This chapter contains sections titled: Teaching Philosophy as an Academic Field Conceptions of philosophy Teaching Philosophy as Teaching a “Know How” The Status of the Profession in Latin America Some Models for Teaching Philosophy Consequences of the Defense of the Critical Model References Further Reading.

Over the past few decades, the idea of philosophy as a way of life (PWL) has gained undeniable prominence in contemporary debates about the nature and function of philosophy. Pierre Hadot forged the notion to denote the specific way in which ancient philosophers conceived of and practiced philosophy, stressing its performative character and its potential for self-transformation on the basis of what he called “spiritual exercises.” Referring primarily to the Hellenistic and Roman eras, Hadot claimed that “ (...) class='Hi'>philosophy was a mode of existing-in-the-world, which had to be practiced at each instant, and the goal of which was to transform the whole of the individual’s life. Furthermore, he also implied that some modern and contemporary philosophers came close to this model of philosophical practice and described it as his own metaphilosophical ideal. As he comments in the same text: “Such is the lesson of ancient philosophy: an invitation to each human being to transform himself. Philosophy is a conversion, a transformation of one’s way of being and living, and a quest for wisdom.” This normative and pedagogic component is a crucial aspect of Hadot’s account of PWL. Indeed, Hadot is not just describing what philosophy was in the past, but also evaluating what it is in the present and considering what it could become beyond his (and our) time. This is one of the reasons that made his approach so popular and led to so many fruitful developments in the field of PWL. Inspired by Hadot’s account, which was complemented by the late Foucault’s own reflections on philosophy’s practical and performative potential, recent scholarship has characterized PWL as a metaphilosophical model that can be fruitfully used to criticize current academic practices and to develop innovative methodological approaches to the study, research, and teaching of philosophy, which in turn might enable a transformation of philosophical practices in the context of modern universities. (shrink)

Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen (...) how we might share this with undergraduate students. For many of us in philosophy and dance, a large number of the students we teach are neither philosophy nor dance majors. As such, we are familiar with the challenge of convincing our students to care about our fields. Both philosophy and dance, qua disciplines on a college campus, face similar challenges. These disciplines are often deeply misunderstood, frequently presumed to be “impractical” (a powerful, but confused objection), intimidating, and frivolous. In this chapter, we offer an account of the course we co-taught at Southern Utah University in the Spring of 2016 titled “Movement and Space” as a rough framework for how to introduce the intersection between philosophy and dance to students. We simultaneously attempted to break students of their misconceptions about philosophy and dance, and worked to engage students and professors alike in a truly interdisciplinary educational experience. Treating philosophy as an embodied endeavor, and employing philosophical concepts through the act of dance encouraged students and faculty alike to rethink the fundamental nature of aesthetics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Diasporic Impulses:Sikh Philosophy as an AssemblageArvind-Pal S. Mandair (bio)Let me begin this response by thanking the editors of Philosophy East and West for generously allowing space for this review forum on my recent book, Sikh Philosophy: Exploring Gurmat Concepts in a Decolonizing World (Bloomsbury, 2022), and thanking the reviewers Monika-Kirloskar Steinbach, Ananda Abeysekara, and Jeffery Long for their careful readings of this work. "Sikh Philosophy" (...) names the modern academic discourse that crystallized in the late nineteenth and early twentieth centuries as a result of the encounter between modern Western philosophy and gurmat, a mode of thought-praxis deriving from and associated with Sikhi (lit. "the path of learning"), a spiritual-philosophical tradition hailing from India, which most readers may only have encountered through the modern knowledge system's categorization of it as the religion known as Sikhism. To avoid complicating the discussion, I will be referring interchangeably to gurmat and Sikh philosophy, even though they represent quite different entities. Gurmat represents a tradition of thought-praxis that goes back to Guru Nanak, the founder of Sikhi, whereas Sikh philosophy is a modern formation that emerged from the encounter between gurmat and European thought, which is why I prefer to regard it as an assemblage. The book examines some of the key concepts of Sikh philosophy and how they inform its vision of life, what they tell us about the nature of reality, and whether it is possible to discern a distinct logic, epistemology, and ontology based on the principles of gurmat. In their reviews, Kirloskar-Steinbach, Abeysekara, and Long have provided critical readings and insightful questions, which I address below.Monika Kirloskar-Steinbach asks about the relationship between Sikh philosophy and Indian philosophy, noting that my book does not explicitly engage Indian philosophy. Specifically, she raises two questions: (1) whether Sikh philosophy should or potentially could be part of the broader field of Indian philosophy, and (2) whether I would be inclined to contribute to that field, particularly in light of recent efforts to diversify philosophical practices within Indian philosophy by scholars like Jonardon Ganeri in his Oxford Handbook of Indian Philosophy (2017) and Purushottama Bilimoria and Amy Rayner in their History of Indian Philosophy (2018). My immediate response would be "yes," but with an important caveat. In that vein, I applaud Ganeri's and Bilimoria/Rayner's efforts to open up philosophical inquiry within Indian traditions and take them beyond darśanic framings that narrowly positioned different thought-practices of South Asia either within or [End Page 364] in relation to the Brahmanical/Vedic/Sanskritic paradigm. Ganeri's "multiperspectival" narrative about practices might well enable discussions about Sikh philosophy to flourish, given that the lexicon of gurmat (the teaching, logic, practice of the Guru) is replete with concepts that have cognate terms in the main Hindu philosophical schools including Sāṃkhya, Yoga, Mīmāṃsā, and Vedānta; the Jain and Buddhist traditions; and perhaps most importantly, within the Islamic, especially Sufi, traditions. It is the seeming parity between cognate terms such as the Punjabi dharam (Skt. dharma), karam (Skt. karma), yoga, śabad (Skt. śabda), guru, hukam, and many more, which has given rise to the misperception that Sikh philosophy is a purely syncretic thought system parasitic on earlier Indic systems. A similar misperception might be that Sikhi is more primarily a mode of lived praxis or dharam than it is a philosophy (Bhogal 2018) and therefore has less to do with thought than with spiritual attainment. But this approach is far too narrow in that it opposes "philosophy"/"thought" to spiritual praxis without asking whether there might be a broader definition of thinking at play within Sikhi or gurmat. Such an approach fails to extricate itself from the legacy of imperial categorizations of Indic traditions as essentially religious and therefore unrelated to what is called "thinking." By doing so, it falls prey to another misconception many have, that the closest Indians have come to philosophical thought are the darśanic schools, not realizing that most Indian philosophers and thinkers were at the same time devotees and spiritual adepts who developed rigorous modes of discipline and practice.Having said this, I would premise any... (shrink)

Feelings of belonging are integral in people’s choice of what career to pursue. Women and men are disproportionately represented across careers, starting with academic training. The present research focuses on two fields that are similar in their history and subject matter but feature inverse gender gaps—psychology (more women than men) and philosophy (more men than women)—to investigate how theorized explanations for academic gender gaps contribute to feelings of belonging. Specifically, we simultaneously model the relative contribution of theoretically (...) relevant individual differences (empathizing, systematizing, and intellectual combativeness) as well as life goals (prioritization of family, money, and status) to feelings of belonging and majoring in psychology or philosophy. We find that men report higher intellectual combativeness than women, and intellectual combativeness predicts feelings of belonging and majoring in philosophy over psychology. Although systematizing and empathizing are predictive of belonging and, in turn, majoring in psychology and philosophy, respectively, when other factors are taken into account, women and men do not differ in empathizing and systematizing. Women, more than men, report prioritizing having a family, wealth, and status in choosing a career, and these directly or indirectly feed into feelings of belonging and majoring in psychology, in contrast to prior theory. Together, these findings suggest that students’ perceptions of their own combativeness and the extent to which they desire money and status play essential roles in women’s feeling they belong in psychology and men’s feeling they belong in philosophy. (shrink)

Philosophy of technology was not initially considered a consolidated field of inquiry. However, under the influence of sociology and pragmatist philosophy, something resembling a consensus has emerged in a field previously marked by a lack of agreement amongst its practitioners. This has given the field a greater sense of structure and yielded interesting research. However, the loss of the earlier “messy” state has resulted in a limitation of the field’s scope and methodology that precludes (...) an encompassing view of the problematic issues inherent in the question of technology. It is argued that the heterodox disunity and diversity of earlier philosophy of technology was not a mark of theoretical immaturity but was necessitated by the field’s complex subject matter. It is further argued that philosophy of technology should return to its pluralistic role as a meta-analytical structure linking insights from different fields of research. (shrink)

Teaching and Learning as a Pedagogic Pilgrimage is premised on an argument that if higher education is to remain responsive to a public good, then teaching and learning must be in a perpetual state of reflection and change. It argues in defence of teaching and learning as constitutive of a pedagogic pilgrimage and draws on a range of scholars and theories to explore concepts such as transcendental journeys, belief, hope and imagination. The main objective of the book (...) is to show how teaching and learning ought to be reconsidered in relation to that which lies beyond the parameters of the encounters, as well as that which is intrinsic to the encounters. This book gives shape to rituals and routines of engagement and debate, before extending the limitations in deliberative pedagogic encounters to offer desirable outcomes in which both student and teacher can practice a spiritual take on teaching and learning along a continuum of ongoing action. Themes explored in the chapters include the following: Faith and deliberative encounters Post-human ethics of care in teaching and learning Diffracted teaching and learning This book will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, and teaching and learning in the philosophy of education. It will also appeal to school and university educators, policymakers and prospective teachers. (shrink)

The study of dialectical logic has a history of nearly one hundred years in China. It is significant for understanding both the growth of Chinese logic and the Sinicization of Marxism to review dialectical logic in the context of introducing the study of Marxism in China. Debates about dialectical logic in Chinese academic circles involve not only the problems of logic itself, but more importantly the understanding of Marxist philosophy. In the 1920s and 1930s, some Marxist researchers in (...) China were influenced by the philosophers and logicians of the former Soviet Union, and they came very close to equating dialectical logic with Marxist dialectics. They also identified the formal logic originating from ancient Greece as metaphysics, praising the former and criticizing the latter. In the upsurge of Marxist philosophy in the 1950s and 1960s, Chinese logicians carried out normal and formal academic research on dialectical logic. During the period from the end of 1970s to the end of 1990s, the research and teaching of dialectical logic in China reached its heyday, and logicians performed comprehensive and detailed research on some critical issues, including the basic laws of dialectical logic, which they tried to formalize. Since the beginning of the 21st century, dialectical logic has ceased to prosper and has faded from the core field of the discipline of logic, although some honorable scholars still persist in studying it. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Sikh Philosophy as a Philosophy-of-PracticeMonika Kirloskar-Steinbach (bio)Some recent publications on Indian philosophy argue that the colonial narrative about the philosophical traditions from the subcontinent was erroneous. It wrongly suggested that the erstwhile Brahmanic thought embodied by the darśanas was an exhaustive representation of philosophical activity on the subcontinent and that this activity came to a grinding halt with the onset of European modernity. In an attempt (...) at rectifying this story, one path proposed by philosopher Vrinda Dalmiya (Dalmiya 2016, p. 125) is to cognize and fix the "epistemophilic excesses" in the field, that is, the obsessive compulsion in conventional academic philosophy to engage in theory for theory's sake. In the study of Indian philosophy, this malady manifests as the practice of channeling philosophical analysis solely through a darśanic framing. This monofocal lens, however, is unable to reflect either the diversity of practices on the ground or values like intellectual freedom that drive some such practices.Arvind-Pal Mandair's Sikh Philosophy: Exploring Gurmat Concepts in a Decolonizing World (Bloomsbury, 2022), discussed here in this forum, speaks to these concerns and offers a possible way forward. Sikh Philosophy advocates a liminal perspective from which to engage with the set of philosophical practices that emanated on the subcontinent around the figure of Guru Nanak (1469–1539) and the teachings of the Sikh gurus (gurmat). In the first part of my response, I will bring into this conversation Mandair's philosophical orientation to ask whether and how he would contribute to that debate. In the second part, I will project the haumai—one concept doing much of the work in Sikh Philosophy—as one viable path that may be able to contribute to the correction of the epistemophilia currently afflicting a judicious study of world-philosophical traditions.In my limited understanding, Mandair's rendition of the haumai may serve as one component that could be implemented fruitfully in broadening the perspective on Indian philosophy. Mandair observes that a postcolonial sensibility demands a philosophical orientation that does not continue its proprietary attitude toward philosophical positions. I share his view. Instead of parading these positions as possessions that embellish one's academic finesse, they should be considered as ways of navigating life adequately. In doing so, however, the making of such navigational routes may profit from a deliberate reflection on them from different standpoints. [End Page 348]Halting Exclusivist Historiographical Trends in PhilosophyTwo recent handbooks on Indian philosophy reflect the growing awareness that changes in the field's self-understanding are imperative, should imperialist and colonial historiographies that affect this understanding be upturned. Jonardon Ganeri's editorial introduction to the Oxford Handbook of Indian Philosophy—"Why Indian Philosophy? Why Now?"—argues that students of Indian philosophy should overcome the routinized fixation on the classical darśanas. In developing their accounts, they should factor in the "regionality, vernaculars, subaltern communities, [and] eccentrics" through which "scholarly networks, nodes of philosophical activity, transnational encounters, and contexts of philosophical invention" arose on the subcontinent (Ganeri 2017, p. 2). This broader approach would, in his view, not only be viable in halting the elitist and exclusivist historiography that was the default mode in the recent colonial past. In addition, it would be better equipped to grasp the richness of practices on the ground.Accordingly, his Handbook departs from the handbook genre on one core point: instead of delivering a supposedly comprehensive study of positions that would be indispensable to the reader to understand the intricacies of the field marked out as Indian philosophy, this Handbook chooses to narrate one multi-perspectival story about practices on the subcontinent that were philosophically motivated and are worthy of study today. It suggests through this move that there are other such possible stories that can be narrated. Relatedly, Purushottama Bilimoria and Amy Rayner's History of Indian Philosophy strives as well to make a case to go beyond the darśanic mold. It includes a variety of philosophical positions located on its peripheries. For example, Sikh philosophy, which notably is not included in the Ganeri volume, is incorporated here as a tradition that engaged darśanic practices. Balbinder Singh Bhogal, the author of... (shrink)

Teaching philosophy at pre-tertiary levels faces some fundamental challenges, including the misconception that philosophy is an abstract and esoteric field of study. This mind-set hinders teaching philosophy at all levels, particularly in the pre-tertiary stage. Nonetheless, philosophy holds significant cognitive values when taught to children. Therefore, it is crucial to find ways to simplify the process of learning philosophy, especially when children are in their formative years and have a greater capacity for (...) learning. Children possess qualities necessary for engaging with philosophy, such as curiosity. Leveraging these qualities makes it less daunting to introduce philosophy at pre-tertiary levels. Additionally, children have a visual and imaginative mind, enabling them to quickly grasp ideas and concepts through the use of modern technology. Integrating pictures, movies, and cartoons into philosophy education can enhance comprehension. For example, the movie “Divergent” contains philosophical themes that aid in understanding Plato’s concept of societal stratification. This article seeks to compare “Divergent” with Plato’s “The Republic” in terms of society’s hierarchical structure. Its objective is to demonstrate the value of movies and visual aids in teaching and learning philosophy, while also advocating for sensitivity to the underlying class dynamics in contemporary society. (shrink)

Providing a comprehensive introduction to the philosophy of higher education, through the lens of ecological realism, this text presents an imaginative way through the field and leads it into new areas. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking, and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts (...) in the field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education. Part two examines key concepts, including research, culture and reason. Part three focuses on higher education as a set of educational practices and being a student. Part four is concerned with the university as an institution and includes the matters of leadership and the spirit of the university. Part five turns to the university in the world, and argues for an ecological perspective. Written in a lively and accessible style, and ideal for anyone coming to the field for the first time but also of interest to experienced scholars, this book offers sightings of new possibilities for higher education and the university. (shrink)

This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War (...) II, mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey’s changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period. (shrink)

This article aims at introducing the matrixial theory of Bracha L. Ettinger to the field of academic teaching. As it intends to prove, feminist pedagogy would benefit from a matrix-informed approach to teaching, especially in the times of social distancing imposed by the COVID-19 pandemic. Since of all student groups it is the university students who have been most directly affected by precarity and employment instability, they seem to be in an urgent need of openness, compassion, (...) and understanding; the matrixial theory – as this article demonstrates – responds to this necessity. Bracha L. Ettinger is a psychoanalyst, feminist, artist, and daughter of Holocaust survivors; her matrixial theory, based on the notions of the matrix and subjectivity-as-encounter, is a feminist supplement to psychoanalysis. The article begins with introducing the underpinnings of this psychoanalytical system and outlining its application in various areas, ranging from art history to trauma studies. Subsequently, the research joining Ettinger’s work and pedagogy is analysed; as it is shown, while these studies recognise the pedagogical potential of the matrixial theory, their scope is currently reduced to art-related disciplines. The next part is devoted to selected matrixial concepts that come out as especially relevant in the pedagogical context. What the article offers is a theoretical incentive to reflect on an approach to teaching based on reciprocity, responsibility, and participation despite the limit posed by the computer screen: an approach which – in the times of global precarity – can help define anew the student–teacher partnership. (shrink)

In 1905 William James wrote an essay in McClure's Magazine recalling the importance to his own work of the Scottish-born philosopher Thomas Davidson. In the essay, James states that Davidson was "essentially a teacher." What is interesting when one looks at Davidson's life and work is that, for Davidson, teaching does seem to be an essential feature of what it means to be a philosopher. Here, I develop how Davidson construes this linking of philosophy and teaching with (...) a concluding emphasis on the two schools he established: Glenmore, a summer philosophy program in the Adirondacks and the "Breadwinners' College," an open school he began for working persons in New York City. I offer this as a discussion paper so that James's recollection of Davidson's importance to his own work may provoke us to consider how we presently understand the linking of teaching and philosophy. This seems especially appropriate for an academic culture such as ours in which much of our time is spent teaching and in which we are often primarily evaluated by a separate category of professional "research." The American tradition has "lost" any number of its important.. (shrink)

In response to the difficulty of teaching an increasingly large number of students who are ill prepared for the sort of abstract thinking and well-structured essay writing that are essential to the field of Philosophy, I have discovered a five-step method for teaching students in my Philosophy and Social Ethics course how to examine any ethical issue and write well-structured essays discussing the issue. Just as important, students are now required to take more responsibility for (...) the learning process which, I believe, is an appropriate goal for a course in Ethics. (shrink)

In the article, I analyze the current situation in the field of teaching philosophy and also other social sciences and humanities. The point is that in higher school, under various pretexts, many departments and philosophy councils are closed, hours for teaching philosophical courses and seminars are reduced. Teachers of philosophy and other disciplines in higher education, in addition to being overwhelmed, have to spend a lot of time on unnecessary reporting, which for the most (...) part does not reflect the essence of the matter. The policy of education officials and their belief in the need for such reporting and reduction of hours are critically reviewed. I show that in addition to the well-known functions of philosophy, teaching philosophy is of crucial importance today is due to three important circumstances: we live, firstly, in a period of double transition and, secondly, in a period of an anthropological crisis and a crisis of reality, thirdly, due to a crisis of morality and ethics. Only philosophy, based on the methodology, as well as the humanities and social sciences can comprehend modern conditions. The question is about a new start to the practice of teaching philosophy. I propose to introduce a temporary moratorium on the compilation of new teaching programs and start a broad discussion in the philosophical and pedagogical community of the goals and content of the teaching of philosophy. In this regard, I offer my own understanding of the problems and the essence of the teaching of philosophy. I also share my personal experience in teaching philosophy, which includes lecturing and organizing the creative work of small groups of students. (shrink)

This volume introduces philosophy as a foundational discipline of education. Taking a broadly inclusive approach to the branches of philosophy, it offers an accessible yet duly rigorous orientation to the field. Revealing the values, premises, arguments, and conclusions that inform contemporary philosophical discussions of education, this book equips its readers with the conceptual and analytical resources necessary to engage with and make meaningful contributions to that grand discourse for years to come. About the Educational Foundations series: Education, (...) as an academic field taught at universities around the world, emerged from a range of older foundational disciplines. The Educational Foundations series comprises six volumes, each covering one of the foundational disciplines of philosophy, history, sociology, policy studies, economics and law. This is the first reference work to provide an authoritative and up-to-date account of all six disciplines, showing how each field's ideas, methods, theories and approaches can contribute to research and practice in education today. The six volumes cover the same set of key topics within education, which also form the chapter titles: - Mapping the Field - Purposes of Education - Curriculum - Schools and Education Systems - Learning and Human Development - Teaching and Teacher Education - Assessment and Evaluation This structure allows readers to study the volumes in isolation, by discipline, or laterally, by topic, and facilitates a comparative, thematic reading of chapters across the volumes. Throughout the series, attention is paid to how the disciplines comprising the educational foundations speak to social justice concerns such as gender and racial equality. (shrink)

This is a translation of a work increasingly recognized as one of the most important & innovative contributions to the history of philosophy in recent times. Kohnke's account of the impact of the amorphous movement known as neo-Kantianism combines statistical analysis of the actual courses taught at German universities with broader speculation on the political & social tastes of the thinkers discussed. A major contribution to the intellectual history of the nineteenth century, Kohnke's book has profound implications for the (...) way in which the history of philosophy is pursued. Lewis White Beck, the dean of American scholars in this field, has provided a foreword to R. J. Hollingdale's lucid translation, & the whole is likely to have an impact well beyond specialists in nineteenth-century German thought. (shrink)

Philosophy and Theory in Music Therapy: Navigating the Labyrinth invites students, clinicians, and educators to explore the foundational philosophies and theories that shape music therapy. For students, it emphasizes the importance of philosophy and theory as the cornerstones of practice, research, and professional growth. For clinicians, it offers fresh perspectives to enhance their practice, delving into ideas that may not have been part of their formal training. For educators, it provides nuanced explanations of music therapy theories, transcending the (...) adaptation of frameworks from other disciplines. Designed as more than just a textbook, this book is a versatile resource. Some chapters align with specific coursework, while others span multiple academic or clinical contexts. Clinicians may find certain sections helpful in explaining treatment approaches to colleagues or administrators, while other chapters are simply enjoyable for intellectual exploration. Educators can draw inspiration for developing new theories, and researchers may discover frameworks to test and refine. Rich with case studies and clinical examples, each chapter offers practical insights and tangible applications, bringing music therapy philosophies and theories to life. Whether for study, practice, or teaching, this book provides an inclusive and accessible guide to the dynamic and ever-evolving field of music therapy. (shrink)

Recalling several profound disagreements about business ethics as it is currently discussed in Western societies, I emphasize the need for business ethics as an academic discipline that constitutes the “backbone” for both teaching business ethics and improving business practice (section 1). Then I outline a conceptual framework of business ethics that promotes a “bottom-up” approach (section 2). This “problem-and action-oriented” conception appears to be fruitful in terms of both practical relevance and theoretical understanding. Finally, I argue for (section (...) 3) the relevance of discussing goals at all levels of human action (i.e., individuals, organizations, systems) as well as the indispensability of human rights, and propose Amartya Sen's “goal-rights-system” approach as a normative-ethical framework for business ethics that integrates these two fundamental aspects. (shrink)

This book derives from a 1993 National Endowment for the Humanities Summer Institute on Knowledge, Teaching, and Wisdom. The Institute took place at the University of California, Berkeley, and was co-directed by Keith Lehrer and Nicholas D. Smith. The aims of the Institute were several: we sought to reintroduce wisdom as a topic of discussion among contemporary philosophers, to undertake an historical investigation of how and when and why it was that wisdom faded from philosophical view, and to ask (...) how contemporary epistemological theories might apply to the obviously related subjects of teaching and wisdom. In recruiting participants, Lehrer and Smith put the greatest emphasis on those with professional interests in epistemology and the history of philosophy, of the ancient Greeks especially ancient Greek philosophy (because in the writings all three subjects of the Institute were explicitly related and discussed). But in addition to these two groups, some effort was made also to include others, with academic specializations in a variety of fields other than epistemology and the history of philosophy, to ensure that a broad perspective could be achieved in our discussions. To an obvious extent, the papers in this book reflect the recruitment emphases and variety. They also testify to the extent that the Institute managed to bring life to our subjects, and to raise very old questions in a contemporary context. (shrink)

In the past decade, several professors have advocated for the use of blogs in undergraduate courses in philosophy, arguing that blogs are beneficial for student learning, as blogs are forums for student collaboration and engagement with course material outside the classroom. In this paper I argue that blogging assignments can be beneficial for introductory-level undergraduate courses in philosophy for two reasons yet to be fully explored in the pedagogical literature. First, blogging assignments can act as low-stakes practice for (...) paper writing. Second, blogging assignments give students the freedom to explore the relevance of course content to real world problems and academic fields other than philosophy. I then provide an example of a blogging assignment from a course in applied political philosophy that, I argue, achieves both of these goals. (shrink)

Academics using embodied approaches can be found across a wide variety of disciplines, fields and settings in the academy. Embodiment is however, a contested term and the literature is fragmented, particularly in the field of Higher Education. This has resulted in isolated silos of work that are not easily able to draw on previous or related knowledge in order to support and progress understanding. Embodiment in Higher Education brings a cohesive understanding to congruent approaches by drawing on discussions between (...) academic teachers, researchers and practitioners in order to explore how they have used embodiment in their work. Contributors to the volume hail from diverse subject areas, such as dance, drama, psychology, anthropology, physical education, philosophy and higher education research. Chapters question whether there is enough of a shared understanding of embodiment to inform Higher Education; whether an embodied approach can be accepted within the measured university; where difficulties and challenges lie in using embodied approaches for teaching, for research, in constructing an academic practice and identity; and how difficulties surrounding communication might be overcome. This book will appeal to academics, researchers and postgraduate students from a diverse range of disciplinary areas, as evidenced by the backgrounds of the contributors. It will be of particular interest to those in the fields of education, anthropology, dance and drama, well as other movement or body-orientated professionals who are interested in the ideas of embodiment. (shrink)

Since the late 1960s, philosophy for children has become a global, multi-disciplinary movement involving innovations in curriculum, pedagogy, educational theory, and teacher education; in moral, social and political philosophy; and in discourse and literary theory. And it has generated the new academic field of philosophy of childhood. Gareth B. Matthews (1929-2011) traced contemporary disrespect for children to Aristotle, for whom the child is essentially a pre-intellectual and pre-moral precursor to the fully realized human adult. Matthews (...) Matthews dubbed this the “deficit conception of childhood” and wrote extensive critiques of its perpetuation in Jean Piaget’s stage model of cognitive development and in Lawrence Kholberg’s stage model of moral development. He published the first book (1994) in the field of philosophy of childhood and wrote a column of reviews of philosophically-oriented children’s books. He argued that even academic philosophers can benefit from the freshness and directness of children’s thinking. For Matthew Lipman (1923-2010) and Ann Margaret Sharp (1942-2010), the child is only potentially a philosophical agent and grows into becoming such by means of a philosophical education. Lipman invented the literary genre of children’s philosophical fiction, which systematically reconstructs key philosophical issues and positions in language accessible by children, attempts to help children recognize philosophical dimensions of their own experience, and models philosophical dialogue. Lipman and Sharp developed a protocol for a “community of philosophical inquiry,” in which people with diverse experiences, ideas and concerns dialogue together around a shared philosophical question, with the aim of forming reasonable, meaningful judgments about the matter. The early success of philosophy for children was due in part to its coincidence with the critical thinking movement in education, in which Lipman was an important figure. Its emphasis on ethics has justified its use as a program of ethics, character, and even religious education. It has also been used for civics education, because of how it instantiates democratic deliberation and power-sharing. At the same time, philosophy for children has been criticized by religious and social conservatives, developmental psychologists, and philosophers. Today, the diversity of approaches, aims, materials, and grounding theories of philosophy for children signifies different understandings of philosophy, childhood and education, which have become “essentially contested concepts” within the movement. Philosophy for children is no longer unified by an identifiable theory, purpose, pedagogy, method or curriculum, but is now used to further a number of disparate educational agendas. Shaun Gallagher’s (1992) heuristic of four schools of hermeneutics is helpful in understanding these competing agendas. Conservative hermeneutics is the attempt to devise methods of interpretation that uncover and preserve truth or original meaning without distortion or bias. This is consonant with the use of philosophy for children to help young people appropriate the fundamental questions, ideas and skills of (Western) philosophy as a resource for understanding the world and managing their own experience, and with the understanding critical thinking as a way of avoiding prejudice and approaching truth. Critical hermeneutics approaches interpretation—including teaching and learning—as a method of liberating the interpreter from the racist, sexist, homophobic, capitalist, religiously fanatical, and other kinds of ideologies that commonly distort thinking, feeling and behavior. This is consonant with those who argue that the attributes of mutual criticism, inclusion, solidarity, self-regulation, and distributed power make the community of philosophical inquiry an ideal site for recognizing and overcoming ideology. Others find philosophy for children politically ineffectual due to the limited role of students and teachers in co-constructing the curriculum and its lack of an explicit component of political critique and action. Radical hermeneutics suggests that because every text is open to a plurality of meanings, the purpose of interpretation is not to artificially constrain that plurality but to play with the signs that constitute the text in order to achieve fresh insights. A radical hermeneutical strand is identifiable in the philosophy for children literature when scholars resist the idea that the aim of philosophical dialogue is to find consensus or to narrow down on the most reasonable conclusions. Moderate hermeneutics holds that the work of interpretation is the attempt to reach meaning or shared understanding in a process modeled on dialogue between the familiar and the strange. This is consonant with those who argue that philosophical traditions can still give meaning to (young) people’s lives, but that those traditions must be continually reinterpreted (including by children) in order to survive and flourish. Fifty-odd years since its inception, philosophy for children has deepened and diversified, both theoretically and as a field of practice. Perhaps the only point of agreement among (most) everyone in the movement is that children’s philosophical thinking, variously understood, is necessary for the realization of the intellectual, moral, and political agency the movement attributes to them. (shrink)

The articles considers philosophy as an educational project. The institutionalization of philosophy is connected with the process of formation and development of the classical university as well as with the transformation of its socio-cultural status. Special attention is paid to the analysis of the essential ambivalence of philosophy and its influence to the basic priorities of philosophical education. It is emphasized that the tasks of reforming and modernizing academic philosophical programs initiate the development of variable models (...) and technologies for teaching philosophy in modern universities. It this regard, of particular interest is the Belarusian experience in reforming philosophical education in its two aspects: general philosophy course and special academic programs. The article analyzes the model of teaching philosophy at various stages and levels of higher education, which has been used at the Belarusian State University over the past 15 years. The author describes both the innovative nature of this model and its connection with the previous organization schemes and teaching priorities. Within the framework of this model, there are three levels of teaching philosophy and its various modifications. At the first level, which is focused on the preparation of bachelors, the basic course “Philosophy” is taught, which suggests an acquaintance with world classical philosophical tradition. At the second level, the course “Philosophy in the Modern World” is offered, which, taking into account the specfics of the academic preparation of graduate students, reproduces the basic ideas and concepts of modern philosophy. At the third level, in the course “Philosophy and Methodology of Science”, the main attention is paid to the issues of logic, methodology, sociology of science and education. The article considers some stages, problems and contradictions of this reform process as well as its consequences in the context of recent events in the socioeconomic and political life of Belarus. The author argues that modern converging technologies of social and humanitarian education, which are based on formal and instrumental-pragmatic criteria, have significantly influenced the processes of reforming the system of teaching the humanities and social sciences in Belarusian universities. (shrink)

The first comprehensive interpretation of Nietzsche's Thus Spoke Zarathustra--an important and difficult text and the only book Nietzsche ever wrote with characters, events, setting, and a plot. Laurence Lampert's chapter-by-chapter commentary on Nietzsche's magnum opus clarifies not only Zarathustra's narrative structure but also the development of Nietzsche's thinking as a whole. "An impressive piece of scholarship. Insofar as it solves the riddle of Zarathustra in an unprecedented fashion, this study serves as an invaluable resource for all serious students of Nietzsche's (...) philosophy. Lampert's persuasive and thorough interpretation is bound to spark a revival of interest in Zarathustra and raise the standards of Nietzsche scholarship in general."--Daniel W. Conway, Review of Metaphysics "A book of scholarship, filled with passion and concern for its text."--Tracy B. Strong, Review of Politics "This is the first genuine textual commentary on Zarathustra in English, and therewith a genuine reader's guide. It makes a significant and original contribution to its field."--Werner J. Dannhauser, Cornell University "This is a very valuable and carefully wrought study of a very complex and subtle poetic-philosophical work that provides access to Nietzsche's style of presenting his thought, as well as to his passionately affirmed values. Lampert's commentary and analysis of Zarathustra is so thorough and detailed... that it is the most useful English-language companion to Nietzsche's 'edifying' and intriguing work."--Choice Selected as one of Choice's outstanding academic books for 1988. (shrink)

Knowledge, Nature, and the Good brings together some of John Cooper's most important works on ancient philosophy. In thirteen chapters that represent an ideal companion to the author's influential Reason and Emotion, Cooper addresses a wide range of topics and periods--from Hippocratic medical theory and Plato's epistemology and moral philosophy, to Aristotle's physics and metaphysics, academic scepticism, and the cosmology, moral psychology, and ethical theory of the ancient Stoics.Almost half of the pieces appear here for the first (...) time or are presented in newly expanded, extensively revised versions. Many stand at the cutting edge of research into ancient ethics and moral psychology. Other chapters, dating from as far back as 1970, are classics of philosophical scholarship on antiquity that continue to play a prominent role in current teaching and scholarship in the field. All of the chapters are distinctive for the way that, whatever the particular topic being pursued, they attempt to understand the ancient philosophers' views in philosophical terms drawn from the ancient philosophical tradition itself.Through engaging creatively and philosophically with the ancient texts, these essays aim to make ancient philosophical perspectives freshly available to contemporary philosophers and philosophy students, in all their fascinating inventiveness, originality, and deep philosophical merit. This book will be treasured by philosophers, classicists, students of philosophy and classics, those in other disciplines with an interest in ancient philosophy, and anyone who seeks to understand philosophy in philosophical terms. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Is "Chinese Philosophy" a Proper Name?A Response to Rein RaudCarine DefoortIn the preface to his Outline of the History of Chinese Philosophy, Hu Shi wrote: "Today, the two main branches of philosophy meet and influence each other. Whether or not in fifty years or one hundred a sort of world philosophy will finally arise cannot yet be ascertained."1 Although uncertain, Hu was still hopeful, since (...) he believed that the two major traditions of modern world philosophy, founded in Europe and China, had finally met. That was in 1919. Now, almost a century later, we can respond to Hu's speculation with relative certainty: a world philosophy has not arisen and is not on the rise. In fact, the situation is much worse: Chinese ancient thought is not even considered "philosophy" by most Western specialists in the field.For Feng Youlan, Hu's contemporary, this lack of recognition had become a major frustration by the end of his life. Feng earnestly felt that "parts of classical Chinese philosophy have a contribution to make to the elevating of man's spiritual sphere and in solving universal problems in human life."2 But on the last page of the last volume of his New Edition of the History of Chinese Philosophy, completed a few weeks before his death in November 1990, Feng concluded that Western philosophers had not even begun to consider ancient Chinese thought to be worthy of their attention: "Chinese traditional philosophy has always been regarded as a part of sinological studies and is considered as having no relation to philosophy."3 Feng's sentiment is still widely shared today; for instance, in the Yearbook of Chinese Philosophy for 2001, Zheng Jiadong remarks that "in the West, especially in Europe, the legitimacy of 'Chinese philosophy' has always been questioned; 'Chinese philosophy' [End Page 625] has to a large extent been considered a strange thing of questionable antecedents."4 Others confirm that "Chinese thinking has been all but excluded from the discipline of philosophy in Western seats of learning."5Indeed, various eminent European philosophers, such as Kant, Hegel, Husserl, Heidegger, and, more recently, Jacques Derrida on his visit to Shanghai in 2001,6 have proclaimed that ancient Chinese thought is not really philosophy. Kant, for example, stated that "Philosophy is not to be found in the whole Orient.... Their teacher Confucius teaches in his writings nothing outside a moral doctrine designed for the princes."7 Even sinology scholars sometimes wonder whether ancient Chinese thought ought to be labeled "philosophy."8 But more powerful than such explicit rejections of the legitimacy of "Chinese philosophy," which are nowadays relatively rare, is the dominant and implicit Western (especially European) view, embedded in the organization of academic conferences, journals, university curricula (as Feng Youlan remarked), and bookstores, that ancient China did not have philosophy. The average European bookstore, for instance, does not display the Laozi or Yijing on the "philosophy" shelf, but rather among various types of wisdom or practical knowledge, between Celtic myths, herbal medicine, and the art of astrology. However unobtrusive, this organizational given reveals more clearly and influentially than any contemporary scholar explicitly states, that the name "Chinese philosophy" for the Chinese masters and some Classics is not proper—or, to put it in ancient Chinese terms: this ming 名 is not zheng 正.9The twenty-first century, however, has seen strong indications of change, not in the sense that "Chinese philosophy" is now being generally accepted as one of the two main branches of world philosophy, as Hu Shi had hoped, but in the sense that the debate has been reopened, both in China and in the West. In China, the appropriateness of the label "Chinese philosophy" for ancient Chinese thought was questioned by some leading scholars in the first part of the twentieth century. But in the last decade the matter has been experienced as a crisis and challenge, and has been discussed much more broadly and vividly by Chinese academia: conferences are being dedicated to the question of the "legitimacy of 'Chinese philosophy"' (Zhongguo zhexue hefaxing 中国哲学的合法性), newspapers report on it, and some journals devote whole forums to it.10 About one hundred articles or chapters related... (shrink)

The education of safety science professionals is a key requirement to ensuring the ongoing recognition of Occupational Health and Safety as a profession. Safety science educators, at some point in their academic career, are required to align with an appropriate teaching philosophy, however this important aspect of education pedagogy rarely receives scholarly attention in the safety sciences. Therefore, this article makes the case for philosophical pragmatism as an overarching teaching philosophy that works well within the (...) evidence informed safety science practice model. Pragmatism is a logical and valuable teaching philosophy which centres on linking theory, research, ideas and actions to multi-disciplinary practical applications. It is embedded in the notion that both multiple stakeholder, and multiple perspectives are required to solve practical safety-oriented problems. Pragmatism links to a reflective practitioner paradigm whereby students are asked to think critically about what they do. Further, learning is influenced by self-discovery. The key theoretical underpinnings of pragmatism are presented, as well as the 4 Ps of pragmatism as a teaching framework. The rational for embracing pragmatism as a higher educational teaching philosophy for the safety sciences is presented. Pragmatism is seen as both a path forward in reducing the theory into practice divide for safety science educators and professionals, and a teaching philosophy which enhances the safety science pedagogy educational lens. (shrink)

While traditionally identified as a practice-based endeavour, the many dimensions of teacher education raise important philosophical issues that emphasise the centrality of ethics to questions of relationality and professional practice. This second volume of the Educational Philosophy and Theory reader series demonstrates the continuing relevance of philosophical approaches to the field of teacher education. The collection of texts focuses on a wide range of topics, including teacher education in a cross-cultural context, the notion of unsuccessful teaching, democratic (...) teacher education, the reflective teacher, the ethics and politics of teacher identity, and subjectivity and performance in teaching. Chapters also explore teacher education based on experiential learning as 'experience', demonstrating the continuing relevance of philosophical approaches to the field. In Search of Subjectivities will interest academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, teacher education, experiential philosophy, ethics, policy and politics of education, and professional practice. (shrink)

Philosophy of science is a rapidly evolving and increasingly inclusive academic field. It is one of the most dynamic branches of philosophy. However, for the most part, philosophy of science has been taught historically by recounting and tracing through discussions and debates from the early to late twentieth century. Great texts of positivism, instrumentalism, demarcation, falsification, paradigm shifts, realism, observation and so on are handed out to students and critically assessed. There is something rather puzzling (...) about this way of teaching philosophy of science, since contemporary philosophy of science has moved on significantly and is arguably distinct from the historical subject, just as current science has many features different from the science of Kuhn’s and Popper’s day. Such philosophical work, however, often only seems to make a late appearance in such courses. It often seems that we teach philosophy of science solely as an exercise in point and refutation, leaving stu .. (shrink)

I came to bioethics scholarship in 1990 at age 42. My first two published papers were solo-authored. But subsequently most of my bioethics research, including 223 articles and 22 book chapters written with many coauthors, has been collaborative; and my one monograph book, Death, Dying, and Organ Transplantation, was a collaborative venture with Robert Truog. As my academic field is philosophy, where collaborative work is rare, I had no background for doing this. I lacked any formal mentorship (...) in bioethics and thus had no training in doing collaborative research.Looking back, I see three motivations for doing collaborative research and writing in bioethics. First, I began teaching bioethics as an adjunct faculty... (shrink)

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and the extensive mistrust of integrating ethics in science (...) and engineering curricula beyond its “applied,” “practical,” or “professional” implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant’s conception of the virtuous person, integrating questions about the “good life” into the domain of principled reasoning. (shrink)

This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to (...) philosophy and the broader educational issues this raises, for example: historical perspectives on the field; democratic participation and epistemic, pedagogical and political relationships; philosophy as a subject and philosophy as a practice; philosophical teaching across the curriculum; embodied enquiry, emotions and space; knowledge, truth and philosophical progress; resources and texts for philosophical inquiry; ethos and values of P4C practice and research. The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy. (shrink)

Dealing with ethical issues is a central aspect of many professions. Consequently, ethics is taught to diverse student groups in universities and colleges, alongside philosophy students. In this paper, we address the question of how ethics is best taught to such “non-philosophy” student groups. The standard way of introducing ethics to non-philosophy students is to present them with a set of moral theories. We refer to this approach as the “smorgasbord approach”, due to the impression it is (...) likely to make on non-philosophy students approaching ethics as an academic discipline for the first time. This approach invites the assumption that adopting an ethical position is mainly a matter of choosing from this smorgasbord of different theories. We argue that this approach is problematic for several reasons, both theoretical and practical, and we suggest a methodsbased approach – focusing on methods for moral reasoning – as a more fruitful alternative. The main purpose of this paper is to explain and defend this methods-based approach to teaching ethics to non-philosophy students. In so doing, we also consider and meet some expected objections to this approach. (shrink)

We conducted an international survey of 211 scholars with expertise in business ethics. Each respondent was asked to identify the three most important issues that business ethics academia will face in the coming decade. Using content analytic procedures, responses were categorized and analyzed for commonalities. The results suggest that the most important issues facing business ethics academia in the future will be the following: issues relating to business ethics education such as curriculum, pedagogy, faculty, and accreditation the credibility of the (...) business ethics field, environmental issues, issues relating to business ethics research such as research tools and quality of business ethics research the decline of ethical behavior in society and organizations, corporate social responsibility, globalization, and the institutionalization of ethics into business. We maintain that these issues have important teaching and research implications for the future sustainability of the business ethics discipline. (shrink)

Today''s business students have grown up in a society where distinctions between right and wrong have become blurred and where unethical behavior is observed and even expected in high-profile leaders. Especially troubling is the impression educators have that many students no longer view cheating as morally wrong (Pavela and McCabe, 1993). By contrast, the general public is demanding higher ethics of businesspeople. In this environment, educators are challenged to instill ethical norms in business students, especially when recent research indicates that (...) students intending to enter business fields are more likely than any other group of students to engage in cheating and other forms of academic dishonesty (McCabe and Trevino, 1995). One of the major future roles of accounting students depends on their honesty, however. For audits to have economic value, the auditors must be perceived by the public as acting with independence, integrity, and objectivity. Public accountants have adopted a Code of Professional Conduct in order to protect the integrity of the profession. In an effort to teach accounting students the importance of ethical professional conduct, the author has developed a class project wherein groups of students write proposals for a student honor code at Niagara University. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics and Politics in Tagore, Coetzee, and Certain Scenes of TeachingGayatri Chakravorty Spivak (bio)It is practically persuasive that the eruption of the ethical interrupts and postpones the epistemological—the undertaking to construct the other as object of knowledge, an undertaking never to be given up. Lévinas is the generic name associated with such a position. A beautiful passage from Otherwise than Being lays it out, although neither interruption nor postponement (...) is mentioned. That connection is made by Derrida [Adieu 51-59].Here, then, is Lévinas, for whom Kant's critical perspectivization of the subject and the rigorous limits of pure theoretical reason seem to have been displaced by the structuralist hermeneutics of suspicion. For Lévinas, structuralism did not attend to what in Kant was the mechanism that interrupted the constrained and rigorous workings of pure reason: "The interests that Kant discovered in theoretical reason itself, he subordinated to practical reason, become mere reason. It is just these interests that are contested by structuralism, which is perhaps to be defined by the primacy of theoretical reason" [Otherwise than Being 58; trans. modified].The relationship between the postponement of the epistemological in Lévinas and the subordination of pure reason in Kant is a rich theme, beyond the scope of this essay. Let us return to what Lévinas will perceive as a general contemporary hermeneutics of suspicion, related to the primacy of theoretical reason: "The suspicions engendered by psychoanalysis, sociology and politics weigh on human identity such that we never know to whom we are speaking and what we are dealing with when we build our ideas on the basis of the human fact."1 The political calculus thematizes this suspicion into an entire code of strategy defined as varieties of game theory and rational choice. This can be verified across cultural difference, backwards through history, and in today's global academic discourse. Over against this Lévinas posits the ethical with astonishing humility: "but we do not need this knowledge in the relationship in which the other is the one next to me [le prochain]" [Otherwise 59].Kant thought that the ethical commonality of being (gemeines Wesen—repeatedly mistranslated as "the ethical state") cannot form the basis of a state. Surprisingly, there is a clear line from the face-to-face of the ethical to the state in Lévinas.2 It has long [End Page 17] been my habit to scavenge and tinker in the field of practical philosophy. I will conserve from Kant the discontinuity between the ethical and the political, from Lévinas the discontinuity between the ethical and the epistemological. I will suggest that the discontinuities between the ethical and the epistemological and political fields are tamed in the nestling of logic and rhetoric in fiction.3Enabled by such a suggestion, I can move to another bit of prose on that page in Lévinas: "for reasons not at all transcendental but purely logical, the object-man must figure at the beginning of all knowing."The figure of the "I" as object: this representation of the holy man in Lévinas does not match our colloquial and literal expectations. My general suggestion, that the protocol of fiction gives us a practical simulacrum of the graver discontinuities inhabiting (and operating?) the ethico-epistemic and the ethico-political, can, however, take such a figure on board. I will continue to want to say that fiction offers us an experience of the discontinuities that remain in place "in real life." That would be a description of fiction as an event—an indeterminate "sharing" between writer and reader, where the effort of reading is to taste the impossible status of being figured as object in the web of the other. Reading, in this special sense, is sacred.In this essay I consider not only fiction as event but also fiction as task. I locate in Rabindranath Tagore (1861-1941) and J. M. Coetzee (1940-) representations of what may be read as versions of the "I" figured as object and weave the representations together as a warning text for postcolonial political ambitions.4 I am obviously using "text" as "web," coming from Latin texere—"to... (shrink)

Tourism literature has shown there is a disagreement amongst academics conducting tourism research as to whether tourism is an academic community, academic study, and/or academic discipline. These three terms are used loosely and change in meaning depending upon the author, source, context, and discipline of the author(s). The following paper identifies tourism’s current position in academia using these three ideas of academic acceptance as tools to guide the discussion. Also guiding the discussion are ideas from tourism (...) scholars and Kuhn’s ideas of what constitutes a discipline. The discussion leads to a debate about “truths” in tourism research. Recommendations regarding the advancement of tourism in academia via theory construction in the academic field of tourism are presented. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves (...) to practical questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)

Philosophy as an academic programme is very young in higher institutions of learning in Nigeria. Third World developing countries usually have concerns other than the teaching of philosophy on their agenda when trying to disburse their meagre resources for the educational sector. They would want to clothe, feed, house and provide medical care for their teeming populations first, and then people who want to T philosophize can do so. So their priority in the area of education (...) is not I for people who will split hairs over words and concepts and theorise about lofty ideals—the popular image of the philosopher—but for the training of agriculturalists, technicians, doctors, engineers and others who can contribute much more tangibly to the development process. For this reason, many people regard a department of philosophy in a university as a luxury item which developing countries can ill afford. For this reason too, the philosophy department, usually the latest arrival in its faculty, is added as an appendix and is the first to be eyed when a scraping becomes necessary in the face of reduced subvention to the institution. (shrink)

Philosophical anthropologies (PAs) – ontological assumptions about human species-nature – have long faced Foucauldian post-structural rejection of their value and legitimacy in explaining sociological problematics. In this article I endorse Bourdieu’s resistance to a post-PA momentum, arguing that PAs need assuming in sociological research. In the process, I explore PAs within Bourdieu’s research framework, including how his key empirical-analytic concepts – ‘habitus’, ‘field’, ‘illusio’ and ‘forms of capital’ – echo the PAs he assumes. Yet I argue his conceptual framework (...) would do better without a PA he sometimes explicitly invokes: a ‘libidinal’ drive to compete for power in ‘games’ of social-field labour. I then draw on data from a survey of Australian education academics, who comment on how workforce restructures negatively affect their research and teaching labours. From the data, I argue that assuming a power-competitive PA as a driver of field labours inhibits attention to ethically-motivated desire for better labour purposes, fuelling critically-reflexive capacities to challenge field-structured power games. In turn, I diagnose that Bourdieu’s conceptual framework needs, but lacks, Marxian assumption of a human-species impulse for labours to serve use-valued social purposes, and that commodification of labours generates emotional alienation. I therefore suggest a ‘Marxification’ of Bourdieu’s framework. (shrink)

In addition to preparing students for graduate school or emphasizing transferable skills that are useful in any career, philosophy departments ought to give majors the education and work experience that will train them to become ethics officers outside of academia. This is a growing field that allows students to engage non-philosophers in setting corporate policies and addressing morally significant social issues. Using a course in medical ethics as an example, I show how incorporating service-learning into philosophy classes (...) benefits students both academically and professionally, and also demonstrates the value of philosophy to the community and to academic administrators. (shrink)

Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central (...) questions to provide insight into the dynamics of their shared process of teaching/learning. Methods and procedures: We conducted semi-structured with interviews philosophy teachers (n = 9), classroom observations (n = 142), and student focus groups at 16 diverse high schools. Transcripts were coded according to themes. Results: Our findings reflect the complicated nature of philosophy as a discipline characterized by abstract thinking. Participants found it mind-opening, yet challenging, providing educational opportunities that are largely absent in conventional schooling. They saw multiple connections between philosophy and other subjects, but also appreciated its distinctive benefits. Teachers relied primarily on textbooks and contemporary media to deliver the curriculum. We found that a teacher’s background in philosophy may influence what is taught in philosophy courses and how, especially given the flexibility of the provincial curriculum. Conclusions: The findings suggest that philosophy is a unique, beneficial subject that teachers enjoy teaching and students greatly value, characterizing it as both difficult and rewarding. Our study revealed that considerable differences exist in how philosophy is taught and learned around the province. The flexibility of the provincial curriculum appears to be an invitation for creative and responsive teaching; however, philosophy teachers’ weak preparation can, by their own admission, be a hindrance to effective curriculum delivery. Studying philosophy enhances students’ thinking about other academic areas of study and in some cases opens them up to new ways of thinking. (shrink)

To step up the activity level of academic philosophizing, “Teaching World Philosophies” will propose that one first engage in a thorough housecleaning before teaching world-philosophical traditions today. In the path that will be sketched as an example in this regard, I will critically engage “the West,” a concept that looms over an adequate academic engagement with world philosophies today. Bringing into the conversation Humayun Kabir’s (1906–1969) analysis of philosophy as a space that can generate and (...) foster critical independent thinking within a society, I will argue that a change in ingrained patterns of conducting a social activity like academic philosophy can be changed. This change might, in fact, be urgent especially in those locales in Europe in which academic philosophy as it is practiced today was crafted. (shrink)

: Byzantine philosophy is an unexplored field and one of the more neglected periods in the history of philosophy. Although Byzantine philosophers often have received credit for transmitting ancient philosophical texts, they have not been studied for their own philosophical merit. In order to make easier the study of Byzantine philosophy, to introduce it to a broader academic public and to promote teaching of the subject at the university level, I propose to edit a (...) three-volume sourcebook of Byzantine philosophical texts with English translation and comments, containing the most important texts from the ninth to the fifteenth century, covering the areas of logic, epistemology, natural philosophy, psychology, ethics and politics. Keywords: Byzantine philosophy, Byzantine logic, Byzantine natural philosophy, Byzantine psychology, Byzantine ethics, Byzantine politics, sourcebook. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Masao Abe: D. T. Suzuki’s Legacies and an “Academic Dharma Lineage” in North AmericaMichiko YusaProfessor Abe is generally regarded as the torch bearer of D. T. Suzuki. But how did that come about? This essay sheds light on the relationship between Suzuki and Abe.Abe’s professor, Hisamatsu Shin’ichi, had come to know Suzuki through his mentor Nishida Kitarō. Suzuki was one of Nishida’s closest friends. It appears that Hisamatsu’s (...) and Suzuki’s cordial relationship became closer after Nishida’s death in 1945. Hisamatsu in turn was the link for Abe to come to know Suzuki. Abe recalls his first encounter with Suzuki, which took place in the winter of 1947, when Suzuki was in bed with a bad cold and Abe was sent by Hisamatsu to make a sick call on his behalf. Abe was then Hisamatsu’s teaching assistant ( joshu). Seeing Suzuki in person for the first time, Abe could not help but feel the unique spiritual presence of this man. At that time, Abe, though a committed follower of Pure Land Buddhism, was deeply troubled with his spiritual quest. Perhaps sensing Abe’s agony, Suzuki gave him a copy of his imperial lecture The Essence of Buddhism, in which he had treated Zen and Pure Land thought as sharing the same Mahayana roots.1Abe’s second visit to Suzuki came in the spring of 1949, when Suzuki was preparing to leave for the United States to spend “the rest of his life in order to bring the message of Zen Buddhism” to the West. At that time Abe was to convey Hisamatsu’s concern that Suzuki ought to remain in Japan and contribute to internationalizing Zen by translating Zen texts into English, for, in Hisamatsu’s mind, there was no one better qualified than Suzuki to carry out that task.2Suzuki was ready to make a bold move, however. Having witnessed Hiroshima-Nagasaki, he was convinced that the message of wisdom and compassion based on the awakening to the “true self” that Zen speaks of was an effective and necessary antidote to the egocentric mindset, which manifested also as national ego-centrism, rampant in the post–World War II world. He was convinced that the message of awakening and compassion would give the humanity a better chance at peace. In fact, by the early 1950s, with the intensification of the Cold War and the turmoil in Korea, there was a palpable fear that World War III might break out any day, and Suzuki certainly shared that ominous sense.3 [End Page 111]Zen Must Adopt New ExpressionsSuzuki left for the United States on June 16, 1949, to attend the Second East-West Philosopher’s Conference and to teach at the University of Hawai‘i in the summer and the fall semesters. Through his interaction with Western and Asian thinkers at the conference as well as with his students at the university, he came to feel strongly that (1) it was important to emphasize compassion (hi) in the face of an excessive Zen emphasis on the koan practice, (2) Zen Buddhists must develop their “logical” expression to articulate Zen teaching in language understandable to Westerners, and, in this connection, (3) it was incumbent on him to introduce the thought of Nishida Kitarō to the West. In Suzuki’s own words, “Contemporary Zen is short of compassion (hi). Therefore, it lacks the momentum to engage society and work from within it. Again, it lacks a logical discourse (riron). This is something Nishida always used to say. In order to make Western thinkers understand Zen teaching, one must have a logical system (ronri).” 4These three points are clearly present and developed in Abe’s works. In his introduction to Zen and Western Thought (1985), Abe wrote that (1) Zen embraces a profound philosophy (echoing Suzuki’s concern for the necessity for logical articulation), (2) the ultimate in Zen and in Buddhism is “absolute Nothingness” or “Emptiness” (echoing Nishida’s philosophy), (3) Buddhism is a radical realism and a compassionate way of life (echoing Suzuki’s concern for compassion), and (4) a new cosmology, not a new humanism, is needed in... (shrink)