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Cosmopolis the Hidden Agenda of Modernity

University of Chicago Press (1990)

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  1. Divisions Within the Ranks? The Just War Tradition and the Use and Abuse of History.Cian O'Driscoll - 2013 - Ethics and International Affairs 27 (1):47-65.
    Plato wrote in theRepublicthat quarrels between fellow countrymen are wont to be more virulent and nasty than those between external enemies. Sigmund Freud have similarly cautioned of the malice and excess that can attend conflicts that are fuelled not by antithetical oppositions, but by the “narcissism of minor difference.” Bearing these warnings in mind, scholars of the ethics of war would be well advised to consider the implications of James Turner Johnson's acute observation in his contribution to this special section (...)
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  • The Theological Origins of Modernity.Michael Allen Gillespie - 1999 - Critical Review: A Journal of Politics and Society 13 (1-2):1-30.
    Most critiques of modernity rest on an inadequate understanding of its complexity. Modernity should be seen in terms of the question that guides modern thought. 77ns is the question of divine omnipotence that arises out of the nominalist destruction of Scholasticism. Humanism, Reformation Christianity, empiricsim, and rationalism are different responses to this question.
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  • Discourses on War.Roger Cooter - 1995 - Studies in History and Philosophy of Science Part A 26 (4):637-647.
    Members of the Ba2Zn1-xCdxTa2O9 series have been synthesized by solid state reactions at 1473 K. Powder x-ray diffraction studies show a cubic perovskite cell with a ~ 4.1 a which increases with increase in x. Electron diffraction studies show the presence of hexagonal ordered perovskite structure in addition to the cubic structure seen by x-rays, the x = 0.5 composition showing more ordered crystallites. These samples show high dielectric constants with a maximum for the x = 0.5 member. The dielectric (...)
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  • Strukturwandel der Wissenschaft.Gregor Schiemann, Alfred Nordmann & Hans Radder (eds.) - 2014
    Mit Robotik, Digitalisierung, softwaregesteuerten Präzisionsinstrumenten und hochkomplexen Simulationsverfahren wird heute Technik zur treibenden Kraft der wissenschaftlichen Forschungspraxis. Gleichzeitig sieht sich die universitäre Forschung wachsenden gesellschaftlichen Einflüssen ausgesetzt und nähert sich selbst immer mehr der Industrieforschung an, woraus sich neue Fragen nach den Werten und der Objektivität der Wissenschaft ergeben. Derartig weitreichende Veränderungen haben zahlreiche Spekulationen darüber provoziert, ob sich in der Wissenschaftsgeschichte gegenwärtig ein Epochenbruch vollzieht. Dieser Sammelband setzt sich aus philosophischen, historischen und kulturwissenschaftlichen Perspektiven mit den Epochenbruchthesen auseinander, bestätigt (...)
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  • Unfaithful Offspring? Technologies and Their Trajectories.Sungook Hong - 1998 - Perspectives on Science 6 (3):259-287.
    : Several recent studies in science and technology studies (STS), and in the history of science and technology, have highlighted the stochastic and uncontrollable nature of technological trajectory. In this paper I will examine three technologies--the Triode, the numerically controlled (NC) machine tool, and the Internet--each of which reflects a different aspect of technological uncertainty. I will argue that the Triode's seemingly unpredictable evolution is partly caused by limitations in our present historical knowledge about it. The NC machine's mysteriously unpredictable (...)
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  • The Social Occupations of Modernity : Philosophy and Social Theory in Durkheim, Tarde, Bergson and Deleuze.David Toews - unknown
    This thesis explores the relationship between occupations and the ontology of the social. I begin by drawing a distinction between the messianic and the modern as concentrated in the affective transformation of vocation into occupation. I then, in the Introduction, sketch an ontic-ontological contrast proper to the modern, between modernity, as the collective problematization of social diversity, and the contemporary, as the plural ground of need which provides a source for these problematizations. I argue that this distinction will enable me (...)
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  • Coding Ethical Decision-Making in Research.David J. Hartmann, Thomas Van Valey & Wayne Fuqua - 2017 - Science and Engineering Ethics 23 (1):121-146.
    This paper presents methods and challenges attendant on the use of protocol analysis to develop a model of heuristic processing applied to research ethics. Participants are exposed to ethically complex scenarios and asked to verbalize their thoughts as they formulate a requested decision. The model identifies functional parts of the decision-making task: interpretation, retrieval, judgment and editing and seeks to reliably code participant verbalizations to those tasks as well as to a set of cognitive tools generally useful in such work. (...)
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  • Ethik und Moral im Wiener Kreis. Zur Geschichte eines engagierten Humanismus.Anne Siegetsleitner - 2014 - Böhlau.
    Die vorliegende Schrift unternimmt eine Revision des vorherrschenden Bildes der Rolle und der Konzeptionen von Moral und Ethik im Wiener Kreis. Dieses Bild wird als zu einseitig und undifferenziert zurückgewiesen. Die Ansicht, die Mitglieder des Wiener Kreises hätten kein Interesse an Moral und Ethik gezeigt, wird widerlegt. Viele Mitglieder waren nicht nur moralisch und politisch interessiert, sondern auch engagiert. Des Weiteren vertraten nicht alle die Standardauffassung logisch-empiristischer Ethik, die neben der Anerkennung deskriptiv-empirischer Untersuchungen durch die Ablehnung jeglicher normativer und inhaltlicher (...)
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  • Cambio Social y Totalidad.Esteban Torres - 2011 - Cinta de Moebio 42:302-312.
    Orienta el desarrollo del artículo el propósito de contribuir a la crítica y al estudio de las posibilidades de reformulación de la categoría de totalidad social y cambio social o bien de elementos centrales de las mismas, como alternativas teóricas para repensar la urgente e histórica cuestión del desarrollo y con ello hacer frente a los nuevos desafíos culturales y políticos que se presentan en las sociedades latinoamericanas. The general purpose that guides this article is to contribute to the critique (...)
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  • Unlearning Modernity: A Realist Method for Critical International Relations?Felix Rösch - 2017 - Journal of International Political Theory 13 (1):81-99.
    Recent re-readings of classical realism in International Relations have demonstrated that in their critique of modernity, mid-twentieth century realists put their focus on the development of a critical and sceptical epistemology, a focus that often has been of little concern to other International Relations theories. So far, however, this debate on classical realism has not further elaborated realist methodologies, although this has the potential to make the current theoretical debate more accessible for empirical investigations. To this end, this article argues (...)
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  • A “Practical” Ethic for Animals.David Fraser - 2012 - Journal of Agricultural and Environmental Ethics 25 (5):721-746.
    Abstract Drawing on the features of “practical philosophy” described by Toulmin ( 1990 ), a “practical” ethic for animals would be rooted in knowledge of how people affect animals, and would provide guidance on the diverse ethical concerns that arise. Human activities affect animals in four broad ways: (1) keeping animals, for example, on farms and as companions, (2) causing intentional harm to animals, for example through slaughter and hunting, (3) causing direct but unintended harm to animals, for example by (...)
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  • Science Transformed?: Debating Claims of an Epochal Break.Alfred Nordmann, Hans Radder & Gregor Schiemann (eds.) - 2011 - University of Pittsburgh Press.
    Advancements in computing, instrumentation, robotics, digital imaging, and simulation modeling have changed science into a technology-driven institution. Government, industry, and society increasingly exert their influence over science, raising questions of values and objectivity. These and other profound changes have led many to speculate that we are in the midst of an epochal break in scientific history. -/- This edited volume presents an in-depth examination of these issues from philosophical, historical, social, and cultural perspectives. It offers arguments both for and against (...)
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  • Rationality and Irrationality: Proceeedings of the 23rd International Wittgenstein Symposium, 13-19 August 2000, Kirchberg Am Wechsel.Berit Brogaard & Barry Smith (eds.) - 2001 - öbv&hpt.
    This volume consists of the invited papers presented at the 23rd International Wittgenstein Conference held in Kirchberg, Austria in August 2000. Among the topics treated are: truth, psychologism, science, the nature of rational discourse, practical reason, contextualism, vagueness, types of rationality, the rationality of religious belief, and Wittgenstein. Questions addressed include: Is rationality tied to special sorts of contexts? ls rationality tied to language? Is scientific rationality the only kind of rationality? Is there something like a Western rationality? and: Could (...)
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  • Ethical Consensus and the Truth of Laughter: The Structure of Moral Transformations.Hub Zwart - 1996 - Kok Pharos Pub. House.
    There are several strategies for exposing the defects of established moral discourse, one of which is critical argumentation. However, under certain specific historical circumstances, the apparent self-evidence of established moral discourse has gained such dominance, such a capacity of resistance or incorporation, such an ability to conceal its basic vulnerability that its validity simply seems beyond contestation. Notwithstanding the moral subject’s basic discontent, he or she remains unable to challenge the dominant discourse effectively by means of critical argument. Or, to (...)
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  • Clio’s New Cultural Turn and the Rediscovery of Tradition in Asia.Ying-Shih Yu - 2007 - Dao: A Journal of Comparative Philosophy 6 (1):39-51.
  • Handbook of Argumentation Theory.Frans Hendrik van Eemeren, Erik Bart Garssen, A. Francisca Snoeck Henkemans C. W. Krabbe, Jean Bart Verheij & H. M. Wagemans - 2014 - Dordrecht, Netherland: Springer.
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  • Deliberative Rhetoric: Arguing About Doing.Christian Kock (ed.) - 2017 - Windsor: University of Windsor.
    Christian Kock’s essays show the essential interconnectedness of practical reasoning, rhetoric and deliberative democracy. They constitute a unique contribution to argumentation theory that draws on – and criticizes – the work of philosophers, rhetoricians, political scientists and other argumentation theorists. It puts rhetoric in the service of modern democracies by drawing attention to the obligations of politicians to articulate arguments and objections that citizens can weigh against each other in their deliberations about possible courses of action.
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  • Alchemies and Governing: Or, Questions About the Questions We Ask.Thomas S. Popkewitz - 2007 - Educational Philosophy and Theory 39 (1):64-83.
    This article turns one of most cited philosopher's John Dewey's title, How We Think back upon itself to consider how ‘thought’ or ‘reason’ are cultural practices that historically order and generate principles for reflection and action. The discussion proceeds thusly: Schooling is about changing people; Changing people embodies cultural theses about modes of living, such as that of being a lifelong learner or a Learning Society. The modes of living in modern pedagogy embody changing cultural norms and values about systems (...)
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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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  • Dialogues in Argumentation.Von Burg Ron - 2016 - Windsor: University of Windsor.
    This volume focuses on dialogue and argumentation in contexts which are marked by truculence and discord. The contributors include well known argumentation scholars who discuss the issues this raises from the point of view of a variety of disciplines and points of view. The authors seek to address theoretically challenging issues in a way that is relevant to both the theory and the practice of argument. The collection brings together selected essays from the 2006 11th Wake Forest University Biennial Argumentation (...)
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  • Disciplining Skepticism Through Kant's Critique, Fichte's Idealism, and Hegel's Negations.Meghant Sudan - 2021 - In Vicente Raga Rosaleny (ed.), Doubt and Disbelief in Modern European Thought. Springer. pp. 247-272.
    This chapter considers the encounter of skepticism with the Kantian and post-Kantian philosophical enterprise and focuses on the intriguing feature whereby it is assimilated into this enterprise. In this period, skepticism becomes interchangeable with its other, which helps understand the proliferation of many kinds of views under its name and which forms the background for transforming skepticism into an anonymous, routine practice of raising objections and counter-objections to one’s own view. German philosophers of this era counterpose skepticism to dogmatism and (...)
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  • Revealing Structures of Argumentations in Classroom Proving Processes.Christine Knipping & David Reid - 2013 - In Andrew Aberdein & Ian J. Dove (eds.), The Argument of Mathematics. Springer. pp. 119--146.
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  • Meetings Across the Paradigmatic Divide.Peter Moss - 2007 - Educational Philosophy and Theory 39 (3):229–245.
    The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of the former. Yet there is very little engagement between these discourses, in large part because they are situated within different paradigms—modernity in the former case, postfoundationalism in the latter. The author argues that the absence (...)
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  • Dialectical Pyrrhonism: Montaigne, Sextus Empiricus, and the Self-Overcoming of Philosophy.Roger Eichorn - 2022 - Sképsis: Revista de Filosofia 24 (13):24-46.
    In her book Michel de Montaigne: Accidental Philosopher, Ann Hartle argues that Montaigne’s thought is dialectical in the Hegelian sense. Unlike Hegel’s progressive dialectic, however, Montaigne’s thought is, according to Hartle, circular in that the reconciliation of opposed terms comes not in the form of a newly emergent term, but in a return to the first term, where the meaning of the first is transformed as a result of its dialectical interaction with the second. This analysis motivates Hartle’s claim that (...)
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  • Astuteness, Trust, and Social Intelligence.Carlos Jose Parales-Quenza - 2006 - Journal for the Theory of Social Behaviour 36 (1):39–56.
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  • Women as Mothers and the Making of the European Mind: A Contribution to the History of Developmental Psychology and Primary Socialization.Brigitte H. E. Niestroj - 1994 - Journal for the Theory of Social Behaviour 24 (3):281–303.
    A major purpose of this essay is to show that our assumptions regarding human development in general, and in particular, the mother and child have their roots in a Christian-humanistic tradition. I also wish to locate the origins of the discourse on the mother and child within a critical historical review of notions of a changing anthropology of the human subject. The working hypothesis is as follows: A changing view of the human being is associated with a changing approach to (...)
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  • Patriotism in British Schools: Principles, Practices and Press Hysteria.Michael Hand & Joanne Pearce - 2009 - Educational Philosophy and Theory 41 (4):453-465.
    How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is general support among British teachers and students for school neutrality on patriotism and that the currently preferred classroom practice is to (...)
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  • Cosmopolitanism and Human Rights: Radicalism in a Global Age.Robert Fine - 2009 - Metaphilosophy 40 (1):8-23.
    Abstract: The cosmopolitan imagination constructs a world order in which the idea of human rights is an operative principle of justice. Does it also construct an idealisation of human rights? The radicality of Enlightenment cosmopolitanism, as developed by Kant, lay in its analysis of the roots of organised violence in the modern world and its visionary programme for changing the world. Today, the temptation that faces the cosmopolitan imagination is to turn itself into an endorsement of the existing order of (...)
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  • The Role of the Humanities in the Modern University: Some Historical and Philosophical Considerations.Mahali Phamotse & Mike Kissack - 2008 - Journal of Philosophy of Education 42 (1):49-65.
    This article examines the controversial notion of the role and value of the humanities in the contemporary university. It provides a review of the history of the emergence of the humanities in the European universities, arguing that any attempt to justify the presence of the humanities in the modern university in instrumental terms is futile. Through its depiction of the evolution of the humanities as a particular compendium of disciplinary fields, the article demonstrates that the humanities have become a focal (...)
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  • Philosophical Writing : Prefacing as Professing.Rob McCormack - 2008 - 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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  • Ecofeminist Citizenship.Katherine Pettus - 1997 - Hypatia 12 (4):132-155.
    In this article I discuss how some women activists experience their citizenship locally and around the world through their work for the environment and resistance to systems which threaten world existence. By looking at the oikos-polis distinction in Aristotle as the genesis of environmental pathologies which give rise to newly complementary categories of citizenship and ecofeminism, I consider moral pluralism and agonistic liberalism as non-hierarchical theoretical frameworks for thinking about citizenship.
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  • Philosophy and Education—a Symposium.Paul Hirst & Wilfred Carr - 2005 - Journal of Philosophy of Education 39 (4):615–632.
  • Whose Literacy? Discursive Constructions of Life and Objectivity.Lynn Fendler & Steven F. Tuckey - 2006 - Educational Philosophy and Theory 38 (5):589–606.
    Drawing from literature in the social studies of science, this paper historicizes two pivotal concepts in science literacy: the definition of life and the assumption of objectivity. In this paper we suggest that an understanding of the historical, discursive production of scientific knowledge affects the meaning of scientific literacy in at least three ways. First, a discursive study of scientific knowledge has the epistemological consequence of avoiding the selective perception that occurs when facts are abstracted from the historical conditions of (...)
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  • Should Philosophy Express the Self?M. A. B. Degenhardt - 2003 - Journal of Philosophy of Education 37 (1):35–51.
  • Philosophy, Methodology and Action Research.Wilfred Carr - 2006 - Journal of Philosophy of Education 40 (4):421–435.
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...)
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  • Rhetoric, Harm, and the Personification of Progress in Mill's On Liberty.Brian Donohue - 2007 - Ratio Juris 20 (2):196-212.
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  • Sacrificial Causalities of Nuclear Weapons: Takashi Nagai and Albert Wohlstetter.William E. DeMars - 2022 - Journal of International Political Theory 18 (1):66-90.
    After the U.S. dropped atomic bombs on Hiroshima and Nagasaki in Japan in 1945, both nations experienced a profound need for a new and encompassing story of what it meant to be Japanese, and to be American, in the permanent nuclear age. This article is a thought experiment to juxtapose the writings and personas of two people who helped their respective societies answer those needs and questions during the early Cold War: Takashi Nagai—medical radiologist, and survivor of the American atomic (...)
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  • Attitudes Toward Education: Kenneth Burke and New Rhetoric.Kris Rutten & Ronald Soetaert - 2015 - Studies in Philosophy and Education 34 (4):339-347.
    In this article we introduce the special issue Attitudes Toward Education: Kenneth Burke and New Rhetoric, which brings together a number of contributions that were first presented at the conference Rhetoric as Equipment for Living. Kenneth Burke, Culture and Education. Kenneth Burke [1897–1993] is one of the foundational figures in the development of what is known as the ‘new rhetoric’. The aim of the contributions to this special issue is to explore what is pedagogical about Burke’s anthropological account of rhetoric (...)
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  • ‘But What’s the Use? They Don’T Wear Breeches!’: Montaigne and the Pedagogy of Humor.Sammy Basu - 2014 - Educational Philosophy and Theory 46 (2):1-13.
    By virtue of his Essays Montaigne is rightly regarded not only as a radically modern philosopher but also as a transformative educational innovator. He confronted the extent to which pedantry and acculturation can justify cruelty by developing a conception of liberal arts education as the arts of liberation, and at the core of this education he placed the practice of essaying. This article argues that in easing us into essaying practices Montaigne qua educator makes reflexive use of three specific modes (...)
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  • The New Alliance Between Science and Education: Otto Neurath’s Modernity Beyond Descartes’ ‘Adamitic’ Science.Stefano Oliverio - 2014 - Studies in Philosophy and Education 33 (1):41-59.
    Starting from a suggestion of Stephen Toulmin and through an interpretation of the criticism to which Neurath, one of the founders of the Vienna Circle, submits Descartes’ views on science, the paper attempts to outline a pattern of modernity opposed to the Cartesian one, that has been obtaining over the last four centuries. In particular, it is argued that a new alliance has to be established between science and education, overcoming Descartes’ banishment against education. In a Neurathian perspective education is (...)
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  • Virtue and the Scientist: Using Virtue Ethics to Examine Science’s Ethical and Moral Challenges.Jiin-Yu Chen - 2015 - Science and Engineering Ethics 21 (1):75-94.
    As science has grown in size and scope, it has also presented a number of ethical and moral challenges. Approaching these challenges from an ethical framework can provide guidance when engaging with them. In this article, I place science within a virtue ethics framework, as discussed by Aristotle. By framing science within virtue ethics, I discuss what virtue ethics entails for the practicing scientist. Virtue ethics holds that each person should work towards her conception of flourishing where the virtues enable (...)
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  • Higher Education, Globalization and the Critical Emergence of Diversity.Peter D. Hershock - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (1):29-42.
    Complex, risk-generating and predicament-laden patterns of global interdependence pose significant imperatives for radically reframing the purposes and provision of higher education. Changes already ongoing in higher education reflect and respond to global dynamics that are intensifying interdependence and, at the same time, deepening inequalities both within and among societies. Recognizing this is to recognize the need to question whether the arcs of change in higher education should remain passively entrained with globalization-driven magnifications and multiplications of difference, or whether higher education (...)
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  • The Cosmopolitan Turn. Recasting 'Dialogue' and 'Difference'.Torill Strand - 2010 - Paideusis: Journal of the Canadian Philosophy of Education Society 19 (1):49 - 58.
    This paper draws attention to the potential pitfalls and possibilities of a new cosmopolitanism. The first part of the paper briefly portrays cosmopolitanism as a name and metaphor for a way of life, an ideal and an outlook. The second part, however, discloses a paradoxical attribution of the metaphor, revealing the ways in which it assumes something which it is not. The third part of the paper further explores the powers of this paradox, arguing that the new cosmopolitanism can be (...)
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  • In A Mindful Moral Voice: Mindful Compassion, The Ethic of Care and Education.Deborah Orr - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2):42-54.
    This paper argues that Carol Gilligan’s Ethic of Care has strong affinities with the Buddhist concept of karuna which, Jay Garfield has argued, is the necessary foundation of rights theory. Its central argument is that both moral compassion and thus rights theory are grounded in the natural compassionate care a mother exercises in order to promote the flourishing of her child without which children, and consequently adult society, would not survive in any form. Wittgenstein’s concept of language-games is brought to (...)
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  • Mindful Pedagogy: Invocating the Concept of Play Beyond the Confines of Recess.Rob Blom, Chunlei Lu & Joyce Mgombelo - 2015 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (2):38-49.
    Recess is often a topic overlooked in pedagogical theory due to its presumed simplicity. The essence of recess connects with play as a physical counterpart to a well-rounded education. In this article we explore the relationship play has with recess and well-being and explore its pragmatikos as regards schooling in lieu of deep ecological frameworks of systems theory and systemic, nonlinear dynamics. We argue that recess in its current conceptualisation—in contradistinction to work or study—is a counterfeit to metaphysical play based (...)
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  • Multiple Levels of Analysis and the Limitations of Methodological Individualisms.Ronald Jepperson & John W. Meyer - 2011 - Sociological Theory 29 (1):54 - 73.
    This article discusses relations among the multiple levels of analysis present in macro-sociological explanation—i.e., relations of individual, structural, and institutional processes. It also criticizes the doctrinal insistence upon single-level individualistic explanation found in some prominent contemporary sociological theory. For illustrative material the article returns to intellectual uses of Weber's "Protestant Ethic thesis," showing how an artificial version has been employed as a kind of proof text for the alleged scientific necessity of individualist explanation. Our alternative exposition renders the discussion of (...)
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  • The Concept of Practice, Enlightenment Rationality and Education: A Speculative Reading of Michel de Certeau’s TheWriting of History.Graham Giles - 2014 - Educational Philosophy and Theory 46 (3):1-14.
    This article proposes a reading of Michel de Certeau’s TheWriting of History which derives an understanding of the concept of practice as authoritative to the establishment and development of Enlightenment rationality. It is seen as a new form of legitimation established in the redeployment of religious ‘formalities’ in early modernity, supportive of the ostensible deliverance of the projects of reason.Subversive of its moral and ideological operations and geneses, this is an understanding of practice whose subject is the state. Practice, as (...)
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  • Role of Methodology in Action Research.Kubilay Kaptan - 2016 - Journal of Philosophy of Education 50 (4).
    The aim of this paper is to examine the role of methodology in action research. It begins by showing how action research is nothing other than a modern 20th century manifestation of the pre-modern tradition of practical philosophy. It then gives an explanation of Aristotelian Tradition and draws on Gadamer's powerful vindication in order to show how action research functions to sustain a distorted understanding of what practice is. The paper concludes by outlining a non-methodological view of action research whose (...)
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  • Progress, Epistemology and Human Health and Welfare: What Nurses Need to Know and Why.Clinton E. Betts - 2005 - Nursing Philosophy 6 (3):174-188.
    Human Progress is often understood to be a rather natural and obvious truth of human existence. That this is not necessarily so, is indicative of the pervasive social, psychological, and educational inculcation that sustains its ubiquitous acceptance. Moreover, the uncritical and ill‐informed understanding of Progress as an unquestioned expression of human beneficence has serious consequences for those concerned with the health and welfare of people. It is argued in this paper that, much of what we might consider deleterious in the (...)
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  • Troubling Practices of Control: Re-Visiting Hannah Arendt's Ideas of Human Action as Praxis of the Unpredictable.Helen Kohlen - 2015 - Nursing Philosophy 16 (3):161-166.
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