The article assumes that Lipman’s paradigm of ‘Philosophy for Children’ as a ‘Community of Inquiry’ is very useful in extending the range of philosophical practices and the benefits of philosophical community reflection to collective life as such. In particular, it examines the possible contribution of philosophy to the practical and ethical dynamics which, nowadays, seem to characterise many deliberative public contexts. Lipman’s idea of CI is an interesting interpretative key for such contexts. As a result, the article highlights (...) the possibility of understanding a CI essentially in terms of an ethics of responsibility. (shrink)

The article assumes that Lipman’s paradigm of ‘Philosophy for Children’ as a ‘Community of Inquiry’ is very useful in extending the range of philosophical practices and the benefits of philosophical community reflection to collective life as such. In particular, it examines the possible contribution of philosophy to the practical and ethical dynamics which, nowadays, seem to characterise many deliberative public contexts. Lipman’s idea of CI is an interesting interpretative key for such contexts. As a result, the article highlights (...) the possibility of understanding a CI essentially in terms of an ethics of responsibility. (shrink)

This article considers two of the methodological steps in a Community of Philosophical Enquiry: developing the questions and voting on the questions. Both of these practices are enacted by the 8-9 year old children who are the participants in a philosophical enquiry, which I facilitated at a government primary school in South Africa. Matthews (1994) reminds us that children as philosophical thinkers/doers have been left out of the dominant narratives about children and childhood. A question that guides (...) this research is where is the place for philosophical questions (developed by children) and the kind of philosophical thinking/drawing/creating/being for child (and adults) in schools? How do we make space for such questioning–so that the richness of these pedagogical encounters can really matter and make a difference to the teaching and learning taking place? Gandorfer in an interview with Barad (2021), suggests that critical thought “is to encounter what is unrecognizable and imperceptible, yet sensible and constructive of sense without separating it from the physical world” (p. 20). I would agree and apply this to the critical thoughts of child. This thinking is not located in the child, in their mind and does not emerge only through the thoughts, child verbalises. A critical posthumanism theory/practice analysis ensures that as researcher, I do not stand outside of the research peering in at a distance. Similarly the children, the questions, the voting and the enquiries are not separate from the world, they are all already entangled with the world. When the children are voting on the questions, this performs as a pedagogy of interruption (Michaud, 2020). As the facilitator, I do not know which question will receive the largest number of votes for the philosophical enquiry. This makes possible an emergent curriculum in its be(com)ing. Toby Rollo’s (2016) formulations about child as political agent and not just moral agent and the implications for more democratic and just schooling are theorised in this paper through the act of the children voting on the questions. I argue that children are not just excluded from participating in decisions about what and even how they are learning at school but from most pedagogical practices in classrooms and schools. I show how the children creating the questions and voting on the questions can be democratic practices with political and moral implications in a community of philosophical enquiry. (shrink)

This paper is concerned with unhoming secure ideas and practices of knowledge creation, through non-hierarchical, boundary-crossing forms of pedagogy, in order to attend to how processes of enquiry matter, whenever we engage in the struggle to address injustice, and not only for humans. Entrenched assumptions related to age, phase, or education setting, are brought into question, to blur distinctions such as for/with; child/adult; playful/serious and learning/teaching/research and to explore further possibilities for creative enquiry. Practices of enquiry are (...) theorised through the movement of Philosophy for/with Children, its community of enquiry pedagogy, and philosophy with picturebooks. What more can happen, when vibrant matter is taken into account, is a driving question. “Thing-power” and “thinking-through-making” are activated as part of this exploration. Through accounts of research events from two international projects, the paper draws attention to artists Viviane Schwartz and Paula Rego, their picturebook artworks, and their artistic processes. Each example shows how the artists, artworks and processes came into play through the events, provoking different forms of experimentation. Through exemplification, showing rather than telling, further possibilities for creative enquiry might be inspired. (shrink)

This study investigated the circumstances and problems that departments of forensic medicine encounter with bereaved families regarding samples obtained from medico-legal autopsies. A questionnaire was posted to all 76 departments of forensic medicine performing medico-legal autopsies in Japan, and responses were received from 48 . Of the respondents, 12.8% had approached and communicated with bereaved families about collecting samples from the deceased person during an autopsy and the storage of the samples. In addition, 23.4% of these had informed families that (...) samples might be used in research. Eighteen departments had received enquiries and requests from families about the samples, with most requests concerning their return. The response to such requests varied according to the department. Few departments interacted with the bereaved families regarding the procedure for obtaining autopsy samples, and their methods for handling family concerns differed depending on the person within the department authorised to contact the family. Moreover, the procedures for engaging in such communication have long been unclear, and no legal or ethical consensus or agreement with the general public has been established. It is important for researchers to further discuss the correct way for forensic medicine departments to communicate with bereaved families. (shrink)

In this paper we investigate whether and to what extent scientists (e.g. inquirers such as epidemiologists or virologists) can have rational and fruitful disagreement with what we call post-enquirers (e.g. conspiratorial anti-vaxxers) on topics of scientific relevance such as the safety and efficacy of vaccines. In order to accomplish this aim, we will rely and expand on the epistemological framework developed in detail in Ferrari & Moruzzi (2021) to study the underlying normative profile of enquiry and post-enquiry. We (...) take it that our analysis provides an effective explanation of why standard argumentative strategies such as fact-checking and debunking cannot work in the context of disagreement between scientists and denialists unless they are coupled with a discussion of the values that are endorsed by the scientific community. (shrink)

Contents \t\t\t\t\t \tTRANSLATOR'S INTRODUCTION \t\t1 \t \tNOTE ON THE TRANSLATION \t\t39 \t OBSERVATIONS ON THE FEELING OF THE BEAUTIFUL AND SUBLIME \t\t\t\t\t \tSECTION ONE: \t\t\t\t \t\tOf the Distinct Objects of the Feeling of the Beautiful and Sublime \t\t45 \tSECTION TWO: \t\t\t\t \t\tOf the Attributes of the Beautiful and Sublime.

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and guided (...) by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

Alisdair MacIntyre argues that the virtues necessary for good work are everywhere and always embodied by particular communities of practice. As a general surgeon, MacIntyre’s work has deeply influenced my own understanding of the practice of good surgery. The task of this essay is to describe how the guild of surgeons functions as a more-or-less coherent tradition of moral enquiry, embodying and transmitting the virtues necessary for the practice of good surgery. Beginning with an example of surgeons engaged in (...) a process of moral discernment, I describe how the practice of surgery depends on the cultivation of a certain kind of practical wisdom (phronesis) that effectively orders the techniques of surgery toward particular notions of human flourishing within the limits of what is possible with the particular body on which the surgeon operates. I then argue that one reason why surgeons train in an apprenticeship model of "residency" is to cultivate not only the technical skill but also the practical wisdom to perform good surgery. I conclude by noting that the surgical profession is enduring necessary, but unprecedented, changes in the way it practices and transmits its art; and without deliberate and sustained attention to the character formation of surgeons, the profession runs the risk of creating excellent technicians who are nonetheless ill-equipped to practice wise and good surgery. (shrink)

Aesthetics is regarded, traditionally, as an aspect of philosophy. Arthur Edwards' approach is different. Ignoring philosophy, he points out that any work of art is devised in the mind of the artist and interpreted through the mind of the beholder and the object must therefore constitute a device of communication between these two minds. In this agreeably written, fully illustrated and constantly fascinating study he explores the implications of this idea, remembering that both artist and experiencer may be of any (...) culture. (We can respond, granted a degree of familiarity, to works produced by artists from cultures as different from our own as those of a Palaeolithic cave man, an Aztec priest, a West African wood-carver or a medieval monk.) The result is an astonishingly wide-ranging quest, one which extends from an investigation of communication theory to an account of the ecological concepts held by certain Amazonian tribes, from a demolition of Freud's model of the psyche to a study of the trigonometry of the Great Pyramid and from an account of the evolution of the human mind to a theory, albeit partial, concerning the nature of beauty. All are held within two complementary themes: the relevance to his enquiry of Jungs theory of the collective unconscious together with the archetypes of which it is composed, and the confirmation of these concepts by independent evidence. (shrink)

By the eighteenth century, the term 'sublime' was used to communicate a sense of unfathomable and awe-inspiring greatness, whether in nature or thought. The relationship of sublimity to classical definitions of beauty was much debated, but the first philosopher to portray them as opposing forces was Edmund Burke. Originally published in 1757 and reissued here in the revised second edition of 1759, this influential treatise explores the psychological origins of both ideas. Presented as distinct consequences of very separate emotional lineages, (...) beauty and sublimity are traced back through a web of human feelings, from self-preservation instincts to lust. Burke's doctrine of the sublime was to have far-reaching effects. In Britain, it informed perceptions of landscape in art and literature for years to come. Meanwhile, on the continent, Kant regarded Burke as 'the foremost author' in 'the empirical exposition of aesthetic judgments'. (shrink)

Modern political theory begins with the rise of the philosophical concept and practice of sovereignty in the sixteenth century. Over the course of the next several centuries, sovereignty was generalized as _the _form of the modern state—eventually, there was no state that was not sovereign, and there was no understanding of the state that did not depend upon the notion of sovereignty. Yet, as Gérard Mairet argues in _The Fable of the World_, at this moment of the culmination of political (...) sovereignty, the limitations and dangers of this theory and practice have become all too apparent. Furthermore, Mairet believes that we have begun to see the glimmers of a new form of political community _beyond_ the sovereign state and its rootedness in inter-state violence: for Mairet, Europe has become the harbinger of a new _federative_ form of statehood. In this rigorous investigation of the notion of sovereignty from Bodin and Hobbes, through Rousseau and the Federalists, to Foucault and the framers of the European constitution, Mairet examines the articulation of the concept through the bloody history of European colonialism. He also shows how the reconstitution of the European political community after World War II marked the beginning of a new trajectory—one that offers the hope of a post-sovereign mode of political being-in-the-world. (shrink)

This volume provides a comprehensive account of Wilhelm Röpke as a liberal political economist and social philosopher. Wilhelm Röpke was a key protagonist of transatlantic neoliberalism, a prominent public intellectual and a gifted international networker. As an original thinker, he always positioned himself at the interface between political economy and social philosophy, as well as between liberalism and conservatism. Röpke’s endeavors to combine these elements into a coherent whole, as well as his embeddedness in European and American intellectual networks of (...) liberal and conservative thinkers, are a central theme throughout the book. The volume includes papers by international experts from a conference in Geneva on the occasion of the 50th anniversary of Röpke’s passing. The first part focuses on new biographical insights into his exile years in Istanbul and Geneva, while the second part discusses his business cycle theory in the context of the Great Depression, and the third part elaborates on his multifaceted social philosophy. Wilhelm Röpke was among the most important thinkers within the classical liberal revival post-WWII, with intriguing tensions between liberalism and conservatism. A highly recommended volume. –– Peter J. Boettke, 2016-2018 President of the Mont Pèlerin Society and Professor of Economics and Philosophy, George Mason University This important collection of papers provides an in-depth assessment of Wilhelm Röpke’s contributions, placing him in the context of his time. A fine contribution. –– Bruce J. Caldwell, Director of the Center for the History of Political Economy and Research Professor of Economics, Duke University. (shrink)

In the current social and technological scenario, the term digital is abundantly used with an apparently transparent and unambiguous meaning. This article aims to unveil the complexity of this concept, retracing its historical and cultural origin. This genealogical overview allows to understand the reason why an instrumental conception of digital media has prevailed, considering the digital as a mere tool to convey a message, as opposed to a constitutive conception. The constitutive conception places the digital phenomenon in the broader ground (...) of media studies, and it considers digital technologies as an interface between the subject and the world. In this perspective, the media is not added to the experience of the person, but it shapes it from within on a cognitive, expressive and communicative level. The article makes use of two powerful examples to show the shortcomings of an instrumental conception of the digital, and to affirm the value of a constitutive conception for current media studies regarding digital interfaces. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Epistemologies and the Limitations of Philosophical Enquiry: Doctrine in Madhva VedantaChristopher BartleyEpistemologies and the Limitations of Philosophical Enquiry: Doctrine in Madhva Vedanta. By Deepak Sarma. London and New York: RoutledgeCurzon, 2005. Pp. xiii + 101.Epistemologies and the Limitations of Philosophical Enquiry: Doctrine in Madhva Vedanta, by Deepak Sarma, purports to discuss the possibility of philosophical evaluation of a tradition of thought and practice, in this (...) case the Dvaita school of Vedānta to which the author belongs, that upholds a "strict insider epistemology." (Although the work bears the subtitle "Doctrine in Madhva Vedanta," for information about beliefs and epistemology the reader would be better advised to consult Deepak Sarma's An Introduction to Madhva Vedanta [Ashgate, 2003].)The present reviewer is not privy to the "insider-outsider debate" apparently current in some centers of Religious Studies, and I state at the outset that I cannot see what all the fuss is about. If one is not a member of a private club, one probably doesn't care about what goes on within its walls. If a tradition is closed to nonmembers, successfully concealing its beliefs and practices (in the manner of some versions of Freemasonry), that's the end of the matter. If texts are really not accessible (p. 6), the activities that the philosopher can pursue are not just "severely restricted"! If what a tradition involves is public (even allowing for esoteric elements revealed only to initiates and for rituals of restricted participation), there are still "outsiders," but they are not debarred from appreciation, discussion, and critical philosophical [End Page 126] analysis of its truth claims. Albeit a middle-aged male member of the Church of England, I can understand (in the conventional sense of the term, which is the only one it has) the Dvaitin adoption of the unusual reading "atat tvam asi" (Chandogya Upanishad 6.8.7 et seq.).What is meant by "insider epistemology"? Sarma says:[T]here are two kinds of communities that uphold insider epistemologies. One is centred around experiential data and claims that outsiders can neither know nor understand what it is like to be an insider. The other simply does not permit outsiders to access root texts. Though actual communities are likely to lie somewhere between these two, or combine elements from each, this bivalent taxonomy is useful as a heuristic device [sic]. (p. 9)The Madhvas, insofar as they deny noninitiates access to some of their basic texts, belong to the second group. (Members of the first are what can politely be called eccentric.) Madhvāchārya, the founder, prohibited outsiders from reading certain texts and from learning from teachers. These restrictions on eligibility, it is claimed, "insulated his position from criticism and evaluation."Even if outsiders' views of core Madhva school doctrines are deemed irrelevant by insiders, Sarma's assertion that Madhvāchārya's views are immune to rational consideration by people who do not belong to the same tradition will astonish anyone familiar with medieval Vedāntic debates. The second chapter describes the historical context in which Madhvāchārya's "insider epistemology" was established. The problem here for the author's insistence on some particularly exigent sort of Dvaitin exclusivity is that there is nothing strikingly un-Vedāntic about that tradition's claims where eligibility for hearing and understanding Scripture (shruti) is concerned. As the author makes clear, Vedāntic theological enquiry, the systematic elucidation of the Upanishads and Brahma-sūtras in the context of dialectic between rival schools, was the preserve of males born into the higher three castes who could understand Sanskrit. This constraint is sometimes intensified by sectarianism, where cultic initiation is additional to caste-based qualification. In the latter respect, the Madhvas are comparable to Shrī Vaishnavas and sundry Shaiva cults. But none of this impeded a plethora of rational disputation! Had the Madhva school prohibited outsiders from "accessing its texts altogether," argument could never have gotten off the ground. But it certainly did. Moreover, the restrictions on eligibility or qualification (adhikara) to study Scripture amount to the claim that there are moral and intellectual preconditions for a proper understanding of some subject matter. At its most... (shrink)

I seek to advance enquiry into the philosophical question of in virtue of what human beings have a dignity of the sort that grounds human rights. I first draw on values salient in sub-Saharan African moral thought to construct two theoretically promising conceptions of human dignity, one grounded on vitality, or liveliness, and the other on our communal nature. I then argue that the vitality conception cannot account for several human rights that we intuitively have, while the community (...) conception can do so. I conclude that, of plausible theories of human dignity with an African pedigree, the field ought to favour a community-based view and critically compare it in future work with the Kantian, autonomy-based view that dominates Western thinking about dignity. (shrink)

At times decisions are made in the field of genetics that are presented as if the ethical debates have been adequately treated and so all moral considerations have been addressed, when the truth is very different. Nor is it always easy or desirable to separate the ethical, legal and social questions posed by new developments. The impact of developments in genetic science upon communities is one field of enquiry that envelops each of these areas.This paper explores the impact of (...) genetics upon communities through focusing, in particular, upon certain developments in reproductive science. After introducing core issues and technologies, it discusses particular ethical concerns in relation to the ‘shadow’ of eugenics over such developments, before exploring the role of legislative debates and procedures in transforming social attitudes, values and hence norms. It then turns to consider debates concerning the ‘quality of life ethic’ now prevalent in healthcare, and moves on to discuss the issue of genetic discrimination – focusing, in particular, upon discrimination against disabled persons as a representative instance of the actual ethical and social/communitarian implications of the foregoing. It ends by highlighting the need to discern the ways in which the ethics of genetics is presently shaped and practised in order to discern better the particular social and communitarian implications of certain technological advances. (shrink)

At times decisions are made in the field of genetics that are presented as if the ethical debates have been adequately treated and so all moral considerations have been addressed, when the truth is very different. Nor is it always easy or desirable to separate the ethical, legal and social questions posed by new developments. The impact of developments in genetic science upon communities is one field of enquiry that envelops each of these areas.This paper explores the impact of (...) genetics upon communities through focusing, in particular, upon certain developments in reproductive science. After introducing core issues and technologies, it discusses particular ethical concerns in relation to the ‘shadow’ of eugenics over such developments, before exploring the role of legislative debates and procedures in transforming social attitudes, values and hence norms. It then turns to consider debates concerning the ‘quality of life ethic’ now prevalent in healthcare, and moves on to discuss the issue of genetic discrimination – focusing, in particular, upon discrimination against disabled persons as a representative instance of the actual ethical and social/communitarian implications of the foregoing. It ends by highlighting the need to discern the ways in which the ethics of genetics is presently shaped and practised in order to discern better the particular social and communitarian implications of certain technological advances. (shrink)

This explores the role of intention in interpreting designed artefacts. The relationship between how designers intend products to be interpreted and how they are subsequently interpreted has often been represented as a process of communication. However, such representations are attacked for allegedly implying that designers' intended meanings are somehow ‘contained’ in products and that those meanings are passively received by consumers. Instead, critics argue that consumers actively construct their own meanings as they engage with products, and therefore that designers' intentions (...) are not relevant to this process. In contrast, this article asserts the validity and utility of relating intention to interpretation by exploring the nature of that relationship in design practice and consumer response. Communicative perspectives on design are thereby defended and new avenues of empirical enquiry are proposed. (shrink)

Rawls' requirement that citizens of liberal democracies support only policies which they believe can be justified in 'public reason' depends on a certain ideal for the relationships between citizens. This is a valuable ideal, and thus citizens have reasons to try to achieve it. But it is not always possible to find the common ground that we would need in order to do so, and thus we should reject Rawls' strong claim that we have an obligation to defend our views (...) in public reason. Because I recognize that we have strong reasons to conduct our political enquiry within the guidelines of political liberalism, but deny that we always have an obligation to do so, one might call my view 'permissive political liberalism'. (shrink)

In facing up to life and its challenges, questions inevitably arise. Different situations provoke specific questions mostly trivial but frequently fundamental always seeking some kind of answer. While the transition from question to quest is a rather natural one for human beings and the need for answers is a serious human demand, the quest itself is significant, precisely because it is a human task. This book offers a number of literary-philosophical enquiries into these challenges of life. But it is the (...) one set of quests stimulated, deepened and widened by literature and philosophy as well as developed in a literary and philosophical way. Among the topics covered are: the search for meaning in life, the quest for wisdom, the aim of moral striving, the need for community life, the importance of relationships, the challenge of suffering, the desire for deliverance, and the longing for immortality. (shrink)

The purpose of this paper is to demonstrate that Science Communication inheres to the capitalist relations of production. By making use of Marxist dialectics, the enquiry will elucidate the enquiry will elucidate that capital creates the gap between science and society that Science Communication is deemed to bridge, for capitalism deprives workers of the ‘intellectual potencies of the material process of production’ and makes both impossible and meaningless for them to appropriate scientific knowledge in a direct, unmediated manner. (...) Along these lines, the paper will revisit the long-standing ‘deskilling-upskilling debate’ in order to shed light on what specific workers’ productive attributes form the material basis on which Science Communication grounded. I conclude that the existence of Science Communication responds to the fact that workers are devoid of any control over the social qualitative content of their work – the purpose and the mode of the labouring activity. In other words, Science Communication is premised on the limited form taken by the productive consciousness capital equips workers with in order just to reproduce itself. (shrink)

This project was conceived to determine the feasibility of using a phenomenological method of enquiry, based on Giorgi’s existential psychological method, for explicating the experience of being-in-community as experienced within a Community Building Workshop. This project served to inform a larger Master of Social Science research project concerned with building community within business. In approaching this project it was decided to interview two people who had participated in separate CBWs, but not within a business context. The (...) reason for this was purely pragmatic as I had access to two co-researchers (participants) who were available for interviews within given time constraints. Therefore the focus of this project is on being-in-community as experienced in a CBW™. Indo-Pacific Journal of Phenomenology , Volume1, Edition 1 April 2001. (shrink)

Many readers will be familiar with the power of stories to stimulate rich, ethically-focussed philosophical enquiry with communities of children and young people. This paper presents a view of the relationship between ethics and narrative that attempts to explain why this is the case. It is not an accident that moral matters are illuminated in stories, nor is the explanation for this fitness for purpose merely pragmatic, or a matter of convention. Narrative is at the heart of learning how (...) to live a good live and living that life. Unlike other forms of organising human experience, such as mathematics or science, narrative represents ethical experience particularly well. This is possible because of the logical structures of human experience that narrative successfully communicates and because of the human faculties that it successfully engages , which are the faculties we use in ethical life. Understood in this way, narrative is both a source, and a method of ethical knowledge and understanding. The implication of this claim is that narrative is is not only useful as a stimulus for ethical enquiry in the way in which delegates may be familiar. According to my account, telling and being told stories and exploring narrative features such as character and setting constitute a form of ethical enquiry in their own right. These activities require us to engage the same faculties at work in ethical life and in doing so, we gain ethically relevant experiences that reinforce, challenge and enlarge what we know and understand about the ethical world. However, we do not strive to grasp propositional knowledge through engaging with narratives as a source and method of knowledge and understanding. Books, plays and films on my account, do not have ‘a moral of the story’ that must be grasped and then internalised. What we learn through engagement with narrative is ethical perceptiveness. Perceptiveness in this sense, is knowing how to read and respond to the ethically salient features of a text or an everyday experience. It is a function of the use of our emotion and imagination in conjunction with the intellect. In light of these claims, I advocate ‘Narrative Ethical Enquiry’, a pedagogy that aims at three things I consider to be constitutive of perceptiveness: Ethical awareness: The active and self-conscious identification of the ethical content in stories. Narrative competence: The encouragement of sophisticated acts of giving and receiving stories, as an integral part of ethics education and not just as the basis for an exploration of issues in some other gear e.g. philosophical, legal, scientific, religious etc. Self-conscious enquiry: The recognition – by learners and teachers – of the potential of narratives and active use of narrative to gain ethical knowledge and understanding. Although ethical enquiry in PwC often begins with a story, this does not mean that narrative has been optimised in that educational encounter. Often in a PwC class that begins with a story, there is a hasty move made from an exploration of the detailed content of the story to the identification of one or two ethical concepts followed by the pursuit of understanding through conceptual analysis, the construction of prima facie axioms, principles and other theoretical constructs. All of which operate at a suitably high level of generality and abstraction. This is what philosophy does well, but in in doing so in ethical enquiry, it overlooks narrative features of a stimulus that can offer ethical illumination. Features such as the time and place in which the story takes place; the intentional and emotional states of certain characters; the contingency of certain events and the necessity of others; the uniqueness of the story as a singular whole including its particular details and simultaneously, the generic patterns of tragedy or parody that it assumes. An intellectualistic philosophical engagement with a story will typically neglect the faculties of emotion and imagination that enable us to fully access the ethical dimension of a story and in turn allow us to navigate the ethical dimension of every day life. I propose an approach to ethical enquiry that draws on the self-conscious and systematic clarity of philosophy and the richness, complexity and immediacy of narrative. Philosophical and narrative modes of understanding can - and often do - complement one another in PwC. In proposing Narrative Ethical Enquiry I simply advocate that this be acknowledged, understood and capitalised upon. (shrink)

Whilst continuing racism is often invoked as evidence of the urgent need for Philosophy for Children, there is little in the current literature that addresses the topic. Drawing on Critical Race Theory and the related field of Critical Whiteness Studies , I argue that racism is deeply ingrained culturally in society, and best understood in the context of ‘Whiteness’. Following a CRT-informed analysis of two picturebooks that have been recommended as starting points for philosophical enquiry into multiculturalism, racism and (...) diversity – ‘Elmer’ and ‘Tusk Tusk’ by David McKee, I argue that whilst the use of stories with animals is commonly regarded as offering children the comfort of distance from emotionally challenging topics, this has the effect of separating racism from its temporal and spatial realities, which limits rather than enhances opportunities for engaging philosophically with it. I argue in favour of the practice of ‘reading against the text’ and consider the epistemological and practical obstacles to this practice drawing on my own experiences discussing race with P4C practitioners in the UK. I attempt to illustrate how the selection of recommended materials, combined with commonly held principles of P4C, make for a climate where a philosophical engagement with race and racism that considers the discourse of ‘Whiteness’ is highly unlikely to occur. This leads me to posit the idea of The Gated Community of Enquiry. (shrink)

Events in teaching often bubble up and demand attention because they stay with us long after the moment has passed, causing us to revisit and recreate them, perhaps to ask ourselves whether we might have responded differently. Deeper reflection and wider social enquiry become possible when incidents are recorded over time. Themes are identified and form the basis of theorizing and alternative action. Themes tend to emerge from awareness of our emotional responses to events and through an investigation of (...) the values and beliefs that have informed our reactions to them. Since I am aiming to encourage and strengthen children’s participation in the community of enquiry, a major theme in my own practice is locating barriers to my listening, obstacles that inhibit children’s involvement in philosophical dialogue, whose advocates have emphasized its democratic nature and transformative educational potential. This paper describes an experience of teaching which led me to explore taboos surrounding certain topics in primary schools. In the case reported, I suggest that the subject of ‘secrets’ alludes to wider insecurities in the social construction of intimacy in child and adult relations. These difficulties inhibit the educational process and obscure the voice of the child, even in the context of philosophical dialogue, which aims to increase children’s participation. I consider the moral panic in the UK about the safety of children and the effect on interactions in the ambiguous context of primary schools. I examine the exercise of professional judgement in respect of boundaries of private and public. Conscious of a missed opportunity, I explore secrecy, hiding, concealing and revealing and the part that these play in relationships and in the making of individual identity and the sense of self. Throughout the enquiry I seek to identify obstacles to listening that limit the potential for mutual education. (shrink)

This project was conceived to determine the feasibility of using a phenomenological method of enquiry, based on Giorgi’s existential psychological method, for explicating the experience of being-in-community as experienced within a Community Building Workshop. This project served to inform a larger Master of Social Science research project concerned with building community within business.In approaching this project it was decided to interview two people who had participated in separate CBWs, but not within a business context. The reason (...) for this was purely pragmatic as I had access to two co-researchers (participants) who were available for interviews within given time constraints. Therefore the focus of this project is on being-in-community as experienced in a CBWTM. (shrink)

The special issue collects a selection of papers presented during the Computer Ethics: Philosophical Enquiries 2013 conference. This is a series of conferences organized by the International Association for Ethics and Information Technology , a professional organization formed in 2001 and which gathers experts in information and computer ethics prompting interdisciplinary research and discussions on ethical problems related to design and deployment of information and communication technologies . During the past two decades, CEPE conferences have been a focal point for (...) the research concerning crucial topics , such as privacy , online trust , online identity , value-sensitive design , cyber-warfare , along with education and professional ethics (Buchanan .. (shrink)

This is the first English translation for forty years of a medieval classic, offering vivid and unique insight into the life of a great monastery in late twelfth-century England. The translation brilliantly communicates the interest and immediacy of Jocelin's narrative, and the annotation is particularly clear and helpful. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most (...) accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more. (shrink)

I want to consider how the general characteristics of a discipline might facilitate ?social mechanisms for distributing knowledge? that do not depend on uniformity of use, but, in fact, on different uses by different people. Indeed, I want to show that the ways in which a discipline is organized afford the growth of knowledge and do so, in particular, by facilitating an approach to what Thomas Kuhn described as ?the essential tension? between, on the one hand, the traditional or customary (...) elements of disciplined enquiry, which are prerequisites for there being a community of enquiry, and, on the other hand, the innovative elements of disciplined enquiry, which are needed on account of the always already inadequate character of our engagement with the objects of enquiry. (shrink)

We suggest in this paper that the practice of philosophy with children can be fruitfully understood as an example of a transindividual system. The adoption of the term ‘transindividuality’ serves two main purposes: it allows us to focus on individuation as a process and at the same time to problematise some of the classical antinomies of Western philosophy that continue to inform our understanding of the relation between individuality and community. We argue that the practice of philosophical inquiry with (...) children, when interpreted in terms of Spinoza’s conceptions of relational individuality and affective reason, offers a compelling example of how shared thinking operates as an individuating process in that knowledge and affect, interiority and exteriority, individuality and collectivity can be experienced in action and thought as complementary aspects of the same process. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Convention for Protection of Human Rights and Dignity of the Human Being with Regard to the Application of Biology and Biomedicine: Convention on Human Rights and BiomedicineCouncil of EuropePreambleThe Member States of the Council of Europe, the other States and the European Community signatories hereto,Bearing in mind the Universal Declaration of Human Rights proclaimed by the General Assembly of the United Nations on 10 December 1948;Bearing in mind (...) the Convention for the Protection of Human Rights and Fundamental Freedoms of 4 November 1950;Bearing in mind the European Social Charter of 18 October 1961;Bearing in mind the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights of 16 December 1966;Bearing in mind the Convention for the Protection of Individuals with Regard to Automatic Processing of Personal Data of 28 January 1981;Bearing also in mind the Convention on the Rights of the Child of 20 November 1989;Considering that the aim of the Council of Europe is the achievement of a greater unity between its members and that one of the methods by which that aim is to be pursued is the maintenance and further realisation of human rights and fundamental freedoms;Conscious of the accelerating developments in biology and medicine;Convinced of the need to respect the human being both as an individual and as a member of the human species and recognising the importance of ensuring the dignity of the human being; [End Page 277]Conscious that the misuse of biology and medicine may lead to acts endangering human dignity;Affirming that progress in biology and medicine should be used for the benefit of present and future generations;Stressing the need for international co-operation so that all humanity may enjoy the benefits of biology and medicine;Recognising the importance of promoting a public debate on the questions posed by the application of biology and medicine and the responses to be given thereto;Wishing to remind all members of society of their rights and responsibilities;Taking account of the work of the Parliamentary Assembly in this field, including Recommendation 1160 (1991) on the preparation of a Convention on bioethics;Resolving to take such measures as are necessary to safeguard human dignity and the fundamental rights and freedoms of the individual with regard to the application of biology and medicine;Have agreed as follows:Chapter IGeneral provisionsArticle 1. (Purpose and object)Parties to this Convention shall protect the dignity and identity of all human beings and guarantee everyone, without discrimination, respect for their integrity and other rights and fundamental freedoms with regard to the application of biology and medicine.Each Party shall take in its internal law the necessary measures to give effect to the provisions of this Convention.Article 2. (Primacy of the human being)The interests and welfare of the human being shall prevail over the sole interest of society or science.Article 3. (Equitable access to health care)Parties, taking into account health needs and available resources, shall take appropriate measures with a view to providing, within their jurisdiction, equitable access to health care of appropriate quality. [End Page 278]Article 4. (Professional standards)Any intervention in the health field, including research, must be carried out in accordance with relevant professional obligations and standards.Chapter IIConsentArticle 5. (General rule)An intervention in the health field may only be carried out after the person concerned has given free and informed consent to it.This person shall beforehand be given appropriate information as to the purpose and nature of the intervention as well as on its consequences and risks.The person concerned may freely withdraw consent at any time.Article 6. (Protection of persons not able to consent)1. Subject to Articles 17 and 20 below, an intervention may only be carried out on a person who does not have the capacity to consent, for his or her direct benefit.2. Where, according to law, a minor does not have the capacity to consent to an intervention, the intervention may only be carried out with the authorisation of his or her representative or an authority or a person or... (shrink)

The paper arises from a shared event that turned into an experience: the finding of a childlike piece of paper on our way to a conference about philosophy in schools and how it affects our educational ideas and research practices on listening to children. Triggered by the question of what it means to listen, we are led to the exercise of self-questioning inspired by some of the authors that have already written about the topic, specifically in the context of the (...) community of philosophical enquiry. The thinking unfolds with the telling of the story about the found piece of paper, crossing different layers of questioning and trying to keep the enquiry open for the readers: what is it that we do not know about listening to children? And to what extent might that, which we do not know, be the cause of biased and adultist practices? Is it necessary to return to what philosophy is and where one can find it inside the school environment? Is it already there when the adults arrive? Are we not listening to it? Or are there specific places for philosophical conversations, such as the classroom? Is philosophy also invited to the margins of those spaces? Who decides what counts as philosophical? It is not about answering questions and giving closure to our concerns as educators and researchers, but rather sharing with the readers how even in the least suspected place - an academic event about bringing philosophy to school - one might still not be listening to children. In returning to this self-questioning movement, we want to echo some of the troubling in the thinking and practices of listening in the so-called movement of Philosophy for/with Children: this for/with phenomenon, its politics and relations; some of the assumptions that might be present in the dilemmas in practice for educators and researchers; but also its aesthetics resonances, the sheer beauty of troubling, the (out of) tune of self-questioning, the questions it raises for us as researchers and the space of doubting and uncertainty it offers, like a hesitation or a breathing space. And perhaps, we wonder, it is in-between spaces, in its cracks and transitions, that important things can find their way into our thinking and conversations about childhood. Just like a piece of paper in a hotel room. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)

Experience indicates that the questioning and democratic nature of the community of enquiry can be demanding and unsettling for teachers, present.

Irish literature after Yeats and Joyce, from the 1920s onwards, includes texts which have been the subject of much contention. For a start how should Irish literature be defined: as works which have been written in Irish or as works written in Englsih by the Irish? It is a period in whichideas of Ireland--of people, community, and nation--have been both created and reflected, and in which conceptions of a distinct Irish identity have been articulated, defended, and challenged; a period (...) which has its origins in a time of intense political turmoil. `after Yeats and Joyce' alsosuggests the immense influence of these two writers on the style, stances, and preoccupations of twentieth-century Irish literature. Neil Corcoran focuses his chapter on various themes such as `the Big House', the rural and provincial, with reference to authors from Kinsella and Beckett to WilliamTrevor, Seamus Heaney, and Mary Lavin, providing a lucid and far-reaching introduction to modern Irish writing. (shrink)

Digital media presents an array of interesting challenges adapting new modes of collaborative, online communication to traditional writing and literary practices at the practical and theoretical levels. For centuries, popular concepts of the modern author, regardless of genre, have emphasized writing as a solo exercise in human communication, while the act of reading remains associated with solitude and individual privacy. "The Community and the Algorithm: A Digital Interactive Poetics" explores important cultural changes in these relationships thanks to the rapid (...) development of digital internet technologies allowing near-instantaneous, synchronous, multimedia interaction across the globe. The radical shift in how we author and consume media as an online, electronic transmission effectively resituates the writing process across the liberal arts as less a solitary act of individual enquiry and reflection, and more an ongoing, collaborative process of creative interaction within a multimedia environment or network. Contributions in this anthology demonstrate a robust history and equally diverse contemporary approach to multimedia interaction for literary and artistic ends. Central to all media formats, computation is explored throughout this volume to critically examine how algorithmic procedures in writing help bring forward many key concepts to building creative communities in a digital environment. Each chapter in this book accordingly introduces readers to various new collaborative experiments using a broad range of different digital media formats, including VR, Natural Language Generation (NLG), and metagaming tools. This book will appeal broadly to students, instructors, and independent artists working in the digital arts, while its emphasis on social interactivity will interest theorists and teachers working in theatre, social media, and cyberpsychology. Its secondary focus on computation and media programming as a site of artistic experimentation will also interest programmers and web designers at various professional levels. (shrink)

Cicero’s treatise On Divination is among the most intense ancient discussions of divinatory practices, arguing as much against the background of a long and rich tradition in Greek philosophy as contemporary and recent Roman practices. Focusing on book 2, my contribution will reconstruct Cicero’s “ludic view” of divinatory ritual and extispicy in particular (2.26–41). I will argue that the reference to playing is an important part of Cicero’s argument. I will then use this ancient observation as a hermeneutic lens onto (...) divinatory practices and the materiality involved here. I will conclude on an enquiry into the question of how central this very materiality is for the construction of the divine and the establishment of a bidirectional relationship with it. (shrink)

This article sets out to examine the role of teacher research and enquiry in the professional development of teachers. The context derives from the initiative of the Scottish Executive to enhance the status and working conditions of teachers. We consider the extent to which continuing professional development activities arising out of the Chartered Teacher Programme encourage teachers to value research, equip them to become research-minded and support them to engage in research and enquiry in their own professional contexts.

This article examines environmental communication from within an enquiry perspective. It is argued that dissent is a vital part of any enquiry into environmental issues. Aspects of Charles S. Peirce's semiotic logic are introduced and discussed with reference to environmental communication and dissent. Environmental problems are shown to be at root disconnections between the sign use of humans and the sign use of an environment. Such disconnections arise when dissenting voices from an environment are ignored, misinterpreted, or suppressed. (...) It is concluded that a semiotic approach to environmental communication offers a valuable insight into how dissent functions to resolve environmental disconnections. (shrink)

Explores some steps toward non-assimilative encounters in the "global village.".

In the last two centuries, our world would have been a safer place if philosophers such as Rousseau, Marx, and Nietzsche had not given intellectual encouragement to the radical ideologies of Jacobins, Stalinists, and fascists. Maybe the world would have been better off, from the standpoint of sound practice, if philosophers had engaged in only modest, decent theory, as did John Stuart Mill. Yet, as Ronald Beiner contends, the point of theory is not to think safe thoughts; the point is (...) to open intellectual horizons. In Philosophy in a Time of Lost Spirit, Beiner reflects on the dualism of theory and practice. The purpose of the theorist is not to offer sensible guidance on the conduct of social life but to test the boundaries of our vision of social order. Whereas the liberal citizen should embody the practical virtues of prudence and moderation, the theorist should be radical, probing, and immoderate. Looking back at the liberal-communitarian debate of the 1980s, Beiner recognizes that the antidote to our spiritless times lies neither in the embrace of community over individualism nor of individualism over community: both individual and community need to be submitted to radical questioning. It is by exposing ourselves to the challenge of fearless thinking encountered at the philosophical extremities that we are most likely to understand our own world at a deeper level. In this collection of essays and reviews, Ronald Beiner helps us to think critically about the thought-worlds of our foremost contemporary thinkers, including Hannah Arendt, Allan Bloom, Michel Foucault, Hans-Georg Gadamer, J¦rgen Habermas, Will Kymlicka, Christopher Lasch, Richard Rorty, Judith Shklar, Leo Strauss, Charles Taylor, and Michael Walzer. (shrink)