By examining in particular Augustan notions of probability and the way they provided a framework for thinking about and organising experience, Dr Patey ...

An original work of theory as well as a deft critical performance, Narrative Ethics also stakes a claim for itself as moral inquiry.

This chapter contains sections titled: Transformation and the Negativity and Discontinuity in Learning Recognising the other as learner: On Peters' Concept of the Teacher as Educator World as Other: Transformative Encounters with the World as a Challenge to Teacher and Learner Implications for Teaching On the Indispensability of Philosophy of Education for Teacher Education Conclusions Notes References.

The main purpose of this book is to introduce a broader audience to emergence by illustrating how discoveries in the physical sciences have informed the ways we think about it. In a nutshell, emergence asserts that non-reductive behavior arises at higher levels of organization and complexity. As physicist Philip Anderson put it, "more is different." Along the text's conversational tour through the terrain of quantum physics, phase transitions, nonlinear and statistical physics, networks and complexity, the author highlights the various philosophical (...) nuances that arise in encounters with emergence. The final part of the book zooms out to reflect on some larger lessons that emergence affords us. One of those larger lessons is the realization that the great diversity of theories and models, and the great variety of independent explanatory frameworks, will always be with us in the sciences and beyond. There is no "Theory of Everything" just around the corner waiting to be discovered. One of the main benefits of this book is that it will make a number of exciting scientific concepts that are not normally covered at this level accessible to a broader audience. The overall presentation, including the use of examples, analogies, metaphors, and biographical interludes, is geared for the educated non-specialist. (shrink)

"Novels, movies, and lies - these are all fictions that provoke with their as ifs and what ifs. In response to the idea that fiction has somehow become an unfashionable topic in contemporary criticism, this volume argues that the question of fiction needs to be updated in the absence of a widely accepted theory of truth. This collection, dedicated to the noted scholar and literary critic Lubomir Dolezel, covers an extensive number of theoretical and historical issues relevant to (...) our understanding of the status of fictions - literary or not." "Fiction Updated offers approaches to fiction and poetics that, in an imaginary topography of contemporary humanities, dwell at a distance from both the mimetic theory of literature and deconstruction. The contributors introduce new perspectives to the problem of fictionality, or broaden the scope of its applications, by examining the works of such authors as Homer, Casanova, Aristotle, Woolf, Vaihinger, Borges, Kundera, Coetzee, and Bakhtin."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved. (shrink)

Some philosophers of fiction – most famously Jerold Levinson1 - have tried to argue that fictional narrators can never be identified with real authors. This argument relies on the claim that narration involves genuine assertion (not just the pretense of assertion that lacks truthfulness) and that real authors are not in a position to assert anything about beings on the fictional plain - given that they don’t rationally believe in their existence. This debate on the status of narrators depends (...) on the idea that fictional beings and beings in the real worlds reside, as it were, at different levels. The assumption that there is a gap separating the levels of fiction and reality serves as a rationale for the claim that real authors could not possibly be en rapport with the fictional characters that they create (e.g. entertain beliefs about them, etc.). (shrink)

This essay examines the use of fictions in the reasoning of the House of Lords and United Kingdom Supreme Court in the context of two recent lines of authority on English tort law. First, the essay explores the relevance of counter-factual scenarios to liability in the tort of false imprisonment, in the light of the Supreme Court decisions in Lumba and Kambadzi. The second series of decisions is on causation in negligence claims arising from asbestos exposure. These cases have (...) revealed fundamental, ongoing judicial disagreement about the nature and extent of the exceptions made to general principles. The cases are also shown to lend force to Del Mar’s argument about the diachronicity of legal fictions. Overall, it is argued that such fictions play an important role in common law reasoning. (shrink)

In his central educational work, The Science of Education (1806), J.F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into question the assumed linearity between listening and obedience to external authority, not only illuminating important distinctions between socialization and education, but also underscoring consequences for our understanding of (...) the role of listening in educational relations. In this inquiry, Andrea English argues that critical listening in teaching contributes to the moral education and development of the learner. To do this, she examines Herbart's view of the teacher's task as a moral guide in the realm of moral education. English contends that reexamining Herbart's theory of education (a theory that is, for the most part, no longer discussed in Anglo-American educational philosophy) can productively inform our understanding of moral education in democratic and pluralist societies. (shrink)

An emerging view of science rejects an infallible observational given and takes consensus as the starting point for confirmation. Theory and Observation are seen as mutually correcting. I argue that the same is true of ethics, such as Rawls' "reflective equilibrium." Though epistemologically similar, their truth conditions may differ. Ethics may be reducible to physics; but even if it is not, that does not imply that it has no truth conditions. The options for truth in ethics are the same as (...) those of other abstract fields such as mathematics. (shrink)

In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey (...) to examine the connections between listening and learning in teacher-student interaction. In the second section, I explicate the implications of Dewey’s theory of learning for a theory of listening in reflective teaching. Here, I contend that reflective teaching entails educative listening. In the final section, I inquire into how teacher education can productively address the connections between learning to listen and learning to teach reflectively. (shrink)

John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...) well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. (shrink)

This article reports on a study of children's deductive reasoning in solving novel relational problems. Detailed protocols were obtained from 264 children (aged 9- 12 years) who verbalised their thinking as they solved the problems. The study included the development of a three-phase theory based on Johnson-Laird and Byrne's mental models perspective, but with some distinct modifications. These include a focus on the relational complexity entailed in model construction and in premise integration, and the advancement of four reasoning principles that (...) are applied throughout problem solution (in contrast to Johnson-Laird's falsification processes as the hallmark of deductive reasoning). The reported case studies and the results of statistical analyses supported predictions arising from the proposed theory, including the key role of the reasoning principles. The results also showed that problem difficulty is a function of relational complexity, not of the number of models to be constructed, as argued by Johnson-Laird and Byrne. (shrink)

Hard direction, e.g.: Universalese to Organicese. Suggestion: ‘Some chairs wobble’ should become something like ‘If composition were universal, some chairs wobble’ or ‘Assuming that composition is universal, some chairs wobble’ or ‘According to the fiction that composition is universal, some chairs wobble’.

This article presents two cases of women doing development work for civil society organizations in the Global South. The author uses the cases to explicate the relationship of global civil society, development work, feminism, and Christianity. The case studies were collected through life history interviews with the participants. The cases, interpreted in light of the ‘third space’ cultural theory of Homi Bhabha, destabilize the fixed identity of these women as ‘development workers’, ‘feminists’, ‘Western’, and ‘Christian’.

It is argued that cultural attitudes of a speciesist nature are background to the current practice of animal use in teaching medical students and residents. The scope of this activity is estimated, and educational theory is enlisted to suggest that many assumptions about the effectiveness of the practice are not valid. An assessment of one course used for ob-gyn training is presented. Since it is clear that animal suffering should be avoided when possible, the case is made that alternatives to (...) animals may be used to replace animal use in much of current medical education. Medical educators should routinely question and offer adequate justification for any use of animals in medical education. (shrink)

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...) higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship (...) between critique and negativity. Such a distinction is relevant for the practical, theoretical and research-oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical. (shrink)

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship (...) between critique and negativity. Such a distinction is relevant for the practical, theoretical and research-oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical. (shrink)

Over time, we in English departments have resigned ourselves to prophecies of doom. Our discipline is said to be in terminal decline, and civilization with it. Usually, it is our own fault: the value of our work, so the story has gone, is threatened from within, whether by submission to esoteric theories on the one hand, or by dissipation into the banalities of cultural studies on the other. Our only hope, they tell us, is the immediate restoration of the (...) old pieties, as these were cemented in the nineteenth century: literature teaches moral values; poets redeem from decay the divine element in mortal beings; a knowledge of the best that has been thought and said makes us more humane.Moral panics come and go .. (shrink)

According to the 'axiom of existence', Adopted in this article, Terms which do not denote existent entities do not denote at all. 'past entities', 'future entities', 'possible entities', 'fictional entities', Etc. Do not exist. The class of denoting terms has, Therefore, A changing membership. 'nixon' denotes now, But will fail to denote one hundred years from now. The same is true for terms indicating properties (e.G., '... Is a missile'). A theory of meaning and truth is developed on the basis (...) of this axiom. A denotationless term may still be meaningful. 'x' means, In english, 'the entity which ...' where the dots stand for a certain conjunction of open sentences known to speakers of english in various degrees, Found in reference books of authority, Etc. A statement can be true through either correspondence or analyticity. Thus 'nixon is the u.S. President' is (now) true in both ways. 'socrates was a philosopher', '2+2=4', And 'hamlet killed polonius' are only analytically true. 'polonius killed hamlet' is false. (shrink)

How did the events of the early modern period affect the way gender and the self were represented? This collection of essays attempts to respond to this question by analysing a wide spectrum of cultural concerns - humanism, technology, science, law, anatomy, literacy, domesticity, colonialism, erotic practices, and the theatre - in order to delineate the history of subjectivity and its relationship with the postmodern fragmented subject. The scope of this analysis expands the terrain explored by feminist theory, while its (...) feminist focus reveals that the subject is always gendered - although the terms in which gender is conceived and represented change across history. Feminist Readings of Early Modern Culture not only explores the representation of gendered subjects, but in its commitment to balancing the productive tensions of methodological diversity, also speaks to contemporary challenges facing feminism. (shrink)

Diese komparatistische Monographie stellt zentrale Kategorien und Theorien der Literaturwissenschaft dar. Sie synthetisiert und bewertet den Stand der Forschung und unterwirft viele Dogmen der neueren Forschung einer kritischen Analyse. Resultat ist eine Reformulierung des theoretischen Kernbestandes der Literaturwissenschaft für die zentralen Kategorien Interpretation, Fiktion, Performativität, Intertextualität, Gattung, Epoche. Der Band richtet sich an alle Wissenschaften, die mit Texten als Erkenntnisobjekten umgehen; neben der Literaturwissenschaft sind also auch die Theaterwissenschaft, die Sprachwissenschaft, die Sprachphilosophie, die Kunstwissenschaft, die Geschichtswissenschaft sowie Theologie und Jurisprudenz (...) angesprochen. (shrink)

By meshing psychology with literary analysis, this book inspires us to view the reading of fictional works as an emotional and seductive affair between reader and writer. Arguing that current teaching practices have contributed to the current decline in the study of literature, Jean-François Vernay's plea brings a refreshing perspective by seeking new directions and conceptual tools to highlight the value of literature. Interdisciplinary in focus and relevant to timely discussions of the vitality between emotion and literary studies, particularly within (...) the contexts of psychology, affect studies, and cognitive studies, this book will open up a space in which the formation of our emotions can be openly examined and discussed. Jean-François Vernay has published extensively in the field of Literary Studies both in French and in English. His books, Water from the Moon: Illusion and Reality in the Works of Australian Novelist Christopher Koch andA Brief Take on the Australian Novel, focus on Australian fiction. Carolyne Lee is a Senior Fellow in the School of Culture and Communication at the University of Melbourne, Australia. She has published four books, the latest being Our Very Own Adventure. (shrink)

Placing readings of early modern painting and literature in conversation with psychoanalytic theory and assemblage theory, this book argues that, far from isolating its sufferers, melancholy brings people together.

As the editors of the series, New Literary Theory, proclaim in the preface of the book, the purpose of the series is to make more room in literary theory for playful and accessible approaches to li...

BackgroundPromoting the social value of global health research undertaken in resource poor settings has become a key concern in global research ethics. The consideration for benefit sharing, which concerns the elucidation of what if anything, is owed to participants, their communities and host nations that take part in such research, and the obligations of researchers involved, is one of the main strategies used for promoting social value of research. In the last decade however, there has been intense debate within academic (...) bioethics literature seeking to define the benefits, the beneficiaries, and the scope of obligations for providing these benefits. Although this debate may be indicative of willingness at the international level to engage with the responsibilities of researchers involved in global health research, it remains unclear which forms of benefits or beneficiaries should be considered. International and local research ethics guidelines are reviewed here to delineate the guidance they provide.MethodsWe reviewed documents selected from the international compilation of research ethics guidelines by the Office for Human Research Protections under the US Department of Health and Human Services.ResultsAccess to interventions being researched, the provision of unavailable health care, capacity building for individuals and institutions, support to health care systems and access to medical and public health interventions proven effective, are the commonly recommended forms of benefits. The beneficiaries are volunteers, disease or illness affected communities and the population in general. Interestingly however, there is a divide between "global opinion" and the views of particular countries within resource poor settings as made explicit by differences in emphasis regarding the potential benefits and the beneficiaries.ConclusionAlthough in theory benefit sharing is widely accepted as one of the means for promoting the social value of international collaborative health research, there is less agreement amongst major guidelines on the specific responsibilities of researchers over what is ethical in promoting the social value of research. Lack of consensus might have practical implications for efforts aimed at enhancing the social value of global health research undertaken in resource poor settings. Further developments in global research ethics require more reflection, paying attention to the practical realities of implementing the ethical principles in real world context. (shrink)

During the second half of the eighteenth century, the most powerful literary work in Britain was nonfictional: philosophy, history, biography, and political controversy. Leo Damrosch argues that this tendency is no accident; at the beginning of the modern age, writers were consciously aware of the role of cultural fictions, and they sought to ground those fictions in a real world beyond the text. Their political conservatism (often neglected by modern scholars) was an extensively thought out response to a world in (...) which meaning was inseparable from consensus, and in which consensus was increasingly under attack. Damrosch finds strong affinities between writers who are usually described as antagonists. The first chapter places Hume and Johnson in dialogue, showing that their responses to the challenge of their age have deep similarities, and that their thinking points forward in significant ways to twentieth-century pragmatism. Subsequent chapters explore the interrelationship of the fictive and the "real" in a wide range of works by Boswell, Gibbon, White, Burke, and Godwin. In its combination of literary, philosophical, and cultural criticism, this book will appeal to scholars in many fields as well as to nonacademic readers interested in intellectual history. (shrink)

Nature has been widely represented in literature and culture as healing, redemptive, unspoilt, and restorative. In the aftermath of the First World War, writers grappled with long cultural associations between nature and healing. Having survived a conflict in which relations between people, and the living environment had been catastrophically ruptured, writers asked: could rural and wild places offer meaningful sites of solace and recovery for traumatised soldiers? In Virginia Woolf’s Mrs Dalloway (1925), Rebecca West’s The Return of the Soldier (1918), (...) Nan Shepherd’s The Weatherhouse (1930) and Lewis Grassic Gibbon’s Sunset Song (1932), trauma severs emotional, social, and cultural relationships with the natural world. These interwar literatures offer counter-narratives to simplistic depictions of nature as a healing space and highlight the difficulties of returning to rural environments and ‘reconnecting’ with known and natural places. (shrink)

Nature has been widely represented in literature and culture as healing, redemptive, unspoilt, and restorative. In the aftermath of the First World War, writers grappled with long cultural associations between nature and healing. Having survived a conflict in which relations between people, and the living environment had been catastrophically ruptured, writers asked: could rural and wild places offer meaningful sites of solace and recovery for traumatised soldiers? In Virginia Woolf’s Mrs Dalloway, Rebecca West’s The Return of the Soldier, Nan Shepherd’s (...) The Weatherhouse and Lewis Grassic Gibbon’s Sunset Song, trauma severs emotional, social, and cultural relationships with the natural world. These interwar literatures offer counter-narratives to simplistic depictions of nature as a healing space and highlight the difficulties of returning to rural environments and ‘reconnecting’ with known and natural places. (shrink)

BackgroundThe concept of benefit sharing to enhance the social value of global health research in resource poor settings is now a key strategy for addressing moral issues of relevance to individuals, communities and host countries in resource poor settings when they participate in international collaborative health research.The influence of benefit sharing framework on the conduct of collaborative health research is for instance evidenced by the number of publications and research ethics guidelines that require prior engagement between stakeholders to determine the (...) social value of research to the host communities. While such efforts as the production of international guidance on how to promote the social value of research through such strategies as benefit sharing have been made, the extent to which these ideas and guidelines have been absorbed by those engaged in global health research especially in resource poor settings remains unclear. We examine this awareness among stakeholders involved in health related research in Kenya.MethodsWe conducted in-depth interviews with key informants drawn from within the broader health research system in Kenya including researchers from the mainstream health research institutions, networks and universities, teaching hospitals, policy makers, institutional review boards, civil society organisations and community representative groups.ResultsOur study suggests that although people have a sense of justice and the moral aspects of research, this was not articulated in terms used in the literature and the guidelines on the ethics of global health research.ConclusionThis study demonstrates that while in theory several efforts can be made to address the moral issues of concern to research participants and their communities in resource poor settings, quick fixes such as benefit sharing are not going to be straightforward. We suggest a need to pay closer attention to the processes through which ethical principles are enacted in practice and distil lessons on how best to involve individuals and communities in promoting ethical conduct of global health research in resource poor settings. (shrink)