Liberation philosophy and democratic struggles -- The quest for the revolutionary subject : the early Marcuse -- The retrieval of Eros and the quest for a new sensibility -- Marcuse and the problem of intersubjectivity : beyond drive theory -- One-dimensional society and the demise of dialectical thinking -- Spectres of liberation : beyond one-dimensional man -- Liberal democracy and its limits : the challenge of race, class, gender, and sexual orientation -- Marcuse and discourse ethics -- Liberation and the (...) democratic vision : educating for a new sensibility. (shrink)

Abordaré la crítica de Axel Honneth a la primera Escuela de Frankfurt y su aparente omisión de Herbert Marcuse. Defenderé a Marcuse contra algunas de las críticas hechas por Honneth a la teoría crítica temprana de la Escuela de Frankfurt. Luego argumentaré que Marcuse siempre estuvo en busca de una subjetividad radical, incluso cuando advirtió contra los mecanismos unidimensionales en curso de producción de sujetos. Finalmente, mostraré que Honneth también construye su proyecto en torno a la búsqueda de una subjetividad (...) radical, pero aborda el problema a través de una teoría de la intersubjetividad que complementa el proyecto de Marcuse. (shrink)

Here I want to examine two different ways of viewing/reading Black Panther. I will call the first reading the Standard Morality Reading (SMR). I will call the second reading the Liberation Morality Reading (LMR). I argue that these two readings, and the forms of morality that influence them, are in tension with each other throughout the movie. They also produce a tension or moral struggle in King T’Challa and the citizens of Wakanda in general.

I will address Axel Honneth’s critique of the early Frankfurt School and his apparent omission of Marcuse. I will defend Marcuse against some of the criticisms of early Frankfurt School critical theory made by Honneth. I will then argue that Marcuse was always in search of radical subjectivity, even as he warned against the ongoing one-dimensional mechanisms of subject production. Finally, I will show that Honneth also builds his project around the search for radical subjectivity but approaches the problem through (...) a theory of intersubjectivity which complements Marcuse’s project. (shrink)

Mixing passion and humor, a personal work of literary criticism that demonstrates the power of our greatest books to illuminate our lives. Why do we read literature? For Arnold Weinstein, the answer is clear: literature allows us to become someone else. Literature changes us by giving us intimate access to an astonishing variety of other lives, experiences, and places across the ages. Reflecting on a lifetime of reading, teaching, and writing, The Lives of Literature explores, with passion, humor, (...) and whirring intellect, a professor's life, the thrills and traps of teaching, and, most of all, the power of literature to lead us to a deeper understanding of ourselves and the worlds we inhabit. As an identical twin, Weinstein experienced early the dislocation of being mistaken for another person--and of feeling that he might be someone other than he had thought. In vivid readings elucidating the classics of authors ranging from Sophocles to James Joyce and Toni Morrison, he explores what we learn by identifying with their protagonists, including those who, undone by wreckage and loss, discover that all their beliefs are illusions. Weinstein masterfully argues that literature's knowing differs entirely from what one ends up knowing when studying mathematics or physics or even history: by entering these characters' lives, readers acquire a unique form of knowledge--and come to understand its cost. In The Lives of Literature, a master writer and teacher shares his love of the books that he has taught and been taught by, showing us that literature matters most because we never stop discovering who we are. (shrink)

New Jersey residents who tested their homes for radon and found more than four picocuries per liter were surveyed about their knowledge, emotions, attitudes, and intentions to take remedial action Respondents proved well informed, but radon levels were not highly correlated with any of the response variables. Overoptimism was more common than overreaction. The results suggest that active guidance is needed to ensure appropriate responses to environmental hazards, like radon, that require individual remediation. Simple information dissemination alone seems inadequate.

In clinical mental health research with children, both child and parent are essential members of the research team. The 3 R's of parent/child team membership are respect, rapport, and recognition. Respect and recognition include fair reimbursement for time, expense, and inconvenience, but the most important compensation for many families is the appreciation of the other team members for their sacrifice and cooperation. Reimbursement, although honoring the principles of justice and respect for persons, raises difficult issues about appropriate amount, particularly in (...) research involving children. The 3 R's are supported by the investigator 5 A's: attitude, adaptability, availability, attachment, and appreciation. Although the principles seem clear in the abstract, implementation encounters many practical problems. Perhaps the most difficult of these is determining the appropriate amount of compensation that avoids undue inducement but not at the expense of the 3 R's and 5 A's. (shrink)

First published in 1975, this is a book of general intellectual interest about the role of the university in contemporary society and that of university teachers in relation to their subjects, their students, and their wider political commitments. Alan Montefiore offers preliminary analyses of the family of concepts most often invoked in discussions of these problems, taking the central dispute to be between those who hold a 'liberal' view of the university and those who regard this notion as illusory, dishonest (...) or undesirable. Six academics, representing, discuss issues of substantive conflict in light of Montefiore's initial distinctions. The volume is of particular interest to students of political and social philosophy, and political and educational theory. It is also intended for a wider readership among those who care about the political status of the universities and recognize the importance and difficulty of the problems involved in this. (shrink)

Alain Locke, the central promoter of the Harlem Renaissance, is placed in conversation with leading philosophers and cultural figures in the modern world, from Aristotle to Obama. For teachers and students of contemporary debates in pragmatism, diversity, and value theory, these conversations' define new-and controversial-terrain.

Formal training in clinical ethics must become a central part of residency curricula to prepare practitioners to manage the ethical dimensions of patient care. Residency educators must ground their teaching in an understanding of the conceptual, biomedical, and psychosocial aspects of the important ethical issues that arise in that field of practice. Four aspects of professional competence in clinical ethics provide a useful framework for curricular planning. The physician should learn to: (1) recognize ethical issues as they arise in clinical (...) care and identify hidden values and unacknowledged conflicts; (2) think clearly and critically about these issues in ways that lead to ethically justifiable courses of action; (3) apply those practical skills needed to implement an ethically justifiably course of action; and (4) judge when the management of a clinical situation requires consultation with individuals or institutional bodies with additional expertise or authority. We argue that these practical goals can be accomplished with a relatively modest emphasis on the theoretical aspects of medical ethics. (shrink)

Few residency training programmes explicitly require substantive exposure to issues in medical ethics and fewer still have a formal curriculum in this area. Traditional undergraduate medical ethics courses teach preclinical students to identify ethical issues and analyse them at a theoretical level. Residency training, however, is the ideal time to establish the critical behavioural link which makes ethics truly useful in clinical medicine. The General Internal Medicine Residency Training Program at Rhode Island Hospital has developed an integrated, three-year curriculum with (...) the goals of helping residents to perceive ethical issues in clinical practice, to utilise basic philosophical principles in resolving ethical dilemmas and to communicate these issues clearly and sensitively to patients. The curriculum has been well received by residents and has had a hospital-wide impact. We believe that training residents in medical ethics and communication skills is an effective approach to developing physicians' humane qualities. (shrink)

The attempt to generate adequate courses in Ethics at the secondary school level preceded Philosophy for Children as it is generall thought of today. But despite this early momentum, problems inherent to secondary school applications have shifted interest toward the early school years. Curricula furnished by, for example, the Institute for the Advancement of Philosophy for Children has, in recent years, been increasingly geared to the elementary school. Programs rarely go beyond the intermediate school years. However desirable or necessary that (...) state of affairs, it does not respond to the apparent need of educators to address themselves to the crucial period of adolescence through some organized program of values education. (shrink)

The training relationship between sport psychology professionals (SPPs) and their students is a critical aspect of graduate training. Maintaining ethical, appropriate boundaries within training relationships is imperative, as boundary crossings can have deleterious effects on students. SPPs (N = 152) and Sport Psychology graduate students (N = 165) completed The Survey of Applied Sport Psychologists to explore their experiences and perceptions of sexual attractions and boundary crossings within training relationships. Nearly 30% of SPPs acknowledged sexual attractions toward their students, yet (...) few students (8.5%) perceived such attractions. Compared to the SPPs, the students reported higher levels of anxiety regarding the SPP’s attraction toward them; both groups reported infrequent use of supervision for this attraction. Nine students and 13 SPPs reported engaging in sexual behaviors (e.g., kissing, dating, intercourse) with the other. Within the larger sample, the three most common nonsexual boundary crossings were becoming social friends, attending social gatherings, and the SPP initiating nonsexual touching. Both groups are advised to engage in ongoing monitor their behaviors, receive training specific to ethics within training relationships, and seek consultation/supervision to ensure appropriate boundaries remain intact. (shrink)