In theory and practice, the notion of fairness is far from simple. The principle is often elusive and subject to confusion, even in institutions of law, usage, and custom. In Fairness, Nicholas Rescher aims to liberate this concept from misunderstandings by showing how its definitive characteristics prevent it from being absorbed by such related conceptions as paternalistic benevolence, radical egalitarianism, and social harmonization. Rescher demonstrates that equality before the state is an instrument of justice, not of social utility or public (...) welfare, and argues that the notion of fairness stops well short of a literal egalitarianism. Rescher disposes of the confusions arising from economists' penchant to focus on individual preferences, from decision theorists' concern for averting envy, and from political theorists' sympathy for egalitarianism. In their place he shows how the idea of distributive equity forms the core of the concept of fairness in matters of distributive justice. The coordination of shares with valid claims is the crux of the concept of fairness. In Rescher's view, this means that the pursuit of fairness requires objective rather than subjective evaluation of the goods being shared. This is something quite different from subjective equity based on the personal evaluation of goods by those laying claim to them. Insofar as subjective equity is a concern, the appropriate procedure for its realization is a process of maximum value distribution. Further, Rescher demonstrates that in matters of distributive justice, the distinction between new ownership and preexisting ownership is pivotal and calls for proceeding on very different principles depending on the case. How one should proceed depends on context, and what is adjudged fair is pragmatic, in that there are different requirements for effectiveness in achieving the aims and purposes of the sort of distribution that is intended. Rescher concludes that fairness is a fundamentally ethical concept. Its distinctive modus operandi contrasts sharply with the aims of paternalism, preference-maximizing, or economic advantage. Fairness will be of interest to philosophers, economists, and political scientists. "[Fairness is] one of the most forceful conceptual analysis of fairness yet produced." -Ludwig Beckman, The Review of Metaphysics Nicholas Rescher is University Professor of Philosophy and vice chairman of the Center for Philosophy of Science at the University of Pittsburgh. He has written more than seventy books in various areas of philosophy, including Complexity: A Philosophical Overview and Inquiry Dynamics, both published by Transaction. (shrink)

Women and Comedy: History, Theory, Practice brings together leading researchers from Canada, the United States, and Europe in an interdisciplinary collection of essays to chart the future of critical inquiry in gender and comedy studies.

This article points out the criteria necessary in order for a qualitative scientific method to qualify itself as phenomenological in a descriptive Husserlian sense. One would have to employ description within the attitude of the phenomenological reduction, and seek the most invariant meanings for a context. The results of this analysis are used to critique an article by Klein and Westcott , that presents a typology of the development of the phenomenological psychological method.

Racism in Psychology examines the history of racism in psychological theory, practice and institutions. The book offers critical reviews by scholars and practising therapists from the US, Africa, Asia, Australia and Europe on racism on the couch and in the wider socio-historical context. The authors present a mixed experience of the success of efforts to counter racism in theory, institutions and organizations and differing views on the possibility of institutional change. Chapters discuss the experience of therapists, anti-Semitism, inter-sectionality and how (...) psychological praxis is part of a colonialist project. The book will appeal to practising psychologists and counsellors, socially minded psychotherapists, social workers, sociologists and students of psychology, social studies and race relations. (shrink)

This book provides a comprehensive introduction to the study of international diplomacy, covering both theory and practice. This second edition has been revised and updated, with new material on such key contemporary issues as Syria, Ukraine, migration and the South China Sea. The text summarizes and discusses the major trends in the field of diplomacy, providing an innovative theoretical approach to understanding diplomacy not as a collection of practices or a set of historical traditions, but as a form of institutionalized (...) communication through which authorized representatives produce, manage and distribute public goods. The book: Traces the evolution of diplomacy from its beginnings in ancient Egypt, Greece and China to our current age of global diplomacy. Examines theoretical explanations about how diplomats take decisions, make relations and shape the world. Discusses normative approaches to how diplomacy ought to adapt itself to the twenty-first century, help re-make states and assist the peaceful evolution of international order. In sum, Understanding International Diplomacy provides an up-to-date, accessible and authoritative overview of how diplomacy works and, indeed, ought to work in a globalized world. This textbook will be essential reading for students of international diplomacy, and is highly recommended for students of crisis negotiation, international organizations, foreign policy and IR in general. (shrink)

Many normative political theorists have engaged in the systematic collection and/or analysis of empirical data to inform the development of their arguments over the past several decades. Yet, the approach they employ has typically not been treated as a distinctive mode of theorizing. It has been mostly overlooked in surveys of normative political theory methods and methodologies, as well as by those critics who assert that political theory is too abstracted from actual political contestation. Our aim is to unearth this (...) grounded normative theory (GNT) approach – to identify its definitive practices and highlight its potential significance. We detail four overlapping commitments characteristic of GNT. These include commitments to expanding the comprehensiveness of input for normative arguments through original empirical research and/or analysis, recursivity in the development of normative claims, attentiveness to the systematic inclusion of a range of voices and ways of knowing, and accountability to those engaged by the theorist in empirical contexts. We discuss methodological distinctions within GNT, including between more- and less-solidaristic approaches. We discuss how GNT answers calls for theorists to engage more closely with empirical political dynamics and we consider responses to possible critiques. (shrink)

A hallmark of recent critical social science has been the commitment to methodological and theoretical pluralism. Habermas and others have argued that diverse theoretical and empirical approaches are needed to support informed social criticism. However, an unresolved tension remains in the epistemology of critical social science: the tension between the epistemic advantages of a single comprehensive theoretical framework and those of methodological and theoretical pluralism. By shifting the grounds of the debate in a way suggested by Dewey's pragmatism, the author (...) argues that a thoroughgoing pluralism strengthens, rather than weakens, both the social scientific and political aims of critical social science. Not only does pragmatism offer a plausible interpretation of the epistemic pluralism of the social sciences, but it also provides a way of thinking about their fundamentally practical and political character. With a better normative vocabulary with which to discuss the epistemological issues of such a pluralistic mode of inquiry, the democratic role of critical inquiry and its specifically practical form of verification can be clarified. (shrink)

ABSTRACTIn this paper, I explore new perspectives that an ethics of care approach brings to our understanding of, and responses to, poverty and development. Building on the works of care-ethics scholars such as Virginia Held and Fiona Robinson, I argue that an ethics of care approach provides a unique theory-practice nexus that offers alternative concrete ways to tackle human poverty that lends itself to both local and cross-border applications. In addition to providing crucial insights into women’s struggles in varied contexts, (...) such an approach also uses the lens of care to re-envision human securities and vulnerabilities, thereby deserving of greater attention by scholars, practitioners, and institutions in search of effective ethical models of global development. I provide a case-study of Karma Kutir, a women’s development organization based in the city of Kolkata, India, to shed light on context-specific care-centered development practices aimed at alleviating poverty. I show how such practices are highly effective and provide concrete evidence of the value of an ethics of care approach to poverty and women’s development. (shrink)

The chapter discusses the various ways in which ethical theory and moral practice relate to one another. Various proposals are discussed and evaluated, such as that the relation is a deductive one, that the relation is one of norm-specification, or that the theory provides multiple moral principles that must be balanced against one another. The author makes some suggestions on how the relation between theory and practice should be understood.

The relation between theory and practice is the object of a central debate in the history of science. In a recent contribution to the issue, L. E. Sandelands equates practice with G. Ryle's "knowing how" and theory with Ryle's "knowing that," arguing that practice and theory are incommensurate forms of knowing such that theory cannot be translated into practice. R. T. Craig took issue with Sandelands' position, pointing out that it reflects an academic approach removed from everyday social behavior in (...) which problem solving is always both practical and theoretical. The authors agree and take this blurring of the theory/practice dichotomy as a cue to deconstruct the conception of two ways of knowing. J. Shotter's concepts of "joint action" and "knowing from within" suggest a third type of knowing which develops between knowers in particular contexts or circumstances. This third way of knowing has important implications for psychological training and inquiry. 2012 APA, all rights reserved). (shrink)

ArgumentAgent-based social simulations have historically been evaluated using two criteria: verification and validation. This article questions the adequacy of this dual evaluation scheme. It claims that the scheme does not conform to everyday practices of evaluation, and has, over time, fostered a theory-practice gap in the assessment of social simulations. This gap originates because the dual evaluation scheme, inherited from computer science and software engineering, on one hand, overemphasizes the technical and formal aspects of the implementation process and, on the (...) other hand, misrepresents the connection between the conceptual and the computational model. The mismatch between evaluation theory and practice, it is suggested, might be overcome if practitioners of agent-based social simulation adopt a single criterion evaluation scheme in which: i) the technical/formal issues of the implementation process are tackled as a matter of debugging or instrument calibration, and ii) the epistemological issues surrounding the connection between conceptual and computational models are addressed as a matter of validation. (shrink)

This paper is a report from the international MacIntyre conference 'Theory, Practice, and Tradition'.

Over the past few decades, theologians have recognised the value of practice but have been optimistic about the ease with which practice is incorporated into theology. People use all sorts of adjectives to characterise the complex relationship - 'integrally related', a 'deeper reciprocity', 'bound up in thickly intertwined ways' - but connecting the two is not as easy as these words suggest. This article returns to the age-old question about the relationship between theory and practice. But it studies this question (...) from the angle of practice. Although many scholars have analysed the distinction between theory and practice as it functions conceptually, few have examined challenges in relating the two as they emerge in practice. The article argues that there is an inevitable distinction between theory and practice that receives considerably less attention and needs more understanding and even respect. It also argues that the discipline of practical theology adds a distinctive angle on this discussion because it considers how the concepts function practically. (shrink)

Are the theoretical frameworks of phenomenology and of science compatible? And, if so, what would a reconciliation entail for science as it is practiced? Gallagher [2019] poses these two questions, answering the first in the affirmative and leaving the second unaddressed. I argue that treating the two as separate questions presupposes an inadequate distinction between theory and practice that Gallagher’s non-reductive framework motivates rejecting. Recognizing the intertwining of theory and practice allows us to answer Gallagher’s two questions about phenomenology and (...) science all at once, but it also motivates a less conciliatory conclusion than the one he offers. (shrink)

Going beyond the theory/practice and discourse/matter divides -- Learning and becoming in an onto-epistemology -- The tool of pedagogical documentation -- An intra-active pedagogy and its dual movements -- Transgressing binary practices in early childhood teacher education -- The hybrid-writing-process: going beyond the theory/practice divide in academic writing -- An ethics of immanence and potentialities for early childhood education.

?Disclosing New Worlds? represents an extraordinarily fruitful response to the radically changed social and intellectual conditions of the late twentieth century. Its focus on skillful practice yields a social theory thicker than most. Yet in remaining aloof of material reality it retains an ambiguity that contemporary culture prevailingly resolves into a style of life largely devoid of skill and excellence. Consideration of material reality, however, discloses hopeful if inconspicuous practices as well, practices that are at the center of the good (...) life and constitute the wellspring of solidarity. University teaching can be a vigorous introduction to that sort of life. (shrink)

Humanistic studies cultivate types of conceptual fluency and modes of awareness important to thought concerning values. Not all knowledge is scientific knowledge. There is genuine comprehension of some valuative matters – they are not all to be interpreted in expressive or subjective terms. Education in the humanities can encourage value-relevant types of discernment, awareness, and articulateness in uniquely effective ways. Though important kinds of thought concerning values may lack formal, theoretical elaboration they involve genuine standards of intellectual responsibility. Engagement with (...) the humanities does not ensure development of sound valuative thought and judgment – nothing ensures it – but can have a crucial role in shaping it. Moreover, intellectual and moral imagination should not be constrained by boundaries of academic specialization. Specialization has several merits but it can motivate inappropriately reductionist claims and theoretical over-extension. Often, sound normative understanding is not dependent upon explicit theoretical justification or a specific inquiry’s explanatory idiom. (shrink)

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education 1 and in a couple of programs within the new Swedish Teacher Education . 2 These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE (...) and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators. (shrink)

Translational research is now a critically important current in academic medicine. Researchers in all health-related fields are being encouraged not only to demonstrate the potential benefits of their research but also to help identify the steps through which their research might be ‘made practical’. This paper considers the prospects of a corresponding movement of ‘translational ethics’. Some of the advantages and disadvantages of focusing upon the translation of ethical scholarship are reviewed. While emphasising the difficulties of crossing the gap between (...) scholarship and practice, the paper concludes that a debate about the business of translation would be useful for medical ethics. (shrink)

This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE (...) and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators. (shrink)

Despite recognition of the importance of family in health‐care and progress in family theory development, there has been limited transfer of family theory to acute care nursing practice. We argue that this family theory–practice gap results from a persistent lack of conceptual clarity in family nursing and other barriers. Lack of conceptual clarity takes the form of conceptual overlap and semantic inconsistency, as well as the complexity of language found in the family nursing literature. Barriers include practice contexts, relational (...) problems, and knowledge types. Our exploration begins with a brief discussion of the intimate link between nursing theory and practice followed by an overview of some issues associated with the family nursing theory–practice gap. Based on a synthesis of family nursing literature, problems associated with conceptual clarity in family nursing theory are explored. We conclude with recommendations for family nursing research to develop concepts grounded in nursing practice. (shrink)

This chapter introduces values-based practice as a resource for working with individually diverse values in health and social care, and describes its origins in an on-going development through the resources of philosophy. The chapter is in two main sections. Section I, Values-Based Practice, builds on two brief interactive exercises to introduce and explain the key features of values-based practice. As a relatively recent addition to the range of resources for working with values in health and social care, values-based practice is (...) distinctive in focussing on the diversity of values comprising individual lived experience. Like evidence-based practice, values-based practice is a process-driven rather than an outcome-driven methodology. That is to say, rather than offering prescribed answers, both approaches offer processes that support decision-makers in coming to answers for themselves based on the particular circumstances presented by the situation in question. Although entirely complementary, the processes involved are of course different. Where evidence-based practice relies on meta-analyses of the results of high-quality clinical trials to inform a consensual model of decision-making, values-based practice builds on learnable clinical skills and other process elements to inform a dissensual model of decision-making rather than seeking to overcome value-conflicts in reaching consensus. Working within a premise of mutual respect for differences of values, and guided by three key principles linking values and evidence, values-based practice, as described in the chapter, supports dissensual decision-making, balanced according to the circumstances presented by the decision in question, within frameworks of locally-set frameworks of shared values. Section II, The Theory-Practice Dynamic, then outlines the theory-practice dynamic on which values-based practice is based. The origins of values-based practice in mid-twentieth century ordinary language philosophy of the Oxford School are outlined. As the chapter illustrates, although a limited area of analytic philosophy, many aspects of values-based practice are informed by ordinary language philosophy, ranging from its premise, through the training exercises and other process elements described in Section I, to its role in hybrid empirical studies supporting its model of service delivery. The development of values-based practice, furthermore, as section II goes on to describe, is ongoing, with key initiatives drawing not only on both analytic and Continental traditions of European philosophy, but also on non-European philosophies such as those of Africa and the Caribbean. (shrink)

"Educating in Ethics for the Professions: A Compendium of Research, Theory, Practice, and an Agenda for the Future" offers a state-of-the-art discussion on the part of applied ("professional") ethics educators who describe the teaching of ethics for their professions and who collectively represent a wide-ranging array of professions. The volume begins with an overview of the topics, contested ideas, and challenges confronting applied ethics educators in any generation, providing a foundation from which the concept of ethics education as an integral (...) formation frames each contributor's historical overview identifying how research, theory, and practice have evolved in each profession to this day. These discussions then turn to the topics, contested ideas, and challenges emerging in contemporary discourse. Each discussion then culminates with suggestions regarding what ethics educators must consider for the future. The volume closes with a synthesis of the commonalities among and differences between the discussions representing diverse professional perspectives, yet framing this history as well as identifying an agenda for teaching applied ethics in the future. (shrink)

This paper is concerned with how we ought to think about legitimate expectations in the non-ideal, ‘real’ world. In one (dominant) strand of contemporary theories of justice, justice requires not that each gets what she deserves, but that each gets that to which she is entitled in accordance with what Rawls calls ‘the public rules that specify the scheme of cooperation’. However, that is true only if those public rules are part of a fully just scheme and it is plausibly (...) the case that no such scheme obtains in the real world. Given that, and given the centrality of legitimate expectations to theories of justice, it is vital to think about the status of such expectations in non-ideal circumstances. Having explained the sense in which legitimate expectations have come to play a role often previously associated with desert, a brief argument in favour of an ‘expectations’ view of punishment is considered to show that the system to public rules that generates expectations must itself be (in some sense) just. This argument is illustrated by appeal to just punishment and the relevance of thinking about punishment and not merely distributive justice is defended. In the absence of justice, one possibility would be simply to declare that there are no legitimate expectations and so theories of justice provide no guidance as to who should get what in non-ideal conditions. However, this would be to render such theories more-or-less useless in practice. Through discussion of a series of vignettes, the paper offers an account of how we might think about the demands such expectations place on the systems that give rise to them even in cases where the system is unjust. (shrink)

This article presents and discusses how theories inform social work practice and what impact this has on the professional-client relation, specifically how social work professionals perceive children and interpret their possibilities. Data for the analysis to come are drawn from a qualitative study of child welfare services in Norway. The aim of the article is to bring to light how theoretical knowledge as well as social workers´ personal experiences influence the professional work, and consequently parents´ and children’s opportunities to participate. (...) A main finding is that social workers´ interpretations are informed by underlying theoretical frameworks that engender a narrative reasoning, that is, the plots of the parents’ and the children’s past histories, as well as the current situation, provide sense and coherence to professional work and understanding. The analysis focuses on how the social workers perceive the children they deal with, particularly how they acknowledge children´s voices and participation in professional interaction. The empirical examples contribute to expand the horizon of professional practice, in terms of how theoretical perspectives influence and inform everyday practice with service users. (shrink)

This chapter contains sections titled: References.

Emotion -- History -- Universals and particulars -- Depth -- Beholding.

This autobiographical piece is in response to Frank Fair’s kind invitation to write a reflective piece on my involvement over the last 30 years in the critical thinking movement, with special attention given to 18 years of assessment data as I assessed students’ critical thinking outcomes at Baker University. The first section of the paper deals with my intellectual history and how I came to a specific understanding of CT. The second deals with the Baker Experiment in combining instruction in (...) CT with written composition, with a special focus on Deductive Reconstruction. The third section goes over our attempts at assessment and what we discovered by using three separate tests. The final section of the paper presents my conclusions about the challenges of teaching CT based on the Baker Experiment. (shrink)

Back in October 2015 I had the opportunity to chair the book launch for all three works discussed in this review essay. At the event, Shirley Anne Tate said, “Black feminist theory is the theory”. The comment referred to how it is not ‘just’ that Black feminist theory is typically marginalised within institutional contexts and academic scholarship, ‘even’ within critical, feminist and poststructural work, but also to highlight the capacity of Black feminist scholarship to unpick and destabilise the known and (...) knowable in ways that are profoundly ontological, and which offer potential routes to meaningful social change through the hard task of working across difference. The three books reviewed here by Shirley Anne Tate, Suryia Nayak and Shona Hunter are theoretically rich and complex in breadth, scope and range, drawing on extensive Black feminist scholarship, as well as critical race, critical feminist, psychosocial, psychoanalytic, postcolonial, decolonial and poststructural approaches. Each book is embedded in everyday practices and social processes, offering multi-layered movement across different spatial-social and affective scales in ways that allow ‘big’ insights to emerge from the locatedness and particularity of human experience. They are reviewed in turn and some concluding comments identify important commonalities across the texts. (shrink)

Nursing has a considerable history of theory development but has consistently struggled to reconcile theoretical reality and practice realities. Many authors have attempted to reconcile what has been called the “theory–practice gap,” but the space where these two realities enmesh has remained problematic and contentious (Aimei, Macau Journal of Nursing, 14, 2015, 13; Factor, Matienzo, & de Guzman, Nurse Education Today, 57, 2017, 82). The idea of the theory–practice gap has a significant history in nursing, but also continues (...) to have a significant presence within nursing literature and mythology up to the present (Aimei, Macau Journal of Nursing, 14, 2015, 13). In this paper, the space between theoretic reality and practice reality, as evidenced by the theory–practice gap, will be examined. A Heideggerian perspective of “dwelling” (Heidegger, 1971, Poetry, language, thought, New York, NY: Harper Colophon) will be used as a guiding discourse to move nursing away from this classic tension between theory and practice, towards a perspective where theory and practice are woven together as part of one reality. (shrink)

The Toulmin diagram layout is very familiar and widely used, particularly in the teaching of critical thinking skills. The conventional box-and-arrow diagram is equally familiar and widespread. Translation between the two throws up a number of interesting challenges. Some of these challenges represent slightly different ways of looking at old and deep theoretical questions. Others are diagrammatic versions of questions that have already been addressed in artificial intelligence models of argument. But there are further questions that are posed as a (...) specific result of examining the diagram inter-translation problem. These three classes of problems are discussed. To the first class are addressed solutions based on engineering pragmatism; to the second class are addressed solutions drawn from the appropriate literature; and to the third class, fuller exploration is offered justifying the approaches taken in developing solutions that offer both pragmatic utility and theoretical interest. Finally, these solutions are explored briefly in the context of the Araucaria system, showing the ways in which analysts can tackle arguments either using one diagrammatic style or another, or even a combination of the two. (shrink)

The just peacemaking project is a commendable effort to derive proactive initiatives from the teachings of Jesus and a strong sense of Christian discipleship, and to make these effective in volatile political situations. The project could be strengthened by a more explicit doctrine of sin, and an ethical justification of coercion. Recent debates among political scientists about effective social action in the era of globalization can also offer insights to enhance the political plausibility of the just peacemaking theory.

The articles take a decidedly interdisciplinary look at the opus of the French philosopher, sociologist and pioneer of spatial analysis Henri Lefebvre. His works are reflected upon from theoretical and practical perspectives by authors from various fields closely examining text references from Lefebvre.

ExcerptA new manifesto for the radical Left is vital, and it is to emerge from whispers, riddles, and aphorisms without lapsing into dogma, pure utopia, or party politics. Its focus will be on practice and action, but will refuse to take command of the future. A new manifesto is, if it is to be all of these things at once, improvisation. These are a few of the basic features and premises of Adorno and Horkheimer's 1956 dialogue, posthumously titled, Towards a (...) New Manifesto. Writing and dialoguing in the wake and in the midst of fascist reign in Western Europe and…. (shrink)