In this new interpretation of the political writings of Hannah Arendt, Lisa Jane Disch focuses on an issue that remains central to today's debates in political philosophy and feminist theory: the relationship of experience to critical understanding. Discussing a range of Arendt's work including unpublished writings, Disch explores the function of storytelling as a form of critical theory beyond the limits of philosophy.

The Oxford Handbook of Feminist Theory provides an overview of the analytical frameworks and theoretical concepts feminist theorists have developed to challenge established knowledge. Leading feminist theorists, from around the globe, provide in-depth explorations of a diverse array of subject areas, capturing a plurality of approaches. The Handbook raises new questions, brings new evidence, and poses significant challenges across the spectrum of academic disciplines, demonstrating the interdisciplinary nature of feminist theory.

Der Beitrag rekapituliert einige grundlegende Anliegen der konstruktivistischen Wende der politischen Repräsentationstheorie und ihrer normativen Folgen. Er behandelt die Performativität politischer Repräsentation, die politische Meinungen und kollektive Subjektivitäten und damit Handlungsmacht erst hervorbringt. Die Wende, bzw. der „constructivist turn“, impliziert ein Abwenden von der Vorstellung, demokratische Repräsentation sei als neutrale Spiegelung oder Vertretung gesellschaftlicher Gruppen und Interessen zu verstehen und betont stattdessen die Her(aus)stellung des Kollektivs durch den Prozess seiner Repräsentation.

My assumption is that thought itself arises out of incidents of living experience and must remain bound to them as the only guideposts by which to take its bearings. Hannah Arendt.

This article situates Hannah Arendt’s On Revolution in the traditions of French and American revolutionary historiography to demonstrate that Arendt’s ‘fable’ of the American Revolution was at odds with her argument about the council form. I argue that had Arendt really wanted to inspire a resurrection of the council form in the present, she would have done better to orient her readers to the French Revolution, specifically to the experiments in democratic republicanism of the group known as the Girondins.

Is ecological democracy possible? If so, what would it entail? This chapter first reviews the literature based in deliberative democracy that proposes to extend communicative competence to non-humans, and then traces an alternative constructivist line of environmental political thinking from its beginnings in the strand of science and technology studies pioneered by Bruno Latour and others known as actor-network theory, through two actor-network theory-inspired approaches to political theory, “object-oriented democracy” and “material politics/participation.” Whereas this alternative approach solves some of the (...) conundrums to which the communicative model gives rise, it is neither as radical a departure from politics as it is “normally understood,” nor as political as its proponents claim. (shrink)

Rousseau's Julie, ou La Nouvelle Héloïse is two novels in one: a story of wifely virtue and a counterstory of women's friendship. Whereas the virtue story exemplifies what feminist readers since Mary Wollstonecraft have considered to be the most oppressive of Rousseau's prescriptions for women, the friendship counterstory questions the ethical foundations and social manifestations of the model of patriarchal authority that Rousseau ordinarily defends. In this essay, I read the novel with an eye for both stories and the tension (...) between them. (shrink)

Rousseau's Julie, ou La Nouvelle Héloise is two novels in one: a story of wifely virtue and a counterstory of women's friendship. Whereas the virtue story exemplifies what feminist readers since Mary WoRstonecraft have considered to be the most oppressive of Rousseau's prescriptions for women, the friendship counterstory questions the ethical foundations and social manifestations of the model of patriarchal authority that Rousseau ordinarily defends. In this essay, I read the novel with an eye for both stories and the tension (...) between them. (shrink)

Within the ethics and science literature surrounding uterus transplantation (UTx), emphasis is often placed on the extent to which UTx might improve upon, or offer additional benefits when compared to, existing ‘treatment options’ for women with absolute uterine factor infertility, such as adoption and gestational surrogacy. Within this literature UTx is often positioned as superior to surrogacy because it can deliver things that surrogacy cannot (such as the experience of gestation). Yet, in addition to claims that UTx is superior in (...) the aforementioned sense it is also often assumed (either implicitly or explicitly) that UTx is less fraught with ethical difficulties and thus should be considered a less morally problematic option. This article seeks to examine this assumption. Given that much UTx research has been performed in Sweden, a country where surrogacy is effectively although not currently explicitly forbidden, we do this through an analysis of the arguments underpinning a 2016 Swedish white paper which considered amending existing policy such that altruistic surrogacy arrangements would be permitted. By applying the white paper’s arguments for a restrictive position on altruistic surrogacy to the case of UTx using living altruistic donors we find that such arguments, if they hold in the case of surrogacy, apply similarly to UTx. We thus suggest that, for reasons of consistency, a similar stance should be taken towards the moral and legal permissibility of these two practices. (shrink)

This paper discusses the ethical issues related to hemicorporectomy surgery, a radical procedure that removes the lower half of the body in order to prolong life. The literature on hemicorporectomy (HC), also called translumbar amputation, has been nearly silent on the ethical considerations relevant to this rare procedure. We explore five aspects of the complex landscape of hemicorporectomy to illustrate the broader ethical questions related to this extraordinary procedure: benefits, risks, informed consent, resource allocation and justice, and loss and the (...) lived body. (shrink)

This piece is an editorial for an eBook published by Frontiers. The papers originally appeared in a Frontiers special topic associated with two sections of Frontiers in Psychology (Cognition, and Language Sciences).

An individual’s right to refuse life-sustaining treatment is a fundamental expression of patient autonomy; however, supporting this right poses ethical dilemmas for healthcare providers when the patient has attempted suicide. Emergency physicians encounter patients who have attempted suicide and are likely among the first medical providers to face the dilemma of honoring the patient’s DNR or intervening to reverse the effects of potentially fatal actions. We illustrate this issue by introducing a case example in which the DNR of a terminally (...) ill woman was not honored because the cause of her cardiac arrest was suicide. We argue that although a terminal diagnosis should change the way health care providers respond to a suicide attempt, many of the theoretical underpinnings for how one should treat suicide attempts—especially the criterion of external reasonability, that is the action to withhold or withdraw life-sustaining measures is reasonable independent of the precipitating event—are common to all situations :3–12, 2013). The presumption that patients who attempt suicide lack capacity due to acute mental illness is flawed because it fails to account for a competent individual’s reasonable preference to not be forced to live in an unbearable, terminal condition. In states without legislation allowing physician aid in dying, patients and providers must grapple with these limitations on a case-by-case basis. In cases where the patient has a limited life expectancy and there is not concern for psychiatric illness as the primary cause of the suicidal action, we argue that the negative right to refuse life-sustaining treatment should prevail. (shrink)

Backround Education in ethics and professionalism should reflect the realities medical students encounter in the hospital and clinic. Method We performed content analyses on Case Observation and Assessments (COAs) written by third-year medical students about ethical and professional issues encountered during their internal medicine and paediatrics clinical clerkships. Results A cohort of 141 third-year medical students wrote 272 COAs. Content analyses identified 35 subcategories of ethical and professional issues within 7 major domains: decisions regarding treatment (31.4%), communication (21.4%), professional duties (...) (18.4%), justice (9.8%), student-specific issues (5.4%), quality of care (3.8%), and miscellaneous (9.8%). Conclusions Students encountered a wide variety of ethical and professional issues that can be used to guide pre-clinical and clinical education. Comparison of our findings with results from similar studies suggests that the wording of an assignment (specifying “ethical” issues, “professional” issues, or both) may influence the kinds of issues students identify in their experience-based clinical narratives. (shrink)

Psycholinguistic investigations of the way readers and speakers perceive gender have shown several biases associated with how gender is linguistically realized in language. Although such variations across languages offer interesting grounds for legitimate cross linguistic comparisons, pertinent characteristics of grammatical systems – especially in terms of their gender asymmetries – have to be clearly identified. In this paper, we present a language index for researchers interested in the effect of grammatical gender on the mental representations of women and men. Our (...) index is based on five main language groups (i.e., grammatical gender languages, languages with a combination of grammatical gender and natural gender, natural gender languages, genderless languages with few traces of grammatical gender and genderless languages) and three sets of specific features (morphology, masculine-male generics and asymmetries). Our index goes beyond existing ones in that it provides specific dimensions relevant to those interested in psychological and sociological impacts of language on the way we perceive women and men. We also offer a critical discussion of any endeavor to classify languages according to grammatical gender. (shrink)

back in about 1984 or 1985, when I'd been in graduate school for a couple of years at Northwestern University in Evanston, Illinois, I started hanging around with three chemists who shared a house. They were colleagues of my roommate, a chemistry grad student. One of them, no kidding, was named Lloyd A. Bumm, who would always introduce himself by saying, "My name is the best joke I know." Lloyd was a quirky, curious guy who often explored unusual places around (...) the City, unlike the typical chemistry grad student. For instance, he frequently would head into Chicago on Sunday mornings to go to this crazy street market he knew about. He invited me to go with him one weekend; he was looking for a power supply, whatever... (shrink)

_Sister Species: Women, Animals, and Social Justice_ addresses interconnections between speciesism, sexism, racism, and homophobia, clarifying why social justice activists in the twenty-first century must challenge intersecting forms of oppression. This anthology presents bold and gripping--sometimes horrifying--personal narratives from fourteen activists who have personally explored links of oppression between humans and animals, including such exploitative enterprises as cockfighting, factory farming, vivisection, and the bushmeat trade. _Sister Species_ asks readers to rethink how they view "others," how they affect animals with their (...) daily choices, and how they might bring change for all who are abused. These essays remind readers that women have always been important to social justice and animal advocacy, and they urge each of us to recognize the links that continue to bind all oppressed individuals. The astonishing honesty of these contributors demonstrates with painful clarity why every woman should be an animal activist and why every animal activist should be a feminist. Contributors are Carol J. Adams, Tara Sophia Bahna-James, Karen Davis, Elizabeth Jane Farians, Hope Ferdowsian, Linda Fisher, Twyla François, Christine Garcia, A. Breeze Harper, Sangamithra Iyer, Pattrice Jones, Lisa Kemmerer, Allison Lance, Ingrid Newkirk, Lauren Ornelas, and Miyun Park. (shrink)

Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and (...) class='Hi'>Lisa D. Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)

: he commercialization of biotechnology, especially research and development by transnational pharmaceutical companies, is already excessive and is increasingly dangerous to distributive justice, human rights, and access of marginal populations to basic human goods. Focusing on gene patenting, this article employs the work of Margaret Jane Radin and others to argue that gene patenting ought to be more highly regulated and that it ought to be regulated with international participation and in view of concerns about solidarity and the common (...) good. The mode of argument called for on this issue is more pragmatic than logical, emphasizing persuasion based on evidence about the reality and effects of control of genetic research by profit-driven biotech companies. (shrink)

In mainstream discussion, violent crimes against women frequently are presented as inexplicable and their perpetrators as social deviants. Feminists have argued for an awareness of the sexually political and conformist nature of such crimes and have invented the word gynocide to name the range of systematic violence against women by men. I look at the issues raised by three recent manifestations of gynocide in the United States: the battering of Hedda Nussbaum and murder of Lisa Steinberg by Joel Steinberg, (...) the execution of serial killer Ted Bundy, and a series of murders of “prestigeless” women. (shrink)

Deep Democracy draws upon the insights of American thinkers whose work has received less attention than the "holy trinity" of Peierce, James and Dewey, in order to investigate current philosophical problems and questions. The work does carry out a sustained interaction with the work of Dewey, in the course of exploring the nature of, obstacles to, and prospects for strengthening the fabric of democracy in the contemporary world. But Green also puts Dewey in conversation with Jane Addams, Alain Locke, (...) Martin Luther King, Malcolm X and Cornel West. Green draws these thinkers together—and draws out the links between them—in order to develop her notion of “deep democracy.”. (shrink)

Over recent years, the ‘social’ has been reclaimed in different strands of academic debate. In this paper, we facilitate a conversation between three of these strands - feminist theory, late modern sociology and social capital theory - to draw attention to the problematic nature of the claims that social capital theories make for feminist theory and politics. We introduce two papers, by Lisa Adkins and Barbara Misztal, which provide distinct but related responses to the challenge of reclaiming the social. (...) We point to three themes that they have in common, but which they define and respond to differently: the ‘social’ and the public/private divide; politics and the relationship to the world; and the temporality of social theory. We end with our reflections on the importance of this conversation, exploring how realignments in the relationships between theoretical and empirical concerns have the potential to reinvigorate the relationship between feminist theory and politics. (shrink)

Events in 2020 have sparked a reimagination of how both individuals and institutions should consider race, power, health, and marginalization in society. In a response to these developments, we exa...

Delusions are a common symptom of schizophrenia and dementia. Though most English dictionaries define a delusion as a false opinion or belief, there is currently a lively debate about whether delusions are really beliefs and indeed, whether they are even irrational. The book is an interdisciplinary exploration of the nature of delusions. It brings together the psychological literature on the aetiology and the behavioural manifestations of delusions, and the philosophical literature on belief ascription and rationality. The thesis of the book (...) is that delusions are continuous with ordinary beliefs, a thesis that could have important theoretical and practical implications for psychiatric classification and the clinical treatment of subjects with delusions. By bringing together recent work in philosophy of mind, cognitive psychology and psychiatry, the book offers a comprehensive review of the philosophical issues raised by the psychology of normal and abnormal cognition, defends the doxastic conception of delusions, and develops a theory about the role of judgements of rationality and of attributions of self-knowledge in belief ascription. Presenting a highly original analysis of the debate on the nature of delusions, this book will interest philosophers of mind, epistemologists, philosophers of science, cognitive scientists, psychiatrists, and mental health professionals. (shrink)

Abstract In this paper I undertake an in-depth examination of an oft mentioned but rarely expounded upon state: suspended judgment. While traditional epistemology is sometimes characterized as presenting a “yes or no” picture of its central attitudes, in fact many of these epistemologists want to say that there is a third option: subjects can also suspend judgment. Discussions of suspension are mostly brief and have been less than clear on a number of issues, in particular whether this third option should (...) be thought of as an attitude or not. In this paper I argue that suspended judgment is (or at least involves) a genuine attitude. Content Type Journal Article Pages 1-17 DOI 10.1007/s11098-011-9753-y Authors Jane Friedman, St Catherine’s College, University of Oxford, Oxford, OX1 3UJ UK Journal Philosophical Studies Online ISSN 1573-0883 Print ISSN 0031-8116. (shrink)

Nurses and other medical practitioners often experience moral distress: they feel an anguished sense of responsibility for what they take to be their own moral failures, even when those failures were unavoidable. However, in such cases other people do not tend to think it is right to hold them responsible. This is an interesting mismatch of reactions. It might seem that the mismatch should be remedied by assuring the practitioner that they are not responsible, but I argue that this denies (...) something important that the phenomenon of moral distress tells us. In fact, both the practitioners’ tendencies to hold themselves responsible and other people’s reluctance to hold the practitioners responsible get something right. The practitioners may be right that they are responsible in the sense of having failed to meet a binding moral requirement, even when the requirement was impossible to meet. This makes moral distress a fitting response because it correctly represents their own action as a wrongdoing. However, others may meanwhile be right that the practitioners are not responsible in the sense of being culpable and blameworthy. To blame others, or oneself, for certain failures, including those that are unavoidable, would be unfair. My claim depends on distinguishing between the fittingness and the fairness of holding someone (including oneself) responsible for moral failure. Having drawn the distinction, I suggest that moral distress should be addressed in a way that both recognizes it as a fitting response and avoids the unfairness of blame. (shrink)

In the past decade, numerous ethical frameworks have been developed to support public health decision‐making in challenging areas. Before the COVID‐19 pandemic began, members of the authorship team were involved in research programmes, in which the development of ethical frameworks was planned, to guide (a) the use of new technologies for emerging infectious disease surveillance; and (b) the allocation of scarce supplies of pandemic influenza vaccine. However, as the pandemic evolved, significant practical challenges emerged that led to our questioning the (...) value of these frameworks. We now believe that a normative instrument, such as a framework, cannot adequately or reliably provide the ethical guidance that needs to be incorporated into public health decision‐making during natural disasters or infectious disease emergencies. Recently it has been suggested that there are potentially more dynamic, flexible, and effective ways to navigate decisions involving complex considerations entailed in policies and practices during a public health emergency. In this paper, we first outline the key functions of a public health ethics framework, before describing why we believe it would not be fit for purpose during a crisis. We end by considering whether proposed alternative methods to promote ethical public health decision‐making goals have the potential to meet these objectives. (shrink)

"It is well to remind ourselves, from time to time, that "Ethics" is but another word for "righteousness," that for which many men and women of every generation have hungered and thirsted, and without which life becomes meaningless. Certain forms of personal righteousness have become to a majority of the community almost automatic. But we all know that each generation has its own test, the contemporaneous and current standard by which alone it can adequately judge of its own moral achievements. (...) To attain individual morality in an age demanding social morality, to pride one's self on the results of personal effort when the time demands social adjustment, is utterly to fail to apprehend the situation. This book is a study of various types and groups who are being impelled by the newer conception of Democracy to an acceptance of social obligations involving in each instance a new line of conduct."--. (shrink)

Informed by Critical Race Theory, this quantitative study supports civic educators in understanding the role of classroom climate and racial identity in students’ civic engagement during a statewide middle school civics mandate (n = 4707). Findings reveal that students of color experience higher civic engagement and lower civic attitude scores than white-identifying peers, after controlling for school, classroom, and affluence indicators. Students’ perception of whiteness (or perhaps majority status) appeared to correlate with positive civic knowledge and civic attitude, but relative (...) civic inaction. These findings suggest differences in civic outcomes as early as middle school between white-identifying students and students of color. Such differences offer implications for civic education interventions that address not only effective instruction, but civic inequities, students’ perceived agency, and curricular content. (shrink)

Philosophers are interested in the phenomenon of thought insertion because it challenges the common assumption that one can ascribe to oneself the thoughts that one can access first-personally. In the standard philosophical analysis of thought insertion, the subject owns the ‘inserted’ thought but lacks a sense of agency towards it. In this paper we want to provide an alternative analysis of the condition, according to which subjects typically lack both ownership and authorship of the ‘inserted’ thoughts. We argue that by (...) appealing to a failure of ownership and authorship we can describe more accurately the phenomenology of thought insertion, and distinguish it from that of non-delusional beliefs that have not been deliberated about, and of other delusions of passivity. We can also start developing a more psychologically realistic account of the relation between intentionality, rationality and self knowledge in normal and abnormal cognition. (shrink)