Pierre Bourdieu is one of the world's most important social theorists and is also one of the great empirical researchers in contemporary sociology. However, reading Bourdieu can be difficult for those not familiar with the French cultural context, and until now a comprehensive introduction to Bourdieu's oeuvre has not been available. David Swartz focuses on a central theme in Bourdieu's work—the complex relationship between culture and power—and explains that sociology for Bourdieu is a mode of political intervention. Swartz (...) clarifies Bourdieu's difficult concepts, noting where they have been misinterpreted by critics and where they have fallen short in resolving important analytical issues. The book also shows how Bourdieu has synthesized his theory of practices and symbolic power from Durkheim, Marx, and Weber, and how his work was influenced by Sartre, Levi-Strauss, and Althusser. _Culture and Power_ is the first book to offer both a sympathetic and critical examination of Bourdieu's work and it will be invaluable to social scientists as well as to a broader audience in the humanities. (shrink)

Hospital ehtics committees are often consulted when cmopeting patient interests blur an otherwise clear course of medical treatment. Nowhere is the potential for competing interests greater than in the field of abosterics, wherer obstetricians have traditionally viewed themselves as having two patients: the pregnant woman and the fetus.

ABSTRACT: Abilify MyCite was granted regulatory approval in 2017, becoming the world’s first “smart pill” that could digitally track whether patients had taken their medication. The new technology was introduced as one that had gained the support of patients and ethicists alike, and could contribute to solving the widespread and costly problem of patient nonadherence. Here, we offer an in-depth exploration of this narrative, through an examination of the origins and development of Abilify, the drug that would later become MyCite. (...) This history illuminates how an antipsychotic can become a top-selling drug and maintain its blockbuster status for more than a decade. It also provides a detailed case study for how knowledge is constructed within the logic of biomedical capitalism, providing impetus to reexamine claims regarding how MyCite addresses patient nonadherence, engenders patient support, and is ethicist-approved. (shrink)

I. PERCEPTION AND THE OBJECTS OF PERCEPTION SOME JUDGMENTS OF PERCEPTION G. E. Moore I want to raise some childishly simple questions as to what we ...

Accidents involving large trucks result in significant economic and social costs. As technological solutions have improved, behavioral factors contributing to accidents have risen in importance. The purpose of this research is to investigate how norms, consequences, and personal attitudes influence safety-related ethical judgments and behavioral intentions. The Hunt–Vitell’s theory of ethical decision-making is adapted to test how these factors influence truck drivers’ decisions containing ethical content. Professional truck drivers evaluated decisions presented in two scenarios that included the situation, the decision, (...) and the results. The research found that drivers rely heavily on evaluations of safety norms when forming ethical judgments and behavioral intentions. Further, drivers’ attitudes toward compliance and the effectiveness of safety regulations also influenced decision-making to an extent. Overall, evidence of a refutation of the assumption that a tradeoff exists between operational productivity and safety was discovered. Drivers in this study intended to behave in a certain manner irrespective of time or money pressures. The perceived ethical component of the decision outweighed regulatory and economic consequences under a range of parameters. (shrink)

The Trump presidency has been remarkable in its attacks on many mainstream institutions. It has tapped populist sentiment that reflects little confidence in the key decision-making centers in American society. Higher education has not escaped this attack. Indeed, criticism of the academy has gone well beyond the debated policies of affirmative action and political correctness to the very status of expert knowledge itself, questioning what is legitimate knowledge. Claims of “false data” and “alternative facts” parade in the public arena without (...) the benefit of reasoned scholarship that might separate fact from fiction. Nowhere is this more obvious than in the attack on science, particularly scientific research focusing on environmental issues and climate change. Nonetheless, a small number of academicians—supposed arbiters of truth—advocate for Trump. How does one explain this apparent anomaly? Why would scholars support a president and populist movement that attack the very foundations of their professional life: knowledge and expertise? I have identified 103 such professors who offer their public support of Trump through blogs, essays, op-ed pieces, public lectures, tweets, YouTube videos, and even a couple of trade books. These are public intellectuals who intervene beyond the classroom and laboratory to promote a political agenda that is supportive of Trump. They are public advocates for Trump: academic Trumpists. Who are these individuals? Where do they teach? What do they teach? What kinds of connections external to the academy do they cultivate? How do they justify their support of Trump? This article offers some answers to these questions. It draws inspiration from Bourdieu’s field analysis of the politics of higher education and the sociology of conservative intellectuals. (shrink)

The Concept of Physical Law is an original and creative defense of the Regularity theory of physical law, the concept that physical laws are nothing more than descriptions of whatever universal truths happen to be instanced in nature. Professor Swartz clearly identifies and analyzes the arguments and intuitions of the opposing Necessitarian theory, and argues that the standard objection to the Regularity theory turns on a mistaken view of what Regularists mean by 'physical impossibility'; that it is impossible to (...) construct an empirical test that can distinguish between events Necessitarians call 'mere accidents' and those they call 'nornologically necessary', and that the Necessitarian theory cannot account fot human beings' free wills. Other topics in this important work include: the distinction between instrumental scientific laws and true physical laws; the distinction between failure and doom; potentialities; miracles and marvels; predictability and uniformity; statistical and numerical laws; and necessity-in-praxis. (shrink)

Within metaphysics, there are two competing theories of Laws of Nature. On one account, the Regularity Theory, Laws of Nature are statements of the uniformities or regularities in the world; they are mere descriptions of the way the world is. On the other account, the Necessitarian Theory, Laws of Nature are the “principles” which govern the natural phenomena of the world. That is, the natural world “obeys” the Laws of Nature. This seemingly innocuous difference marks one of the most profound (...) gulfs within contemporary philosophy, and has quite unexpected, and wide-ranging, implications. (shrink)

This article offers an analysis of a continuum along which interactive, participatory and emancipatory inquiries may be placed in critical qualitative research with a social justice focus. It draws on critical distinctions to make the argument that labelling research ‘participatory’ hides both interactive approaches and those that might be seen to be emancipatory in the vein of Paolo Freire and Stanley Biggs. To support the argument for a continuum of engaged research, four recent research studies from South Africa, Cameroon, Nigeria (...) and Sierra Leone that address youth marginality and views on an array of topics are discussed with a view to articulating divergences and convergences in approaches. Included are considerations around adapting research for specific audiences and participants, the location of power, research ethics, as well as the demystification and democratisation of knowledge ownership and generation, and the nature of collaboration. The article offers tentative criteria by which research may be located along the suggested continuum and argues that an emancipatory approach, whilst being key to bringing about change or freedom, is a difficult but not impossible aim to achieve in research. (shrink)

A volume in Landscapes of Education. In From Socrates to Summerhill and Beyond: Towards a Philosophy of Education for Personal Responsibility, Ronald Swartz offers an evolving development of fallible, liberal democratic, self-governing educational philosophies. He suggests that educators can benefit from having dialogues about questions such as these: 1). Are there some authorities that can be consistently relied upon to tell school members what they should do and learn while they are in school? 2.) How should the imagination of (...) social theorists be both used and checked in the development and implementation of innovative educational reforms? 3.) How can teachers in personal responsibility schools help their students learn? These questions are representative of problems that Swartz raises in his book. Swartz identifies four educational programs as personal responsibility schools. These are Little Commonwealth (Homer Lane); Summerhill (A.S.Neill); Orphans Home (Janusz Korczak) and Sudbury Valley School (Daniel Greenberg). Swartz then suggests that these learning environments create social institutions that are liberal, democratic, and self-governing and therefore endorse the policy of personal responsibility. This policy states: All school members, students included, are fallible authorities who should be personally responsible for determining their own school activities and many policies that govern a school. Schools which incorporate this policy can interchangeably be referred to as personal responsibility, self-governing, or Summerhill style schools. In providing an historical and philosophical understanding of Summerhill style schools, Swartz suggests that these educational alternatives have intellectual roots in the ideas associated with Socrates as portrayed in Plato's Apology. Specifically, in personal responsibility schools teachers are not viewed as authorities who attempt to transmit wisdom to their students. Rather, self-governing schools follow the Socratic tradition which claims that teachers can be viewed as fallible authorities who attempt to engage students in dialogues about questions of interest to students. The interpretation of Plato's works used by Swartz can be found in Karl Popper's The Open Society and Its Enemies. Swartz has also been significantly influenced by the educational writings of Bertrand Russell and Paul Goodman. Goodman's Compulsory Miseducation makes it clear that schools which follow in the tradition of Summerhill compete with the educational programs that are an outgrowth of John Dewey's writings. In summary, Swartz's book aims to engage educators in dialogues that will lead to improved educational theories and practices. (shrink)

Within this important and insightful book, Sally Swartz introduces readers to early entanglements of psychoanalytic theory with colonialism, and how it has led to significant and long-lasting implications for psychoanalysis.

The counterintuitive, radical message of Vedanta, the ancient science of self-inquiry, is that reality is non-dual consciousness. What this means and how it benefits people in their quest for freedom from limitation is the subject of this inspirational book. In an accessible style, James Swartz's new book develops teachings introduced in his popular first one, How to Attain Enlightenment, covering topics such as values and the enlightened person, dharma and the essence of enlightenment, and the relationship between consciousness, the (...) individual, and the total. Demystifying enlightenment, Swartz makes Vedanta understandable to all. (shrink)

The fall of the former Soviet Union and the opening of the countries of Eastern Europe has prompted examination of why central planning failed, why capitalism with all its faults is succeeding, and what actions and institutions are necessary to move command economies toward successful, sustainable market economic systems. As they privatize State Owned Enterprises (SOE's) expectations are that the companies will function with the success experienced by western companies. Governments hope to derive tax revenue from company profits and expect (...) companies to provide jobs. Effecting the change is, however, far greater than changing the name plate on the door. Transition success will hinge upon institutional and infrastructure changes that need to be wide-spread. The ethical quagmire is that without changes in the infrastructure of the command economy system private enterprise is doomed to fail. Governments will then be deprived of the anticipated revenue streams emanating from businesses. Governments may then not be able to fulfill the economic and social expectations of their citizens. This would be not only counter-productive for businesses and government but also confusing and bewildering to the general populous. This paper explores structural impediments in transition economies and discusses how each blocks and distorts the formation of a true market economy. (shrink)

The state and the social community.--The new politics.--Some essential distinctions.--Spiritual forces and dangers.

Social signaling models predict that subtle variation in climatic temperature induces systematic changes in expressed cognition. An experiment showed that perceived room temperature was associated with variability in self-descriptions, social reactions of others, and desiring differing types of social networks. The findings reflect the tendency to inflate capacity demonstrations in warmer climates as a result of the social networking opportunities they enable.

Suppose it were known, by someone else, what you are going to choose to do tomorrow. Wouldn't that entail that tomorrow you must do what it was known in advance that you would do? In spite of your deliberating and planning, in the end, all is futile: you must choose exactly as it was earlier known that you would. The supposed exercise of your free will is ultimately an illusion. Historically, the tension between foreknowledge and the exercise of free will (...) was addressed in a religious context. According to orthodox views in the West, God was claimed to be omniscient (and hence in possession of perfect foreknowledge) and yet God was supposed to have given humankind free will. Attempts to solve the apparent contradiction often involved attributing to God special properties, e.g. being 'outside' of time. However, the trouble with such solutions is that they are generally unsatisfactory on their own terms. Even more serious is the fact that they leave untouched the problem posed not by God's foreknowledge but that of any human being. Do human beings have foreknowledge? Certainly, of at least some events and behaviors. Thus we have a secular counterpart of the original problem. A human being's foreknowledge, exactly as would God's, of another's choices would seem to preclude the exercise of human free will. Various ways of trying to solve the problem – e.g. by putting constraints on the truth-conditions for statements, or by 'tightening' the conditions necessary for knowledge – are examined and shown not to work. Ultimately the alleged incompatibility of foreknowledge and free will is shown to rest on a subtle logical error. When the error, a modal fallacy, is recognized, and remedied, the problem evaporates. (shrink)

As children in elementary school we were taught to recite the alphabet in order: “Aay, Bee, See, Dee, Eii, Eff, Ghee, Aaych, …, Why and Zee”. There is nothing natural about this particular ordering: it is strictly a matter of convention. (When and where it was settled upon I haven’t the remotest notion.) Then, having mastered the ordering, we were taught to apply that knowledge to alphabetize lists of words. The procedure is surprisingly complex, and its mastery by mere eight-year (...) olds attests to the elevated intellectual capacities of human beings. One merely has to try to write down the procedure in a flow chart to see how complex it truly is. In any event, most of us probably emerged from the exercise of learning to use a dictionary believing that we knew all there is to know about alphabetizing. If only that were all there is to it. The trouble is that our third-grade teachers had not reckoned on our having to program computers to alphabetize.. (shrink)

This study contains a critical edition of Ibn al-Jawzī’s Kitāb Akhbār as-Sifāt along with an annotated translation and introduction. KAS is primarily a critique of anthropomorphic conceptions of God, directed against fellow Hanbalis and traditionalists generally. It sheds important new light on the intellectual fault-lines within medieval Hanbalism, and reveals the extent to which kalām had penetrated the school by the 12th century.

[1] The venerable question "Why is there anything (rather than nothing) at all?" has become particularly topical after a long absence from the philosophical scene. In 1981, it elicited a novel, and rather startling, response from Robert Nozick (Nozick 1981: 115-64). Since then, it has received steady attention from a number of astrophysicists, in particular, those promoting one version or another of an Anthropic Principle (see e.g. Barrow et al. 1986). [2] In the midst of this activity, a small volume (...) by Nicholas Rescher has appeared, The Riddle of Existence . In it, Rescher echoes approvingly Heidegger's claim that this is `the most fundamental question of metaphysics' and accordingly undertakes (what he has described privately.. (shrink)

This article draws on ethnographic research with a nonprofit foster family agency to examine how payment affects caregivers’motivations and performance, as well as how state bureaucratic organization and professional supervision affect their carework. Findings suggest that contrary to conventional thought, economic interests and altruistic motives coexist for foster mothers. Although monetary compensation is a concern for these mostly working-class women, impetus for caring also stems from traditional gendered ideals of mothering, nurturing, and staying at home with their biological children. However, (...) state regulations and rules intervene in foster mothers’parenting and private lives and undermine their intrinsic motivations and rewards. The conclusion reflects on what this case reveals about the challenges of paid carework, especially under conditions of government supervision and regulation. (shrink)

The Anthroposophical Society in Sweden is, in the view of many of its members, going through tough times. Times of crisis and the search for a collective identity often inspire the formation of ideological rifts within a larger religious community. One way of responding to challenges is by turning to doctrines and texts stemming from a purportedly pristine past for guidance – in other words, by developing a fundamentalist discourse. A striking fact about the Anthroposophical Society, in Sweden as well (...) as internationally, is that such returns to a set of canonical texts by the founder of the movement appear to be self-defeating. There are deeply rooted structural features within the Anthroposophical Society as an institution that impede any one voice from gaining significant traction and imposing a collective identity upon the movement. This article uses the example of the Anthroposophical Society in Sweden and the conundrum it repeatedly faces when addressing a perceived crisis in order to formulate a model of charismatic leadership that more generally accounts for the lack of success of fundamentalist discourses in religious movements with certain types of organisational culture. (shrink)

There has been an outpouring of research on right-wing populist conservatism since the advent of the Trump presidency and right-wing movements in Europe. Yet, little research has been devoted to divisions among conservatives themselves, especially among conservative academics. Although Trump has maintained remarkable unity within the Republican Party for electoral reasons, he has fostered sharp divisions among conservative intellectuals and academicians. This article compares 102 politically conservative professors who are Trumpists and 80 conservative professors who are anti-Trumpists. All 182 function (...) as public intellectuals who advocate their views in print and digital media. Drawing on recent research in the sociology of intellectuals and particularly Pierre Bourdieu’s analytical field perspective, this article proposes a fielding political identities and practices framework to show how these two groups of professors (Trumpists and anti-Trumpists) differ in where they teach, their intellectual orientations, their scholarly productivity, where they network with think tanks, scholarly professional associations, and government agencies, and their stances on key issues surrounding the Trump presidency. The academic Trumpists embrace the right-wing populist wave mobilized by Trump and the conservative academic critics resist this move. This polarization of views between these two groups of conservative professors is enduring and rooted in two distinct social networks that connect positions in the academic field to affiliations with think tanks, government agencies, and professional associations in the field of power that reinforce their respective political identities. This research contributes to political sociology, the sociology of intellectuals, and the sociology of conservative politics in American higher education. (shrink)

Marcus J. is a mathematician extraordinaire. Because it is no longer politically correct to use ivory, the tower in which he is hermetically sealed is made of recycled plastics. In his tower, walled off from the rest of the world, he pursues mathematics. Having started out modestly with theorizing that flipping two coins will yield two heads with a probability of 25%, he has lately gone on to more ambitious projects. Most recently he has published a paper, earning wide acclaim, (...) in which he has theorized that, since there are exactly four possible pairings (female-female; male-male; female-male; and male-female) of adult human beings, there is, then, a 25% probability that a household is headed by two women; a 25% probability that a household is headed by two men; and a 50% probability that a household is headed by one man and one woman. (shrink)

Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the “sting of a bee” for all those who wear the intellectual fashions of the day. To most of Agassi’s students he is known primarily as an exemplary model of the Socratic teacher. The question of most urgency for educators today who care (...) about the intellectual development of students is: How do we make ready our educational institutions for more Socratic teachers? The philosophical or theoretical question is: Why do we want Socratic teachers? In outline, of the many of Agassi’s educational essays selected for this book, Agassi answers those questions: authoritarianism (or anti-democracy) blocks the democratic reform of educational institutions where Socratic teachers and students could find a safe haven; and, Socratic teaching is the main anti-dote to authoritarianism. The removal of authoritarianism from education also removes the hazard that education has become to students; to their happiness, creativity, and dignity as autonomous individuals. See Less Copyright Year: 2014 E-Book (PDF) Availability: Published ISBN: 978-94-6209-626-4 Publication date: 01 Jan 2014 Hardback Availability: Published ISBN: 978-94-6209-624-0 Publication date: 01 Jan 2014 Paperback Availability: Published ISBN: 978-94-6209-623-3 Publication date: 01 Jan 2014 Login via Institution Prices from (excl. shipping): -/- $56.00 -/- ​ Available formats Add to Cart View PDF Flyer Get Permissions. (shrink)

There appears to be a certain presumption of innocence involved in the asking of questions, versus a contrary presupposition of authority involved in answering them. Has anyone ever tried to put into question the question's presupposition of innocence? Just what is implied in a question? And to what extent does what is implied in a question determine its answer? In what follows, I draw attention to the role questions play in determining their possible responses, and, as a consequence, I ask (...) how much we ought to question the questioning method itself as a means of obtaining knowledge. In addition, to draw a kind of parallel, I look at how the questioning method pertains to the subject of art, which is to say, to the... (shrink)