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Martin Buber (1970). I and Thou.

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  1.  33
    A Personalistic Appraisal of Maslow’s Needs Theory of Motivation: From “Humanistic” Psychology to Integral Humanism.Alma Acevedo - 2018 - Journal of Business Ethics 148 (4):741-763.
    Abraham Maslow’s needs theory is one of the most influential motivation theories in management and organizational behavior. What are its anthropological and ethical presuppositions? Are they consistent with sound business philosophy and ethics? This paper analyzes and assesses the anthropological and ethical underpinnings of Maslow’s needs theory from a personalistic framework, and concludes that they are flawed. Built on materialistic naturalism, the theory’s “humanistic” claims are subverted by its reductionist, individualistic approach to the human being, which ends up in a (...)
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  2.  14
    From Caring Entrepreneur to Caring Enterprise: Addressing the Ethical Challenges of Scaling Up Social Enterprises.Kevin André & Anne-Claire Pache - 2016 - Journal of Business Ethics 133 (4):659-675.
    This paper advances the conception of social entrepreneurs as caring entrepreneurs. We argue that the care ethics of social entrepreneurs, implying the pursuit of caring goals through caring processes, can be challenged when they engage in the process of scaling up their ventures. We propose that social entrepreneurs can sustain their care ethics as the essential dimension of their venture only if they are able to build a caring enterprise. Organizational care designates the set of organizing principles that facilitate the (...)
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  3.  9
    Collectivity, Evil and the Dynamics of Moral Value.Joel Backström & Hannes Nykänen - 2016 - Journal of Evaluation in Clinical Practice 22 (4):466-476.
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  4.  15
    Ethics Responsibility Dialogue The Meaning of Dialogue in Lévinas's Philosophy.Hanoch Ben‐Pazi - 2016 - Journal of Philosophy of Education 50 (4):619-638.
    This article examines the concept of dialogue in the philosophy of Emmanuel Lévinas, with a focus on the context of education. Its aim is to create a conversation between the Lévinasian theory and the theories of other philosophers, especially Martin Buber, in an effort to highlight the ethical significance that Lévinas assigns to the act of dialogue itself. As a philosopher whose essential interest was trained on the infinite ethical responsibility of the human subject, Lévinas places major emphasis on the (...)
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  5.  25
    Martin Buber’s Myth of Zion: National Education or Counter-Education?S. Breslauer - 2016 - Studies in Philosophy and Education 35 (5):493-511.
    If national education is, as Ilan Gur-Ze’ev thinks, inevitably a matter of agents for and victims of a national system, only a “counter-education” can correct it. Martin Buber shared many of Gur-Ze’ev’s concerns, but advocated a more positive view of national education. This essay examines Buber’s development of his pedagogical theory in its context, notes his influence on several educational models, investigates how his view of national education either continues or is ignored in the modern State of Israel, and shows (...)
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  6.  18
    Violence in Schools: Perspectives From Galtung and Buber.Hilary Cremin & Alexandre Guilherme - 2016 - Educational Philosophy and Theory 48 (11).
    Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in schools. Firstly, (...)
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  7.  15
    Education: Expectation and the Unexpected.Amanda Fulford - 2016 - Studies in Philosophy and Education 35 (4):415-425.
    This paper considers concepts of expectation and responsibility, and how these drive dialogic interactions between tutor and student in an age of marketised Higher Education. In thinking about such interactions in terms of different forms of exchange, the paper considers the philosophy of Martin Buber and Emmanuel Levinas on dialogic intersubjectivity, and an ethics of responsibility. This enables a richer understanding of the tutorial dialogue in particular, as both teaching and encounter. This has significant implications for education and for the (...)
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  8.  6
    Higher Education, Collaboration and a New Economics.Amanda Fulford - 2016 - Journal of Philosophy of Education 50 (3):371-383.
    In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the ‘collaborative commons’. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as ‘pro-sumers’. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking (...)
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  9.  4
    Using Traditional Narratives and Other Narrative Devices to Enact Humanizing Business Practices.Brian Shapiro - 2016 - Journal of Business Ethics 139 (1):1-19.
    This study examines how organizations may embed humanizing narrative devices and related activities in their management control systems to enact humanizing business practices. As defined here, narrative devices include complete stories as well as story fragments that may under certain circumstances invoke a shared narrative context. Humanizing narrative devices respect a person’s dignity and capacity for personal growth, respect human rights, promote care and service for others, and improve an organization’s ability to serve the common good rather than only narrow (...)
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  10.  19
    Atheism, Religion, and Philosophical “Availability” in Gabriel Marcel.Helen Tattam - 2016 - International Journal for Philosophy of Religion 79 (1):19-30.
    The dramatic change in the focus and overall project of French philosophy since World War I has become increasingly apparent, with one of the resultant developments being, as Geroulanos has identified, the emergence of “an atheism that is not humanist.” This article discusses parallels between the philosophical methodology of Gabriel Marcel and this new form of atheism. In so doing, it explores connections between Marcel and French philosophy’s more recent “turn to religion,” and uses these to demonstrate how Marcel’s notion (...)
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  11.  17
    A Time for Silence? Its Possibilities for Dialogue and for Reflective Learning.Ana Cristina Zimmermann & W. John Morgan - 2016 - Studies in Philosophy and Education 35 (4):399-413.
    From the beginning of history sounds have played a fundamentally important role in humanity’s development as ways of expression and of communication. However in contemporary western society, and indeed globally, we are experiencing an excess of speech and a relentless encouragement to expression. Such excess indicates a misunderstanding about what expression and dialogue should be. This condition encourages us to think about silence, solitude and contemplation and the role they might play in restoring the realm of personal understanding of the (...)
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  12.  33
    Towards Intercultural Philosophy of Education.Heesoon Bai, Claudia Eppert, Charles Scott, Saskia Tait & Tram Nguyen - 2015 - Studies in Philosophy and Education 34 (6):635-649.
    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 (...)
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  13.  9
    Revisiting the Panopticon: Professional Regulation, Surveillance and Sousveillance.Dawn Freshwater, Pamela Fisher & Elizabeth Walsh - 2015 - Nursing Inquiry 22 (1):3-12.
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  14.  12
    Acknowledging Awareness: Informing Families of Individual Research Results for Patients in the Vegetative State.Mackenzie Graham, Charles Weijer, Andrew Peterson, Lorina Naci, Damian Cruse, Davinia Fernández-Espejo, Laura Gonzalez-Lara & Adrian M. Owen - 2015 - Journal of Medical Ethics 41 (7):534-538.
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  15.  11
    Michel Serres’ Le Parasite and Martin Buber’s I and Thou: Noise in Informal Education Affecting Dialogue Between Communities in Conflict in the Middle East.Alex Guilherme - 2015 - Educational Philosophy and Theory 47 (10):1052-1068.
    One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, (...)
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  16.  7
    Reflexions on Mendes-Flohr’s and Avnon’s Interpretations of Buber’s ‘Living-Centre’: Implications for the Gemeinde.Alex Guilherme - 2015 - Philosophia 43 (3):821-841.
    Martin Buber is considered one of the twentieth century’s greatest thinkers, contributing to the fields of philosophy, theology and education. After Buber’s death the appreciation of his considerable legacy became rather muted, but was never completely forgotten. Recently, interest in Buber’s thought has increased and a number of journal articles and books dealing with both general and specific aspects of his philosophy have appeared. However, the number of commentaries on the importance of his socio-political thought are still small in number, (...)
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  17.  26
    Reflexions on Buber’s ‘Living-Centre’: Conceiving of the Teacher as ‘The Builder’ and Teaching as a ‘Situational Revelation’.Alexandre Guilherme - 2015 - Studies in Philosophy and Education 34 (3):245-262.
    There has been a shift from teaching to learning, the so-called process of ‘learnification’, which promotes the idea that teaching should be primarily concerned with the creation of rich learning environments and scaffolding student learning. In doing so, this process of ‘learnification’ has also attacked the idea that teachers have something to teach and that students have something to learn from their teachers. The influence of constructivism, and thinkers like Piaget, Vygotsky, and Bruner in this paradigm shift is quite evident; (...)
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  18.  18
    Moments of Goodness: An Analysis of Ethical and Educational Dimensions of the Terror Attack on Utøya, Norway. [REVIEW]Aslaug Kristiansen - 2015 - Studies in Philosophy and Education 34 (5):505-520.
    The analysis is based on some moral experiences taking place during a terrorist attack on the Norwegian Labor Party’s youth camp on the island of Utøya July 22, 2011, where 69 young people were killed and several seriously injured. After the attack many of the survivors told stories of how strangers spontaneous had helped and cared for each other. In the midst of the horror there occurred sudden “moments of goodness” or “points of light” that revealed hope for the persons (...)
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  19.  32
    The “Ghosts” of Iras Past and the Changing Cultural Context of Religion and Science.Karl E. Peters - 2015 - Zygon 50 (2):329-360.
    Beginning with our cosmic ancestors and the 1950s ancestors of Institute on Religion in an Age of Science, this essay highlights the wider, post-World War II cultural context, including other science and religion organizations, in which IRAS was formed. It then considers eight challenges from today's context. From the context of science there are the challenge of scale that leads us to question our place in the scheme of things and can lead to a challenge to morale concerning whether we (...)
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  20.  10
    Islam, Responsibility and Business in the Thought of Fethullah Gülen.Simon Robinson - 2015 - Journal of Business Ethics 128 (2):369-381.
    This article examines the contribution of one Islamic scholar, Fetullah Gülen to the debate about the meaning and practice of responsibility. It analyses Gülen’s thinking in terms of three inter-connected modes of responsibility: relational accountability, moral agency and liability. This view of responsibility is contrasted with major western philosophers such as Levinas, Buber and Jonas, Islamic tradition and the major views about corporate responsibility, including stakeholder theory. The role of dialogue in embodying the three modes of responsibility is then analysed. (...)
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  21.  11
    Foundations for a Human Science of Nursing: Gadamer, Laing, and the Hermeneutics of Caring.Gary Rolfe - 2015 - Nursing Philosophy 16 (3):141-152.
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  22.  6
    On Taking People Seriously: An Apology, to My Students Especially.Lloyd E. Sandelands - 2015 - Journal of Business Ethics 126 (4):603-611.
    I am a typical late middle-aged professor of business. I ask whether or not I have taken people seriously in my work as a researcher and teacher. I discover I have not. I explain how—by following the canons of administrative science in my research and by following the norms of instruction in my teaching—I have been encouraged to ignore the spiritual being of people that is their essence and better part. I conclude with ideas about how I can mend my (...)
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  23.  5
    I and Animal Thou.Reingard Spannring - 2015 - Society and Animals 23 (6):613-629.
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  24.  13
    Heidegger, Education and the ‘Cult of the Authentic’.Ben Trubody - 2015 - Journal of Philosophy of Education 49 (1):14-31.
    Within educational philosophies that utilise the Heideggerian idea of ‘authenticity’ there can be distinguished at least two readings that correspond with the categories of ‘weak’ and ‘strong’ utopianism. ‘Strong-utopianism’ is the nostalgia for some lost Edenic paradise to be restored at some future time. Here it is the ‘world’ that needs to be transcended for it is the source of our inauthenticity, where we are the puppets of modernist-capitalist ideologies. ‘Authenticity’ here is a value-judgment, understood as something that makes you (...)
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  25.  36
    Education in Nonviolence: Levinas' Talmudic Readings and the Study of Sacred Texts.Hanan Alexander - 2014 - Ethics and Education 9 (1):58-68.
    The essay offers a Jewish account of education in nonviolence by examining the first of Emmanuel Levinas' Talmudic readings ‘Toward the Other.’ I begin by exploring Levinas' unique philosophy of religious education, which nurtures responsibility for the other, as part of an alternative to enlightenment-orientated modern Jewish thought pioneered by the likes of Gershom Scholem, Martin Buber, and Franz Rosenzweig. I then consider a question raised by Yusef Waghid and Zehavit Gross at the 2012 meeting of the Philosophy of Education (...)
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  26.  12
    Between Gadamer and Ricoeur: Preserving Dialogue in the Hermeneutical Arc for the Sake of a God Who Speaks and Listens.Nathan Eric Dickman - 2014 - Sophia 53 (4):553-573.
    Wolterstorff defends the claim not only that ‘God speaks’ through the Bible but also that the reader gains ever new insights upon subsequent readings of it. I qualify this project with the philosophical hermeneutics he rejects—namely that of Gadamer and Ricoeur. Wolterstorff thinks what he calls ‘authorial discourse interpretation’ provides warrant for religious communities believing that ‘God speaks’ to them through a text. In developing this hermeneutic, he dismisses the viability of Gadamer and Ricoeur's approach because, Wolterstorff asserts, their form (...)
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  27.  6
    Selling Ourselves: The Ethics of Paid Living Kidney Donation.Nancy S. Jecker - 2014 - American Journal of Bioethics 14 (10):1-6.
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  28.  23
    “Human Quality Treatment”: Five Organizational Levels.Domènec Melé - 2014 - Journal of Business Ethics 120 (4):457-471.
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  29.  11
    Three Dialogues Concerning Robots in Elder Care.Theodore A. Metzler & Susan J. Barnes - 2014 - Nursing Philosophy 15 (1):4-13.
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  30.  44
    The Changing Cultural Context of the Institute on Religion in an Age of Science and Zygon.Karl E. Peters - 2014 - Zygon 49 (3):612-628.
    Since Zygon: Journal of Religion and Science was founded 49 years ago and since one of its co-publishers, the Institute on Religion in an Age of Science (IRAS), was founded 60 years ago, there have been significant developments in their various cultural contexts—in science, in religion, in culture, in academia, and in the science and religion dialogue. This article is a personal remembrance and reflection that compares the context of IRAS in 1954 when it was first organized with the context (...)
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  31.  7
    The Internet, Identity and Intellectual Capital: A Response to Dreyfus’s Critique of E-Learning.James Petrik, Talgat Kilybayev & Dinara Shormanbayeva - 2014 - Ethics and Information Technology 16 (4):275-284.
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  32.  24
    Deeper Than the Entrails is That Great Love! A Phenomenological Approach to 'Spiritual Sensuality' in Teresa of Ávila.Michelle Rebidoux - 2014 - Heythrop Journal 55 (2):216-229.
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  33.  1
    Fostering Collective Ethical Capacity Within the Teaching Profession.Déirdre Smith - 2014 - Journal of Academic Ethics 12 (4):271-286.
    A depth of ethical knowledge and understanding are essential for the enactment of ethical decisions and actions. Ethics is the foundational core for democratic teaching, learning and educational leadership. It is imperative that the development of ethical insight and the formation of an ethical stance become fundamental elements of both initial and continuing teacher education. Educators must be adept at cultivating ethical cultures within schools and districts. They need to know how to effectively foster the collective ethical capacity of all (...)
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  34.  6
    Research: Philosophy Intercultural.Kuang-Ming Wu - 2014 - Open Journal of Philosophy 4 (3):378-389.
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  35.  1
    Heretics, Democracy, the Beyond.Kuangming Wu - 2014 - Open Journal of Philosophy 4 (3):360-371.
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  36.  21
    Levels of Altruism.Martin Zwick & Jeffrey A. Fletcher - 2014 - Biological Theory 9 (1):1-8.
    The phenomenon of altruism extends from the biological realm to the human sociocultural realm. This article sketches a coherent outline of multiple types of altruism of progressively increasing scope that span these two realms and are grounded in an ever-expanding sense of “self.” Discussion of this framework notes difficulties associated with altruism at different levels. It links scientific ideas about the evolution of cooperation and about hierarchical order to perennial philosophical and religious concerns. It offers a conceptual background for inquiry (...)
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  37.  14
    Subject to Interpretation: Philosophical Messengers and Poetic Reticence in Sikh Textuality. [REVIEW]Balbinder Bhogal - 2013 - Sophia 52 (1):115-142.
    The translation of the Guru Granth Sahib (GGS), or Sikh ‘scripture’, within the discourse of (European) colonial/modernity was enacted by the use of hermeneutics—which oversaw the shift from the openness of praxis to the closure of representation and knowledge. Such a shift demoted certain indigenous interpretive frames, wherein the GGS is assumed to enunciate an excess that far transcends the foreign demand to fix the text’s ‘call’ into singular meanings (beyond time), but rather transforms the hermeneutic desire into a process (...)
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  38.  19
    The Causal Impact of Resistance: Mediating Between Resistance and Internal Conversation About Resistance.Athanasia Chalari - 2013 - Journal for the Theory of Social Behaviour 43 (1):66-86.
    Current literature on resistance focuses on the elements of action and opposition as its main components. However, when we use the term resistance we are not necessarily referring exclusively to the active expression of opposition, but could also be referring to discussions about such events or to stimuli that may cause these acts. Thus resistance, for the purposes of this study, is perceived in terms of action, external conversation and stimuli, and it is argued that these external characteristics may be (...)
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  39.  73
    The Phenomenology and Development of Social Perspectives.Thomas Fuchs - 2013 - Phenomenology and the Cognitive Sciences 12 (4):655-683.
    The paper first gives a conceptual distinction of the first, second and third person perspectives in social cognition research and connects them to the major present theories of understanding others (simulation, interaction and theory theory). It then argues for a foundational role of second person interactions for the development of social perspectives. To support this thesis, the paper analyzes in detail how infants, in particular through triangular interactions with persons and objects, expand their understanding of perspectives and arrive at a (...)
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  40.  8
    Satisfaction, Settlement and Exposition: Conversation and the University Tutorial.Amanda Fulford - 2013 - Ethics and Education 8 (2):114-122.
    In this paper, I consider the tutorial conversation in Higher Education. To focus the discussion I use the scenario of a tutorial conversation between a lecturer and a student. I begin by suggesting that the increasing emphasis placed on student satisfaction in certain Higher Education Institutions tends to focus the tutorial conversation towards a form of settlement that I then consider in light of Thoreau's Walden. To explore what other conversation might be possible, I turn to the philosophical writing of (...)
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  41.  39
    Neurology, Psychology, and the Meaning of Life: On Thagard's The Brain and the Meaning of Life.Iddo Landau - 2013 - Philosophical Psychology 26 (4):604-618.
    The Brain and the Meaning of Life Paul Thagard Princeton: Princeton University Press, 2010 274 pages, ISBN: 9780691142722 (hbk): $29.95 This paper criticizes central arguments in Paul Thagard's The Brain and the Meaning of Life, concluding, contrary to Thagard, that there is very little that we can learn from brain research about the meaning of life. The paper offers a critical review of Thagard's argument against nihilism and his argument that it is love, work, and play, rather than other activities, (...)
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  42.  13
    Blogger Engagement Ethics: Dialogic Civility in a Digital Era.Jeremy Langett - 2013 - Journal of Mass Media Ethics 28 (2):79-90.
    The role of social media as a vital component in an effective public relations plan has expanded strategic communication into digital space. Despite the rapid advancements of public relations opportunities within social media such as the blogosphere, guidelines for a prudent entry into this often personalized online territory are difficult to locate. This article extends beyond individual relationships characteristic of public relations practitioner-blogger discourse and promotes a dialogic approach to blogger outreach ethics. It ends with several recommendations for public relations (...)
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  43.  23
    Profane Experience and Sacred Encounter: Journeys to Disney and the Camino de Santiago.Kip Redick - 2013 - Environment, Space, Place 5 (1):46-72.
    This article explores the contrast of pilgrimage and tourism as sacred and profane journeys using Disney World and the Camino de Santiago as exemplars of such destinations. An entanglement of place structures reveals Disney World as a quasi-religious journey site for some whose tourist actions implicate a ritual centered on capitalist mythology. Disentangling sacred encounters and profane experiences demonstrates the role such places play in elevating community versus self-indulgence.
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  44.  53
    Vulnerability to Psychosis, I-Thou Intersubjectivity and the Praecox-Feeling.Somogy Varga - 2013 - Phenomenology and the Cognitive Sciences 12 (1):131-143.
    Psychotic and prodromal states are characterized by distortions of intersubjectivity, and a number of psychopathologists see in the concrete I-You frame of the clinical encounter the manifestation of such impairment. Rümke has coined the term of ‘praecox-feeling’, designated to describe a feeling of unease emanating in the interviewer that reflects the detachment of the patient and the failure of an ‘affective exchange.’ While the reliability of the praecox-feeling as a diagnostic tool has since been established, the explanation and theoretical framing (...)
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  45.  97
    Divine Hiddenness and Discrimination: A Philosophical Dilemma.Markus Weidler & Imran Aijaz - 2013 - Sophia 52 (1):95-114.
    Since its first delivery in 1993, J.L. Schellenberg’s atheistic argument from divine hiddenness keeps generating lively debate in various quarters in the philosophy of religion. Over time, the author has responded to many criticisms of his argument, both in its original evidentialist version and in its subsequent conceptualist version. One central problem that has gone undetected in these exchanges to date, we argue, is how Schellenberg’s explicit-recognition criterion for revelation contains discriminatory tendencies against mentally handicapped persons. Viewed from this angle, (...)
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  46.  8
    Making the Improbable Probable: Communication Across Models of Medical Practice. [REVIEW]Stephen Buetow - 2012 - Health Care Analysis (2):1-14.
    Cooperation and conversation in the public sphere may overcome historical and other barriers to rational argumentation. As an alternative to evidence-based medicine (EBM) and patient-centered care (PCC), the recent development of a modern version of person-centered medicine (PCM) signals an opportunity for a conversational pluralogue to replace parallel monologues between EBM and its critics, and the calls to EBM to debate its critics. This article draws upon elements of Habermas’s theory of communicative action in order to suggest the kind of (...)
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  47.  69
    Transformative Leadership: Achieving Unparalleled Excellence. [REVIEW]Cam Caldwell, Rolf D. Dixon, Larry A. Floyd, Joe Chaudoin, Jonathan Post & Gaynor Cheokas - 2012 - Journal of Business Ethics 109 (2):175-187.
    The ongoing cynicism about leaders and organizations calls for a new standard of ethical leadership that we have labeled “transformative leadership.” This new leadership model integrates ethically-based features of six other well-regarded leadership perspectives and combines key normative and instrumental elements of each of those six perspectives. Transformative leadership honors the governance obligations of leaders by demonstrating a commitment to the welfare of all stakeholders and by seeking to optimize long-term wealth creation. Citing the scholarly literature about leadership theory, we (...)
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  48.  45
    God as Thou and Prayer as Dialogue: Martin Buber's Tools for Reconciliation. [REVIEW]Alexandre Guilherme - 2012 - Sophia 51 (3):365-378.
    ‘Prayer’ can be defined as ‘the offering, in public worship or private devotion, of petition, confession, adoration, or thanksgiving to God; also the form of words in which such an offering is made’ (cf. Cohn-Sherbok 2010). In addition to this simple definition it could be said that there are different forms of prayer: some are vocal and articulate and others are only mental in nature; some prayers are communal and liturgical and other prayers are spontaneous or at least composed by (...)
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  49.  12
    Interculturalism and Non‐Formal Education in Brazil: A Buberian Perspective.Alexandre Guilherme, W. J. Morgan & Ida Freire - 2012 - Educational Philosophy and Theory 44 (9):1024-1039.
    Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...)
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    'In the Beginning is Relation': Martin Buber's Alternative to Binary Oppositions. [REVIEW]Andrew Metcalfe & Ann Game - 2012 - Sophia 51 (3):351-363.
    Abstract In this article we develop a relational understanding of sociality, that is, an account of social life that takes relation as primary. This stands in contrast to the common assumption that relations arise when subjects interact, an account that gives logical priority to separation. We will develop this relational understanding through a reading of the work of Martin Buber, a social philosopher primarily interested in dialogue, meeting, relationship, and the irreducibility and incomparability of reality. In particular, the article contrasts (...)
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