This paper is based on the linguistic and cultural experiences of three francophone writers: Ahmadou Kourouma (Abidjan, Ivory Coast), Suzanne Dracius (Martinique), and Barry Jean Ancelet (Louisiana, United States). Their testimonies are discussed in the opening section. A reading of Jacques Derrida's Monolingualism of the Other; or, The Prosthesis of Origin, enables us to analyze the experiences of these three writers, “whose relation to the French language is as vexed and varied as Derrida's own Algerian inheritance” (in the words of (...) an anonymous reviewer). It leads, in the next section, to a discussion of the impossibility of absolute monolingualism demanded by “linguistic imperialism,” the multiplicity inherent in any language, and the violence of a language which claims to be unique, while serving some ideology or power. In the last part, I address the double interdict to which Derrida believes education must respond, and the double entitlement for which it is responsible. (shrink)

Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.

This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness, and more.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

This first book-length collection on Levinas and education gathers new texts written especially for this volume by an international group of scholars well known for their work in philosophy, educational theory, and on Levinas. It provides an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness and more, as its contributing authors address some fundamental educational issues such as: what it means to be a teacher; what it means to learn from a teacher; the role of (...) language in the curriculum; literature, ethics, and education; moral education and human relations in schools; ethics of responsibility and philosophical-pedagogical discourse; educational hospitality and interculturalism; unconditional responsibility and education; educating for participatory democratic citizenship; the pedagogy of peace; logic, rationality, and ethics; connecting teaching to spirituality. Levinas always insisted that his aim was not to provide "a program," and accordingly, it is not the intent of the authors to look in Levinas's texts for a set of guidelines, rules, or precepts to be applied to education. Rather, this study invites educators, and researchers in philosophy and philosophy of education, to a thoughtful and critical reading of Levinas, and to engage with his unique style of analysis and questioning as they uncover with these authors the necessity and the possibility of thinking education anew in terms of ethics, justice, responsibility, hope and faith. (shrink)

Some philosophers have argued that Aristotle’s view of habituation gives rise to a ‘paradox of moral education.’ The inculcation of habit, they contend, seems antithetical to the cultivation of virtue. I argue that this alleged paradox arises from significant misunderstandings of Aristotle’s view. Habit formation need not be at odds with the development of the kinds of intelligent, reflective capacities required for virtue. Indeed, Aristotle seems right to insist on an important role for habit in the cultivation of virtue. I (...) suggest that habit formation is part of the story of how the virtuous come to see the world aright. (shrink)

Este artigo discute como os clipes Mandume, Boa Esperança e Eminência Parda do rapper de Emicida, realizam um retorno à ferida colonial e apontam opacidades históricas, opressões e exclusões daí derivadas, como forma de conduzir a uma releitura afetiva e resistente do/no tempo e instigar ações estéticas de re-existência. Para isso, realizamos uma análise audioverbovisual dos clipes procurando observar a construção desse discurso a partir de três categorias analíticas: retorno memorialístico, corporalidade desumanizada e vida livre da violência e da morte.

In lieu of an abstract, here is a brief excerpt of the content:Hume and Tetens Manfred Kuehn Kant was neither the only nor even the first German philosopher who publicly responded to Hume. Indeed, there were many. But there were none who came as close to appreciatingHume as didJohann Nicolaus Tetens, who, in his two main works, the Über die allgemeine speculativische Philosophie or On General Speculative Philosophy (1775), and the Philosophische Versuche über die menschliche Natur und ihre Entwicklung or (...) Philosophical Essays on Human Nature and itsDevelopment (1?7), not only argued that Hume was a philosophical force to be reckoned with, but also seemed to think that philosophical progress wasimpossiblewithoutan extensionandfurtherdevelopment ofHumean views. This alone would make him an interesting figure in the history of the reception of Hume's philosophy, but, since Tetens is one ofthe most important representatives ofempiricism in eighteenthcentury Germany, and since he put forward ideas that demonstrably influenced Kant, he is perhaps still more interesting. In any case, it is most regrettable that he still is so little studied in Germany today, and that he is almost completely unknown in English-speaking countries. Though Lewis White Beck has offered an interesting discussion of Tetens' critique ofHume in his book on Early German Philosophy, and though some Anglo-American Kant scholars are somewhat aware of Tetens' influence upon Kant, his name is almost never mentioned by philosophical scholars concerned with Hume. If this paper were to remind them of Tetens and his possible importance for the discussion ofissues raised by Hume, I would be very happy. Nevertheless, I must admit to an ulterior motive, for I am not interested in the relationship ofTetens and Hume per se, but rather in how Tetens' discussion ofHume might have influenced Kant's conception of "Hume's problem." My question is: "What could Kant have learned from Tetens about Hume in 1777, that is, about four years before the publication of his Critique ofPure Reason?" To this end, I shall first briefly review the evidence for Kant's study of Tetens; secondly say something about Tetens' discussion of the self; thirdly sketch his theory ofthe causal principle as a special case ofhis laws of association; fourthly represent an important part of his theory of objectiveornecessarytruth; andfinallytryto showhowall ofthismight be significant for our understanding of the development of Kant's position vis a vis Hume. Volume XV Number 2 365 MANFRED KUEHN IL Johann Georg Hamann, always interestedinliterarygossip and always ready to spread it, wrote to Johann Gottfried Herder on May 12, 1779 that Kant was writing on his Critique, and that he had "always open on his desk" Tetens' work. Two years earlier, on October 12, 1777, he had already told him that Kant was "said to be very full of... Tetens." Hamann, mischievous as he could be, not only wanted to bring Kant's former student up to date on the work of his teacher, but clearly also made a comment on Kant's originality. But there are other indications that Kant carefully studied Tetens between 1777 and 1781. Thus, Kant's correspondence with Herz in 1778 contains references to Tetens as having said things of importance, and his reflections of the period also mention him. One ofthe most telling indications ofhis rather close reading ofTetens is to be found in one ofhis letters to the publisher of his first Critique: On October 15, 1780 he writes to him that he would prefer not to have the book set in the type of Tetens' Essays because the latter is "really tiring" to his eyes. That Tetens' work did not only tire his eyes, but also stimulated his thoughts can be seen from one of his preparatory manuscripts to his Prolegomena of 1783, for there Kant suggested that Tetens could have given people occasion to think about the very problem of the Critique. Though he considered Tetens' attempt concerning the possibility of a priori knowledge as failed, he also viewed it as one of the most important attempts in that direction.??. It is well known that Kant himselfclaimed that "Hume's problem" was what first woke him from his dogmatic slumber. Though there is no similar pronouncement by Tetens, it is clear that he not only knew Hume well, but... (shrink)

A new research area linked to ethics, virtues, and morality is servant leadership. Scholars are currently seeking publication outlets as critics debate whether this new leadership theory is significantly distinct, viable, and valuable for organizational success. The aim of this study was to identify empirical studies that explored servant leadership theory by engaging a sample population in order to assess and synthesize the mechanisms, outcomes, and impacts of servant leadership. Thus, we sought to provide an evidence-informed answer to how does (...) servant leadership work, and how can we apply it? We conducted a systematic literature review (SLR), a methodology adopted from the medical sciences to synthesize research in a systematic, transparent, and reproducible manner. A disciplined screening process resulted in a final sample population of 39 appropriate studies. The synthesis of these empirical studies revealed: (a) there is no consensus on the definition of servant leadership; (b) servant leadership theory is being investigated across a variety of contexts, cultures, and themes; (c) researchers are using multiple measures to explore servant leadership; and (d) servant leadership is a viable leadership theory that helps organizations and improves the well-being of followers. This study contributes to the development of servant leadership theory and practice. In addition, this study contributes to the methodology for conducting SLRs in the field of management, highlighting an effective method for mapping out thematically, and viewing holistically, new research topics. We conclude by offering suggestions for future research. (shrink)

Prior researchers have studied individual components of a theoretical decision-making model. This paper presents the results of a more complete study of the model components and presents limited support of theory. The study examines the relative importance of regulatory, organizational, and personal constructs on an individual''s ethical sensitivity. Auditors from the major international accounting firms, located in two southeastern cities, are surveyed. Structural equation modeling is used to allow for the simultaneous evaluation of the three constructs of interest. The results (...) indicate that the regulatory and organizational constructs are negatively correlated with the personal experience construct. The three constructs are not significant causal factors on ethical sensitivity. This result may be due to the manner in which ethical sensitivity is typically measured or may indicate that the complexity of the ethical decision-making process is not fully captured in the theoretical models. Thus, the models suggested in the prior literature and the results presented in prior studies of the individual components may need to be reconsidered. (shrink)

Over several articles, John McDowell sketches an analogy between virtue and perception, whereby the virtuous person sees situations in a distinctive way, a way that explains her virtuous behavior. Central to this view is his notion of silencing, a psychological phenomenon in which certain considerations fail to operate as reasons in a virtuous person's practical reasoning. Despite its influence on many prominent virtue ethicists, McDowell's ‘silencing view’ has been criticized as psychologically unrealistic. In this article, I defend a silencing view (...) of practical reasoning. I argue that the phenomenon of silencing has a narrower scope than is typically acknowledged. As a result, the view does not require the virtuous to be detached, unfeeling, or unpalatably stoic. Furthermore, I offer a psychologically plausible interpretation of McDowell's claim that the virtuous see situations in a distinctive sort of way. The salient fact at which the virtuous arrive in their view of a situation should be understood, I argue, in terms of subjective construal. (shrink)

Mediating the meaning of evidence through epistemological diversity Nursing's disciplinary recognition of ‘multiple ways of knowing’ reflects an epistemological diversity that supports nursing praxis. Nursing as praxis offers a conceptual way to explore what it is about the interface of practice, knowledge and evidence in nursing that distinguishes us as a discipline. I suggest that the relationship between evidence and knowledge is defined and mediated by the same epistemological diversity that supports nursing as praxis. Just as the meaning and truth‐value (...) of evidence is evaluated from within the body of existing disciplinary knowledge, new evidence may prompt an evaluation of the meaning and truth‐value of extant nursing knowledge. Nursing practice that relies on scientific evidence as a singular basis of practice knowledge is susceptible to exploitation by the diverse agendas operating within an ideology of evidence‐based practice and the healthcare system. Mediating the meaning of evidence for nursing practice through acknowledgement of the diverse epistemologies that underpin nursing knowledge will contribute to a disciplinary‐specific definition of what constitutes evidence for nursing, and will better direct how evidence is integrated into a disciplinary body of knowledge. (shrink)

Job burnout, organizational commitment, and work environment continue to be important areas of research to be studied in the realm of company employment and employee retention. Job burnout is the state of physical and emotional exhaustion and perceiving one’s profession as dull or overwhelming. Meanwhile, organizational commitment refers to the company’s attitude towards the organization and their employees, encompassing loyalty, moral responsibility, and their willingness to work. And lastly, work environment provides opportunities for employees to establish connections, develop skills, and (...) maximize their full potential in performing tasks. For the current study, researchers utilized descriptive-correlational research design to investigate the influence of Work Environment towards the job burnout and organizational commitment of BPO agents in selected companies in Bulacan, Philippines. Hence, Danish Psychosocial Work Environment Questionnaire (DPQ), Maslach Burnout Inventory - General Survey (MBI-GS), and the Three-Dimensional Model of Organizational Commitment Scale (ACS, NCS, CCS) were employed to properly assess the study's objectives. Multiple Linear Regression Analysis was performed to analyze the collected data. Based on the analysis, findings show that work environment has no significant influence on the job burnout and organizational commitment of BPO Agents. Furthermore, the results of this study were thoroughly evaluated, leading to an in-depth discussion. Based on the findings, recommendations were made to benefit the stakeholders of the study and contributeto the existing body of knowledge. (shrink)

The return of individual research results to participants raises many socio-ethical issues and is even more challenging when the participant is a child. The objective of this article is to present an overview of the few ethical guidelines and relevant literature addressing the return of individual results in pediatric research. By reviewing policies and the literature, we present some overarching considerations and delineate contextual issues in order to propose a framework.

As a matter of respect for the person, it is considered an ethical duty to offer to return research results to participants where appropriate. Nevertheless, the return of individual research results to participants raises many socio-ethical issues and greater challenges when the participant is a child. This discrepancy arises partly because the return of individual pediatric research results entails a tripartite relationship between researcher, child, and parent and is embroiled in numerous considerations.Extra caution is required in the pediatric research context (...) because children cannot generally decide whether they want to be informed of their own research results or whether the results should be disclosed to parents. Children have long been considered a special and vulnerable group, and their parents, as guardians, play a critical role in the consent process. However, with regards to the return of individual research results, this might pose a potential conflict of interest between the current or future desires of the child and those of the parents. (shrink)