The Five Elements brings the wisdom of an ancient healing system to the modern reader. Many people today are interested in knowing themselves better, as evidenced by the popularity of personality tests online and in magazines. They want to know the reason behind their responses to situations. In this book, Dondi Dahlin shows us that we are all born with individual rhythms that go beyond the influence of our genes and upbringing. The five elements originated in ancient Chinese (...) medicine over 2,000 years ago--when scholars theorized that the universe is composed of five forces: water, wood, fire, earth, and metal. Understanding these elements helps us stay in balance physically, mentally, spiritually, and emotionally. By explaining the efficacy of wood, the depth of water, the joy of fire, the compassion of earth, and the wisdom of metal, this book helps people understand themselves and form lasting connections to others, answering the age-old question of why we do what we do. (shrink)

This paper is a philosophical study of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being was reductively objectified, and the question of the meaning of Being was forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarities (...) between his approach to thinking and that of various mystical teachings, such as those of Meister Eckhart or Zen Buddhism. Another less well known philosopher who devoted himself to this question was Rudolf Steiner. Like Heidegger, Steiner claims that we do not know what it means to really think. Steiner was however more outspoken in insisting that only through a kind of meditative practice can we directly experience the nature of thinking. Present day materialistic explanations of thinking as caused by the brain stand in clear opposition to his spiritual conception of thinking. Drawing upon Heidegger and Steiner I argue against the materialistic understanding of thinking as jumping to unwarranted conclusions. The paper ends with describing some of the elements of Steiner Waldorf education which are intended to promote the development of living, creative thinking. (shrink)

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

Business Ethics, the Environment & Responsibility, Volume 31, Issue 1, Page 177-191, January 2022.

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

This paper explores the educational significance of the critique of representationalism. As it includes the notion of non-representational knowledge, Rudolf Steiner’s epistemology is introduced and further linked to elements in Bergson and Deleuze. Humboldt’s idea of Menschenbildung as the central function of knowledge is brought in, since both Humboldt and Steiner emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. Such an education must respect the living nature of genuine concepts as well as (...) the aesthetic aspects of learning. After a note on the educational abuse of language in discursive closures, some traits of Steiner’s practical pedagogy are presented as possible practical implications. (shrink)

In the history of ideas some researchers have recently coined the term psycho-utopianism, denoting the notion that the ideal society presupposes a “new man,” that is, the psychological nature of man must change before society can change. Cultural studies have noted this line of thinking also within the so-called New Age movement. However, the notion of a New Age is not really new; it occurred already at the beginning of the Modern Epoch; in seventeenth-century Europe. At that time, the educational (...) philosopher J. A. Comenius was writing his canonical work _Didactica Magna_ and other texts on education, science, and philosophy, with the ultimate aim of contributing to a new world order. Comenius was one of the first modern educators to argue for a general education of both boys and girls irrespective of social class. Three hundred years later, B. F. Skinner suggested psychological methods of education and upbringing, also with the ultimate aim to transform society. In this article I will look closer at the similarities and differences between these two thinkers regarding their psycho-utopian notions. I will conclude with similar reflections on psycho-utopian tendencies in present discourses on information and communication technology (ICT) and education. (shrink)

There is a problematic tradition of dualistic and reductionist thinking in artificial intelligence (AI) research, which is evident in AI storytelling and imaginations as well as in public debates about AI. Dualistic thinking is based on the assumption of a fixed reality and a hierarchy of power, and it simplifies the complex relationships between humans and machines. This commentary piece argues that we need to work against the grain of such logics and instead develop a thinking that acknowledges AI–human interconnectedness (...) and the complexity in such relations. To learn how to live better with AI in futures to come, the paper suggests an AI politics that turns to practices of serious attentiveness to help us re-imagine our machines and re-configure AI–human relations. (shrink)

Business Ethics, the Environment & Responsibility, EarlyView.

In 2001, leaders with palliative care convened to discuss the standardization of palliative care and formed the National Consensus Project for Quality Palliative Care. In 2004, the National Consensus Project for Quality Palliative Care produced the first edition of Clinical Guidelines for Quality Palliative Care. The Guidelines were developed by leaders in the field who examined other national and international standards with the intent to promote consistent, accessible, comprehensive, optimal palliative care through the health care spectrum. Within the guidelines there (...) are eight domains to the provision of palliative care. This article focuses on the last, but very significant Domain 8—Ethical and Legal Aspects of Care. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On Substance Being the Same As Its Essence in Metaphysics Z 6: The Pale Man ArgumentNorman O. Dahlin general Aristotle’s account of substance in the Categories is clear. Primary substances, the basic constitutents of the world, are independently existing individuals, paradigm examples of which are particular living organisms. However, the later use to which Aristotle puts matter and form provides him with two new candidates for primary substance.1 (...) A reconsideration of substance is in order, and Aristotle begins it in Metaphysics Z. The status of matter soon becomes clear. It can’t be substance because it isn’t a “this” and separate (Z 3, 1029a26–28). The status of form, however, is another story. Aristotle argues in Z 6 that substances are the same as their essences. While the evidence isn’t unequivocal, Z 4, 10, 11, and 15 take essence to be form, where form is universal. Z 13, however, argues that no universal is substance. Aristotle thus appears caught in an inconsistency. Substance is universal form because it is the same as universal form; however, no universal is substance. This and other problems have led to as wide a variety of interpretations of Metaphysics Z as one will find of any philosophical text. Virtually all of them end up attributing to Aristotle one of [End Page 1] three views about substance—substances are universal forms, particular forms, or composites of matter and form.2This paper takes a first step in a project that promises to remove the above inconsistency while allowing but not requiring Aristotle to take concrete particular substances (composite substances involving both matter and form) to be substances. The project looks at the first of the three claims that lead to the above apparent inconsistency and asks whether the sameness relation in it should be understood as identity or a weaker relation that could hold between concrete particular substances and their universal essences. It is the latter possibility that promises to avoid the above contradiction. If concrete particular substances can be the same as their universal essences, then the essences of substances can be universals without necessarily turning substances into universals. Nevertheless, granting this possibility wouldn’t require Aristotle to take concrete particular substances to be substances. Forms of concrete particular substances will also be the same as their essences in this weaker sameness relation, and considerations other than those at work in Z 6 could still lead Aristotle to rule out concrete individuals as substances.1Although Aristotle has standardly been interpreted as arguing in Z 6 that substances are identical with their essences,3 two considerations allow the question of this paper to be raised. [End Page 2]The first is the variety of uses to which Aristotle puts such notions as the same (tauto) or one (hen). Aristotle’s concern in Z 6 is with whether certain things are or are not the same (tauto), one (hen), or one and the same (hen kai auto and to auto kai hen) as their essences.4 He argues that kata sumbebēkos legomena (things said to be what they are with respect to an accident) are not the same as their essences, but that kath’ hauta legomena (things said to be what they are with respect to themselves), a class of things that includes substances,5 are the same as their essences. However, when Aristotle says that one thing and another are the same or one, there is more than one kind of claim he can be making. Some of them apply to things that are identical; others do not.For example, things can be the same in number, species, and genus. A doublet and a cloak are the same in number, a man and another man are the same in species, and a man and a horse are the same in genus.6 Although a doublet and a cloak are identical, a man and another man, and a man and a horse, are not.Things can also be accidentally the same, or the same in definition, substance, or essence,7 where these two ways of being the same cut across the previous ways of being the same. For example... (shrink)