La posizione e il ruolo della filosofia nelle Università sono sempre stati oggetto di interesse, in particolare da parte dei detentori della disciplina, evidentemente convinti di un suo statuto speciale all’interno del percorso formativo. In questo articolo si prendono brevemente in esame le posizioni di alcuni filosofi che si sono esplicitamente esposti al riguardo, da Kant a Heidegger, da Ortega y Gasset a Martha Nussbaum, quali testimoni illustri dell’imprescindibilità dei contenuti e dei metodi della filosofia per ogni campo del sapere, (...) tanto più oggi, che l’utilità del pensiero umanistico viene disconosciuta in favore di una formazione sempre più tecnica e specializzata. (shrink)

_Abstract_: As many theoretical psychologists turn to the humanities to construct a psychological science that does not shortchange human subjectivity, many humanities scholars have turned to the sciences to bolster their declining standing in the academy. In juxtaposing these trends, I consider how epistemic and methodological wars in the humanities echo those that have plagued psychology and so call into question their use to remedy an allegedly scientistic “mainstream” psychology. By failing to grapple with this most relevant controversy, theoretical psychologists (...) may be jeopardizing their efforts to put a more human face on scientific psychology. _Keywords_: Epistemic Wars; Scientism; Humanities; Psychology; Psychological Humanities _I conflitti epistemici nelle scienze umanistiche e il loro impiego teorico contro il presunto scientismo della psicologia_ _Riassunto_: Molti teorici della psicologia si rivolgono alle discipline umanistiche per costruire una scienza psicologica che non sottovaluti la soggettività umana, mentre molti studiosi attivi nel campo delle discipline umanistiche si rivolgono alle scienze per puntellare la loro autorità all’interno dell’accademia. Nel porre a confronto queste due linee di tendenza mostrerò come i conflitti epistemici e metodologici all’interno delle discipline umanistiche riecheggino quelli che hanno gravato sulla psicologia. A partire da qui metterò in discussione il loro uso per fare da correttivo a una presunta psicologia dominante che sarebbe troppo “scientistica”. Sottraendosi alla trattazione di questo problema, che è di estrema importanza, i teorici della psicologia rischiano di compromettere i loro sforzi volti a dare un volto più umano alla psicologia scientifica. _Parole chiave_: Conflitti epistemici; Scientismo; Scienze umane; Psicologia; Psychological Humanities. (shrink)

_Abstract_: In this paper, we argue that the recent debates and proclaimed crises in psychology are partly due to a reflection deficit and the reductionist understanding of psychology as exclusively a science. For this reason, we introduce Psychological Humanities as a novel interdisciplinary approach that defines psychology as its object of investigation and opens a field of reflection. Although the study of psychological topics with an orientation toward the humanities is not new, either within or outside of psychology, we argue (...) for the introduction of the collective term Psychological Humanities for four reasons: (1) the definition of Psychological Humanities does more justice to central psychological subject areas such as subjectivity, (2) it serves as a common term of interconnectedness and visibility, (3) it resonates with new reflective fields in related disciplines, such as the medical humanities, and (4) it is more consistent with intersubjective practice in applied psychology. In what follows, we present our approach to Psychological Humanities, developed at the University of Lübeck. Our model differentiates between two fundamental views: a view from the outside on the discipline of psychology and its contexts (e.g., through history, cultural studies, and ethics) and a view from the inside on psychology (e.g., through theoretical psychology, critical psychologies, or epistemology of psychology). _Keywords_: Interdisciplinary Research; Subjectivity; Epistemology of Psychology; Applied Psychology; Psychological Humanities _Guardare la psicologia attraverso una doppia lente: le Psychological Humanities come approccio integrato_ _Riassunto_: In questo articolo sosterremo che le discussioni recenti e le crisi proclamate in psicologia sono dovuti in parte a un deficit di riflessione e a una comprensione riduttiva della psicologia come disciplina esclusivamente scientifica. Per questo motivo presentiamo le _Psychological Humanities_ come nuovo approccio interdisciplinare che ha la psicologia come proprio oggetto di indagine e apre un campo d’indagine. Sebbene lo studio di argomenti psicologici con un orientamento verso le discipline umanistiche non sia nuovo, né all’interno né all’esterno della psicologia, sosterremo l’introduzione del termine collettivo _Psychological Humanities_ per quattro motivi: (1) la definizione di _Psychological Humanities_ rende maggiormente giustizia ad aree tematiche psicologiche centrali come la soggettività, (2) funge da termine comune di interconnessione e visibilità, (3) richiama altri ambiti di riflessione in discipline affini quali le _medical humanities_ ed (4) è più coerente con la pratica intersoggettiva in psicologia applicata. Nel lavoro che segue presenteremo l'approccio alle _Psychological Humanieties_ che abbiamo sviluppato presso l’Università di Lubecca. Il nostro modello differenzia tra due prospettive fondamentali: uno sguardo esterno alla psicologia come disciplina e ai suoi contesti (per esempio attraverso la storia, gli studi culturali e l’etica) e uno sguardo interno alla psicologia (per esempio attraverso la psicologia teoretica, le psicologie critiche o l’epistemologia della psicologia). _Parole chiave_: Ricerca interdisciplinare; Soggettività; Epistemologia della psicologia; Psicologia applicata; Psychological Humanities. (shrink)

_Abstract_: The recent proliferation of the term “_Psychological Humanities_” (PH) raises many questions, not least of which is the wide variety of ways in which the term is employed. After noting some of this variety, we focus on a related question that has been insufficiently discussed: the extent to which PH represents a genuinely new contribution and approach, and to what extent it represents a renaming. To address this question, we examine examples of past efforts to theorize the relation between (...) psychology and the humanities. We explore Dilthey’s argument in favor of “two sciences” and C.S. Snow’s description of “two cultures”, which offer somewhat different models of the relations between science and the humanities. We then discuss the application of these models to the discipline of psychology, first by Dilthey himself and later by Sigmund Koch, noting similarities to descriptions of the project for PH as currently described. We question the need for a renaming of the project and call attention to the risk of PH exhibiting its own form of presentism while critiquing the presentism of (in) “mainstream” psychological science. _Keywords_: Psychological Humanities; Wilhelm Dilthey; C.P. Snow; Sigmund Koch; Philosophical and Theoretical Psychology _Cosa c’è in un nome? Le Psychological Humanities e la logica del presentismo_ _Riassunto_: L’uso crescente del lemma _Psychological Humanities_ solleva diversi problemi, non ultimo l’ampia varietà di modi in cui questo è impiegato. Dopo aver portato l’attenzione su alcuni usi di questo lemma, ci concentreremo su una questione collegata, fin qui trattata in maniera insoddisfacente: fino a che punto le _Psychological Humanities_ rappresentano un contributo e un approccio davvero innovativo e in che misura sono solo una nuova denominazione. Per affrontare questo problema, prenderemo in esame alcuni tentativi compiuti in passato per trattare il rapporto tra psicologia e discipline umanistiche. Prenderemo in considerazione l’argomento di Dilthey in favore delle “due scienze” e la posizione di C.S. Snow circa l’esistenza delle “due culture”, che offrono modelli leggermente diversi rispetto alla relazione tra scienza e discipline umanistiche. Discuteremo poi l’applicazione di questi modelli alla psicologia, seguendo dapprima lo stesso Dilthey per poi considerare il modello di Sigmund Koch, mettendo in risalto le loro affinità con le descrizioni correnti del progetto delle _Psychological Humanities_. Discuteremo poi la necessità di una nuova denominazione per questo progetto per richiamare l’attenzione sul rischio che le _Psychological Humanities_ possano esibire una propria forma di presentismo mentre criticano il presentismo della scienza psicologica “mainstream”. _Parole chiave_: Psychological Humanities; Wilhelm Dilthey; C.P. Snow; Sigmund Koch; Psicologia filosofica e teoretica. (shrink)

Le site d'éditeur indique : "Se il reale fosse semplice, non avremmo molto da pensare, saremmo di fronte alle parti ultime, agli elementi fondanti dell'essere; la complessità è dunque la vera causa, e il vero oggetto, del pensiero umano, sfida indefinitamente aperta per ricondurre il caos amorfo ad una máthesis universale. Non si può dunque fare la storia della complessità, si dovrebbe ripensare tutto il pensiero. Il non potere dire tutto non ci esime, tuttavia, dal dire qualcosa. Il tema della (...) complessità è attualmente oggetto di molte riflessioni da parte di studiosi di discipline tanto scientifiche quanto umanistiche. Il termine è utilizzato con sempre maggiore frequenza e di-mestichezza in diversi contesti di discussione e in numerose pubblicazioni, scientifiche e non, che negli ultimi decenni hanno trattato il tema, rischiando anche, talvolta, di contribuire a generare incertezza sulla corretta accezione. Sebbene l'uso 'popolare' del termine, riferito a situazioni di vita quotidiana, sia normalmente associato a problematiche di difficile se non di impossibile soluzione, l'accezione tecnica, propria degli studiosi di questa o quella disciplina, realizza invece un gradiente ampio di significati, non sempre sovrapponibili, e difficilmente riconducibili ad un comune denominatore. L'opera, nell'auspicio di offrire uno stimolo al lettore, sollecitandolo soprattutto a lasciarsi coinvolgere nell'appassionante dibattito che mette a confronto matrici culturali diverse, intende, innanzitutto, riconoscere la rilevanza del contributo di ogni singola prospettiva disciplinare, la cui capacità di andare in profondità e di cogliere aspetti particolari rimane insostituibile; d'altra parte, intende intercettare elementi di comunanza e di convergenza che consentono il recupero di una unitarietà dei fenomeni che sempre più spesso si vede frammentata nella separazione disciplinare, ma che rimane una realtà e forse soprattutto un valore.". (shrink)

In questo volume sono raccolti gli scritti frutto della ricerca effettuata nell’ambito del Progetto: “Ontologia Formale e Ontologie: uno Strumento per il Dialogo Interdisciplinare e Interculturale”. Scopo del progetto è mostrare al pubblico intellettuale italiano, sia di estrazione scientifica che umanistica, le potenzialità dello strumento dell’ontologia in generale, e dell’ontologia formale in particolare, per il dialogo costruttivo interdisciplinare e interculturale. Dialogo interdisciplinare per il rapporto fra discipline scientifiche e umanistiche, dialogo interculturale per il rapporto fra le diverse culture (...) e religioni in una società globalizzata. (shrink)

La tecnologia, nel suo significato moderno, č essenzialmente scienza applicata e come tale si basa su conoscenze teoriche. Anche nel Messico pre-coloniale la tecnologia era presente, come risulta chiaramente dall'esistenza di osservatori astronomici e di calendari molto precisi. Una caratteristica generale di questa tecnologia, per altro, č il fatto che essa implicava una gran quantitŕ di conoscenze scientifiche e notevoli abilitŕ costruttive, ma era inoltre tesa a esprimere un ricco ventaglio di significati riguardanti valori umani, il senso della vita e (...) dell'universo, oltre a concezioni etiche. Ciň viene mostrato attraverso la discussione dei due esempi sopra menzionati, ossia gli osservatori e i calendari. (shrink)

The everyday expressions of nursing practices are driven by their entanglement in complex flows of social, cultural, political and economic interests. Early expressions of trained nursing practice in the United States and Europe reflect claims of moral, spiritual and clinical exceptionalism. They were both imposed upon—and internalized by—nursing pioneers. These claims were associated with an endogenous narrative of discipline and its physical manifestation in early nursing schools and hospitals, which functioned as “total institutions.” By contrast, the external forces—diffuse yet (...) pervasive—impacting upon contemporary nursing more closely align with the power dynamics explored in Gilles Deleuze's concept of the Society of Control. The example of sensor technology and telemetric monitoring of nurses’ locations in the clinical setting exemplifies the intense presence of surveillance, performance metrics and the “rationalization” of nursing practice. It falls upon nurses to recognize, accept or challenge these dynamics in order to shape the future of nursing practice into a discipline which embodies our values and priorities. (shrink)

First published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.

Moral Expressivists typically concede that, in someminimalsense, moral sentences are truth‐apt but claim that in some morerobustsense they are not. TheImmodest Disciplined Syntacticist, a species of minimalist about truth, raises a doubt as to whether this contrast can be made out. I here address this challenge by motivating and describing a distinction betweenreduciblyandirreduciblytruth‐apt sentences. In the light of this distinction the Disciplined Syntacticist must either adopt a moremodestversion of his theory, friendlier to Expressivism, or substantially modify it, abandoning one of (...) its central conditions on truth‐aptness. One natural and promising such modification, thePure Discipline View, is described and its implications for an understanding of Expressivism briefly discussed. (shrink)

This paper focuses on two highly publicized formal trade-offs in the field of responsible artificial intelligence (AI) -- between predictive accuracy and fairness and between predictive accuracy and interpretability. These formal trade-offs are often taken by researchers, practitioners, and policy-makers to directly imply corresponding tensions between underlying values. Thus interpreted, the trade-offs have formed a core focus of normative engagement in AI governance, accompanied by a particular division of labor along disciplinary lines. This paper argues against this prevalent interpretation by (...) drawing attention to three sets of considerations that are critical for bridging the gap between these formal trade-offs and their practical impacts on relevant values. I show how neglecting these considerations can distort our normative deliberations, and result in costly and misaligned interventions and justifications. Taken together, these considerations form a sociotechnical framework that could guide those involved in AI governance to assess how, in many cases, we can and should have higher aspirations than the prevalent interpretation of the trade-offs would suggest. I end by drawing out the normative opportunities and challenges that emerge out of these considerations, and highlighting the imperative of interdisciplinary collaboration in fostering responsible AI. (shrink)

Gorman proposes to investigate historical practice under the rubric of a philosophy of disciplines. Such philosophy must first “recover historically” the self-constitution of the discipline in order then to appraise its procedures for warranting claims. Gorman's concept of discipline would have profited from consulting the substantial body of empirical research and theory regarding disciplinarity, and his “historical recovery” of the discipline of history leaves a lot to be desired. These insufficiencies vitiate the interesting arguments he has to (...) offer concerning the question of the truth-claims of whole historical accounts. A better reconstruction of disciplinarity might also have provided him with stronger rejoinders to the postmodern challenge to historical practice that he sees himself called to rebut. (shrink)

Contract cheating services are marketing to students at discipline level, using increasingly sophisticated techniques. The discipline level reach of these services has not been widely considered in the academic integrity literature. Much of the academic understanding of contract cheating is not discipline specific, but the necessary solutions to this problem may need to vary by discipline. This paper reviews current knowledge about contract cheating services at the discipline level, including summarising four studies that rank the (...) relative volume of contract cheating within different academic disciplines. The reviewed studies show high volumes of contract cheating transactions in the disciplines of Business and Computing. Examples of discipline level contract cheating research and service advertising are provided. The main contribution of the paper is an analysis of the discipline level reach by contract cheating services as seen through an analysis of Google search results from the United Kingdom. This analysis of 19 discipline groups uses measures of organic search engine results, paid results and competition. Three discipline groups are shown as currently being heavily exploited by essay mills; these are: Architecture, Building and Planning, Computer Science and Law. In addition, the discipline group of Creative Arts and Design is shown to be at risk of future exploitation. The paper recommends that academics are made aware about continual change in the contract cheating industry including the involved marketing taking place at discipline level. The paper concludes with a call to action for academia to develop discipline specific solutions to contract cheating. (shrink)

In this paper I argue that Kant develops, in a number of texts, a detailed three stage theory of moral development which resembles the contemporary accounts of moral development defended by Lawrence Kohlberg and John Rawls. The first stage in this process is that of physical education and disciplining, followed by cultivating and civilising, with a third and final stage of moralising. The outcome of this process of moral development is a fully autonomous person. However, Kant’s account of moral development (...) appears to be in tension with other elements of his moral philosophy. I identify two such tensions, which I call the knowledge and revolution tensions, and show why these tensions are illusory. As such, a proper understanding of Kant’s theory of moral development, far from exposing genuine tensions, helps rather to deepen our understanding of Kant’s moral philosophy. (shrink)

This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article (...) also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'. (shrink)

This article explores disciplinary approaches to educational studies over the past fifty years, in particular those developed by exponents of the 'foundation disciplines' of history, philosophy, psychology and sociology. It investigates the establishment of the disciplines during the first half of the period, and their consolidation, survival, and adaptation since the 1970s in a rapidly changing educational and political context. The nature of the contribution of the disciplines, both separately and together, to the study of education is assessed. The article (...) also considers the role of the disciplines in stimulating a pluralist and eclectic approach to the study of education, as opposed to the notion of a unitary and autonomous field of knowledge represented as 'educational research'. (shrink)

This comment text brings, at the end, a part of Surveiller et Punir (Discipline and Punish), which has not been translated into Portuguese and does not appear in more than 40 editions of the Brazilian translation. It is on the back cover of the original in French, as if it were an afterword, signed by the author himself, Michel Foucault, which more than 40 years ago published by Editions Gallimard, his first copies in February 1975. Two years later, the (...) Brazilian version was published, but without this part which contains the reflection that Foucault invites us to think about at the end of his work:“Can the genealogy of modern morality be drawn from a political history of bodies?”(Foucault, 1975, p. 318, my translation). In addition to this absence, in the text in Portuguese, we have to think about why Foucault chose to put it in the final part of the book? (shrink)

Are the disciplines of education ghosts of a productive past or creative and useful forms of inquiry? Are they in a demographic and organisational crisis today? The contribution of the ‘foundation disciplines’ of sociology, psychology, philosophy, history and economics to the study of education has always been contested in the UK and in much of the English-speaking world. But such debates are now being brought to a head in education by the demographic crisis. Recent research has shown that with the (...) an ageing population of education academics, in ten years' time, there could be very few disciplinary specialists left working within faculties of education in UK universities. But does that matter and is the UK no more than a special case? How does this ‘crisis’ look from Europe where the disciplines of education are more embedded, and from the USA with its more diverse higher education system? In this book, leading scholars – including A.H. Halsey, David Bridges, John Furlong, Hugh Lauder, Martin Lawn and Sheldon Rothblatt – consider the changing fortunes of each discipline as education moved away from the dominance of psychology in the 1930s, 1940s and 1950s as a result of the growing importance of the other disciplines and new social questions, and how the changing epistemological and political debates of the last twenty years haves resulted in their progressive demise. Finally, the book confronts the question as to whether the disciplines have a place in education in the twenty-first century. The book brings the coming crisis into the public view and explores the issue of the past, current and future relevance of the disciplines to the study of education. It will be of interest to all international academics and researchers in the field of education and the contributory disciplines as well as to students on educational research methods courses. (shrink)

This paper starts from the point in the early 1970s at which educational theory and research was temporarily structured under the ‘foundation’ disciplines of psychology, sociology, philosophy and history of education. It observes the way the intellectual resources of educational research have become enlarged and enriched and these disciplines themselves fragmented and hybridised to a degree that prompts talk not just of interdisciplinarity but of ‘postdisciplinarity’. The paper argues, however, that without discipline, in the sense of a shared language, (...) a rule governed structure of enquiry—something ‘systematic’—we lose the conditions that make a community of arguers possible. Further, we lose the basis for the special claim which research might otherwise make on our attention and on our belief. (shrink)

Why do many societies moralize apparently harmless pleasures, such as lust, gluttony, alcohol, drugs, and even music and dance? Why do they erect temperance, asceticism, sobriety, modesty, and piety as cardinal moral virtues? According to existing theories, this puritanical morality cannot be reduced to concerns for harm and fairness: It must emerge from cognitive systems that did not evolve for cooperation (e.g., disgust-based “purity” concerns). Here, we argue that, despite appearances, puritanical morality is no exception to the cooperative function of (...) moral cognition. It emerges in response to a key feature of cooperation, namely that cooperation is (ultimately) a long-term strategy, requiring (proximately) the self-control of appetites for immediate gratification. Puritanical moralizations condemn behaviors which, although inherently harmless, are perceived as indirectly facilitating uncooperative behaviors, by impairing the self-control required to refrain from cheating. Drinking, drugs, immodest clothing, and unruly music and dance are condemned as stimulating short-term impulses, thus facilitating uncooperative behaviors (e.g., violence, adultery, free-riding). Overindulgence in harmless bodily pleasures (e.g., masturbation, gluttony) is perceived as making people slave to their urges, thus altering abilities to resist future antisocial temptations. Daily self-discipline, ascetic temperance, and pious ritual observance are perceived as cultivating the self-control required to honor prosocial obligations. We review psychological, historical, and ethnographic evidence supporting this account. We use this theory to explain the fall of puritanism in western, educated, industrialized, rich, and democratic (WEIRD) societies, and discuss the cultural evolution of puritanical norms. Explaining puritanical norms does not require adding mechanisms unrelated to cooperation in our models of the moral mind. (shrink)

Moral Expressivists typically concede that, in some minimal sense, moral sentences are truth-apt but claim that in some more robust sense they are not. The Immodest Disciplined Syntacticist, a species of minimalist about truth, raises a doubt as to whether this contrast can be made out. I here address this challenge by motivating and describing a distinction between reducibly and irreducibly truth-apt sentences. In the light of this distinction the Disciplined Syntacticist must either adopt a more modest version of his (...) theory, friendlier to Expressivism, or substantially modify it, abandoning one of its central conditions on truth-aptness. One natural and promising such modification, the Pure Discipline View, is described and its implications for an understanding of Expressivism briefly discussed. (shrink)

It is generally acknowledged that school discipline is failing. Through a comparison of two very different disciplinary situations, I inquire into possible causes of failure and conditions of success. The argument is made that if discipline is to succeed, students must believe in and identify with the goals it is designed to support. Questions are raised as to just how embracing (pervasive throughout school life), lofty (transcending the classroom), and moralized (emphasizing social over personal) such goals should be. (...) Without specifying the ideal scope and content of an educational mission, I conclude that a moral component is both practical and proper; for it responds to a child's aspirations, builds self-esteem, and provides the social 'glue' that binds members of a society. (shrink)

Journal of Philosophy of Education, EarlyView.

In this chapter I highlight the apparent tensions between Kant’s very stringent critique of metaphysical speculation in the “Discipline of Pure Reason” chapter and his endorsement of Belief (Glaube) and hope (Hoffnung) regarding metaphysical theses in the subsequent “Canon of Pure Reason.” In the process I will examine his distinction between the theoretical and the practical bases for holding a “theoretical” conclusion (i.e. a conclusion about “what exists” rather than “what ought to be”) and argue that the position is (...) subtle but coherent. In the second part of the paper I focus on Kant’s account of rational hope in the Doctrine of Method: its nature, scope, conditions, and role in the philosophy of religion generally. (shrink)

We tend to assume that our map of the intellectual disciplines is valid cross-culturally. G. E. R. Lloyd challenges this in relation to eight main areas of human endeavour, namely philosophy, mathematics, history, medicine, art, law, religion, and science, by examining how the disciplines were conceived and developed in different times and places.

In this article, the concept of school discipline will be explored in relation to that of educational interest. Initially, Clark’s account of two different kinds of school order (discipline and control) will be explained. The interest-based theory of school discipline advanced by Pat Wilson will thereafter be analysed. It will be argued that both these scholars persuasively explain how school discipline may follow when learning activities are successfully married to pupil interests and experiences. However, it will (...) be maintained that the epistemic position adopted by Wilson is problematic. Although Wilson suggests that Richard Peters placed too great an educational emphasis on initiating pupils into public traditions of knowledge, it is here claimed that Wilson did not value that development enough. With reference to Whitehead, it is concluded that discipline in schools ought to be arranged so as to help pupils foster wisdom for life, as this concept integrates liberal knowledge and educational interest. (shrink)

This paper notes how Jim influenced my own use of Foucault and also focuses on two of James Marshall's New Zealand oriented texts. In the first, Discipline and Punishment in New Zealand Education he provides a Foucauldian genealogy of New Zealand approaches to both punishment and discipline, in particular corporal punishment. The second, his 1996 book co‐written with Michael Peters, Individualism and Community: Education and Social Policy in the Postmodern Condition, analyses political philosophy and social and educational policy (...) as New Zealand changed from being a welfare state since the 1930s to a neoliberal one since the mid 1980s. Foucauldian understandings about power, bio‐power, governmentality, autonomy and subjectivity are brought to bear in their analysis. (shrink)

This essay highlights the influential role played by epistemological nativism in the disciplining of tradition in modern China. Chinese epistemological nativism is the view that the articulation and development of China’s intellectual heritage must draw exclusively on the paradigms and norms of so-called indigenous/local or China-based perspectives. Two case studies are presented to reveal some of the conundrums that confront the disciplining of tradition in modern China: Chinese philosophy and guoxue or National Studies. These case studies also provide an opportunity (...) to reflect on the implications this has for tradition’s place in Chinese modernity.In the case of the discipline of Chinese philosophy the role of epistemological nativism is evident in widespread calls to return Chinese philosophy to some pristine form, predating its encounter with “Western” philosophy; and in the continued refusal to acknowledge and engage the intellectual diversity of the traditions that contribute to Chinese philosophy’s composite identity. To illustrate this latter claim, I focus on the prominent example of Buddhist philosophy and its Indian roots.As for the second case study, National Studies has been revived as a discipline, marked as distinct from all other disciplines, because of claims that it represents a holistic body of learning. National Studies’ connection with various traditions of premodern learning is premised on the romantic conceit that these traditions of premodern learning somehow constituted a holistic, even organic, body of learning. The conundrum for contemporary guoxue protagonists, who present guoxue as a holistic body of learning, is that the stronger the claim made that guoxue warrants disciplinary status—and hence to be subjected to disciplinary subdivision—the weaker the case that guoxue is a holistic body of learning. This situation is further exacerbated by the fact that guoxue is an invented tradition. (shrink)

The origin and the development of scientific disciplines has been a topic of reflection for several decades. The few extensive case studies support the thesis that scientific disciplines are not monolithic structures but can be characterized by distinct social, organizational and scientific–technical practices. Nonetheless, most disciplinary histories of genetics confine themselves largely to an uncontested account of the content of the discipline or occasionally institutional factors. Little attention is paid to the large number of researchers who, by their joint (...) efforts, ultimately shaped the discipline. We contribute to this aspect of disciplinary historiography by discussing the role of women researchers at the Institute for Heredity Research, founded in 1914 in Berlin under the directorship of Erwin Baur, and the sister of the John Innes Institute at Cambridge. This paper investigates how and why Baur built a highly successful research programme that relied on the efforts of his female staff, whose careers, notably Elisabeth Schiemann's, are also assessedin toto. These women undertook the necessary ‘technoscience’ and in some cases innovative work and helped increase the prestige of the institute and its director. Together they played a pivotal role in the establishment of genetics in Germany. Without them the discipline would have developed much more slowly and along a divergent path. (shrink)

This article addresses the way in which therapeutic practice in an English prison creates conditions whereby both prisoners and prison officers are caught up in networks and relationships of power that contribute to the constitution of particular subjects. The development of therapeutic practice, in relation to prisons and probation, is described and contextualised. Subsequently, the practices of group therapy in operation at Grendon prison - a rather unique institution built on principles of therapeutic community – are analysed with a focus (...) on five ”practices of moulding,” namely, naming, confession, assessment and surveillance, tolerance and participation. The argument that psychotherapy, under conditions of imprisonment, is a form of repression or social control is discussed and dismissed as too simple a model to account for the relations of power and constitutive practices that effect all participants, not only prisoners. Members of staff, as well as prisoners, are shown to be caught up in the disciplinary web. Discipline, as opposed to control, is advocated as a more appropriate concept for understanding therapeutic practices in prison. The work of Thomas Mathiesen, on the concept of synoptic power, is introduced to help illustrate these dynamics. The article represents a shift in my own thinking, from scepticism to a pragmatic idealist position, that creates space for institutions like Grendon to be imagined as potential least worst options for people convicted of offences and obliged to serve “time”. It is my hope, argued for in the article, that Grendon can be conceived of as a “visionary space” with emancipatory potential. (shrink)

Discipline and passion: meaning, masochism and mythology in popular medical romancesThis paper is an interpretive analysis of the discourses within popular romance literature, with a particular focus on the genre that includes constructions of the images of nurses and nursing. An historical contrast is made along with examinations of the uses and meanings encompassed within this body of literature, and its messages for women as nurses as it reflectdcreates societal change. Deviations from the formulaic nature of these works are (...) explored. Discipline and passion are the recurring themes evident throughout in juxtapositions of romance and power differentials in the hospital/medical scene. The soft‐core, sado‐masochistic images evident in many titles are explored in a way that raises questions about sexuality, romance, nursing mythology, and the future of this sub‐genre of the popular romance. (shrink)

This book describes in detail the attributes of learning communities and how these characteristics help students acquire a sense of moral responsibility and commitment to fellow students. Clifford H. Edwards provides an account of how schools fail to satisfy student needs and thus promote discipline problems.

Debate about 'discipline' in schools almost invariably takes the form of empirical enquiry about which methods are most effective in securing it. This is to neglect a substantial part of the problem - the prior moral issue about the proper way to educate children. The main difficulties here are conceptual. Two rival ways of conceptualising 'educational order' are identified and examined. The received, traditional way is found to be disingenuous, incoherent and unwork-able. The alternative - a reconstructed child-centred approach (...) - escapes these problems and is commended. This conclusion is tested by investigating how each maps on to the project of moral education, for which school discipline is a neglected central arena. (shrink)

What can--and what can't--philosophy do? What are its ethical risks--and its possible rewards? How does it differ from science? In Philosophy as a Humanistic Discipline, Bernard Williams addresses these questions and presents a striking vision of philosophy as fundamentally different from science in its aims and methods even though there is still in philosophy "something that counts as getting it right." Written with his distinctive combination of rigor, imagination, depth, and humanism, the book amply demonstrates why Williams was one (...) of the greatest philosophers of the twentieth century. Spanning his career from his first publication to one of his last lectures, the book's previously unpublished or uncollected essays address metaphysics, epistemology, and ethics, as well as the scope and limits of philosophy itself. The essays are unified by Williams's constant concern that philosophy maintain contact with the human problems that animate it in the first place. As the book's editor, A. W. Moore, writes in his introduction, the title essay is "a kind of manifesto for Williams's conception of his own life's work." It is where he most directly asks "what philosophy can and cannot contribute to the project of making sense of things"--answering that what philosophy can best help make sense of is "being human." Philosophy as a Humanistic Discipline is one of three posthumous books by Williams to be published by Princeton University Press. In the Beginning Was the Deed: Realism and Moralism in Political Argument was published in the fall of 2005. The Sense of the Past: Essays in the History of Philosophy is being published shortly after the present volume. (shrink)

The present study subscribes to efforts undertaken by recent scholarship that focus on bringing out the connections between Song Neo-Confucian and Chan thoughts and practices. It proposes a new exploratory approach in the realm of philosophical ethics, namely a comparative hermeneutics of two Song-dynasty commentaries on the Confucian classic the Zhongyong. This study also puts forward a new Song-dynasty perspective on this text, a point of view common to both the Neo-Confucian and Chan schools, as I will demonstrate, which focuses (...) on emotions and what I call the “interdependent self.” The development of this theme also offers new insight into Neo-Confucian and Chan views of spirituality.Through a case study... (shrink)

Michel Foucault's Surveiller et punir: Naissance de la prison or Discipline and Punish was his first work since his election to the Chair in the History of Systems of Thought at the Collège de France. Soon after his inaugural address, he announced the formation of the organization Groupe d'Information sur les Prisons (GIP). Due to Foucault's visibility as a social activist for prison reform, Discipline and Punish was received not just as a socio‐historical or philosophical analysis but as (...) a work of radical social criticism. This chapter reviews (1) the context in which Foucault wrote this work; (2) its structure and central themes; (3) its initial reception; and (4) its general place in Foucault's oeuvre and its influence. The English publication of Discipline and Punish and the first History of Sexuality gave rise to an entirely new field of inquiry – queer theory. (shrink)