Friendship constitutes an integral part of human flourishing. Aristotle (1996) famously wrote, ‘For no one would choose to live without friends, but possessing all other good things’ (p. 205). Members of our respective practice communities (MacIntyre, 1984) understand and appreciate our passion for running or basketball, tennis or cycling. The friends we develop through sport, and herein I focus on running, have the potential to help us cultivate human flourishing in the Aristotelian sense. Highlighting this point, Austin (2007) writes that (...) ‘The friendships of runners often illustrate Aristotle’s understanding of this highest form of friendship, as well as friendship in its lower forms. And as we shall see, running is well suited for fostering the type of friendship that Aristotle thinks is necessary for being happy’ (p. 12). In his book, Philosophy Americana, Anderson (2006) provides an overview of the themes which pervade the academic discipline known as American philosophy. Individuals typically cited within this domain include Charles Sanders Peirce, William James, Josiah Royce, and John Dewey, among others. Examining the nature of running friendships provides a way to explicate American philosophical themes; and the themes provide a means to more fully understand and appreciate the nature of running friendships. My purpose here is to examine running friendships through the lens of the American philosophical tradition. The themes I have in mind here are: patience; commitment and immersion; risk and precipitousnes; and experience. I begin with an overview of friendship, including friendship as a form of human flourishing as well as the formation of friendship. I then transition to an examination of American philosophical themes related to running and friendship. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:What I Think about When I Think about Teaching Ethics: A Philosophical Exploration in Pedagogy1Douglas R. HochstetlerIntroductionIn his book, Philosophy Americana, Anderson outlines the basic tenets of those individuals in American philosophy known as pragmatists. The pragmatists “were not Enlightenment believers in the inevitability of progress,” Anderson writes, “but across the board the pragmatists were meliorists. They believed that inquiry and experiment could lead to the betterment of human (...) existence” (Philosophy Americana 28). Similarly, college professors seem to understand that progress is not inevitable in the classroom either. In fact, some of the most skeptical academics may even contend that students’ academic skills are deteriorating over time rather than improving (they may place the blame on high schools for poor preparation here). Rather than progress as a given, most faculty believe that their own inquiry and experimentation in the classroom may prove as fertile ground for the learning process. At their best and most impactful, they embody this pragmatic notion of meliorism, hopeful that their efforts will make a difference in the lives of their students.The American philosophical tradition encapsulates a variety of philosophical themes. Several stand out as ones that intersect with and potentially inform higher education pedagogy. In this introduction, I briefly highlight American philosophical themes related to the practice of teaching and learning. I follow this with the journal portion, with entries from a semester-long habit of recording my thoughts and observations related to pedagogy. The paper ends with reflections on the journal process itself.One theme pertinent to this topic is the aforementioned notion of meliorism. The pragmatists, in particular, held an underlying hope that life could improve with a requisite amount of effort and planning. As Anderson puts it, this hopeful stance toward meliorism permeated “Dewey’s faith in [End Page 81] education, and James’ faith in the human spirit” (Philosophy Americana 29). The idea of growth and continual improvement holds intuitive promise, but requires a foundational approach in terms of what it means for teachers and students. For example, as educators, we need clarity around our intended aims in the classroom. In his book, Experience and Education, Dewey provides a partial answer, with attention to the student experience: the “good aim... [forms] a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action” (Dewey 105).While growth and a belief in meliorism involve a sense of gradual improvement and sense of progress, it is clear that growth, especially, is not always a linear process. Marathon runners provide a clear example here. In their training regimens, the goal is to successfully finish a 26.2 mile race, perhaps within a pre-determined time. To meet the designated fitness levels required to run for this distance, it is quite typical for runners to follow twelve- or sixteen- or eighteen-week training programs. These programs provide the runners with a plan to gradually increase endurance capacity, in other words, to grow in physiological and psychological health. While these plans gradually increase the mileage per week, they are not merely linear in nature. Rather, after incremental increases in weekly mileage—say from 28 to 30 to 32 miles per week, it is recommended that the runner then follow with a “step back” or “rest” week, perhaps at 25 miles per week. In this way, the body has an opportunity to restore, thus allowing the runner to continue with this growth pattern and increased fitness the following week.In addition to meliorism, Henry David Thoreau articulated another theme related to pedagogy. Reflecting on his time at Walden Pond, he observed, “how easily and insensibly we fall into a particular route, and make a beaten track for ourselves” (Thoreau, Portable Thoreau 459). Too often, tradition and conformity serve as barriers to growth and meliorism; this impacts teachers and students, and classes may become repetitive, stale, and boring. Examples of conformity occur in the sense of choosing class texts or rigidly adhering to lesson or curricular plans that someone else created. Part of the job of educators is to balance this tendency... (shrink)

The American philosophical tradition emphasizes the role of experience as part of philosophical discourse and scholarship. Individuals like Henry Bugbee and Henry David Thoreau described their experiences walking, for example, and connected these experiences with philosophical concepts. My overall contention is to remind us of the importance of sport experiences for our scholarly work. In Part One, I outline the nature of experience and why this is crucial for sport philosophers and sport philosophy. In Part Two, I turn to the (...) process of reflecting on experience, exploring how reflection happens and the import of reflection for our lives and writing. Finally, in Part Three, I move to the writing process related to sport experiences. The manner in which we articulate philosophic principles and arguments, even though these points may be written in third-person, may also be informed by and through an experiential lens. (shrink)