In this paper some aspects of the stereotyping of China and Japan are explored by using a sample of articles from a Swedish business magazine. The main objective is to show how stereotypes are adapted to capture new developments in economy and technology. During the years of high hopes for the largest Asian economies, stereotypes proved to be far from timeless and unchanging. Also a large number of metaphors were used to express perceived similarities between East and West, further undermining (...) tradi-tional Western understanding of Asia as inert and eternally different. The recent decline of Japan put an end to this, creating a return to a vocabulary of cultural characterisations and explanations. (shrink)

In this article I describe Practice Research (PR) as a collective, contextualized project. First I will introduce 'PR as practice' by presenting the construction of 'Learning Resources in the community of Wild Learning' constructed among others by 'Wild Learning' and my self. Then I will discuss 'Practice research in theory and methodology' comprising three main features: First the relation between theory and practice is characterized as a joint venture. Second I stress that doing PR means not only having a joint (...) venture with the professionals in a specific practice - it also means to analyze the specific practice from 'the outside', e.g. by relating it to how it is part of different participants' everyday life. I call this feature decentered analysis. The third important feature of PR is critical analysis; analyzing practice as both action contexts and discourse. Finally I present some critical reflections on the ideals, problems and dilemmas when working with PR. (shrink)

The primary question addressed in this article is how to understand and produce praxis development in the complex and contentious field of street communities of young marginalized men, an area highlighted almost on a daily basis in the Danish media under headlines with terms such as ‘foreigner problems’, ‘ghetto problems’, ‘gang conflicts’ and ‘gang war’. Since 2009, activists and professionals related to this field have gathered at Grundtvigs Højskole where they initiated and inspired community building activities in relation to the (...) recent gang conflicts in the Copenhagen area of Denmark. The article explores these practices and changes, including some of the communal initiatives arising in response to the escalating gang conflicts. The conflict and community building activities are contextualized in terms of broader tendencies and changes in Danish society, from enduring struggles with ethnic othering of young minority men since the late 1990s, to other societal changes escalating ‘gang-conflicts’ to ‘gang-war’. The article examines how these changes produce new dynamics, tensions and dimensions of binary thinking, which in turn creates new dilemmas in the everyday lives of the people involved in social work practice, community building activities and praxis research. (shrink)

In 2011, the Department of Health and Human Services proposed changes to the regulations that govern human subjects protection in federally funded research. The proposed changes involve modifying inclusion standards for minimal-risk research and removing the necessity of review from certain categories of noninvasive research. All studies would instead be required to comply with privacy protections as initiated by the Health Information Portability and Accountability Act . We argue that relying on HIPAA to protect participants from participation-related risks in noninvasive (...) research is insufficient to protect the autonomy and psychological health of potential research participants. Instead, we suggest a streamlined review format for these categories of research. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 2, Page 227-237, April 2022.

A critical note on Christopher Bartel and Jack M. C. Kwong, ‘Pluralism, Eliminativism, and the Definition of Art’, Estetika 58 (2021): 100–113. Art pluralism is the view that there is no single, correct account of what art is. Instead, art is understood through a plurality of art concepts and with considerations that are different for particular arts. Although avowed pluralists have retained the word ‘art’ in their discussions, it is natural to ask whether the considerations that motivate pluralism should lead (...) us to abandon art talk altogether; that is, should pluralism lead to eliminativism? This paper addresses arguments both for and against this move. We ultimately argue that pluralism allows one to retain the word ‘art’, if one wants it, but only in a loose, conversational sense. The upshot of pluralism is that talk of art in general cannot be asked to do theoretical and philosophical work. (shrink)

Descartes' place in history, by L. J. Lafleur.--A central ambiguity in Descartes, by S. Rosen.--Doubt, common sense and affirmation in Descartes and Hume, by H. J. Allen.--Some remarks on logic and the cogito, by R. N. Beck.--The cogito, an ambiguous performance, by J. B. Wilbur.--The modalities of Descartes' proofs for the existence of God, by B. Magnus.--Descartes and the phenomenological problem of the embodiment of consciousness, by J. M. Edie.--The person and his body: critique of existentialist responses to Descartes, (...) by P. A. Bertocci. (shrink)

On how medieval philosophy is not (only) theology.

This book is an extensive review & analysis of Aristotelian thought as received & adapted by such medieval commentators as Ammonius, Philoponus, Boethius, al-Farabi, Yahya ibn 'Adi, Avicenna, Albertus Magnus, Thomas Aquinas, Martin of Dacia, Simon of Faversham, John Duns Scotus, Peter of Spain, Robert Kilwardby, William of Ockham, & Giles of Rome. The discussions range from metaphysics to logic, linguistics, & epistemology, encompassing such topics as being, god, causation, actuality, potentiality, universals, individuation, signification, cognition, certainty, infallibility, error, ignorance, (...) analogy, grammar, interpretation, foundationalism, & the eucharist & transubstantiation. (shrink)

Addressing the issue of how to read Nietzsche, this book presents an accessible series of essays for students and general readers on Nietzsche's individual works, written by such distinguished Nietzsche scholars as Frithjof Bergmann, Arthur Danto, Bernd Magnus, Christopher Middleton, Eric Blondel, Lars Gustaffson, Alexander Nehamas, Richard Schacht, Gary Shapiro, Hugh Silverman, and Ivan Soll. Among the works discussed are On the Genealogy of Morals, Beyond Good and Evil, Thus Spoke Zarathustra, Twilight of the Idols and The Will to (...) Power. (shrink)

Research questions asked about Pompeius’ cura annonae – often termed “grain command” – dwell mainly on what made it more like any other promagistracy. Scholars tend to approach this office as if it were a kind of military command, albeit innovative. However, unlike promagistrates before him, Pompeius was endowed with the task which concerned the sphere domi. While not neglected, this aspect of Pompeius’ power becomes even more significant if appreciated through the lens of a more general problem of late-republican (...) promagistrates’ interference in the sphere of domestic politics. This paper aims to supplement scholarly observations on the cura annonae, including F. Vervaet’s recent findings, by reconsidering especially the evidence on Pompeius’ making or revising a list of grain recipients. (shrink)

This book is an extensive review & analysis of Aristotelian thought as received & adapted by such medieval commentators as Ammonius, Philoponus, Boethius, al-Farabi, Yahya ibn 'Adi, Avicenna, Albertus Magnus, Thomas Aquinas, Martin of Dacia, Simon of Faversham, John Duns Scotus, Peter of Spain, Robert Kilwardby, William of Ockham, & Giles of Rome. The discussions range from metaphysics to logic, linguistics, & epistemology, encompassing such topics as being, god, causation, actuality, potentiality, universals, individuation, signification, cognition, certainty, infallibility, error, ignorance, (...) analogy, grammar, interpretation, foundationalism, & the eucharist & transubstantiation. (shrink)

This article provides the first edition of a series of eight Quaestiones de secretis mulierum by John Buridan. The introduction discusses the manuscript tradition and the relationship between Buridan’s quaestiones and pseudo-Albertus Magnus’ treatise De secretis mulierum, concluding that Buridan’s questions constitute a genuine commentary on pseudo-Albert’s text. Specifically, the eight questions by Buridan seem to be an extensive elaboration on the preface and on the first chapter of pseudo-Albert’s text.

In the last number of years scholars have discovered many new “parallels”2 to Francis of Assisi’s Admonitions.3 In this article I will provide more new parallels that I have uncovered not only in ecclesiastical contexts, but also in non-ecclesiastical ones.4 While almost all students of Francis’ Admonitions are acquainted with the general ecclesiastical contexts, most are unfamiliar with the non-ecclesiastical contexts evidenced by Cato’s Distichs, Daniel of Beccles’ Urbanus Magnus, Egbert of Liège’s The Well-Laden Ship, the Facetus, and a (...) fourteen-volume collection of medieval proverbs. From these parallels I will argue that the Admonitions of Francis of Assisi belong to the literary genre of Conduct Literature... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Manos HadjidakisThe Story of an Anarchic Youth and a "Magnus Eroticus"Yiannis MiralisThe name of Manos Hadjidakis is probably unknown to contemporary musicians and music educators. After all, the Greek composer achieved his international fame back in 1961 when he won an Oscar for his soundtrack of the movie, "Never on Sunday." Numerous other awards followed from England, France, Germany, and of course, Greece. After his six years in (...) New York City (1966-1972), the composer returned to Greece where he produced a wealth of diverse musical work and had a profound impact on every aspect of Greek cultural life.Through his radio lectures, the notes on the covers of his records, and his articles in a variety of magazines and newspapers, he expressed his often radical ideas without any fear, but with honesty and passion. His commentaries covered a wide variety of topics such as music, poetry, and the arts, politics and nationalism in art, music education, tradition and change, and the overall cultural problems and dilemmas of his time. The magnitude of his musical and artistic work is yet to be fully discovered and appreciated.In this paper, I will provide a biography of Manos Hadjidakis with a closer [End Page 43] examination and description of his multifaceted work. Through this attempt, a better understanding of who Hadjidakis was and the impact that he had on the musical and cultural life of modern-day Greece will emerge. I decided to use numerous direct quotes from Hadjidakis' books and interviews not only because he eloquently expresses his thoughts and ideas, but also because through these quotes one can get a clear sense of his humor, intellect, and personality. This paper may also serve as food for thought for music educators in and outside of Greece. I say this because much of his work and thought remains unknown to the general public, as well as to music performers and educators. Unfortunately, to some extent this is true even in his own home country of Greece. Even though Hadjidakis was not a music educator in the specific sense of the term, many of the things that he fought for and achieved in his life had an identifiable educational component in them. For example, before each of the performances of the Orchestra of Colors that he founded and conducted, Hadjidakis always gave elaborate lectures on the composers and on the works to be performed at the amphitheatre of the Medical School of the University of Athens. Overall, if we use the Oxford English Dictionary's definition of "education" as "culture or development of powers, formation of character, as contrasted with the imparting of mere knowledge or skill,"1 Hadjidakis can be regarded as a true educator and many of his ideas have a direct implication for music education and education in general. This is what I will examine in the second part of this paper, focusing especially on his ideas on Eros and the importance of song.Hadjidakis' ChildhoodHadjidakis was born on October 23, 1925 in the city of Xanthi in northern Greece. The city was thriving due to the local cultivation and sale of tobacco. His father was a tobacco merchant and his family was initially well off and able to pay for his piano lessons. After the death of his father in 1931, when Hadjidakis was only six years old, the family moved to Athens where he attended high school at nighttime, while working various jobs during the day.During World War II Hadjidakis became involved in a number of political organizations and simultaneously took lessons in diction in order to realize his dream of becoming an actor. However, because he had difficulty pronouncing the letter "r," he had to turn his attention and creativity away from acting and in a different direction. Additionally he received some formal training in classical music, but according to his own words,[m]y relationships with formal music studies were extremely similar to my relationships with dentists; I always approached them and always left them before the end of the treatment. When I was eighteen years old I gave up [End Page 44] music and I surrendered myself to poetry. When... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Manos HadjidakisThe Story of an Anarchic Youth and a "Magnus Eroticus"Yiannis MiralisThe name of Manos Hadjidakis is probably unknown to contemporary musicians and music educators. After all, the Greek composer achieved his international fame back in 1961 when he won an Oscar for his soundtrack of the movie, "Never on Sunday." Numerous other awards followed from England, France, Germany, and of course, Greece. After his six years in (...) New York City (1966-1972), the composer returned to Greece where he produced a wealth of diverse musical work and had a profound impact on every aspect of Greek cultural life.Through his radio lectures, the notes on the covers of his records, and his articles in a variety of magazines and newspapers, he expressed his often radical ideas without any fear, but with honesty and passion. His commentaries covered a wide variety of topics such as music, poetry, and the arts, politics and nationalism in art, music education, tradition and change, and the overall cultural problems and dilemmas of his time. The magnitude of his musical and artistic work is yet to be fully discovered and appreciated.In this paper, I will provide a biography of Manos Hadjidakis with a closer [End Page 43] examination and description of his multifaceted work. Through this attempt, a better understanding of who Hadjidakis was and the impact that he had on the musical and cultural life of modern-day Greece will emerge. I decided to use numerous direct quotes from Hadjidakis' books and interviews not only because he eloquently expresses his thoughts and ideas, but also because through these quotes one can get a clear sense of his humor, intellect, and personality. This paper may also serve as food for thought for music educators in and outside of Greece. I say this because much of his work and thought remains unknown to the general public, as well as to music performers and educators. Unfortunately, to some extent this is true even in his own home country of Greece. Even though Hadjidakis was not a music educator in the specific sense of the term, many of the things that he fought for and achieved in his life had an identifiable educational component in them. For example, before each of the performances of the Orchestra of Colors that he founded and conducted, Hadjidakis always gave elaborate lectures on the composers and on the works to be performed at the amphitheatre of the Medical School of the University of Athens. Overall, if we use the Oxford English Dictionary's definition of "education" as "culture or development of powers, formation of character, as contrasted with the imparting of mere knowledge or skill,"1 Hadjidakis can be regarded as a true educator and many of his ideas have a direct implication for music education and education in general. This is what I will examine in the second part of this paper, focusing especially on his ideas on Eros and the importance of song.Hadjidakis' ChildhoodHadjidakis was born on October 23, 1925 in the city of Xanthi in northern Greece. The city was thriving due to the local cultivation and sale of tobacco. His father was a tobacco merchant and his family was initially well off and able to pay for his piano lessons. After the death of his father in 1931, when Hadjidakis was only six years old, the family moved to Athens where he attended high school at nighttime, while working various jobs during the day.During World War II Hadjidakis became involved in a number of political organizations and simultaneously took lessons in diction in order to realize his dream of becoming an actor. However, because he had difficulty pronouncing the letter "r," he had to turn his attention and creativity away from acting and in a different direction. Additionally he received some formal training in classical music, but according to his own words,[m]y relationships with formal music studies were extremely similar to my relationships with dentists; I always approached them and always left them before the end of the treatment. When I was eighteen years old I gave up [End Page 44] music and I surrendered myself to poetry. When... (shrink)

The renewal of interest in Albert Magnus' works which has taken place in the last one hundred years or so has in fact produced a multilingual body of studies whose size and diversity are making it more and more difficult for the scholar to identify and to know precisely and with certainty what has been written about this very important philosopher. The partial bibliographies which have been published throughout the 20th century were of some use, but none can compare, (...) in terms of completeness, to the new, selectively annotated bibliography composed by I. M. Resnick and K. F. Kitchell. After briefly analyzing this impressive piece of scholarship and identifying some of the mistakes it inevitably contains, the present paper provides a list of approximately 350 items which are missing from Resnick and Kitchell's bibliography and which for the most part were written before 2001. (shrink)

Whistleblowing on organizational wrongdoing is becoming increasingly prevalent. What aspects of the person, the context, and the transgression relate to whistleblowing intentions and to actual whistleblowing on corporate wrongdoing? Which aspects relate to retaliation against whistleblowers? Can we draw conclusions about the whistleblowing process by assessing whistleblowing intentions? Meta-analytic examination of 193 correlations obtained from 26 samples (N = 18,781) reveals differences in the correlates of whistleblowing intentions and actions. Stronger relationships were found between personal, contextual, and wrongdoing characteristics and (...) whistleblowing intent than with actual whistleblowing. Retaliation might best be predicted using contextual variables. Implications for research and practice are discussed. (shrink)

Do we violate human rights when we cooperate with and impose a global institutional order that engenders extreme poverty? Thomas Pogge argues that by shaping and enforcing the social conditions that foreseeably and avoidably cause global poverty we are violating the negative duty not to cooperate in the imposition of a coercive institutional order that avoidably leaves human rights unfulfilled. This article argues that Pogge's argument fails to distinguish between harms caused by the global institutions themselves and harms caused by (...) the domestic policies of particular states and collective action problems for which collective responsibility cannot be assigned. The article also argues that his position relies on questionable factual and theoretical claims about the impact of global institutions on poverty, and about the benefits and harms of certain features of these institutions. Participation in, and benefit from, global institutions is unlikely to constitute a violation of our negative duties towards the poor. Key Words: justice • international regimes • institutions • human rights • trade. (shrink)

In recent years, much work has been done on the role of images in Hobbes. But there is an unsolved riddle with regard to the famous frontispiece of Leviathan (1651). Why is there nothing monstrous in the sovereign body depicted, despite the fact that it is named for a Biblical sea monster? In this article it is argued that there is a monster just barely hidden in the image and that the iconographical tradition helps us rediscover this creature. We argue (...) that this monstrosity serves a theoretical and political purpose pertaining to fear and imagery within Hobbes’s overall project and in the political context of his time. Moreover, we argue that the discovery of the hitherto unknown monster should make political theory and intellectual history sensitive to the role played by physical images in Hobbes as well as in political thought at large. (shrink)

One strategy for defenders of gene patenting is to adopt a constructivist interpretation of genetic testing to avoid the I argue that accepting this view (which seems to be the approach of the U.S. Office of Patents and Trademarks) results in an intolerable dilemma for physicians. They must either infringe patents or fail to act on all the medically relevant information they possess (malpractice).

This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman (n = 506) and senior students (n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were (...) higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students. (shrink)

Given the fact that many people use Wikipedia, we should ask: Can we trust it? The empirical evidence suggests that Wikipedia articles are sometimes quite good but that they vary a great deal. As such, it is wrong to ask for a monolithic verdict on Wikipedia. Interacting with Wikipedia involves assessing where it is likely to be reliable and where not. I identify five strategies that we use to assess claims from other sources and argue that, to a greater of (...) lesser degree, Wikipedia frustrates all of them. Interacting responsibly with something like Wikipedia requires new epistemic methods and strategies. (shrink)

The hypothesis that experiencing extreme weather events can affect environmental concerns have long been discussed, yet rarely investigated. In a unique before and after design, 122 residents in Florida USA answered survey questions before and after experiencing hurricane Irma in September, 2017. After experiencing Irma, Floridians reported higher levels of negative emotions when thinking about climate change, a strengthened belief that Irma was caused by global warming, and they expressed greater willingness to sacrifice (e.g., pay higher taxes for the sake (...) of the environment). In addition, a mediation analysis found that for extreme weather experiences to result in pro-environmental actions, people need to feel that this experience was negative and think that they ought to do something about climate change. (shrink)

The close ties between modes of governing, subjectivities and critique in contemporary societies challenge the role of critical social research. The classical normative ethos of the unmasking researcher unravelling various oppressive structures of dominant vs. dominated groups in society is inadequate when it comes to understand de-politicizing mechanisms and the struggles they bring about. This article argues that only a non-normative position can stay attentive to the constant and complex evolution of modes of governing and the critical operations actors themselves (...) engage in. The article outlines a non-normative but critical programme based on an ethos of re-politicizing contemporary pervasive modes of governing. The analytical advantages and limitations of such a programme are demonstrated by readings of both Foucauldian studies and the works of and debates regarding the French pragmatic sociology of Boltanski and Thévenot. (shrink)