In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Configured to Christ: On Spiritual Direction and Clergy Formation by James KeatingChristian Raab O.S.B.Configured to Christ: On Spiritual Direction and Clergy Formation by James Keating (Steubenville, OH: Emmaus Road, 2021), xxix + 312 pp.Deacon James Keating has served the Church by forming her clergy for thirty years. While he has been a seminary professor and a director of deacon formation at the diocesan level, his prolific scholarship as (...) well as his time as director of theological formation for the Institute for Priestly Formation in Creighton, NE, made him a national figure. Configured to Christ is a collection of Keating's most important essays.While this book is a retrospective, it couldn't be more timely. In 2016 (on the Feast of the Immaculate Conception, December 8), the Congregation for Catholic Education issued The Gift of the Priestly Vocation—Ratio Fundamentalis Institutionis Sacerdotalis, a text which provides guidelines for the whole Church concerning priestly formation. In the fall of 2021, the United States Council of Catholic Bishops completed their revision of the sixth edition of the Program of Priestly Formation (PPF), which translates the principles of the Ratio for the American context. With these two documents in place, it now falls upon seminaries to examine their programs in light of the vision provided by the magisterium. The next five to ten years promise to be a time of reform and renewal in seminary formation. Institutions will be looking for fresh and orienting ideas. Keating's book can be recommended as among the best resources for the venture that awaits.One reason Keating's book is so valuable is its focus on the "perichoresis" of the various aspects of formation (107). This emphasis is consonant with the terminological change found in the new PPF from the language of formational "pillars" to the language of formational "dimensions" (see the USCCB's 5th edition of the PPF, §28). The thinking behind this change seems to have been that it was too easy to imagine "pillars" as separate from [End Page 1110] one another. The human, spiritual, intellectual, and pastoral dimensions of formation are in fact interwoven, interdependent, and interpenetrating. While they can be distinguished, they cannot be divided. Growth in one fosters growth in the other. Keating has long understood this, as his various essays show.The book is divided into three parts and eighteen chapters. Part 1 is entitled "The Interior Life of the Cleric." Here, readers are introduced to the integral relationship between the spiritual and intellectual formational dimensions. For example, Keating provides, in chapter 1, a sustained theoretical reflection on the relationship between academic theology and spirituality, and, in chapter 2, he examines John Henry Newman's writings as a concretized test case for the right relationship of prayer, study, and thought. Authors such as Hans Urs von Balthasar and Jean Leclercq have investigated this relationship in classic works, but Keating's presentation is notable for its accessibility, coherence, and concision. The remaining chapters of part 1 address the topics of silence and spiritual direction. Emerging from these analyses are the insights that interiority expands through discovery of Christ within. We participate in Christ as we behold, wonder, think, theologize, and pray. Keating's plea that we introduce ministerial candidates to the romance of silence is most welcome.The second part of the book is entitled "The Formation of the Cleric." It brings together nine essays which explicitly explore the art of formation. The key to this section, and maybe to the whole book, is chapter 7, "Christ is the Sure Foundation: Priestly Human Formation Completed in and by Spiritual Formation." This chapter makes the case not only for the perichoresis of formational dimensions but also for a much stronger emphasis on spiritual formation than is often the case. Of special note is Keating's observation that spiritual formation can truly support human formation. This is an important insight. In his 1992 apostolic exhortation Pastores Dabo Vobis (on the formation of priests), John Paul II had articulated that human formation was "the basis of all priestly formation" (§43).Unfortunately, this line could be (and has been) interpreted problematically to mean human formation... (shrink)

The key to understanding Dionysius is the methodical acceptance of the literary fiction involved in reading an author who tries to recreate the immediateness of the first encounter of pagan wisdom and Christian doctrine. Dionysius’s method consists of the presentation of a Platonic ontology by way of biblical theonyms. These theonyms express whatever we can grasp of God by His self-communication toward us, yet they ultimately cannot reveal Him as He is. It is rewarding to compare biblical theonym and (...) author’s allonym at this point: the allonym “Dionysius Areopagita” expresses how the author wants to be read and received but not who he really is. Th us the Dionysian writings present themselves as if they were the communication of an early Christian author whose objective it is to proclaim the “unknown God” to philosophically educated Greeks, naming Him with the biblical theonyms and explaining them in a Platonic way. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Reading BayleJohn Christian LaursenThomas M. Lennon. Reading Bayle. Toronto: University of Toronto Press, 1999. Pp. xi + 202. Cloth, $60.00. Paper, $19.95.One of the more philosophically interesting things about Pierre Bayle is the difficulty of interpreting his work. A myriad of interpretations have been advanced, but "the whole is [still] a riddle, an enigma, an inexplicable mystery"—to apply David Hume's famous judgment about religion to Bayle's work. (...) This book proposes a Bakhtinian reading of Bayle's philosophical activity, which means that Bayle is understood as letting his interlocutors speak for themselves in an ongoing dialogue over which he does not have full control and in which no one "wins." Bakhtin thought that Dostoevsky was the first major author to do this, but Lennon shows that he was anticipated by Bayle.The discussion is broken up into sections on Bayle's views of integrity, authority, toleration, idolatry, and providence. Integrity turns out to be largely a matter of honesty and fairness in dialogue, and at times it sounds like Bayle is prefiguring Habermas and discourse ethics or recent Anglo-American theories of deliberative democracy.Bayle's view of authority emerges from his analysis of the fact/law (fait/droit) distinction. [End Page 278] This was part of larger debates among Jansenists, Jesuits, and other philosophers such as Arnauld and Malebranche. Here, Lennon's intimate knowledge of seventeenth-century philosophy is put to good use. He shows that in Bayle's hands the distinction cannot hold up, as questions of fact and law are always mutually dependent and each can undermine the other. The upshot is that in the absence of truths of fact or law, dialogue is all that we have. That is good, because history cannot be used as a tool of oppression or homogenization if dialogue must go on forever.Some of the claims about Bayle that are advanced here are debatable. That Bayle "treated everyone with dignity" (44) is simply not true of his treatment of millenarians and others that he thought were fanatics. Rather than extending "toleration almost without limit" (74), he was downright intolerant of such folks. Lennon suggests that Bayle may not have fully thought through the question of the conscientious persecutor (85n.). It would have been appropriate to mention Bayle's reflections on this matter in his last work, the Réponse aux questions d'un provincial.The book contains valuable accounts of aspects of Bayle's debates with Pierre Jurieu, in which it often emerges that there was no great gulf of principle between the two arch-enemies. Disagreements with Ruth Whelan and Elisabeth Labrousse add to the interest of Lennon's discussion.Idolatry is one of Bayle's chief targets, and he finds it above all in the Catholic doctrine of transubstantiation. Lennon nicely shows how this amounts to Spinozism, which in turn explains Bayle's hostility to both Spinoza and Rome. Both stifle Bakhtinian dialogue.One very interesting section of the book is on lotteries, which have important theological and philosophical significance. Often-forgotten authors like Barbeyrac, Ricotier, and Leti are discussed on this issue. Insights here include the observation that "it is hard to imagine Bayle praying" (146). Indeed it is. Mention of work by I. Hont, T. Hochstrasser, and others on Barbeyrac would have made Lennon's case stronger.One major conclusion is that Bayle's notion of providence and the problem of evil comes down to dialogue as well: evil emerges because God prefers to engage in open-ended dialogue with his creatures, which allows evil even if that is not God's intention (167). On this reading, we have a Kantian Bayle: autonomy is Bayle's most cherished value (182).Lennon's final evaluation of Bayle's fideism is that it is philosophically unsatisfactory. Blind and nonrational reliance on Scripture is, to say the least, undermined by Bayle's inability to establish that God is its author or to found his own beliefs in any way other than education. But if anybody still thinks that Pierre Bayle was merely a compiler and not a philosopher in his own right, this book and a lot of the other recent... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Reading BayleJohn Christian LaursenThomas M. Lennon. Reading Bayle. Toronto: University of Toronto Press, 1999. Pp. xi + 202. Cloth, $60.00. Paper, $19.95.One of the more philosophically interesting things about Pierre Bayle is the difficulty of interpreting his work. A myriad of interpretations have been advanced, but "the whole is [still] a riddle, an enigma, an inexplicable mystery"—to apply David Hume's famous judgment about religion to Bayle's work. (...) This book proposes a Bakhtinian reading of Bayle's philosophical activity, which means that Bayle is understood as letting his interlocutors speak for themselves in an ongoing dialogue over which he does not have full control and in which no one "wins." Bakhtin thought that Dostoevsky was the first major author to do this, but Lennon shows that he was anticipated by Bayle.The discussion is broken up into sections on Bayle's views of integrity, authority, toleration, idolatry, and providence. Integrity turns out to be largely a matter of honesty and fairness in dialogue, and at times it sounds like Bayle is prefiguring Habermas and discourse ethics or recent Anglo-American theories of deliberative democracy.Bayle's view of authority emerges from his analysis of the fact/law (fait/droit) distinction. [End Page 278] This was part of larger debates among Jansenists, Jesuits, and other philosophers such as Arnauld and Malebranche. Here, Lennon's intimate knowledge of seventeenth-century philosophy is put to good use. He shows that in Bayle's hands the distinction cannot hold up, as questions of fact and law are always mutually dependent and each can undermine the other. The upshot is that in the absence of truths of fact or law, dialogue is all that we have. That is good, because history cannot be used as a tool of oppression or homogenization if dialogue must go on forever.Some of the claims about Bayle that are advanced here are debatable. That Bayle "treated everyone with dignity" (44) is simply not true of his treatment of millenarians and others that he thought were fanatics. Rather than extending "toleration almost without limit" (74), he was downright intolerant of such folks. Lennon suggests that Bayle may not have fully thought through the question of the conscientious persecutor (85n.). It would have been appropriate to mention Bayle's reflections on this matter in his last work, the Réponse aux questions d'un provincial.The book contains valuable accounts of aspects of Bayle's debates with Pierre Jurieu, in which it often emerges that there was no great gulf of principle between the two arch-enemies. Disagreements with Ruth Whelan and Elisabeth Labrousse add to the interest of Lennon's discussion.Idolatry is one of Bayle's chief targets, and he finds it above all in the Catholic doctrine of transubstantiation. Lennon nicely shows how this amounts to Spinozism, which in turn explains Bayle's hostility to both Spinoza and Rome. Both stifle Bakhtinian dialogue.One very interesting section of the book is on lotteries, which have important theological and philosophical significance. Often-forgotten authors like Barbeyrac, Ricotier, and Leti are discussed on this issue. Insights here include the observation that "it is hard to imagine Bayle praying" (146). Indeed it is. Mention of work by I. Hont, T. Hochstrasser, and others on Barbeyrac would have made Lennon's case stronger.One major conclusion is that Bayle's notion of providence and the problem of evil comes down to dialogue as well: evil emerges because God prefers to engage in open-ended dialogue with his creatures, which allows evil even if that is not God's intention (167). On this reading, we have a Kantian Bayle: autonomy is Bayle's most cherished value (182).Lennon's final evaluation of Bayle's fideism is that it is philosophically unsatisfactory. Blind and nonrational reliance on Scripture is, to say the least, undermined by Bayle's inability to establish that God is its author or to found his own beliefs in any way other than education. But if anybody still thinks that Pierre Bayle was merely a compiler and not a philosopher in his own right, this book and a lot of the other recent... (shrink)

The new Christian humanism is not about concepts and theories. It is a mystical experience of the centrality of Jesus Christ, of His face of mercy, of love given and delivered. Love is the gift that we must accept and respond to with love, especially with an ethic of love that makes us stand in solidarity with nature, with each other, and with the poor in a special way. We are a gift that is communicated. We must use the (...) resources of science, technology, and educational advances without fear, but always looking at human beings as the goal of our action. Everything is summarized in an integral ethic of loving care, in which women are experts and especially women religious in the church . (shrink)

This article explores Jacques Ellul’s challenges to Christian educators in a society permeated with technique or technological thinking. Responses to the three challenges Ellul puts forth to believing Christians, and, specifically, to Catholic Christian school educators, integrate a process of contemplative practice. This process integrates Catholic tradition and scriptural-based Gospel values with the practice of school leadership. The process focuses on the mindfulness required of leaders to make daily decisions coherent with a professed faith. Final reflections of the (...) article argue the importance of critique and contemplative practice to prepare future Catholic Christian educational leadership. The article suggests that the responses to Ellul’s challenges within Catholic education serve as an example to all faith-based education. (shrink)

Contemporary Christian ethics encounters the challenge to communicate genuinely Christian normative orientations within the scientific debate in such a way as to render these orientations comprehensible, and to maintain or enhance their plausibility even for non-Christians. This essay, therefore, proceeds from a biblical motif, takes up certain themes from the Christian tradition (in particular the idea of social justice), and connects both with a compelling contemporary approach to ethics by secular moral philosophy, i.e. with Axel Honneth's reception (...) of Hegel, as based on Hegel's theory of recognition. As a first step, elements of an ethics of recognition are developed on the basis of an anthropological recourse to the conditions of intersubjective encounters. These conditions are then brought to bear on the idea of social justice, as developed in the social-Catholic tradition, and as systematically explored in the Pastoral Letter of the United States Conference of Catholic Bishops, Economic Justice For All (1986). Proceeding from this basis, aspects of a Christian ethics of community service with regard to long-term care can be defined. (shrink)

Filipino's love for the elderly is undeniable. However, despite the respect they have for the elderly, an increasing amount of elderly abandonment is rising in the Philippines. The drastic increase in statistics of abandonment will still grow over the years because aging is inevitable. The primary goal of this study is to dig deeper into the experiences, challenges, and coping mechanisms of abandoned senior citizens inside of a home for the aged to spread awareness about this certain topic. By the (...) use of Interpretative Phenomenological Analysis, the study come up with the following findings: (1) The abandoned senior citizens chose to be inside the facility because they don't want to be a burden in their original homes. (2) Faith and religious works affect their psychological well-being. (3) Physical appearance does not affect their self-esteem. (4) Social support boosts their psychological well-being as well. (5) One of the biggest reasons why abandoned senior citizens left their homes is being neglected to cause them to leave and stay in home for the aged (6) Lastly, people inside the facilities accepted the fact that death is drawing closer to them but they don't want to die yet. (shrink)

The focus of this special issue is on moral psychology and the goals of moral education. My focus will be considerably narrower in addressing the following question: In light of the situationist movement in psychology and philosophy, what should be the goal(s) of character education? The main conclusion will be that the central goal of character education should be modified in a certain way to make it more empirically informed. But not to worry, as this modification should (...) be amenable to most contemporary supporters of character education. (shrink)

What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry out (...) a qualitative analysis where we design a two-dimensional theoretical framework in order to systematise the various liberal debate positions, and make us able to study their justifications, internal tensions and engagements with other positions. In the ensuing quantitative leg of the study we carry out a quantitative bibliometric analysis where we weigh the importance of specific scholars. We finally discuss possible merits and flaws in the research field, as evidenced in and by the analysis. (shrink)

If school attendance is important for social integration, then a particular out of school practice like home education could possibly represent a threat to social integration. The findings of a Norwegian research project that surveyed socialization among Norwegian home educated students from different regions are presented and discussed using socialization theory and a theory of cultural order. Among the conclusions are the following: Pragmatically motivated home educated students are often socially well integrated. Religiously motivated home educated students that hold (...) values distant from the values of society are not necessarily socially isolated. With more openness and more communication between society and home educators home educated students could meet criteria for social integration even more so than is presently the case. (shrink)

No one in philosophy has paid much attention to the virtue of honesty in recent years. Here is a trait for which it is easy to find consensus that it is a virtue, and furthermore, a very important virtue. It also has obvious relevance to what we see going on in contemporary politics, for instance, or in sports, the entertainment world, and education. Yet as far as I can tell, only one article in a philosophy journal has appeared in (...) several decades which discusses this virtue at any length. -/- In this chapter I have two central aims: (i) to sketch some of the conceptual parameters of the virtue of honesty in general, as well as its subordinate virtues, and then (ii) to draw on leading work in psychology to determine, at least in a preliminary way, whether we should think that most people instantiate this virtue or not. (shrink)

This work investigates the early encounters of French philosophers and religious thinkers with the phenomenological philosophy of Edmund Husserl. Following an introductory chapter addressing context and methodology, Chapter 2 argues that Henri Bergson's insights into lived duration and intuition and Maurice Blondel's genetic description of action functioned as essential precursors to the French reception of phenomenology. Chapter 3 details the presentations of Husserl and his followers by three successive pairs of French academic philosophers: Léon Noël and Victor Delbos, Lev Shestov (...) and Jean Hering, and Bernard Groethuysen and Georges Gurvitch. Chapter 4 then explores the appropriation of Bergsonian and Blondelian phenomenological insights by Catholic theologians Édouard Le Roy and Pierre Rousselot. Chapter 5 examines applications and critiques of phenomenology by French religious philosophers, including Jean Hering, Joseph Maréchal, and neo-Thomists like Jacques Maritain. A concluding chapter expounds the principal finding that philosophical and theological receptions of phenomenology in France prior to 1939 proceeded independently due to differences in how Bergson and Blondel were perceived by French philosophers and religious thinkers and their respective orientations to the Cartesian and Aristotelian/Thomist intellectual traditions. (shrink)

We are living in a time of social and cultural changes. As in other disciplines, the foundations of music education are being increasingly challenged. Thus, it is no longer possible to specify reliably the aims and contents of music education and their implementation in school by simply basing them on lasting musical traditions and changeless forms of life. It has been said that such an assessment leads us to a pluralistic—if not relativistic—view of music education. But it (...) does not help us when we have to make a decision on "What is to be done?" How can we orientate ourselves in our actions and whereupon should we base our judgements when negotiating decisions and trying to convince others? If we are not ready to accept that the decision-making process in the field of music education is just a matter of power, we have to be content with the arguments we can offer. We need to have the courage of independent critical thinking in terms of Didaktik involving all concerned. The situation is similar to that of aesthetic arguing: there is no sure footing; our criteria for evaluation are always up for discussion. (shrink)

Today's digital revolution is a worldwide phenomenon, with profound and often differential implications for communities around the world and their relationships to one another. This book presents a new, explicitly international theory of media ethics, incorporating non-Western perspectives and drawing deeply on both moral philosophy and the philosophy of technology. Clifford Christians develops an ethics grounded in three principles - truth, human dignity, and non-violence - and shows how these principles can be applied across a wide range of cases and (...) domains. The book is a guide for media professionals, scholars, and educators who are concerned with the global ramifications of new technologies and with creating a more just world. (shrink)

Hubert L. Dreyfus has worked out a critique of what he calls “representationalism” and “cognitivism,” one proponent of which, according to Dreyfus, is Husserl. But I think that Dreyfus misunderstands the Husserlian conception of practical intentionality and that his characterization of Husserl as a “representationalist” or as a “cognitivist” is thereby wrongheaded. In this paper I examine Dreyfus’s interpretation by offering a Husserlian critique of Dreyfus’s objections to Husserl, and then by outlining Husserl’s account of practical intentionality and the practical (...) lived Body. I sketch the critique and the approach of Dreyfus in three steps. First, I deal with his objections against Husserl’s theory by arguing that Dreyfus understands neither the role of the reduction nor the function of background-awareness in Husserl’s phenomenology. Second, I elucidate the central role that the “practical lived Body” plays in practical intentionality for Husserl, and, third, I highlight the consequences that follow from the analyses offered in the previous sections. (shrink)

It is often argued by educators and researchers that access to the arts leads to increased academic performance. However, it is not clear why such access does so. We here use autopoietic enactive embodied cognition and ecological psychology to explain the relationship between dance training and conceptual problem-solving. We investigate four features of dance training that are beneficial for conceptual problem-solving and critical thinking: empathy, affordance exploration, attention change, and habit breaking. In each case, we will see that the embodied (...) sensorimotor skills developed through dance practice are a form of affordance exploration that can carry over into the realm of conceptual problem-solving. Hence, since some of the skills needed in conceptual problem-solving are the same ones developed and trained through dancing, when we train dance, we also train some of the relevant skills for conceptual problem-solving and critical thinking. (shrink)

This article investigates whether there is any place for the school of thought that is known as analytic philosophy of education in the aftermath of postmodernism, and whether analytic philosophy of education can be treated as a ‘method’, among other alternative ‘methods’, that can be applied regardless of what kind of ‘-ism’ or ideology one embraces. An additional aim is to suggest some important questions for analytic philosophy of education to take into consideration. We argue that conceptual (...) engineering may be a promising avenue for analytic educational theory if it is used with a critical intent that is more heuristic and inconclusive than prescriptively ideal. (shrink)

This book presents an analysis of the institutional development of selected social science and humanities disciplines in Argentina, France, Germany, Hungary, Italy, the Netherlands, Sweden and the United Kingdom. Where most narratives of a scholarly past are presented as a succession of ‘ideas,’ research results and theories, this collection highlights the structural shifts in the systems of higher education, as well as institutions of research and innovation within which these disciplines have developed. This institutional perspective will facilitate systematic comparisons (...) between developments in various disciplines and countries. Across eight country studies the book reveals remarkably different dynamics of disciplinary growth between countries, as well as important interdisciplinary differences within countries. In addition, instances of institutional contractions and downturns and veritable breaks of continuity under authoritarian political regimes can be observed, which are almost totally absent from narratives of individual disciplinary histories. This important work will provide a valuable resource to scholars of disciplinary history, the history of ideas, the sociology of education and of scientific knowledge. (shrink)

In this paper, I will present an argument against Husserl’s analysis of picture consciousness. Husserl’s analysis of picture consciousness (as it can be found primarily in the recently translated volume Husserliana 23) moves from a theory of depiction in general to a theory of perceptual imagination. Though, I think that Husserl’s thesis that picture consciousness is different from depictive and linguistic consciousness is legitimate, and that Husserl’s phenomenology avoids the errors of linguistic theories, such as Goodman’s, I submit that his (...) overall theory is unacceptable, especially when it is applied to works of art. Regarding art, the main problem of Husserl’s theory is the assumption that pictures are constituted primarily as a conflict between perception/physical picture thing and imagination/picture object. Against this mentalist claim, I maintain, from a hermeneutic point of view, that pictures are the result of perceptual formations [Bildungen]. I then claim that Husserl’s theory fails, since it does not take into account what I call “plastic perception” [Bildliches Sehen], which plays a prominent role not only within the German tradition of art education but also within German art itself. In this connection, “plastic thinking” [Bildliches Denken] was prominent especially in Klee, in Kandinsky, and in Beuys, as well as in the overall doctrine of the Bauhaus. Ultimately, I argue that Husserl’s notion of picture consciousness and general perceptive imaginary consciousness must be replaced with a more dynamic model of the perception of pictures and art work that takes into account (a) the constructive and plastic moment, (b) the social dimension and (c) the genetic dimension of what it means to see something in something (Wollheim). (shrink)

This chapter contains sections titled: The Concept of the Standard of Living The Diverse Purposes of the Concept of the Standard of Living The Importance of Disagreement about the Standard of Living The Role of Education in the Standard of Living Social Primary Goods The Capabilities Approach Conceiving and Applying the Standard of Living.

In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson to rethink the significance (...) of pedagogical relations in the second part of the essay. Referring to the notion of “educational authority” and Foucault's framework of power, Thompson argues that education is about the continuous re-institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's “authority” in terms of constituting a “community of inquiry”: specifically, the seminar is interpreted as a pedagogical setting that implies a different “being-with” than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice). (shrink)

What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices (...) are brought together with the invention and discovery of other or alternative possibilities. (shrink)

100 years ago, the editors of the Journal of Educational Psychology conducted one of the most famous studies of experts' conceptions of human intelligence. Reason enough to prompt the question where we stand today with conceptualizing 'intelligence'. In this paper, I provide a synopsis of the latest research on human intelligence(s). I embrace the notion of intelligence as a non-unitary faculty with pluralistic forms. Even though I do not provide a definition of 'intelligence' of my own, I provide good reasons (...) for this reluctance. Nonetheless, I specify the term as complex, gradual, embedded, multidirectional, and dynamic. Furthermore, I argue for the special status of musical, not linguistic, intelligence. (shrink)

In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium. To explain Luhmann's use of these ideas to conceptualize the child and the consequences for research, Morgner refers to the translation of Luhmann's paper “The Child as the Medium of Education” and to as yet unpublished material from (...) his famous card-box reference system. Drawing on these materials, Morgner can more clearly illuminate Luhmann's novel perspective and how it could inform further theoretical development, supported by new analysis of existing research in other fields, including developmental psychology, education, philosophy, and sociology. He concludes that, far from neglecting the human, Luhmann's theory takes human being very seriously and acknowledges its key role as a form-giving medium in addressing the challenges faced by contemporary society. This renewed perspective should be of particular interest to educational theorists, enabling them to more freely apply his ideas in various settings. (shrink)

Using Africana critical theory as a critical framework to analyze W. E. B. Du Bois’s Black Flame trilogy, this study establishes a transdisciplinary theory of the dehumanization of Black students in the United States. As lenses of analysis, critical race theory and Post Traumatic Slave Syndrome reveal how the processes of racialization, colonization, and globalization contribute to the multigenerational traumas many Blacks have experienced in education since Reconstruction.

This paper is concerned with the educational‐philosophical implications of Michel Foucault's work: It poses the question whether Michel Foucault's remarks surrounding ‘limit‐experience’ can be placed in an educational context and provide an alternative view regarding the relationship that we maintain to ourselves. As a first step, the significance of ‘limit‐experience’ for Foucault's historicophilosophical investigations, his ‘critical ontology of the present’, is examined. Far from being an external marking point, it can be shown that limit‐experience lies at the centre of Foucault's (...) approaches to the history of thought. As a second step, the resistance of Foucault's work against its integration into the educational realm is examined: Coming from Foucault's ‘limit‐experience’, it is possible to problematize a specific way we speak about learning and education. As a subsequent step, this resistance is given a constructive turn: The practices of writing and reading (related to limit‐experience) could provide a valuable irritation for philosophers of education by exposing them to the challenges of ‘singularity’ in education. It is argued that specifically the writing practice could be helpful for educational studies in order to inquire into the complex relationship of subject, power, and truth within the educational realm. Finally, the possibilities and difficulties of provoking such a writing practice are mentioned. (shrink)

In this paper, I address the question of how a philosophically enriched view of method might inform both educational theory and educational research. The first part of the paper elaborates recent discussions on “philosophical method” in the educational–philosophical discourse. These discussions point toward the importance of analyzing the conceptual or categorical frameworks of educational processes. The second part of the paper discusses Martin Heidegger’s work Being and Time to capture fully the challenges that a philosophical method faces in investigations of (...) subjectivity: The focus lies on Heidegger’s strategy to situate his philosophical work as a descriptive undertaking and simultaneously as a categorical outline of human existentiality (“ Dasein ”). This work serves to reflect a philosophical as well as empirical attitude or conduct in the final part of the paper, which briefly introduces “categorical research” with some examples. (shrink)

Various themes have been discussed under the heading of ‘situationism’ in psychology over the past forty years. Much of this discussion has been extremely controversial, leading to deep divisions among psychologists and, more recently, among philosophers as well. In this paper I will pick up on one of those themes having to do with the influence of certain unconscious mental dispositions. I will assume that these dispositions are widely possessed, and also that they disqualify the people who have them from (...) counting as virtuous at that moment. The majority of the paper will then consider various strategies for trying to still develop the virtues in the face of this particular obstacle. (shrink)