In recent years there has been a notable increase in the use of phenomenology as a research method, particularly in educational research. With the rise of phenomenology as a research method, confusion has also arisen concerning what counts as phenomenology, and how best to practice phenomenological research in non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, to contextualise the debate, I provide a brief overview of three popular and influential approaches to phenomenology as a research method: (...) (1) Giorgi’s descriptive phenomenological method; (2) van Manen’s hermeneutic phenomenology; and, (3) Smith’s interpretative phenomenological analysis; secondly, for the sake of conceptual clarity, I then turn my attention to a critical discussion of these approaches and argue that these approaches tend to converge phenomenology into either a descriptive or interpretative focus that essentially transforms phenomenology into a kind of solipsist subjectivism; and, lastly, to progress the debate forward, I argue that it makes sense to look beyond the qualitative or educational research literature to successful applications of phenomenology in non-philosophical contexts because there are plenty of relevant resources that can offer significant theoretical and methodological support to researchers. (shrink)

The use of phenomenology and phenomenography as a method in the educational research literature has risen in popularity, particularly by researchers who are interested in understanding and generati...

In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at the same time reconstitute ‘good’ teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of ‘good’ teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that (...) hold it together. Two major threads are identified in my analysis, which I refer to as: Genealogy I: Teaching as applied science or practice; and, Genealogy II: Teaching as a vocational calling or neutral profession. With this in mind, I take the two value systems presented in my critique of ‘good’ teaching, and rather than return to old, or create new values, I argue that the true task of any educational endeavour is to make human beings human. Therefore, in the spirit of Nietzsche, I revive and extend Nietzsche's account of Bildung as a dynamic way of living timeless educational aims, such as learning to see, think, speak, write and feel in becoming true human beings. (shrink)

The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly 30 years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum. The book argues that rather than relegating the body to ‘un-thinking’ (...) learning, a person’s essential being is not confined to their rationality but involves an embodied dimension. It traces the changing conceptions of the body, in philosophy and theology, that have influenced our understanding of physical education and sport, and investigates the important role that embodiment and movement play in learning about, through and in physical education. Physical education is defended as a vital and necessary part of education because the whole person goes to school, not just the mind, but the thinking, feeling and acting facets of a person. It is argued that physical education has the potential to provide a multitude of experiences and opportunities for students’ to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community that is committed to that practice. Representing a sophisticated and spirited defence of the educational significance and philosophical value of physical education and sport, this book will be fascinating reading for any advanced student or researcher with an interest in physical education, the philosophy of sport, or the philosophy of education. (shrink)

This article argues that psychological discourse fails miserably to provide an account of learning that can explain how humans come to understand, particularly understanding that has been grasped meaningfully. Part of the problem with psychological approaches to learning is that they are disconnected from the integral role embodiment plays in how I perceive myself, other persons and other things in the world. In this sense, it is argued that a central tenet of any educational learning involves being taught to perceive, (...) come to know ourselves and the world around us. This may seem like stating the obvious, but there is a general tendency to take the experience of perception for granted. Since phenomenology according to Merleau-Ponty recognises that perceptual experience is the basis of ‘all rationality’ makes it particularly apt for explaining the significant role embodiment plays in understanding what has been learned, and understanding that has been grasped meaningfully. What makes this account of embodied learning educationally significant is that the whole person is treated as a whole being, permitting the person to experience him or herself as a holistic and synthesised acting, feeling, thinking being-in-the-world, rather than as separate physical and mental qualities which bear no relation to each other. (shrink)

Physical education is often justified within the curriculum as academic study, as a worthwhile activity on a par with other academic subjects on offer and easy to assess. Part of the problem has been that movement studies in physical education are looked upon as disembodied and disconnected from its central concerns which are associated with employing physical means to develop the whole person. But this, Merleau-Ponty would say, is to ignore the nature of experience and to consider the cognitive aspects (...) of our perceptual experience in isolation from the personal meaning gained when looked at from the ?inside? or participatory perspective of the moving agent. In this sense, physical education has lost meaning for some students because our embodied relationship with the world is not an external or contemplative one. Phenomenology, according to Merleau-Ponty, is significant for physical education because it highlights what it is like to be embodied and recognises the role corporeal movement and embodiment plays in learning, in, by and through physical education. What makes this account educationally significant for physical education is that the whole person should benefit by the experience, as it includes an emphasis on all three educational domains (the psychomotor, the cognitive and the affective), rather than as separate physical and mental qualities that bear no relation to each other. (shrink)

This paper reviews the theoretical underpinnings of phenomenology-related writings which support claims that the self and the social (the ‘I’ and the ‘We’) can plausibly be integrated and nurtured together in education. We begin by analysing contemporary theorising which suggests that reviewing foundational phenomenologists, particularly Husserl and Merleau-Ponty, can lead to greater clarity in understanding and appreciating the intersubjective sense of the self and the social. This perspective is aided by reviewing the reciprocal connections which take place during human action, (...) situational structuring, and reality construction. Building on this review we consider some of the ontological possibilities for a self and social phenomenology to become more central to educational aims. In doing so, we raise rather than unpack in exhaustive detail associated methodological matters in light of their educational implications. If successfully enacted, we perceive considerable benefits for students in being able to directly attend to the properties of their experiences, especially in contexts where new habits are formed and where opportunities arise for self and shared experiences to be reviewed and reflected on by all involved. (shrink)

This essay argues that much can be gained from a close examination of Nietzsche’s work with respect to education. In order to contextualise my argument, I provide a brief critique of Nietzsche’s thinking on aesthetics, educators and education. I then turn my attention to the work of Thus Spoke Zarathustra, the figures Zarathustra and the Übermensch, and other Nietzschean works with a view to outline what I mean by a Nietzschean education. My central thesis being that a Nietzschean education is (...) primarily concerned with the cultivation of the self. This is certainly not an easy undertaking as it requires both an educator and education that can reveal to students “what one is” now, and who they could become. In order to bring this about, Nietzsche employs the use of an aesthetic model in the form of an exemplar for students to aspire to become. Here, the exemplar plays an important educative function in Nietzsche’s thinking because the role of the ideal type is to unsettle the student so that they are inspired to attain their unattained self that they recognise in the other. Consequently, what makes my account of a Nietzschean education significant is due to its concern with fostering timeless educational aims, such as learning to see, think, speak, write, and feel, by unsettling students with an ideal educator and true education so that students can get a sense of who they are now and who they could become. (shrink)

Journal of Philosophy of Education, Volume 55, Issue 1, Page 186-203, February 2021.

From a prima facie point of view, Nietzsche’s use of virtue may appear to be a form of virtue ethics. Certainly, this is one position that has been established within the secondary literature; however, I argue that a more fruitful philosophical reading is to view his use of virtue as a part of his drive psychology. Indeed, what makes Nietzsche’s philosophical psychology relevant to this topic, is the way in which he characterises the “sovereign individual” as an agent that is (...) in control of good or appropriate actions because they are strong enough in character to sublimate their “drives” in the act of willing. Nietzsche’s philosophical psychology has important educational implications because an obvious place to cultivate the sovereign individual is through education, but to Nietzsche, education and educational institutions seem only interested in promoting certain Christian virtues (e.g., faith, hope, and charity), and herd forming virtues (e.g., obedience, guilt, and equality) that breed sick young people who are decadent and weak willed. In response to this dilemma, I turn my attention to how Nietzsche overcomes this problem by proposing new virtues that should figure in a new type of education which is concerned with educating the will of the sovereign individual. Central to Nietzsche’s new type of education is the painful labour of self-cultivation (Bildung), the revaluation of one’s values, and a ceaseless striving to overcome obstacles (will to power), so we are able to educate ourselves against life-negating virtues or vices that make us decadent and weak willed. (shrink)

This paper utilises selective writings by John Dewey and Maurice Merleau-Ponty as the conceptual basis for considering how an enhanced synergistic focus on habit and embodiment could support practice gains in schools. The paper focuses on Dewey’s belief that established habits can help students to incorporate experiences into evaluations of educational progress and Merleau-Ponty’s spotlight on the body-subject, and how it provides a holistic way of conceiving relations that avoid over privileging abstraction and cognition and under-representing the centrality of the (...) body in human experience. We then evaluate the role of language and reflection in relation to habit, embodiment, and education before discussing some of the general educational practice considerations which might improve the quality of students learning experiences. In conclusion, we consider the possibilities for Dewey’s pragmatism to function as a theoretical bridge to Merleau-Ponty’s phenomenology of perception and the nature of experience. We argue that while it is important to recognise points of difference, in relation to philosophical treatments of habit and embodiment, it is also important to consider the overlap and new connections between Merleau-Ponty and Dewey which are valuable to take forward in contemporary education. (shrink)

Drawing from Nietzsche, I explore the topic of aesthetic education. Even though Nietzsche never formally uses the term “aesthetic education” in his works, this is a novel initiative of my own doing based on what I think he would have to say on the topic. Just as Nietzsche adopted his own experimental approach or style, in a sense, my intention is to experiment with a narrative, which takes the form of a fictional dialogue between Nietzsche and a student. To make (...) sense of what Nietzsche has to say on the topic, I examine certain aspects of his thought as they relate to art, aesthetics, creative activity, creativity, the important role of Bildung (self-cultivation), and other associated areas of interest. This essay critically discusses and analyzes the narrative in relation to Nietzsche's appropriation of the mythical figure of Dionysus, as well as the tragic wisdom it is supposed to incarnate. As such, I argue that Dionysian wisdom is an exposition of the paradoxical characteristics of the creative life that has significant ramifications for aesthetic education. (shrink)

The use of narrative – in this case a fictional dialogue – has been a time-honoured way of exploring ideas and most importantly indispensable for learning, at least since the time of the Sophists. Indeed, the dialogues of Plato exemplify this thesis because the qualities and characteristics of philosophy and philosophising are revealed through their lives. Extending on this premise, we would argue that we learn to understand both the unity and complexity of philosophy – particularly in education and educational (...) research – not by formal philosophical arguments, necessary as they are in some contexts, but by narratives that are relevant, narratives that make the actions of one or more characters intelligible and justifiable. As a result, this article uses a narrative approach for the dual purpose of exhibiting the relevance of philosophy intelligibly exhibited through the examples of the characters put forward, but at the same time characters we our... (shrink)

This article argues that assessment is a central feature of teaching, particularly as a means to determine whether what has been taught has been learnt. However, I take issue with the current trend in education which places a significant amount of emphasis upon large-scale public testing, which in turn has exacerbated the ‘teaching-to-the-test’ syndrome, not to mention distorting teaching decisions that are detrimental to the overall development of student knowledge and understanding. Part of the problem with assessment in education seems (...) to revolve around the nature of knowledge and how best to assess human knowledge and understanding. Although much philosophical uncertainty and disagreement exists surrounding the nature of knowledge, I argue that coming to know something is a sine qua non of any education. In saying this, I highlight the limits of assessment by demonstrating how certain activities are resistant to large-scale public testing because they are not easily reducible to facts which can be tested for, or at least in the same way as propositional forms of knowledge. Consequently, my argument is a philosophical one to the effect that assessment, particularly large-scale public testing is incapable of assessing all forms of learning, or even the quality of student understanding because the instruments available are both too blunt and tend to capture a certain kind of knowledge that privileges theory over practice, and mental skills over physical skills. (shrink)

This article argues that assessment is a central feature of teaching, particularly as a means to determine whether what has been taught has been learnt. However, I take issue with the current trend in education which places a significant amount of emphasis upon large-scale public testing, which in turn has exacerbated the ‘teaching-to-the-test’ syndrome, not to mention distorting teaching decisions that are detrimental to the overall development of student knowledge and understanding. Part of the problem with assessment in education seems (...) to revolve around the nature of knowledge and how best to assess human knowledge and understanding. Although much philosophical uncertainty and disagreement exists surrounding the nature of knowledge, I argue that coming to know something is a sine qua non of any education. In saying this, I highlight the limits of assessment by demonstrating how certain activities are resistant to large-scale public testing because they are not easily reducible to facts which can be tested for, or at least in the same way as propositional forms of knowledge. Consequently, my argument is a philosophical one to the effect that assessment, particularly large-scale public testing is incapable of assessing all forms of learning, or even the quality of student understanding because the instruments available are both too blunt and tend to capture a certain kind of knowledge that privileges theory over practice, and mental skills over physical skills. (shrink)

Distinctions have been proposed between systems of reasoning for centuries. This article distills properties shared by many of these distinctions and characterizes the resulting systems in light of recent findings and theoretical developments. One system is associative because its computations reflect similarity structure and relations of temporal contiguity. The other is "rule based" because it operates on symbolic structures that have logical content and variables and because its computations have the properties that are normally assigned to rules. The systems serve (...) complementary functions and can simultaneously generate different solutions to a reasoning problem. The rule-based system can suppress the associative system but not completely inhibit it. The article reviews evidence in favor of the distinction and its characterization. (shrink)

Recent research highlights the positive effects of organizational CSR engagement on employee outcomes, such as job and life satisfaction, performance, and trust. We argue that the current debate fails to recognize the potential risks associated with CSR. In this study, we focus on the risk of work addiction. We hypothesize that CSR has per se a positive effect on employees and can be classified as a resource. However, we also suggest the existence of an array of unintended negative effects of (...) CSR. Since CSR positively influences an employee’s organizational identification, as well as his or her perception of engaging in meaningful work, which in turn motivates them to work harder while neglecting other spheres of their lives such as private relationships or health, CSR indirectly increases work addiction. Accordingly, organizational identification and work meaningfulness both act as buffering variables in the relationship, thus suppressing the negative effect of CSR on work addiction, which weakens the positive role of CSR in the workplace. Drawing on a sample of 565 Swiss employees taken from the 2017 Swiss Public Value Atlas dataset, our results provide support for our rationale. Our results also provide evidence that the positive indirect effects of organizational CSR engagement on work addiction, via organizational identification and work meaningfulness, become even stronger when employees care for the welfare of the wider public. Implications for research and practice are discussed. (shrink)

With armed conflict in the Persian Gulf now upon us, Harvard archaeologist Steven LeBlanc takes a long-term view of the nature and roots of war, presenting a controversial thesis: The notion of the "noble savage" living in peace with one another and in harmony with nature is a fantasy. In Constant Battles: The Myth of the Peaceful, Noble Savage , LeBlanc contends that warfare and violent conflict have existed throughout human history, and that humans have never lived in ecological (...) balance with nature. The start of the second major U.S. military action in the Persian Gulf, combined with regular headlines about spiraling environmental destruction, would tempt anyone to conclude that humankind is fast approaching a catastrophic end. But as LeBlanc brilliantly argues, the archaeological record shows that the warfare and ecological destruction we find today fit into patterns of human behavior that have gone on for millions of years. Constant Battles surveys human history in terms of social organization-from hunter gatherers, to tribal agriculturalists, to more complex societies. LeBlanc takes the reader on his own digs around the world -- from New Guinea to the Southwestern U.S. to Turkey -- to show how he has come to discover warfare everywhere at every time. His own fieldwork combined with his archaeological, ethnographic, and historical research, presents a riveting account of how, throughout human history, people always have outgrown the carrying capacity of their environment, which has led to war. Ultimately, though, LeBlanc's point of view is reassuring and optimistic. As he explains the roots of warfare in human history, he also demonstrates that warfare today has far less impact than it did in the past. He also argues that, as awareness of these patterns and the advantages of modern technology increase, so does our ability to avoid war in the future. (shrink)

All humans laugh. However, there is little agreement about what is appropriate to laugh at. While laughter can unite people by showing how they share values and perspectives, it is also has the power to separate and divide. Humor that "crosses the line" can make people feel excluded and humiliated. This collection of new essays addresses possible ways that moral and ethical lines can be drawn around humor and laughter. What would a Kantian approach to humor look like? Do games (...) create a safe space for profanity and offense? Contributors to this volume work to establish and explain guidelines for thinking about the moral questions that arise when humor and laughter intersect with medicine, gender, race, and politics. Drawing from the work of stand-up comedians, television shows, and ethicists, this volume asserts that we are never just joking. (shrink)

Richard Rorty’s writings have long frustrated scholars of classical American philosophy. Robert Brandom’s recent engagements with the history of pragmatism have been met with similar disdain. This essay draws on Larry A. Hickman’s theory of technology and tool-use to find a productive framework for thinking through these interpretations. Foregrounding the purposes that guide their readings, we may find value where many readers have seen only ignorance. This strategy does not embrace interpretive relativism, nor does it preclude all scholarly criticism, but (...) it instead promises a living and engaged approach to working with the history of philosophy. (shrink)

Contemporary moral theorists are increasingly attentive to the ways human beings actually make sense of their moral experience and compose meaningful lives. Martha Nussbaum's re-introduction of Aristotelian practical wisdom and Alasdair MacIntyre's emphasis on narrativity are good examples of a shift in focus away from tedious polemics about the single "right thing to do" in a situation. But recent theorists have tended to lack a highly articulated philosophical framework--especially a full-blooded theory of moral belief and deliberation--that would enable us better (...) to wend our way along the trails they have blazed. We are born, MacIntyre proclaims, with a social past, a tradition into which we grow. Yet MacIntyre advances a new moral vision independent of recent philosophical traditions that might accommodate and direct his own insights and inquiries. Classical American pragmatism, especially as developed by John Dewey, provides a framework that can clarify and extend the achievements of contemporary moral theory. I contend that a thoroughgoing reconstruction of our moral vision would profit immensely from looking back to Dewey's theory of moral understanding. I propose here to articulate the center of vision of this theory by developing a Deweyan conception of deliberation as imaginative dramatic rehearsal. (shrink)

Cover -- Title -- Copyright -- Contents -- List of Abbreviations -- Introduction: 'We': The Dangerous Thing -- 1 The Sellarsian Ethical Framework -- 2 Josiah Royce's Philosophy of Loyalty -- 3 Richard Rorty's Quasi-Sellarsian We -- 4 On the Prospects of Redescribing Rorty Roycely -- Bibliography -- Index.

Comment on Dean Pettit, who replies in same issue.

Product differentiation has emerged as a central dynamic in contemporary agrofood systems. Departure from the mode of standardization emblematic of agrofood modernization raises questions about future technical trajectories and the ways in which learning will be sustained. This article examines two innovation trajectories: the rapid coupling of biotechnologies and information technologies to yield products differentiated by constituent components—a model based on a cognitive logic of decomposition/ recomposition—and the proliferation of product networks that mobilize distinctive, localized resources to create complete identities—a (...) model based on a cognitive logic of identity. The article analyzes the information structures—institutional mechanisms that support information exchange and learning—in each of these opposed development paradigms. We find that knowledge creation under each of the logics occurs through mechanisms not recognized within the respective paradigms. On this basis, we derive institutional hybridity as a fundamental resource in systems of innovation. (shrink)

The likelihood of a statement is often derived by generating an explanation for it and evaluating the plausibility of the explanation. The explanation discounting principle states that people tend to focus on a single explanation; alternative explanations compete with the effect of reducing one another’s credibility. Two experiments tested the hypothesis that this principle applies to inductive inferences concerning the properties of everyday categories. In both experiments, subjects estimated the probability of a series of statements and the conditional probabilities of (...) those conclusions given other related facts. For example, given that most lawyers make good sales people, what is the probability that most psychologists make good sales people? The results showed that when the fact and the conclusion had the same explanation the fact increased people’s willingness to believe the conclusion, but when they had different explanations the fact decreased the conclusion’s credibility. This decrease is attributed to explanation discounting; the explanation for the fact had the effect of reducing the plausibility of the explanation for the conclusion. (shrink)

Entrepreneurs with social goals face various challenges; insights into how these entrepreneurs experience and appreciate their work remain a black box though. Drawing on identity, conservation of resources, and person–organization fit theories, this study examines how entrepreneurs’ social value creation beliefs relate to their work-related well-being (job satisfaction, work engagement, and lack of work burnout), as well as how this process might be influenced by social concerns with respect to the common good. Using data from the German Public Value Atlas (...) 2015 and 2019 and the Swiss Public Value Atlas 2017, a three-study design analyzes three samples of entrepreneurs in Germany and Switzerland. Study 1 reveals that entrepreneurs report higher job satisfaction when they believe their organization creates social value. Study 2 indicates that these beliefs relate negatively to work burnout; entrepreneurs’ perceptions of having meaningful work mediate this relationship. Study 3 affirms and extends these results by showing that a sense of work meaningfulness mediates the relationship between social value creation beliefs and work engagement and that this mediating role is more prominent among entrepreneurs with strong social concerns. This investigation thus identifies a critical pathway—the extent to which entrepreneurs experience their work activities as important and personally meaningful—that connects social value creation beliefs with enhanced work-related well-being, as well as how this process might vary with a personal orientation that embraces the common good. (shrink)

This study investigates the effect of country-level emancipative forces on corporate gender diversity around the world. Based on Welzel’s theory of emancipation, we develop an emancipatory framework of board gender diversity that explains how action resources, emancipative values and civic entitlements enable, motivate and encourage women to take leadership roles on corporate boards. Using a sample of 6390 firms operating in 30 countries around the world, our results show positive single and combined effects of the framework components on board gender (...) diversity. Our research adds to the existing literature in a twofold manner. First, our integrated framework offers a more encompassing, complete and theoretically richer picture of the key drivers of board gender diversity. Second, by testing the framework empirically, we extend the evidence on national drivers of board gender diversity. (shrink)

In Australian end-of-life care, practicing euthanasia or physician-assisted suicide is illegal. Despite this, death hastening practices are common across medical settings. Practices can be clandestine or overt but in many instances physicians are forced to seek protection behind ambiguous medico-legal imperatives such as the Principle of Double Effect. Moreover, the way they conceptualise and experience such practices is inconsistent. To complement the available statistical data, the purpose of this study was to understand the reasoning behind how and why physicians in (...) Australia will hasten death. (shrink)

Larry A. Hickman and Albert Borgmann have carried on a decades-long debate about the status and value of technological practices. Hickman’s work develops from the thought of John Dewey. A recent essay alleges that Hickman’s engagement with Borgmann has been superficial, particularly because full engagement would involve admitting that Dewey’s instrumentalist theory of inquiry and his aesthetics are at odds. This paper argues not only that Hickman has attended to the full scope of Borgmann’s thought but also that Dewey is (...) innocent of the criticism charged. Along the way, I develop a critique of the traditionalistic nostalgia implicit in accounts like Borgmann’s. This all serves to address the longstanding concern that pragmatism can be reduced to a crass form of instrumentalism. (shrink)

This study introduces a human empowerment framework to better understand why some businesses are more socially oriented than others in their policies and activities. Building on Welzel’s theory of emancipation, we argue that human empowerment—comprised of four components: action resources, emancipative values, social movement activity, and civic entitlements—enables, motivates, and entitles individuals to pursue social goals for their businesses. Using a sample of over 15,000 entrepreneurs from 43 countries, we report strong empirical evidence for two ecological effects of the framework (...) components on prosociality. We find that human empowerment lifts entrepreneurs’ willingness to choose a social orientation for their business, and reinforces the gender effect on prosociality in business activity. We discuss the human empowerment framework’s added value in understanding how modernization processes fully leverage the potential of social business activities for societies. (shrink)

This essay argues that the new natural law theory (NNLT) propounds five errors that place it on a collision course with the traditional Thomistic understanding central to the moral magisterium of the Roman Catholic Church. These root errors are argued to be (1) the denial of the primacy of speculative over practical truth, (2) the negation of unified normative natural teleology expressed in the NNLT doctrine of the putative “incommensurability” of basic goods prior to choice, (3) failure to affirm the (...) transcendence of the common good, (4) negation of the essentially theonomic character of the natural law, and (5) the intentionalist construction of human action. The teaching of St. Thomas Aquinas is held to be a superior light for understanding Catholic moral life. National Catholic Bioethics Quarterly 13.1 (Spring 2013): 105–131. (shrink)

This study examines the logical coherence of the theological claim that Jesus was "truly man and truly God." The primary question dealt with is whether or not it is possible for one person to have all of the properties necessary for being fully divine and all of the properties necessary for being fully human. The philosophical approach is analytic, focusing upon alleged coherence problems generated by applying the Indiscernibility of Identicals to statements about Jesus. Two extended arguments against the coherence (...) of the doctrine of the incarnation are examined and rebutted. The bulk of the study is a presentation and evaluation of five modern philosophical approaches to solving the coherence problems generated by the Indiscernibility of Identicals. These are Relative Trinitarianism, the One-Nature view, the Reduplicative maneuver, kenoticism, and the Two-Minds view. Relative Trinitarianism is rejected because it denies the Indiscernibility of Identicals as a logical principle. The One-Nature view unnecessarily alters the concept of divinity and it, too, is rejected. Traditional kenoticism is judged an inadequate response to the incoherence challenge, but a revised kenoticism does show that many statements about Jesus can be coherently stated. This revised kenoticism eliminates coherence problems concerning many properties of Jesus, but not all. Some statements about Jesus, particularly modal statements, can be coherently stated as reduplicative statements. The problem is that some Steven A. Long incarnational property adjectives do not appear to be logically attributive, hence they cannot be predicated reduplicatively. Though the Two-Minds view is rejected, some features of it are used to show how incarnational property adjectives can be logically attributive and predicated reduplicatively. The conclusion is that there are no convincing arguments against the coherence of the incarnation and that a revised kenoticism and the Reduplicative maneuver together can be used to formulate a coherent interpretation of the doctrine of the incarnation that is possibly true. (shrink)

Professionalization of farmers and rural entrepreneurs is identified as a potential resource to advance transition to multifunctional landscapes and territorial development. Drawing on interactive conceptions of knowledge creation and technical change, I argue that collective structures that support pooling of experiential knowledge can complement public and private sector engagement in innovation systems. Through exercise of leadership in advancing integration of farming into regional development and in integrating ecological and social concerns into agriculture, farmers can forge a professional identity and broker (...) a new social contract entitling them to renewal of their political and economic status. (shrink)

Discusses the bases of moral development, based on a review of relevant literature. L. Kohlberg's cognitive structural theory of moral development prescribes abstract egalitarianism as the ideal form of moral reasoning. It is argued that this conceptualization represents an overly modernist, individualist reading of Platonic moral philosophy. H. G. Gadamer , in contrast, sees Plato teaching that virtue is learned implicitly, through exemplifying a virtuous person. Belief that virtue must be justified rationally leads to the dissolution of social, communal bases (...) of moral learning. His view suggests a more humanly relevant rendering of Platonic moral reasoning than that suggested by Kohlberg. This view suggests the possibility that virtue is irreducibly social, seen in the meaningful differences that acts have for others, and in implicit interpersonal relatedness. 2012 APA, all rights reserved). (shrink)