Investors with a pro-social or sustainability agenda increasingly attempt to influence firm managers to adopt socially responsible behavior, either through positive/reward tactics or negative/punishment tactics. This paper considers how investors can use each approach to differentially influence managers to make more CSR investments. The paper uses game theory with an all-pay contest structure to model how a large institutional investor could reward firms for CSR activities by creating a socially responsible investment fund (reward contest) or punish firms via shareholder activism (...) (punishment contest). We identify conditions under which the punishment contest induces a higher level of CSR activity among firms compared to the reward contest. Managers bearing substantial private costs stemming from the activism is one such condition. Spillover effects are seen as the other managers in the economy engage in CSR to avoid being punished by the investor’s activism. This level of engagement is not the case when rewards are used—only those managers with an expectation of being rewarded increase their CSR activity in that scenario. This suggests, for example, that incorporating thresholds or tiers (e.g. gold, silver, and bronze-level winners) can increase the effectiveness of reward contests. Implications for designing both positive and negative CSR inducements are explored. We also identify the ethical dilemmas that relate to such influence attempts. (shrink)

We seek to bring Black bodies and lives into full view within the enterprise of Indigenous health research to interrogate the unquestioned good that is taken to characterize contemporary Indigenous health research. We articulate a Black bioethics that is not premised upon a false logic of beneficence, rather we think through a Black bioethics premised upon an unconditional love for the Black body. We achieve this by examining the accounts of two Black mothers, fictional and factual rendering visible the racial (...) violence Black bodies have been subjected to. We call for a Black bioethics that reimagines the Black body as beautiful and belonging—to both someone and somewhere. (shrink)

United States law recognizes adult reproductive liberty and many states view surrogacy services through that lens. During the COVID-19 pandemic in March, 2020, New York State enacted the Child–Pare...

During balanced growth of cells in culture all extensive properties of the culture — e.g. cell number, total mass, total DNA content — increase exponentially at the same specific growth rate. Therefore, in some average sense, each component of a cell must double between birth and division. For DNA there exists an elaborate mechanism to ensure precise replication of the genetic material and accurate partitioning of identical copies of the genome to the two daughter cells. Do cells possess another mechanism (...) that intentionally relates the timing of cell division to overall increase in cell size, or is the coordination of growth and division an incidental consequence of size‐independent rules for progress through the cell cycle?. (shrink)

Major events of the cell cycle—DNA synthesis, mitosis and cell division—are regulated by a complex network of protein interactions that control the activities of cyclin‐dependent kinases. The network can be modeled by a set of nonlinear differential equations and its behavior predicted by numerical simulation. Computer simulations are necessary for detailed quantitative comparisons between theory and experiment, but they give little insight into the qualitative dynamics of the control system and how molecular interactions determine the fundamental physiological properties of cell (...) replication. To that end, bifurcation diagrams are a useful analytical tool, providing new views of the dynamical organization of the cell cycle, the role of checkpoints in assuring the integrity of the genome, and the abnormal regulation of cell cycle events in mutants. These claims are demonstrated by an analysis of cell cycle regulation in fission yeast. BioEssays 24:1095–1109, 2002. © 2002 Wiley‐Periodicals, Inc. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Lexical alignment, a communication phenomenon where conversational partners adapt their word choices to become more similar, plays an important role in the development of language and social communication skills. While this has been studied extensively in the conversations of preschool‐aged children and their parents in Western, Educated, Industrialized, Rich, and Democratic (WEIRD) communities, research in other pediatric populations is sparse. This study makes significant expansions on the existing literature by focusing on alignment in naturalistic conversations of school‐aged children from a (...) non‐WEIRD population across multiple conversational tasks and with different types of adult partners. Typically developing children aged 5 to 8 years (n = 45) engaged in four semi‐structured conversations that differed by task (problem‐solving vs. play‐based) and by partner (parent vs. university student), resulting in a corpus of 180 conversations. Lexical alignment scores were calculated and compared to sham conversations, representing alignment occurring at the level of chance. Both children and adults coordinated their conversational utterances by re‐using or aligning each other's word choices. This alignment behavior persisted across conversational tasks and partners, although the degree of alignment was moderated by the conversational context. These findings suggest that lexical alignment is a robust phenomenon in conversations between school‐age children and adults. Furthermore, this study extends lexical alignment findings to a non‐WEIRD culture, suggesting that alignment may be a coordination strategy employed by adults and children across diverse linguistic and cultural backgrounds. (shrink)

This remarkable book is about everything from echidnas to evolution, cosmology to cooking, sex and science and spirits to Schrodinger's cat. Tyson Yunkaporta looks at global systems from an Indigenous perspective. He asks how contemporary life diverges from the pattern of creation. How does this affect us? How can we do things differently? Sand Talk provides a template for living. It's about how lines and symbols and shapes can help us make sense of the world. It's about how we (...) learn and how we remember. It's about talking to everybody and listening carefully. It's about finding different ways to look at things. Most of all it's about Indigenous thinking, and how it can save the world. (shrink)

(2003). Transiting the familiar and the strange. Philosophy & Geography: Vol. 6, No. 1, pp. 117-122.

Information can be public among a group. Whether or not information is public matters, for example, for accounts of interdependent rational choice, of communication, and of joint intention. A standard analysis of public information identifies it with (some variant of) common belief. The latter notion is stipulatively defined as an infinite conjunction: for p to be commonly believed is for it to believed by all members of a group, for all members to believe that all members believe it, and so (...) forth. This analysis is often presupposed without much argument in philosophy. Theoretical entrenchment or intuitions about cases might give some traction on the question, but give little insight about why the identification holds, if it does. The strategy of this paper is to characterize a practical-normative role for information being public, and show that the only things that play that role are (variants of) common belief as stipulatively characterized. In more detail: a functional role for “taking a proposition for granted” in non-isolated decision making is characterized. I then present some minimal conditions under which such an attitude is correctly held. The key assumption links this attitude to beliefs about what is public. From minimal a priori principles, we can argue that a proposition being public among a group entails common commitment to believe among that group. Later sections explore partial converses to this result, the factivity of publicity and publicity from the perspective of outsiders to the group, and objections to the aprioricity of the result deriving from a posteriori existential presuppositions. (shrink)

Ned Block argues that the higher-order (HO) approach to explaining consciousness is ‘defunct’ because a prominent objection (the ‘misrepresentation objection’) exposes the view as ‘incoherent’. What’s more, a response to this objection that I’ve offered elsewhere (Weisberg 2010) fails because it ‘amounts to abusing the notion of what-it’s-like-ness’ (xxx).1 In this response, I wish to plead guilty as charged. Indeed, I will continue herein to abuse Block’s notion of what-it’s-like-ness. After doing so, I will argue that the HO approach accounts (...) for the sense of what-it’s-like-ness that matters in a theory of consciousness. I will also argue that the only incoherence present in the HO theory is that generated by embracing Block’s controversial notion of what-it’s-like-ness, something no theorist of any stripe ought to do. Block is famous for (among other things) having introduced the notion of ‘phenomenal consciousness’ into contemporary philosophy of mind (Block 1995). This term is widely employed in the philosophical literature and it even appears in the empirical literature. But wide-speared usage has brought about divergent interpretations of the term. We can distinguish a ‘moderate’ and a ‘zealous’ reading of ‘phenomenal consciousness’. On the moderate reading, ‘phenomenal consciousness’ just means ‘experience’. Many people have embraced this sense of the term and use it to roughly pick out conscious experience involving sensory quality (states like conscious visual experiences or conscious pains, for example).2 On the zealous reading, however, phenomenal consciousness is held to be ‘distinct from any cognitive, intentional, or functional property’ (Block 1995: 234). That is, any explanation of phenomenal consciousness in exclusively cognitive, intentional, or functional terms will fail to capture, without remainder, what is really distinctive about phenomenal consciousness. Block, of course, is fully clear about embracing the zealous reading; indeed, his initial introduction of the notion is in those terms. The same ambiguity occurs with the much-used (and abused) idea of ‘what-it’s-like-ness’.. (shrink)

Cinema Derrida charts Jacques Derrida's collaborations and appearances in film, video, and television beginning with 1983's Ghost Dance (dir. Ken McMullen, West Germany/UK) and ending with 2002's biographical documentary Derrida (dir. Dick and Ziering, USA). In the last half of his working life, Derrida embraced popular art forms and media in more ways than one: not only did he start making more media appearances after years of refusing to have his photo taken in the 1960s and 1970s, but his philosophy (...) started to draw more explicitly from visual culture and artistic endeavours. While this book offers explanations of this transition, it contends the image of "Jacques Derrida" that emerges from film and TV appearances remains spectral, constantly deferring a complete grasp of him. Tyson Stewart draws out the main tenets of spectrality from Derrida's seminal texts Of Grammatology and Specters of Marx and other writings, like Echographies of Television, in order to fill a gap in studies of Derrida and film. Throughout the book, he explains how various techniques and spectral effects such as slow motion, stillness, repetition, mise-en-abîme, direct address, and focus on body parts/bodily presence bring about a structure of spectrality wherein the past other returns to make impressions and ethical demands on the viewer. Drawing on communication theory and film and media studies, Cinema Derrida makes a major intervention in classical communication thought. (shrink)

This book considers the efficacy of the common regulatory model of the licensing regime as a means of regulating animal use in England, with a particular focus on wild animals and the regime’s ability to ensure animal welfare needs are met. Using information gleaned from over 550 inspection reports relating to the period 2008 through 2019, obtained using FOI Act requests, the book analyses the extent to which animals used by these industries are protected by law. Tyson analyses the (...) limitations present in the practical application of English legislation responsible for creating a number of relevant licensing regimes.The regimes discussed include: The Zoo Licensing Act 1981, the now repealed Welfare of Wild Animals in Travelling Circuses Regulations 2012, and the Animal Welfare Regulations 2018, introduced under the Animal Welfare Act 2006. Exploring the weakness in the use of this type of regulatory model, Tyson proposes compelling recommendations for change in future policy development. Making an important contribution to the question of enforcement of animal welfare laws, this book provides useful and original insights into the implementation of licensing regimes, and will be of particular interest to scholars of animal welfare law, animal ethics, and critical animal studies. (shrink)

The concept of empathy in history education involves students in the attempt to think within the context of historical agents’ particular predicaments. Tracing the concept’s philosophical heritage to R. G. Collingwood’s philosophy of history and ‘re-enactment doctrine’, this article argues that our efforts in history classrooms to understand historical agents by their own standards are constrained by a tension that arises out of the need to disconnect ourselves from a present that provides the very means for understanding the past. Though (...) rather than serving to undermine the concept, it is proposed that the moderate hermeneutics of H.-G. Gadamer, through a positive conception of prejudice, tradition and temporal distance, transforms the factors typically seen as inhibitors to empathy’s operation into those that potentially enable it. The article aspires to shed new light on what is at play when history students engage in the intellectually demanding task of empathizing in history. (shrink)

This article shows that Wilamowitz’ athetesis of the prefix κατα- in Pindar’s fr. 31 (= Aelius Aristides, In Defence of Rhetoric 420) is supported by the hitherto neglected Aristides manuscript Athous Iviron 163. In an attempt to interpret the fragment against the background of Aristides’ speech, I adopt an alternative reading (transmitted by the codex Vaticanus Urbinas graecus 123) that allows us to restore an otherwise rather awkward passage. Finally, I demonstrate that the myth of the gods asking Zeus to (...) create special deities to praise creation and its maker which is reflected in the Pindaric fragment has inspired Philo and Aristides alike: they both integrate it into their shared conception of the gift of logos as a means to offer thanksgiving to the divine through hymns of praise. (shrink)

The pressure for results applied by some research funders concerns some academicians. Sometimes, for example, a sponsor requests preliminary data that the researcher is not ready to release. This paper presents three interviews — two with researchers and one with a representative from industry — dealing with these issues and makes recommendations on the basis of those interviews. It also looks briefly at the different norms that exist in industry and academia for research and communication and the tensions these can (...) cause for a scientist working simultaneously in both realms. (shrink)

The history of the idea of progress and the history of the concept of progress are two different things, not least because they emanate from considerably different intellectual traditions. In anglophone history of ideas, progress has typically been viewed as a belief. Historians of ideas explore the past evaluating the extent to which a given society met certain conditions of belief. By contrast, in the history of concepts as developed by Reinhart Koselleck, progress has occupied the dual role of a (...) ‘basic concept’ that grasps modern sociopolitical reality and a ‘collective singular’ that aggregates previous and adjacent meanings in the one linguistic unit. This article compares these two historical research programmes, highlights their merits and deficiencies, and concludes by offering a new approach to the history of concepts as suggested by R.G. Collingwood’s theory of a scale of forms. In each of the approaches to the history of ideas and concepts addressed, particular attention is given to the problem of what qualifies as progress, and thus to a longstanding problem concerning the attribution of progress to past societies routinely excluded from its history, including those left out by Koselleck’s conventional secular-modern thesis. (shrink)

In a recent articles David Mouton has argued that immortality is compatible with one sort of physicalism. I believe that he fails to establish this thesis and that, moreover, this article contains several misconceptions having to do with the topic of immortality.

History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history departments, we fail to provide an adequate justification for an education in history. The doctrine that history is an exercise in disciplined knowledge, a specific way of knowing, is weakened by (...) disciplinary disquietude and dissimilitude. Three features impress themselves upon all who inquire into the past. In the learning and teaching of history, these three features assume a distinct structural shape. First, colligation consists in grouping the events and concepts to be studied according to their shared purposes. Second, historical distance, intimately tied up with tradition and collective memory, provides the means for identifying a past separate from the present to be studied in its own right. Third, reconstruction describes the process of supplying individual content to the general categories illuminated by the earlier stages. To work knowingly in this structure of historical inquiry offers no solutions to the problems of historical thinking, it is to work productively within these problems. (shrink)

In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional (...) logic of learning, opening up a new space and time for educational freedom to emerge. Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street. By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies. (shrink)

Electricity deregulation was meant to improve the quality of people’s lives by lowering the cost of a critical commodity. In every state that has chosen deregulation, however, power companies, free from the oversight of state regulators, have increased prices and, in California’s case, have driven a utility to bankruptcy. It is clear that deregulation was intended to benefit the energy industry more than consumers by removing cost-based regulations that restricted corporate profits but guaranteed low prices and reliable service to consumers. (...) Deregulation proponents argued that California’s commitment to strong air quality standards prevented development of adequate power plant construction and that not a single power plant was constructed in California in the 1990s. This claim is refuted through an examination of California Energy Commission data. Although other states’ experiences are not as dramatic as California’s, serious problems will emerge if deregulation continues to dominate the policy agenda. (shrink)

This article charts Derrida’s performances in front of the camera and argues that several different film retellings of his 1982 imprisonment in Prague articulate the connections between spectrality and Law. If spectrality disrupts the binary of presence and absence, then we must not only show how there is a ghostly presence within the context of film viewing, but also how being photographed is a matter of embracing blindness and a postal logic. The Prague imprisonment was an intriguing event in Derrida’s (...) life because it seemed to go hand-in-hand with revoking his self-imposed ban on his public image, beginning with his first television interview on Antenne 2. Why does Derrida replay this scene, re-enact it, indefinitely? How does the recurring trope of blindness in his writings relate to both the imprisonment and the experience of being photographed? The television and film retellings in Ghost Dance (McMullen, 1983), D’ailleurs, Derrida (Fathy, 1999), and, finally, Derrida (Dick and Ziering Kofman, 2002) could be a way of changing the ghosts that haunt that scene: from fear and anguish in the first television version to openness towards the other in D’ailleurs, Derrida, where the place and time of the event are not named. (shrink)

Telling a patient that the outcome of his illness is not good, or even hopeless, requires sensitivity and the ability to communicate with him in the setting of a hospital which is an unnatural environment divorced from family and friends. It is a task which must be taught and learned by doctors and nurses.

In Ontological Aspects of Early Jewish Anthropology, Tyson L. Putthoff combines contemporary theory and sound exegesis to understand early Jewish beliefs about how the human self reacts ontologically in God s presence.".

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.4 (2001) 605-606 [Access article in PDF] Ben Rogers. A. J. Ayer: A Life. New York: Grove Press, 1999. Pp. ix + 402. Cloth, $30.00. A. J. Ayer (1910-89) had the misfortune, for a philosopher, to write his most influential book, Language, Truth, and Logic, when he was in his twenties, even though he continued to publish into his seventies, and to have (...) his nonphilosophical life overwhelm his philosophical one. Almost everyone now knows the story of how he saved Naomi Campbell by going a round with Mike Tyson. Ben Rogers nicely intertwines the facts of Ayer's day-to-day life—which is not to say "quotidian," given Ayer's ego and libido—with his philosophical peregrinations.Although Ayer picked up logical positivism in Vienna when attending sessions of the Vienna Circle, he had accepted the main lines of an empiricism and positivism earlier and on his own. For twentieth-century British philosophy, Language, Truth, and Logic was both a philosophical Declaration of Independence (from metaphysics) and the Constitution for a new philosophy. Unfortunately, its founding principle, the principle of verifiability, was irremediably flawed, notwithstanding Ayer's best efforts, notably in the Preface to the second edition of 1946. Logical positivism in Britain lasted for only about a decade (1935-46). In fact, it may have been less. Language, Truth, and Logic was published in 1936, and Ayer "went off to war" in 1940, to speak loosely. (He spent a significant part of it in a Mediterranean villa, a Park Avenue apartment, "a palatial home" in Paris lent him by Guy de Rothschild, and in the best restaurants with friendly women.) No major British philosopher was championing Logical Positivism between 1940 and 1945. When Ayer returned to Oxford in 1945, he discovered that "the [philosophical] climate had changed; before the conflict he had been the leader of the avant-garde; now the brighter students and the young dons looked on logical positivism as old hat. He had mysteriously passed "from being a young Turk to being, at the age of thirty-five, to almost an elder statesman, without ever having known the plenitude of office'" (198). During the late 1940's, Ayer wrote mostly for London literary and arts magazines. The profession of philosophy disappointed him, and later, he found it difficult to keep up "in logic and the philosophy of maths and sciences" (262).Logical positivism had a longer life in North America, to which several of its members emigrated. But its influence was felt much longer in both places, primarily for its emphasis on three things: empiricism, empiricism, empiricism.Ayer continued to publish philosophy until the mid-1980s. Given the demise of logical positivism, he was something of a dinosaur, albeit a Tyrannosaurus Rex. There was no one else quite like him, and yet he could not be ignored. He was a formidable critic of whatever most other British philosophers were doing. In addition to his obvious intellectual brilliance, he was an excellent writer and expositor. After 1970, most of his books are potboilers, skillful in execution, but of no lasting merit, for example, Russell and Moore (1971), Russell (1972), Hume (1980), and Wittgenstein (1985). Ayer told Stephen Spender that "Russell's History of Western Philosophy... had made its author a fortune and he hoped his [Philosophy in the Twentieth Century (1981)] would do the same" (326). [End Page 605] He accepted a L 30,000. advance for a book about Thomas Paine, about whom he knew virtually nothing, and then did his research: "I mugged up just enough information from some American scholar, whose name I forget, an essay of Michael Foot and, principally, Moncure Conway" (342).As prominent as Ayer was in British culture—writing for the Spectator and Horizon, giving commentary on soccer, appearing on television, and championing liberal causes—he was something of a philosophical outsider. He had more affinity for the Cambridge philosophers, Moore, Russell, and the early Wittgenstein, than for his Oxford colleagues; the heart of his career was spent at the University of London, before... (shrink)

Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of (...) education as learning. There are various forms of inoperative education that temporarily suspend the goal-directedness of learning. From the perspective of learning, the neutralization of progress, growth, and maturity would usually be seen as obstacles needing to be overcome on the path toward set goals. Yet Lewis argues that a serious investigation of inoperativity opens up possibilities that would be otherwise unavailable in a world fixated on the question of learning. In dialogue with philosophers (Agamben, Benjamin, and Esposito), as well as authors (Kafka and Walser), and qualitative researchers (Lather), Lewis turns our collective attention to what remains when concepts such as learning, child development, teacher effectivity, and personal growth are left idle. Inoperative Learning presents a radical rewriting of educational possibilities. It should therefore be of great interest to educational researchers and educational philosophers concerned with the question of alternative logics of education beyond learning. The book may also be of interest to educational policy specialists who are looking for new and innovative forms of critique and analysis. (shrink)

The existential analysis -- The death of dasein -- The timeliness of dasein -- The derivation of time -- The time of being.

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 101-116 [Access article in PDF] Persons and Awareness Tyson Anderson Saint Leo University The aim of this essay is to relate Christianity and Buddhism through a consideration of two key terms, "persons" and "awareness," the first being central for Christianity and the second being central for Buddhism.The first thing that needs to be noticed is the relatively indefinable character of these words. I of (...) course intend to give as clear an indication as is possible concerning their meaning, but as I considered some of the important concepts that are involved in the topic—language, world, love, understanding—I began to realize that we are surely in the realm of mystery here. By "mystery" I mean something that we can understand somewhat but cannot comprehend, much as Saint Thomas Aquinas thought of God. 1 As is well known, LudwigWittgenstein believed that there is something mysterious even about language itself, that basically what it is can be "shown" but not "said." 2 A certain tentativeness here in regard to propositional adequacy, I might add, is perfectly compatible with strong confidence in one's relation to what Wittgenstein called "the higher." 3 In regard to the truth to be found in the beliefs of others, even a megapandit such as Ken Wilber—not noted for his modesty and circumspection—observes that "the human mind is incapable of producing 100% error." 4 Perhaps some misunderstandings among those engaging in dialogue can be avoided if we remain mindful of the mysterious character of the subject matter and are less confident about the sufficiency of our own articulation of the truth.As to dialogue itself, it is perhaps well to remember when the issues of "fruit salad" and syncretism arise, 5 that thinking itself has typically a dialogical structure, with the result that "fruit salad" is actually the normal condition of persons as they develop in understanding themselves and their world. 6 In conversation with Laurence Freeman, O.S.B., the Dalai Lama appears to disapprove of mixing traditions—"Do not try to put a yak's head on a sheep's body" 7 —but it would be difficult to conceive of a more syncretistic religion than Tibetan Buddhism or Catholicism. Indeed, if we compare the early Jesus movement to the medieval church, the development of Catholicism might well be described by Luther or Calvin, had they thought of it, as an operation that put a yak's head on a sheep's body. The dialogical and finite structure of thinking is in fact one of the reasons why it is possible to conceive of a "universal religion," contrary to what the Dalai Lama thinks. 8 This is so because, since human understanding is never absolute and completed, there is always the possibility that future [End Page 101] understanding will yield a vision that embraces a multiplicity and diversity of religious insights in a way that is impossible for us to foresee at this time. Moreover, part of the point of American culture, I would think, is the benefits of mongrelization, and so perhaps Americans ought to be less suspicious than some at the thought of having "strange bedfellows." Looking for historical examples of conscious syncretism, one thinks of Mani and Jesuit syncretism exemplified in Matteo Ricci (outfitted first as a Buddhist monk and then later as a Confucian scholar) and the evangelization of New Spain, 9 and more recently, Hazrat Inayat Khan and his son, Pir Vilayat Khan. Also, there is Jesaiah Ben-Aharon, a Jewish thinker who interprets the Holocaust in terms of the Christ. 10 I find such efforts to be commendable, and so although doctrinal and cultural immaculacy has its charms, I believe it to be the call of maya. I will proceed, then, in constructing a mysterious and miscegenational fruit salad, my only justification being that this seems to reflect accurately the truth of the matter and that we really have no other peaceable choice. 11 Persons "Person" is often used in the same sense as "human being." By "person" I mean a being who can love and who, as a human being, is the... (shrink)

In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, (...) it is important to remember that for Agamben, study is a kind of profanation or improper life. Through examining Heidegger's analytic of Dasein's everyday being, Lewis demonstrates that the nature of study is always already saturated with the everyday, and is itself a contaminated process that is neither simply everyday living nor “authentic” existence. To be absolutely precise, the studier engages in idle talk, is curious, and is caught up in ambiguity in order to explore the seemingly uninhabitable zone that rests between everyday falling and authentically standing. Lewis concludes by offering Agamben's own work as a paradigm of study, illustrating how the smallest of freedoms opens to the studier: the freedom to dwell in potentiality. (shrink)

In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus (...) private, nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory. (shrink)