One of us is a teacher educator (Margaret) and the other is a prospective teacher (Andrew). In our experiences within these roles, we increasingly see and hear little educative concern for the epistemological question "What counts as knowledge?" alongside the ontological question "What does it mean to be a teacher in classrooms?" Instead of grappling with these questions, curricular enactment in many classrooms proceeds through tightly controlled conditions with criteria that insist on pre-determined management modes with little time or (...) space for teachers to ask what ought to count as knowledge or what teaching for student understanding might feel and look like in practice. At the same time, many teachers are .. (shrink)

Embodiment as a compelling way to rethink the nature of teaching and learning asks participants to see fundamentally what is at stake within teaching/learning situations, encountering ourselves and our relations to others/otherness. Drawing predominantly on the thinking of John Dewey and Maurice Merleau-Ponty the body's role within teaching and learning is enfleshed through the concrete experiences of one middle-school science teacher attempting to teach for greater student inquiry. Personal, embodied understandings of the lived terms of inquiry enable the science teacher (...) to seek out the lived terms of inquiry in her classroom alongside students. Theories are taken up as working notions for the teacher to examine as philosophical/theoretical/pragmatic processes to be worked with, and concomitantly, working as dynamic practice at the core of the teacher's thinking and experiences. The theory/practice conjuncture of inquiry is thus enfleshed, gaining embodied understandings. Embodiment as the medium enhancing comprehension is evidenced as holding worthy implications for teacher education. Teacher education must fall into trust with the body's role in teaching and learning. (shrink)

An Innovative Learning Centre within a Faculty of Education provides the forum to study and give lived expression to the rhythmic workings of experience through documenting a Maker Movement Day for practicing educators. Dewey’s commitment to “the idea that there is an intimate and necessary relation between the processes of actual experience and education” is at the heart of our Maker Day.1 The contemporary Maker Movement’s emphasis on studio-based learning attends to the experiences of meaning making from within the experiences (...) themselves.2 The rootedness of this thinking across time and traditions can be traced to many interested in revealing the experiential terrain.. (shrink)

Warming temperatures in the circumpolar north have led to new discussions around climate-driven frontiers for agriculture. In this paper, we situate northern food systems in Canada within the corporate food regime and settler colonialism, and contend that an expansion of the conventional, industrial agriculture paradigm into the Canadian North would have significant socio-cultural and ecological consequences. We propose agroecology as an alternative framework uniquely accordant with northern contexts. In particular, we suggest that there are elements of agroecology that are already (...) being practiced in northern Indigenous communities as part of traditional hunter-gatherer food systems. We present a framework for agroecology in the North and discuss its components of environmental stewardship, economies, knowledge, social dimensions and governance using examples from the Dehcho region, Northwest Territories, Canada. Finally, we discuss several challenges and cautions in creating policy around agroecology in the North and encourage community-based research in developing and testing this framework moving forward. (shrink)

In this profoundly theological reflection on illness, healing, and the doctor-patient relationship, pediatrician Margaret Mohrmann bridges the sometimes disparate worlds of medicine and faith, of high technology and ultimate concern. Drawing on her two decades of experience treating children who suffer from disease and dysfunction, Mohrmann movingly reveals the temptations of idolatry that beset our understanding of health and life, the intrinsic connectedness underlying all medical encounters, and the difficulties and riches of using scripture as a moral resource. In (...) clear, accessible language Mohrmann emphasizes the importance of interpreting the lives of the suffering as meaningful and ongoing stories - stories that require all of us to respond in healing ways. Uncovering insights from such diverse sources as the apostle Paul, Alasdair MacIntyre and Flannery O'Connor, she suggests that what is required for a truly human life is not the absence of pain, but the presence of others. Both pastoral and prophetic, Medicine as Ministry is a challenge to rethink the purposes of health care - and to better discern the human condition. (shrink)

In this interview, Margaret A. Simons describes her path to philosophy and existentialism, her struggles in the male-dominated field in the 1960s and 1970s, and her political activism in the civil rights and women’s liberation movements. She also discusses her encounters with Simone de Beauvoir and Beauvoir’s refusal to own her philosophical originality, suggesting that Beauvoir may have adopted a more conventional narrative of a female intellectual to circumvent the public’s resistance to her radical ideas in the 1950s.

The posthumously published diaries and letters of Beauvoir and Sartre challenge the traditional account of Beauvoir as Sartre's philosophical follower. They show Sartre drawing on Beauvoir's account of relations with the Other in her metaphysical novel, She Came to Stay, as he began writing Being and Nothingness, and point to an unexplored Beauvoirean lineage of existentialism, including Bergson as well as Hegel, Kierkegaard, Husserl and Heidegger, and the African-American writer, Richard Wright.

A collected volume of essays by renowned ethicist Margaret Farley, including articles previously published in scholarly periodicals as well as unpublished lectures and spiritual writings. Essays from throughout Farley's long scholarly career, both published and unpublished, focusing on the intersection of ethics and public life. Farley's sermons as well as her essays on ecclesiology and feminism are also included, expanding this into a far-ranging summary of her interests and contributions to theology over the past four decades. The collection is (...) edited by Jamie Manson, Farley's former student from Yale and current book review editor for the National Catholic Reporter. Both an overview of and an introduction to the work of the church's leading ethicists, this book will be a valuable resource for students of public ethics, sexual ethics, and the ethics of relationships. Some of these essays had an important impact on their filed (for example, "Celibacy Under the Sign of the Cross" is still used in seminaries and theologates), while others will help round out our understanding of this important theologian whose students are professors and ministers all over the nation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Commentary on “Towards a Design-Based Analysis of Emotional Episodes”Margaret A. Boden (bio)The theoretical work of Wright, Sloman, and Beaudoin is a significant contribution to our understanding of the nature and function of emotions, and potentially also to therapeutic method. Their message that emotions, as controlling and scheduling mechanisms, are essential to any complex intelligent system (that is: one with multiple and potentially conflicting motives, and situated in a (...) changing and unfriendly world) is important. It encourages cognitive psychologists to regard emotions as a central aspect of intelligence, not to sideline (or even to forget) them, as is too often done. In addition, it shows—at least in general outline—how emotions might be understood in computational terms.Critics of computational psychology too often assume that emotions and motivation must lie outside its scope. This is not so, although it is true that relatively little computational work has been done in this area. Interestingly, the very early days of AI saw a comparatively high proportion of models of multiple goal-seeking, affective processes, and even personality (see, for example, the papers in Tomkins and Messick 1963). But, inevitably, these were so crude as to be almost useless in illuminating the nature of emotion and motivation. As AI-workers and their psychologist colleagues found to their cost, it is difficult enough to model the pursuit of one goal, never mind the pursuit of several mutually conflicting goals. Accordingly, personality and emotion soon faded from the scene as preferred topics of computational research—but not before I too had argued that they could, in principle, be so addressed (Boden 1965; 1972).I suggested—in the sketchiest terms—that the concepts of William McDougall’s personality theory could be interpreted in a computational fashion (Boden 1965; 1972). His concept of sentiment, for example, marks what Wright et al. call “goal-sets,” and his master sentiment of self-regard relates to the descriptive and normative aspects of the self-image to which they draw our attention. He even described emotions as (conscious) control mechanisms, enabling the subject to monitor the incipient excitement of distinct types of motivation, and (sometimes) to adjust behavior so as to facilitate or inhibit the otherwise-inevitable response. What the target-authors have done is to put subtle and sophisticated computational flesh onto these minimalist theoretical bones.McDougall himself, of course, will be turning in his grave. He saw affect as partly conscious (as well as dispositional), and argued that consciousness—and purposive behavior too—cannot possibly [End Page 135] be given a mechanistic, or physicalist, explanation. Despite Wright et al.’s persuasive anti-reductionist remarks about the necessity for highly abstract (psychological) levels of explanation, he would not have accepted that such explanations could be computationally grounded. He even insisted that the neurophysiological ground of goal-seeking behavior involved a special sort of energy, or horme, intrinsically directed to specific ends. Presumably, no professional reader today would agree with McDougall on that point. But many may agree with him about consciousness. And many more will insist that consciousness is a crucial aspect—perhaps the crucial aspect—of emotion. Such critics will doubtless point out that our three authors explicitly “factor out,” or refuse to discuss, consciousness as such.Wright et al.’s rhetorical reserve on this point is defensible on two counts. First, even though emotions do involve conscious sensations, the dispositional and control aspects of affect are at least as important. Indeed, it is evident from the quotations from individuals reacting to bereavement that people often describe the phenomenology of grief in terms of these sorts of factors, rather than in a “purely qualitative” fashion (whatever that might be). Even so, these dispositional aspects of emotion are often overlooked, or regarded as less significant than the conscious phenomenology. And second, theoretical psychologists in general sideline consciousness: either they ignore it entirely, or they take it for granted philosophically and ask about the conditions under which it appears or disappears. They are well advised to do so, since we do not yet understand this concept (more accurately: this mixed bag of related concepts) at the philosophical level. Even a journal whose title has “Philosophy” as its leading... (shrink)

Our physical ecosystem is not indestructible and we have obligations to hold it in trust for future generations. The same is true of our metaphysical ecosystem - the values, principles, attitudes, beliefs, and shared stories on which we have founded our society. In Bird on an Ethics Wire, Margaret Somerville explores the values needed to maintain a world that reasonable people would want to live in and pass on to their descendants. Somerville addresses the conflicts between people who espouse (...) "progressive" values and those who uphold "traditional" ones by casting her attention on the debates surrounding "birth" and "death" and shows how words are often used as weapons. She proposes that we should seek to experience amazement, wonder, and awe to enrich our lives and help us to find meaning. Such experiences, Somerville believes, can change how we see the world and live our lives, and affect the decisions we make, especially regarding values and ethics. They can help us to cope with physical or existential suffering, and ultimately put us in touch with the sacred - in either its secular or religious form - which protects what we must not destroy. Experiencing amazement, wonder, and awe, Somerville concludes, can also generate hope, without which our spirit dies. Both individuals and societies need hope, a sense of connection to the future, if the world is to make the best decisions about values in the battles that constitute the current culture wars. (shrink)

This brief response aims to contextualize and reflect further on James Gustafson's new essay regarding “participation” in relation to God, nature, and human beings. In it I attempt to address Gustafson's innovative method and the difference it makes for interpreting some of his previous work. For the first time Gustafson's direct mode of access to the meaning and implications of human participation is through his own experience. I argue that he breaks new ground with what might be called descriptive experiential (...) analysis, moving forward yet harking back to longtime central themes regarding knowledge of God, moral discernment, theocentrism and anthropocentrism, relationalism and unity. (shrink)

What is the mind? How does it work? How does it influence behavior? Some psychologists hope to answer such questions in terms of concepts drawn from computer science and artificial intelligence. They test their theories by modeling mental processes in computers. This book shows how computer models are used to study many psychological phenomena--including vision, language, reasoning, and learning. It also shows that computer modeling involves differing theoretical approaches. Computational psychologists disagree about some basic questions. For instance, should the mind (...) be modeled by digital computers, or by parallel-processing systems more like brains? Do computer programs consist of meaningless patterns, or do they embody (and explain) genuine meaning? (shrink)

The truth can be dangerous. It is because they realise this that the Roman Catholic Church forbid cremation. Cremation is, of course, theologically permissible, and in times of epidemic the Church allows it. But in normal times it is forbidden — Why? The reason is that the Church fears the influence of the image associated with it. It is difficult enough for the faithful to accept the notion of bodily resurrection after having seen a burial. But the image of the (...) whole body being consumed by flames and changing within a few minutes to a heap of ashes is an even more powerful apparent contradiction of the theological claim of bodily resurrection at the Day of Judgement. In short, instead of relying only on abstract theological argument, which very likely would not convince their flock in any case, the Church deals with this threat to faith by attacking the concrete image. (shrink)

This interdisciplinary collection of classical and contemporary readings provides a clear and comprehensive guide to the many hotly-debated philosophical issues at the heart of artificial intelligence.

This book offers an original and challenging study of Marx's contact with the visual arts, aesthetic theories, and art policies in nineteenth-century Europe. It differs from previous discussions of Marxist aesthetic theory in looking at Marx's views from an art-historical rather than from a literary perspective, and in placing those views in the context of the art practices, theories, and policies of Marx's own time. Dr Rose begins her work by discussing Marx's planned treatise on Romantic art of 1842 against (...) the background of the philosophical debates, cultural policies, and art practices of the 1840s, and looks in particular at the patronage given to the group of German artists known as the 'Nazarenes' in those years, who are discussed in relation to both the English Pre-Raphaelites, popular in the London known to Marx, and to the Russian Social Realists of the 1860s. The author goes on to consider claims of twentieth-century Marxist art theories and practices to have represented Marx's own views on art. The book the conflicting claims made on Marx's views by the Soviet avant-garde Constructivists of the 1920s and of the Socialist Realists who followed them are considered, and are related back to the aesthetic theories and practices discussed in the earlier chapters. (shrink)

This article seeks to understand the social and cultural factors that led to the introduction of music and art education in public schools, a process that began in the middle decades of the nineteenth century. Based on archival material, including institutional catalogues, school board reports, magazine articles, and tracts, I demonstrate that music and art held varied meanings in this period, one of the most important of which was denominational competition. One major element in a nationwide promotion of the arts (...) in the mid-nineteenth century was the revitalized Protestant contest for religious adherents in the wake of Catholic immigration. A second important, and often overlooked, aspect of music and art education was its vocational implications. Although some historians have relegated women's study of music and art to the reproduction of elite status, a significant aspect of these studies was vocational. In a world in which limited occupations were open to women, skill in music and art expanded women's options and, for some, made financial independence possible. In addition, although many of the factors involved in the rise of music and art education?such as nationalism, refinement, and health?were nongendered and applied to both women and men, the repercussions of these programs were quite gendered and may add to our understanding of the process by which the teaching force was feminized. (shrink)

Some readers may have seen the re-runs, on BBC-TV recently, of the ‘Face to Face’ interviews done by John Freeman in the 1960s. One of these was with the singer Adam Faith, then a startlingly beautiful young man with the grace to be amazed at being chosen to be sandwiched between Martin Luther King and J. K. Galbraith. The re-runs were accompanied, where possible, with a further interview with the same person. What I found almost as startling as his lost (...) beauty was Faith's referring to himself-when-young in the third person. After watching the rerun interview, the now middle-aged man commented to Freeman, on several occasions, that ‘He said such-and-such’, ‘He told you so-and-so’, and the like. (shrink)

In this paper, the practice of chemistry is viewed in terms of the interaction of three elements – the physical world (at the molecular level), the conceptual world (the canon of chemistry) and the social world (the community of chemists). This interaction, which is based on critical realist ideas such as, for example, the transitive and intransitive dimensions of reality, affords a clear distinction between the practice of chemistry as science and the practice of chemistry as technology. It also shows (...) the significance of the particularity of the chemist in the practice of chemistry. Finally, it allows a coherent philosophical foundation for chemistry research and chemistry education. (shrink)

Race and ethnicity are commonly reported variables in biomedical research, but how they were initially determined is often not described and the rationale for analyzing them is often not provided. JAMA improved the reporting of these factors by implementing a policy and procedure for doing so. However, still lacking are careful consideration of what is actually being measured when race/ethnicity is described, consistent terminology, hypothesis-driven justification for analyzing race/ethnicity, and a consistent and generalizable measurement of socioeconomic status. Furthermore, some studies (...) continue to use race/ethnicity as a proxy for genetics. Research into appropriate measures of race/ethnicity and socioeconomic factors, as well as education of researchers regarding issues of race/ethnicity, is necessary to clarify the meaning of race/ethnicity in the biomedical literature. (shrink)

This paper explores contract cheating from the perspectives of researchers at three post-secondary institutions in Alberta, Canada, describing their efforts to develop and advance awareness of, interventions against, and responses to contract cheating at their respective institutions. Contract cheating is when a third party produces or completes academic work for a student, and the student then presents the work as their own. The student might have personal connections to the third party, or the student might pay a fee and outsource (...) the academic work to the third party. All three institutions are experiencing an increase in the incidence of contract cheating, which is consistent with trends at colleges and universities across Canada and the world. Contract cheating is not a new phenomenon, but it is a growing one, due in part to students having access to thousands of online companies offering to help them with their academic work. This paper examines personal narratives from four researchers and identifies five key themes: types of contract cheating, students, awareness, evidence and policy implications, and educational development. (shrink)