_ Source: _Volume 10, Issue 1, pp 1 - 39 Through a novel set of texts drawn from Plato, Porphyry, Plotinus, Ps. Julian, Proclus, Hermeias, Synesius and Damascius, I explore how anagogic _erōs_ in master-disciple relationships in Neoplatonism contributed to the attainment of self-knowledge and to the transmission of knowledge, authority and inspired insights within and outside the _diadochia_. I view anagogic _erōs_ as one of the most important channels of non-discursive pedagogy and argue for the mediating power (...) of anagogic _erōs_ in the attainment of the main goal of the Platonist: reorienting desire from sensible to intelligible beauty and changing one’s ontological status to become like god and attain union with the divine. After considering the problematic nature of Socratic _erōs_, its skeptics and detractors, I discuss the dynamics of philosopher-disciple relationships and the experience of anagogic _erōs_ in the following: the attack on Porphyry and defense by Plotinus following Porphyry’s recital of an ecstatic poem on _Hieros Gamos_, the concealment of anagogic _erōs_ behind the authoritative façade of an oracle, the intensely devotional private letters of Ps. Julian to the aged Iamblichus and of Synesius to his female master Hypatia; the identification of anagogic _erōs_ with theurgic ascent in Syrianus’s school according to Proclus and Hermeias and the experiences of anagogic _erōs_ outside the _diadochia_ in Damascius’ _Philosophical History_. I conclude that the true and correct practice of philosophy had much, if not everything to do with the anagogic _erōs_ between the true philosopher, the bacchant and the philosopher in training, aspiring to become transformed from thyrsus-bearer into bacchant. The privileged and exalted status given to the divine lover ensured the transmission of the philosophical tradition in all its richness, preserving both its discursive and non-discursive aspects as a system of thought, as a way of life and as a way of being and loving. (shrink)

A. C. Lloyd; XIV—Non-Discursive Thought—An Enigma of Greek Philosophy, Proceedings of the Aristotelian Society, Volume 70, Issue 1, 1 June 1970, Pages 261–274.

Discursive knowledge is expressed in a conceptual, specialized language, which offers the standardization and rigor necessary to a rational reasoning. For the non discursive knowledge, language, as a means of communication, is inadequate and insufficient.

This paper points to two little-discussed interrelated features—among sociologists—about the nature of the lifeworld (Lebenswelt): that the experience of transcendence is an essential component of human actions, and that lived experience (Erlebnis) is founded on the non-discursivity of the lifeworld, i.e., the pre-predicative background expectancies from which the discursive arises. I examine the intellectual route of Alfred Schutz who developed his mundane lifeworld theory from appropriating Edmund Husserl’s notions of appresentation and apperception. Harold Garfinkel later extended Schutz’s concept of (...) lifeworld to the empirical investigations of constitutive social orders. By way of conclusion, I warn against a strain of constructionism in sociology, which tends to ignore the two said features of lived experience and inaccurately conceives social realities as essentially the actor’s discursive accomplishments. (shrink)

Neoplatonism is a term used to designate the form of Platonic philosophy that developed in the Roman Empire from the third to the fifth century AD and that based itself on the corpus of Plato's dialogues. Sara Rappe's challenging study analyses Neoplatonic texts themselves using contemporary philosophy of language. It covers the whole tradition of Neoplatonic writing from Plotinus through Proclus to Damascius. Addressing the strain of mysticism in these works, the author shows how these texts reflect actual meditational practices, (...) methods of concentrating the mind, and other mental disciplines that informed the tradition as a whole. In providing such a broad survey of Neoplatonic writing, the book will appeal to classical philosophers classicists as well as students of religious studies. (shrink)

An essay on non-discursive forms of knowledge that inhabit art photography. A version of this essay appeared in Gavin Keeney, "Else-where": Essays in Art, Architecture, and Cultural Production 2002-2011 (CSP, 2011), pp. 209-26.

Neoplatonism is a term used to designate the form of Platonic philosophy that developed in the Roman Empire from the third to the fifth century AD and that based itself on the corpus of Plato's dialogues. Sara Rappe's challenging and innovative study is the first book to analyse Neoplatonic texts themselves using contemporary philosophy of language. It covers the whole tradition of Neoplatonic writing from Plotinus through Proclus to Damascius. Addressing the strain of mysticism in these works from a fresh (...) perspective the author shows how these texts reflect actual meditational practices, methods of concentrating the mind, and other mental disciplines that informed the tradition as a whole. In providing the broadest available survey of Neoplatonic writing the book will appeal to classical philosophers, classicists, as well as students of religious studies. (shrink)

Journal of Philosophy of Education, EarlyView.

The article is devoted to identifying the potential of using the results of the study of non-discursive social practices to understand the behavioral basis for the possible practical use of social theories. The example of the field of education focuses on the distinction between cognitive, affective and psychomotor dimensions of social communication. Assumptions have been made about the underestimation of the affective, and especially the psychomotor realm, to identify the resource and limits of discursive practices. Classical studies in (...) educational psychology, primarily the works of Benjamin Bloom, David Krathwohl, Anita Harrow and their followers, are involved in philosophical analysis as its object. Educational practices are bodily practices no less than discursive ones. However, it is impossible to reduce these practices to the entering either to the self-sufficient universe of the text or into the self-sufficient universe of the body. The realm of the emotional serves as a link between the bodily and the cognitive, and applying to the emotional experience of values can be the best way to consolidate both bodily and cognitive practices. One of the important conclusions is the recognition not only of the relative autonomy of the cognitive, affective and psychomotor realms in the theoretical aspect, but also the identification of their practical interdependence. The sphere of education appears as a model for observing how a person masters the levels and, parallel and mutually determined, dimensions of the pyramids of the development of personal abilities. Achieving perfection by a person in one dimension is impossible without the simultaneous development of his abilities in the other two. Discourse appears for the person as a situation in which he/she experiences the integral result of the development of his/her abilities in all three dimensions — cognitive, affective and psychomotor. (shrink)

It was Plato who informed the Greek philosophical tradition of how the King of Egypt declared that writing will inevitably “implant forgetfulness in men’s souls; they will cease to exercise memory because they rely on that which is written, calling things to remembrance no longer from within themselves, but by means of external marks”. Plotinus likewise knew how these “wise men of Egypt” therefore chose to inscribe only one image in their temples and thus “manifested the non-discursiveness of the intelligible (...) world”. Sara Rappe reminds us that such passages are not infrequent throughout the history of Neoplatonism, suggesting how Plato and his followers struggled to understand the proper use of the written word, the role of images and symbol, as well as the very possibility of the transmission of truth itself. Focusing on the question: “How is intuitive wisdom communicated, especially within the context of a philosophy that repudiates language but continues to practice speculative metaphysics?”, Rappe has produced a helpful work aimed at examining the Neoplatonic hermeneutic. (shrink)

It is common for us to see models as exemplars of things that exist. Models, instead, are merely Peircean indexes, in that they only point to their objects, objects which may in themselves not exist. This is to say that these examples may only exist as thoughts that point to other thoughts or even ideas that point to objects that may not exist because they are paradoxical.

The evolution of human language, and the kind of thought the communication of which requires it, raises considerable explanatory challenges. These systems of representation constitute a radical discontinuity in the natural world. Even species closely related to our own appear incapable of either thought or talk with the recursive structure, generalized systematicity, and task-domain neutrality that characterize human talk and the thought it expresses. W. Tecumseh Fitch’s proposal (2004, in press) that human language is descended from a sexually selected, prosodic (...) proto-language that approximated its syntactic complexity, and later acquired semantics thanks to kin selection for its use as a means of pedagogical transmission, has the promise of meeting these explanatory challenges. However, Fitch’s theory raises two problems of its own: (1) according to Boyd and Richerson (1996, Proc. Br. Acad. 88: 77–93), circumstances in which pedagogy is adaptive are inevitably rare in nature, and (2) it is unlikely that our non-discursive precursors had generally systematic, task-domain neutral thoughts to communicate to their offspring. I propose solutions to these problems. Pedagogy would be favored in a population where complex rituals dominated diverse aspects of life. Prosodic proto-language could emerge as the medium of pedagogic transmission. As this medium was used to teach a greater variety of tasks, it would become increasingly general and domain neutral. The presence and importance of such a system of communication in hominid populations could then drive, via Baldwinian mechanisms, the evolution of a kind of ‘thinking for speaking’ (Slobin 1991, Pragmatics 1: 7–25) characterized by recursive structure, generalized systematicity, and task-domain neutrality. (shrink)

Performed not only within the interdisciplinary field of gender studies, feminist pedagogy since the 1980s has drawn attention to the significance of power differentials (gender, race, class, etc.), one’s location, and diversity of personal experience as crucial factors weaved into the practices of teaching, education, and knowledge production in general. Contemporary feminist theory has put a special emphasis on the redefinition of matter as agential, non-inert, and always already entangled with meaning1 on the one hand, and on the importance (...) of doing away with the central position of the human subject while simultaneously focusing on the relations between human and nonhuman (both organic and inorganic), on the other. This repudiation of anthropocentrism constitutes one of the main premises of feminist posthumanism, where the emergence of subjects and objects is always already intertwined with meaning and knowledge production as well as their ethical implications.3 In this regard, it is worth asking what potentials may arise through thinking the course of life (implied in the idea of currere), the subject of which is not only nonhuman, but also forms the imploded knot of the living and non-living. Despite a great volume of feminist scholarship dealing with the question of non-anthropocentric ethics and the nonhuman, one may still be tempted to ask how all of this theorizing matters for nonhumans who are also “big like us” (Hird, 2009, p. 21); how it may affect the situation of actual nonhuman animals, the lives of whom, more often than not, appear today as “bare life” in the Agambenian sense? The inquiry is neither new nor easy to respond to. (shrink)

The neo-republican political philosophy (sometimes referred to as civic republicanism) advances the idea of freedom as non-domination, in an attempt to provide democracy with a solid normative foundation upon which concrete principles and institutions can be erected so as to make freedom a reality. However, attempts to develop a republican educational theory are still hesitant, and fail to take the republican radical conception of freedom to its full conclusions. This article suggests that dialogue between neo-republicanism and critical pedagogy can (...) be mutually productive. In the first part of the article we present the neo-republican theory, and contrast it with traditional liberalism. In the second we focus on existing neo-republican theories of education, and claim that they do not take the republican presuppositions to their necessary conclusion, namely to an educational theory fully committed to the idea of freedom as dondomination. A republican educational theory, we argue, must take into consideration not only the freedom students will have in the future, but also their freedom in the present: it should think of school as a small-scale republic, which prepares its inhabitants to be future citizens of the state while at the same time treating them as free citizens in their own right. In the third part we use insights taken from critical pedagogy to chart the direction republican education must take by applying three key republican notions—democratic control, civic contestation, and trust. In the fourth and last part we outline four aspects in which neo-republicanism can shed new light on contemporary debates in critical pedagogy: the connection between democracy and justice, the multiplicity of forms of domination, critical education within schools, and work with students from relatively privileged backgrounds. (shrink)

The aim of this article is to combine Pettit’s account(s) of freedom, both his work on discursive control and on non-domination, with Pippin’s and Brandom’s reinterpretation of Hegelian rational agency and the role of recognition theory within it. The benefits of combining these two theories lie, as the article hopes to show, in three findings: first, re-examining Hegelian agency in the spirit of Brandom and Pippin in combination with Pettit’s views on freedom shows clearly why and in which way (...) a Hegelian account of rational agency can ground an attractive socio-political account of freedom; second, the reconciling of discursive control and non-domination with Hegelian agency shows how the force and scope of recognition become finally tangible, without either falling into the trap of overburdening the concept, or merely reducing it to the idea of simple respect; third, the arguments from this article also highlight the importance of freedom as non-domination and how this notion is, indeed, as Pettit himself claims, an agency-freedom which aims at successfully securing the social, political, economic and even (some) psychological conditions for free and autonomous agency. (shrink)

The basic thesis explored in this paper is that rather than seeing spirituality as a byproduct of music, the other arts, and religion, music, the other arts, and religion might be seen as a byproduct of spirituality—hence, the proposition that music is a language of spirituality. If that is the case, there are twin dangers: talk of “wholism” can obscure the distinctly human capacity of spirituality and constructions of spirit as one element of the old dualisms or tripartisms can separate (...) spirituality from the context of body and mind. If music is a language of spirituality understood as a distinct but contextualized expression of the spirit, the primary implications for music education are that some parts of music education might be conducted at a non-discursive, non-rational level and constructivist pedagogical approaches may be called for. (shrink)

Non-verbal enrichment in the form of pictures or gesture can support word learning in first and foreign languages. The present study seeks to compare the effects of viewing pictures vs. imitating iconic gestures on learning second language vocabulary. In our study participants learned L2 words together with a virtual, pedagogical agent. The to-be-learned items were either enriched with pictures, or with gestures that had to be imitated, or without any non-verbal enrichment as control. Results showed that gesture imitation was particularly (...) supportive for learning nouns, whereas pictures showed to be most beneficial for memorizing verbs. These findings, suggesting that the type of vocabulary learning strategy has to match with the type of linguistic material to be learned, have important educational implications for L2 classrooms and technology-enhanced tutoring systems. (shrink)

Journal of Philosophy of Education, EarlyView.

This paper assumes that educators are now involved in a struggle for their souls and for the souls of their students. The idea of the soul in this case is not the religious one, but the soul invoked by Foucault to name that aspect of self, that ‘exists, or is produced … within the body … or born … out of methods of punishment, supervision and constraint’. Neoliberalising social policy not only aims to transform structures and enact new technologies of (...) control but also involves the transformation of values and cultures, and hence the formation of new subjectivities. With that in mind this paper argues for an education understood as experiments with alternative modalities of self-formation that are responsive to the key challenges of our times. The paper experiments with as aphoristic style and hence is structured through six fragments that provide various takes on this problematic, including: an autobiographical moment; a brief rendering of Foucault’s genealogy of the relationship between truth and the subject; Hadot’s genealogy of philosophy; various definitions of spirituality; and an account of Buddhist epistemology that distinguishes knowing and realization. The paper concludes by arguing for a Buddhist inspired pedagogy that is defined in terms of the relationships between teacher, student and realization. From such a perspective, it is not identity work that is the ethico-political project of our times, but of learning how to quite literally get free of our self. (shrink)

The article contributes to the academic discussion on Paulo Freire’s pedagogical thinking as a basis for reinventing contemporary non-formal education. In Finland, Freire’s transformational/liberatory theory of adult learning was applied as a framework for developing an adult educational model called Life Skills for All. The pilot project’s case studies were carried out with different groups of people during the model’s development phase. We describe these cases and discuss what can be learned from them for offering basic and life skills education (...) for adult groups at risk of social disenfranchisement. Our case study analysis highlights some new practices and challenges based on the model’s different applications. We argue that even for basic capacity building of employment skills, it is essential to develop a non-instrumental, holistic, and societal educational approach. Elements for such an approach can be derived from both the Nordic and Freirean traditions of adult education. Also, we suggest that the Life Skills for All model benefits learners’ agency and empowerment by putting the learner at the center, combining the learning of different basic skills, and emphasizing the central role of the local community in participants’ learning activities. (shrink)

ArgumentThis paper is the first part of a two-part examination of computer modeling practice and philosophy. It discusses electrical engineer Jay Forrester's work on Industrial Dynamics, later called System Dynamics. Forrester developed Industrial Dynamics after being recruited to the newly-established School of Industrial Management at the Massachusetts Institute of Technology (MIT), which had been seeking a novel pedagogical program for management for five years before Forrester's arrival. We argue that Industrial Dynamics should be regarded in light of this institutional context. (...) Unlike economics, as well as operations research and management science (twin fields which were also gaining traction at that time), Industrial Dynamics was not meant to be applied by mathematicians and technical specialists in consultation with managers, but by managers themselves. This concern shifted the emphasis in modeling from the specialist act of analysis of a crucial problem to the managerial act of choosing which problems were crucial and developing effective policies around them. (shrink)

This paper shows how the classical finite probability theory (with equiprobable outcomes) can be reinterpreted and recast as the quantum probability calculus of a pedagogical or toy model of quantum mechanics over sets (QM/sets). There have been several previous attempts to develop a quantum-like model with the base field of ℂ replaced by ℤ₂. Since there are no inner products on vector spaces over finite fields, the problem is to define the Dirac brackets and the probability calculus. The previous attempts (...) all required the brackets to take values in ℤ₂. But the usual QM brackets <ψ|ϕ> give the "overlap" between states ψ and ϕ, so for subsets S,T⊆U, the natural definition is <S|T>=|S∩T| (taking values in the natural numbers). This allows QM/sets to be developed with a full probability calculus that turns out to be a non-commutative extension of classical Laplace-Boole finite probability theory. The pedagogical model is illustrated by giving simple treatments of the indeterminacy principle, the double-slit experiment, Bell's Theorem, and identical particles in QM/Sets. A more technical appendix explains the mathematics behind carrying some vector space structures between QM over ℂ and QM/Sets over ℤ₂. (shrink)

This paper shows how the classical finite probability theory (with equiprobable outcomes) can be reinterpreted and recast as the quantum probability calculus of a pedagogical or toy model of quantum mechanics over sets (QM/sets). There have been several previous attempts to develop a quantum-like model with the base field of ℂ replaced by ℤ₂. Since there are no inner products on vector spaces over finite fields, the problem is to define the Dirac brackets and the probability calculus. The previous attempts (...) all required the brackets to take values in ℤ₂. But the usual QM brackets <ψ|ϕ> give the "overlap" between states ψ and ϕ, so for subsets S,T⊆U, the natural definition is <S|T>=|S∩T| (taking values in the natural numbers). This allows QM/sets to be developed with a full probability calculus that turns out to be a non-commutative extension of classical Laplace-Boole finite probability theory. The pedagogical model is illustrated by giving simple treatments of the indeterminacy principle, the double-slit experiment, Bell's Theorem, and identical particles in QM/Sets. A more technical appendix explains the mathematics behind carrying some vector space structures between QM over ℂ and QM/Sets over ℤ₂. (shrink)

As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journals articles on how computers and the Internet affect learning.

Pippin, Pinkard and Brandom are rightly seen as representatives of a distinct approach in contemporary Hegel scholarship. Still, their interpretations diverge due to different definitions and uses of conceptions of discursive practice. We focus on three ways in which such definitions and uses bear on their interpretations. First, while Lumsden has recently criticized Pinkard and Brandom for ‘discursive bias’ in their accounts of the contestation and upheaval of normative authority in Hegel’s Phenomenology, we note that Pinkard distinguishes between (...) various modes of reason-giving, and we argue that a further qualification of interdependencies between these modes may support his interpretation against such criticism. Second, Pinkard and Pippin have recently criticized Brandom’s conception of discursive score-keeping practice, and Pippin in particular has argued that the latter rests on an individualistic reductionism about content foreign to Hegel. However, we find that the real issue is that the modes of methodological abstraction and idealization assumed for Brandom’s conception of discursive practice leave out of account the historical alteration as well as the institutional embodiment of normative authority as emphasized by Pippin and Pinkard. Third, while Pippin and Pinkard both make Hegel’s notion of modern ethical life bear on a conception of practical rationality, their uses of a conception of discursive practice in such an undertaking betray divergent conceptions of the sociality of rational agents. (shrink)

This paper critically evaluates two aspects of Maxime Lepoutre's important book, Democratic Speech in Divided Times. First, I examine Lepoutre's approach to the shared reasons constraint—the requirement to offer shared reasons within public deliberation—and the place of emotions in public discourse. I argue that he, and indeed all who adopt such a highly inclusivist approach, face a dilemma that pushes him either to apply the shared reasons constraint more widely than he desires or to abandon it completely. I chart a (...) course through this dilemma, but one that involves significant revisions to Lepoutre's position, particularly regarding the need for idealization. Second, I consider Lepoutre's use of the systemic approach to public discourse, which is central to many of his arguments, including his responses to critics of the discursive democratic ideal. Using his arguments regarding angry speech and dogmatic group cognition as illustrative, I highlight the somewhat speculative nature of these systemic arguments, which often rely on conjectures about how the system might operate, how its parts fit together, and how the system as a whole might attenuate seemingly problematic features of its component parts. This limits the ultimate persuasiveness of Lepoutre's responses to skepticism about democratic speech in our divided times. (shrink)

Moral and political forms of constructivism accord to people strong, “constitutive” forms of discursive standing and so build on, or express, a commitment to discursive respect. The paper explores dimensions of discursive respect, i.e., depth, scope, and purchase; it addresses tenuous interdependencies between them; on this basis, it identifies limitations of the idea of discursive respect and of constructivism. The task of locating discursive respect in the normative space defined by its three dimensions is partly, (...) and importantly, an ethical task that is beyond constructivism. Interdependencies between these dimensions call into question the possibility of a plausible and coherent form of discursive respect that is deep, inclusive in scope, and rich in purchase. This does not mean that we should reject discursive respect, or constructivism, for that matter. But it suggests that the task of reconciling the dimensions of discursive respect may not allow for widely shareable results. This task needs to be addressed on non-constructivist grounds. Accordingly, we have reasons to concede that constitutive forms of discursive standing are less fundamental in the order of justification than weaker, “derivative” forms, and this is so especially if we take constitutive standing to mark an important good. (shrink)

Myalgic Encephalomyelitis (ME)/Chronic Fatigue Syndrome (CFS) is a highly contested illness. This paper analyzes the discursive production of knowledge about, and recognition of ME/CFS. By mobilizing insights from social epistemology and epistemic injustice studies, this paper reveals how actors, through their social-discursive practices, attribute to establishing, sustaining, and disregarding their own and others’ epistemological position. In focusing on the case of the Dutch newspaper reporting about ME/CFS, this paper shows that the debate about this condition predominantly revolves around (...) the ways in which people who make truth claims are represented. In being portrayed as gendered, affectatious, formerly very able, fanatical, or benevolent, people with ME/CFS are constructed as non-/credible. In the debate about what causes ME/CFS, by contrast, the production of non-/credible knowledge focuses more on the content of epistemic positions. Actors in this debate argue that they know the (clear) causes for the illness, something which functions as a discursive strategy to establish and enhance their credibility. This paper contends, however, that since this discursive demarcation of causes is consistently infused with uncertainty – with multi-interpretability, with diffuse explanations, and absence of current knowledge – the credibility of these actors’ epistemic position is undercut rather than established. (shrink)

While Kazimir Malevich is widely known for his suprematist contributions to art, little attention has been granted to his articulated philosophical premise and methodological manifestation concerning the non-objectivity of thought and its relationship to feeling. This paper shows how Suprematist philosophy gives rise to the concept of pedagogical sensing that was first characterized by UNOVIS. Casting Suprematist aspersions on dominant educational practices that seek to reproduce what seemingly ‘is’, a non-objective collapse of all-too-certain frames is replaced by abstract essence. As (...) with the painter, teachers may be correspondingly invited to represent learning without past prejudice, as a creative contemplation in constituted spaces comprised of thoughts and feelings, that are so beautifully manifested through Malevich’s pieces of art and his associated, hitherto unrecognized, suprematist call to arms in education. (shrink)

L'interet de Habermas pour lamodernitédont traite son dernier livre, le tourne vers les travaux de Foucault. Celui-ci aurait mis en évidence, dès l'Histoire de la folie, ce qu'il y a de nouveau sous le ciel de la rationalité moderne. Dans plusieurs chapitres consacrés à Foucault, Habermas esquisse une critique qui s'inspire substantiellement des travaux de Fink-Eitel, Fraser, Honegger, Rippel et Münkler, Dreyfus et Rabinow et de Honneth. Cette critique est radicale et prend pour cible la présumée théorie du pouvoir de (...) Foucault, les impasses où conduisent les instructions méthodologiques qu'il entend observer pour reconstruire l'histoire recente des sciences humaines, ainsi que les thèses au sujet du rapport entre les pratiques discursives et les pratiques non discursives, plus exactement les dispositifs de pouvoir dans lesquels les sciences humaines se trouvent intégrées. Bien que Foucault n'ait jamais développé une telle théorie du pouvoir et qu'il dise n'avoir jamais voulu l'élaborer, on doit constater avec Habermas que le thème du pouvoir est pourtant omniprésent, et que le concept de pouvoir doit ëtre considéré comme une notion centrale dans son oeuvre. (shrink)

Written by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately (...) focused on students of colour and other minoritized identities, and unjust in other ways. This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how punishment is understood, whether it is permissible to discipline students, and whether such punishment can be considered educational. (shrink)

Corporate social responsibility pedagogies and teaching techniques have been extensively discussed in the literature. They are viewed as crucial for illustrating business–society relationships and encouraging business students to act ethically. Although the experiential learning perspective prevails in the discussions on CSR education, little attention has been paid to the discursive nature of CSR learning. Considering this gap, the paper explores the role of discourses in CSR education by drawing upon the discursive perspective on CSR and the relational social-constructionist (...) orientation to management learning. To that end, a story co-creation exercise implemented in a CSR course in a Nordic University is used to demonstrate how discourses enable and constrain certain CSR meanings within a business educational context. The paper contributes to the field of CSR education and critical CSR research by suggesting how the discursive nature of CSR can be used to promote more reflexive practices among business students. (shrink)

If knowledge is socially constructed, then students' discursive attachments should be eminently malleable. Students' radical openness to change, however, is not the defining characteristic of a university classroom. Instead, learners appear to desire coherence of knowledge over revelations of contingency, and pedagogical acts that disrupt existing formations are as likely to produce reactionary responses as revolutionary reorganizations of the self. In this article Chris McMillan argues that neither the constructivist nor the social constructionist readings of critical pedagogy are (...) able to account for this fixity of knowledge. In response he contends that Slavoj Žižek's Lacanian-inspired theory of subjectivity and of the Real can effectively respond to the limitations of these approaches by insisting upon the pedagogical value of the lack within subjectivity. A Žižekian conception of subjectivity is able to respond to this lacuna by positing the negativity of the subject as the agent of transformation and to produce a “pedagogy of the impossible” that evokes the moments of impossibility within discourse embodied by the subject qua the Lacanian Real. (shrink)

The volume starts with the paper of Lynn Maurice Ferguson Arnold, former Premier of South Australia and former Minister of Education of Australia, concerning the Exposition Internationale des Arts et Techniques dans la Vie Moderne (International Exposition of Art and Technology in Modern Life) that was held from 25 May to 25 November 1937 in Paris, France. The organization of the world exhibition had placed the Nazi German and the Soviet pavilions directly across from each other. Many papers are devoted (...) to the interpretation of this opposition. Arnold’s paper considers the differences in the two totalitarian states’ architectural and design discourse styles. Although each of them communicated a totalitarian language of purposes, permissions, and boundaries, they essentially differed in the styles of discourse represented by the architecture and design of their respective pavilions. They were opposites of each other and the liberal ideals they contested. The internationalist viewpoint reflecting the multi-ethnic mix of the USSR is contrasted to the ein Volk homogeneity represented in the German pavilion. The Soviet pavilion opted for a utopian future to be arrived at by “benign” leadership, whereas the German pavilion anchored itself in the myth of Teutonic history with the nostalgic pride protected by the swastika-bearing eagle. Jean-Yves Béziau is best known as a logician and founder of Universal Logic. However, in this paper, he poses a new philosophical question: why philosophical discourse does not use images? The paper begins with a general analysis of different types of philosophical discourses. Then, he focuses on why images have been and are still rejected in philosophical discourse. He explains various ways to use images in a fruitful way to develop philosophical thinking and discourse and illustrates his view by providing several examples. He concludes with a promising programmatic declaration about founding a new journal entitled World Journal of Pictorial Philosophy to stimulate the usage of images for developing philosophical thinking. Although complaints about the obscurity of many philosophers’ discourse are widespread, Tatiana Denisova, ex-professor of the Surgut University and a research associate of the University of the Aegean undertakes a positive attitude to this problem. She explains that the reasons for the obscurity of philosophical texts, the subsequent complexity in communicating philosophers’ meanings and their eventual incomplete understanding is not a sign of their inferiority. On the contrary, it is a sign of the fruitfulness of philosophical discourse, which can generate new meanings. Thus, the darkness of philosophical discourse is like the life-giving chaos, and the obscurity that it inevitably contains can be the keeper of implicit meanings and even their generator. Katarzyna Gan-Krzywoszyńska and Piotr Leśniewski, authors of a monograph on Polish philosopher Kazimierz Ajdukiewicz (1890 – 1963), make a comparative analysis of his educational style with that of Paulo Reglus Neves Freire (1921 – 1997). The authors highlight that these scholars have distinctly different backgrounds. The former was an educator, philosopher and a leading advocate of critical pedagogy connected with the dialogical Latin-American tradition. The latter was a philosopher and logician, a notable representative of the Lwów–Warsaw school of logic with significant contributions to semantics, model theory and the philosophy of science. Despite their apparent difference, the authors identify some striking similarities regarding their attitudes towards education; notably, their approaches are essentially dialogical. Gilah Yelin Hirsch is a multidisciplinary artist who works as a painter, writer, curator, educator, and filmmaker. In her experiential paper, he explains how and why she uses four channels of communication in her creative expression: writing, painting, filmmaking, and teaching, as dialogic inquiry. She considers that these channels compose a continuum of discourse styles, each reaching a different facet of kaleidoscopic consciousness. She claims that her choice of medium is prompted by a need to communicate her insights profoundly. Thus, for instance, she created painted allegories to express narratives based on dreams and visions emerging from her subconscious. Art and healing is another Tibetan-rooted type of discourse practised by the author. Creating and observing a healing image produces a positive psychophysiological change in both the artist and the viewer. The discourse here is tripartite between creator, image, and viewer. Filmmaking is another type of discourse she practices between the filmmaker/artist as shaman or healer and the viewer as respondent or participant. These films are meant to be experienced frame by frame, physically and emotionally in both the body and mind. Jocelyn Ireson-Paine is a cartoonist and programmer. His paper offers an original attempt to use category theory in cartooning. Category theory is a branch of mathematics that provides concepts and methods to describe general abstract structures in terms of a labelled directed graph called category, whose nodes are called objects, and whose labelled directed edges are called arrows (or morphisms or transformations or mappings). The author explores different ways to define “style” in art using category theory and a relational view of art. Moreover, he examines how “translation” (transformation) between styles could be defined and reveals the difficulties of how it could be implemented in a computer using special software. Jens Lemanski is a philosopher who has revived research in Arthur Schopenhauer’s legacy by exploring his work on mathematical evidence, logic diagrams, and problems of semantics. In this paper, he advances a new approach to eristic as an art of protecting oneself from the one who deliberately violates norms of discourse ethics to win an argument. The author attributes the origins of this view to Schopenhauer, suggesting a new reading of his work. According to the author, eristic is a prohibitive technique that takes effect when the norms of discourse ethics are transgressed and violated. Thus, eristic is viewed as a discipline of Enlightenment philosophy and a correlate of discourse ethics. Roshdi Rashed is an authority on the history of Arabic mathematical sciences. Proceeding from Gilles-Gaston Granger’s definition of mathematical style, he studies the question of whether a mathematical work can be characterized by a single style or by a multitude of styles. This question is explored within the style of a single work, namely Menelaus’s Sphaerica, and through the study of the development of a single problem over time, namely the isoperimetric problem. He indicates Menelaus’s divergence from the Euclidean style of (plane and stereometric) geometry caused by the drop of the Parallel Postulate, which associated it with hyperbolic geometry. Hence, the author concludes that Menelaus’s Sphaerica incorporates the well-known Euclidean style with a variation of the non-Euclidean one. On the other hand, examining the isoperimetric problem reveals another interesting historical picture. A succession of different styles (cosmological, geometric, infinitesimalistic, style of the calculus of variations, of synthetic geometry) can be observed due to the transformation of the research object over time. Boris Shalyutin, a Russian social philosopher, and Ombudsman for Human Rights in the Kurgan Region, explores the origins of discourse in combination with the birth of society and law. He claims that legal discourse marks the historical emergence of discourse in general. Homo Juridicus generated Homo Sapiens, which have created new spheres of discourse, notably moral discourse and further philosophical, political, and scientific discourse. Petros Stefaneas, a logician, computer scientist and novelist, suggests an alternative to the traditional narratology approach for studying (interactive) social media discourse. He claims that style describes how the parts of a narrative are blended into a whole. The author relies upon Goguen’s and Harrel’s concept of style as a choice of blending principles and transfers to the study of the social media narratives elements from the methodology of studying Web-based collaborative search for mathematical proofs like those implemented within the Polymath project. The last paper belongs to Ghil‘ad Zuckermann, a linguist, language revivalist, and proponent of a model of the emergence of Israeli Hebrew, according to which Hebrew and Yiddish were the primary sources of Modern Hebrew. This paper explores the fascinating and multifaceted Yiddish language and its survival in Israeli. Yiddish is characterized by a unique style that embeds psycho-ostensive expressions throughout its discourse. The author highlights the cross-fertilization between Hebrew and Yiddish as it manifests itself in any aspect of the Israeli language. He claims that Yiddish survives beneath Israeli phonetics, phonology, discourse, syntax, semantics, lexis, and even morphology, although traditional and institutional linguists have been most reluctant to admit it. (shrink)

The Spanish approximators como and como que serve multiple pragmatic functions. They can be employed in similar contexts to express vagueness when speakers experience uncertainty or to hedge and avoid being straightforward. Furthermore, these forms can alternate according to context since they represent two ways of saying the same thing. This study investigated the use of como and como que in two speech events: narratives of personal experience and therapeutic interviews, which were generated by Spanish speakers of several varieties, educational (...) levels, and lengths of residence in the United States. The study was informed by the theoretical frameworks of sociolinguistic and pragmatic variation, and the data were analyzed using quantitative and qualitative approaches. The findings revealed that while como was the preferred form among the speakers of the study they employed como que more often in the therapeutic interviews. Thus, both discourse and the pragmatic functions conditioned the use of these approximators. (shrink)

Enactivism has influentially argued that the traditional intellectualist ‘act-content’ model of intentionality is insufficient both phenomenologically and naturalistically, and minds are built from world-involving bodily habits – thus, knowledge should be regarded as more of a skilled performance than an informational encoding. Radical enactivists have assumed that this insight must entail non-representationalism concerning at least basic minds. But what if it could be shown that representation is itself a form of skilled performance? I sketch the outline of such an account (...) from the perspective of Peirce’s pragmatist semiotics, which theorises signs as habits of associating specific cues with appropriate acts and schemas of ensuing experience. Within this framework, I argue, a naturalistic account of propositional structure can be constructed which transcends the symbolic – and in some instances even the linguistic – sphere, and offers new insights regarding the Information Processing Challenge, and the Hard Problem of Content. (shrink)

Both logic and philosophy of science investigate formal aspects of scientific discourse, i.e. properties of (non-monotonic) consequence operations for discursive logic. In the present paper we handle two of them: paraconsistency and enthymematycity.

In recent years, marriage migration as a form of family reunification has become a growing policy concern for migration governance in European member states and is seen as ‘the last loophole’ in EU migration policy in the face of a supposedly large and increasing number of sham marriages through which the non-European spouse is granted a residency permit. Several European nations have therefore legislated legal-administrative measures to battle marriages of convenience by investigating cross-border marriage applications prior to celebrating or recognising (...) the marital union. In this article, I draw on a linguistic ethnographic empirical study of legal-administrative investigations conducted by Belgian municipal authorities to determine whether cross-border marriage applications to their civil registry office are ‘genuine’ or ‘fake’. In particular, I examine how the legal framework and guidelines for investigation are bureaucratically implemented in practice in Belgian civil registry offices with a particular focus on the role of a discursively constructed notion of genuine cross-border love and a bureaucratically acceptable relationship in both policy documents and interviewing practice. (shrink)

After three decades of intensive debate in academic and activist circles, intersectionality has progressively been adopted in public policies. Yet, the challenges of its application are still largely unexplored. This article adopts a discursive approach to study the process of policy implementation of an intersectionality-informed plan in Madrid City Council, Spain. The analysis of materials retrieved through interviews, a focus group, and participant observation enables us to explore how the technical staff interpret intersectionality and links it with other established (...) approaches in equality and antidiscrimination law and policy, namely gender and diversity. We argue that preconceptions and positionality within the institutional structure deeply affect the interpretation of intersectionality and the subsequent action or non-action taken by implementing actors. Our study shows the challenges and opportunities to implement intersectionality in public policies that result from its discursive construction through the frames of gender and diversity. (shrink)