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  1. The Unbearable Lightness of Representing ‘Reality’ in Science Education: A Response to Schulz.Michalinos Zembylas - 2008 - Educational Philosophy and Theory 40 (4):494-514.
    This article responds to Schulz's criticisms of an earlier paper published in Educational Philosophy and Theory. The purpose in this paper is to clarify and extend some of my earlier arguments, to indicate what is unfortunate from a non‐charitable, modernist reading of Lyotardian postmodernism, and to suggest what new directions are emerging in science education from efforts to move beyond an either/or dichotomy of foundationalism and relativism.
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  • Theory and Practice: The Politics of Philosophical Character.Nigel Tubbs - 2004 - Philosophy of Education 38 (4):551-569.
  • Corrigibility, Allegory, Universality: A History of the Gita's Transnational Reception, 1785–1945*: Mishka Sinha.Mishka Sinha - 2010 - Modern Intellectual History 7 (2):297-317.
    This essay lays out a history of the translation, interpretation, transmission and reception of the Bhagavad Gita as a cultural, religious and philosophical text in the West from 1785 to 1945; in doing so it focuses primarily on Britain, although it also refers to other contexts of reception where they are connected to the British context, or to present revealing or helpful comparisons. The object of the essay is to investigate relationships between the Gita's interpretive history and assumptions about the (...)
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  • John Milbank and Biblical Hermeneutics: The End of the Historical‐Critical Method?Benjamin Sargent - 2012 - Heythrop Journal 53 (2):253-263.
    It is perhaps ironic that a methodology still convinced of its radical iconoclasm and progressive nature should at the same time be regarded as critically backward, a by‐product of a disappearing philosophy. Such a view of the historical‐critical method is held by John Milbank who argues that because of its dependence upon heretical philosophies that affirm the ontological autonomy of a world without reference to or participation in God, it should be confined to theological history. This essay will argue that (...)
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  • Absurd Conversations: On the Educational Value of Interlocutionary Misbehaviour.Claudia W. Ruitenberg - 2009 - Educational Philosophy and Theory 41 (5):527-538.
    This essay argues that there are educational situations in which interlocutionary misbehaviour in the form of withholding ‘good will’ can have educational value. It describes an exchange between a teacher and a student in which the teacher withheld good will, and analyzes this exchange through conceptual frameworks of performative contradiction and differend, provided by Derrida and Lyotard, respectively. It further analyzes how context, power, and ethical considerations affect the evaluation of instances of interlocutionary misbehaviour. The essay ends with the ironic (...)
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  • Philosophical Writing: Prefacing as Professing.Rob McCormack - 2008 - Educational Philosophy and Theory 40 (7):832-855.
    If you do not wish to construe philosophical discourse as simply a discourse of cognition, a theoretical discourse; if you think it is also a practical, ethical discourse: how should you write? How should you frame the ethos, the authority of your discourse? This article re‐presents an extended preface I wrote and rewrote obsessively over a period of nearly two years in an effort to forge a voice and mode of address adequate to my sense of philosophical discourse as a (...)
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  • Making Sense of Stories: The Use of Patient Narratives Within Mental Health Care Research: Dialogue.Geir F. Lorem - 2008 - Nursing Philosophy 9 (1):62-71.
  • Negotiating Historical Narratives: An Epistemology of History for History Education.Jon A. Levisohn - 2010 - Philosophy of Education 44 (1):1-21.
    Historians typically tell stories about the past, but how are we to understand the epistemic status of those narratives? This problem is particularly pressing for history education, which seeks guidance not only on the question of which narrative to teach but also more fundamentally on the question of the goals of instruction in history. This article explores the nature of historical narrative, first, by engaging with the seminal work of Hayden White, and second, by developing the critique of White by (...)
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  • Philosophical and Socio‐Cognitive Foundations for Teaching in Higher Education Through Collaborative Approaches to Student Learning.Adrian Jones - 2011 - Educational Philosophy and Theory 43 (9):997-1011.
    This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being‐there and being‐aware ] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights are associated with every realm of higher education.
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  • The Fecundity of the Individual Case: Considerations of the Pedagogic Heart of Interpretive Work.David W. Jardine - 1992 - Philosophy of Education 26 (1):51-61.
  • Encountering the Alien: Gadamer and Transformation in Pedagogy.Johann Graaff - 2008 - Educational Philosophy and Theory 40 (6):758-769.
    For Gadamer, understanding moves between two different levels. One is the everyday ontological level in which there is a meeting between the familiar and the alien, between the known and the not‐quite‐expected. But understanding can also be a skill to be developed. This is the way in which we achieve good knowledge. In pedagogical terms, encountering the alien is the basis for self‐formation, or bildung, originating in Hegel. But there is an ambiguity at the heart of bildung. The notion of (...)
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  • Transformation and Education: The Voice of the Learner in Peters' Concept of Teaching.Andrea English - 2009 - Philosophy of Education 43 (Supplement s1):75-95.
    On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...)
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  • Mimesis and Experience Revisited: Can Philosophy Revive the Practice of Arts Education?Christine Doddington - 2010 - Philosophy of Education 44 (4):579-587.
  • Complexity and Education: Vital Simultaneities.Brent Davis - 2008 - Educational Philosophy and Theory 40 (1):50-65.
    This article explores the place of complexity science within education and educational research. The discussion begins with the suggestion that educational research has a history of adopting interpretive frames from other domains with little adaptation. Complexity science is argued to compel a different sort of positioning, one that requires accommodation and participation rather than unproblematized assimilation and application. The argument is developed by considering the following simultaneities in education research: knower and knowledge; transphenomenality; transdisciplinarity; interdiscursivity; descriptive and pragmatic insights; representation (...)
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  • Towards Understanding the Unpresentable in Nursing: Some Nursing Philosophical Considerations.Brenda L. Cameron - 2006 - Nursing Philosophy 7 (1):23-35.
    While nursing practice embodies certain observable and sometimes habitual actions, much inheres in these actions that is not immediately discernible. Taking on Lyotard's exegesis of the unpresentable, I undertake an analysis of the unpresentable as it occurs in nursing practices. The unpresentable is a place of alterity often excluded from dominant discourses. Yet this very alterity is what practising nurses face day after day. Drawing from two nursing situations, one from a hermeneutic phenomenological study and the other from the literature, (...)
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  • Human Understanding in Dialogue: Gadamer's Recovery of the Genuine: Original Article.Lindal Binding - 2008 - Nursing Philosophy 9 (2):121-130.
  • Economics and Hermeneutics: Lawrence A. Bercer.Lawrence A. Berger - 1989 - Economics and Philosophy 5 (2):209-234.
    In a recent article in this journal, D. Wade Hands reviewed Charles Taylor's two-volume work, Philosophical Papers. Hands predicts that Taylor's work will have no impact on the philosophy of economics. This may indeed turn out to be the case; but if so, it will only be because the profession is not listening. Of course, it is typical of the profession to be more interested in exporting its product than in learning from other disciplines. This is exemplified in Hands's use (...)
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  • Beyond the Whig History Interpretation of History: Lessons on ‘Presentism’ From Hélène Metzger.Oscar Moro Abadía - 2008 - Studies in History and Philosophy of Science Part A 39 (2):194-201.
    During the second half of the twentieth century, historians of science have shown a considerable interest in ‘presentism’, a term first applied to the kind of history of science in which past knowledge is judged to celebrate and legitimize modern science. Taking Herbert Butterfield’s The Whig interpretation of history as a point of reference, ‘presentism’ has been usually associated with ‘Whig history’ or ‘Whiggish history’. Nevertheless, Butterfield’s essay is one of many approaches to this question. In this article, I examine (...)
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  • An Investigation of Korean Children’s Prejudicial Attitudes Toward a National Tragedy in Japan.Minkang Kim & Heesun Chang - 2014 - Journal of Moral Education 43 (3):282-301.
    Prejudice against another nation or culture is often perceived as a major hindrance to world peace. This paper will report on the early emergence of such prejudices, identified in eight-year-old primary school children in Korea. The research, conducted in June 2012, investigated Korean children’s reactions to the Japanese tsunami of 2011. A pedagogically embedded research methodology was used, where the research initiative was embedded within the teaching and learning of a normal school lesson. The research reveals that young Korean children’s (...)
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  • The Limits of Definition: Gadamer’s Critique of Aristotle’s Ethics.Carlo DaVia - 2018 - British Journal for the History of Philosophy 26 (6):1176-1196.
    There is a recent scholarly trend drawing similarities between Aristotle’s conceptions of ethics and demonstrative science. One such similarity has become widely and rightly recognized: for Aristotle both ethics and demonstrative science seek essential definitions of phenomena. The task of the paper is to show that German philosopher and classicist Hans-Georg Gadamer not only prefigured this interpretative trend, he also identified a problematic feature of Aristotle’s method so construed. The problematic feature is semantic. For Aristotle essential definitions must consist of (...)
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  • The Bible and Analytic Reflection.Darren Sarisky - 2018 - Journal of Analytic Theology 6:162-182.
    Analytic skill can contribute to a theology of the Bible and a theological hermeneutic in two ways, by refining the formulation of a doctrine of Scripture and a correlative hermeneutic, and by illuminating how problematic hermeneutical presuppositions have in some cases become part of exegetical practice. The contribution that the analytic style of reflection can make to the theological enterprise need not be vitiated by a common criticism of analytic modes of engaging with texts, namely, that they tend toward being (...)
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  • Uncovering Tacit Caring Knowledge.Gunilla Carlsson, Nancy Drew, Karin Dahlberg & Kim Lützen - 2002 - Nursing Philosophy 3 (2):144-151.
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  • We Made Progress: Collective Epistemic Progress in Dialogue Without Consensus.Clinton Golding - 2013 - Journal of Philosophy of Education 47 (3):423-440.
    Class discussions about ethical, social, philosophical and other controversial issues frequently result in disagreement. This leaves a problem: has there been any progress? This article introduces and analyses the concept ‘collective epistemic progress’ in order to resolve this problem. The analysis results in four main ways of understanding, guiding and judging collective epistemic progress in the face of seemingly irreconcilable differences. Although it might seem plausible to analyse and judge collective epistemic progress by the increasing vigour of the dialogue community, (...)
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  • The Problem of Propagation: Original Sin as Inherited Discourse.James Stillwaggon - 2014 - Studies in Philosophy and Education 33 (1):61-73.
    As Modernist doctrines emphasizing the unity and agency of the educated self are increasingly set up as the straw men of contemporary educational discourses, premodern and Medieval theories of selfhood tend to disappear from the horizon of educational thought altogether. In this essay, in order to subvert this overcoming of our intellectual past, I examine Thomas Aquinas’ reading of the doctrine of original sin. Relying on Graham McAleer’s claim that Aquinas’ metaphysical theory sanctifies the body, I argue that Aquinas’ understanding (...)
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  • Language as the House of Being? How to Bring Intelligibility to Heidegger While Keeping the Excitement.Pol Vandevelde - 2014 - Philosophy Compass 9 (4):253-262.
    At the core of Heidegger's philosophy, there lies this nagging question: what is the link between language and being? Using a famous formulation by Heidegger as a guide (‘When we go to the well, when we go through the woods, we are always already going through the word “well”, through the word “woods”’), the analysis focuses on the connection Heidegger establishes between being (what woods and well ‘are’), understanding (something is understood ‘as’ woods or well), and temporality (human understanding of (...)
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  • Journey to Become a Nurse Leader Mentor: Past, Present and Future Influences.Andrea McCloughen, Louise O'Brien & Debra Jackson - 2014 - Nursing Inquiry 21 (4):301-310.
    © 2013 John Wiley & Sons Ltd. Mentorship, often viewed as a central capacity of leadership, is acknowledged as influential in growing nurse leaders. Mentoring relationships are perceived as empowering connections offering a dynamic guided experience to promote growth and development in personal and professional life. A hermeneutic phenomenological approach informed by Heidegger and Gadamer was used to explore understandings and experiences of mentorship for nurse leadership by 13 Australian nurse leaders. We found that learning and transformation associated with becoming (...)
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  • Doctors' Orders and the Language of Representation.Em M. Pijl-Zieber - 2013 - Nursing Philosophy 14 (2):139-147.
    The term doctors' orders or physicians' orders is endemic to nurses' work, to the degree perhaps that few nurses give the term much thought. The nursing profession has progressed over its historical trajectory, from a level of considerable dependence upon physicians' directives, in its beginning, to much greater professional autonomy. However, the term order remains a stronghold in nurses' professional reality, despite the fact that this term is laden with anachronistic ideological interests that are embedded within the historical, sociopolitical and (...)
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  • The Person of the Voice: Narrative Identities in Informed Consent.Brendan McCormack - 2002 - Nursing Philosophy 3 (2):114-119.
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  • A Reply to ‘Phenomenology as Research Method or Substantive Metaphysics? An Overview of Phenomenology's Uses in Nursing’ by Vicki Earle: A Phenomenological Grapevine?Caroline Bradbury-Jones - 2012 - Nursing Philosophy 13 (3):224-227.
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  • Philosophical Writing : Prefacing as Professing.Rob McCormack - 2009 - In Michael Peters (ed.), Educational Philosophy and Theory. Wiley-Blackwell. pp. 832-855.
    If you do not wish to construe philosophical discourse as simply a discourse of cognition, a theoretical discourse; if you think it is also a practical, ethical discourse: how should you write? How should you frame the ethos, the authority of your discourse? This article re-presents an extended preface I wrote and rewrote obsessively over a period of nearly two years in an effort to forge a voice and mode of address adequate to my sense of philosophical discourse as a (...)
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  • The Art of Language Teaching as Interdisciplinary Paradigm.Thomas Erling Peterson - 2008 - Educational Philosophy and Theory 40 (7):900-918.
    One can extrapolate from the art of language instruction to discover methods applicable across the disciplines in higher education. The paradigm presented by language instruction is applicable throughout the arts and sciences. If cultivated—and there are institutional pressures working against it—such an art can impact the languages and codes of the individual disciplines so as to advance the research mission of scholars in those fields; it can also favor the interrelationships between the disciplines. How the student learns another language (L2) (...)
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  • Wendt Versus Pollock: Toward Visual Semiotics in the Discipline of IR Theory.Serdar Güner - 2021 - Semiotica 2021 (238):239-251.
    We focus on a key IR Theory article by Alexander Wendt and two Jackson Pollock paintings. Our aim is to identify meanings Pollock’s art communicates and reveals for Wendt. It derives from an appeal to visual imagination and a desire for semiotic interpretation of Constructivist view of anarchy. The visual sign is an association such that there is Wendt’s theoretical claim on the one hand and an abstract painting on the other. We do not gaze at Wendt’s claim, we read (...)
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  • Consciousness, Explanatory Inversion and Cognitive Science.John R. Searle - 1990 - Behavioral and Brain Sciences 13 (1):585-642.
    Cognitive science typically postulates unconscious mental phenomena, computational or otherwise, to explain cognitive capacities. The mental phenomena in question are supposed to be inaccessible in principle to consciousness. I try to show that this is a mistake, because all unconscious intentionality must be accessible in principle to consciousness; we have no notion of intrinsic intentionality except in terms of its accessibility to consciousness. I call this claim the The argument for it proceeds in six steps. The essential point is that (...)
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  • Bossy Matrons and Forced Marriages: Talmudic Confrontationalism and its Philosophical Significance.Menachem Fisch - 2020 - Open Philosophy 3 (1):335-348.
    This article introduces the confrontational theology of the rabbinic literature of late antiquity by means of a well-known, yet ill-understood legend. It goes on to argue that Talmudic confrontationalism comes coupled with an insistent dialogism that, unlike any other major human undertaking, displays a profound awareness of the indispensable role of external normative critique in the process of changing one’s mind.
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  • Reading Oneself in the Text: Cavell and Gadamer’s Romantic Conception of Reading.David Liakos - 2019 - Journal of Aesthetics and Phenomenology 6 (1):79-87.
    ABSTRACTCan we gain knowledge by reading literature? This essay defends an account of reading, developed by Stanley Cavell and Hans-Georg Gadamer, that phenomenologically describes the experience of acquiring self-knowledge by reading literary texts. Two possible criticisms of this account will be considered: first, that reading can provide other kinds of knowledge than self-knowledge; and, second, that the theory involves illegitimately imposing subjective meaning onto a text. It will be argued, in response, that the self-knowledge gained in reading allows one to (...)
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  • The Situatedness of Judgment and Action in Arendt and Merleau-Ponty.Michael Berman - 2006 - Politics and Ethics Review 2 (2):202-220.
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  • Philosophical Hermeneutics in Practice: Fred Dallmayr, Comparative Political Theory and Cosmopolitanism.Richard Shapcott - 2011 - Journal of International Political Theory 7 (2):229-238.
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  • The Phenomenology of Everyday Expertise and the Emancipatory Interest.Brian O’Connor - 2013 - Philosophy and Social Criticism 39 (9):0191453713498388.
    This is a critical theoretical investigation of Hubert Dreyfus’ ‘phenomenology of everyday expertise’ (PEE). Operating mainly through the critical perspective of the ‘emancipatory interest’ the article takes issue with the contention that when engaged in expert action human beings are in non-deliberative, reason-free absorption. The claim of PEE that absorbed actions are not amenable to reconstruction places those actions outside the space of reasons. The question of acting under the wrong reasons – the question upon which the emancipatory interest rests (...)
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  • Analytic Cognitive Style Predicts Religious and Paranormal Belief.Gordon Pennycook, James Allan Cheyne, Paul Seli, Derek J. Koehler & Jonathan A. Fugelsang - 2012 - Cognition 123 (3):335-346.
    An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting supernatural claims, both religious and paranormal. In two studies, we examined associations of God beliefs, religious engagement, conventional religious beliefs and paranormal beliefs with performance measures of cognitive ability and analytic cognitive style. An analytic cognitive style negatively predicted both religious and paranormal beliefs (...)
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  • The Educational Challenges of Agape and Phronesis.Stein M. Wivestad - 2008 - Journal of Philosophy of Education 42 (2):307-324.
    Children as learners need adults who love them, even when the children are unable to give anything in return. Furthermore, adults should be able to make wise judgements concerning what is good for the children. The clarification of these principles and of their educational import has to start within our own cultural tradition. Agape (unconditional love, neighbour-love or charity) is a basic concept in the Christian tradition. Phronesis (moral wisdom, practical judgement or prudence) has a key position in the Aristotelian (...)
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  • Politicizing Brandom's Pragmatism: Normativity and the Agonal Character of Social Practice.Thomas Fossen - 2014 - European Journal of Philosophy 22 (3):371-395.
    This paper provides an agonistic interpretation of Robert Brandom's social-pragmatic account of normativity. I argue that social practice, on this approach, should be seen not just as cooperative, but also as contestatory. This aspect, which has so far remained implicit, helps to illuminate Brandom's claim that normative statuses are ‘instituted’ by social practices: normative statuses are brought into play in mutual engagement, and are only in play from an engaged social perspective among others. Moreover, in contrast to a positivist or (...)
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  • The Ethics of Big Data: Current and Foreseeable Issues in Biomedical Contexts.Brent Daniel Mittelstadt & Luciano Floridi - 2016 - Science and Engineering Ethics 22 (2):303-341.
    The capacity to collect and analyse data is growing exponentially. Referred to as ‘Big Data’, this scientific, social and technological trend has helped create destabilising amounts of information, which can challenge accepted social and ethical norms. Big Data remains a fuzzy idea, emerging across social, scientific, and business contexts sometimes seemingly related only by the gigantic size of the datasets being considered. As is often the case with the cutting edge of scientific and technological progress, understanding of the ethical implications (...)
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  • The Political Importance of Voluntary Work.Harry Kunneman - 2016 - Foundations of Science 21 (2):413-432.
    This paper aims to develop a complex articulation of the civic meaningfulness of voluntary work that clarifies its political importance as a countervailing narrative pointing beyond dominant neoliberal and consumptive articulations of a good life. To start with, it sketches a hermeneutic perspective on civic meaningfulness based on the work of Paul Ricoeur. Subsequently, it introduces the ideas of ‘ethical complexity’, ‘epistemological complexity’ and ‘diapoiesis’, building on insights from critical complexity thinking and relational biology. It argues that these notions can (...)
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  • An Agrarian Imaginary in Urban Life: Cultivating Virtues and Vices Through a Conflicted History. [REVIEW]Christopher Mayes - 2014 - Journal of Agricultural and Environmental Ethics 27 (2):265-286.
    This paper explores the influence and use of agrarian thought on collective understandings of food practices as sources of ethical and communal value in urban contexts. A primary proponent of agrarian thought that this paper engages is Paul Thompson and his exceptional book, The Agrarian Vision. Thompson aims to use agrarian ideals of agriculture and communal life to rethink current issues of sustainability and environmental ethics. However, Thompson perceives the current cultural mood as hostile to agrarian virtue. There are two (...)
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  • Belief, Providence and Eschatology: Some Philosophical Problems in Islamic Theism.Imran Aijaz - 2008 - Philosophy Compass 3 (1):231-253.
  • Education, Schooling, Derrida’s Marx and Democracy: Some Fundamental Questions.Nick Peim - 2013 - Studies in Philosophy and Education 32 (2):171-187.
    Beginning with a reconsideration of what the school is and has been, this paper explores the idea of the school to come. Emphasizing the governmental role of education in modernity, I offer a line of thinking that calls into question the assumption of both the school and education as possible conduits for either democracy or social justice. Drawing on Derrida’s spectral ontology I argue that any automatic correlation of education with democracy is misguided: especially within redemptive discourses that seek to (...)
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  • The Ambivalent Potentiality of Vulnerability : Museum Pedagogy in Exhibitions on Difficult Matters and its Ethical Implications.Tinning Katrine - 2017 - Dissertation, Lund University
    The aim of this dissertation is to critically investigate and problematize how museum exhibitions on Difficult Matters, like war and sexual violence, can be designed in order to contribute to teaching-learning relations between museum and visitor, which may transform existing perceptions of self, others, and the world and evoke a deepened sense of responsibility in the viewers, i.e. an ethical transformation.Based on a hermeneutic phenomenological approach the study takes three paths to shed light on the above. 1) Investigating literature on (...)
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  • Van Parijsian Linguistic Justice – Context, Analysis and Critiques.Helder De Schutter & David Robichaud - 2015 - Critical Review of International Social and Political Philosophy 18 (2):87-112.
    © 2015 Taylor & Francis. This introduction does three things. We first give an overview of the linguistic justice debate in normative political philosophy. We then situate Philippe Van Parijs's position within it, by zooming in on Van Parijs's two major normative claims: the support of the rise of English as the global lingua franca and the defence of linguistic territoriality. Finally, we clarify how each of the essays that follow this introduction relates to those two claims.
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  • Who Are Chinese Citizens? A Legislative Language Inquiry.Shifeng Ni & King Kui le ChengSin - 2010 - International Journal for the Semiotics of Law - Revue Internationale de Sémiotique Juridique 23 (4):475-494.
    By exploring the meaning construction of Chinese citizenship stipulated in Chinese legislation and its interaction with social identities and human nature in the Chinese society, the present study investigates the nature and evolution of the conception of Chinese citizens through three selected cases from Chinese legislations, which illuminate that Chinese citizens are essentially persons with independent personalities defined by the rights and obligations stipulated in legislation. This conception is further strengthened by the entitlement to private properties and equality before law. (...)
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  • Simplicity in Econometric Modelling: Some Methodological Considerations.Bernd Hayo - 1998 - Journal of Economic Methodology 5 (2):247-261.
    It is shown how simplicity in econometric modelling can be defended from three different methodological positions, a ?traditional scientific?, a rhetorical and a hermeneutical one. Moreover, it is argued that the claim of methodological superiority by supporters of general-to-specific modelling is largely rhetorics. In practice there does not exist a viable alternative to simple modelling in empirical economics.
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