The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of experience. This will be followed up (...) by an introduction of some central concepts in Merleau-Ponty’s own understanding of experience with emphasis on their relevance for educational analysis. This way of presenting the theory of embodied experience has the advantage of being able to indicate the difference it makes in the field of theories of experience. (shrink)

The history of pedagogics gives the impression that pedagogics has never had an identity of its own. Throughout history it has borrowed its identity from philosophy, theology, psychology and sociology. Against the background of this historical challenge, the article proposes pedagogical practice as an alternative identity to pedagogics, although not in the classical sense of an absolute and self‐sufficient identity, and it develops one particular ontological theory of pedagogical practice viewed from a life‐world approach with the ambition of suggesting a (...) theoretical point of departure for pedagogical research. (shrink)

One of the major challenges facing agricultural and food systems today is the loss of agrobiodiversity. Considering the current impasse of preventing the worldwide loss of crop diversity, this paper highlights the possibility for a radical reorientation of current legal seed frameworks that could provide more space for alternative seed systems to evolve which centre on norms that support on-farm agrobiodiversity. Understanding the underlying norms that shape seed commons are important, since norms both delimit and contribute to what ultimately will (...) constitute the seeds and who will ultimately have access to the seeds and thus to the extent to which agrobiodiversity is upheld and supported. This paper applies a commoning approach to explore the underpinning norms of a Swedish seed commons initiative and discusses the potential for furthering agrobiodiversity in the context of wider legal and authoritative discourses on seed enclosure. The paper shows how the seed commoning system is shaped and protected by a particular set of farming norms, which allows for sharing seeds among those who adhere to the norms but excludes those who will not. The paper further illustrates how farmers have been able to navigate fragile legal and economic pathways to collectively organize around landrace seeds, which function as an epistemic farming community, that maintain landraces from the past and shape new landraces for the present, adapted to diverse agro-ecological environments for low-input agriculture. The paper reveals how the ascribed norms to the seed commons in combination with the current seed laws set a certain limit to the extent to which agrobiodiversity is upheld and supported and discusses why prescriptions of “getting institutions right” for seed governance are difficult at best, when considering the shifting socio-nature of seeds. To further increase agrobiodiversity, the paper suggests future seed laws are redirected to the sustenance of a proliferation of protected seed commoning systems that can supply locally adapted plant material for diverse groups of farmers and farming systems. (shrink)

As a philosopher rather than a historian, Phillip Ferreira tends naturally, in his article in this issue of The Pluralist, "On the Imperviousness of Persons," as in his first one on The Worldview of Personalism, to place the emphasis quite as much on the general philosophical issues as on the specific historical interpretation of Pringle-Pattison. But this emphasis was from the beginning invited by my own assessment of Pringle-Pattison. I will continue here to answer Ferreira to a considerable extent in (...) its terms, but, as a historian rather than a philosopher, I will try to use arguments which, based on my historical knowledge of them, I think would have been those of Pringle-Pattison and the other personal .. (shrink)

The relationship between body and mind is a classical ontological problem in the history of philosophy. To this problem can be added an epistemological question about the relationship between body and knowledge. In this article, I will discuss these questions delimited to one central area of education, that is, school. My point of view will be life-world phenomenology and in particular the theory of the lived body.

Reflection seems today to be highest fashion ineducation, especially in discussions aboutteacher education and the teaching profession.This has created the paradoxical situation that reflection is often used in an unreflectedmanner. Furthermore, this discovery ofreflection is not supported by earlierresearch. In philosophy, however, reflectionhas always played a central role.

Collecting papers read at a conference with the same title at Harris Manchester College, Oxford, in 1997, the present volume bears eloquent witness to the growing interest in idealistic philosophy. In his introduction, the editor, Bill Mander, provides historical sketches of the idealists covered, but the historical scholarship signalled by the title is interwoven throughout with — mostly idealist — philosophizing in the present. Staying short for the most part of broader historical perspectives, some papers highlight important aspects of the (...) intellectual context in which idealism, as reconsidered today, necessarily finds itself, and point to its possible contributions, while others continue an idealistic discourse very much on its own terms. Properly enough in the idealistic context however, most of the contributors seem to be aware that history and present philosophizing cannot be wholly separated. If they do not directly address it, most contributions at least illustrate abundantly what is presently, and what was during the historical period covered, taking place on the modern scene as set by broader and deeper cultural forces, the proper understanding of which, as will soon become clear, I think in some cases holds a key to the assessment of important aspects of their subject-matter. Mention will be made of all papers, but since in-depth analyses of each are here impossible, while being in this case at the same time desirable, I choose to discuss about one third of the contributions in greater detail. (shrink)

pp. 79–103 The idea of utility in Adam Smith's The Theory of Moral Sentiments Rosen, F.