The aim of this research is to examine association between intercultural sensitivity with job motivation in PT. Staedtler Indonesia. Participant in this study (N = 55) were employed as a staff at PT Staedtler Indonesia a years at least. Questionnaire of intercultural sensitivity and job motivation was used to collect the data. Data was analyzed use Pearson product Moment in SPSS 16.00. The result shows that rxy (55) = 0,282 and p = 0,037 < 0,05, means (...) that there are a positive association between intercultural sensitivity and job motivation. If the workers have a high intercultural sensitivity they also have a high job motivation. Reverse. . (shrink)

Utilizing a pre-experimental pre-test post-test design, this study investigated the effect of an authentic audio-visual American sitcom on the intercultural sensitivity and intercultural effectiveness of a sample of male and female upper-intermediate English students. To this aim, 34 Iranian EFL students were selected through convenient non-random sampling. In order to assure the participants' homogeneity in English proficiency, the selected students were given the Oxford Quick Placement Test prior to the intervention. Over a 10-week period, the participants were (...) presented with nearly 30-min-long episodes of Friends in a flipped context, two episodes every week uploaded to the accompanying website. An online 10-item quiz on the day of watching and a next-day meeting were held. During the online discussion meetings, the participants discussed cultural questions tailored to the aims of the study. The required data were collected through the administration of the intercultural sensitivity scale and intercultural effectiveness scale in pre- and post-test assessments. The analyses of the data indicated that both ICS and ICE improved significantly during the intervention. However, ICS indicated more improvement. In addition, a semi-structured interview was administered to the participants to examine their perception of the flipped classroom experience. Having analyzed the data using MAXQDA 2020, some significant themes emerged which are reported. On the whole, the participants portrayed positive attitudes toward using technology in flipped classes. The educational and practical implications are discussed. (shrink)

Globalisation leads to increasing multiculturalism in societies. Preparing university students to recognise the growing diversity and to engage positively with one another in contemporary societies is therefore of paramount importance. However, the variables affecting the development of intercultural sensitivity have hardly been assessed. This study analysed the degree to which the influence of sex, year of study, and mobility experiences of university students influence the advancement of intercultural sensitivity. To this end, a scale was applied to (...) Spanish university students (N = 645). The results showed a significant gap between the students’ perceived orientation of their intercultural sensitivity and their actual orientation. In addition, there were some differences across sex, year of study, and mobility experiences in favour of females, final-year students, and students who had undergone some sort of mobility experiences. Four profiles were also identified according to intercultural sensitivity: initial, mid-initial, medium, and advanced. The findings demonstrate the need to incorporate an intercultural approach into higher education institutions in pro of more inclusive societies. (shrink)

This analysis shows how P4C can be used as a tool to enhance greater intercultural sensitivity. A group of young Maltese university seekers and teenage unaccompanied minor asylum seekers engaged in dialogic inquiry, in the process changing the way in which they see their individual subjective identities. The analysis moves away from the application of P4C in formal educational settings and also moves away from its application in childhood settings. In this manner, it aspires to advance knowledge of (...) how P4C can be creatively applied to generate such values as understanding, empathy, dialogue, acceptance of self and others, and sharing. It also shows how people can heal certain past hurts through sharing and also help them to generate hope of a brighter future. Their formation into a community of inquiry is an outward manifestation of their inner quest for a greater understanding of their own realities and their desire to understand people of other cultures. Through providing an account based on listening to the voices of the young asylum seekers, the analysis is informed by the transience of lived experiences and the youthfulness of the asylum seekers. It is based on an inter-disciplinary blend of psychoanalytic, socio-cultural, and philosophical thinking. (shrink)

Durch Migrationsprozesse und zunehmenden Pluralismus ist in Deutschland das Thema „kulturelle Diversität“ in der Medizin aktueller denn je. In der medizinischen Fachliteratur und im gesellschaftlichen Diskurs wird vermehrt von interkulturellen Konflikten im Kontakt zwischen Arzt und Patient berichtet, was die Frage nach der Rolle von Interkultureller Kompetenz für die klinische Praxis aufwirft. Zunächst widmet sich der Beitrag kritisch den verschiedenen Auffassungen des Begriffs „Kultur“ im medizinischen Kontext, um anschließend eine Methode der interkulturellen Philosophie als eine Möglichkeit für eine kultursensitive Ethik (...) zu skizzieren. Anschließend wird aufgezeigt, welche Schwierigkeiten mit dem Begriff der Interkulturellen Kompetenz verbunden sind und weshalb die Autoren diesen trotzdem als unerlässlich für die Wahrnehmung potentieller Konfliktfelder als auch für den Umgang mit diesen erachten. Schließlich werden derzeitige Entwicklungen in der medizinischen Ausbildung sowie konkrete Beispiele für eine kultursensible Ethikberatung illustriert. Es zeigt sich, dass international zahlreiche Ausgestaltungen Interkultureller Kompetenz in Form von Leitfäden und konkreten Schulungsmodulen existieren, aber auch, dass es in Deutschland an konkreten Umsetzungen in der Breite mangelt und die Zusammenarbeit wissenschaftlicher Disziplinen sowie der betroffenen Institutionen derzeit noch ausbaufähig ist. (shrink)

World problems are intercultural, requiring sensitivity to cultural integrity in order to resolve them. Wu Kuang-ming has been grappling with cultural clashes at their boundary for half a century, insisting that we must first let Chinese thinking be Chinese, not Western, leading thereby to a truly fruitful China-West and West-China interculture. Wu has been proposing how to do so in a dozen published volumes and beyond. China-West Interculture reports Wu's personal and academic journey on this matter, followed by (...) fourteen international scholars' critical appreciations and Wu's grateful responses. (shrink)

Intercultural discourse (especially via a lingua franca when interlocutors have a false impression that they are speaking one and the same language) adds a new dimension – facework (the establishment of culture-sensitive politeness strategies) – to the theory and practice of argumentation from a number of perspectives: its specificity as compared to ordinary argumentational discourse, the interpretation of the concept of incommensurability, and the conduct of international negotiations. Politeness systems relevant for different cultures are not unpredictable, but represent linguistically (...) and cognitively a highly generalised universal system which can be adopted by interlocutors and used in practical discourse. Politeness expressions are governed by linguistic components – by language forms of a certain type and by specific discourse patterns. The proper choice of language forms and discourse patterns adds a special dimension to argumentative schemata. The politeness-relevant packaging of discourse adds a zero-step to the normative stages of an argumentative discussion (establishing hierarchical relations as such), and needs permanent alignment of these relations, by using correct language forms and discourse patterns. (shrink)

Can we respond to the charge that human rights are a Western product without relinquishing human rights altogether? Can we be sensitive not only to the dominant voices in the non-Western world but also to the "margins of the margins"? Can the academic discussion on human rights be more attuned not only to scholarly arguments but also to "human rights activism and struggles for human rights"? Can it also be attuned to the fact of the new "globalizing modernity"? In Reframing (...) the Intercultural Dialogue on Human Rights, Jeffrey Flynn thoughtfully addresses these hugely important and challenging... (shrink)

Este artigo baseia-se na ideia de que em qualquer tipo de diálogo os interlocutores estão marcados pela sua própria cultura/identidade. E também assim é no caso do diálogo inter-religioso. A cultura/identidade é o contexto existencial básico a partir do qual as pessoas entendem, questionam e interpretam as suas vidas, pelo que não pode ser ignorado. A necessidade de trabalhar no desenvolvimento das competências interculturais e na sensibilidade cultural surge como um ponto de partida fundamental para avançar neste tipo de diálogo. (...) This article is based on the idea that in any kind of dialogue the partners are marked by their own culture/identity. This is also the case of inter-religious dialogue. Culture/identity is the basic existential context from which people understand, raise questions and interpret their lives, can't be ignored. There is a need to work on developing cultural sensitivity and intercultural competencies as a fundamental starting point to advance in this type of dialogue. (shrink)

본 연구는 한중일 3국의 정원문화의 상호문화성을 에드문드 후설의 현상학적 방법에 기초하여 재구성하는 데 일차적 목적이 있다. 그리고 이를 토대로 한국 정원문화의 특성을 확인한다. 확인된 한국 정원문화의 특성을 통해 한민족의 다문화 감수성을 해명한다. 한중일 3국은 각자 고유한 정원문화를 가지고 있다. 그러면서도 나름의 문화적 특이성도 동시에 갖는다. 필자는 한국 정원문화가 갖는 특이성을 중국과 일본의 대표적인 정원과 비교하면서 재구성한다.BR 본 글은 중국의 전통적인 사합원 구조가 재현되어 있는 소주의 졸정원(拙政园)과 일본정원문화의 특성이 재현되어 있는 용안사(龍安寺) 정원을 한국의 도산서당 그리고 명재 고택과 비교한다. 이를 통해 퇴계의 (...) 도산서당과 윤증 (尹拯)의 명재(明齋)고택에 재현되어 있는 한민족의 다문화적 감수성을 드러내는 데 주된 목적이 있다.BR 이러한 목적으로 이루어지는 본 연구는 본론에 들어가지 전에 근대기하학적 공간구성에 의해 망각되어 버린 다문화적 감수성을 고발하고, 이 망각된 다문화적 감수성을 회복할 수 있는 다문화 장을 후설의 생활세계로부터 확인하고자 한다. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Justifying the Arts:Drama and Intercultural EducationMike Fleming (bio)IntroductionFor teachers of arts subjects, questions about justification can be tiresome in the same way that contemporary aestheticians may feel fatigue about defining art.1 Providing justification can feel more like an exercise in rhetoric than theoretical enquiry, induced more by political necessity than intellectual challenge. If the value of the arts is not self-evident, it is difficult to advance arguments to (...) convince those who have no knowledge or affinity with them. Not that many educationists admit to falling into the latter category. As Eisner has said, nobody wants to be seen as a philistine.2 Yet to those with a deep commitment to the value of the arts in education and wider society, the arts are rarely thought to be taken as seriously as they should be.3 This paper will describe five approaches to the question of justifying the arts before examining the specific case of drama and intercultural education.Approaches to Justifying the Teaching of the ArtsFaced with questions of justification, providing a list of reasons for teaching the arts is one approach but not the only one. Instead, looking for broader categories of justification within possible lists (e.g., between art and entertainment, feeling and cognition) exposes differences of emphasis more easily. Exploration of the tension between such concepts as "creating" and "responding" may help get behind bland claims of the kind that the arts can "develop creativity." In this way, the relevance of aesthetic theory, which often centers on the tension between competing concepts, can be demonstrated more readily. Another approach to the question of justification is to reject the idea that the arts should serve instrumental goals at all by advancing an argument in favor of their intrinsic rewards. A fourth approach is to [End Page 54] question whether it is appropriate to seek justification for the arts as a generic concept, rather than looking instead at individual art forms; the benefits of dance may be different in certain respects from those of visual arts. Finally, a priori enquiry could be abandoned altogether in favor of seeing what teachers actually say about their reasons for teaching the arts. Each of these positions will be examined briefly.Mortimer includes physical education and personal and social education among the areas of benefit he attributes to the arts.4 Within five broad categories, he describes further subcategories, amounting to more than seventeen reasons for teaching the arts. He also claims that the arts are a way of developing life skills and attitudes that are transferable across the curriculum and are a way of contextualizing other learning. It is easy to sympathize with someone who is passionate about the arts and concerned that they should be seen as a "fundamental" not as a "frill," but such general claims do not always bring clarity or insight. It is difficult for example to see how poetry "encourages physical confidence in balance." A visit to a children's home may be more fruitful in "developing sensitivity to others." The benefit of "using imagination and creativity" (a catchall phrase that on its own says very little) may in practice find tension with other stated benefits such as "discriminating, selecting, editing." The latter concepts suggest a more constrained, skills-oriented form of teaching rather than an approach that encourages free flow of imagination. Long lists of justifications can obscure theoretical differences and from a tactical point of view in the political arena can appear overblown. They are well meant but not always helpful. Nor do they go far in explaining the deep importance of the arts in so many people's lives.The influential Gulbenkian report in the United Kingdom was wide-ranging in its claims but reinforced the idea of the arts as being an alternative to academic study and what it termed "logico-deductive thought."5 "Society," it argued, "needs and values more than academic abilities." In the 1980s, many writers were keen to free themselves from the influence of narrow theories of self-expression to embrace a wider discipline-based approach but continued to underplay the cognitive dimensions of work in art.6 Of course an emphasis... (shrink)

BackgroundIn our globalizing world, caregivers are increasingly being confronted with the challenges of providing intercultural healthcare, trying to find a dignified answer to the vulnerable situation of ethnic minority patients. Until now, international literature lacks insight in the intercultural care process as experienced by the ethnic minority patients themselves. We aim to fill this gap by analysing qualitative literature on the intercultural care encounter in the hospital setting, as experienced by ethnic minority patients.MethodsA systematic search was conducted (...) for papers published between 2000 and 2015. Analysis and synthesis were guided by the critical interpretive synthesis approach.ResultsFifty one articles were included. Four dimensions emerged, describing the intercultural care encounter as a meeting of two different cultural contexts of care, in a dynamic and circular process of balancing between the two cultural contexts, which is influenced by mediators as concepts of being human, communication, family members and the hospital’s organizational culture.ConclusionsThis review provides in-depth insight in the dynamic process of establishing intercultural care relationships in the hospital. We call for a broader perspective towards cultural sensitive care in which patients are cared for in a holistic and dignity-enhancing way. (shrink)

This paper focuses on the practical question of how the ideas of John Dewey can contribute to improved intercultural communication theory and practice, especially to training. The question is answered in four parts. The first part refers to the presumed superiority of sensitivity to difference as opposed to similarity in intercultural communication. The second part suggests that Dewey’s duality of potentiality and interaction can be carried over to the duality of competence and performance. The third part highlights (...) the use of the generic concepts of pattern and habit to better understand culture as a practical experience. The final part advocates a closer look at the idea and experience of rhythm as an epistemological alternative to subject vs object. The author relies on his experience as a trainer and a teacher of Intercultural Communication and proceeds down an interdisciplinary path, especially attempting to set up a dialogue with biology, systems and the arts. (shrink)

The overall trend toward globalization in design, greatly enhanced by digital technologies, has raised issues and challenges on how to preserve the cultural differences and values of different societies. There is a tendency to lose touch with local cultural values when designing artefacts for global use, and social nuances and traditions risk to be flattened or stereotyped in the pursuit of developing new technologies and products for the global society. Attempts to reduce the tension between the global and the local (...) in design can be seen in the development of standards and guidelines for cross-cultural design, that are mostly focused on user interface design. However, when moving from preferences, metaphors, appearance, and navigation toward cultural models of interaction and physical design, new methodologies and tools for cross-cultural design are needed. This paper describes a poetry-inspired design method for cross-cultural sharing within the design process. The approach uses poetry to sensitize the designer to the subtleties and diversity of a culture so that the design can be given new aesthetic and cultural significance. The methodology is exemplified by actual design cases developed within the course “Cultural Sensitivity” of the Master’s Degree Program in Industrial Design at Eindhoven University of Technology, where poetry was used for uncovering underlying or implicit assumptions, intercultural differences and similarities, as well as for general sensitization of young designers. (shrink)

Ethics is an increasingly important theme in social work practice. Worldwide, social workers experience common ethical challenges in very different contexts – from disaster relief in China to child protection work in Palestine. This book takes as its starting point real life cases featuring ethical problems in the areas of: negotiating roles and boundaries, respecting rights, being fair, challenging and developing organisations and working with policy and politics. Each case opens with a brief introduction, is followed by two commentaries and (...) ends with questions for reflection. The commentaries, written by authors from different countries, refer to relevant theories, concepts, practical matters, alternative courses of action and their implications. Features within the book include: An introductory chapter covering issues of global ethics Cases and commentaries drawn from across the world – from Peru to Finland Cases based on real life situations and chapter introductions from leading authorities in social work and ethical theory Questions and practical exercises to aid teaching and professional development This book is a unique and accessible resource for stimulating ethical reflection, expanding ethical horizons and developing ethical and intercultural sensitivity. It is designed for use by undergraduate and postgraduate students and professionals in the fields of social work, social education/pedagogy, social care work, international social work, community development, community organisation, youth work and related fields. (shrink)

I explore how Heidegger and his successors interpret philosophy as an Occidental enterprise based on a particular understanding of history. In contrast to the dominant monistic paradigm, I return to the plural thinking of Dilthey and Misch, who interpret philosophy as a European and a global phenomenon. This reflects Dilthey's pluralistic understanding of historical life. Misch developed Dilthey's insight by demonstrating the multiple origins of philosophy as critical life‐reflection in its Greek context and in the historical matrices of ancient India (...) and China. Misch's approach to Confucius and Zhuangzi reveals a historically informed, interculturally sensitive, and critically oriented life‐philosophy. (shrink)

The teachings, style and impact of the Qur'an have always been matters of controversy, among both Muslims and non-Muslims. But in a modern context of intercultural sensitivity, what the Qur'an says and means are perhaps more urgent questions than ever before. This major new book by one of the world's finest Islamic scholars responds to that urgency. Building on his earlier groundbreaking work, the author challenges misinterpretations of particular Qur'anic verses from whatever quarter. He addresses the infamous 'sword' (...) verse, frequently cited as a justification for jihad. He also questions the 'tribute' verse, associated with the Muslim state subjugating Jews and Christians; and the idea of Paradise in the Qur'an, often viewed by the West as emphasising merely physical pleasures, or used by Islamic fighters as their just reward for holy war. The author argues that wrenching the verses out of the context of the whole has led to dangerous ideologies being built on isolated phrases which have then assumed afterlives of their own. This nuanced, holistic reading has vital interfaith ramifications. (shrink)

This paper articulates a developmental model for how individuals relate to religious difference. We begin by reviewing scholarly work on multicultural competencies and initial research on religious diversity. To provide a framework for our model, we explore the Developmental Model of Intercultural Sensitivity and its relationship to research within the psychology of religion. The review closes by examining and critiquing a preliminary model of interreligious sensitivity. From this multi-faceted review, we propose a developmental model of interreligious competence (...) and suggest key psychological capacities that undergird the model. Two case studies ground the theory before we explore future directions for research. Throughout, we consider the philosophical issues of alterity that shape encounters with religious diversity. By developing this model of interreligious competence, this article aims to provide a framework to help psychologists and other human service professionals become more effective in their interactions across religious difference. (shrink)

I explore how Heidegger and his successors interpret philosophy as an Occidental enterprise based on a particular understanding of history. In contrast to the dominant monistic paradigm, I return to the plural thinking of Dilthey and Misch, who interpret philosophy as a European and a global phenomenon. This reflects Dilthey’s pluralistic understanding of historical life. Misch developed Dilthey’s insight by demonstrating the multiple origins of philosophy as critical life-reflection in its Greek context and in the historical matrices of ancient India (...) and China. Misch’s approach to Confucius and Zhuangzi reveals a historically informed, interculturally sensitive, and critically oriented life-philosophy. (shrink)

In the globalizing world, it is seen that life is more intertwined with different cultures. Therefore, intercultural sensitivity has vital importance for a peaceful harmonious common life. In order to ensure this sensitivity, societies must unite with common accepted values. In this regard, the adoption of universal values expressed by the UNESCO-UNICEF has particular importance. Therefore, schools have important responsibilities. Schools may prefer out-of-class activities in the development of positive sensitivity behaviors. In this study, the sensitivities (...) developed by secondary-school students, who are the target group, toward living universal values after participating in out-of-school socio-cultural short-term trip activities were examined. The research adopts the phenomenological approach, which is one of the qualitative research methods. Interview techniques were used in accordance with this model. In line with the purpose of this research, the school administrators, who have the ability to witness the changes in the behavior of the children during and after the socio-cultural planned trip activities and who can best interpret them by filtering, have been reached. According to this criterion, 51 school administrators were selected. The results of the research revealed that short-term socio-cultural trips abroad have effects on living-universal values. It was observed that the positive behaviors in the school environment continued after the trip. We can say that, the development of sensitivity toward living-universal values also positively affects students’ intercultural sensitivity. As a result, it is recommended that school administrators give importance to such activities. (shrink)

Many Hong Kong schools are concerned about the growing number of ethnic minority students. How they are supported and how the diversity of their pastoral needs is fulfilled become critical. This article examines teachers?, students? and parents? narratives of the cross?cultural experience of ethnic minority students from India, Pakistan, Philippines, Nepal and Thailand, and the diversity of those students? pastoral needs. The qualitative data were collected from interviews, through which the constructs of 32 teachers and 32 students from three secondary (...) schools were explored. Four groups of focus?group interviews were conducted, in which 15 parents were involved. This article argues that to implement the ethos of caring, it is not only necessary for the school to promote the intercultural sensitivity of all practitioners, but equally important to develop a connected school system where ethnic minority students and parents can be consistently supported in the subsystems of classroom, school and home. (shrink)

Definition of the problem: Referring to the current critique of bioethics from the point of view of medical anthropology in North America, implications for moral philosophy and health care ethics are questioned. Arguments: The intrinsic and extrinsic flaws of common biomedical ethics as theory-driven ethics of principles and norms are also demonstrated in the German discussion of medical ethics (by reference to ’ethos’ and ’responsibility’) and ethical theory (especially phenomenology or hermeneutics). Objections to the Western bias of Bioethics from the (...) perspective of cross-cultural research are not only a radical critique of biomedicine but a challenge to philosophy and ethics becoming ’intercultural’. Conclusions: Cultural and social studies of life, context and ethos could be helpful in developing the ethical sensitivity, intercultural perception and motivations of health care personnel. In return, the field workers’ self-reflection of their normative preconditions will become an issue. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophies versus Philosophy:In Defense of a Flexible DefinitionRein RaudIt is strange that no one has taken up Carine Defoort's clearly formulated and timely argument about the intercultural tensions in interpreting what philosophy is, although the issue deserves at least a roundtable, if not an international conference.1 I doubt that this is because there is a general consensus that the matter is now settled, and I would therefore like (...) to develop the argument a bit further and offer a few additional factors to consider. It is also obvious that the problem is not limited to the subject of Chinese philosophy alone: all traditions of thought from all over the world, but most notably the Indian, Islamic, and Japanese heritages, are affected by the positions we adopt. As in most debates about the commensurability of cultural traditions, we can find differences when we look for them, and similarities if these are what we would like to see, so the "conflict of sensitivities"2 is also a matter of attitudes. My own position is that regardless of what we prefer to call the practice of deeper thought (and 'philosophy' is a very good name), it would be extremely useful for all of its participants, whatever their origin and upbringing, to find a common denominator for them to be able to exchange ideas and mutually enrich each other on its basis. In what follows I shall try to sketch a perspective from which this could, in my opinion, be theoretically grounded.Four PositionsDefoort has identified four possible points of view on the problem of whether classical Chinese thought could or should be called 'philosophy,' which could be summarized as follows.1. Chinese classical thought is not philosophy, because it does not satisfy the conditions of philosophy as it is generally and traditionally understood in the West.2. Chinese classical thought is philosophy, because it reveals the necessary characteristics if analyzed with the help of an appropriate (Western-type) observation language.3. Chinese classical thought can be called philosophy, but only if we redefine philosophy in order to accommodate some of its nontypical or clearly deviant features.4. Chinese classical thought should not be called philosophy, because philosophy is a culturally closed Western phenomenon with a limited scope and incapable of understanding fundamentally different modes of thought. [End Page 618]If we dismiss the birthright variety of the first position, we could label it essentialist, and its weakest point is certainly that Western philosophy has not remained unchanged during the course of history. It is highly doubtful that Socrates, Diogenes, scholastics, Nietzsche, and Gareth Evans could all be members of the same set if the same strict criteria were applied to all periods and all cultural settings in the same way, and, as Defoort herself stresses,3 the fact that seventeenth-century Jesuits (the basis of whose original worldview, we should think, was much farther from the Chinese than ours) had no problem in calling Chinese thought philosophy should show us that the paradigm shift of the thing called 'philosophy' has occurred in the West and is, so to speak, our problem and not theirs.Now, it is also possible that in some circles even some prominent names in the Western tradition do not qualify as real philosophers, in the sense in which Hegel was treated by Bertrand Russell4 and Heidegger was dismissed by Alfred Ayer5 in their respective histories of philosophy (while they nevertheless felt compelled to include chapters or passages on them). A definition of philosophy that puts forward such criteria that a considerable number of thinkers would have to remain outside its borders should be labeled sectarian-and it can still be met, even if ever less often, in some analytical schools of philosophy. It is my conviction, however, that in our globalizing world any definition that would leave non-European philosophy outside the borders of 'philosophy proper' should be considered sectarian in nature. The main problem that I have with Defoort's family model6 is precisely that in it the head of the family, who makes the decisions as to who can be adopted and who cannot, is always Western, and the... (shrink)

This paper reports on collaborative research undertaken with the African Australian Christian Impact Centre (CIC) in Perth, Western Australia. It is part of a larger university philosophy outreach program in which the researchers seek to create opportunities for those on the educational and social margins, and young people, to engage in ‘doing philosophy’, and to learn from them about their experiences. We were interested to evaluate whether the collaborative philosophical inquiry methods we use in our university teaching could be beneficial (...) outside of a formal educational setting, for members of the culturally diverse, faith-based community of CIC. In this multi-method evaluative study, we examined the extent to which participation in a series of Community of Inquiry (CoI) sessions improved or did not improve participants’ self-assessment of: (1) their competence and confidence in communicating with others in different contexts; (2) their competence and confidence as a ‘thinker’; and (3) their social competence and confidence. Our findings on ‘communication’ are discussed in this paper. The facilitated philosophical discussions led to insights about ‘speaking out’ and ‘listening’, particularly with respect to participants’ experiences of cultural and generational differences. We suggest that participation in CoI in a faith-based community setting has the potential to significantly increase confidence in communication skills, and lead to greater intergenerational, intercultural, and intercommunity sensitivity. (shrink)

This book offers an original contribution towards a new theory of intersubjectivity which places ethics of breath, hospitality and non-violence in the forefront. Emphasizing Indian philosophy and religion and related cross-cultural interpretations, it provides new intercultural interpretations of key Western concepts which traditionally were developed and followed in the vein of re-conceptualizations of Greek thought, as in Nietzsche and Heidegger, for example. The significance of the book lies in its establishment of a new platform for thinking philosophically about intersubjectivity, (...) so as to nudge contemporary philosophy towards a more sensitive approach, which is needed in our times. Intended for philosophers, feminists and others concerned with intercultural philosophy, the book will appeal to readers interested in contemporary ethical and political theories. A Breath of Proximity will benefit all who seek a more sensitive approach in philosophy and often-neglected practical layers of our everyday intersubjective relations. Life as breath: such is the grand theme of Lenart Škof's wonderful new book. Ranging from Indian Vedic writings to Heidegger and Irigaray, Breath of Proximity cuts across the tired analytic/continental distinction in philosophy and proposes an ethical cosmology based on our human dwelling. A breath of fresh air! Kevin Hart is Professor of Christian Studies at the University of Virginia Lenart Škof wrote a very interesting book on breath and breathing which expresses and analyzes the essence of human existence. The breath or wind is the core point of humans. As you know, you will read in John 3.8 that the humans are born from the wind. The breath and wind have something to do with the ethics of being human, because humans live with breath and breathing. Ethics is essentially a way of life through breathing. Tadashi Ogawa is Professor of Philosophy Emeritus at Kyoto University Breath and breathing are central themes of Asian philosophies since ancient times. This was also the case in ancient Europe. But we forgot about this dimension in our academic discourse. The book of Lenart Škof brings into sight that well known Western philosophers of the 20th century picked this topic up again. The book is the most notable and far-reaching attempt to rediscover the fundamental dimension of breath and breathing for the contemporary discourse of philosophy. Rolf Elberfeld is Professor of Philosophy at the University of Hildesheim. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Metaphysics as Mediating Dialogue by Oliva BlanchetteMatthew MinerdBLANCHETTE, Oliva. Metaphysics as Mediating Dialogue. Washington, D.C.: The Catholic University of America Press, 2023. xi + 133 pp. Cloth, $75.00In this text, the author presents a personal synthesis of metaphysics using a lexicon of scholastic and Blondelian-Hegelian thought. The first chapter, "From Questions of Being to the Question of Being as Being," presents a quasi-phenomenological account of the emergence of (...) the analogical conception of order of various degrees of perfection of being as such, concretized in various domains that are physical/natural and human/cultural. In this first chapter, an important theme that emerges and becomes a golden thread throughout the text is the claim that the primary analogate of being is, within our experience, the human person and the human mode of activity in culture and religion. [End Page 538]The second chapter, "Metaphysics as Mediating Dialogue of the Crossroads of Intersubjective, Intercultural, and Interreligious Communication," is perhaps the densest, covering a number of points handled in the remainder of the book. In this chapter, Blanchette is concerned with showing how intercommunication takes place within discourse concerning both the shared principles of intelligent agents and ultimately in view of an orientation toward what he later will call the vertical transcendence of culture in relation to God. Both of these tasks are of critical importance for constituting the necessary background for a philosophy of culture and a philosophy of religion that can mediate among the various actualities of human existence amid the objective and subjective aspects of art, science, and moral mutual recognition of intelligent agents in community.The third chapter, "The Necessity of Metaphysics in the Struggle for World Peace and Justice," opens with an arguably theological observation that the rational agent has two ends, one of which is not attainable in this life involving some kind of "more direct relation with God" in the hereafter, and the other pertaining to the struggle toward the establishment of a "historical communal peace." The framework for this terminology is a scholastically aware engagement with Blondelian (and partly Hegelian) thought. This chapter is concerned with articulating the way that rational agents engage in the historical task of establishing a kind of universal spirit of intersubjective recognition, at least as an asymptotic goal within history, even if contention ultimately prevents the formation of such a single, unified, intrahistorical community. Blanchette argues that this project is possible only within the dual transcendence of the human person, namely, as cultural and as religious, the latter being the condition for the former. Metaphysics has the role of articulating such transcendence.The fourth chapter, "Metaphysics as the Way from Phenomenology to Theology," engages with some of the questions related to the "theological turn" in Continental phenomenology. Phenomenological inquiry, Blanchette argues, must acknowledge that it investigates only one order of being in the universe, the human-intentional (or "historico-social"), and therefore stands in need of metaphysics to mediate its subject material with other kinds of being (as is true, similarly, of other disciplines). However, he also contends that phenomenology offers a very important preamble for a "first-person ontology" that is sensitive to the specific cultural and historical being of spiritual beings, but ultimately, Blanchette argues, it does so as "part of the way up from the bottom" and as opening up to metaphysical speculation, which itself prevents theology from degenerating into a kind of superstition.In chapters 5 through 7, Blanchette traces out the kind of mediation that occurs between metaphysics and theology. In chapter 5, he briefly develops his stated conviction regarding the human person's role as primary analogate in metaphysics and connects to a more Aristotelian [End Page 539] language of a transcendent cause that is pure act, though also immanent creatively and, upon theological supposition, through divine incarnation.The reviewer found chapter 6, "Metaphysics and the Transcendence of Cultures in Religion," to be the most interesting. In it, Blanchette develops earlier themes concerning the metaphysics of culture and its relationship to nature, as well as the constitution of subjectivity precisely as intersubjectivity among rational selves in the order of culture. Developing themes from chapter 3, he... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Comparative Philosophy and Method: Contemporary Practices and Future Possibilities ed. by Steven Burik, Robert Smid and Ralph WeberDouglas L. Berger (bio)Comparative Philosophy and Method: Contemporary Practices and Future Possibilities. Edited by Steven Burik, Robert Smid and Ralph Weber. London and New York: Bloomsbury Academic, 2023. Pp. vi + 272. Paperback $40.28, isbn 978-1-350-29704-3.The editors Steven Burik, Robert Smid and Ralph Weber, who have all made important revisions to (...) the theory of comparative philosophical method, have pulled together the contributions of ten other influential scholars in the field and their own work into this much-needed collection of essays. There has been much written about the methodology of comparative philosophy in the last hundred years. More recent reflections in this field have been strongly fueled by post-colonial evaluations as well as a proliferation of methodological approaches. Nonetheless, some consensus on what methods the field should adopt and to what ends still needs overt discussion. The editors argue in an Introduction and Epilogue to the volume that, now faced with the "obstacles" of often conflicting principles and aims of different methodological approaches which leads to their frequent mutual rejection, there is need for a wide acceptance of pluralism in the methodology of comparative philosophy (pp. 4–5). This methodological pluralism, for the editors, should be understood in two senses. Firstly, there should be a broad-based "methodological commitment to pluralism," which amounts to an acceptance that there is an existing plurality of philosophical traditions in the world which have very different foundational insights and worldviews (p. 254). Secondly, the fact that the plurality of philosophical traditions actually exhibits quite different approaches ought, despite any individual comparativist's preferred method, compel us to accept that this diversity is best dealt with by a plurality of research approaches (pp. 254–55). That is to say that, while the editors both acknowledge and endorse the particular specializations of any and all scholars engaged in intercultural philosophy, they urge each scholar to accept that both a descriptive and prescriptive pluralism of philosophical methodologies are necessary for the continued flourishing of the field. In order to demonstrate this descriptive and prescriptive pluralism, the editors organize the volume into what they call five "constellations" of discussion (p. 8).In the first "constellation" labeled "Necessary Conditions," Robert Neville, Jaap [End Page 1] van Brakel and Lin Ma offer general and detailed frameworks for what sorts of assumptions are needed for any comparative philosophical research to proceed fruitfully. Neville, while happily admitting that we need to be vigilant about biases and other limitations when crossing into other traditions, insists that philosophers need to at once be searching for the truth in any given comparison of ideas, while simultaneously always reflectively constructing the right categories on the basis of which the comparison may be justified and sound (pp. 22–27). Van Brakel and Ma present in their co-authored essay an elaborate blueprint for comparative research. This blueprint, while also conceding that there can never be "any one right interpretation" of any individual text, much less whole traditions, posit a basic "family resemblance principle" which highlights "mutually recognizable human practices" as the basic condition enabling comparative reflection in the first place (pp. 34–39).In the second "constellation," entitled "Generalization and Essentialization," Roger Ames and François Jullien insist in various ways that, while the essentialism that bedeviled previous eras of philosophy in general and comparative philosophy in particular should be rejected, generalizations are still fundamentally necessary to crystalize the most important ways in which traditions are distinct from one another. Ames, defending himself against recent allegations of essentialism in his approach, insists that the field needs to be supported by both a "self-reflective hermeneutical sensitivity" which acknowledges the positionality of the inquirer as well as a commitment to "search within the soil" of, in his case, the Chinese philosophical tradition for its own models of meaning (p. 58). To the latter end, Ames defends accurate generalizations which can help us understand "the language, the customs and the life-forms of a living tradition" since these, contrary to suspicions, aid us in preventing essentialization in comparative work (p. 63). Jullien... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophies versus Philosophy:In Defense of a Flexible DefinitionRein RaudIt is strange that no one has taken up Carine Defoort's clearly formulated and timely argument about the intercultural tensions in interpreting what philosophy is, although the issue deserves at least a roundtable, if not an international conference.1 I doubt that this is because there is a general consensus that the matter is now settled, and I would therefore like (...) to develop the argument a bit further and offer a few additional factors to consider. It is also obvious that the problem is not limited to the subject of Chinese philosophy alone: all traditions of thought from all over the world, but most notably the Indian, Islamic, and Japanese heritages, are affected by the positions we adopt. As in most debates about the commensurability of cultural traditions, we can find differences when we look for them, and similarities if these are what we would like to see, so the "conflict of sensitivities"2 is also a matter of attitudes. My own position is that regardless of what we prefer to call the practice of deeper thought (and 'philosophy' is a very good name), it would be extremely useful for all of its participants, whatever their origin and upbringing, to find a common denominator for them to be able to exchange ideas and mutually enrich each other on its basis. In what follows I shall try to sketch a perspective from which this could, in my opinion, be theoretically grounded.Four PositionsDefoort has identified four possible points of view on the problem of whether classical Chinese thought could or should be called 'philosophy,' which could be summarized as follows.1. Chinese classical thought is not philosophy, because it does not satisfy the conditions of philosophy as it is generally and traditionally understood in the West.2. Chinese classical thought is philosophy, because it reveals the necessary characteristics if analyzed with the help of an appropriate (Western-type) observation language.3. Chinese classical thought can be called philosophy, but only if we redefine philosophy in order to accommodate some of its nontypical or clearly deviant features.4. Chinese classical thought should not be called philosophy, because philosophy is a culturally closed Western phenomenon with a limited scope and incapable of understanding fundamentally different modes of thought. [End Page 618]If we dismiss the birthright variety of the first position, we could label it essentialist, and its weakest point is certainly that Western philosophy has not remained unchanged during the course of history. It is highly doubtful that Socrates, Diogenes, scholastics, Nietzsche, and Gareth Evans could all be members of the same set if the same strict criteria were applied to all periods and all cultural settings in the same way, and, as Defoort herself stresses,3 the fact that seventeenth-century Jesuits (the basis of whose original worldview, we should think, was much farther from the Chinese than ours) had no problem in calling Chinese thought philosophy should show us that the paradigm shift of the thing called 'philosophy' has occurred in the West and is, so to speak, our problem and not theirs.Now, it is also possible that in some circles even some prominent names in the Western tradition do not qualify as real philosophers, in the sense in which Hegel was treated by Bertrand Russell4 and Heidegger was dismissed by Alfred Ayer5 in their respective histories of philosophy (while they nevertheless felt compelled to include chapters or passages on them). A definition of philosophy that puts forward such criteria that a considerable number of thinkers would have to remain outside its borders should be labeled sectarian-and it can still be met, even if ever less often, in some analytical schools of philosophy. It is my conviction, however, that in our globalizing world any definition that would leave non-European philosophy outside the borders of 'philosophy proper' should be considered sectarian in nature. The main problem that I have with Defoort's family model6 is precisely that in it the head of the family, who makes the decisions as to who can be adopted and who cannot, is always Western, and the... (shrink)

Hind Swaraj by Mahatma Gandhi is arguably the greatest text to have emerged from the anti-colonial movement in India and the first to seriously challenge the cultural and civilizational premises of the colonizers' mentality. It is also the first text in India that falls within the broad tradition of modern political philosophy, advancing a complex cluster of theses with conceptual sensitivity, analytical precision, and sustained argument. This book critically engages with Hind Swaraj and explores the fascinating and subtle dialogue (...) set up by Gandhi between the characters of the reader and the editor. With essays from leading contemporary thinkers on Gandhi, the volume looks at themes such as Gandhi on epistemic servitude, decolonization and intercultural translation; his complex critique of modern civilization, his views on the empire; democracy, citizenship and violence; the normative structure of Gandhian thought; Gandhi and the political praxis of educational reconstruction and how to read this text. An important intervention in Gandhian studies, this book will be useful for scholars and researchers of peace studies, political philosophy, Indian philosophy, Indian political thought, political sociology, and South Asian studies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 327 conceptual impositions and consider nirvana in the light of its own "intentional infrastructure." Interpreted as doctrine, nirvana is a wooden category; as a path, subtle and paradoxical, a factor celebrated in the later Mahayana texts (samsara is nirvana; nirvana is samsara). In pleading for sensitivity to context, Welbon maintains that the Buddha was not a philosopher, much less a nineteenth-century one, but a saint and (...) a "genius as a soteriological tactician": Depending on the context and in particular the needs of the individual(s) to whom he spoke, his emphasis varied. To those full of self, his message was expressed negatively. To those full of fear, the message expressed confidence. To those full of suffering, the message expressed hope. (p. 300) Nirvana's "meanings," then, are many, and include "both annihilation and bliss, negation and affirmation, nonexistence and existence" (p. 302). Yet the author's primary concern is not simply to advance one more theory of nirvana, lined up beside the rest; it is rather to elucidate the role of theory in its relation to intercultural and history of religions data. Interpretations are themselves phenomena whose intentionality, context, or history must be clarified. The differences between the scholars surveyed in this book stem not so much from varying conclusions about given data as from differences of premise and method; they are differences of questions rather than answers. Nirvana, a religious ultimate without the conception of deity, has indeed been a classic stumbling block to Western theories. The encounter, Welbon suggests, documents not only a history of methodological shortcomings, but "the fragile and inadequate nature of our understanding of what religion itself may be" (p. 301). WILLIAM E. PADEN University of Vermont Hamann's Socratic Memorabilia, A Translation and Commentary. By James C. O'Flaherty. (Baltimore: Johns Hopkins Press, 1967. Pp. xv+229. $7.50) Johann Georg Hamann, Philosophy and Faith. By W. M. Alexander. (The Hague: Martinus Nijhoff, 1966. Pp. xii+212. Gld. 28.25) America continues to contribute more than a fair share to the study of Hamann ---even though the Hamann News-Letter, edited by James C. O'Flaherty, had to stop appearing in 1963. It is now the same O'Flaherty who opens wide the gates for the study of Hamann in the English-speaking world by translating the Socratic Memorabilia and providing an introduction and explanatory notes. The Memorabilia without doubt offer the best first approach to Hamann. t But so great is the obscurity of Hamann that it is by no means sure that the Memorabilia have now become an exotericum. Before reviewing O'Flaherty's book I shall therefore present the content of the Memorabilia. If only we had simple blow-by-blow accounts of all of his writings before we embark on a wholesale interpretation! a For decades they were available in Reclams Universalbibliothek (in c. 1914 at a price of about three cents) and have now (August, 1968) been republished (together with Hamann's Aesthetica in nuce) with excellent notes and a commentary by Sven-Aage Jorgensen (present price: about twenty cents). In 1959 F. Blanke published another amply annotated edition with an extensive thorough commentary. 328 HISTORY OF PHILOSOPHY The purpose of the Memorabilia is to "convert" two friends of Hamann, Kant and Berens, from Enlightenment to Christianity (the two tried to do the opposite to Hamann) and to defend himself and his Christianity from their criticisms. To do so, Hamann decides to use philosophic rather than religious language. In so doing he will present himself as another Socrates, because, as Hamann sees it, it was the mission of Socrates to lead the Athenians to the unknown God, thus prefiguring the mission of St. Paul, and because Socrates opposed the then "enlighteners," viz., the Sophists. In so doing he furthermore compares some of his own character traits (for which he was blamed by Kant and Berens) and some events in his life with Socratic ones. But as he compares (equates) Socrates with the prophets and with Jesus, he by the same token compares (equates) himself with them. Of course, Hamann knows that the Enlightenment also admired Socrates. But it did so for entirely wrong reasons: they praised... (shrink)

Food and life are intimately entangled. To grasp the underlying complexity of this seemingly simple statement, this article first introduces the approach to food/eating as an assemblage enacted by various heterogeneous components, and further develops it by engaging with actor network theory and material semiotics. Thereafter the focus turns to ‘entanglement’, as inspired by quantum physics, to elicit the basic dynamics of the entanglement of food and more-than-human beings, conceived of as involving mutual and differential becomings within and among assemblages. (...) The article illustrates these entangled becomings by drawing upon examples from Sri Lanka, which in an intercultural philosophical fashion serve to establish an articulation (in the sense of a connection) between the proposed abstract approach to food and some basic premises of Buddhism and Ayurveda, a South Asian health system. Overall, the article crafts a conceptual toolbox and performs ontological groundwork wherein food and human beings as entangled assemblages provide a productive, refined, and sensitive research apparatus for the intimate study of more-than-human life and organization while also spurring novel theorizations through food/eating. (shrink)

At The paper analyzes the problems of cultural diversity and universality as elaborated in the concepts of “intercultural philosophy” (Ra 1 Fornet-Betancourt), “transculture” (Mikhail Epstein), and “discourse ethics” (Jürgen Habermas, Karl-Otto Apel, and Seyla Benhabib). In the postmodern theories of culture, there is an internal tension between multiculturalism and deconstruction. Multiculturalism implies an essentialist connection between cultural production and ethnic or physical origin. In contrast, the paper argues for a concept of cultural diversity free from determinism and representation. The (...) paper articulates a criticalphilosophical-methodological approach at the heart of which is Mikhail Bakhtin’s dialogical philosophy and the idea of “vnenakhodimost” (“outsidedness”). According to Mikhail Epstein’s concept of “transculture,” each culture is incomplete, thus needs to transcend its borders in dialogue with other cultures. Transculture is a path of liberation of the individual from the symbolic dependencies of culture itself and self-imposed identities. It is a state of virtual belonging of one individual to many cultures. Critical universality means diversity as a property of a single individual or a single culture insofar as they can include the diversity of others. It is viewed as an internal diversity of individuals, their dialogical openness to others and self-identification primarily as members of humanity. The paper focuses on Jürgen Habermas’s analysis of the problem of cultural identity and diversity in terms of the liberal conception of equality and cultural rights. Multiculturalism itself is not immune from knowledge/power relations. Its paradox is that individual basic liberties are restricted in the name of the securing collective rights of culture groups. Habermas argues that these problems can be solved only from the perspective of “the difference-sensitive egalitarian universalism of equal rights.” Mutual recognition requires a transformation of interpersonal relations through discourse and public debates over identity politics. Attention is paid to David Rasmussen’s analyses of conflict and toleration within the confines of a post-secular society. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Shape of Ancient ThoughtWill S. RasmussenThe Shape of Ancient Thought. By Thomas McEvilley. New York: Allworth Press, 2002. Pp. xxxvi + 732. $35.00.The Shape of Ancient Thought, Thomas McEvilley's magnum opus of over thirty years' preparation, draws together an encyclopedic array of texts and archaeological evidence from Greece and India, which he employs in clearly written arguments toward an answer to a volatile question: just how indebted (...) to each other are India and Greece for their philosophical ideas and techniques? The subject is volatile in that it often arouses the rancor of challenged claims to intellectual property or cultural superiority, and the author shows admirable sensitivity by arguing to his conclusions in a way that explicitly eschews the lesser motives of rivalry and self-aggrandizement; instead he promotes the appreciation of a passion and genius for philosophy that is shared equally in the East and the West. McEvilley has collected for his purposes a treasury of key passages from Greek and Indian philosophy, and this review will seek to give some idea of the vast scope of his work and to assess its contribution to our understanding of philosophy.In his Foreword McEvilley says that his book will challenge a dichotomy, which prevails in Western thinking, that divides the ancient world of thought into Greek and non-Greek. Greek thought is characterized as that which is rational, and non Greek thought as that which is irrational, antirational, or at least nonrational. He faults E. R. Dodds' The Greek and the Irrational for supporting this dichotomy, by which Orphism and even certain elements of Plato become assigned, solely by virtue of their nonrational character, to Oriental provenance. He condemns as "deeply and glaringly false" W.K.C. Guthrie's History of Greek Philosophy for disparaging the comparison of Indian and Greek philosophy on the grounds that their motives, methods, and background of thought are so utterly different. In such a spirit he undertakes to prove by argumentation and a "sea of evidence" the invalidity of so brusque a dismissal of Indian philosophy.The rest of the Foreword explores how the post-Enlightenment "Oriental Renaissance," that is, the discovery by nineteenth-century Europe of India as "the primal [End Page 182] font of wisdom," aroused troubling questions about racial and cultural superiority. McEvilley traces claims and counterclaims made by philologists, historians, philosophers, and art historians who asserted the hierarchical status of India relative to classical Greece as the source of Western culture. He shows how attitudes toward colonialism in India from the eighteenth century up to the present day have further fueled the politicization of scholarship about India. The scope of this controversy ranges from the view that in the second millennium B.C.E. white invaders called Aryans brought into India both Sanskrit and all that is of any cultural value there, to the view that the hypothesis of an Aryan invasion is a racist myth, that there was virtually no foreign intervention in Indian history, and that India was the origin of all the world's civilizations. He commends the attempts since World War II to approach afresh the question of intercultural influence between East and West, including the founding of Philosophy East and West in 1951, and he declares his own view, which forms the main thesis of the book, namely that there were "significant intrusions first from India to Greece in the pre-Socratic period, and then from Greece back to India in the Hellenistic period" (p. xxxi).In chapter 1 McEvilley presents archaeological evidence from as early as the middle of the third millennium B.C.E. of trade between the Near East and India, and between the Near East and Greece. He argues for "full East-West transport of goods" through the intermediary of the Near East around 1500 to 1300 B.C.E. (p. 4). He argues that by the seventh century B.C.E. the activity of Phoenician merchants and the Persian conquests eastward and westward facilitated the transmission of ideas between the Near East and Greece via the "diffusion channels" of merchants, artisans, mercenaries, philosophers, physicians, and seers. He argues for similar diffusion channels between the... (shrink)

Does context influence our appreciation of beauty? To answer this question, two experiments were conducted to determine the effect of contextual aesthetics on the recognition of moral behavior. Experiment 1 demonstrated that individuals in a high-aesthetic context had a quicker recognition time for moral behavior than those in a low-aesthetic context. In a low-aesthetic context, individuals recognize immoral behavior more quickly than in a high aesthetic context. Individuals showed greater recognition rates for moral behavior in a high aesthetic context and (...) higher recognition for immoral behaviors in a low aesthetic context for behavior with unclear information. Experiment 2 revealed that individual fixation counts were smaller under the conditions of high aesthetic context and moral behavior than under the conditions of low aesthetic context and moral behavior, indicating a correlation between low aesthetic context and immoral behavior. This study shows that high aesthetic context facilitates the recognition of moral behavior, which has implications for moral education. (shrink)

Intercultural Pragmatics studies how language systems are used in social encounters between speakers who have different first languages and cultures, yet communicate in a common language. The field first emerged in the early 21st century, joining two seemingly antagonistic approaches to pragmatics research: the cognitive-philosophical approach, which considers intention as an a priori mental state of the speaker, and the sociocultural-interactional approach, which considers it as a post factum construct created by both speaker and hearer though conversation. Istvan Kecskes, (...) an early proponent of intercultural pragmatics, was among the first to propose merging the two to form the socio-cognitive approach now core to the field. In Intercultural Pragmatics, the first book on the subject, Kecskes establishes the foundations of the field, boldly combining the pragmatic view of cooperation with the cognitive view of egocentrism in order to incorporate emerging features of communication. He argues that people cooperate by generating and formulating intention that is relevant to the given actual situational context. At the same time, however, because of their egocentrism they activate the most salient information to their attention in the construction and comprehension of utterances. Within this approach, interlocutors are considered as social beings searching for meaning with individual minds embedded in a socio-cultural collectivity, and intention is a cooperation-directed practice that is governed by relevance which depends on actual situational experience.Intercultural pragmatics is a rapidly-growing field, and the only subfield of pragmatics to incorporate features of intercultural interaction into mainstream pragmatics. This volume offers both a valuable synthesis of current research and a new way to think about pragmatics. (shrink)

Vogel, Sosa, and Huemer have all argued that sensitivity is incompatible with knowing that you do not believe falsely, therefore the sensitivity condition must be false. I show that this objection misses its mark because it fails to take account of the basis of belief. Moreover, if the objection is modified to account for the basis of belief then it collapses into the more familiar objection that sensitivity is incompatible with closure.

The present study discusses epistemological foundations of intercultural constructions of the New Testament in Africa. Before embarking on this discussion, it documents the history and procedures of this interpretive tool. In Africa, the intercultural method emanates from the paradigm of inculturation coupled with reconstruction. It has already embraced biblical exegesis, translation studies, canonical criticism and ecological hermeneutics. Contribution: The insights of the article ‘Intercultural constructions of the New Testament: Epistemological foundations’ pertain firstly to the description of the (...) method of intercultural constructions, taking stock of its emergence, development, procedures, and epistemological foundations in both African and international theological circles. Secondly, the study has specifically established the following epistemological foundations of the intercultural method: interculturality as the cradle of the New Testament corpus, an existential mode, an interpretive paradigm, and interaction with a triple hexagonal dimension. The latter includes a triple pitfall (to avoid), a triple frame of reference, a triple epistemological privilege, a triple epistemological value, a triple ethical value, and a triple cultural position. (shrink)

In a recent paper, Melchior pursues a novel argumentative strategy against the sensitivity condition. His claim is that sensitivity suffers from a ‘heterogeneity problem:’ although some higher-order beliefs are knowable, other, very similar, higher-order beliefs are insensitive and so not knowable. Similarly, the conclusions of some bootstrapping arguments are insensitive, but others are not. In reply, I show that sensitivity does not treat different higher-order beliefs differently in the way that Melchior states and that while genuine bootstrapping (...) arguments have insensitive conclusions, the cases that Melchior describes as sensitive ‘bootstrapping’ arguments don’t deserve the name, since they are a perfectly good way of getting to know their conclusions. In sum, sensitivity doesn’t have a heterogeneity problem. (shrink)

In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. (...) Such honoring provides responsive conditions for our coming together in and across differences in order that we may productively and creatively address and overturn grammars of violence, destruction, and dis-ease in these complexly troubled times. Committing ourselves to deconstructing historical and contemporary beliefs, values, and practices that are compromising human and planetary flourishing, we undertake responsibilities to go cross-cultural and intercultural. (shrink)

This conceptual paper argues for the reconfiguring of Intercultural Communication Education (ICE) through a dialogical engagement with Istina (Truth) and Pravda (Truth in Justice). The paper argues that the field of ICE is predominantly characterised by normative conceptualisations of truth (e.g., characterised by fixed or ‘objective’ interpretations of language and culture) or hyper-relativist post-truth conceptualisations (e.g., non-essentialist approaches to ICE). This conceptual paper, therefore, addresses the following research question: To what extent can a dialogical approach to truth address and (...) redress epistemic power imbalances in ICE? Through engaging with Russian language and the dialogical approach of Mikhail Bakhtin a non-normative approach for ICE is proposed. The paper conceptually argues in moving beyond the binary of normative and post-truth interpretations in ICE through dialogism. The paper serves at an important juncture amidst calls that the field of ICE is characterised by epistemic violence and epistemic power imbalances. The proposed dialogical approach to truth in ICE aims to redress epistemic imbalances in arguing for a form of non-normative dialogical ethics. (shrink)

Due to the development of global economy and increased geographical and occupational mobility, communication with people from multicultural backgrounds has become commonplace in many healthcare institutions. As the demographic profiles of both patients and medical personnel are increasingly varied, intercultural competence has become an integral component of English for Medical Purposes training. However, are medical students generally familiar with the notion of intercultural competence? What intercultural aspects should they be aware of in order to practise effectively when (...) they graduate? The aim of this article is to present medical students′ understanding of IC based on a survey conducted among undergraduate learners at the Medical University of Bialystok, Poland. The article begins with a discussion on intercultural competence in the context of health care. Following this, a discussion on why intercultural competence needs to be incorporated and used in Medical English programmes is presented. (shrink)

John MacFarlane explores how we might make sense of the idea that truth is relative. He provides new, satisfying accounts of parts of our thought and talk that have resisted traditional methods of analysis, including what we mean when we talk about what is tasty, what we know, what will happen, what might be the case, and what we ought to do.

Sosa, Pritchard, and Vogel have all argued that there are cases in which one knows something inductively but does not believe it sensitively, and that sensitivity therefore cannot be necessary for knowledge. I defend sensitivity by showing that inductive knowledge is sensitive.

Modal knowledge accounts that are based on standards possible-worlds semantics face well-known problems when it comes to knowledge of necessities. Beliefs in necessities are trivially sensitive and safe and, therefore, trivially constitute knowledge according to these accounts. In this paper, I will first argue that existing solutions to this necessity problem, which accept standard possible-worlds semantics, are unsatisfactory. In order to solve the necessity problem, I will utilize an unorthodox account of counterfactuals, as proposed by Nolan, on which we also (...) consider impossible worlds. Nolan’s account for counterpossibles delivers the intuitively correct result for sensitivity i.e. S’s belief is sensitive in intuitive cases of knowledge of necessities and insensitive in intuitive cases of knowledge failure. However, we acquire the same plausible result for safety only if we reject his strangeness of impossibility condition and accept the modal closeness of impossible worlds. In this case, the necessity problem can be analogously solved for sensitivity and safety. For some, such non-moderate accounts might come at too high a cost. In this respect, sensitivity is better off than safety when it comes to knowing necessities. (shrink)

En este estudio se exploran recursos didácticos para fomentar la reflexión intercultural en el aula de idiomas. En un aula de alemán como lengua extranjera de una universidad española, con alumnas y alumnos de nivel inicial (A1.2), se integraron actividades para el desarrollo de la competencia comunicativa intercultural en una programación anterior de orientación comunicativa y con fuerte presencia de la interacción oral entre pares. Los resultados obtenidos en esta investigación cuasi-experimental informan sobre el desarrollo de la conciencia (...) cultural de las y los participantes. (shrink)

The orthodox view about sensitivity and induction has it that beliefs formed via induction are insensitive. Since inductive knowledge is highly plausible, this problem is usually regarded as a reductio argument against sensitivity accounts of knowledge. Some adherents of sensitivity defend sensitivity against this objection, for example by considering backtracking interpretations of counterfactuals. All these extant views about sensitivity and induction have to be revised, since the problem of sensitivity and induction is a different (...) one. Regardless of whether we allow backtracking interpretations of counterfactuals, some instances of induction yield insensitive beliefs whereas others yield sensitive ones. These results are too heterogenous for providing a plausible sensitivity-account of inductive knowledge. Induction remains a serious problem for sensitivity accounts of knowledge. (shrink)

Background:Moral distress, moral sensitivity, and moral courage among healthcare professionals have been explored considerably in recent years. However, there is a paucity of studies exploring these topics among baccalaureate nursing students.Aim/objective:The purpose of this study was to explore the relationship between and among moral distress, moral sensitivity, and moral courage of undergraduate baccalaureate nursing students.Research design:The research employed a descriptive-correlational design to explore the relationships between and among moral distress, moral sensitivity, and moral courage of undergraduate nursing (...) students.Participants and research context:A total of 293 baccalaureate Filipino nursing students who have been exposed to various clinical areas participated in the study.Ethical considerations:Institutional review board approval was sought prior to the conduct of the study. Self-determination was assured and anonymity and confidentiality were guaranteed to all participants.Findings:Results indicate that a majority of the nursing students in the clinical areas encounter morally distressing situations that compromise quality patient care. However, despite the fact that they want to do what is in the best interest of their patients, their perception of being the inexperienced among the healthcare team drives the majority of them to ignore morally distressing situations to avoid conflict and confrontation. Another interesting finding is that 79.20% of the respondents hardly consider quitting the nursing profession even if they frequently encounter morally distressing situations. Analysis also shows associations between moral distress intensity and frequency ( r = 0.13, p < 0.05) and moral distress intensity and moral sensitivity ( r = 0.25, p < 0.05). The dimensions of moral courage are also related to both moral distress and moral sensitivity.Conclusion:Results of the study imply that moral distress is a reality among all healthcare professionals including nursing students and requires more consideration by nurse educators. (shrink)

ABSTRACTIn a recent paper, Michael Pardo argues that the epistemic property that is legally relevant is the one called Safety, rather than Sensitivity. In the process, he argues against our Sensitivity-related account of statistical evidence. Here we revisit these issues, partly in order to respond to Pardo, and partly in order to make general claims about legal epistemology. We clarify our account, we show how it adequately deals with counterexamples and other worries, we raise suspicions about Safety's value (...) here, and we revisit our general skepticism about the role that epistemological considerations should play in determining legal policy. (shrink)

Sensitivity has sometimes been thought to be a highly epistemologically significant property, serving as a proxy for a kind of responsiveness to the facts that ensure that the truth of our beliefs isn’t just a lucky coincidence. But it's an imperfect proxy: there are various well-known cases in which sensitivity-based anti-luck conditions return the wrong verdicts. And as a result of these failures, contemporary theorists often dismiss such conditions out of hand. I show here, though, that a (...) class='Hi'>sensitivity-based understanding of epistemic luck can be developed that respects what was attractive about sensitivity-based approaches in the first place but that's immune to these failures. (shrink)