This paper presents a pedagogical framework for teaching cross-cultural clinical ethics. The approach, offered at the intersection of anthropology and bioethics, is innovative in that it takes on the “social sciences versus bioethics” debate that has been ongoing in North America for three decades. The argument is made that this debate is flawed on both sides and, moreover, that the application of cross-cultural thinking to clinical ethics requires using the tools of the social sciences within (...) a principles-based framework for clinical ethics. This paper introduces the curriculum and provides guidelines for how to teach cross-cultural clinical ethics. The learning points that are introduced emphasize culture in its relation to power and underscore the importance of viewing both biomedicine and bioethics as culturally constructed. (shrink)

The concept of dignity is the foundation of fundamental rights expressed in international declarations on human rights and bioethics. Sometimes there are collisions of rights, which must be weighed. However, more often dignity is invoked in order to argue for or against the same issue. Is it possible that a concept can be so broad that it becomes meaningless? What do we mean when we argue for moral decisions based on dignity? This paper aims at understanding dignity as a construct, (...) in an analytical and evolutionary cross-cultural approach, from a Western and Eastern view, and then considers its impact on the teaching of human rights and biolaw. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)

During the last two decades Confucian heritage culture countries have widely promoted teaching and learning reforms to advance their educational systems. To skip the painfully long research stage, Confucian heritage culture educators have borrowed Western philosophies and practices with the assumption that what has been done successfully in the West will produce similar outcomes in the East. The wide importation of cooperative learning practices to Confucian heritage culture classrooms recently is an example. However, cooperative learning has been documented in (...) many studies not to work effectively in Confucian heritage culture classrooms. The reason is that the educators often impose this instructional method on the students without a careful consideration of its appropriateness in the socio-cultural context of Confucian heritage culture countries. This procedure is not effective and professional because learning does not stand alone. Rather, it is shaped and influenced by other factors including teaching methods, learning tasks, assessment demands, workload and the learning culture of students in the local context. For cooperative learning to work effectively in Confucian heritage culture classrooms, reformers need to consider the importation of this approach in line with a careful examination of all supports and constraints that affect those factors that are associated with learning. The volume provides an applied theoretical framework and culturally appropriate and practical instructions that could assist Confucian heritage culture educators and teachers to address various factors at multiple levels in order to optimize success in importing cooperative learning to their classrooms. Overall, it provides strategies to assist Confucian heritage culture teachers to change their teaching practices, redesign lessons plans, design assessment methods, and organize learning activities in a manner that can influence Confucian heritage culture students to shift from employing teacher-centered learning approaches to cooperative learning. (shrink)

In response to the need for Holocaust curricula in Latvia, Latvians and Americans worked collaboratively to overcome the historical silence surrounding this event. During their project, Latvian curriculum writers worked with teachers and scholars at the United States Holocaust Memorial Museum. This descriptive analysis of the Latvians' experience with Museum Fellows revealed opportunities to learn from each other the complexities of teaching the Holocaust in a country viewed by some as collaborators and still somewhat anti-Semitic. Findings included depth of (...) guidance, values, and limits of innovative teaching methods, cross-cultural benefits, and continued collaboration. Recommendations for future efforts by post-Communist countries and American partners to develop curriculum on teaching a most complex and contentious aspect of history such as the Holocaust conclude the study. (shrink)

This paper explores the potential of integrating ancient educational principles from diverse eastern cultures into modern AI ethics curricula. It draws on the rich educational traditions of ancient China, India, Arabia, Persia, Japan, Tibet, Mongolia, and Korea, highlighting their emphasis on philosophy, ethics, holistic development, and critical thinking. By examining these historical educational systems, the paper establishes a correlation with modern AI ethics principles, advocating for the inclusion of these ancient teachings in current AI development and education. The proposed integration (...) aims to provide a comprehensive education that not only encompasses foundational knowledge but also advanced learning, thereby equipping future AI professionals with the necessary tools to develop AI systems that are ethically responsible, culturally aware, and aligned with human values such as fairness, safety, transparency, and collaboration. This approach not only addresses the AI alignment problem but also fosters cultural harmony and global understanding, which are crucial in an increasingly interconnected world. The paper posits that the wisdom of ancient educational systems, when harmonized with modern AI ethics, can guide the development of AI technologies that are beneficial for humanity, ensuring these advancements are not just technologically sound but also ethically and culturally informed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Empty Words: Buddhist Philosophy and Cross-Cultural InterpretationEdward R. FallsEmpty Words: Buddhist Philosophy and Cross-Cultural Interpretation. By Jay L. Garfield. Oxford and New York: Oxford University Press, 2002. 306 + xi pp.Jay L. Garfield's Empty Words is a collection of (mostly) previously published essays bearing on the interpretation of Buddhist thought. Emphasizing the Indo-Tibetan tradition while indebted to Euro-American philosophy, Empty Words belongs in a (...) class with books such as Tom Tillemans's Scripture, Logic and Language: Essays on Dharmakīrti and His Tibetan Successors (1999) and Matthew Kapstein's Reason's Traces: Identity and Interpretation in Indian and Tibetan Buddhist Thought (2001). Below is a précis of Empty Words, followed by remarks on some points that especially caught this reviewer's interest.The essays in Empty Words are gathered into three sections according to subject matter: (1) Madhyamaka, (2) Yogācāra, and (3) Ethics and Hermeneutics. There are five essays in section 1, clustered around three themes: Nāgārjuna's theory of causality (ch. 2, 4), parallels between Madhyamaka and the European skeptical tradition (ch. 1), and paradox in Madhyamaka (ch. 3, 5).Section 2 begins with an essay interpreting Vasubandhu on the three natures and three naturelessnesses, arguing that "Vasubandhu subordinates the naturelessnesses [End Page 196] to the natures pedagogically and describes them as characteristics of, but not (with the exception of the third) identical to the three natures" (p. 121). As for the other three essays in section 2, chapter 7 consists of a translation of and commentary on Vasubandhu's Trisvabhāvanirdes´a, chapter 8 presents an interesting experiment in cross-cultural interpretation in which the history of European idealism is viewed through a Buddhist idealist lens, and chapter 9 (one of the two previously unpublished essays in Empty Words—ch. 14 is the other) attempts to bring together Garfield's views on the limits of expressibility in Madhyamaka and his interpretation of the three natures in Yogācāra.Section 3 includes three essays concerning issues in ethics or political philosophy and two essays discussing the hermeneutical issues involved when Euro-American and Tibetan philosophers attempt to understand each other's traditions. The topics of the former essays are as follows. Is the Dalai Lama's advocacy of human rights (which are grounded in liberal moral theory) compatible with Buddhist ethics, which emphasizes a compassion-based morality (ch. 10)? Are Buddhist values and democracy incompatible (ch. 11)? How does Samdhong Rinpoche's approach to nonviolence relate to Gandhi's (ch. 12)? In the final two essays of the book, Garfield advocates a strategy of cross-cultural interpretation which would avoid the pitfall of orientalism, drawing heavily on Gadamerian-Heideggerian hermeneutics.The remarks that follow bear exclusively on points from essays in section 1 on Madhyamaka. In chapter 4, Garfield critiques the claim, attributed to Dharmakīrti (by rGyal tshab in his commentary on the pramānasiddhi chapter of Pramānavarttika) that belief in rebirth is necessary for the cultivation of bodhicitta. Garfield argues that if this claim is correct, then the "I" in the bodhisattva vow is doing real metaphysical work, functioning as the basis for a real causal relation, contra Nāgārjuna's analysis of causality (which is supposed to involve the rejection of real causal powers). Otherwise, a simpler account of bodhicitta would suffice, in which striving for personal enlightenment could be replaced by striving for someone's attaining enlightenment some time in the future. On this account, practitioners would resolve to contribute to the accumulation of causes of someone's eventually attaining enlightenment, where this accumulation of causes turns out to be something like "universal moral improvement."But what if practitioners just do not know how to bring about universal moral improvement? Garfield acknowledges that buddhas sometimes act counter to the "moral" good, and this suggests an important cognitive difference between buddhas and ordinary beings: ordinary beings can only (fallibly) infer what the best thing to do is, whereas buddhas simply know. Hence, the importance, from a practitioner's standpoint, of the Buddha's teaching, which is a path of personal attainment (and who knows whether it is incidentally a... (shrink)

This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith (Cognition, 65, 15–32, 1997); Nisbett, Peng, Choi, & Norenzayan, Psychological Review, 108(2), 291–310, 2001; Nisbett, The Geography of Thought: How Asians and Westerners Think Differently...and Why. New York: Free Press 2003), Ji, Zhang and Nisbett (Journal of Personality and Social Psychology, 87(1), 57–65, 2004), Norenzayan (2000) and Peng (Naive Dialecticism and its Effects on Reasoning and Judgement about Contradiction. University of Michigan, Ann Arbor, (...) Michigan 1997) Peng and Nisbett (Cross-Cultural Similarities and Differences in the Understanding of Physical Causality. Paper presented at the Science and Culture: Proceedings of the Seventh Interdisciplinary Conference on Science and Culture, Frankfort, K. Y. 1996), and Peng, Ames, & Knowles (Culture and Human Inference: Perspectives from three traditions. In: D. Matsumoto (Ed.), Handbook of Cross-Cultural Psychology (pp. 1–2). Oxford: Oxford University Press 2000). The paper argues that the findings on cultural influences on inference-making have implications for teaching and education generally, and specifically for the debate on conceptions and misconceptions of Asian students studying in western tertiary institutions around the world. The position defended is that, while there seems to be compelling empirical evidence for intercultural differences in thought patterns, these patterns are, for the most part, insignificant in everyday exchanges, though language and culture might subtlety modulate our inference-making at the margins. Linguistic determinism however is not defended. Nonetheless, the evidence provides food for thought, and it needs to inform the recent debates about international students studying overseas. (shrink)

Business relations rely on shared perceptions of what is acceptable/expected norms of behavior. Immense expansion in transnational business made rudimentary consensus on acceptable business practices across cultural boundaries particularly important. Nonetheless, as more and more nations with different cultural and historical experiences interact in the global economy, the potential for misunderstandings based on different expectations is magnified. Such misunderstandings emerge in a growing literature on "improper" business practices – articulated from a narrow cultural perspective. This paper reports (...) an ongoing research on the cultural and contextual aspects of business ethics. The objective is to investigate how the perception/attitudes of business students towards the ethical dimension of doing business varies in different countries; Whether there are socio-cultural factors that influence the perception of ethicality in business practices. Research findings among business students in six countries: China, Egypt, Finland, Korea, Russia, and the U.S.A. are reported. While all groups had basic agreement on what constitutes ethical business practices, differences are found in the respondents'' tolerance to damage resulting from "unethical" behavior. Without underestimating the role of national culture, variations in research results also point to the importance of current socio-political developments in the relevant countries. Implications for business teaching and management development are discussed. (shrink)

This paper explores the concept of subjectivity from the perspective of a nonnative-English-speaking teacher educator at a Midwestern university in the USA. It begins with a literature review on the role subjectivity plays in education. It argues that acknowledging the existence of subjectivity allows us to investigate its enabling and disabling potential in relation to our practice. Building on George Herbert Mead’s work, various forms of the teacher educator’s subjectivity are revealed and examined with regard to his teaching and (...) research. It is hoped that this paper would serve as a prompt for more conversations on subjectivity as well as a point of entry into a better understanding of the teacher educators working in a cross-cultural context. (shrink)

College English teaching aims to cultivate students' comprehensive ability to use English. The study of spoken English barriers is a hot topic in this subject area. Based on a survey of non-English primary college students' spoken language impairments, this paper analyzes the research status of spoken language impairments at home and abroad. It relies upon the theoretical basis of Swain's output and Krashen's input hypotheses. With extensive data mining in colleges and universities as the entry point, this paper's content, (...) object, and method are determined by combining qualitative and quantitative research with empirical research. Through the combination of classroom observations, questionnaires, interviews, and other research forms, this paper concludes that the spoken language barriers of non-English primary college students include language and non-language barriers. The influencing factors of the spoken language output barriers include subjective and objective aspects. The questionnaires are analyzed from the three dimensions of the students, schools, and education departments. This paper proposes some ways to overcome the spoken English barriers of non-English college students. It also suggests that non-English college teachers should pay more attention to the cultural transmission of English-speaking countries in English classes, cultivate students' cross-cultural awareness, and enhance students' enthusiasm in English learning. These actions are more conducive to overcoming the psychological barriers in spoken English output. (shrink)

The importance of ethical leadership in organizations has been increasingly recognized, especially as a shield against unethical employee behaviors and corporate misconducts. Ethical leadership has been theorized to include two aspects: “moral person” and “moral manager.” This conceptualization resonates well with Chinese teachings of Confucius on leadership and management—namely xiuji and anren. Based on the theoretical framework of ethical leadership, we develop and validate a new ethical leadership measure. Through qualitative studies and five quantitative studies, we establish the reliability and (...) convergent, discriminant, and predictive validities of the ELM in a Chinese context. In addition, using a US sample, we find that the ELM has partial measurement invariance across Chinese and American contexts. (shrink)

BackgroundLittle is known about teaching medical ethics across cultural and linguistic boundaries. This study examined two successive cohorts of first year medical students in a six year undergraduate MBBS program.MethodsThe objective was to investigate whether Arabic speaking students studying medicine in an Arabic country would be able to correctly identify some of the principles of Western medical ethical reasoning. This cohort study was conducted on first year students in a six-year undergraduate program studying medicine in English, their second (...) language at a medical school in the Arabian Gulf. The ethics teaching was based on the four-principle approach (autonomy, beneficence, non-malfeasance and justice) and delivered by a non-Muslim native English speaker with no knowledge of the Arabic language. Although the course was respectful of Arabic culture and tradition, the content excluded an analysis of Islamic medical ethics and focused on Western ethical reasoning. Following two 45-minute interactive seminars, students in groups of 3 or 4 visited a primary health care centre for one morning, sitting in with an attending physician seeing his or her patients in Arabic. Each student submitted a personal report for summative assessment detailing the ethical issues they had observed.ResultsAll 62 students enrolled in these courses participated. Each student acting independently was able to correctly identify a median number of 4 different medical ethical issues (range 2–9) and correctly identify and label accurately a median of 2 different medical ethical issues (range 2–7) There were no significant correlations between their English language skills or general academic ability and the number or accuracy of ethical issues identified.ConclusionsThis study has demonstrated that these students could identify medical ethical issues based on Western constructs, despite learning in English, their second language, being in the third week of their medical school experience and with minimal instruction. This result was independent of their academic and English language skills suggesting that ethical principles as espoused in the four principal approach may be common to the students' Islamic religious beliefs, allowing them to access complex medical ethical reasoning skills at an early stage in the medical curriculum. (shrink)

Much existing literature in anthropology suggests that teaching is rare in non-Western societies, and that cultural transmission is mostly vertical (parent-to-offspring). However, applications of evolutionary theory to humans predict both teaching and non-vertical transmission of culturally learned skills, behaviors, and knowledge should be common cross-culturally. Here, we review this body of theory to derive predictions about when teaching and non-vertical transmission should be adaptive, and thus more likely to be observed empirically. Using three interviews conducted (...) with rural Fijian populations, we find that parents are more likely to teach than are other kin types, high-skill and highly valued domains are more likely to be taught, and oblique transmission is associated with high-skill domains, which are learned later in life. Finally, we conclude that the apparent conflict between theory and empirical evidence is due to a mismatch of theoretical hypotheses and empirical claims across disciplines, and we reconcile theory with the existing literature in light of our results. (shrink)

The aim of this study is to examine moral reasoning in a cross cultural Islamic context. The moral reasoning of female business students in the United Arab Emirates is described based on Kohlberg’s theory of Cognitive Moral Development (CMD). Business students were asked to participate in a brief individual interview which involved reading three moral dilemmas and answering open-ended questions. Results were analyzed based on each dilemma as well as acrossall three. Most students made their decisions at the (...) first two levels of Kohlberg’s stages, prioritizing how their decision would secure rewards for themselves and compliance with rules to maintain the social order. However, a fairly large percentage also scored at the highest stage of reasoning. Results are explored based on the sociocultural context and implications for ethics education are outlined, including an emphasis on examining conflicting cultural values and the use of context-specific dilemmas for teaching ethics. (shrink)

Is rationality a well-defined human universal such that ideas and behaviour can everywhere be judged by a single set of criteria? Or are the rational and the irrational simply cultural constructs? This study provides an alternative to both options. The universalist thesis underestimates the variety found in sound human reasonings exemplified across time and space and often displays a marked Eurocentric bias. The extreme relativist faces the danger of concluding that we are all locked into mutually unintelligible universes. These (...) problems are worse when certain concepts, often inherited from ancient Greek thought, especially binaries such as nature and culture, or the literal and the metaphorical, are not examined critically. Drawing on a variety of disciplines, from philosophy to cognitive science, this book explores what both ancient societies and modern ones can teach us concerning the heterogeneity of what can be called rational. (shrink)

Infinite Paths to Infinite Reality, by Ayon Maharaj, is a book whose significance is highly likely to reverberate throughout the fields of both the philosophy of religion and the study of Indian philosophy for years to come. It will certainly revolutionize, or at the very least raise important questions for, any future studies of the teachings of the nineteenth century Bengali sage and mystic, Sri Ramakrishna Paramahamsa, whose religious thought is this book's primary focus.Maharaj--who, on February 26, 2020, became Swami (...) Medhananda --has taken a highly original approach, in this book, to reconstructing the philosophy of Sri... (shrink)

The vast majority of experimental studies of music to date have explored music in terms of the processes involved in the perception and cognition of complex sonic patterns that can elicit emotion. This paper argues that this conception of music is at odds both with recent Western musical scholarship and with ethnomusicological models, and that it presents a partial and culture‐specific representation of what may be a generic human capacity. It argues that the cognitive sciences must actively engage with the (...) problems of exploring music as manifested and conceived in the broad spectrum of world cultures, not only to elucidate the diversity of music in mind but also to identify potential commonalities that could illuminate the relationships between music and other domains of thought and behavior. (shrink)

In a recent article, J. Angelo Corlett criticises what he takes to be the ‘offensiphobic’ practices characteristic of many universities. The ‘offensiphobe’, according to Corlett, believes that offensive speech ought to be censured precisely because it offends. We argue that there are three serious problems with Corlett’s discussion. First, his criticism of ‘offensiphobia’ misrepresents the kinds of censorship practiced by universities; many universities may in some way censure speech which they regard as offensive, but this is seldom if ever a (...) manifestation of ‘offensiphobia’. Second, we attempt to reconstruct Corlett’s criticism of ‘offensiphobia’ as a criticism of the practice of censuring hate speech, and show that this argument is unsuccessful. Third, we offer some brief reflections on how labelling universities as ‘offensiphobic’ is especially problematic in light of the current climate of political interference in university research and teaching. (shrink)

Examining the nature of teachers’ emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teacher’s instructions. Despite the essential role emotions play in teachers’ lives and instruction, research on teachers’ emotions has not paid much attention on teachers’ state emotions in the context of daily teaching. Significant portion of literature has described teachers’ emotions by foregrounding trait emotions through deductive methodological approaches. This paper explored elementary teachers’ state (...) and trait emotions while preparing for teaching and during teaching, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of 5 cycles of coaching over an year. For each coaching cycle pre-coaching conversation and post-coaching conversation data were collected regarding state emotions teachers felt in anticipation of teaching and during teaching retrospectively. Also, teachers responded adapted Teaching Emotion Scale (TES) that was aimed to measure trait emotions. In order to compare teachers’ emotions with instructional quality, coaching session were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported 6 categories of emotions (positive, negative, neutral, mixed-positive, mixed-negative, and mixed-complex), and often in non-typical ways (e.g., “not nervous”, “anxious but in a positive way”), and mixed emotions were the most dominant category. Also, teachers had more positive emotions anticipating teaching, than actually teaching the lesson, and there was no noticeable change of emotions across the 5 coaching cycles. The reason teachers felt mixed emotions reflected complex and context-specific nature of teaching, which was not articulated in the literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers’ state emotions. (shrink)

Schopenhauer is widely recognized as the Western philosopher who has shown the greatest openness to Indian thought and whose own ideas approach most closely to it. This book examines his encounter with important schools of Hindu and Buddhist philosophy and subjects the principal apparent affinities to a careful analysis. Initial chapters describe Schopenhauer’s encounter with Indian thought in the context of the intellectual climate of early nineteenth-century Europe. For the first time, Indian texts and ideas were becoming available and the (...) belief that they could bring about a second Renaissance—an “Oriental Renaissance”—was widespread. Schopenhauer shared in this enthusiasm and for the rest of his life assiduously kept abreast of the new knowledge of India. Principal sections of the book consider the two main pillars of Schopenhauer’s system in relation to broadly comparable ideas found, in the case of Hindu thought, in Advaita Vedānta, and within Buddhism in the Mādhyamika and Yogācāra schools. Schopenhauer’s doctrine of the world as representation, or a flow of impressions appearing in the consciousness of living beings, is first considered. The convergence between this teaching and Indian idealism, especially the doctrine of illusory appearance, has long been recognized. Schopenhauer himself was aware of it, emphasizing that it was the result not of influence but of a remarkable convergence between Eastern and Western thought. This convergence is subjected to a much more detailed examination than has previously been carried out, undertaken in the light of twentieth-century Indology and recent studies of Schopenhauer. The second main pillar of Schopenhauer’s system, the doctrine of the world as will, is then examined and its relationship to Indian thought explored. This section of the work breaks new ground in the study of Schopenhauer, for although the similarity of his ethical and soteriological teaching to that of Indian religions has long been noted the underlying reasons for this have not been grasped. It is demonstrated that they are to be found in hitherto unrecognized affinities, of which Schopenhauer himself was largely unaware, between the metaphysics of the will and Indian ideas relating to karmic impressions, the store-consciousness, the causal body, and śakti as the “force” or “energy” that maintains the existence of the world. Final chapters discuss the controversial and difficult question of the relation of the will to final reality in Schopenhauer’s thought in the light of Indian conceptions, and suggest that the two central pillars of his philosophy may be seen, to a greater extent than previously supposed, as a bridge by which the Eastern and Western traditions of philosophical thought may be brought into a closer and more creative relationship. (shrink)

Schopenhauer is widely recognized as the Western philosopher who has shown the greatest openness to Indian thought and whose own ideas approach most closely to it. This book examines his encounter with important schools of Hindu and Buddhist philosophy and subjects the principal apparent affinities to a careful analysis. Initial chapters describe Schopenhauer’s encounter with Indian thought in the context of the intellectual climate of early nineteenth-century Europe. For the first time, Indian texts and ideas were becoming available and the (...) belief that they could bring about a second Renaissance—an “Oriental Renaissance”—was widespread. Schopenhauer shared in this enthusiasm and for the rest of his life assiduously kept abreast of the new knowledge of India. Principal sections of the book consider the two main pillars of Schopenhauer’s system in relation to broadly comparable ideas found, in the case of Hindu thought, in Advaita Vedānta, and within Buddhism in the Mādhyamika and Yogācāra schools. Schopenhauer’s doctrine of the world as representation, or a flow of impressions appearing in the consciousness of living beings, is first considered. The convergence between this teaching and Indian idealism, especially the doctrine of illusory appearance, has long been recognized. Schopenhauer himself was aware of it, emphasizing that it was the result not of influence but of a remarkable convergence between Eastern and Western thought. This convergence is subjected to a much more detailed examination than has previously been carried out, undertaken in the light of twentieth-century Indology and recent studies of Schopenhauer. The second main pillar of Schopenhauer’s system, the doctrine of the world as will, is then examined and its relationship to Indian thought explored. This section of the work breaks new ground in the study of Schopenhauer, for although the similarity of his ethical and soteriological teaching to that of Indian religions has long been noted the underlying reasons for this have not been grasped. It is demonstrated that they are to be found in hitherto unrecognized affinities, of which Schopenhauer himself was largely unaware, between the metaphysics of the will and Indian ideas relating to karmic impressions, the store-consciousness, the causal body, and śakti as the “force” or “energy” that maintains the existence of the world. Final chapters discuss the controversial and difficult question of the relation of the will to final reality in Schopenhauer’s thought in the light of Indian conceptions, and suggest that the two central pillars of his philosophy may be seen, to a greater extent than previously supposed, as a bridge by which the Eastern and Western traditions of philosophical thought may be brought into a closer and more creative relationship. (shrink)

One of the most important and consistent voices in the reform of science education over the last thirty years has been that of Peter Fensham. His vision of a democratic and socially responsible science education for all has inspired change in schools and colleges throughout the world. Often moving against the tide, Fensham travelled the world to promote his radical ideology. He was appointed Australia's first Professor of Science Education, and was later made a Member of the Order of Australia (...) in recognition of his work in this new and emerging field of study. In this unique book, leading science educators from around the world examine and discuss Fensham's key ideas. Each describes how his arguments, proposals and recommendations have affected their own practice, and extend and modify his message in light of current issues and trends in science education. The result is a vision for the future of science teaching internationally. Academics, researchers and practitioners in science education around the world will find this book a fascinating insight into the life and work of one of the foremost pioneers in science education. The book will also make inspiring reading for postgraduate students of science education. (shrink)

Digital systems are reshaping how we engage with music as a sounding dimension of cultural life that is capable of being transformed into a commodity. At the same time, as we increasingly engage through digital media with each other and with virtual others, attributes of music that underpin our capacity to interact communicatively are disregarded or overlooked within those media. Even before the advent of technologies of music reproduction, music was susceptible to assimilation into economic acts of exchange. What (...) is new in the digital world is the way in which modes of engagement with music are themselves being absorbed into an economy built on the datafication of virtual acts and the digital shadows of casual preferences. But music is more than just sounds that are culturally sanctioned as musical. Music is manifested as behaviours, and in interactive behaviour. Music is participatory as well as presentational, and in the participatory mode—involving collective, non-specialist, interactive real-time music-making—has significant individual and social consequences. Yet music as real-time participation is largely absent from the virtual world, with potential social costs that remain to be understood. Moreover, our everyday, face-to-face communicative—conversational—interactions are imbued with patterns between interlocutors that are musical, in that they share features with what we are happy to describe as “music”. These features are presently lacking in digital systems designed to subserve communicative functions, and this paper will consider the significant implications for our interactions with machines to which their successful incorporation into voice–user interfaces would give rise. (shrink)

If a critique of everyday life is to become a serious undertaking, virtually everything we experience needs to be subjected to careful and critical scrutiny. Even fairy tales. Like so much else in modern culture, these tales may not be as innocuous as they appear. To the extent that the culture industry has appropriated them and uses their motifs to manipulate consciousness or shape behavior, especially in children, fairy tales may be more effective as instruments of social control than one (...) would think. Perhaps for this reason the study of these tales is too important to be left to folklore aficionados or specialists in children's literature. (shrink)

This article analyzes the complex relation of phenomenology and literature in the work of Husserl and Derrida. In the first part, I show that the limited ideality of the literary object necessarily situates it in a derivative region of phenomenology. In the second part, however, I problematize the regional status of literature by elaborating a brief but important footnote in which Husserl broadens the concept of literature to embrace all cultural products whatsoever. Yet, because even this broadened concept of (...) literature ultimately remains secondary for the phenomenologist, it only redoubles and ratifies the submission of literature to the more ideal objectivities of mathematical disciplines like geometry. The third part, finally, mobilizes Derrida’s notion of “dissemination,” prepared in and unintelligible apart from his early engagement with Husserlian phenomenology, in order to broach a notion of literature that the phenomenologist can neither circumscribe nor describe. (shrink)

The target paper shows how cultural adaptations to ecological problems can underpin “paradoxical” patterns of phenotypic variation. We argue: (1) Gendered social learning is a cultural adaptation to an ecological problem. (2) In evolutionarily novel environments, this adaptation generates arbitrary-gendered outcomes, leading to the paradoxical case of larger sex differences in more gender equal societies.

Ethnic-racial socialization serves as a protective factor in the development of minority children. However, few studies have focused on mixed-status Latinx families to include the broad expression of their ethnic-racial socialization practices centering on their immigration experiences as they teach their children the risks and restrictions of having undocumented status. These parents adapt their ERS in accordance with their experiences of stress, fear, and discrimination, all of which shape the type and frequency of their socialization messages. Through documentation status socialization, (...) Latinx parents forewarn their children of the inequities associated with their ethnic-racial group and undocumented status, including possible family separation. They also teach children about nativity differences and the attendant privilege of having documented status. This manuscript highlights insights to be gained by considering documentation status socialization as an ERS dimension within Latinx families. Learning about the specific ERS practices of such an understudied group is a social justice issue with important implications for understanding how these families might adapt and respond to their social context, especially amidst a political environment that engenders fear and isolation throughout their community. Including documentation status socialization in the ERS literature is a crucial step towards developing a deeper understanding of how the structural and social forces operating within the lives of undocumented immigrants impact normative family processes that ultimately exert an influence on their children’s development. A discussion on implications for practitioners and service providers working with this population is also included. (shrink)

SummaryThe importation of Spencerism and Social Darwinism into Japan in the early Meiji era (from 1868 to the early 1880s) occurred against a background of rapid economic and industrial change which provoked widespread political unrest. This accelerated modernization was forced by Western demands for trade liberalization and the threat of Western imperialism. In this context, selected elements of Western scientific naturalism and liberalism could provide a prestigious ratification of élite agendas for the management of change, provided they could be made (...) culturally recognizable. It is suggested that traditional and Western knowledge claims were combined by key Meiji intellectuals in such a way that the product, Meiji Social Darwinism, supplied both the prestige of Western scientific positivism and the familiarity conferred by traditional resources. The clear differentiation between the constituents which made up Meiji Social Darwinism enables us to identify the distinct cultural functions performed by each of these sets of resources. In this study, these cultural functions emerge as elements in an élite class strategy. (shrink)

Corporate gifts – from philanthropic donations to individual reward schemes – attract considerable attention from scholars for the kinds of moral, economic and political logics that motivate them. This article considers the gifts that transnational corporations give to producers and draws from Marilyn Strathern’s writings on exchange and personhood in order to reverse dominant analyses. Focused on the gifting of gold coins to industrial workers at a global manufacturing unit in India, it brings together field-based observations with a diverse field (...) of literature on the gift in anthropology. Against an analysis that sees the corporate gift harnessed directly to a corporate bottom line, this article proposes an alternative accounting that uses Strathern’s notions of ‘elicitation’, ‘revelation’ and ‘detachment’ to explore the contours of knowledge, personhood and relationality in the transaction. If corporate gifts have powerful effects, the article argues, it is because they establish difference between the person of the giver and the person of the recipient and because they materialize actions, desires and capacities that accrue to and transform the recipients rather than simply because they are vessels for the interests of global capital. As social theory confronts the political economy of corporate giving, Strathern’s writings prompt provocative questions about agency and power that challenge the hegemonic status of the modern corporation. (shrink)

The ethicist's role in the clinical context is not presently well defined. Ethicists can be thought of as moralists, technicians, Sophists, or as teachers and learners. Each of these roles is examined in turn. An argument is made for the ethicist as a teacher who must also learn a great deal about the clinical setting in order to encourage an effective critical examination of basic values. Four specific tasks of this teaching role are discussed: describing moral experience, eliciting assumptions, (...) considering multiple alternatives and justifying choices. (shrink)

Throughout history, dance has maintained a critical presence across all human cultures, defying barriers of class, race, and status. How dance has synergistically co-evolved with humans has fueled a rich debate on the function of art and the essence of aesthetic experience, engaging numerous artists, historians, philosophers, and scientists. While dance shares many features with other art forms, one attribute unique to dance is that it is most commonly expressed with the human body. Because of this, social scientists and neuroscientists (...) are turning to dance and dancers to help answer questions of how the brain coordinates the body to perform complex, precise, and beautiful movements. In the present paper, we discuss how recent advances in neuroscientific methods provide the tools to advance our understanding of not only the cerebral phenomena associated with dance learning and observation but also the neural underpinnings of aesthetic appreciation associated with watching dance. We suggest that future work within the fields of dance neuroscience and neuroaesthetics have the potential to provide mutual benefits to both the scientific and artistic communities. (shrink)