It is suggested that the current hierarchical (Frankfurt-Dworkin) model of personal autonomy in philosophical anthropology gives expression to the fundamental presupposition of self-determination in much educational practice and pedagogical theory. Radical criticisms are made of the notions of self-identification and self-evaluation which are of the utmost importance to this model. Instead of relying on such ‘acts of the will’ as decision and choice for the explanation of self-identification and self- evaluation, the non-intentional as well as the non-individualistic character of these (...) processes is stressed and analysed in terms of volitional necessity and social dependence. The consequence of this criticism is the substitution of the concept of extreme personal autonomy by that of caring about oneself as the first principle of education. (shrink)

(1991). It happens by itself: The Tao of cooperation, systems theory, and constitutive hermeneutics. World Futures: Vol. 31, Cooperation: Toward a Post-Modern Ethic, pp. 139-160.

Based on a newly conceptualized notion of the dialogical self, achieved by integrating Bakhtin's philosophical anthropology and Karmiloff-Smith's Representational Redescription model into the existing notion proposed by Hermans and colleagues, the present study focuses on examining the role of The Ox-Herding Pictures in cultivating the dialogical self. Methodologically, this study adopted the cultural-historical perspective and microdevelopmental approach of Vygotsky. In-depth case studies consisting of six interrelated phases of interviews and written responses were conducted. The results show that such a unique (...) cultural sign had different mediation effects upon subjects of different backgrounds. Two examples of considerable mediation effects are presented in more detail. A hermeneutical examination of this cultural object switched to a kind of self-representation in all cases, while the self-representation of all subjects developed from a less explicit to a more explicit level. Development of the dialogical self was characterized by its diversity in form and richness regarding content. (shrink)

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

This essay attempts to distinguish and discuss the importance and limitations of different ways of being wrong. At first it is argued that strictly falsifiable knowledge is concerned with simple (instrumental) mistakes only, and thus is incapable of understanding more complex errors (and truths). In order to gain a deeper understanding of mistakes (and to understand a deeper kind of mistake), it is argued that communicative aspects have to be taken into account. This is done in the theory of communicative (...) action, which adds to our knowledge of errors the notion of communicative mistakes: mistakes as obstacles for sincere communication. However, to overcome this still purely negative judgement of errors, two processes are examined in which mistakes are best regarded as developmental steps, that is, steps not only meaningful in their own right (as containing some truth), but also as necessary preconditions for further progress. This would suggest that truth is born out of errors. But if so, one has to understand the wrongness of such errors; how is it that they are erroneous if they (somehow) contain the truth? At the end of this essay, a tentative answer to this question is given. (shrink)

The present article considers conflicts and conflict regulation in hospices. The authors carried out a qualitative study in three hospices in North Rhine-Westphalia, Germany, to explore how conflicts arise and how conflict regulation proceeds. Hospice nurses should act according to a set of ethical codes, to mission statements of the institution and to professional standards of care. In practice the subjective interpretations of codes and/or models concerning questions of care are causes of conflicts among nurses, with doctors, patients and family (...) members. The management has two choices to react to these conflicts. It can either tolerate the conflicts, as long as they do not disturb the daily routine. Or it can increase the degree of organisation by integrating the different viewpoints into its own program and/or by restructuring its organisational units. (shrink)

A vision of a living code of ethics is proposed to counter the emphasis on negative phenomena in the study of organizational ethics. The living code results from the harmonious interaction of authentic leadership, five key organizational processes (attraction–selection–attrition, socialization, reward systems, decision-making and organizational learning), and an ethical organizational culture (characterized by heightened levels of ethical awareness and a positive climate regarding ethics). The living code is the cognitive, affective, and behavioral manifestation of an ethical organizational identity. We draw (...) on business ethics literature, positive organizational scholarship, and management literature to outline the elements of positive ethical organizations as those exemplary organizations consistently practicing the highest levels of organizational ethics. In a positive ethical organization, the right thing to do is the only thing to do. (shrink)

This paper proposes an account of the self as a multilevel system consisting of social, individual, neural, and molecular mechanisms. It argues that the functioning of the self depends on causal relations between mechanisms operating at different levels. In place of reductionist and holistic approaches to cognitive science, I advocate a method of multilevel interacting mechanisms. This method is illustrated by showing how self-concepts operate at several different levels.

The recent literature on genocide shows signs of taking what might be called a “processual turn,” with genocide increasingly understood as a contingent process rather than a singular event. But while this second generation's turn may be clear to those within the literature, the theory guiding the change is insufficiently specified. The theory regarding process and contingency is implicit, and, as such, genocide theory does not realize its full generative potential. The primary goal of this article is to provide a (...) more robust theoretical framework for making sense of the continually evolving dimensions of genocide. It builds on the literature's existing foundations, most notably Mann's (2005) notion of “contingent escalations.” In the spirit of the recent revival of American Pragmatism in sociology, it draws on the work of Dewey, Mills, Follett, and Addams (among others) as part of a theoretical reconstruction using pragmatist concepts such as rupture, perplexity, vocabularies of motive, and experimentation to consider examples from the Rwandan genocide and show how we might explore the potential for non-teleological intentionality on the part of genocidal actors. The result is an enhanced theoretical framework that offers “fresh eyes” for considering one of the worst (and most under-theorized) social problems. (shrink)

Although empathy is arguably an important factor to consider in moral education, the concept itself has consistently stood on tenuous ground. In this essay, I claim that our adherence to ontological dualism and discrete subjectivity have problematized our comprehension of empathy. I propose that our understanding is limited by our understanding of selfhood. If the self were defined as intersubjective, along the lines of Merleau-Ponty, then empathy’s ambiguities would dissipate. After reconceptualizing empathy in light of intersubjectivity, I call for pedagogical (...) relations that are aligned with developmental research, which provides further support for adhering to an alternative conception of the phenomenon. (shrink)

This article joins in and extends the contemporary debate on the right to privacy. We bring together two strands of the contemporary discourse on privacy. While we endorse the prevailing claim that norms of informational privacy protect the autonomy of individual subjects, we supplement it with an argument demonstrating that privacy is an integral element of the dynamics of all social relationships. This latter claim is developed in terms of the social role theory and substantiated by an analysis of the (...) role of privacy in intimate relationships, in professional relationships and in social interactions between strangers in public. We conclude by arguing that it is not always reasonable to assume a conflict between individual privacy on the one hand and society on the other. Legislators and participants in public debate also have to take into account the consequences of limiting privacy on social interaction and the integration of the society. (shrink)

Social thinkers often use the concept of intersubjectivity to mark out a problem of theoretical sociology: If people are unable to look into each others' minds, why do they often understand each other nonetheless? This issue has been debated extensively by philosophers and sociologists in three largely disconnected discourses. The article investigates the three discourses for isolable ideas that can be fitted into a sociological answer to the problem of intersubjectivity. An interactional solution, fully coherent with key insights from the (...) discourses, is offered at the end of the article. Its main point is to identify coordinative interactional mechanisms that compel participants to "make themselves understandable" vis-à-vis their interaction partners. (shrink)

This article looks at how parts of a social stock of knowledge can become insulated from each other via their uneven distribution both "horizontally" across time and space, and "vertically" with respect to degrees of embodiment in unconscious habits and routines. It uses ideas from Alfred Schutz, Peter Berger, Thomas Luckmann, Michael Polanyi, and others to argue that this insulation can produce a highly dynamic structuring of knowledge, awareness of which has the potential to help explain the existence of ignorance, (...) misperception, and multiple interpretations in different social settings. This potential is illustrated with examples taken from a study of American economists, showing how an approach considering insulation can improve understanding of at least one currently influential branch of knowledge. The article also suggests briefly how such an approach might augment recent theories of habitual action by accounting for both stability and change, and even help with some longstanding epistemological problems in social theory. (shrink)

This paper explores the association of children and animals as an element in Western culture's symbolic universe. Three historical discourses found in the West associate animality with immaturity and growing up with the transcendence of this condition. The discourses differ in how they describe and evaluate the original animal-like condition of the child versus the socialized end product. All, however, tend to distinguish sharply between the human and the nonhuman. This paper explores expressions of this tendency in developmental theories that (...) set as the criterion of maturity the actualization of some capacity that is believed to set humans apart from animals. Seeing relationships with animals as marginally important in human development and life is a consequence of these assumptions. Simultaneously, these assumptions also marginalize the body. This constitutes a dual renunciation of body and animal, criticized for its effects both on inquiry and on our realization of the roles and values of nonhuman animals in development. Such research can help reveal the self-organizing nature of the human animal body. (shrink)

Examples of child-animal interactions from a year-long ethnographic study of preschoolers are examined in terms of their basic nonverbal processes and features. The contingency of interactions, the nonhuman animal's body, its patterns of arousal, and the history of child-animal interactions played important roles in determining the course of interactions. Also, the children flexibly accommodated their interactive capacities to the differences in these features which the animals presented. Corresponding to these observable features of interaction, we argue that children respond to variations (...) in animals' agency, coherence, affectivity, and continuity. Recent research shows infants also respond to these dimensions in interactants. The implications are that for the young child, animals are social others that present intrinsically engaging degrees of discrepancy from human social others; and that the child's sense of self takes shape in the available interspecies community. Interacting with animals may be more primary than human-centered factors in the child's experience and developing understanding of self and animal other. Implications for the theories of social development are discussed. (shrink)

This contribution aims to explain how European Criminal Law can be understood as constitutive of European identity. Instead of starting from European identity as a given, it provides a philosophical analysis of the construction of self-identity in relation to criminal law and legal tradition. The argument will be that the self-identity of those that share jurisdiction depends on and nourishes the legal tradition they adhere to and develop, while criminal jurisdiction is of crucial importance in this process of mutual constitution. (...) This analysis will be complemented with a discussion of the integration of the first and the third pillar as aimed for by the Constitutional Treaty, which would bring criminal law under majority rule and European democratic control. Attention will be paid to two ground breaking judgements of the European Court of Justice that seem to boil down to the fact that the Court actually manages to achieve some of the objectives of the CT even if this is not in force. This gives rise to a discussion of how the CT may transform European criminal law in the Union to EU criminal law of the Union, thus producing an identity of the Union next to the identities prevalent in the Union. The contribution concludes with some normative questions about the kind of European identity we should aim to establish, given the fact that such identity will arise with further integration of criminal law into the first pillar. (shrink)

The multiplicity of definitions and conceptions of self-regulation that typifies contemporary research on self-regulation in psychology and educational psychology is examined. This examination is followed by critical analyses of theory and research in educational psychology that reveal not only conceptual confusions, but misunderstandings of conceptual versus empirical issues, individualistic biases to the detriment of an adequate consideration of social and cultural contexts, and a tendency to reify psychological states and processes as ontologically foundational to self-regulation. The essay concludes with a (...) consideration of educational research and intervention in the area of students’ self-regulated learning in terms of the scientific and professional interests of psychologists and educators, and the disguised manipulation of student self-surveillance in the service of the institutional mandates of schools. (shrink)

Mimicry is common among animals, plants, and other kingdoms of life. Humans in late capitalism, however, have devised an unique method of mimicking the signs that trigger evolutionarily-programmed instincts of their own species in order to manipulate them. Marketing and advertising are the most pervasive and sophisticated forms of known human mimicry, deliberately hijacking our instincts in order to select on the basis of one dimension only: profit. But marketing and advertising also strangely undermine their form of mimicry, deceiving both (...) the intended targets and the signaler simultaneously. Human forms of mimicry have the regular consequence of deceiving the imitator, reducing meta-cognitive awareness of the act and intentions surrounding such deception. Therefore, the deceiver in the end deceives himself as well as intended targets. Drawing on scholarship applying Niko Tinbergen’s ethological discovery of supernormal stimuli in animals to humans, this article analyzes sophisticated mass mimicry in contemporary culture, in both intended and unintended forms. (shrink)

This article presents a relational criticism of the "morphogenetic theory" of M. Archer. This theory is founded and representative of the most influential mode of perception of the social universe of the last few decades: co-determinism (structure ↔ agency). Co-determinism's influence can be explained by its integration of modern general presuppositions like freedom, individualism, and the quest for a new social order. By identifying five basic principles of relational sociology, we see that Archer's co-deterministic theory offers a complicated solution to (...) avoid voluntarism and co-determinism, limits the potential of sociological imagination, cannot adequately see the fluidity of social processes, produces a certain reification of social structures and agency, and is based on an inconsistent use of egocentric and relational perspectives. These problems can be avoided if we use a relational approach (actor ↔ actor ⇒ structures) based on the study of complex and empirical trans-actions. (shrink)

This paper aims at characterizing the teaching actions that are used in a primary school mathematics lesson, and their consequences for the learning progression. To proceed, we explore the analytical outcomes of combining two analytical frameworks, namely the Practical Epistemology Analysis of classroom discourse and the triple [Meso; Topo; Chrono]-Geneses featuring didactical transactions in the Theory of Joint Action in Didactics. The analytic approach is exhibited through an empirical sample of a mathematical lesson about the learning of surface area with (...) 4th grade students. Analyses are guided by two questions: 1) testing the PEA for identifying the content learnt in transactions in the case of mathematics; 2) examining how PEA may augment the MTC - Geneses description to characterize the learning progression over time within the teacher‘s and students‘ joint actions. This later question is crucial to understand the generalization of the students' experience against the teaching process unfolded by the teacher. (shrink)

Othering is the construction and identification of the self or in-group and the other or out-group in mutual, unequal opposition by attributing relative inferiority and/or radical alienness to the other/out-group. The notion of othering spread from feminist theory and post-colonial studies to other areas of the humanities and social sciences, but is originally rooted in Hegel’s dialectic of identification and distantiation in the encounter of the self with some other in his “Master-Slave dialectic”. In this paper, after reviewing the philosophical (...) and psychological background of othering, I distinguish two kinds of othering, “crude” and “sophisticated”, that differ in the logical form of their underlying arguments. The essential difference is that the former is merely self-other distantiating, while the latter – as in Hegel’s dialectic – partially depends on self-other identification. While crude othering is closer to the paradigmatic notion of othering, sophisticated othering is closer to Hegel’s, but so is quasi-othering, which is nearly identical in form to sophisticated othering, but which misses the defining feature of othering – attributing relative inferiority and/or radical alienness. Because Hegel’s dialectic applies to any encounter of an interpreting self with some other, sophisticated or quasi-othering is at least potentially a very common occurrence in the interpretation of others, especially of those who do not belong to the in-group. However, although othering is usually undesirable, the Hegelian varieties can provide a “mirror”, which can be used as a tool to improve understanding of both the other and the interpreting self, and the malignant aspects of othering can be avoided through charity. (shrink)

This article will address the issue of using understandings of psychodynamic interrelations as a means to grasp how social and cultural dynamics are processed individually and collectively in narratives. I apply the two theoretically distinct concepts of inter- and intrasubjectivity to gain insight into how social and cultural dynamics are processed as subjective experiences and reflected in the interrelational space created in narrative interviews with trainee social educators. By using a combination of interactionist theory and psychosocial theory in the analysis (...) of an interview with a student of social education, I demonstrate how the often conflicting demands and expectations are being played out in the interrelational tension between the researcher (myself) and the interviewee or narrator. In a confrontation with "inner" expectations and concerns regarding a future profession and one's ability to cope, and the "outer" socially and culturally embedded discourses as they are played out in the objectives of self-development and education, the narrative about a forthcoming internship is filled with tension and contradiction. In this article I will demonstrate how such tensions and contradictions are valuable sources of information in understanding the process of becoming a social educator. (shrink)