of (from Oxford Uehiro Centre for Practical Ethics).

A comprehensive look at the decline of the United States offers non-ideological remedies on how to overcome national self-doubt, reclaim optimism, and secure a prosperous future for American citizens.

One of the greatest challenges facing democracies is how to live together with difference. The growth of globalisation and international migration has presented schools with increased opportunities and challenges related to learning from and living with superdiversity. Yet within current policy settings and educational practices, the alignment between superdiversity and democratic education is not explicitly foregrounded. In this paper I examine how teachers (n = 24) from four superdiverse secondary schools in Aotearoa New Zealand’s responded to growing cultural, linguistic and (...) religious diversity in their classrooms. By examining empirical evidence from teacher’s practices, the paper illustrates how Dewey’s philosophy of learning by living together with difference, placing a priority on shared interests and developing a socio-political awareness of inequalities provides valuable insights for democratic education. The study illustrates the importance of recognising the complexity of interactions in superdiverse contexts and the significant role that teachers can play in creating conditions for inclusive classrooms where democracy can be lived and learned. It also highlights how teachers themselves, can undergo a journey toward developing more inclusive and justice-oriented pedagogical practices that support both Indigenous and ethnic minority groups in their schools. (shrink)

African traditional religion is a highly non-dogmatic spiritual lifestyle that is practiced by millions of people around the world. Some African scholars argue that it is related to the religion practiced by the African Egyptians during the Dynastic Period. This study examines the nature of African traditional religion in an effort to determine the common attributes of the religion of the continent. In fact, the focal point of this study is the West African religious experience. To make this examination, the (...) study used an intertextual, soteriological analysis of African traditional religion by isolating key elements in the Yoruba, Dagara, and Ibo cultures. Specifically, this project determined that enough intertextual relations existed in oral and written literatures of the West African people to define a particular and common response to the environment. ;Principal elements isolated included sacrifice, salvation and culture, modes of revelation, divination, and African resilience in the face of invasions, colonization, and various outside religious assaults. The soteriological value of Yoruba, Dagara, and Ibo cultures, particularly as it relates to cosmology, symbolism, and ritual, was found to be the fundamental basis for the African traditional religious moral system. (shrink)

We assert that audit quality can be improved to the extent that social norms for honesty and responsibility are activated in the auditor. To test this assertion, we use an experimental audit market setting found in the literature and manipulate factors expected to activate honesty and responsibility norms in the auditor. We find that auditor misreporting is reduced when the investor is another participant in the experiment rather than computer simulated, and thus, the interests of third-party investors are salient to (...) the auditor. We also find that auditor misreporting is reduced when the auditor is required to sign-off on the audit report, but only when the investor is another participant in the experiment. Consistent with our underlying theory, we find that pre-experimental measures of sensitivity to honesty and responsibility norms help explain the effects of our manipulated variables. Finally, we find that these measures of social norm sensitivity are associated with the moral judgment that auditor misreporting is unethical. Our study helps explain previous anomalous findings in the literature and answers the call in Blay et al. (J Bus Ethics 2017. doi:10.1007/s10551-016-3286-4) for empirical researchers to use social norm theory to develop stronger tests of moral reasoning in the market for auditing services. (shrink)

Vaught's " * -transform method" is applied to derive a global definability theorem of M. Makkai from a classical theorem of Lusin.

We improve a general theorem of J. A. Makowsky which characterizes, for a wide class of languages, those sentences θ such that both $\operatorname{Mod}(\theta)$ and $\operatorname{Mod}(\neg\theta)$ are closed under unions of chains.

In aesthetics and in philosophy generally, Dewey and Heidegger have many surprising convergences. Both find the contemporary world unsuitable for full human flourishing: Dewey because of the separation of art and religion from everyday life; Heidegger because of the disappearance of the sense of Mystery. Both go back to a time before the problems emerged. Both hold for the intentionality of consciousness, the bodily inhabitance of a common world having priority over a sovereign consciousness, the founding role of language in (...) the life-world, the distinction between the art-product and the working of art upon its audience, the founding role of poetry, and the way a sense of the Whole can open up in the working of art. But Dewey, centering upon the aesthetic as integral experience, underscored its linkage with the rhythmic character of the body interacting with the environment, while Heidegger focused upon the sense of the surrounding Mystery. (shrink)

What one takes to be a body is identified initially as what is available to sensing. Sensing and reflecting are not so available. How one conceives of theirrelation admits of at least six possibilities exhibited in the history of philosophy: Hobbesian materialism, Berkleyan idealism, Platonic dualism of soul and body,Aristotelian hylomorphism, Cartesian dualism of thought and extension, and a Leibnizian-Whiteheadian view of psycho-physical co-implication. The latter viewredraws the conceptual map in a way most in keeping with experience as a whole (...) and with neural physiology in particular. (shrink)

Contrary to wide-spread caricatures of Nietzsche, he has definite standards of value that are largely defensible, though on another basis than he provides. Thenadir is the Last Man; the zenith is the Overman. Contrary to the otherworldliness of Plato and the Christian tradition, Nietzsche demands fidelity to the earth anda love of the body. The modern virtue of truthfulness dissolved the tradition, but eventuated in the Last Man who lives in “wretched contentment.” The Overmanrequires organizing the chaos of one’s life (...) and submission to centuries-long practices without contempt for the earth. He demands the unity of conscious and unconscious, sensitivity to beauty, love of each individual thing and the love of eternity. He seeks broad vision grounding the unity of humankind in which each individual can find his or her highest potential. All these are eminently defensible values. (shrink)

Misunderstandings of Hegel have several roots: one is the intrinsic difficulty of his highly technical and interrelated conceptual sets, another is ideological opponents who consequently take statements out of context, and a third is following those of high stature who pass on the misunderstandings. Typical misunderstandings concern freedom and necessity, slavery, that status of the individual, God and the State, facts measuring up to concepts, the relation of rationality and actuality, the status of passion, and, above all, the nature of (...) absolute knowing. Resituating these notions within the whole of the System shows the one-sidedness of typical misunderstandings and opens the way toward appropriation. (shrink)

Hegel and Nietzsche stood opposed to the monastic tradition which they saw as based upon a denial of the intrinsic value of this life. Both sought to install eternity in this life and not seek for it in an afterlife. Central to both, and contrary to common caricatures of Hegel, is the notion of the heart, the aspect of total subjective participation, which is the locus of a fully concrete reason understood in Hegel’s sense. It is also central to Dostoevsky’s (...) Brothers Karamazov where the heart of Fr. Zosima, while yet rooted in the encompassing eternality of God, overcomes the contempt for the earth of Fr. Ferapont and leads Alyosha to embrace his vocation in the world. Hegel developed the fundamental categories that allows us to comprehend the situation. (shrink)

The article reflects on the need for an independent philosophy in relation to faith. After the assimilation of Plato and Aristotle, the official Church tended to attack attempts at independent philosophy as modes of unbelief. But it was precisely independent developments in modern thought that led to the transformation of the ordinary magisterium on certain key questions. Following von Balthasar, the article attempts to make Heidegger’s project our own: to think the ground of metaphysics, and thus of intellect and will, (...) in “the heart” by making use of the seed parables in the Gospels. Taking its point of departure from an analysis of the basic structural features of the field of experience, the text argues for a sympathetic study of the philosophical classics in order to establish a set of critical epicenters in oneself. This furnishes the basis for a dialogical pluralism that will aid in ecumenical dialogue and in the development of the ordinary magisterium. (shrink)

The free spirit is central to Spinoza, Hegel, and Nietzsche. Each of them sees it as linked to the recognition of necessity. They also see freedom in relation to the Totality: God or nature for Spinoza, absolute spirit for Hegel, and for Nietzsche the will to power operating within the eternal recurrence of the same. For all three—especially for Nietzsche who might seem to hold the opposite—the free condition is won through strenuous self-discipline. Further, all three deal with the notion (...) of Being. For Spinoza, the notion of Being as the starting-point is equivalent to substance; for Hegel, Being is empty reference to Totality that affords primordial distance for individual human beings; for Nietzsche, Being is irrelevant emptiness. But it is only Hegel who establishes a ground for individual self-determinationthrough the emptiness of the human reference toward Totality. (shrink)

The notion of Being is central to Hegel as the beginning of the System and to Lonergan as what first arises in the mind. They both ask: how must the cosmos and human society be structured so that rational existence and flourishing are possible? Hegel claims to show the necessarily interlocking set of conditions. Logos-logic underpins the realms of Nature and Spirit that together limn the space of free individual existents. For Lonergan the notion of Being orients us toward the (...) Whole of the proportionate universe, and toward the Transcendent Cause. Inquiry moves from things present to us in sensation to ever broader explanatory modes of things in relation to one another. Through insight, ways of construing the Whole are formed and reformed. Things, scientific systems, and social systems are not static but are on the move in the universe that has the form of emergent probability. (shrink)

By reconsidering the nature of professional work, renowned scholar Douglas E. Mitchell argues for reconceptualizing educational practices and institutional structures in ways that facilitate and protect educator professional responsibility. This book explores ways educators and their political supporters can seize the social and political power necessary to accept professional responsibility for the design of their work environment. Chapters explore how unionization, ethics, public values, political power, school reform, and trust play an important role in the essence of professional responsibility (...) in schools, arguing that we must use organization, management, and accountability mechanisms to encourage responsible civic participation and professional action in support of public education. This new text for graduate studies in teacher and leadership training frames a much needed analysis of where and how professional responsibility for public education is best incorporated into the work roles of teachers, administrators, and university scholars. (shrink)

We discuss the problem of defining the collection of first-order elementary classes in terms of the natural topological space of countable models.

In this book, legal scholars, philosophers, historians and political scientists from Australia, Canada, New Zealand, the United Kingdom and the United States analyze the common law through three of its classic themes: rules, reasoning and constitutionalism. Their essays, specially commissioned for this volume, provide an opportunity for thinkers from different jurisdictions and disciplines to talk to each other and to their wider audience within and beyond the common law world. This book allows scholars and students to consider how these themes (...) and concepts relate to one another. It will initiate and sustain a more inclusive and well-informed theoretical discussion of the common law's method, process and structure. It will be valuable to lawyers, philosophers, political scientists and historians interested in constitutional law, comparative law, judicial process, legal theory, law and society, legal history, separation of powers, democratic theory, political philosophy, the courts and the relationship of the common law tradition to other legal systems of the world. (shrink)

This paper presents an alternative view for understanding abduction as "inference to the best explanation", than can account from the simplest perception to the introduction of any new ideas. Subsequently the view offered is applied to medical practice and some consequences are extracted for it. The discussion is considered in the context of Peirce's theories of men classification, fixation of belief and inquiry.