Some standards, such as moral and prudential standards, provide genuinely or authoritatively normative reasons for action. Other standards, such as the norms of masculinity and the mafia’s code of omerta, provide reasons but do not provide genuinely normative reasons for action. This paper first explains that there is a similar distinction amongst attitudinal standards: some attitudes (belief, desire) have standards that seem to give rise to genuine normativity; others (boredom, envy) do not. This paper gives a value-based account of (...) which attitudinal standards give rise to genuine normativity. It argues that this account has interesting implications before extending it to provide an account of which action-guiding standards are genuinely normative. It argues that this value-based account of which standards are genuinely normative is more plausible than alternatives suggested in the literature and has interesting implications for genuine normativity in law and aesthetics. (shrink)

This chapter offers an analysis of the authoritatively normative concept PRACTICAL OUGHT that appeals to the constitutive norms for the activity of non-arbitrary selection. It argues that this analysis permits an attractive and substantive explanation of what the distinctive normative authority of this concept amounts to, while also explaining why a clear statement of what such authority amounts to has been so elusive in the recent literature. The account given is contrasted with more familiar constitutivist theories, and briefly shows how (...) it answers “schmagency”-style objections to constitutivist explanations of normativity. Finally, the chapter explains how the account offered here can help realists, error theorist, and fictionalists address central challenges to their views. (shrink)

This paper offers an analysis of the authoritatively normative concept PRACTICAL OUGHT that appeals to the constitutive norms for the activity of non-arbitrary selection. I argue that this analysis permits an attractive and substantive explanation of what the distinctive normative authority of this concept amounts to. I contrast my account with more familiar constitutivist theories, and briefly show how it answers ‘schmagency’-style objections to constitutivist explanations of normativity. Finally, I explain how the account offered here can be used to (...) help realists, error theorist, and fictionalists address central challenges to their views. (shrink)

Some rules seem more important than others. The moral rule to keep promises seems more important than the aesthetic rule not to wear brown with black or the pool rule not to scratch on the eight ball. A worrying number of metaethicists are increasingly tempted to explain this difference by appealing to something they call “authoritative normativity” – it’s because moral rules are “authoritatively normatively” that they are especially important. The authors of this chapter argue for three claims (...) concerning “authoritative normativity”: (1) that motivation for it originates in a parochial conception of “normative flavours”; (2) that arguments against alternative ways of explaining e.g., morality’s importance are overblown; and (3) that there are strong reasons against theorizing in terms of “authoritative normativity”. The overarching aim is not to show that “authoritative normativity” is incoherent or entirely unmotivated. Rather, it is to discuss some of “authoritative normativity’s” deeper commitments to correct the impression that is it largely benign or that it is entailed by familiar and popular “metanormative” positions. Authoritative normativity, it seems to us, is a solution in search of a problem. (shrink)

An important challenge for non-naturalistic moral realism is that it seems hard to reconcile it with the (purported) fact of our reliability in forming correct moral beliefs. Some philosophers (including Cuneo and Shafer-Landau) have argued that we can appeal to conceptual truths about our moral concepts in order to respond to this challenge. Call this “the conceptual strategy”. The conceptual strategy faces a problem: it isn’t clear that the relevant moral concepts are “extension-revealing” in the way that the conceptual strategy (...) needs them to be. A further problem stems from the tradeoff between the “extension-revealing” and the “authority-revealing” aspects of normative concepts. To underscore the import of these issues, I discuss a version of the reliability challenge that concerns authoritative normative facts in ethics (rather than moral facts). The problems I identify for the conceptual strategy carry over to versions of it that are used in response to a range of epistemological arguments in ethics that (like the reliability challenge) are tied to Street’s “Darwinian Dilemma” argument. These problems also bear on the prospects of the conceptual strategy for explaining our (purported) reliability in other domains (e.g., in epistemology, law, and politics). (shrink)

Normative naturalism is primarily a metaphysical doctrine: there are normative facts and properties, and these fall into the class of natural facts and properties. Many objections to naturalism rely on additional assumptions about language or thought, but often without adequate consideration of just how normative properties would have to figure in our thought and talk if naturalism were true. In the first part of the paper, I explain why naturalists needn’t think that normative properties can be represented or ascribed in (...) wholly non-normative terms. If so, certain prominent objections to normative naturalism fail. In the second part, I consider the objection that normative properties are “just too different” from (other) natural properties to themselves be natural properties. I argue that naturalists have no distinctive trouble making sense of thought and talk involving forms of “genuine” or “authoritative” normativity which can drive a non-question-begging form of the objection. (shrink)

This paper discusses varieties of normative phenomena, ranging from morality, to epistemic justification, to the rules of chess. It canvases a number of distinctions among these different normative phenomena. The most significant distinction is between formal and authoritative normativity. The prior is the normativity exhibited by any standard one can meet or fail to meet. The latter is the sort of normativity associated with phenomena like the "all-things-considered" ought. The paper ends with a brief discussion of (...) reasons for skepticism about authoritative normativity. (shrink)

This chapter discusses two different issues about the relationship between legal positivism and robust normativity (understood as the most authoritative kind of normativity to which we appeal). First, the chapter argues that, in many contexts when discussing “legal positivism” and “legal antipositivism”, the discussion should be shifted from whether legal facts are ultimately partly grounded in moral facts to whether they are ultimately partly grounded in robustly normative facts. Second, the chapter explores an important difference within the (...) kinds of arguments that legal philosophers give for the (purported) truth of legal positivism. The difference concerns whether (purportedly) robustly normative facts are appealed to as premises in those arguments or not. (A closely connected issue is whether (purportedly) normative facts that bear one or more important connections to robustly normative facts are appealed to in premises to those arguments.) The chapter argues that thinking about this dividing line helps people better situate the positivist/antipositivist dispute, better understand the space of views in legal philosophy, better evaluate those views, and avoid having merely verbal disputes. (shrink)

Constitutivists seek to locate the metaphysical foundations of ethics in nonnormative facts about what is constitutive of agency. For most constitutivists, this involves grounding authoritative norms in the teleological structure of agency. Despite a recent surge in interest, the philosophical move at the heart of this sort of constitutivism remains underdeveloped. Some constitutivists—Foot, Thomson, and Korsgaard (at least in her recent *Self-Constitution*)—adopt a broadly Aristotelian approach. They claim that the functional nature of agency grounds normative judgments about agents in (...) much the same way that the functional natures of artifacts and bodily organs ground normative judgments about those kinds of things. I argue that the neo-Aristotelian conclusions about goodness which follow so straightforwardly from teleological premises are not genuinely normative. Functions are not by their very nature normatively significant. Other constitutivists—notably J. David Velleman and Paul Katsafanas—eschew Aristotelian talk of functions in favor of an approach based on the idea that agency has a constitutive aim. Velleman and Katsafanas both claim that aims are normatively significant. I argue that the fact that agency has a constitutive aim is merely a fact about the motives that produce and regulate actions. And so we are still left with a gap between the teleological and the normative. I conclude by suggesting that constitutivists have failed to find a way to bridge this gap not because none exists, but rather because they have been looking in the wrong place. The constitutivist project can be salvaged, but only if it is supplemented with a reductive metanormative account of reasons for action, an account that links reasons to sound or successful practical reasoning. (shrink)

In Choosing Normative Concepts, Eklund considers a “variance thesis” about our most fundamental (and seemingly most “authoritative”) normative concepts. This thesis raises the threat of an alarming symmetry between different sets of normative concepts. If this symmetry holds, it would be incompatible with “ardent realism” about normativity. Eklund argues that the ardent realist should appeal to the idea of “referential normativity” in response to this challenge. I argue that, even if Eklund is right in his core arguments (...) on this front, many other important challenges for ardent realism remain that also stem from the issues about possible variance in normative concepts that he considers. Following this, I introduce further issues about conceptual variance. These are issues that arise within the context of the framework that Eklund proposes the ardent realist use to confront the variance theses he considers. In particular, the issues concern what normative role as such is, as well as, relatedly, which roles associated with a concept (or predicate) get to count as part of its normative role. The upshot is that issues about conceptual variance in normative domains might be even more challenging for the ardent realist to deal with than Eklund argues. (shrink)

Constitutivist accounts in metaethics explain the normative standards in a domain by appealing to the constitutive features of its members. The success of these accounts turns on whether they can explain the connection between normative standards and the nature of individuals they authoritatively govern. Many such explanations presuppose that any member of a norm-governed kind must minimally satisfy the norms governing its kind. I call this the Threshold Commitment, and argue that constitutivists should reject it. First, it requires constitutivists to (...) restrict the scope of their explanatory ambitions, because it is not plausibly true of social kinds. Second, despite the frequent reliance on physical artifacts in constitutivists’ illustrations of the Threshold Commitment, it counter-intuitively entails that physical artifacts can cease to exist without being physically destroyed. Third, it misconstrues the normative force of authoritative norms on very defective kind-members because it locates this force not in the norm, but in the threat of non-existence. Fortunately, constitutivism can be decoupled from the Threshold Commitment, and I close by sketching a promising alternative account. (shrink)

It is commonly said that some standards, such as morality, are ‘normatively authoritative’ in a way that other standards, such as etiquette, are not; standards like etiquette are said to be ‘not really normative’. Skeptics deny the very possibility of normative authority, and take claims like ‘etiquette is not really normative’ to be either empty or confused. I offer a different route to defeat skeptics about authority: instead of focusing on what makes standards like morality special, we should focus (...) on what makes standards like etiquette ‘not really normative’. I defend a fictionalist theory on which etiquette is ‘not really normative’ in roughly the same way that Sherlock is ‘not really a detective’, and show that fictionalism about some normative standards helps us explain the possibility of normative authority. (shrink)

This paper explores the normative implications of Aristotle's concept of politikē and demonstrates its relevance to contemporary debates on legitimate political authority. Section one of the paper provides historical and interpretative background on Aristotle's conception of politikē. The second section examines the central normative role that the common good plays in Aristotle's account of politikē and claims that its capacity to play this role points in the direction of a less exclusionary politics than is suggested by Book 1 of the (...) Politics. Finally, in the third section, with reference to work by Andres Rosler and David Estlund, I consider what Aristotle's account can tell us about contemporary debates on the relationship between political authority, legitimacy and expertise. (shrink)

This is a review of Eklund's book. It discusses his suggestion that "ardent realists" use the practical profiles of normative concepts to A) explain what it is for a concept to be normative, B) fix reference, and C) provide an extensional theory of normative properties. I argue that those sympathetic to ardent realism will be happier to focus on the way in which normativity presents itself to cognition, particularly that presentation of inherent, authoritative guidance, and whether that 1) (...) explains what it is for a concept to be normative, 2) fixes reference, 3) aptly characterizes the nature of normativity in the world, and perhaps 4) explains why normative thoughts have the Eklund-style normative roles—the practical profiles of things like motivation, preference, and intention—that they have. (shrink)

What makes a norm a genuinely authoritative guide to action? For many theorists, the answer takes a foundationalist form, analogous to foundationalism in epistemology. They say that there is at least one norm that is justified in itself. On most versions, the norm is said to be incorrigibly authoritative. All other norms are justified in virtue of their connection with it. This essay argues that all such foundationalist theories of normative authority fail because they cannot give an account (...) of the privileged status of an allegedly foundational norm. (shrink)

An important part of the legal domain has to do with rule-governed conduct, and is expressed by the use of notions such as norm, obligation, duty, and right. These require us to acknowledge the normative dimension of law. Normativity is, accordingly, to be regarded as a central feature of law lying at the heart of any comprehensive legal-theoretical project. The essays collected in this book are meant to further our understanding of the normativity of law. More specifically, the (...) book stages a thorough discussion of legal normativity as approached from three strands of legal thought that are particularly influential and which play a key role in shaping debates on the normative dimension of law: the theory of planning agency, legal conventionalism and the constitutivist approach. While the essays presented here do not aspire to give an exhaustive picture of these debates--an aspiration that would be, by its very nature, unrealistic--they do provide the reader with some authoritative statements of some widely discussed families of views of legal normativity. In pursuing this objective, these essays also encourage a dialogue between different traditions of study of legal normativity, stimulating those who would not otherwise look outside their tradition of thought to engage with new ideas and, ultimately, to arrive at a more comprehensive account of the normativity of law.--Provided by publisher. (shrink)

Authoritative school climate is a relevant and novel construct that improves the academic performance and social-emotional development of students. This study aimed to evaluate the psychometric properties of reliability and validity of the Authoritative School Climate Survey (ASCS) in a sample of Chilean adolescents. A cross-sectional study was carried out, in which 808 students from 12 schools in Chile participated (55.1% men and 44.9% women), with a mean age of 15.94 (SD= 1.32). The results obtained through exploratory and (...) confirmatory factor analyzes ratified the hypothesized structure of two correlated factors. As expected, evidence of criterion validity showed significant relationships between the measures of authoritative school climate and attitude toward institutional authority. This study provides evidence regarding the psychometric quality of the scale to assess authoritative school climate, allowing its use in the Chilean context. (shrink)

In Thinking like a Mall Steven Vogel argues that there is no authoritative nature independent of human standards to which one can appeal to correct damaging environmental practices. Human practices are the only basis for interpreting the environment and our ecologically destructive practices have made our environment into the degraded thing that it is. Revising these flawed practices requires becoming alienated from them; only then can we be responsible for them. Alienation is overcome by a democratic community who chooses (...) the practices that correct deficient ones and that we can recognise as expressions of ourselves and be at home in. This paper argues that there is a key step missing in this process, which is how we become alienated from our practices. It is only by appreciating the broader social and institutional horizon, ‘Ethical Life’, by which norms receive their authority and lose it, that we can understand alienation and the normative change necessary to correct it. (shrink)

What makes an ``ought'''' claim authoritative? What makes aparticular norm genuinely reason-giving for an agent? This paper arguesthat normative authority can best be accounted for in terms of thejustification of norms. The main obstacle to such a theory, however, isa regress problem. The worry is that every attempt to offer ajustification for an ``ought'''' claim must appeal to another ``ought''''claim, ad infinitum. The paper argues that vicious regress canbe avoided in practical reasoning in the same way coherentists avoid theproblem (...) in epistemology. Norms are justified by their coherence withother norms. (shrink)

It is a platitude that belief is subject to a standard of correctness: a belief is correct if and only if it is true. But not all standards of correctness are authoritative or binding. Some standards of correctness may be arbitrary, unjustified or outrightly wrong. Given this, one challenge to proponents of the truth norm of belief, is to answer what Korsgaard (1996) calls ‘the normative question’. Is the truth norm of belief authoritative or binding regarding what one (...) ought to or may believe? If so, what grounds its authority? The aim of this paper is to offer a novel answer to the grounding challenge on a reason-based normative framework. I develop and defend a practice-based account of the truth norm, according to which, the authority of the truth norm of belief is grounded in what I call the T-practice, a justified social practice that functions to facilitate knowledge production, maintenance, and social cooperation. (shrink)

In the continuing debate about the role of the Clinical Ethics Consultant in performing clinical ethics consultations, it is often assumed that consultants should operate within ethical and legal standards. Recent scholarship has focused primarily on clarifying the consultant's role with respect to the ethical standards that serve as parameters of consulting. In the following, however, I wish to address the question of how the ethics consultant should weigh legal standards and, more broadly, how consultants might weigh authoritative directives, (...) whether legal, institutional, or professional, against other normative considerations. I argue that consultants should reject the view that authoritative directives carry exclusionary reason for actions and, further, ethicists should interpret directives as lacking any moral weight qua authoritative directive. I then identify both implications and limitations of this view with respect to the evolving role of the ethics consultant in an institutional setting, and in doing so propose the kinds of considerations the ethicist should weigh when presented with an authoritative directive. (shrink)

This paper examines the problem of normativity in contemporary legal theory, paying particular attention to the relationship between the conception of the problem and related explanations of behaviour. The first part of the paper shows how the problem of normativity, conceived of as a matter of determining how legal norms function as reasons for action, is linked to an explanation of behaviour that is posited or assumed to be capable of being guided by reasons. More importantly for the (...) purposes of the paper, the first part also shows the problem of normativity plays a certain function thanks to which a theorist can, e.g., evaluate lawmaking and adjudication practices ; scrutinise the reasonabless of norms ; critically examine the circumstances under which law is authoritative ; or make distinctions between certain kinds of phenomena that influence conduct. The second part of the paper offers the sketch of an alternative relationship between a conception of the problem of normativity and an explanation of behaviour. The general aim of the paper is to endorse an engagement with the works of others that pays attention to the relationship between problems and explanations, and to the implications of any one way of drawing that relationship for images and practices of theorising. (shrink)

Philosophers have long theorized about what makes people's lives go well, and why, and the extent to which morality and self-interest can be reconciled. However, we have spent little time on meta-prudential questions, questions about prudential discourse—thought and talk about what is good and bad for us; what contributes to well-being; and what we have prudential reason, or prudentially ought, to do. This situation is surprising given that prudence is, prima facie, a normative form of discourse and cries out for (...) further investigation of what it is like and whether it has problematic commitments. It also marks a stark contrast from moral discourse, about which there has been extensive theorizing, in meta-ethics. -/- Dear Prudence: The Nature and Normativity of Prudential Discourse has three broad aims. Firstly, Guy Fletcher explores the nature of prudential discourse. Secondly, he argues that prudential discourse is normative and authoritative, like moral discourse. Thirdly, Fletcher aims to show that prudential discourse is worthy of further, explicit, attention both due to its intrinsic interest but also for the light it sheds on the meta-normative more broadly. (shrink)

According to Ronald Dworkin's mature views on jurisprudence, legal normativity depends on judges’ views about political morality. Plato's own mature views on this subject seem to take the contrary position as he claims that the law is expected to be authoritative in order to preserve a given state of affairs. Therefore, in Plato's view judges are not expected to interpret the law ubiquitously according to their own standards of political morality. In what follows, the discussion starts off by (...) offering a brief account of Dworkin's interpretivism and some of its shortcomings. We shall then move on to Plato's account of legal normativity, especially his views on the authority of law, law as preservation, and finally the politics of law in the light of the debate between conservatism and progressivism. (shrink)

In the process of natural language functioning, in the speech communication, new regulations and requirements are constantly emerging that become normative. In the paper, in focus are (1) the interaction of meaning and normativity, and 2) the process of norm construal through socio-linguistic practice, namely – through the concept of deference, the phenomenon of borrowing concepts, knowledge, information from other people, linguistic communities and sources of information is considered. With the help of deference, the other side of the meaningful (...) relationship is indicated and described when we rely on other people's thoughts, knowledge that we believe to be true and authoritative. This can happen both consciously (deliberately), and unconsciously (by default). The bearers of the norm we rely on can be individuals, groups and large linguistic communities. The deferential mechanism described in the paper captures the fact that the communication participants can effectively use and reason with the help of concepts, with little or no understanding of their true meaning. The tendency towards normativisation, unification of language and speech and corrections of all that does not agree with the common usage of words, meanings, norms in society is disclosed in the paper. A distinction is also parsed between how norms work in closed language communities and research expert groups capable of "structural cooperation" and functional definition of norms. Lastly, the author emphasizes that deference substantially complements the language in which we describe guidance, in relation to the real and symbolic worlds, where our view goes, what we remember and what we design; it is our habitual, conscious or unconscious, but not always correct, use of words, which is an important part of living communication between the social and linguistic communities. This is the case where, in some sense, a defect, a violation of norms, or a hindrance of speech communication becomes (may be) a creative means of distinguishing between what is and is not an extension of the term. (shrink)

What features does a norm have to have such that we really ought to follow it? This paper argues that norms are authoritative when they are justified in a particular sense. However, this brand of justification is not any of those with which we are currently familiar. The authority of norms is not a matter of moral, epistemic or prudential justification. It depends instead on what I call "justification simpliciter." The concept of justification simpliciter is defined and defended in (...) this paper. (shrink)

This paper examines the idea that straight talk can actually pose certain dangers for democracy by asking two interrelated questions. First, does our belief in the importance of sincerity necessarily improve political deliberation? Second, does our belief cause us to under-appreciate other important communicative resources? We will see that much hinges on our answers to these questions because they deal directly with whose voices are to be considered legitimate and authoritative in our public sphere. This paper begins from a (...) deliberative democratic standpoint: democracy is a logocentric enterprise—that is, language is at the center of democratic political projects. So it is critical that we pay attention to how we evaluate political words. Otherwise, not only can we not really understand what is going on in the public sphere, but we are also more likely to make poor judgments about what sort of speech and speakers make our democracy more robust. -/- To explore these questions, this paper examines the discourse ethics that underwrite much of deliberative democratic theory (section I). It then goes on to discuss some of the dangers that the particular ethic of sincerity poses for democratic communication. The paper argues that the emphasis on sincerity: -/- 1) too easily collapses the relation between claims to truthfulness and truth claims and contributes to an undemocratic epistemology; 2) oversimplifies human psychology, ignoring the possibility of multiple and complexly related intentions; 3) denigrates “rhetorical” forms of speech; and 4) privileges a seemingly non-rhetorical mode of communication: hyper-sincerity. (shrink)

Normativism is the view that logic provides rules for correct reasoning. Some influential critics of normativism, such as Gilbert Harman, claim that logical rules provide reasoners with bad or misleading standards. Others, such as Gillian Russell, claim that logic is a descriptive subject and thus cannot, given Hume’s law, provide rules for reasoning. We think these critics are mistaken. Our aim in this paper is to defend normativism by sketching an alternative way of thinking about the normative force of logical (...) rules. On our view, logical rules are best characterized, in a broadly Rossian manner, as intellectual prima facie duties; i.e., they provide standards for evaluating reasoning and reasoners that are universal and authoritative, but not absolute. This position accommodates the inherent normativity of logic, contra Russell, while circumventing the challenges to normativism raised by Harman. (shrink)

Although philosophers may first find it odd to speak of norms in the context of perception, the argument for normativity finds support in the writings of some of the spearheads of the phenomenological tradition, amongst them Edmund Husserl and Maurice Merleau-Ponty. As Maren Wehrle argues however, a phenomenological analysis of perception’s normative claim requires that we redefine our traditional conception of norms as authoritative standards or prescriptive moral guidelines. To this end, as she points out, the origin of (...) the concept of norm in architecture can be illuminating because it refers to a measure or guideline which emerges out of “practical motivations” and serves to “facilitate cooperative and intersubjective communication.” In her view, prior to any theoretical or moral engagement with the world, certain sets of norms already play a role at an embodied, pre-reflexive level and account for our ability to orientate ourselves in the intersubjective lifeworld. My interest in the concept of norms stems from such a comprehension, and attempts to unfold and clarify some of its implications for perception in general. My goal in this paper is thus to address one of the key interpretations of perceptual norms in Merleau-Pontian scholarship and to suggest a new reading of their role in the Phenomenology of Perception (1945), through the lense of interest and temporality. (shrink)

© 2013 The Editors of The Philosophical QuarterlyThe aim of this book, set out in the first chapter, is to offer an account of rational action that can accommodate both a model of rationality that is performance‐based and one that is agent‐based. On the former model, rationality is measured in terms of successful performance and amounts to fitness of the performance to the task at hand, so the performance is rational if it does the job it was supposed to do; (...) on the latter, it is a feature of the deliberative processes that determine the choice of the action by the agent, so the action is rational if it is ‘the outcome of considered deliberation’. The proposed reconciliation is effected through the notion of expert opinion, which is authoritative because it is expert, and is accepted because it is authoritative. Fisch and Benbaji seek to show that... (shrink)

This book offers a comprehensive, authoritative, and accessible introduction to journalistic transparency. Pulling from historical and theoretical perspectives, Transparency in Journalism explains the concept of transparency and its place in journalistic practice, offering a critical assessment of what transparency can and cannot offer to journalism. The author also reviews the key theoretical claims underlying transparency and how they have been researched in different parts of the world, ultimately proposing a communication model that can be used to study the concept (...) of transparency across journalism research. Other topics discussed include the use of algorithmic forms of transparency, the limitations of the transparency myth, and suggestions for future avenues for research. Transparency and Journalism is an important resource for students and scholars in the field of journalism and media studies, as well as for journalists and researchers interested in delving into an ever-relevant topic for the field. (shrink)

Despite its title, this is an extremely useful book: the first four of its five chapters expound the standard range of theories of practical reasoning more clearly and accurately than one might have thought possible. A measure of Schaubroeck’s authoritative handling of her material is her ability to navigate the peaks, troughs and crevasses of the myriad variations of ‘internalism’ and ‘externalism’ without inducing either vertigo or fury. Thus she patiently guides the reader through the stupefying obstacles along the (...) route of post-Bernard Williams usages of the terminology as well, it seems to me, as anyone could possibly do. Her specific focus, furthermore, on what she terms—albeit in my view somewhat misleadingly—Humean , Kantian and Platonic variations on a theme enables the reader to see very clearly just what is at stake in the tangled literature on practical reasoning and why it matters. As a guide for the perplexed, then, or for t .. (shrink)

The increasing use of online simulations as replacements for animal dissection in the classroom or lab raises important questions about the nature of simulation itself and its relationship to embodied educational experience. This paper addresses these questions first by presenting a comparative hermeneutic-phenomenological investigation of online and offline dissection. It then interprets the results of this study in terms of Borgmann’s (1992) notion of the intentional “transparency” and “pliability” of simulated hyperreality. It makes the case that it is precisely encumbrance (...) and disruption—elements that are by definition excluded from simulations and interfaces—which give dissection its educational value. (shrink)

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and (...) practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media. (shrink)

This collection demonstrates the strong influence that humanism and freethought had in developing the history and ideals of black intellectualism. Most people are quick to note the profound influence that religion has played in African-American history: consoling the downtrodden slave or inspiring the abolitionists, the underground railroad, and the civil rights movement. But few are aware of the role humanism played in shaping the black experience: developing the thought and motivating the actions of powerful African-American intellectuals. Section One of this (...) book offers biographical sketches of such prominent black humanists as Frederick Douglass, Cheikh Anta Diop, W.E.B. DuBois, Hubert H. Harrison, and Richard Wright. Section Two features essays by black humanists: Douglass, DuBois, Charles W. Faulkner, Langston Hughes, Zora Neale Hurston, Ishmael Jaffree, Claude McKay, Melvin B. Tolson, and Bruce Wright. Section Three offers the views of contemporary black African humanists: Freda Amakye Ansah, Emmanuel Kofi Mensah, Nkeonye Otakpor, Franz Vanderpuye, and Kwasi Wiredu. Section Four contains interviews conducted by Allen on the subjects of black humanist activism, the Afroasiatic roots of classical civilization, and the Harlem Renaissance with: Martin G. Bernal, Charles Faulkner, Leonard Harris, Norman Hill, and Alaine Locke. (shrink)

As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...) on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm. (shrink)

As we rapidly approach the 50th year of the much‐celebrated ‘cognitive revolution’, it is worth reflecting on its widespread impact on individual disciplines and areas of multidisciplinary endeavour. Of specific concern in this paper is the example of the influence of cognitivism's equation of mind and computer in education. Within education, this paper focuses on a particular area of concern to which both mind and computer are simultaneously central: educational technology. It examines the profound and lasting effect of cognitive science (...) on our understandings of the educational potential of information and communication technologies, and further argues that recent and multiple ‘signs of discontent’, ‘crises’ and even ‘failures’ in cognitive science and psychology should result in changes in these understandings. It concludes by suggesting new directions that educational technology research might take in the light of this crisis of cognitivsm. (shrink)

The challenge: the most difficult battle ever fought -- The universal crime -- Slave owners for abolition -- We are all nazis and if i quit eating meat, i'll have to admit -- That to myself -- The crown of creation and the acme of evolution -- Follow the money -- Optimism of the will -- The environment: a dark age was about to begin -- It ain't what you do, it's the time that you do it -- The empire (...) strikes back -- The madness of more -- Creating a universal rights movement -- We're not in kansas anymore -- The response: the prize and the plow -- Agitators and politicians -- In the beginning -- The movement turns to politics -- Abolitionism: the agitation-only approach to animal rights -- How welfare reforms promote liberation -- The proof of the pudding -- Suffering matters -- Public policy and private morality -- Why violence can't change the game for animals. (shrink)

The Oxford English Dictionary defines fulfilment as ‘satisfaction or happiness as a result of fully developing one's potential or realizing one's aspirations; self-fulfillment’. Not only has the idea of fulfilment underpinned ‘approximately twenty centuries of philosophy’ as Lefebvre notes, it plays an indispensable role in both popular and scholarly accounts of education and upbringing. Experiences of education, of upbringing and of ‘life lessons’, however, are so often not about the fulfilment of oneself, about the discovery and actualisation of one's full (...) potential. Such experiences instead involve moments of sometimes irreparable failure and loss—a matter that has not received a great deal of attention in educational research and theory. After briefly examining the way that fulfilment is favourably framed both in humanistic psychology and in neo-humanist Bildungstheorie, this paper considers some of the exceptions to the nearly ubiquitous identification of education with fulfilment: Arthur Schopenhauer's view of the irrationality of human (developmental) experience and Ludwig Wittgenstein's use of the term ‘conditioning’ (Abrichtung) in some of his accounts of learning and socialisation. We then focus on failure and loss in education through an overview of the pedagogical theory of O.F. Bollnow. Bollnow, as is gradually being recognised in English-language scholarship, saw moments of uncertainty, disorientation and above all crisis as indispensable in educational experience—for both student and teacher. In this way, we show that instead of being the pursuit of self-fulfilment, education is unavoidably a matter of difficulty, disruption and also failure. It reshapes us, and this reshaping can be seen as being as much about formation as it is about deformation. (shrink)

Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s hermeneutics and pedagogical theory. Dilthey saw biographies as nothing less than “the highest and most instructive form of the understanding of life.” This, then, serves as the starting point for his hermeneutics or theory of understanding, which distinguishes humanistic understanding from scientific explanation, and sees any one moment or word as having meaning only in relation to a whole—the whole of a sentence (...) or text, or the whole of one’s life. It is also the starting point of his pedagogy, whose ultimate “duty” is “to develop the child as a person who carries their own purpose within themselves.” In introducing Dilthey’s hermeneutic pedagogy, this paper draws principally from his The Formation of the Historical World in the Human Sciences, a text that has been long neglected in hermeneutic and phenomenological studies of education. (shrink)