Genesis 16 tells of Abraham conceiving Ishmael with his wife Sarai's servant Hagar. Dominican Friar Richard Fishacre (ca. 1200-1248) used this Biblical narrative to explore the relationship of the natural and Divine sciences. Fishacre believed that the theologian must first study the world, before he could be fruitful as a theologian. How do the natural sciences, in short, help us better understand the Scriptures? Fishacre, like his contemporaries Albert the Great (ca. 1200-1280) and Thomas Aquinas (1225-1274) looked at ways that (...) the newly-translated natural philosophy of Aristotle, with its empirical emphasis and a belief that knowledge begins in sense perception, could supplement the more otherworldly Neoplatonic approach to philosophy and the sciences inherited from St. Augustine. Hagar's Vocation is a collection of fifteen essays which focus on the contributions of Richard Fishacre, the first Dominican theologian at Oxford to have left a written legacy. The questions addressed by Fishacre include his arguments for God's existence, the multi-faceted problem of the human soul, the eternity of the world, the nature of light, the free choice of the will, angels and "spiritual matter," interiority and self-knowledge, undoing the past and God's absolute power, the magical arts, and the role of philosophy in a theology of creation. R. James Long, the world's leading authority on Fishacre, in this volume promises to establish this hitherto little studied English friar as a major figure in the development of a learned or philosophically grounded theology that remains the great achievement of High Scholasticism. (shrink)

Pourquoi faut-il que nous nous interrogions sans relâche? Qu'un seul veille et le monde est sans repos, libre à nouveau de toute réponse, comme si ni l'histoire ni la mémoire n'avaient tracé les signes, multiples et réitérés au long des siècles, de nos balbutiements devant l'énigme de l'être. D'aussi loin que les textes nous parviennent, la philosophie s'est érigée contre la superstition, la croyance vaine, l'opinion. Elle a fait œuvre de discernement en direction de la question de l'être, du monde, (...) du sujet. Pourquoi alors défendre l'idée d'une vocation prophétique de la philosophie? Parce qu'il y aurait à répondre de, avant même que la réflexion philosophique puisse, comme telle, être légitime. La vocation serait l'espace de toute réponse possible. Et la philosophie, dès lors, s'inscrirait à partir de ce lieu où la réponse est toujours différée, parce qu'elle est cette ouverture radicale sur l'absolument autre qui empêche le discours de se clore sur lui-même. Quels penseurs ont anticipé notre présente détresse? A moins que la détresse ne soit elle-même qu'un état transitoire dont il ne faudrait pas s'affliger puisque nos démocraties sont, à tout prendre, les moins barbares des sociétés de droit. Les penseurs prophétiques frayent un chemin de veille, non pour perpétuer une trace, un enseignement, mais pour risquer plus loin la question de l'humanité de l'homme. (shrink)

Il y a dans la violence que doivent aujourd’hui affronter nos sociétés une dimension propre à la langue. Quiconque a fait l’apprentissage de l’éducation doit reconnaître au creux de sa propre expérience la manière dont la langue façonne, modèle, impose. Quant au XXe siècle, il s’est chargé de nous montrer comment la langue peut condamner à une mort certaine. C’est cette dimension propre au langage que se propose d’explorer le philosophe Marc Crépon, convaincu que le nœud de toute violence tient (...) d’abord dans la langue et l’usage que nous en avons. S’il chemine avec Kafka, Lévinas, Singer ou Derrida, ce n’est pas seulement parce que chacun d’entre eux s’est en son temps insurgé contre les détournements de la langue, préludes aux plus grands crimes commis contre l’humanité, constituant un réservoir d’expériences, pour prévenir les prochains massacres. C’est aussi parce que leur œuvre affirme la vocation de l’écriture : celle qui fait de la littérature et de la philosophie l’arme ultime pour démasquer, au coeur de la langue, la violence et la haine dont celle-ci est porteuse. Affirmer la vocation de l’écriture, c’est retourner la langue contre elle-même, désamorcer ses potentialités meurtrières en l’ouvrant à l’échange, à la responsabilité, à l’humanité, quand celle-ci se fixe autrui et le monde comme buts. Normalien, agrégé de philosophie, Marc Crépon est directeur de recherches au CNRS et directeur du département de philosophie à l’École normale supérieure. Il a notamment publiéLe Consentement meurtrier. (shrink)

Explores how violence structures language and the writing of literature and philosophy. Within the violence our societies must confront today exists a dimension proper to language. Anyone who has been through the educational system, for example, recognizes how language not only shapes and models us, but also imposes itself upon us. During the twentieth century, this system revealed how language can condemn one to a certain death. In The Vocation of Writing, philosopher Marc Crépon explores this dimension of language, (...) convinced that the node of all violence pertains first to language and how we make use of it. Crépon focuses on Kafka, Levinas, Singer, and Derrida, not only because each rose against commandeering language in order to warn against the next massacres, but also because their work affirms the vocation of writing—that which makes literature and philosophy the final weapon for unmasking the violence and hatred that language bears at its heart. To affirm the vocation of writing is to turn language against itself, to defuse its murderous potentialities by opening it toward exchange, responsibility, and humanity when the latter fixes the other and the world as its goals. (shrink)

대학 평가에서 취업률이 주요 지표가 된 이후 대학은 인문학 계열 학과들을 통폐합하거나 폐지하고 있다. 정부 정책 또한 인문학 계열 학과의 정원을 줄이고 취업률이 높은 공학계열 학과의 정원을 늘이는 방향으로 나아가고 있다. 이에 그 동안 철학계는 철학교육에 대해 많은 연구와 토론 및 논의를 진행해 왔다. 그러나 그것은 주로 철학교육의 외연 확장이나 커리큘럼을 수정하는데 집중되어 왔으며, 실질적인 교육의 내용은 크게 달라진 것이 없기 때문에 사정은 별로 나아지지 않았다. 따라서 이에 대처하기 위한 실질적인 변화가 필요한 시점이다. 그 실질적인 변화란 철학교육의 관점에서 직업교육을 비판적으로 (...) 수용하는 것이다. 그렇다면 철학교육에서 어떤 형식으로 직업교육을 수용할 수 있을까? BR 본 논문에서는 이러한 질문에 집중하고자 한다. 이를 위해서 먼저 인간에게 있어서 일과 직업이 어떤 의미를 갖는 것인지 알아볼 것이다. 그 다음으로 철학과 직업의 연관성을 살펴볼 것이다. 그러고 나서 이것을 뒷받침해 줄 동서양의 철학자들, 즉 아리스토텔레스, 공자, 칸트의 직업에 대한 생각을 알아볼 것이다. 이들의 직업에 대한 생각의 공통점은 직업의 필요성을 오직 생계의 관점에서만 주장하지 않는다는 것이다. 그러나 어떤 관점에서든 인간다운 삶을 위해서는 직업이 꼭 필요함을 강조하고 있다. 이상의 과정을 토대로 철학교육에 있어서 직업교육의 필요성과 방법에 대해 논의할 것이다. (shrink)

Historically, Chinese educational philosophy has been dominated by Confucianism and, since 1949, by Marxism. However, rapid industrialization, ideological demands, and loyalty to traditions have now led to a situation where various Western philosophies have been adopted into vocational education in hopes of moving the country forward without challenging the status quo too vigorously. The result is that China presently has no clear philosophical foundation that can help the country make solid decisions on how vocational education shall contribute to economic growth (...) and social improvements. Awareness of one's philosophy, however, is important for vocational educators so that they can make well-founded decisions about their teaching. The authors hope that by presenting an overview of which philosophies have been adopted in the past and the influence they have had on practitioners and policymakers, scholars can engage in a debate on which vocational education philosophy can help train China's workforce most effectively and support continued economic growth. (shrink)

Basic Beliefs in Distributive Education .... Crawford Changing the Context in which Occupational Education Takes Place The Task Force on ...

Contra widespread readings of Karoline von Günderrode’s 1805 “Idea of the Earth ” as a creative adaptation of Schelling’s philosophy of nature, this article proposes that “Idea of the Earth” furnishes a moral account of the human relation to the natural world, one which does not map onto any of the more well-known romantic or idealist accounts of the human-nature relation. Specifically, I argue that “Idea of the Earth” responds to the great Enlightenment question concerning the human vocation, but (...) from a distinctive romantic-idealist angle. I begin by demonstrating the influence of Fichte’s 1800 Vocation of Humanity on Günderrode’s thinking, which involves an investigation of both Fichte’s text and Günderrode’s critical response to it. I then turn to “Idea of the Earth” where I analyse Günderrode’s understanding of nature and the self in light of her critique of Fichte, and thereby distinguish her position from Fichte’s and from the position espoused by her fellow romantics and idealists. By reading “Idea of the Earth” alongside Fichte’s text and Günderrode’s remarks on it, this article sheds new light on both Günderrode’s understanding and defence of Naturphilosophie – against Fichte’s critique of it – and her distinctive contribution to romantic philosophies of nature. (shrink)

Kant frequently employs the German term Bestimmung in his mature work, and depending on context, this term can signify the Latin determinatio, vocatio, or destinatio. These three senses of Bestimmung are interconnected within Kant’s system of moral teleology. Bestimmung as determination expresses our wills as formed and regulated by the moral law, via the categorical imperative. Bestimmung as vocation guides us toward a determination of willing by rational principles based on the moral law, and this “call” is inseparable from (...) our capacity to will and act autonomously under phenomenal and historical conditions. Bestimmung as “destination” conveys the ends toward which moral cultivation is directed, both individually and collectively. Understanding the three integrated uses of Bestimmung provides a clearer picture of the scope of Kantian ethics encapsulating the long-term goals toward which we are directed individually, as members of communities, and as human beings. (shrink)

In the Prologue to the third book of Gargantua, Francois Rabelais compares his own predicament to that of the philosopher Diogenes of Sinope during the seige of Cornith. “I held it not a little disgraceful”, he confides, “to be only an idle spectator of so many valorous, eloquent and warlike persons, who in the view and sight of all Europe act this notable interlude or tragi-comedy, and not exert myself and contribute thereunto this nothing, my all, which remained for me (...) to do”. (shrink)

This book seeks to redefine the purpose of philosophy for our times. Faced with the saturated immanence of the world, philosophy is summoned to return to its original vocation and, after a long absence in which it lost its voice, it is called on to reawaken the community and protect the life we share in common.

La personne comme question est un sujet qui n'a cessé d'alimenter la réflexion de l'auteur, ceci en s'appuyant sur Husserl. De la préhistoire du concept de personne à son épanouissement médiéval puis jusqu'à sa réactivation phénoménologique, la personne est un combat pour le soi. La perspective généalogique adoptée dans ce livre vise à montrer que c'est la genèse du concept biblique de personne qui montre le véritable sens d'être de la personne, alors que le concept juridique en est dérivé. Citant (...) les auteurs clé de ce concept de personne, ce livre en retrace l'histoire. (shrink)

The interview focuses on the status of historico-philosophical science in the USSR, including comparative analysis of education at Moscow University and in provincial universities. Models of socialization, social elevators, level of professionalism, ideological control, as well as the Soviet heritage in the academic practices of independent Ukraine are discussed.

Is there a way in which we can have obligations that do not follow from general ethical principles in conjunction with non-normative facts about our situation in the world? I argue for an affirmative answer to this question, based on a divine command theory of vocation. I explore the structure of such a theory, deriving from Kierkegaard the idea that a vocation will normally be closely connected with one’s selfhood, and that it may override other prima facie obligations. (...) Epistemological issues about vocation are also discussed. (shrink)

This chapter contains sections titled: Introduction Vocational‐Academic Distinctions Criticisms of the Vocational Education/General Education Dichotomy The Front‐end Model and its Increasing Problems Vocational Education and Training: Developments and Strategies Conclusion: Enhancing Vocational Studies.

Monograph describing the theoretical basis and curriculum development of the hibernia experimental school, combining vocational education with general education and located in the ruhr region of Germany, Federal Republic - in light of rudolf steiner's integrated approach to education, traces its evolution from factory training unit to an integrated comprehensive school, reviews the structure of practical education, and applies pedagogics of steiner's "study of man" to the process of learning. Bibliography pp. 191 to 196 and diagrams.

Although the language of vocation was born in a religious context, the contributors in this volume demonstrate that it has now taken root within the broad framework of higher education and has become intertwined with a wide range of concerns. This volume makes a compelling case for vocational reflection and discernment in undergraduate education today, arguing that it will encourage faculty and students alike to venture out of their narrow disciplinary specializations and to reflect on larger questions of meaning (...) and purpose. In conversation with a growing range of scholarly resources, these essays advance the cause of vocational reflection and discernment well beyond its occasional mention in general education courses and career placement offices. The book's thirteen contributors all work in higher education, but they do so as biologists and musicians, sociologists and engineers, doctors and lawyers, college presidents and deans, and scholars of history, literature, and business administration. Together, they demonstrate that vocation has an important role to play across the entire range of traditional academic disciplines and applied fields. Regardless of major, all undergraduates need to consider their current and future responsibilities, determine the stories they will live by, and discover resources for addressing the tensions that will inevitably arise among their multiple callings. Vocation across the Academy will help to reframe current debates about the purpose of higher education. It underscores the important role that colleges and universities can play in encouraging students to reflect more deeply on life's most persistent questions and to consider how they might best contribute to the common good. (shrink)

This paper offers a new philosophical account of vocations as deeply personal but at the same time also communal and generational forms of multimodal intending. It provides a reconstruction and a systematic development of Edmund Husserl’s scattered discussions on vocations. On these grounds, the paper argues that vocational life is a general human possibility and not determined by any set of material values, religious, epistemic or moral. Rather, vocations are distinguished from other complexes of intentional acts and attitudes by certain (...) structural features of their core valuations and volitions. (shrink)

Weber's 'science as a vocation' has often been viewed as a therapeutic concept with no functional significance in the fully bureaucratized and professionalized modern science. However, development in the philosophy of science in the last century, especially the Kuhn thesis of the discontinuity of scientific progress and the Duhem-Quine thesis of underdetermination, shows that Weber's distinction between science as a vocation and science as a profession (career) can potentially answer one of the oldest questions in science studies: What (...) makes scientific breakthroughs possible? (shrink)

Journal of Philosophy of Education, Volume 56, Issue 3, Page 450-466, June 2022.

_Contents:_ Translator's Introduction_ Selected Bibliography Note on the Text _ The Vocation of Man__ Preface Book One: Doubt Book Two: Knowledge Book Three: Faith.

Debates about the nature of practical knowledge and its relationship with declarative knowledge have, over the last ten years, been lively. Relatively little has, however, been written about the educational implications of these debates, particularly about the educational implications of the two broad families of positions known respectively as ‘Intellectualism’ and ‘Anti-intellectualism’. Neither has much appeared in the literature about what Ryle called ‘intelligence epithets’ or evaluative elaborations on attributions of know how. Yet the use of intelligence epithets is a (...) central feature of Ryle’s account of knowing how and that account cannot be adequately understood without an appreciation of their importance. The paper will offer a qualified defence of anti-intellectualism about practical knowledge, paying particular attention to the importance of intelligence epithets and, second, argue that anti-intellectualism offers the best opportunity for constructing a rationale for vocational and professional education that gives broad forms of agency, autonomous action and the pursuit of excellence their due place in such programmes. (shrink)

To have a vocation is to be called to a life of ongoing participation in the redemptive work of the Son and the Holy Spirit. Being faithful to the vocation we have received requires adopting a stance of continuing alertness, ready to notice, correctly interpret, and effectively respond to the various forms of communication by which God draws us into closer cooperation with the redemptive missions of the Son and the Spirit. In this paper I focus on a (...) particular vehicle by which the divine call is transmitted to us—namely, the God-given desire to know, which we experience whenever we wonder about something, whenever we try to solve a problem, whenever we learn or explore or plan. (shrink)

In this research article I reconstitute portfolio assessment of my work as a new faculty member in the form of critical reflexive dialogue. I reassemble artifacts of my works-in-process in a vocational portfolioin order to signal that quality in my work is nuanced as a calling to serve. This metaphor entails portfolio assessment that does not isolate the adult learner and worker from self-assessment and others’assessment. I structure my portfolio dialogically so that my evaluators and I can respond critically to (...) the processes and products of my teacher, researcher, and service worker identities. My artifacts ofdialogical occasions denaturalize the feminine in work and disrupt the hierarchy of knowledge over service. I reassemble my quality moments to support my espoused theory and theory-in-use that servingothers in response-able relationship constitutes the linked resemblance of quality across the three traditional evaluative categories of teaching, research, and service. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: What (...) are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

In this paper, I explore a confrontation between Husserl’s ethical position of vocation and its absolute ought with a feminist ethical position. I argue that Husserl’s ethics has a great deal to offer a feminist ethics by providing for the possibility of an ethics that is particular rather than universal, that recognizes the role of the social through tradition in establishing values and norms without conceding the ethical responsibility of the individual, and that acknowledges the role of both reason (...) and desire in establishing moral values that has the consequence of breaking down the public/private distinction that has reigned in so many ethical theories. In order to make this case, I proceed with a review of Husserl’s position of the absolute ought, some typical criticisms that might be leveled at his position, and finally, responses to those criticisms that show ways in which Husserl’s position can be beneficial to the formulation of a feminist ethics that is inclusive of the emotional aspect of moral valuation, and the particularity of ethical commitments, while providing for a different way of evaluating thinking that accommodates what are usually understood to be “feminine” concerns. In addition to describing Husserl’s position, I show how that position meets some of the expectations for a feminist ethics as put forth by Iris Marion Young and Sara Ruddick. (shrink)

Les vocations sont des chemins que la mémoire trace après-coup pour donner sens au parcours singulier qui nous mène de l'enfance à l'âge adulte. Aux lisières de l'adolescence, je me voyais chauffeur de train ou de taxi, même si je rêvais surtout de devenir journaliste. Je voulais écrire pour raconter ce que je voyais, pour rendre compte d'événements dont j'étais le témoin. L'essentiel était de prendre la route, d'explorer quelque chose qui n'avait été qu'entrevu ou d'en parler d'une manière originale. (...) La recherche en philosophie et l'enseignement de cette discipline devinrent mon métier. Sartre a raison de dire qu'on rate toujours sa vie, qu'on ne devient jamais celui ou celle qu'on aspirait à devenir. Les points d'arrivée ne sont pas forcément des points d'aboutissement. On croit achever quelque chose alors qu'on a creusé une brèche dans son devenir. Les crises, existentielles ou intellectuelles, peuvent avoir du bon. Elles réveillent le sens de la révolte, elles aiguisent l'envie d'un nouveau départ, elles invitent à d'autres commencements. Ce livre est le récit d'une tentative pour inaugurer dans ma quelque chose de neuf en la racontant. Un écrivain n'est pas quelqu'un qui vit de son écriture. Ce n'est qu'un nom, utile pour désigner celui qui ne sait pas ce qu'il est mais aspire seulement à exprimer quelque chose de lui-même"--Page 4 of cover. (shrink)

Journal of Philosophy of Education, Volume 56, Issue 3, Page 467-478, June 2022.

Journal of Philosophy of Education, Volume 56, Issue 3, Page 467-478, June 2022.

This essay recognizes the fact that human beings are created for a purpose, and this is referred to as the human vocation. The essay examines how the text of Genesis 2-3 presents this vocation and its ecological dimensions with implications for eco-theology in Africa. The aim is to provide a theological contribution to the contemporary ecological problems with particular reference to the African continent. Contemporary Africa is faced with a myriad of problems emanating from the way people treat (...) the environment. The essay argues that eco-theology can provide a contextual theological framework for confronting the ecological challenges of the African continent. The methodology is both descriptive and analytical, and it employs the results of the historical critical method of biblical exegesis. (shrink)

The focus of this paper is the experience of vocational call and, in particular, three of its aspects: the source of the call, the form of the call, and the content of the call. It begins with a short reflection on Biblical accounts of vocation and then briefly contrasts that picture with the contemporary understanding of vocation as it is reflected in the thinking of Dewey, Weber, and Heidegger. It then explores Pope John Paul II’s creative retrieval of (...) the original understanding of vocation for our contemporary context by restoring the meaning of vocational call as having a divine source and dialogical form. The paper concludes with a reflection on the content of vocational call in the lives of individuals as they work out their vocations within the context of their particular communities. (shrink)

The focus of this paper is the experience of vocational call and, in particular, three of its aspects: the source of the call, the form of the call, and the content of the call. It begins with a short reflection on Biblical accounts of vocation and then briefly contrasts that picture with the contemporary understanding of vocation as it is reflected in the thinking of Dewey, Weber, and Heidegger. It then explores Pope John Paul II’s creative retrieval of (...) the original understanding of vocation for our contemporary context by restoring the meaning of vocational call as having a divine source and dialogical form. The paper concludes with a reflection on the content of vocational call in the lives of individuals as they work out their vocations within the context of their particular communities. (shrink)

"Investigates the role of Catholic philosophers in confronting the ideas brought about by modern developments in philosophy, medicine,and politics"--Provided by publisher.