In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Rhetoric and PluralismAndrea A. LunsfordRhetoric and Pluralism, ed. Frederick J. Antczak; xii & 336 pp. Columbus: Ohio State University Press, 1995, $59.50.In his (non)conclusion to this volume’s witty Afterword, Wayne Booth remarks on the need to “improve our inquiry into how we inquire together” (p. 307). The fifteen essays collected in Rhetoric and Pluralism are enthusiastically engaged in this project. Although often strikingly different in their methodologies and (...) assumptions, keeping company with Wayne Booth has allowed the contributors to practice—and to try to improve—what inquiry they would preach. Frederick J. Antczak opens with a brief introduction that previews the five sections to come: “Situating Booth”; “Ethics and Fictions”; “Rhetoric and Politics”; “Booth across Disciplines”; and “Booth, Assent, and Argument.” Booth’s Afterword is followed by Lee Artz’s bibliography of Booth’s work.For readers primarily interested in rhetoric, Walter Jost’s “Teaching the Topics: Character, Rhetoric, and Liberal Education” provides a thoughtful exploration of Booth’s contributions to a theory of special topics as well as a strategy for using this theory as a means of integrating liberal education. Those more interested in philosophy may turn first to Alan Brinton’s rereading of Booth’s Modern Drama and the Rhetoric of Assent against Brinton’s own understanding of the Cartesian tradition, or to James McOmber’s comparison of Booth, Richard Rorty, and Paul Feyerabend in “Rhetoric without Sophistry.” And those with a primary interest in teaching should be pleased to find that [End Page 276] subject given strong treatment here in Francis-Noel Thomas’s use of Booth’s practice of criticism, and its relationship to the work of all teachers of English, in taking on advocates of a narrowly-conceived cultural literacy. Patsy Callaghan and Ann Dobyns use a Boothian ethics of argument to inform the teaching of first-year English classes.Literature, of course, is featured throughout. Monica Johnstone arrestingly reads Genet’s Querelle against the evaluative model Booth elucidates in The Company We Keep; Susan Shapiro tests Boothian ethical criticism in the case of Elie Wiesel’s post-Holocaust fiction; and Antczak discusses Martin Luther King’s “Pilgrimage to Nonviolence.” Two essays, one by Don Bialostosky and one by David Richter, relate Booth’s work to Bakhtinian principles, though with very different ends and effects. Finally, those who wonder whether Booth’s brand of pluralism shies too far away from a rigorous encounter with politics will gain from James Phelan’s careful and convincing extension of Booth’s evaluative criticism and from Barbara Foley’s insistence that Booth’s system of ethical criticism too often ignores or elides issues of class and race.The richest section of this text for me, however, focuses on “Booth across Disciplines.” In three remarkably provocative and highly readable discussions, Peter Rabinowitz, Donald McCloskey, and Eugene Garver take Booth on the road, applying or extending his work to an analysis of the ethics of music (Rabinowitz), the rhetoric of economics (McCloskey), and the significance of the implicit, of “What Goes Without Saying: in Francis Bacon’s Essays (Garver). One mark of important thinkers is surely that they enable creativity, that their thinking sparks the thoughts of many others. Throughout this volume, but particularly in this section, that mark of Booth’s influence is palpably evident.As I read through Rhetoric and Pluralism, and especially when I came to Booth’s playful and multivocalic Afterword, I kept wishing that someone had contributed a piece of oral history to this volume: Booth is still working, still working hard, and there are many more of his range of selves available to us in his spoken voice. Finally, I longed for a detailed analysis of some of Booth’s playful and ironic pieces, which come in for some mention here and there but are not featured in any essay. This openness to play, so much a part of the rhetorical tradition and so necessary to any ethics of postmodernity, is another of Booth’s gifts to all readers.Andrea A. LunsfordOhio State UniversityCopyright © 1996 The Johns Hopkins University Press... (shrink)

BackgroundWorldwide, hepatobiliary cancers are frequent diseases and often accompanied by a poor prognosis. These cancers, with hepatocellular carcinoma and cholangiocarcinoma being the most frequent, are often associated with a considerable amount of psychological burden such as anxiety, depressiveness, and reduced health-related quality of life which may lead to psychiatric comorbidities. This systematic review gives an overview on psychological burden and on the effectiveness of psycho-oncological interventions for patients with HCC and CHC.MethodsThe databases PubMed, PubPsych, and PsycINFO were used and searched (...) using the following combination of terms: AND AND. Studies were eligible for inclusion if investigating patients affected with tumors of the liver and using diagnostic instruments to assess mental health symptoms and research concerning specific psycho-oncological interventions. In total, 1027 studies were screened by one author with regard to title and abstracts. Afterward, the two authors of the paper discussed inclusion of possible articles.ResultsTwelve studies focusing on distress, anxiety, and depression symptoms as well as quality of life among patients with HCC/CHC and three studies on psycho-oncological interventions were included. Patients suffering from hepatobiliary cancers often experience considerable psychological burden. A quarter of patients suffer from depressive symptoms; anxiety is even more common among these patients with almost 40%. The HRQOL of those affected is reduced in almost all areas, suicide rates increased and the level of distress is considerably increased in one third of patients even in comparison to those with other kinds of cancer. By psycho-oncological intervention the prevalence of depressive symptoms and anxiety can be reduced, while the quality of life and also the survival rate of patients with hepatobiliary cancer can be increased.Discussion and ConclusionPsychological burden is high in patients with hepatobiliary cancers as reflected in high levels of depressiveness and anxiety as well as reduced quality of life. The use of psycho-oncological interventions can reduce psychological burden and increase quality of life compared to patients receiving standard support only.Systematic Review Registration, identifier. (shrink)

Anorexia nervosa is an eating disorder characterized by intense fear of gaining weight and a distorted body image which usually leads to low caloric intake and hyperactivity. The underlying mechanism and pathogenesis of anorexia nervosa is still poorly understood. In order to learn more about the underlying pathophysiology of anorexia nervosa and to find further possible treatment options, several animal models mimicking anorexia nervosa have been developed. The aim of this review is to systematically search different databases and provide an (...) overview of existing animal models and to discuss the current knowledge gained from animal models of anorexia nervosa. For the systematic data search, the Pubmed—Medline database, Embase database, and Web of Science database were searched. After removal of duplicates and the systematic process of selection, 108 original research papers were included in this systematic review. One hundred and six studies were performed with rodents and 2 on monkeys. Eighteen different animal models for anorexia nervosa were used in these studies. Parameters assessed in many studies were body weight, food intake, physical activity, cessation of the estrous cycle in female animals, behavioral changes, metabolic and hormonal alterations. The most commonly used animal model is the activity-based anorexia model in which typically young rodents are exposed to time-reduced access to food with unrestricted access to a running wheel. Of the genetic animal models, one that is of particular interest is the anx/anx mice model. Animal models have so far contributed many findings to the understanding of mechanisms of hunger and satiety, physical activity and cognition in an underweight state and other mechanisms relevant for anorexia nervosa in humans. (shrink)

Friedrich Nietzsche, den Gottfried Benn als das "grosste Ausstrahlungsphanomen der Geistesgeschichte" bezeichnete, steht im Zentrum dieses Buches. Es enthalt die Vortrage der Ringvorlesung, welche die Freiburger Forschungsstelle "Nietzsche-Kommentar" zum 100. Geburtstag der Heidelberger Akademie der Wissenschaften organisierte. - In der konstruktiven Auseinandersetzung mit Nietzsche beleuchten die Aufsatze Nietzsches Bedeutung als Leitfigur moderner Lebensphilosophie, Kulturdiagnose und Anthropologie. Nietzsches Kritik an der philosophischen Tradition, sein Konzept der Umwertung, seine Psychologie, sein Geschichtsdenken, seine Beziehung zu Darwin, Schopenhauer, Wagner und Heidegger, seine Lyrik sowie (...) die Charakteristika seines Stils gehoren zum breitgefacherten Themenspektrum.Der Band enthalt Beitrage von Dieter Borchmeyer, Gunter Figal, Hans-Martin Gauger, Volker Gerhardt, Katharina Gratz, Lore Huhn, Helmuth Kiesel, Ludger Lutkehaus, Klaus Monig, Barbara Neymeyr, Annemarie Pieper, Jochen Schmidt und Andreas Urs Sommer. (shrink)

Social science inquiries of American agriculture have long recognized the inextricability of farm households and farm businesses. Efforts to train and support farmers, however, often privilege business realm indicators over social issues. Such framings implicitly position households as disconnected from farm stress or farm success. This article argues that systematically tracing the pathways between farm households and farm operations represents a potentially powerful inroad towards identifying effective support interventions. We argue childcare arrangements are an underrecognized challenge through which farm household (...) dynamics directly influence agricultural production. We draw on interviews and focus group data with farmers in the Northeastern United States to understand how farmer–parents access and negotiate childcare. Farmer–parents value raising children on farms, but express reluctance to expect current or future labor from them. Years with young children thus represent an especially vulnerable phase during a farm’s trajectory. We identify and analyze social, economic, and cognitive pathways through which childcare impacts farm operations. Social pathways include relationship tensions and gendered on-farm divisions of labor; economic pathways include farm layout and structure; cognitive pathways include how farmers think about and plan for their operations. Explicitly acknowledging such issues can better equip farmer–parents to anticipate and plan for conflicting demands on their time. (shrink)

Currently, there is no authoritative credentialing process for individuals engaged in ethics practice, no accreditation system that sets minimum education standards for programs aiming to prepare these individuals for their work, and little evidence available that any particular training model is actually achieving its pedagogical goals. At the same time, a number of healthcare organizations and universities now routinely offer post-graduate programs, clinical fellowships and in-house training specifically devised to prepare graduates for ethics practice. However, while their numbers appear to (...) be growing, information about these programs is limited. In this paper, we describe the goals, content and strategies of three educational programs offered in Ontario, Canada. These case studies highlight the diversity of ethics education available to those who engage in ethics practice and underscore the need to take this variety into account in the development of future education standards that would specify minimally acceptable educational requirements. (shrink)

The notion of societal boundaries aims to enhance the debate on planetary boundaries. The focus is on capitalist societies as a heuristic for discussing the expansionary dynamics, power relations, and lock-ins of modern societies that impel highly unsustainable societal relations with nature. While formulating societal boundaries implies a controversial process – based on normative judgments, ethical concerns, and socio-political struggles – it has the potential to offer guidelines for a just, social-ecological transformation.

Here I shine light on the concept of and call for safe space and on the implicit argument that seems to undergird both the concept and the call, complicating and problematizing the taken for granted view of this issue with the goal of revealing a more complex dynamic worthy of interpretive attention when determining educational response. I maintain that the usual justification for safe space covers rather than clarifies the logic of safe space and makes it difficult for an educator (...) to respond to harassment in a constructive and fitting way. I also claim that calls for safe space can only be properly interpreted—and responded to—when the link between fear and safety is uncovered and deconstructed. In the process, I note that the assumption of “safety” as a “positive condition” for education is problematic and warrants careful consideration. (shrink)

Here I craft a case for recognizing the roots and patterns that ground the possibility of contemporary com-posting—as outlined in Donna Haraway’s Staying with the Trouble—by New Materialists and critical pragmatists, especially those who are affected by the social injustices and ill-advised practices of today’s formal education. I explore both Spinozan Ethics and American pragmatism in order to fashion a pattern that affects educational thought and action. That pattern of affect/affecting is one Haraway calls “attunement”, a state of co-relation that (...) makes “unexpected feats possible.” My goal is to encourage those educational theorists who dwell in a critical pragmatist archive and those who dwell in a New Materialist archive to “make kin,” to learn to play string figures with a companion species, as they com-post educational possibility in a world where agency is both more limited and more widely-distributed. (shrink)

We humans laugh often and it is not always because something is funny. We laugh in the face of the pathetic or the powerless; sometimes we laugh at our own powerlessness or pathos.In short, we laugh at both the comical and the difficult. Here I am especially interested in the laughter that is sparked by what is difficult and how that laughter—and all laughter—breaks through to mark a range of emotional states: fear, nervousness, shame, confusion and others not viewed as (...) positive, as well as joy, delight, interest, relief and other states that are viewed as positive. I also am interested in understanding what and how laughter reveals and what and how it conceals. As I explore both interests in this article, I make a compound point about laughter in educational settings: that laughter marks a breakdown of experience and that same laughter creates space for reflective listening and thinking, for diffusion of difficult affect, and for the disruption of habit that makes growth possible (and even likely) if that laughter is taken seriously. (shrink)

Nudges can pose serious threats to citizens’ privacy. The essay discusses several examples of nudges that must appear problematic to anyone valuing privacy. The paper also re-draws a well established connection between privacy and autonomy and argues that insofar as nudges incur too great a loss of privacy, they are incompatible with the libertarianism that libertarian paternalism is committed to by virtue of its very name.

Der Schwerpunkt der Reihe liegt auf thematisch fokussierten Auseinandersetzungen mit Nietzsches Werken, seinen Quellen und seiner Rezeption. Die gehen meist auf Veranstaltungen der Nietzsche-Forschungsstelle Freiburg sowie der Friedrich-Nietzsche-Stiftung Naumburg zurück. Die Reihe ist ideen-, kultur-, literatur- und philosophiegeschichtlich orientiert und - bei Offenheit für disziplinäre Vielfalt - dem Ideal genauer Textlektüren verpflichtet.

At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. (...) schools. She argues that framing the educational enterprise in terms of economic success and failure makes it difficult for educators to address Dewey's vision of democracy and education substantively. Stengel concludes with an acknowledgment that, regardless of putative political commitments, these two public school systems are schooling — though not often educating — the same neoliberal subject, but that Dewey's vision of democracy and education nonetheless remains critical and compelling. (shrink)

Alice laughed. "There's no use trying," she said: "one can't believe impossible things.""I daresay you haven't had much practice," said the Queen. "When I was your age, I always did it for half-an-hour a day. Why, sometimes I've believed as many as six impossible things before breakfast."In the wake of the November 2016 presidential election, countless commentators recognized what Richard Rorty knew in 1998, that the U.S. democratic system would crack under the weight of social and economic inequalities and inequities— (...) and that those cracking the safe would be not the historically marginalized but the historically privileged. Hear Rorty nearly 20 years ago: [M]embers of labor unions, and unorganized unskilled... (shrink)

Were John Dewey to visit China today, he would not be the same John Dewey. He would be the Dewey whose own horizons were altered by his encounter with the China of 1919. He would also be the Dewey who came to know China by living there and by working with aspiring Chinese scholars and educators for twenty years. When Dewey went to China originally, he had no expectations. Neither he — nor the world — knew China. Today, it would (...) be different.Of course, China today is different as well. She has entered the global economy in a substantive, dominating — and sometimes domineering — way based on her natural and human resources. She flirted with a democratic governance that could not stand up to the weight of communist... (shrink)

This is not a simple question to answer, of course. There seems little doubt that Dewey’s China sojourn impacted his development as a philosopher and educator, but that is not the question at issue for us. Our question can be stated: Is China’s educational environment and pedagogical practice different today because John Dewey took China seriously? His taking China seriously is manifested in multiple ways that go beyond his time in-country. Dewey had significant numbers of Chinese students, and it is (...) clear that he took them as seriously as he took their country. It may be, of course, that Dewey’s relatively short-lived presence on the mainland had little lasting impact, that it was returning students of Dewey past... (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European (...) understandings of education. (shrink)

This review essay considers how the risk constructions of Othered groups have been reconstituted across intersecting forms of stigma, social injustice, and discrimination during COVID-19. Through three case studies – fat irresponsible bodies, racialized contagious bodies, and food/health workers who are considered risky yet essential labour – we argue that an intersectional lens be applied to the social constructions of risk to understand the social processes of Othering when planning socially just policies, practices, pedagogies, and activism.

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)