_Material Feminisms: New Directions for Education_ provides a range of powerful theoretical and innovative methodological examples to illuminate how new material feminism can be put to work in education to open up new avenues of research design and practice. It poses challenging questions about the nature of knowledge production, the role of the researcher, and the critical endeavour arising from inter- and post-disciplinarity. Working with diffractive methodologies and new materialist ecological epistemologies, the book offers resources for hope which widen the (...) scope for how educational problems are interrogated, and provides a political counter-movement to neo-positivist, outcomes-based approaches within education. Inspired by writers such as Barad, Bennett, and Deleuze and Guattari, the book makes a radical break with cognitive, dualist, and universal conceptions of human subjectivity and intelligence in education. By taking its starting point as the co-consitutiveness of discourse, materiality, corporeality, and place, the book foregrounds educational practices as material enactments of multiple, non-linear, entangled, affective, and relational forces. It offers new insights into how gender, class, and ethnicity are constituted in, and by, material assemblages that are often submerged or ‘unseen’. This book is an essential starting place for those intrigued by what new theoretical accounts of materiality, posthumanism, and affect can offer educational research. Diffractive methodologies challenge readers to take a fuller range of actors into account than in ‘objective’ humanist methodologies, and in so doing to pay closer attention to what data is. It invites researchers to engage with long-standing feminist concerns about power and knowledge production in research processes. This book was originally published as a special issue of _Gender and Education. _. (shrink)

Pettit and List argue for realism about group agency, while at the same time try to retain a form of metaphysical and normative individualism on which human beings qualify as natural persons. This is an unstable and untenable combination of views. A corrective is offered here, on which realism about group agency leads us to the following related conclusions: in cases of group agency, the sort of rational unity that defines individual rational unity is realized at the level of a (...) whole group; rational unity is never a metaphysical given but always a product of effort and will; just as it can be realized within groups of human beings it can also be realized within parts of human beings, as well as within whole human lives; in cases of group agency, the rational unity that is achieved at the level of the group typically precludes rational unity at the level of its human constituents within their whole lives, though it can be realized within parts of those human lives. Along the way, a contrast is drawn between cases of genuine group agency and the cases of political agency envisaged by Rousseau and Rawls (and by Pettit and List) which leave individual human beings intact as separate agents in their own rights. (shrink)

IntroductionEnabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach.Case descriptionThis paper outlines how an educative approach (...) to academic integrity is implemented within the Enabling programs of two Australian universities.Discussion and reflectionThis case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach.ConclusionsThe authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study. (shrink)

In this paper several problems are raised concerning Ian Barbour's four ways of interrelating science and religion—Conflict, Independence, Dialogue, and Integration—as put forward in such publications as his highly influential Religion in an Age of Science (1990) and widely adopted by other writers in this field. The authors argue that this taxonomy is not very useful or analytically helpful, especially to historians seeking to understand past engagements between science and religion.

This chapter contains sections titled: Abstract Two Intuitions Underlying a Consensus on Relativism The Real Dividing Issue: Is the World One or Many? Disagreement and Relative Truth References.

Matthew Kramer’s The Ethics of Capital Punishment: A Philosophical Investigation of Evil and its Consequences explores the morality of capital punishment and develops his own “purgative rationale” in support of the practice. I present my objections to Kramer’s purgative rationale and trace our disagreement to differences over the nature of evil, the autonomy of human character formation, and the concept of defilement.

Aristotle’s account of kingship in Politics 3 responds to the rich discourse on kingship that permeates Greek political thought (notably in the works of Herodotus, Xenophon and Isocrates), in which the king is the paradigm of virtue, and also the instantiator and guarantor of order, linking the political microcosm to the macrocosm of the universe. Both models, in separating the individual king from the collective citizenry, invite further, more abstract thought on the importance of the king in the foundation of (...) the polity, whether the king can be considered part of, or separate from, the polis, and the relationship between polis and universe. In addressing these aspects of kingship theories, Aristotle explores a ‘metaphysics of monarchy’, part of the long-running mereological problem of parts and wholes in the construction of the polis, and connecting his account of kingship to his thought on citizenship and distributive justice within the polis. (shrink)

It is generally assumed that group agency must be a social phenomenon because it involves interactions among many human beings. This assumption overlooks the real metaphysical nature of agency, which is both normative and voluntarist. Construed as a normative phenomenon, individual agency arises wherever there is a point of view from which deliberation and action proceed in accord with the requirements that define individual rationality. Such a point of view is never a metaphysical given, but is always a product of (...) rational activities that aim to satisfy the requirements that define individual rationality. When such a deliberative point of view is forged within a whole human life, there is a single agent of human size. But such points of view can also be forged within parts of human lives so as to constitute multiple agents within them; and they can also be achieved within groups of human lives so as to constitute group agents that literally deliberate and act as one. If such a group agent were a social phenomenon, then its agency would simultaneously be the agency of many even as it was also the agency of one. In that case, its deliberations and actions would have to proceed from many separate deliberative points of view, at the same time that they also proceeded from a single deliberative point of view. A correct account of rational agency shows that this is not necessarily so, and indeed, not typically so. Moreover, if it were so much as possible for this to be so, it would require special conditions of the sort that Rousseau identified in his account of the general will. But this special case is not a good model on which to understand the cases of group agency that are most often discussed in the philosophical literature. They are more appropriately viewed as cases in which the condition of individual agency is realized at the level of a group, than as cases of social agency per se. (shrink)

This paper explores the apparently forgotten area of community education. It examines the dominant modes of community education practice, dubbed the status reform model, and concludes that one of the key explanations of its failure to change practice was its reluctance to tackle professional domination of existing power structures in education. The article also examines New Right definitions of appropriate parental roles, of citizenship, and of community. The article concludes by identifying some possible strategies to expand and enhance the roles (...) offered by the education system to lay actors. (shrink)

Rovane explores eight related claims: persons are not merely rational, but possess full reflective rationality; there is a single overarching normative requirement that rationality places on persons, which is to achieve overall rational unity within themselves; beings who possess full reflective rationality can enter into distinctively interpersonal relations, which involve efforts at rational influence from within the space of reasons; a significant number of moral considerations speak in favor of defining the person as a reflective rational agent; this definition of (...) the person has led Locke and others to distinguish personal identity from animal identity; although it is a platitude that a person has special reason to be concerned for its own well being, it is not obvious how best to account for that platitude; groups of human beings and parts of human beings might qualify as individual agents and, hence, as individual persons in their own right; there is a sense in which the normative requirements of rationality are not categorical but merely hypothetical. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Morality of Huck FinnCarol FreedmanA familiar refrain is that emotions threaten our capacity for moral judgment because they infringe on our ability to be impartial. Some hold that emotions lead us to serve personal rather than impersonal ends. And most Kantians argue that even when emotions influence us to pursue impartial ends, they still fail to be moral motives. Barbara Herman argues, however, that emotions can play an (...) important role in a Kantian model of moral judgment. 1 But her description of the moral role of emotions ultimately falls short. 2The problems with Herman’s argument are illustrated by a passage from Huckleberry Finn. The passage challenges a common Kantian assumption that any decision motivated by compassion or love is not a case of moral judgment. I contend that there is good reason to interpret Huck’s decision to help his friend Jim as an instance of moral judgment, even though it is also a case of acting from compassion and love. And though Herman’s theory offers a Kantian way of supporting my reading of Huck, her model fails to do justice to Huck’s case. But there is much that we can learn from the way it fails.IHuckleberry Finn is a story “which details some passages in the life of an ignorant village boy... [who has] run away from his persecuting father, and from a persecuting, good widow, who wishes to make a nice, truth-telling, respectable boy of him....” 3 The journey that follows, in which Huck is accompanied by the widow’s runaway slave, Jim, becomes a symbol of a boy’s attempt to grow up, discover his own identity, make his own decisions. In the part of the journey that has come to be known [End Page 102] as Huck’s “crisis of conscience,” we find him trying to decide whether he should help Jim escape from a slaveholder who has just captured him, or whether he should write to Miss Watson to tell her the where-abouts of her slave (pp. 168–69). On the face of it, Huck seems torn between the voices of conscience and temptation. Writing to Miss Watson, as he describes it, is “the right thing and the clean thing.” To do otherwise would just confirm his “wickedness”: “stealing a poor old woman’s nigger,” he says, “who hadn’t ever done me no harm.” But Huck also loves Jim. He says: “I couldn’t seem to strike no places to harden me against him, but only the other kind.” So Huck seems torn between his sense of what’s right and his compassion. When, in exas-peration, he finally decides not to write the letter, but chooses instead “to go to hell,” it sounds like compassion triumphs over conscience. 4But is it necessarily the case that just because Huck acts from compassion that he does not conceive of what he’s doing as right—that he does not engage in moral judgment? I think it is most plausible to say that when Huck finally decides not to turn Jim in, he comes to a more heart-felt conception of what’s right, not that he does what he believes is wrong.Even though Huck describes helping Jim as “stealing,” and sinful, and the sort of thing for which he will “go to hell,” it is not clear that he thinks it is the wrong thing to do. Huck’s deliberation is tied up with thoughts of social condemnation and eternal punishment. He is obsessed with the pain he will endure if he does not write to Miss Watson. His thoughts begin with the pain of social condemnation (“And then think of me! It would get all around, that Huck Finn helped a nigger to get his freedom”); but they quickly turn to the pain of eternal punishment (“And at last, when it hit me all of a sudden that here was the plain hand of Providence slapping me in the face and letting me know my wickedness was being watched all the time from up there in heaven... I most dropped in my tracks I was so scared”). But Huck describes the... (shrink)

Long ago, God spoke to our ancestors in many and various ways by the prophets, but in these last days he has spoken to us by a Son, whom he appointed heir of all things, through whom he also created the worlds. He is the reflection of God's glory and the exact imprint of God's very being, and he sustains all things by his powerful word. When he had made purification for sins, he sat down at the right hand of (...) the Majesty on high, having become as much superior to angels as the name he has inherited is more excellent than theirs. (shrink)

James B. Ashbrook's "new natural theology in an empirical mode" pursued an integrated understanding of the spiritual, psychological, and neurological dimensions of spiritual life. Knowledge of neuroscience and personality theory was central to his quest, and his understandings were necessarily revised and amplified as scientific findings emerged. As a result, Ashbrook's legacy may serve as a case example of how to do religion-and-science in a milieu of scientific change. The constant in the quest was Ashbrook's core belief in the basic (...) holism of brain, mind, personality, the nature of reality, and the underlying reality of God. (shrink)

In the theater the fictional Dr. Kelekian’s relief that he does not have to talk to family members about his patient’s cancer treatment draws uneasy laughter from the audience. Doctors, patients, and family members alike recognize the situation, even if hearing it so baldly expressed discomfits them.Why do physicians and other health care professionals, including lawyers and bioethicists, so often view families as “trouble”? And why do families so often see medical professionals as uncaring and uncommunicative? Presumably everyone wants the (...) same goal—recovery or the best possible outcome for the patient. And yet trouble clearly exists. We do not see the problem as one of “dysfunctional families” or “callous doctors,” although there are undoubtedly many of each. (shrink)

In the theater the fictional Dr. Kelekian’s relief that he does not have to talk to family members about his patient’s cancer treatment draws uneasy laughter from the audience. Doctors, patients, and family members alike recognize the situation, even if hearing it so baldly expressed discomfits them.Why do physicians and other health care professionals, including lawyers and bioethicists, so often view families as “trouble”? And why do families so often see medical professionals as uncaring and uncommunicative? Presumably everyone wants the (...) same goal—recovery or the best possible outcome for the patient. And yet trouble clearly exists. We do not see the problem as one of “dysfunctional families” or “callous doctors,” although there are undoubtedly many of each. (shrink)

When invited to describe what the experience of illness taught them, a select group of bioethicists took eagerly to the task. This commentary culls three themes from their reflections: responsiveness to vulnerability, love as the proper motive for care, and reflective practice. U.S. bioethics was slow to appreciate the importance of recognizing and responding to human vulnerability. These essays describe its central importance for those suffering illness and make educating a more empathic and responsive generation of caregivers a priority. Descriptions (...) of how family and friendship bonds with an ill person created a unique sense of their inherent dignity and needs clearly raises the question of whether or not love is a necessary motive for professional caregivers. Will our professional care always fall short if not motivated by genuine human love? Finally, each essay teaches anew the importance of the life lessons human experience can teach if we value reflection and seek to experience, understand and learn from our experience. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Whose Aristotle? Which Aristotelianism? A Historical Prolegomenon to Thomas Farrell’s Norms of Rhetorical CultureCarol PosterThe description of various works of logical and rhetorical theory as “Aristotelian,” although far from unusual, is not particularly informative, because it assumes, incorrectly, that there is some ultimate singular Aristotle being imitated by all authors who consider themselves, or who are labeled by others, Aristotelian. In fact, there never has been an interpretation of (...) Aristotle that satisfies the canon of St. Vincent of Lerins, “quod ubique, quod semper, quod ab omnibus creditum est”; instead, there have been almost as many Aristotles as there have been interpreters of Aristotle. Thomas Farrell’s Norms of Rhetorical Culture (1993), therefore, is not so much situated against the background of some single, unique, undisputed Aristotle but, rather, as he himself mentions, within an evolving tradition of Aristotelianism.The historical transformations of Aristotle include two distinct traditions, one oriented toward scientific-technical philosophy andthe other toward rhetorical-poetic and ethical humanism.1 The technical-philosophccical tradition, in which Aristotle was conceived primarily [End Page 375] as metaphysician and natural philosopher, emphasized the logical treatises of the organon, the speculative systems of the Physics and Metaphysics, and the scientific works of the biological treatises. This tradition originated in the Greco-Roman middle and Neoplatonic schools and has had a continuous history stretching through the Middle Ages, Counterreformation, neo-Thomism, and certain contemporary European postmodernisms. The rhetoricalhumanistic tradition, on the other hand, emphasizing the Rhetoric, Poetics, Politics, and ethical treatises, views Aristotle as a practical philosopher, concerned with the productive arts and those matters about which knowledge is probable rather than certain. This rhetorical-humanistic tradition was a relatively negligible aspect of Aristotle’s ancient reception, had a slight presence in the Islamic and Latin traditions, developed in certain strands of Renaissance humanism, and came to fruition in the late eighteenth century, primarily, though not exclusively, within a Protestant tradition. In eighteenth-and early nineteenth-century Britain, the rhetorical-humanistic Aristotle found expression directly in neoclassical poetics and, in a more complicated fashion, in a group of authors (including the Scottish moderates and the slightly later Oxford Noetics) who enlisted Aristotle in a battle against skepticism and materialism. It is the latter of the two strands of the rhetorical-humanistic Aristotle that resurfaces (albeit in an indirect and mediated fashion) in the work of Alastair MacIntyre, Richard McKeon (and other members of the Chicago school), and Thomas Farrell, who used Aristotle’s model of probable deliberation and habituated virtue to construct an alternative to twentieth-century skepticism and materialism.Significant Strata of Aristotelian ReceptionThe history of Aristotelian reception is not monolithic. There has been tremendous variation across periods and national traditions of what works were considered authentically Aristotelian, which of those works were considered important, and how they were interpreted. The phases of Aristotelian reception immediately relevant to Farrell’s work include Greco-Roman Platonism, Islamic commentary, medieval Latin Christianity, Renaissance humanistic textual recovery, neoclassical “Aristotelianism,” early modern Aristotelianism and anti-Aristotelianism, and the nineteenthcentury rehabilitation of Aristotle. This article will summarize briefly pre eighteenth-century interpretations of Aristotle as prolegomena to a close analysis of the works of two eighteenth-century Scotsmen, James Moor [End Page 376] and John Gillies, whose reconfiguration of Aristotle’s Rhetoric, Poetics, and Organon as tools for practical wisdom in modern society anticipated (and, albeit indirectly, influenced) Farrell.2AntiquityTwo distinct strands of Aristotelian reception, the rhetorical-humanistic and technical-philosophical, originated in antiquity. Of these, the rhetorical-humanistic strand was substantially less important. Neither the Poetics nor the Rhetoric was well known in antiquity. The Rhetoric was not the subject of a Greek commentary until the Byzantine period and, although occasionally cited by Greco-Roman rhetoricians including Cicero, Quintilian, and Dionysus of Halicarnassus, was not widely or carefully read.3 The Poetics was also virtually unknown and was never the subject of an ancient commentary.4The Greek commentaries on Aristotle, which are predominantly technical-philosophical in character, include some fifteen thousand pages of extant text. Despite the existence of a distinct ancient Peripatetic school, the majority of commentaries were produced in the Platonic schools, where the works of Aristotle... (shrink)

This essay focuses on the relationship within western humanism between attitudes toward textual interpretation and views of the human self in an attempt to unsettle the dichotomy between humanist and antihumanist approaches to the past. It has three main parts. First, it uses Umberto Eco's recent reflections on the limits of interpretation to explore current debates about the aims of interpretation. In particular, it asks what it means to frame the problem of interpretation specifically as a problem of establishing limits. (...) Given the many possible vocabularies to compare and evaluate competing hermeneutic approaches, what are the implications of adopting one that speaks in terms of limits, of an "in bounds" and an "out of bounds?" Second, the essay draws on the work of Donna Haraway and Stephanie Jed to argue that a discourse about interpretation that seeks to establish the limits of interpretation excludes as out of bounds precisely those methodological strategies that most effectively analyze the mutually sustaining relationship between assumptions about texts and assumptions about selves. Third, the essay explores the relationship between interpretation and subjectivity at one key historical moment to show how to move beyond the strict dichotomy between humanist and antihumanist assumptions. (shrink)