Conversely to the United States, lobbying consulting in France is a relatively recent activity and is perceived negatively by a majority of the population. Influencing public decision-making is certainly a sensitive occupation at both managerial and societal levels. This is why ethics applied to business can play a central role while establishing the practice of lobbying in France. This paper examines the issues and the practices of ethics in lobbying consulting. The field for this exploratory study is a lobbying consultancy (...) firm based in France. Our research is developed through a 3-month participant observation and complemented with secondary data on the lobbying profession in France. The results of this research are developed along two lines: The practice of ethics in lobbying consultancy firms reveals its limits as well as a framework worth developing. The players and the represented client topics are potential dangers for ethical lobbying firms. This intervention research has nevertheless allowed us to observe the emergence of an effective regulation approach: the ethics of exemplarity as potentially illustrated by a representative actor of the French lobbying consulting profession. The stakes of ethics are both internal and external to lobbying consulting professionals in France. Internally, ethics act as a structuring element enabling this profession to establish itself with practices and deontological codes; externally, it clarifies the relationship between lobbying consultants and their major stakeholders including customers, government, and the civil society. (shrink)

_Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas _is a complex, multisided rethinking of the epistemic matrix of Western modernity and coloniality from the position of border epistemology. Colonial and imperial differences are the two key concepts to understanding how the logic of coloniality creates ontological and epistemic exteriorities. Being at once an enactment of decolonial thinking and an attempt to define its main grounds, mechanisms, and concepts, the book shifts the politics of knowledge from “studying the other” (...) toward “the thinking other”. Addressing areas as diverse as the philosophy of higher education, gender, citizenship, human rights, and indigenous agency, and providing fascinating and little-known examples of decolonial thinking, education, and art, Madina V. Tlostanova and Walter D. Mignolo deconstruct the modern architecture of knowledge—its production and distribution as manifested in the corporate university. In addition, the authors dwell on and define the echoing global decolonial sensibilities as expressed in the Americas and in peripheral Eurasia. The book is an important addition to the emerging transoceanic inquiries that introduce decolonial thought and non-Western border epistemologies not only to update or transform disciplines but also to act and think decolonially in the global futures to come. (shrink)

‘Borders’ will be in the twenty-first century what ‘frontiers’ where in the nineteenth. Frontiers were conceived as the line indicating the last point in the relentless march of civilization. On the one side of the frontiers was civilization; on the other, nothing; just barbarism or emptiness. The march of civilization and the idea of the frontiers created a geographic and bodygraphic divide. Certain areas of the planet were designated as the location of the barbarians, and since the eighteenth century, of (...) the primitives. In one stroke, bodies were classified and assigned a given place on the planet. But who had the authority to enact such a classification, and what was the logic of that classification? Furthermore, the classification of the world by region, and the link established between regions and people inhabiting them, was parallel to the march of civilization and companions of it: on the other side of the epistemic frontiers, people do not think or theorize; hence, one of the reasons they were considered barbarians. (shrink)

This article focuses on the analysis of the geo-politics and body-politics of being, and perception as the key concepts in the decolonial option grounded in the spatiality and corporeality of our cognitive and perceptive mechanisms. Revived spatiality refers in this case not only to a physical space that we inhabit but also to our bodies as specific spatial entities – the privileged white male bodies or the damned, non-white, dehumanized and often gendered and sexualized bodies from the underside of modernity. (...) The article presents a decolonial interpretation of the human/non-human binary aimed at rethinking the fundamental modern/colonial division into anthropos and humanitas and the subsequent animalization of large human groups. The main questions are then what does it mean to be animalized by and in modernity and what ways out are possible, desired and attainable for the dehumanized others? The main goal of the article is to further question liberal Western humanism from a decolonial perspective, without yet dropping this concept altogether, and considering instead another humanism model suggested by Sylvia Wynter. Contemporary critical anti-humanist and “other humanism” theories often find a much more accurate and immediate realization through artistic metaphors and activist art projects than traditional theory, problematizing the border between the human and the animal, the man-made and the natural, the individual and the communal. Therefore, the article dwells at some length on one such project balancing between art and critical anthropology – the works of the Northern Caucasus decolonial artist Taus Makhacheva. (shrink)

Chastʹ 1: Genezis i kont︠s︡eptualʹnye osnovy -- Chastʹ 2: Ontologicheskie aspekty.

Cognitive Science, Volume 45, Issue 11, November 2021.

Twenty “uncontacted” Taromenani were slaughtered and two female children kidnapped in retaliation for the spearing of a couple of “civilized” Huaorani in March 2013. After months of indecision, the government of Ecuador decided to abduct the two little captives and send six warriors to jail for genocide. Each of these actions caused a moral outrage locally, nationally, and internationally. This article explores the complex constructions through which these violent events have come to be understood, both by the Huaorani and by (...) Ecuadorian nationals, and it shows how two broad concerns—“territoriality” and “compensation”—have structured both the violent conflicts discussed and subsequent attempts at peace restoration. The essay concludes with a brief anthropological discussion of the relationship between ontology and politics. Whereas recent theorizations of Amazonian cosmic economies of alterity sharpen our understanding of “the assimilation of the Other as a mode of reproduction,” they tend to obscure the whys and the hows of intra- and intercultural disagreements, as well as the nature of the resort to violence as a way of asserting one's will. (shrink)

This article is intended as a critique of recent theorizations of sexuality and desire, which have led performative theorists to contend that gender is an effect of discourse, and sex an effect of gender. It results from informal discussions between the three authors on the mechanisms through which sexuality gets objectified in modernity. The ideas of influential Western thinkers are confronted with field data on sexuality - as lived and imagined - that the authors have been gathering in Amazonian societies, (...) Trinidad, and on the Internet. Ethnographic data and Western theories about the nature of eroticism are used to argue that the utopian definition of sexuality as sexual desire and will to identity is too divorced from the mundane - love, domesticity and reproduction in a broad sense - and based on a too limited sphere of social experience. Consequently, to apply this definition to how and why humans engage in sexual activity leads to erroneous generalizations. For when encountered ethnographically, sexuality consists of practices deeply embedded in relational contexts. The article concludes with the proposition that debates about the possibilities of human sexuality and of its political intervention will make no significant progress unless we stop repeating that `sexuality is socially constructed', and start looking at the ways in which it is lived as part of everyday social life. (shrink)

In the context of the continuing dominance of delocalised Western feminist theoretical models, which allow the non-Western and not quite Western ‘others’ to either be epistemically annihilated or appropriated, it becomes crucial to look for transformative feminist theoretical tools which can eventually help break the so-called mere recognition patterns and move in the direction of transversal dialogues, mutual learning practices and volatile but effective feminist coalitions. Speaking from the position of postcolonial and postsocialist feminist others vis-a-vis the dominant Western/northern gender (...) studies mainstream, and drawing on examples from a broad range of social contexts (from the Armenian queer social movement to a recent Indian gang rape controversy), the authors of this article address the validity of two such transformative feminist tools: border thinking that operates on a more general theoretical level, and disidentification that offers a more praxial operational realisation of the border principle. (shrink)

More than a decade has passed since North American Indigenous scholars began a public dialogue on how we might “Indigenize the academy.” Discussions around how to “Indigenize” and whether it’s possible to “decolonize” the academy in Canada have proliferated as a result of the Truth and Reconciliation of Canada, which calls upon Canadians to learn the truth about colonial relations and reconcile the damage that is ongoing. Indigenous scholars are increasingly leading and writing about efforts in their institutions; efforts include (...) land- and Indigenous language-based pedagogies, transformative community-based research, Indigenous theorizing, and dual governance structures. Kim Anderson’s paper invites dialogue about how Indigenous feminist approaches can spark unique Indigenizing practices, with a focus on how we might activate Indigenous feminist spaces and places in the academy. In their responses, Elena Flores Ruíz uses Mexican feminist Indigenizing discourse to ask what can be done to promote plurifeminist indigenizing practices and North-South dialogues that acknowledge dynamic Indigenous pasts and diverse contexts for present interactions on Turtle Island. Georgina Tuari Stewart proceeds to describe Mana Wahine indigenous feminist theory from Aotearoa before proceeding to develop a “kitchen logic” of mana, which parallels Anderson’s understanding of tawow. Finally, Madina Tlostanova reflects on how several ways of advancing indigenous feminist academic activism described by Anderson intersect with examples from her own native Adyghe indigenous culture divided between the neocolonial situation and the post-Soviet trauma. (shrink)

As soon as the economy of Kazakhstan is highly resource‐oriented despite numerous efforts to change the structure of the national economy, constant assessment of the scientific and innovation sphere of the country is actual and important. By way of qualitative, quantitative, comparative, and descriptive analysis 13 indicators related to science and innovations were investigated to define the level of scientific and innovative development in Kazakhstan. Science and innovation in Kazakhstan are under‐financed and state‐based financing of innovative activities seems to be (...) ineffective, and the innovations are still unprofitable. The scientific human capital is affected by “brain drain,” when best graduates go into business or leave the country to build careers in better financial conditions. Eight indicators are found to be universal and comparable for various countries, and can be applied with the purpose of defining the level of scientific and innovative development of a country or countries. The results of the study can be applied by governmental officials for developing policies related to science and innovations. The methods, set of indicators, and findings of the study can be used by other researchers for investigating and comparing the level(s) of scientific and innovative development in other country or countries. (shrink)

The problem of formation of professional intercultural competence is relevant in the conditions of post-industrial postmodern society. The article highlights main trends in factors of intercultural competence. The article considers different approaches to determining the foreign language competence of tourism experts to intercultural competence. The analysis of theoretical and methodological approaches gives grounds to define the concept of German-language competence and qualifications of tourism experts. In the context of the study, the features of intercultural competence are identified. The objectives of (...) the article are to determine main aspects of the formation of professional German-speaking competence of future tourism experts. In the course of the research the world and domestic experience of professional competence formation of future tourism experts and formation aspects of foreign language professional competence are analyzed. Also, based on the study, it can be argued that there is no single approach to the future tourism professionals formation of intercultural competence. Methods of analysis, synthesis, a research method and method of content analysis were used in the research. Based on the study, it is proved that levels of intercultural competence are controlled processes in the context of the use of modern educational technologies. Future tourism experts combine knowledge and skills in professional terms to achieve a high level of qualification. The results of the study are the basis for extracurricular activities in the formation of foreign language competence. (shrink)

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence. Assessing trait EI in different populations fosters cross-cultural research and expands the construct’s nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% (...) from Chile, 28% from Peru, and 49% from Spain. The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling and analysis of covariance. Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education, although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy. (shrink)

Positive Youth Development (PYD) is an approach that promotes resilience and focuses on youth strengths rather than their weaknesses as done by the traditional deficit-based perspective. Research in Europe and North America show that developmental assets are associated with school success, psychological well-being, and lower health risks among youth and young adults. However, not much research has been done on these associations in Latin American contexts. The purpose of this research study is to assess the association between substance use behaviors, (...) such as drunkenness and the use of illicit drugs, and mental health, together with the mediating role of developmental assets representing youth strengths (e.g., social competence) and contextual resources (e.g., social support at home or school). Cross-national data was collected from Colombian (n= 210; 70.4% females) and Peruvian(n= 349; 66.5% females) 1st year university students. Results shed light on the protective role of developmental assets regarding substance use behaviors and mental well-being. Specifically, the results showed direct negative associations between developmental assets and substance use behaviors and positive associations of developmental assets with mental health indicators. Internal assets appear to be a stronger predictor of social, emotional, and psychological well-being compared to external assets. We did not find any statistical significance in the association of substance use behavior and mental health. We discuss implications regarding research, policy, and practice. (shrink)

Parental burnout is a unique and context-specific syndrome resulting from a chronic imbalance of risks over resources in the parenting domain. The current research aims to evaluate the psychometric properties of the Spanish version of the Parental Burnout Assessment across Spanish-speaking countries with two consecutive studies. In Study 1, we analyzed the data through a bifactor model within an Exploratory Structural Equation Modeling on the pooled sample of participants obtaining good fit indices. We then attained measurement invariance across both gender (...) and countries in a set of nested models with gradually increasing parameter constraints. Latent means comparisons across countries showed that among the participants’ countries, Chile had the highest parental burnout score, likewise, comparisons across gender evidenced that mothers displayed higher scores than fathers, as shown in previous studies. Reliability coefficients were high. In Study 2, we tested the relations between parental burnout and three specific consequences, i.e., escape and suicidal ideations, parental neglect, and parental violence toward one’s children. The medium to large associations found provided support for the PBA’s predictive validity. Overall, we concluded that the Spanish version of the PBA has good psychometric properties. The results support its relevance for the assessment of parental burnout among Spanish-speaking parents, offering new opportunities for cross-cultural research in the parenting domain. (shrink)

“Only connect …,” the epigraph of Forster's Howards End, offers itself as a model of moral diplomacy. The efficacy of genuine human connection—whether it takes the form of creative action or of decent human relations—in containing and civilizing force is an idea that informs the novel's conception of what constitutes and ensures civilized life. Forster regarded propriety and convention as expressions of force and so applauded any assault on conventional feeling as an act of moral heroism. This essay introduces the (...) third installment of the Common Knowledge symposium “Peace by Other Means”: it explores and indeed extols the moral efficacy of connection in containing force and resolving conflicts, but it also contemplates the obstacles to connection, which Forster dramatizes with his characteristic honesty. (shrink)

Rival Enlightenments, first published in 2001, is a major reinterpretation of early modern German intellectual history. Ian Hunter approaches philosophical doctrines as ways of fashioning personae for envisaged historical circumstances, here of confessional conflict and political desacralization. He treats the civil philosophy of Pufendorf and Thomasius and the metaphysical philosophy of Leibniz and Kant as rival intellectual cultures or paideiai, thereby challenging all histories premised on Kant's supposed reconciliation and transcendence of the field. This study reveals the extraordinary (...) historical self-consciousness of the civil philosophers, who repudiated university metaphysics as inimical to the intellectual formation of those administering desacralized territorial states. The book argues that the marginalization of civil philosophy in post-Kantian philosophical history may itself be seen as a continuation of the struggle between the rival enlightenments. Combining careful and well-documented scholarship with vivid polemic, Hunter presents penetrating insights for philosophers and historians alike. (shrink)

Although many aspects of Inference to the Best Explanation have been extensively discussed, very little has so far been said about what it takes for a hypothesis to count as a rival explanatory hypothesis in the context of IBE. The primary aim of this article is to rectify this situation by arguing for a specific account of explanatory rivalry. On this account, explanatory rivals are complete explanations of a given explanandum. When explanatory rivals are conceived of in this way, (...) I argue that IBE is a more plausible and defensible rule of inference than it would otherwise be. The secondary aim of the article is to demonstrate the importance of accounts of explanatory rivalry by examining a prominent philosophical argument in which IBE is employed, viz. the so-called Ultimate Argument for scientific realism. In short, I argue that a well-known objection to the Ultimate Argument due to Arthur Fine fails in virtue of tacitly assuming an account of explanatory rivalry that we have independent reasons to reject. (shrink)

What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature (...) of the philosophy of education are outlined, in such a way as to acknowledge the importance of conceptual analytical approaches, but also to stress the value of a wider, more inclusive characterization. In the light of these, examples are offered to illustrate the role the subject must have in the understanding and improvement of educational policy and practice. Reference is primarily to the UK context, but the manner in which fundamental questions are addressed makes clear their much wider relevance and importance. (shrink)

‘Rival creator’ arguments suggest that God must have created the best of all possible worlds. These arguments are analyzed and evaluated, and Leibniz’s position defended.

The recent upsurge of interest, political and professional, in the notion of spiritual education would appear to have been accompanied by no greater clarity in our understanding of teaching, learning and development in the spiritual domain; indeed, most official and other literature on the spiritual aspects of schooling seems blissfully unaware of much need for rigorous analysis regarding a domain of usage which licenses different and not clearly consistent conceptions of spiritual experience and enquiry. While attempting to give more precise (...) expression to these competing views, this paper proceeds to argue for the greater coherence of one particular conception over its likely rivals. (shrink)

The recent upsurge of interest, political and professional, in the notion of spiritual education would appear to have been accompanied by no greater clarity in our understanding of teaching, learning and development in the spiritual domain; indeed, most official and other literature on the spiritual aspects of schooling seems blissfully unaware of much need for rigorous analysis regarding a domain of usage which licenses different and not clearly consistent conceptions of spiritual experience and enquiry. While attempting to give more precise (...) expression to these competing views, this paper proceeds to argue for the greater coherence of one particular conception over its likely rivals. (shrink)

The sense of religious education under discussion in this chapter will be the formative influence of children, with respect to religions. Such influence could be anti-religious, pro-religious, or neutral about the value of religion. What I will call ‘the Basic Question’ asks ‘how ought children to be influenced with respect to religions?’ In this chapter we will assess a range of forms that question can take in different kinds of societies. We will distinguish and explore questions regarding the moral permissibility (...) and desirability, and the legal permissibility, of various answers to the Basic Question. First however, we will consider some rival answers and approaches to the question of what counts as a religion. -/- . (shrink)

If we define tradition too hastily we leave to one side the question of what the relevance of tradition is for us. Here the concept of tradition is opened up by considering the different views of it taken by Hannah Arendt, Michael Oakeshott and Alasdair MacIntyre. We see that each has put tradition into a fully developed picture of what our predicament is in modernity; and that each has differed in their assessment of what our relation to tradition is or (...) should be. Arendt sees tradition as something which no longer conditions action, Oakeshott sees tradition as something which conditions all action, and MacIntyre sees tradition as something which should condition right action. In each case, the view of tradition is clearly one element in an attempt to see how the most important constituent elements of human existence – variously called the human condition, human conduct, or human virtue – should be understood in a modernity which is ours because it has put the traditional concept of tradition into question. (shrink)

Rivals in the Gulf is a tale of two men in two cities—and much more. David H. Warren skillfully probes and answers questions about geopolitics and the nature of.

Some initial reflections on the theoretical status of philosophy of education suggest that it seems appropriate to regard education and teaching as practices in some sense. Following a distinction between teaching as an institutional and professional role and teaching as a more basic form of moral association, however, some key aspects of this distinction are explored via a contrast between MacIntyrean notions of moral and social practice and more mainstream Aristotelian virtue-ethics concepts of moral character and agency. The paper proceeds (...) to argue that, notwithstanding any and all pressure to regard teaching in institutional and professional contexts as a form of technical or managerial expertise directed to specific social ends, neither teaching nor the moral ends which it more widely serves seem reducible to practices in any such socially defined sense. (shrink)

Some initial reflections on the theoretical status of philosophy of education suggest that it seems appropriate to regard education and teaching as practices in some sense. Following a distinction between teaching as an institutional and professional role and teaching as a more basic form of moral association, however, some key aspects of this distinction are explored via a contrast between MacIntyrean notions of moral and social practice and more mainstream Aristotelian virtue-ethics concepts of moral character and agency. The paper proceeds (...) to argue that, notwithstanding any and all pressure to regard teaching in institutional and professional contexts as a form of technical or managerial expertise directed to specific social ends, neither teaching nor the moral ends which it more widely serves seem reducible to practices in any such socially defined sense. (shrink)

Contents: -- Preface and note on text structure -- Acknowledgements -- Introduction: the distinction of dignity -- Dignity, freedom and reason - from ancient greece to early modernity -- The sense of dignity in moral philosophy ¿ from the ethical intuitionists to the irrationalists -- Marx's critique of morality - natural law, the state and citizenship -- Classical sociology's regard for human dignity -- The human face of dignity reflected in phenomenology and existentialism -- Fresh terms for dignity attending the (...) frankfurt school (both 'old' and 'young') -- Notes sampling research and practice: making dignity work; making dignity care -- The slighting of dignity - the critics charter -- Conclusion: after the recognition of dignity. (shrink)

Infinitism is often presented as a rival to foundationalism and coherentism as available answers to the epistemic regress problem. The most prominent contemporary defense of infinitism, due to Peter Klein, rests on the notion that an agent can perpetually amplify the justification for her belief insofar as they are able to iteratively answer an interlocutor’s questions why the proffered grounds for their belief should count as providing justification for that belief. We show that this argument does not offer any (...) basis for preferring infinitism over foundationalism and coherentism, because those views are able to accommodate the insight that justification for a belief can be continually amplified. Klein’s argument for infinitism thus falls short of its aspirations of proving that infinitism qua rival of foundationalism and coherentism is the most credible solution to the epistemic regress problem. (shrink)

In order to make some headway on the debate about whether Kant was a constructivist, nonconstructivist, or instead defends a hybrid view that somehow entirely sidesteps these categories, I attempt to clarify the terms of the debate more carefully than is usually done. First, I discuss the overall relationship between realism and constructivism. Second, I identify four main features of Kantian constructivism in general. Third, I examine three rival versions of metanormative Kantian constructivism, what I’ll call axiological, constitutivist, and (...) rationalist constructivist. I argue that Kant is best seen as a rationalist constructivist. I conclude by arguing that although it’s a constructivist view, this reading avoids the main pitfalls of traditional Kantian constructivism. In doing so, it helps us to achieve a satisfying rapprochement between constructivist and non-constructivist readings of Kant. (shrink)

Trends in corporate governance to minimize employee participation and to promote shareholder rights, in both the EU and US contexts, evidence the practical efficacy of the separation thesis and the dominance of models of corporate governance founded upon decision theory. Giving expression to a vision of human agency in terms of instrumental rationality, such models of corporate governance, presuppose clearly defined objectives. Drawing on the work of Talbot Brewer, Alasdair MacIntyre, and Robert Brandom, this paper offers an alternative practice-based model (...) of corporate governance that emphasizes the role of socially and historically embodied forms of reasoning in promoting a better understanding of the aims or objectives of the corporation, particularly with respect to the social, environmental, and economic context of the firm. After reviewing recent empirical literature concerning employee participation, criteria are offered concerning effective employee participation programs, as a means of implementing a practice-based model of corporate governance. (shrink)

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address (...) conflicting narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address (...) conflicting narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

Two challenges to the method of reflective equilibrium have been developed in a dispute between Michael D. Resnik and Stewart Shapiro: because the method itself involves logical notions, it can neither be specified in a logic-neutral way nor can it allow logical pluralism. To analyse and answer these claims, an explicit distinction is introduced between judgements held prior to the process of mutual adjustments and judgements in agreement with the systematic principles, which result from the process. It is then argued (...) that from the presystematic perspective, the method of reflective equilibrium permits developing and justifying rival logics, and hence it allows reasonable disagreement about logics; but such pluralism is no longer available from the perspective of fully developed logical systems. (shrink)

To assert the primacy of objective spirit is to claim that certain distinctively human capacities, such as thinking and acting, are not capacities we have as individuals considered singly but are in some way dependent on shared public norms or social institutions. In this essay, I provide a brief history of arguments for the primacy of objective spirit from Hegel to the present, identifying three distinct strategies for defending this thesis: the teleological argument, the sociological argument and the quasi-transcendental argument. (...) Although it has now become quite common to read Hegel as advancing a quasi-transcendental argument, one similar to the argument found in Wittgenstein’s famous remarks about ‘rule-following’, I show that Hegel’s most interesting claims about the social dimensions of human mindedness are incompatible with this strategy and can only be vindicated if he is read as offering a teleological argument. (shrink)

This essay explores Bernard Williams’s portrayal of his, Alasdair MacIntyre’s, and Charles Taylor’s views on how to move in relationship to religion in our modern world: backward in it (MacIntyre), forward in it (Taylor), and out of it (Williams). I contend that this portrayal is not entirely accurate in each case, though there is some truth in it, and that looking at each author’s view on the relationship of religion to modernity is instructive for those of us who wish to (...) keep religious faith alive in our modern, secular age. I begin with Williams, and then discuss MacIntyre and Taylor in turn. I seek to show how MacIntyre and Taylor can help us to overcome the challenge to religious faith that Williams presents and how both offer important guidance for the life of faith in our modern, secular age. (shrink)

There is a well known debate between those who defend a traditional (or classical) concept of God and those who defend a process (or neoclassical) concept of God. Not as well known are the implications of these two rival concepts of God in the effort to understand religious experience. With the aid of the great pragmatist philosopher John Smith, I defend the process (or neoclassical) concept of God in its ability to better illuminate and render as intelligible as possible (...) mystical experience. (shrink)