osmotherly, Lightness of Being.
    Masters Research - Master of Philosophy (MPhil).
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  2. Roland Boer, Critica Del Cielo, Critica Della Terra: Saggi Su Marxismo, Religione E Teologia.
    Fredric Jameson defines the work of Roland Boer "an extraordinary tour de force" to the discovery of the reflections that many Marxist intellectuals have devoted to religion and theology. Building on classical thinkers such as Walter Benjamin, Antonio Gramsci and Louis Althusser, until you get to the authors at the center of contemporary debate - Alain Badiou, Slavoj Zizek, Giorgio Agamben and Antonio Negri - the critical project of Boer aims first of all to develop categories for the renewal of (...)
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  3. Wai Kau Alphaeus Tam, A Study of the Impact of Management Philosophy on HR Practices and Employee Attitudes and Performance in Two Chinese Manufacturing Organisations: A Case Study Approach.
    Professional Doctorate - Doctor of Business Administration (DBA).
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  4. Steven Fleming, Louis Kahn's Situated Platonism.
    Sarah Williams Goldhagen dismisses as a myth the view that Kahn was “[a] latter-day neo-Platonist… [who] believed it was the architect’s job to ‘discover’ ideal forms and then re-embody these archetypes in a new architectural language.” Goldhagen makes a valuable contribution to Kahn scholarship, but she trivialises Kahn’s approach to form generation, which bares less resemblance to the preoccupations of the Neoplatonists than it does to Plato’s theory of Forms. The paper examines claims by various scholars including Jencks, Norberg- Schulz, (...)
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  5. Harold Tarrant, Piecing Together Polemo.
    Apart from Plutarch, whose work is often seen as atypical, there are no substantial pieces of extant writing from named Platonists between the death of Plato and the Enneads of Plotinus in the 3rd century AD. Anybody intent on charting the course of Platonism must therefore be reconciled to working regularly with fragments: piecing them together as our archaeological colleagues would seek to reassemble an example of red-figure pottery. Where most fragments survive, the task ahead is easier, but in more (...)
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  6. Harold Tarrant, Athletics, Competition and the Intellectual.
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  7. Michael J. Ostwald, Argument Structure and the Moral Imperative in Sustainable Architecture.
    In the last decade of the Twentieth Century architectural discourse offered a large number of manifestos which postulate that sustainable design strategies are morally or ethically sound. Drawing on a close analysis of published works that deploy an ethical or moral argument for sustainable architecture, the present paper investigates the way in which such propositions are structured. The paper is not concerned with the scientific validity of the ethical architecture argument but with its form (logic, sequence, presuppositions, predicates and suppositions). (...)
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  8. H. Tarrant (2004). The Cambridge History of Greek and Roman Political Thought. Edited by Christopher Rowe and Malcolm Schofield. The European Legacy 9:420-421.
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  9. Harold Tarrant, Development, Non-Philosophers and Laws (Book Review).
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  10. Harold Tarrant & Eugenio Benitez (2007). Introduction. The European Legacy 12 (2):133-139.
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  11. Wendy Amosa & Paul C. Gorski, Directions and Mis-Directions in Multicultural Education: An Analysis of Session Offerings at the Annual Conference of the National Association for Multicultural Education.
    Our exploration begins with a critical analysis of the presentations offered at the National Association for Multicultural Education (NAME) 2004 and 2005 conferences. We seek to answer, as our central question, “to what extent do the presentations offered at NAME’s annual conferences reflect, as a whole, the organization’s stated philosophies and multicultural education’s commitment to equity and social justice?” To inform our response to this question, we investigated the topics (i.e., curriculum, pedagogy, assessment, teacher education, etc.) that were most and (...)
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  12. Steven Fleming, The Epistemological Limits of Neo-Rationalism.
    By naming their architectural movement after a brand of philosophy that values reason over observation, and by professing an interest in the transcendence of geometry, the Neo-Rationalists wished to imbue their proposals with a sense of authority that would transcend issues of culture, geography and history. However; in epistemological terms, their theories were anything but Rational. Their theories, which advocated the study of extant European cities, stemmed instead from empirical observation. Employing the taxonomy that Panofsky used in his 1968 book (...)
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  13. Roland Boer, Karl Marx and Friedrich Engels.
    Karl Marx and Friedrich Engels were born within two years of each other, Marx 1818 in Trier and Engels in 1820 in Barmen (Wuppertal). While Marx received a formal education, obtaining a doctorate from the Friedrich Wilhelm IV University in Berlin, Engels was largely self-taught, since his father put him to work in the family business the moment he matriculated from the gymnasium at the age of seventeen. Although Marx was the deeper thinker of the two, Engels was by far (...)
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  14. Ronald S. Laura & Amy Chapman (2009). The Paradigm Shift in Health: Towards a Quantum Understanding of the Role of Consciousness in Health Promotion and Education. University Press of America.
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  15. Neil Morpeth, Ancient Philosophy: A New History of Western Philosophy, Volume 1 (Book Review).
    Review of: Ancient Philosophy: A New History of Western Philosophy, Volume I. By Sir Anthony Kenny (Oxford: Oxford University Press, 2004), xxi + 341 pp.
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  16. Alan Barcan, Requiem for Defunct Magazines.
    The article examines the decline of some Australian education journals that range in varying ideological position, from left-wing to balanced non-committed. The analysis of the magazine is framed against three social revolutions in the last 40 years to 2009 namely, the collapse of liberal humanism and the ideas of enlightenment, the victory of neo-liberals and the growth of postmodern relativism. According to the article, it was the reshaping of higher education that helped transform the underlying ideologies of many education journals.
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  17. Inna Semetsky, Developing ECOLITERACY as a Sub-Discipline of Educational Philosophy.
    Ecoliteracy in education has its origin in Fritjof Capra’s ongoing efforts (Capra, 1977) to foster ecological awareness through K-12 education. To aim to become “ecoliterate” means getting to understand the organisational principles of ecological communities and subsequently to be able to structure human communities in accord with the same principles, especially those regarding learning communities both within and without schools. As Capra explains, ecology derives from the Greek aikos that in the broadest sense means household and represents the field of (...)
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  18. Dennis Foley, Please Knock Before You Enter: Aboriginal Regulation of Outsiders and the Implications for Researchers (Book Review).
    Review of: Please knock before you enter: Aboriginal regulation of outsiders and the implications for researchers. Karen Lillian Martin. Post Pressed, Teneriffe, Qld, 2008. ISBN 9781921214370.
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  19. Joachim P. Sturmberg (2009). The Personal Nature of Health. Journal of Evaluation in Clinical Practice 15 (4):766-769.
    "Every man has his particular way of being in good health" - Emanuel Kant. Emanuel Kant's description of health stands in stark contrast to accepted definitions of health. For example, the WHO defines ‘health’ as ‘a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity’. However, as people get on with day-to-day living, no one can achieve the goal of ‘complete physical, mental and social well-being’. It is odd to define ‘health’ as (...)
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  20. Cliff Hooker, On Fundamental Implications of Systems and Synthetic Biology.
    Systems and synthetic biology promise to revolutionize our understanding of biology, blur the boundaries between the living and the engineered in a vital new bioengineering, and transform our daily relationship to the living world. Their emergence thus deserves to be understood in a wider intellectual perspective. Close attention to their relationship to the larger scientific intellectual frameworks within which they function reveals that systems and synthetic biology raise fundamental challenges to scientific orthodoxy, but stand in the vanguard of an emerging (...)
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  21. James Juniper, Mis-Readings of Leibniz: Deleuze and Whitehead Against Badiou.
    The paper is motivated by the desire to identify exactly what Leibniz has contributed to Deleuze and Whitehead’s particular version of (non-organic) vitalism. This reading of Leibniz is compared with those of Badiou (with a little help from Heidegger, who specifically demonstrates the dependence of logic on ontology rather than of ontology on logic). The paper compares each of these philosopher’s interpretations of the fundamental principles that ground Leibnizian monadology, with the intention of highlighting the implications of these readings for (...)
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  22. Joachim P. Sturmberg & Paul Cilliers (2009). Time and the Consultation – an Argument for a 'Certain Slowness'. Journal of Evaluation in Clinical Practice 15 (5):881-885.
    When natural time sequences were replaced by clocks, time became a measurable commodity and the ‘speedy use of time’ a virtue. In medical practice shorter consultations allow more patients to be seen, whereas longer consultations result in a better understanding of the patient and her problems. Crossing the line of time-efficiency and time-effectiveness compromises the balance between short-term turnover and long-term outcomes. The consultation has all the hallmarks of a complex adaptive system whose characteristics are not determined by the characteristics (...)
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  23. Jane Bellemore, Dion Cassius: Histoire Romaine: Livres 45 & 46 (Book Review).
    Review of: Fromentin (V.) (ed.) Dion Cassius: Histoire romaine. Livres 45 & 46. Translated and annotated by Estelle Bertrand. (Collection des Universités de France publiée sous le patronage de l’Association Guillaume Budé 462.) Pp. cxii + 199. Paris: Les Belles Lettres, 2008. Paper, ISBN: 978-2-251-00545-4.
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  24. Inna Semetsky, Transforming Ourselves/Transforming Curriculum: Spiritual Education and Tarot Symbolism.
    This paper is threefold. It is grounded in the philosophical work of two educational theorists: John Dewey and our contemporary Nel Noddings. It also brings into the conversation the ancient system of Tarot, arguing that its pictorial symbolism embodies intellectual, moral, and spiritual 'lessons' derived from collective human experiences across times, places, and cultures. For Dewey, to call somebody spiritual never meant to invoke some mysterious and non-natural entity outside of the real world. As a system of communication and interpretation, (...)
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  25. S. J. Crump, Towards Action and Power: Post-Enlightenment Pragmatism.
    The prologue to the development of educational philosophy outlined recently by Kaminsky (1992) challenged me to think about an epilogue. Is philosophy of education in the 1990s dead in the water or can it contribute dynamically to issues in contemporary research, policy and practice? What I propose to do in this article is to build from Kaminsky's outline of the period 1861-1914 by considering the role of educational philosophy in the period marked by the opposite, the dismantling of modernism in (...)
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  26. Keith Russell, Design Philosophy and Difference.
    Anything that is open to difference is open to design. While this functional definition of design seems to be broad enough to allow for everything from the drawings of a church to the everyday decisions that we make when we go shopping, it is still not complete: there is still somethinq more basic about the function of difference that relates in particular to design. Difference is shared by many of the sciences. Locating the differences of design on a continuum allows (...)
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  27. Chris Falzon (2003). Sartre. Philosophy Today 47 (2):126-137.
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  28. S. J. Crump, Post-Enlightenment Pragmatism: Practice Philosophy.
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  29. Chris Falzon, Sartre and Meaningful Existence.
    At the philosophical level, Nausea is a text that purports to shake off all presuppositions in order to confront things as they really are - meaningless, contingent and nauseating. In this, Sartre not only enacts a kind of philosophical critique of ordinary presuppositions, but also seeks to distance himself from certain philosophical positions. However, Nausea's view of the world as meaningless arguably reflects certain philosophical presuppositions of its own, notably a very demanding standard for what would count as being meaningful. (...)
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  30. John Wright, The Story of Philosophy.
    This book gives a broad overview of Western Philosophy from its beginnings in the Middle East over two and a half thousand years ago, up to the present day. The book is designed to give students a broad overview of Western Philosophy, while at the same time going in to some philosophical arguments in depth. It gives students a sense of how Western Philosophy hangs together as a whole, while also looking at some selected parts in greater detail.
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  31. Christopher Falzon (2002). Philosophy Goes to the Movies. Routledge.
    Philosophy goes to the Movies is a new kind of introduction to philosophy that makes use of movies including The Matrix , Antz , Total Recall and Cinema Paradiso , to explore philosophical ideas. Topics covered include: *the theory of knowledge *the self and personal Identity *moral philosophy *social and political philosophy *philosophy of science and technology *critical thinking. Ideal for the beginner, this book guides the student through philosophy using lively and illuminating cinematic examples. It will also appeal to (...)
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  32. Chris Falzon, Philosophy and the Matrix.
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  33. Christopher Falzon, Reason and Faith.
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  34. Inna Semetsky, Nomadic Education: Variations on a Theme by Deleuze and Guattari.
    This is the first book to investigate, assess and apply a philosophy of education drawn from the great French philosopher Gilles Deleuze. It contains essays by some of the most influential Deleuze and Guattari commentators (the chapters by Bogue, Colebrook, May and Semetsky, and Genosko are particularly rewarding). The book provides very useful situations within the philosophy of education and some interesting experimental developments of Deleuze's work, notably in terms of new technologies and original methods. This is then an indispensable (...)
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  35. William Warren, Teachers, Teaching, Schools and Society: Lessons From the Philosophy of Technology.
    There has developed since around the end of the Second World War, a body of writing that has become known as the Philosophy of Technology. This writing now includes work by those who can be identified as "seminal thinkers," as well as developments of their original ideas, and fresh work and commentary on specific issues, to produce what is now a quite wide ranging body of literature. This chapter is primarily a descriptive one that summarizes the general field with an (...)
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  36. Inna Semetsky, Learning From Experience: Dewey, Deleuze, and "Becoming-Child".
    The structure of this chapter is twofold. The power of "stories lives tell" (Witherell and Noddings 1991) cannot be underestimated, and first I will present an excerpt from the semiautobiographical short story written by a Russian-Jewish émigré to Israel, Julia Schmookler. In 1975 the Russian-language edition appeared in print in Israel, and I took the liberty of translating a part of it into English for the purpose of inclusion in this chapter. Second, I will focus on the notion of percept (...)
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  37. Richard Vella, Artistic Practice as Research.
    Presents the keynote address of the conference. Artistic practice refers to both creative and performance practices. Because there are so many themes needing to be addressed in our current climate, the author decided to draw a long bow, referring to his experiences as a composer, music publisher, academic and research supervisor. The article focuses on the modelling and reporting of artistic practice and some associated assumptions.
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  38. Alistair Rolls, Seduction, Pleasure and a Laying on of Hands: A Hands-on Reading of Sartre's Nausea.
    This chapter examines the way in which philosophy and fiction intertwine in Sartre 's Nausea. A case will be made for reading Nausea as a powerfully self-referential fictional text that, perversely, owes its very literariness to the philosophy of Being and Nothingness. The relationship between the author and reader will be shown to be equally perverse, the ceding of authorial power and empowerment of the reader being shown to be a complex ontological struggle. The author will become a lover seeking (...)
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  39. Harold Tarrant, Socratic Method and Socratic Truth.
    Readers of the early dialogues of Plato may soon feel that his Socrates proceeds methodically towards the ultimate embarrassment of his verbal wrestling-partners. Several recurrent tactics are easily identified, giving credence to claims that Socrates has a method. As Aristotle saw, he demanded universal definitions and he employed epagōgē. He elicited from an interlocutor whose belief he would question certain other beliefs, seemingly more fundamental, entailing the contradiction of the original belief. He flattered, hassled, cajoled, and criticized. He employed his (...)
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  40. Joachim P. Sturmberg & Carmel M. Martin (2008). Knowing – in Medicine. Journal of Evaluation in Clinical Practice 14 (5):767-770.
    In this paper we argue that knowledge in health care is a multidimensional dynamic construct, in contrast to the prevailing idea of knowledge being an objective state. Polanyi demonstrated that knowledge is personal, that knowledge is discovered, and that knowledge has explicit and tacit dimensions. Complex adaptive systems science views knowledge simultaneously as a thing and a flow, constructed as well as in constant flux. The Cynefin framework is one model to help our understanding of knowledge as a personal construct (...)
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  41. Michael J. Ostwald & Michael Chapman, Traces of Nietzschean Philosophy in the Early Architectural Speculations of Lebbeus Woods.
    In 1980 Lebbeus Woods offered a small project for publication in Steven Holl's Pamphlet Architecture series. Here Woods proposed a tomb for the revolutionary German physicist Albert Einstein whose scientific theory had led to a complete rethinking of conventional metaphysical beliefs. Einstein's theory postulated that all scientific inquiry was dependent upon the relative perspective of the observer. Rather than acknowledging God as the universal centre, Einstein's theory postulated a world of infinite centres marked by the presence of individual observers. In (...)
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  42. Hamish Ford, Difficult Relations: Film Studies and Continental European Philosophy.
    This chapter looks at three central case-studies in the sometimes vexed relationship between European philosophy and the quintessentially, if ambivalent, modem institution of cinema. The aim is not only to address what European philosophy has had to say about cinema and film, but also to suggest some of the questions that cinema has posed to such philosophy and to show how, in doing so, cinema has impacted upon philosophy.
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  43. James Juniper, Philosophizing with a Hammer?: A Critique of Mirowski's Markomata Informed by Continental Philosophy.
    Mirowski’s justification for replacing the foundational principles of neoclassical economics – methodological individualism and rational choice theory – with a theoretical framework informed by cybernetics, information theory, and computational biology, is subject to a critique informed by the work of Karl Polanyi, Michel Foucault and Jürgen Habermas. Mirowski’s proposed alterative is called into question on the basis of two crucial weaknesses. First there is Mirowksi’s penchant for what Polanyi has called Laplacian reductionism. Second there is Mirowski’s inability to develop a (...)
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  44. C. A. Hooker (2008). Constructivism Between Transcendentalism and Convention. Minerva 46 (1):87-97.
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  45. James Juniper, Process Philosophy and the Critique of Critical Realism.
    In a recent paper, Julie Nelson (2003) argues that the Institutionalist, Pragmatist, and Process Philosophy traditions have been neglected both by orthodox theorists and, surprisingly perhaps, by certain of their heterodox antagonists. Despite this neglect, process philosophy has found enthusiastic supporters amongst natural scientists and philosophers of science such as Prigogine (1997) and, from a Post-Structuralist perspective, Deleuze and Guattari (1994). In his response to feminist critics of an earlier paper (Lawson, 1999), published in the Feminist Economics journal, Tony Lawson (...)
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  46. James Juniper, A Vitalist Critique of Critical Realism.
    The paper compares Whitehead's Process Philosophy with Critical Realism, arguing that the former offers a more comprehensive philosophical frame for heterodox political economy than the latter on ontological, epistemological and ethico-political grounds. It argues that Critical Realism, in building on post-war Epistemological debates amongst Analytical philosophers, reduces all of the non-philosophical conditions of philosophy-science, art, love, and politics-to that of science, per se. Furthermore, it contends that Critical Realism exposes question of epistemology to a further reduction insofar as questions of (...)
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  47. Steven Peter Fleming, The Bed Maker's Model: A Thematic Study of Louis I. Kahn's 1961 Article “Form and Design” in Terms of Plato's Theory of Forms as Treated in The Republic.
    In 1960 Louis Kahn’s theoretical concerns began to focus on a concept which he called “form”, not meaning a building’s three dimensional shape, but the essence of its underlying type. The current study considers Kahn’s post-1960 concept of “form”, as espoused in his 1961 article, “Form and Design”, in relation to Plato’s theory of Forms, as that theory is presented in The Republic. A deeper appreciation of Kahn’s text is achieved through an examination of the hypothesis that the word “form”, (...)
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  48. Jamie MacKee, Sustaining Cultural Heritage in South and Southeast Asia: Integrating Buddhist Philosophy Systems Theory and Resilience Thinking to Support Sustainable Conservation Approaches.
    The World Heritage Convention, based on euro-centric principles espoused in the Venice Charter, provides a mechanism for listing and protecting tangible and intangible heritage in many countries. The World Heritage List is wide-ranging but not all-encompassing representing selected examples of indigenous heritages. However, there is an extensive collection of heritage that falls outside this safety net of recognition and protection, particularly in developing countries of Asia. Many cultural heritages of Asia have their roots in the cultural traditions of the sub-continent (...)
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  49. Jonathon M. Borwein, The Experimental Mathematician : The Pleasure of Discovery and the Role of Proof.
    The emergence of powerful mathematical computing environments, the growing availability of correspondingly powerful (multi-processor) computers and the pervasive presence of the internet allow for mathematicians, students and teachers, to proceed heuristically and ‘quasi-inductively’. We may increasingly use symbolic and numeric computation, visualization tools, simulation and data mining. The unique features of our discipline make this both more problematic and more challenging. For example, there is still no truly satisfactory way of displaying mathematical notation on the web; and we care more (...)
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  50. Wenli Dong, Regenerating Chinese Cities: A Framework for Sustainable Decision Making Based on Chinese Traditional Philosophy.
    Research Doctorate - Doctor of Philosophy (PhD).
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  51. Inna Semetsky & Joshua A. Delpech-Ramey, Educating Gnosis / Making a Difference.
    The emergent field of Educational Futures has its beginning in futurology as a relatively new constellation of disciplines having a strong impact on policy in the form of foresight, scenario planning, and new utopian thinking. This article specifically focuses on Gilles Deleuze's unorthodox approach to epistemology as future-oriented and creative and emphasizes his attention to experimental and experiential becomings. While educational system is traditionally limited to acquiring the factual knowledge of the external world, inner knowledge or Gnosis is not addressed (...)
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  52. Inna Semetsky, Re-Symbolization of the Self: Human Development and Tarot Hermeneutic.
    This book originated as an action-research project conducted between 1992 and 1994 under the auspices of the California Board of Behavioral Sciences when I was a postgraduate student enrolled in the Masters of Arts degree program in the area of Marriage, Family and Child Counseling and Human Development at Pacific Oaks College in Pasadena. Unbeknown to me at the time, my study was to be a type of research analogous to what Jungian scholar Robert Romanyshyn will have called more than (...)
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  53. Inna Semetsky, Tarot Images and Spiritual Education: The Three I's Model.
    The paper presents education as a process of human development toward becoming our authentic Selves and posits the Tarot hermeneutic as one of the means of holistic, spiritual education. As a system of images and symbols, Tarot encompasses the three I’s represented by intuition, insight and imagination in contrast to the three R’s of traditional formal schooling. If teachers want to foster intuitive abilities in their students, they need to first develop this capacity in themselves using the available cultural practice (...)
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  54. Inna Semetsky & Diana Masny, Introduction: The 'Untimely' Deleuze: Some Implications for Educational Policy.
    This special issue introduces the philosophy of French post-structuralist Gilles Deleuze for the purpose of critically examining his conceptual framework and drawing out a number of important implications for educational policy in the context of current debates in educational philosophy, pedagogical theory and futures studies at the international level. The popularity of Deleuze’s philosophy across disciplines is highly visible, especially in the area of cultural studies, politics, gender studies and the like. While less visible in education, his body of work (...)
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  55. Neil Morpeth, 'The Individual' in History and History in General: Alcibiades, Philosophical History and Ideas in Contest.
    Alcibiades is, at once, an historical figure and an archetypal individual. Also, in an anthropological sense and in terms of traditions of thought, Alcibiades is a truly remarkable, individuated moment in history. Alcibiades the historical personage and philosophical character-as-actor has become a source for historical and philosophical memories, that is, a human gathering place, a focus, reference and a trans-historical persona for the passages of history and intellect - a place where singular and collective human actions and behaviours matter and (...)
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  56. Allyson Holbrook & Margaret Findlay, The Disciplines in Australian Education: Their Share of the Research Output 1984-1998.
    Drawing on the publications records in the Australian education database, this paper provides an analysis of research activity that can be attributed to the foundation disciplines of history, philosophy, sociology and psychology. History, sociology and philosophy (excluding policy studies) have played a relatively minor role in total activity during the period 1984-1998, and psychology a more significant one. However, in more recent years research output in the disciplines is in decline relative to research activity as a whole.
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  57. Wenli Dong, Jamie Mackee & Michael Mak, Exploratory Analysis of the Traditional Philosophy Underpinned Urban Sustainability Model for Chinese Cities.
    The Holistic Sustainability Evaluation Framework for Chinese Cities discusses the overlapping worldviews of the east and west to provide better understanding on how systems theory could be applied on sustainability evaluation methods, based on the indigenous philosophies of China. After collecting the qualitative data of thirteen large urban design projects in four distinct Chinese cities, this paper tries to find out how the traditional philosophy and western models were underpinning the urban practices in Chinese cities, and to further establish the (...)
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  58. Tessa Morrison, Avicenna and His Legacy: A Golden Age of Science and Philosophy (Book Review).
    Review of: Langermann, Y. Tzvi, ed., Avicenna and his Legacy: A Golden Age of Science and Philosophy (Cultural Encounters in Late Antiquity and the Middle Ages), Turnhout, Brepols, 2009; hardback; pp. 381; R.R.P. €80.00; ISBN 9782503527536.
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  59. James Juniper, Structural, Speculative, and Critical Realism: Navigating the Shoals.
    Social Theorists who wish to embrace a materialist and realist philosophy are, at present, confronted with a dazzling variety of forms of philosophical realism. Many analytical philosophers, physicists, and mathematicians choose to work within the Structural Realist tradition. In contrast, the ‘speculative turn’ towards a variety of new forms of Realism was given impetus by Speculative Realism event held in April 2007 at Goldsmith’s college, London. In this paper, I provide an overview of these three traditions by situating them in (...)
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  60. Daniella Forster, Why Teachers Ought to Be Uncertain, If Not Ignorant.
    Current discussion about teacher codes of practice has skirted what I propose is a crucial aspect of teacher professionalism: belief-forming practices. Epistemic concepts become morally infused when considered alongside educative aims such as open, public dialogue and intellectual integrity. This paper raises questions for the nature of an ethics of belief specific to the profession of teaching, and offers a model in terms of virtue epistemology. Alongside virtues which lead teachers to more accurate knowledge are ‘uneasy virtues’ in Julia Driver’s (...)
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  61. James Juniper, The Case for a Mathematics of Structural Transformation and Genesis: Whitehead Against Badiou?
    From a mathematical perspective, this paper will compare the 'Speculative' Realist Philosophy of Alain Badiou with the Process Philosophy of Alfred North Whitehead. To this end, each philosophy will be examined in terms of how it departs from the strictures of Kantian Critical Philosophy, specifically, in terms of how it articulates the structural relationship between subjects, objects, and relata. Moreover, each philosophy will also be judged both in terms of how it addresses the mereological distinction between internal and external relations, (...)
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  62. Susan Allen, René Maran's "Batouala", Jazz-Text.
    Research Doctorate - Doctor of Philosophy (PhD).
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  63. Ronald Bogue & Inna Semetsky, Reading Signs/Learning From Experience: Deleuze's Pedagogy as Becoming-Other.
    In Gilles Deleuze's philosophy, becoming is one of central metaphors; and the concept of becoming resonates with a number of contemporary debates in educational theory (Semetsky 2006, 2008). Several of Deleuze's philosophical works were written together with practicing psychoanalyst Felix Guattari (Deleuze and Guattari, 1987; 1994), such a collaboration bringing theoretical problematic into closer contact with practical concerns and socio-cultural contexts. Deleuze and Guattari conceptualized their philosophical method as Geophilosophy, privileging geography over history and stressing the value of the present-becoming, (...)
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  64. Jo Mintoff, The Examined Life: Outline of a Neo-Socratic Argument.
    Socrates famously proclaimed in his Apology that the unexamined life is not worth living. More precisely, he claimed that 'to let no day pass without discussing goodness and all the other subjects about which you hear me talking and examining both myself and others is really the very best thing that a man can do, and that life without this sort of examination is not worth living.
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  65. Steven Fleming, Imposed Subservience: A Cautionary Note on Misuses of Jacques Rancière's Taxonomy of Art.
    Many in the art world have embraced the thinking of the political philosopher Jacques Rancière, who offers some valuable tools for art criticism. The danger, this chapter argues, is that Rancière's philosophy contains the kernel of a populist approach to artistic production that, if misappropriated by artists or curators too eager to champion Rancière's cause, could undermine artists' capacity for individual expression and subversion.
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  66. Michael J. Ostwald, Ethics and the Auto-Generative Design Process.
    In the last decade, the rise of sophisticated software tools has enabled a growing number of designers to experiment with new processes for the creation of architectural form. Several of these processes, which are loosely grouped under the rubric ‘auto-generative’, rely on the computer to evolve extraordinary biomorphic or topographic forms. In the years since the rise of this approach, prominent members of the architectural community have embraced the computer-generated buildings produced in this way and praised them as being the (...)
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  67. Timothy Stanley, Heidegger's Hidden Theology.
    When it comes to how Heidegger understands theology, Martin Luther was instrumental in his early formulations. Heidegger’s interpretation of Luther leads him to descry theology as a discipline best left unfettered by metaphysics and this attitude is carried right through Heidegger’s career. By explicating Luther’s influence upon Heidegger’s early Freiburg lectures from 1919-1923, we can raise an important question about the nuanced way Heidegger construes Luther’s theology. Although the influence of Luther upon Heidegger has been well documented, what I am (...)
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  68. Harold Tarrant, Antiochus: A New Beginning?
    Our knowledge of the Academy between the death of Plato and the first century BC is not extensive, though covered both by Philodemus' Academica, a history of the School on damaged papyrus, and by brief biographies in the fourth book of Diogenes Laertius' Lives of the Philosophers. These biographies cover the main school leaders down to the time of Clitomachus (d. 110/09 BC). It would be usual to see the Academy as having built on Plato's work and maintained his traditions (...)
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  69. Inna Semetsky, Eagerness for Experience: Dewey and Deleuze on the Problematic of Thinking and Learning.
    Richard Rorty, in his Consequences of Pragmatism, acknowledging the pragmatic direction taken by both modern and postmodern philosophy, declared that "James and Dewey were not only waiting at the end of the dialectical road which analytic philosophy traveled, but are waiting at the end of the road which, for example, Foucault and Deleuze are currently traveling." Gilles Deleuze, a French poststructuralist philosopher, never cited John Dewey; however, he was familiar with Charles Sanders Peirce, whose unorthodox logic or triadic semiotics Deleuze (...)
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  70. Timothy Stanley, Protestant Metaphysics After Karl Barth and Martin Heidegger.
    The Radical Orthodoxy movement has made major contributions to the debate about the return to metaphysics in Christian theology and philosophy. This book challenges much of what is regarded as 'orthodoxy' in Barthian circles, Timothy Stanley seeks to make a distinctly Protestant contribution to this debate.
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  71. Inna Semetsky, Towards an Ethics of Integration in Education.
    This chapter positions “learning” in the midst of the real-life experiences and events above and beyond formal instruction that still prevail in the majority of classrooms. The chapter argues that significant events in human culture should become unorthodox subject matter to be critically examined and to learn from. Applying the intellectual corpus of, among others, French philosophers, Gilles Deleuze and Julia Kristeva, to educational theory, this chapter also explores Nel Noddings’ recent call for critical lessons as a paradigm for educating (...)
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  72. Harold Tarrant, Proclus: Commentary on Plato's Timaeus. Volume 1, Book 1: Proclus on the Socratic State and Atlantis.
    Proclus' Commentary on Plato's dialogue Timaeus is arguably the most important commentary on a text of Plato, offering unparalleled insights into eight centuries of Platonic interpretation. This edition offers the first new English translation of the work for nearly two centuries, building on significant recent advances in scholarship on Neoplatonic commentators. It provides an invaluable record of early interpretations of Plato's dialogue, while also presenting Proclus' own views on the meaning and significance of Platonic philosophy. The present volume, the first (...)
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  73. David Ian McBryde, The Foundations of Aristotle's Ethics.
    Research Doctorate - Doctor of Philosophy (PhD).
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  74. Rachel Anne Buchanan, New Frontiers of Feminist Education: Challenging the Presumptions of Epistemological and Rationalist Patriarchy in the Context of Emancipatory Pedagogy.
    Research Doctorate - Doctor of Philosophy (PhD).
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  75. Roland Boer, The Leading Article in No. 179 of the Kolnische Zeitung: The Young Marx and Theology.
    This article offers a critical exegesis of an early and neglected text by Marx called “The Leading Article in No. 179 of the Kölnische Zeitung” (from 1842). It is of interest since it offers one of Marx's most sustained engagements with theology, especially in the context of the dominant theological mode of public debate in Germany at the time, a context which is outlined briefly. Here we find Marx responding to that debate and seeking to extract himself from its terms. (...)
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  76. Inna Semetsky, The Significance of Signs: Virtual Ontology/Actual Experience: Part I.
    This paper is threefold. It is positioned against the background of a philosophical problem that refers to the human ability of knowing oneself and God as One. In the philosophical literature the positive answer to this problematic is usually delegated to the mystical realm; in the realm of concrete practical experiences the answer would have been negative as based on the apparent impossibility of connecting the human with the divine in real life. Such a connection is often posited as being (...)
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  77. Ron Laura & Susen Smith, The Reenchantment of Science Education: Towards a New Vision of Engaging Rural Gifted Children in Science.
    For Albert Einstein the experience of scientific discovery involves a sense of mystery and awe at the seemingly endless wonders of nature. We believe that science education no longer captures the mystery and awe of nature in what is taught because the epistemology of how we seek to know the world is itself in large part the source of our disconnection from the world. We have lost the experience of the mysterious in our scientific dealings with nature because we have (...)
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  78. Chris Falzon, Why Be Moral?
    In philosophical discourse, one way of considering the question of why we should be moral has been through hypothetical scenarios in which being moral becomes an option, rather than simply a given. Most of the time, shaped as we are by our upbringing and culture, we do the right thing without giving it much thought. But when faced with a situation where we can do anything, no matter how wicked, without fear of punishment, or where doing the wrong thing seems (...)
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  79. Dennis Foley, An Indigenous Australian Standpoint Theory.
    This paper examines the contemporary developments of Indigenous epistemology within western theory. An interpretation of an Australian Aboriginal philosophy is married to the concepts of three notable Indigenous scholars to produce a model that is universal in its application in Indigenous theory, which provides a suitable framework for understanding Indigenous epistemology. It is proposed that this is an alternative model for the Indigenous researcher to adopt in lieu of standard western theory in their approach in the search of 'knowledge' within (...)
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  80. Jorunn Økland & Roland Boer, Towards Marxist Feminist Biblical Criticism.
    Most introductions like this include a few brief comments situating the essays gathered together and then quickly moving on, trying to whet the appetite of any potential reader by introducing each essay. However, given the nature of this collection, we feel that a more substantial introduction to Marxist feminist criticism is in order. In what follows, we begin by outlining the motivations for this volume. From there we move on to provide a very brief introduction to Marxist feminism, especially in (...)
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  81. Inna Semetsky, (Pre)Facing Deleuze.
    This collection brings innovative educational theory into constructive dialogue with the intellectual work of French poststructuralist philosopher Gilles Deleuze whose conceptualizations strongly resonate with contemporary discourse in education. His collaboration with social psychologist Felix Guattari connects philosophy with sociocultural practices. Considering the impact of Deleuze's thinking in social philosophy or cultural theory, a thorough investigation of his legacy for education is imperative and conducive to further interdisciplinary studies. Deleuze and Guattari referred to their philosophical method in terms of Geophilosophy as (...)
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  82. Todd May & Inna Semetsky, Deleuze, Ethical Education, and the Unconscious.
    While teaching values is an important part of education, contemporary moral education, however, presents a set of pre-established values to be inculcated rather than comprising a critical inquiry into their possible rightness and wrongness. This essay proposes a somewhat different direction by saying that education, rather than concerning itself with the moral, should concern itself with the ethical. Although morals and ethics are usually equated, we use ethical here as posited by Gilles Deleuze's question of who we might be, based (...)
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  83. Inna Semetsky, Re-Reading Dewey Through the Lens of Complexity Science, Or: On the Creative Logic of Education.
    John Dewey's philosophy remains a source of inspiration for educational theorists. This chapter adopts an unusual stance: reading Dewey's works through the lens of complex systems theory. In the framework of systems thinking, knowledge is not reduced to given facts but becomes a function of 'an interaction between knower and known'(ibid.),very much in accord with Dewey's prophetic conceptualisations and pragmatic theory of inquiry (Dewey, 1938).
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  84. Inna Semetsky, Resolving the Socratic Paradox: A Semiotic Approach.
    This paper revisits the learning paradox first posited by Socrates in his famous dialogue with Meno. The paradox of new knowledge has been steadily attracting the attention of educational researchers (e. g. see Bereiter 1985; Petrie 199 1; Prawat 1999). My paper briefly examines Kierkegaard's classical solution in terms of the necessity of the decisive moment, arguing that, contrary to Kierkegaard, there is no miraculous knowledge. The paper justifies this assertion by suggesting a two-fold approach towards re-solving the Socratic paradox: (...)
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