This article is a review of the rise and development of women’s studies and the sociology of women/gender, two interrelated academic fields in China. Informed by the sociology of knowledge, the authors analyze how historical and sociopolitical factors such as the legacy of Marxism, state/party control, economic reform, political upheavals, local conditions, and global influences have greatly shaped what and how women’s and gender issues are studied and the resultant characteristics and knowledge production of the two fields in (...) China. Specifically, the authors examine the dynamic process of knowledge development in sociology of women/gender in terms of its academic positioning, standpoint, content, research methodology, curriculum transformation, and teaching in China. Finally, the authors demonstrate how the characteristics and issues shared by the two fields have evolved in a dynamic interplay between Chinese Marxism and feminism. (shrink)

If any nature of science perspective is to be incorporated in science-related curricula, it is hard to imagine a satisfactory didactic toolkit that neglects the social studies of science, the academic field of study of the institutional structures and networks of science. Knowledge production takes place in a world populated by actors, instruments, and ideas, and various epistemic cultures are responsible for providing the concepts, abstractions, and techniques that slowly trickle down the information pathways to become stabilized in university (...) curricula or ossified in high-school science, losing much of the tacit knowledge along the way that enabled the production of knowledge in the first place. The discussion of the sociology of science and the sociology of scientific knowledge is followed by a short overview of recent approaches in science studies and the studies of expertise. (shrink)

Reviews the history of teaching in the United States over three hundred years, and describes aspects of recruitment, organization, and logic particular to the profession.

Settlement Sociology in the Progressive Years claims for sociology a lost history and paradigm only recently acknowledged for shaping the American sociological tradition. Williams and MacLean trace the key works of early scholar activists through the leading settlement houses in Chicago, New York and Boston. The roots of sociology as a public enterprise for social reform are restored to the canon through early research, teaching and social advocacy. The settlement paradigm of “neighborly relations” combining the visions of (...) social gospelers and first-wave feminists will resonate for a renewed public sociology today. Key to this paradigm was the movement to "settle" in neighborhoods and become active in the struggle for social change in a period of rapid industrialization, immigration, and urbanization. (shrink)

In 2004, Michael Burawoy challenged sociologists to move beyond the ivory tower and into the realm of activism, to engage in public discourses about what society could or should be. His call to arms sparked intense debate among sociologists. Which side would "sociology" take? Who would define "the norm," and how could public sociology possibly speak for all sociologists? In this volume, which opens with a foreword by Michael Burawoy, leading Canadian sociologists continue the debate by discussing not (...) only how and why they should do sociology but also how ethical judgments influence sociological practice and the evaluation of research. Most importantly, they ask whether and under what circumstances sociologists should advocate for social change. Regardless of whether they focus on activism, research, theory, or teaching, the contributors offer insights into where the discipline is heading and why it matters to people inside and outside the university. As public sociology claims a larger voice in public debates, questioning its methods and underlying mission becomes increasingly important. This rigorous and provocative volume lays the foundation for future conversations. Ariane Hanemaayer is a doctoral candidate in the Department of Sociology at the University of Alberta. Christopher J. Schneider is an assistant professor of sociology at the University of British Columbia, Okanagan Campus. Jill Bucklaschuk, Michael Burawoy, Rick Helmes-Hayes, Anne Mesny, Laura Milne, Kyle Nolan, Susan Prentice, Scott Schaffer, Axel van den Berg, Phillip Vannini. (shrink)

As sociologists deepen their examinations of human rights in their teaching, research, and thinking, it is essential that such work is conducted in a manner that is both mindful and critical of the knowledge we are building upon in sociology and human rights. As the authors of this volume reveal, creating sociological knowledge that examines human rights for the expansion of human rights is something that sociologists are well equipped to undertake, whether through the use of mathematics, comparative-historical analysis, (...) the study of emotions, conversations, or social psychology. In these chapters you will find the roots of the study of human rights deep within sociological research and thinking as well as emerging techniques that will push the discipline as it seeks to expand understanding of human rights together with so many other aspects of the social condition. (shrink)

An international group of distinguished scholars brings a variety of resources to bear on the major issues in the study and teaching of mathematics, and on the problem of understanding mathematics as a cultural and social phenomenon. All are guided by the notion that our understanding of mathematical knowledge must be grounded in and reflect the realities of mathematical practice. Chapters on the philosophy of mathematics illustrate the growing influence of a pragmatic view in a field traditionally dominated by (...) platonic perspectives. In a section on mathematics, politics, and pedagogy, the emphasis is on politics and values in mathematics education. Issues addressed include gender and mathematics, applied mathematics and social concerns, and the reflective and dialogical nature of mathematical knowledge. The concluding section deals with the history and sociology of mathematics, and with mathematics and social change. Contributors include Philip J. Davis, Helga Jungwirth, Nel Noddings, Yehuda Rav, Michael D. Resnik, Ole Skovsmose, and Thomas Tymoczko. (shrink)

This book seeks to offer a robust foundation of philosophical concepts to students pursuing studies in education. By examining key philosophical theories and their applications in educational settings, the objective is to equip readers with the critical thinking skills necessary to navigate complex educational landscapes.

The papers in this volume show the origin and development of Bernstein's theoretical studies into the relationships between social class, patterns of language use and the primary socialization of the child. _'Bernstein's hypothesis will require [teachers] to look afresh not only at their pupils' language but at how they teach and how their pupils learn.' __Douglas Barnes, Times Educational Supplement_ _'His honesty is such that it illuminates several aspects of what it is to be a genius.' __Josephine Klein, British Journal (...) of Educational Studies_. (shrink)

Originally published in 1979, the aim of this work was to analyse the occupational role of the university teacher, with the help of data collected within a specific university institution. This involves examining both what is expected of university teachers and what they actually do, and accounting for the patterns which their activities exhibit. Since the university teacher's occupation is multi-faceted it is necessary to examine several areas of activity including teaching, research and 'external' professional activities, as well as a (...) number of types of relationships in which lecturers are involved. Data is presented and interpreted from interviews with the staff of four selected departments of a British provincial university (classics, pure mathematics, civil engineering and psychology) and also from questionnaire surveys of staff and students. Sociologically the university may be regarded as an organisation or institution, and the behaviour of its members understood through the notion of 'social role'. On the educational side of the study the central concern is with the teacher-pupil relationship. We are also confronted with a basic human problem of how employed people weave elements to give meaning to their working lives. (shrink)

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting (...) narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

In Portugal, research productivity is nowadays essential for the positive assessment of academics, research units and study programmes. Academic inbreeding has been highlighted in the literature as one of the factors influencing research productivity. This paper tests the hypothesis that inbreeding is detrimental for research productivity, measured through the number of publications listed in Scopus. The study resorts to a database provided by the national Agency for Assessment and Accreditation of Higher Education, which comprises all academics teaching in (...) all Portuguese institutions in the academic year 2015/2016. The sample selected for the analysis contains all academics with a PhD in Sociology. The study uses a special regression model for the analysis: the negative binomial logit hurdle. This was necessary given the large amount of academics with no publications or citations in Scopus, which were the dependent variables to assess research performance. The analysis provides separate results for the probability of inbred academics of having no papers/citations, and for the probability of producing more papers/citations than the non-inbred. Findings suggest that academic inbreeding, defined at the institutional level, has no negative effect on research productivity, contrary to what was expected. However, when defined at the national level, academic inbreeding is detrimental for the recognition and the impact of research: academics with a foreign PhD are more likely to have citations compared to academics who obtained their PhD in Portugal. A tendency was also noted that inbreeding might be more detrimental to research productivity in faculties of Economics than in Social Sciences and Humanities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:On "Methodolatry" and Music Teaching as Critical and Reflective Praxis Thomas Regelski State University of New York, Fredonia Introduction: Professions and Professionalism Most teachers, including those in music, like to think of themselves as professionals. However, the "professionalization" of teachers traced by sociology generally refers to only the transition early in the twentieth century from two years ofteacher preparation in normal schools to four years in newly created (...) professional schools, departments, orprogramsofeducationinuniversities. Traditional sociological theory still considers teaching to be at best a "semiprofession."1 In the "ideal" descriptionofsociologist Max Weber, professionals shared these traits: They were self-employed providers of services, diey entered dieir profession because diey were 'called' to it out of some deep personal commitment, and dieir qualifications were based upon tiieir possessionof'expert' andesotericknowledge. In addition, dieir knowledge base could be acquired only by a select few who underwent long and rigorous study. Their services dealt widi serious, often life or deadi matters, and dieywere remunerated by fees from clients. Communication between professionals and dieir clients was legally privileged so uiat courts oflaw could not require its disclosure. Most important, entrance to mese professions was controlled by professional peers, who set requirements for entry, training, and certification. Boards ofpeers also developed reviewprocesses to maintain standards and competence. 2 A further criterion of a true profession is that praxis3 relies upon underlying theory4 and the fundofwidelyacceptedpractice-basedknowledge generated by theory that is required to deal with the extensive variety ofpredictably unique problems and needs presented by those served. Teaching clearly deviates substantially from these conditions. The theory serving as the basis of any profession is not amatterofsimple speculation; it is rooted in research and theoretical principles-fundamentals that importantly include commonly recognized and accepted action ideals of the profession's ethical and other guiding philosophicalconsiderations. Uponsuchtheoretical bases, professional praxis generates ever-new praxial knowledge. Because ofthe particulars of the situatedness governing both the practitioner andthose served, praxis-based knowledge always takes idiosyncratic form for a particularpractitioner -but, importantly, within the general theoretical, ethical, and philosophical stance ofthe profession. As a result, there are no "standard results " for any practitioner or for the overall profession. Furthermore, there are no standard methods ;just "standards ofcare" rooted in the profession 's theoretical and ethical premises. Music educationhas evolvedno such shared action ideals concerning ends and so the issue of theory-guided practice or of a professional ethic remainsambiguous, evencontroversial.1 Without professionally based consensus on ends, no stable criteria exist for selecting means and evaluating results and, thus, no ethic of accountability can apply. As aconsequence, results areconsiderably unpredictable-and not infrequently negative-and the appropriateness and usefulness ofmuch what is taught and learned is regularly disputed. This is not at all to say or to argue that music education has historically brought about mainly negative results, or that individual music©Philosophy ofMusic Education Review 10, no. 2 (Fall 2002): 102-123. Thomas Regelski 103 teachers are never successful. It wouldbe wrongheaded not to acknowledge the existence ofmuch well-intentioned, hardworkby individual teachers who are both musically competent and 'naturals' in working with students. This paper addresses instead mainly structural weaknesses in the field of music education that result in it as a field falling far short of at least the general kinds of professionalism found in helping professions. The comparisons made here to helping professions are made only in a very general way. However, overall, the field ofmusic education fails to compare well with the most obvious traits of familiar professions. As shall be argued, judgments concerning successful practice in music education should depend in large part on criteria provided by theoretically substantiated auricular goals and ideals and by implied and explicit process criteria of both an ethical and practical nature.6 Lacking such criteria, the question or degree of teaching success remains vague. As a result music education fails to promote predictable and pragmatic "right results" that students, parents, and the public at large can easily recognize as the professional "value-added" to general education and society by music education and this creates the increasing need foradvocacyofschool music. Philosophy, Theory, and Professional Praxis Whetherornot teachingcan everfullymeet the sociological conditions ofbeing a true profession, it would profit from and... (shrink)

This essay argues that Catholic (magisterial) social teaching's division of ethics into public and private creates a structural lacuna which makes it almost impossible to envision a truly just situation for migrant domestic careworkers (MDCs) within the current horizon of Catholic social thought. Drawing on a variety of sociological studies, I conclude that it is easy for MDCs to “disappear” between two countries, two families, and, finally, two sets of ethical norms. If the magisterium genuinely wishes Catholic ethicists to address (...) the plight of these migrant women, normative Catholic social teaching must pay more attention to household sociological realities and more fully absorb the feminist critique of the sharp line between the public and the private, between care and paid work. (shrink)

Islam; study and teaching; anthropology of religion; Islamic sociology.

This volume is the first attempt to explicitly investigate how the multiplicity of religions and forms of spirituality interconnect with the multiplicities of language, such as digital lingo and the language of science. This book analyzes how religious and linguistic multiplicities become a pluralism, that is, how they enter into polyphonic relations, as well as how they interconnect, grow together, and why they often clash. The contributors are renown international scholars working in interreligious dialogue, philosophy and sociology of religion, (...) history of religious arts, and the crossroads of religion and science. This text provides the setting for a dialogue on a rich variety of religious languages and traditions, such as Hinduism, Buddhism, Judaism, Islam, Jainism, and Christianity. Each chapter connects these traditions either in profound interreligious means, or with linguistic codes such as: vernacular speeches, sacred dialects and technological language. Some linguist examples are the impact of Artificial Intelligence on religious beliefs, the synergy between science and religion in the alchemist tradition and in magic, as well as the relationship between the COVID-19 pandemic and current religious practices. This volume contributes to interfaith studies and teaching, to sociology and philosophy of religion, and finally to the history and anthropology of religion and the sacred arts. It is intended for students, researchers, instructors and professionals alike. (shrink)

Upshot: This response focuses on the following issues, which summarize the points made by the commentaries: (i) further reflection on and details of the methodological framework that was applied to studying the proposed design of our innovation course, (ii) the issue of generalizability of the findings for teaching innovation (in this context the question of generic or transferable skills will become central), and (iii) finally, more precise explanation of what we mean by “learning from the future as it emerges.”.

Taking the Heideggerian critical ontology of technology as its base, this volume looks at postcolonial modernization and development in the global south as the worldwide expansion of the western metaphysical understanding of reality. We live today in an increasingly globalizing technological society that Martin Heidegger described in the middle of the last century as 'the planetary imperialism of technologically organized man.' Consequent upon this cultural-intellectual globalization, the ahistorical, violent, individualistic, calculative and capitalistic logic of the metaphysics of technology is permeating (...) the life-world, even of the world's poorest peoples, in ways they could neither choose nor control. This volume questions the political ethics and justice of post-war development discourse in the light of the egalitarian aims of modern societies, cultural freedom of communities and nations, and the ecological limits of the planet. The final chapters discuss the alternative proposal of development as various conceptions of good life and equitable human flourishing amidst equally flourishing non-human life and non-living beings. This unique volume is the first book-length treatment of the ontology of modernization and development in the global south from a Heideggerian stance. (shrink)

This book focuses on how 'cult rhetoric' affects our perceptions of new religious movements (NRMs). 'Cult' Rhetoric in the 21st Century explores contemporary understandings of the term 'cult' by bringing together a range of scholars from multiple disciplines, including sociology, anthropology, psychology, and religious studies. The book provides a renewed discussion of 'new religious movements', whilst also considering recent approaches toward a nuanced study of contemporary religion. Topics explored include online religions, political 'cults', 'apostate' testimony and the current (...) 'othered' position of the study of minority religions. (shrink)

Religion in Multidisciplinary Perspective provides the first comprehensive treatment of the work of Wesley J. Wildman, one of the most inventive thinkers in the field of religious studies. Scholars with expertise in philosophical, theological, and scientific approaches to the study of religion offer critical and constructive engagements with Wildman's astonishingly creative and integrative oeuvre. The essays address themes that will be of interest to those concerned with the current state of scholarship on religion from a variety of disciplines, including (...) philosophy, theology, ethics, psychology, sociology, anthropology, and others. The volume concludes with a response by Wildman"-- Back ocover. (shrink)

Evolution Education and the Rise of the Creationist Movement in Brazil examines how larger societal forces such as religion, media, and politics have shaped Brazil's educational landscape and impacted the teaching and learning of evolution within an increasingly polarized discourse in recent years. To this end, Alandeom W. Oliveira and Kristin Cook have assembled a number of educational scholars and practitioners, many of whom are based in Brazil, to provide up-close and in-depth accounts of classroom-based evolution instruction, teacher preparation programs, (...) current educational policies, and commonly used school curricula. Contributors also present information on Brazilian teachers' and students' attitudes toward-and understanding of- evolution, emergent (mis)conceptions of evolution, and international comparisons of evolution acceptance and understanding in Brazil compared to other countries. Across the three sections of this book, readers see a nation navigating the complexity of multiple spheres of thought about evolution and its role in the K-12 and postsecondary curriculum. Suggesting the rise of an influential creationist movement in Brazil, this book illuminates the dynamic sociological processes at play in the educational sphere of Latin America in a globalized era that allows for rapid worldwide travel of competing ideologies. Scholars of Latin American studies, religion, education, sociology, and political science will find this book especially useful. (shrink)

This book aims to provide fresh perspectives on Vattimo and Zabala's groundbreaking foundational text, Hermeneutic Communism, from 2011. The contributors to this collection of essays explore various facets of Vattimo and Zabala's "anarchic hermeneutics" and "weak communism" in order to investigate the concepts resulting from them, such as "framed democracies," "armed capitalism" and "conservative impositions." Vattimo and Zabala's text is one of the most innovative contributions to the current debate on Communism, in which authors such as Badiou, Negri, and Rancière (...) have been the protagonists so far. The unique and original contribution of Vattimo and Zabala's position consists in letting politics evolve from one of the anarchic origins of hermeneutics: the end of truth. This triggers the essential question of how far politics is possible without truth. One of the essential, methodologically innovative characteristics of this collection is its dialogical, hermeneutical form, which is achieved by inserting Vattimo and Zabala's personal reactions to each essay in the book. By responding to each chapter in turn, Vattimo and Zabala establish a hermeneutic dialogue with the contributors. Thus hermeneutics will not only be a central topic, but also an epistemological, concrete application of Vattimo and Zabala's theories. An indispensable critical tool for students, researchers, professors, activists and general readers interested in the philosophical and political debate on Communism, which encompasses a wide variety of disciplines such as philosophy, political science, sociology, postcolonial studies, critical theory and Latin American studies. Offering an innovative first analysis of the new concepts of Hermeneutic Communism, this book represents a vital contribution to the understanding of the intriguing interrelation between philosophical hermeneutics and political communism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 177-179MuseSearchJournalsThis JournalContents[Access article in PDF]Reviewed byLise Vaugeois University of TorontoHildegard C. Froehlich, Sociology for Music Teachers:Perspectives for Practice (Upper Saddle River, NJ: Pearson Prentice Hall, 2007)Hildegard Froehlich's book, Sociology for Music Teachers, provides an important and much needed resource for undergraduate and advanced music education programs. Music students tend to see their interests and goals within a narrow framework, one (...) that is reinforced by the intensely personal nature of music-making as well as the material and psychological separation that inheres from our location in physically detached faculties of music. Froehlich's book provides a resource that directly addresses this tendency towards narrowness by inviting students to engage with sociological questions as they affect us personally, professionally, and in the context of questions much larger than ourselves.The book is organized into eight chapters, each of which explores a particular set of questions and introduces related studies and resources. She recommends that students actively engage with the material and provides suggestions for group discussion throughout the book. Each chapter introduces a comprehensive survey of related questions and the body of literature that investigates these questions. Thus, it can be used as the basis to structure an undergraduate course as well as a literature guide for graduate students.Undergraduate students are often resistant to exploring ideas beyond their [End Page 177] immediate conceptions of themselves as musicians and Froehlich addresses this resistance by discussing concepts about identity formation in the first chapter. Students are thus asked to consider a series of questions they can easily recognize as relevant to their own lives. She begins with the personal and the familiar and then brings in ideas that broaden the range of inquiry, gradually introducing concepts that challenge many of our assumptions about the meaning of music in different people's lives; the range of meanings possible within sounds and musical practices; the role of public education and various ways that music education functions within this larger system, and important questions about how we might conceive of ourselves as transmitters of extant cultural values or transformers of values and social relations.The chapter headings give an indication of the range of material introduced in her text: "The Performer and Teacher in You: A Matter of Identity"; "Teaching as Work: What Educational Sociologists Tell Us"; "Music Learning and Teaching as Socially Situated Acts"; "Music and Social Context: Macro, Micro, and Interactive Perspectives in Selected Texts on the Sociology of Music"; "Musical Meaning and Social Context: Thoughts by Selected Ethnomusicologists and Cultural Theorists"; "Sociology of Education: Major Theories and Their Connection to School Practice"; "Application of Sociological Constructs in Education to Music Schooling"; "Conclusion: You and the Big Picture." Each chapter gives a historical survey of the literature pertaining to the area of inquiry plus an introduction to contemporary writing. Competing discourses are introduced throughout.Froehlich's survey of disciplines that intersect with sociology is quite comprehensive. Amongst other disciplines, she includes foundational literature from musicology, philosophy of music education, sociology of education, and social psychology. The book is thus valuable as a resource for its bibliography alone. She also includes a glossary of terms, another feature that makes the book particularly helpful to undergraduate students. One writer I was surprised not to see included is Jacques Attali. His theoretical arguments on the relations of musical culture to economy provide a significant lens for considering the influence of music on social development and would have been an appropriate addition to the chapter on "Music and Social Context." I also missed work by musicologists and human geographers who have explored the role of race in music and music education.Related to these missing discourses, I have a major concern that is less a critique of Froehlich than an acknowledgement that this position has not yet been given sufficient consideration in our field, and to which Deborah Bradley refers as the "normative centering of whiteness."1 Froehlich bases her work on the assumption that her audience consists of a... (shrink)

This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting (...) narratives of the same past?", and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers. (shrink)

The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.

This book offers a unique perspective on Zionism. The author, a geneticist by training, focuses on science, rather than history. He looks at the claims that Jews constitute a people with common biological roots. An argument that helps provide justification for the aspirations of this political movement dedicated to the return of the Jewish people to their homeland. His study explores two issues. The first considers the assertion that there is a biology of the Jews. The second deals with (...) attempts to integrate this idea into a consistent history. Both issues unfolded against the background of a romantic national culture of Western Europe in the 19th century: Jews, primarily from Eastern Europe, began to believe these notions and soon they took the lead in the re-formulation of Jewish and Zionist existence. The author does not intend to present a comprehensive picture of the biological literature of the origins of a people and the blood relations between them. He also recognizes that the subject is emotionally-loaded. The book does, however, present a profound mediation on three overlapping questions: What is special or unique to the Jews? Who were the genuine Jews? And how can one identify Jews? This volume is a revised and edited English version of Tzionut Vehabiologia shel Hayehudim, published in 2006. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Health Care Ethics: Theological Foundations, Contemporary Issues, and Controversial Cases, revised edition by Michael R. Panicola, David M. Belde, John Paul Slosar, and Mark F. Repenshek, and: On Moral Medicine: Theological Perspectives in Medical Ethics, third edition ed. by M. Therese Lysaught and Joseph J. Kotva Jr. with Stephen E. Lammers and Allen VerheyLindsey EsbensenReview of Health Care Ethics: Theological Foundations, Contemporary Issues, and Controversial Cases, revised edition (...) MICHAEL R. PANICOLA, DAVID M. BELDE, JOHN PAUL SLOSAR, AND MARK F. REPENSHEK Winona, MN: Anselm Academic, 2011. 438 pp. $37.95Review of On Moral Medicine: Theological Perspectives in Medical Ethics, third edition EDITED BY M. THERESE LYSAUGHT AND JOSEPH J. KOTVA JR. WITH STEPHEN E. LAMMERS AND ALLEN VERHEY Grand Rapids, MI: Eerdmans, 2012. 1180 pp. $61.55Health Care Ethics and On Moral Medicine are excellent resources for those studying and teaching in the field of medical ethics. Each text on its own provides a very good initial evaluation of contemporary conversations in health care ethics. Together they provide a thorough foundation for the study of health care ethics that encourages further exploration of topics in the field. They both provide an excellent overview for undergraduate students as well as anyone interested in the field of medical morality.Health Care Ethics is especially helpful for those entering the field of ethics in general and the more particular realm of medical morality. User-friendly, [End Page 211] the book is accessible to beginners while also being relevant to those already well-versed in medical ethics. The book provides case studies culled from the experiences of the authors throughout their careers in the practice of medical ethics. Perhaps even more useful, however, are the other exercises in which readers are given the opportunity to actively engage the text in order to discover and more fully articulate their own moral stance. Although Health Care Ethics approaches the topic from a theological perspective, using scriptural passages as well as broader religious themes and contexts, the book is accessible to those outside of the religious arena as well.The first three chapters lay the framework for general theological and ethical inquiry while the later chapters discuss more specific topics in applied health care ethics. The opening chapters by Michael Panicola are thought-provoking, especially since they encourage readers to participate in exercises to determine how they would respond to particular scenarios in their personal decision making. For example, after laying out the classic ethical theories, readers are asked to take a “quiz” by responding to multiple-choice questions to determine how they would respond to various ethical situations. The exercise demonstrates that moral discernment that relies on one ethical theory alone or one single approach to ethics is too narrow and confining for authentic dialogue in ethics. Another exercise calls upon readers to examine their fundamental bases for personal decision making by asking them to create a list of what they think are the ten things that constitute human flourishing and then narrow that list down to the top two. In addition to being engaging, these exercises help readers establish their personal moral stance by asking them to appropriate foundational norms in the process of moral discernment to the case studies throughout the book. They also help readers apply these norms to the specific topics in health care ethics presented in the later chapters.The authors of Health Care Ethics clearly identify human flourishing as the center and goal for all ethical inquiry. Demonstrating that “human flourishing” has different connotations for different people, they also argue that certain norms can be agreed upon to establish a framework for all conversations regarding moral decision making in health care. They especially emphasize a concern for the optimization of human flourishing in final chapters of the text. Chapters 4–12 provide detailed examinations of current topics in medical ethics. Each chapter includes case studies that raise questions concerning social ethics as well as health care morality, employing sources from law, sociology, philosophy, and theology. Each case underscores the complexity of moral decision making in health care ethics as well as the point that there is no one, pure approach to medical ethics that... (shrink)

The intensive process of differentiation of knowledge that has in the past decade come to include philosophy has had the results, inter alia, that ethics, esthetics, and empirical sociology have undergone a kind of secondary "branching off" from the philosophy of society and culture . On the level of teaching this had the consequence that a department of esthetics and ethics was carved out of the department of historical materialism at the Philosophical Faculty of Moscow University, and was subsequently (...) divided into departments of esthetics and ethics, respectively. It was thus that the independent department of ethics made its appearance for the first time in the history of Moscow University. This occurred in 1969, and recently the department of Marxist- Leninist ethics marked its modest first decade. (shrink)

The first objective of this article is to demonstrate that ethics committee members can learn a great deal from a forensic analysis of two classic psychology studies: Zimbardo’s Stanford Prison Study and Milgram’s Obedience Study. Rather than using hindsight to retrospectively eradicate the harm in these studies, the article uses a prospective minimization of harm technique. Milgram attempted to be ethical by trying to protect his subjects through debriefing and a follow-up survey. He could have done more, however, (...) by carrying out what ethics committees routinely insist on today for those researching sensitive topics. The establishment of counselling supports to identify harm to participants would have minimized additional harm. Were these in place, or in Zimbardo’s case had the Stanford Ethics Committee properly identified Zimbardo’s conflict of interest – he was both a principal investigator and the prison warden – how much harm could have been minimized? The second aim is to examine how some qualitative authors routinely demonize these classic studies. It might appear that there are too few cases of unethical qualitative research to justify such an examination; however, this article identifies a number of recent examples of ethically dubious qualitative research. This would suggest that qualitative research should examine its own ethics before poaching from psychology. (shrink)

This book is an empirical study of global citizenship education in ten secondary schools in the United States and Asia. Proponents seek to equip students with the consciousness and competencies necessary to make a world of universal benevolence, peace, and prosperity. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. Dill argues that global citizenship (...) education in its current forms has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run. (shrink)

Recent research on patient decision-making reveals a disconnect between theories of autonomy, agency, and decision-making and their practice in contemporary clinical encounters. This study examines these concepts in the context of female patients making oncofertility decisions in the United Kingdom in light of the phenomenon of “being guided.” Patients experience being guided as a way to cope with, understand, and defer difficult treatment decisions. Previous discussions condemn guided decision-making, but this research suggests that patients make an informed, autonomous decision (...) to be guided by doctors. Thus, bioethicists must consider the multifaceted ways that patients enact their autonomy in medical encounters. (shrink)

Studies repeatedly find that women and men experience life in academia differently. Importantly, the typical female academic portfolio contains less research but more teaching and administrative duties. The typical male portfolio, on the other hand, contains more research but less teaching and administration. Since previous research has suggested that research is a more valued assignment than teaching in academia, we hypothesise that men will be ranked higher in the peer-evaluations that precede hirings to tenured positions in Swedish academia. We analyze (...) 861 peer review assessments of applicants in 111 recruitment processes in Economics, Political Science, and Sociology at the six largest Swedish universities. Our findings confirm that the premises established in previous research are valid in Sweden too: Women have relatively stronger teaching merits and men relatively stronger research merits, and also that, on balance, research is rewarded more when applicants are ranked by reviewers. Accordingly, male applicants are ranked higher compared to female applicants. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Integrating Christ and the Saints into Buddhist Ritual:The Christian Homa of Yogi ChenRichard K. PayneConcern with dual belonging reflects the increasing religious pluralism of European and American societies. This pluralism has included both an increasing variety of religious traditions from outside the monotheistic mainstream of Abrahamic religions as well as new movements and sects within that mainstream. Awareness that religious pluralism is a reality and that many people have (...) come to see this pluralism as offering viable religious alternatives has fostered much reflection, both scholarly and popular. This increasing variety of religions present in Europe and America results from broader social trends. Discussion of these broader social trends, however, lies outside the scope of this essay, which is an examination of the utility of the concept of dual belonging for the sociology of religion.1Dual belonging (also known as double belonging, multiple religious belonging, and so on) becomes a specifically religious issue against the background of theological responses to the reality of religious pluralism. These theological responses include, first, the comparative theology of the nineteenth and early twentieth centuries, then theology of religions as developed in the middle to late twentieth century, and then the “new” comparative theology2 that has developed from the end of the twentieth into the present century.3 Another dimension that has influenced the discussion of dual belonging has been the efforts of Buddhist-Christian dialogue.4 The concern on the part of religious authorities, theologians, and, one should add, parents has been not just that “they” are now “here,” but that awareness of other religions also creates the opportunity for them to be actively embraced as viable alternatives to more familiar, mainstream religious traditions.5 While conversion has been one of the motivating concerns, another can perhaps be described as the fear of impurity. As Meredith B. McGuire has noted, in contrast to “the Western image of a religion as a unitary, organizationally defined, and relatively stable set of collective beliefs and practices” stands the reality that “extensive religious blending and within-group religious heterogeneity are the norm, rather than the exception.”6 This reality conflicts [End Page 37] with legitimating rhetorics of purity and authenticity, and constitutes a challenge to the authority of those who claim the right to define and defend what they hold as the pure and authentic.yogi chen and religiously hybrid practiceThe discourse regarding dual belonging has largely focused on Christians residing in the cultural West, where they are members of the dominant society and dominant religious culture, but who also identify with Buddhism.7 This reflects the predominant role played by theological concerns in the creation and application of the category of dual belonging. Thus it seems appropriate that Wendy Cadge has asked whether the concept and its cognates can be employed as a “descriptive term for understanding issues of religious globalization and their expression at the level of individual religious commitment.” In order to answer this question, the concept of dual belonging needs to be evaluated, testing whether it is applicable to those who are not members of the demographic that has largely been the subject of study so far. Here we reverse the lens to look at someone who is both not originally a Christian, but who integrates Christian symbolism into his practice, and not part of the dominant culture, an immigrant, a minority both socially and religiously. This instance allows us to examine the category for wider application than to those to whom it has been applied to date.8 Our test case will be a Chinese Buddhist teacher known as Yogi Chen.Yogi Chen (1906–1987) was a Chinese practitioner of esoteric Buddhism who immigrated to the United States in 1972 and practiced in the San Francisco Bay Area for the last decade and a half of his life. Like many modern Chinese teachers, he claimed to bring together all of the teachings and practices of the Theravada, Mahayana, and Vajrayana strains of Buddhism. In addition to practicing in retreat in Hunan, he also studied and practiced with the expatriate Tibetan community in India. During the final period of his life, as an immigrant in the United States, he... (shrink)

The article examines recent debates surrounding public sociology in the context of a UK based Department of Applied Social Sciences. Three areas of work within the department form the focus of the article: violence against women and children; community-based oral history projects and health ethics teaching. The article draws on Micheal Burawoy’s typology comprising public, policy, professional and critical sociology, and argues that much of the work described in the case studies more often lies somewhere in between, in (...) the interstices, rather than within one or other of the four types. The result is not without its tensions and dilemmas, some of which are identified and explored, notably those arising from attempts to appeal to diverse audiences and meet the sometimes conflicting expectations of each. (shrink)

The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department for Education and in terms of a selection of publicly available materials produced by the lead providers of the ECF. We aim to locate these conceptualisations in terms of broader sociological (...) and philosophical debates about the nature of expertise and its relationship to professional work, in addition to recent research on the policy context of teacher education and professional development in England. Our analysis reveals the inappropriacy of ‘expert systems’ approaches to expertise in educational contexts, the underlying assumptions embedded in policy in terms of what constitutes high-quality teaching practice and the insufficiency of relying on an appointed advisory group and organisations preferred by government for identifying and iterating criteria for expertise. (shrink)

Any study of the 'Scientific Revolution' and particularly Descartes' role in the debates surrounding the conception of nature (atoms and the void v. plenum theory, the role of mathematics and experiment in natural knowledge, the status and derivation of the laws of nature, the eternality and necessity of eternal truths, etc.) should be placed in the philosophical, scientific, theological, and sociological context of its time. Seventeenth-century debates concerning the nature of the eternal truths such as '2 + 2 = (...) 4' or the law of inertia turn on the question of whether these truths were created along with nature, or were uncreated and subsisting in God's mind. One's answer to that question has direct consequences for conceptions of the necessity/contingency of mathematical and natural knowledge, how knowledge of such truths is accomplished by humans, and what grounds these truths. In this paper, I review the positions of four successors to Descartes' philosophy on the question of the eternal truths to illustrate how in specific ways that question with its theological, metaphysical, modal, and epistemological dimensions concerned the objectivity and certainty of the discoveries of the new science. Author Recommends: Clarke, Desmond. Descartes' Philosophy of Science . University Park, Penn State Press, 1982. This work provides an account of Descartes as a practicing scientist whose rationalism is mitigated by reliance on experiment and experience. Author re-examines Descartes' philosophical and scientific works in this new light. Dear, Peter. Revolutionizing the Sciences: European Knowledge and its Ambitions, 1500–1700 . Princeton, Princeton University Press, 2001. This work provides a useful overview of the issues and thinkers of the Scientific Revolution. Of particular relevance is chapter 8 on Cartesian and Newtonian science. Funkenstein, Amos. Theology and the Scientific Imagination from the Middle Ages to the Seventeenth Century . Princeton, Princeton University Press, 1986. This work is an advanced study of the theological and metaphysical foundations of early modern science. Discussions include questions of God's nature, God's knowledge in relation to human knowledge, providence, the laws of nature, and the truths of mathematics. In particular, chapter 3 discusses Descartes' account of the eternal truths and divine omnipotence. Garber, Daniel. Descartes' Metaphysical Physics . Chicago, University of Chicago Press, 1992. This work examines how Descartes' metaphysical doctrines of God, soul, and body set the groundwork for his physics. It includes a study of God and the grounds for the laws of physics (chapter 9). Henry, John. The Scientific Revolution and the Origins of Modern Science . 3rd ed. New York, Palgrave, Macmillan Press, 2008. This work provides a brief, general, and informative overview of the Scientific Revolution, including the themes of method, magic, religion, and culture. Osler, Margaret J. Divine Will and the Mechanical Philosophy: Gassendi and Descartes on Contingency and Necessity in the Created World . Cambridge, Cambridge University Press, 1994. This work is an examination and comparison of the mechanical philosophies of Gassendi and Descartes. It offers in-depth discussion of the issue of voluntarism and intellectualism in the period and how that related to conceptions of laws of nature and the eternal truths. Shapin, Steven. The Scientific Revolution . Chicago, University of Chicago Press, 1996. This work provides a critical synthesis of as well as a guide to recent scholarship in the history of science for a general readership. Online Materials Dr. Robert A. Hatch's Scientific Revolution Website: http://web.clas.ufl.edu/users/rhatch/pages/03-Sci-Rev/SCI-REV-Home/ A compendium of resources for the study of Scientific Revolution. Early English Books Online: http://eebo.chadwyck.com/home Early English Books Online (EEBO) contains digital facsimile page images of virtually every work printed in England, Ireland, Scotland, Wales and British North America and works in English printed elsewhere from 1473 to 1700. Early Modern Resources: http://www.earlymodernweb.org.uk/emr/ Early Modern Resources is a gateway for all those interested in finding electronic resources relating to the early modern period in history. Gallica, the Digital Library of the Bibliothèque Nationale de France: http://gallica.bnf.fr/ An ever-growing digital library which includes numerous primary and secondary texts of relevance to Descartes and his role in Scientific Revolution. Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Syllabus Sample Syllabus: Cartesian Science The following is five weeks covering Cartesian Science in a course on Descartes or the Scientific Revolution, or 17th-century theories of matter, or related themes on early modern truth and method, especially on the continent. This material is best suited to a graduate level audience, but it could be modified to suit an upper-division undergraduate course, as the readings are basically primary texts whose context and background can be explained in lectures. Week 1: Cartesian Revolution in France • Scientific method • Role of mathematics and experiment • Certainty of scientific knowledge Readings: Hatfield, Gary, 'René Descartes', The Stanford Encyclopedia of Philosophy. Spring 2009 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/spr2009/entries/descartes/ Descartes, Discourse on Method , Parts 1–3 Descartes, Meditations on First Philosophy , First Meditation. Week 2: Descartes' Scientific Treatises • Mechanization and mathematization of nature • Primary–secondary quality distinction Readings: Discourse on Method, Parts 4–6 Selections from Descartes' Scientific Essays: The World or Treatise on Light (ATXI 3–48); Treatise on Man (ATXI 119–202); Optics (ATVI 82–147). Slowik, Edward, 'Descartes' Physics', The Stanford Encyclopedia of Philosophy. Winter 2008 ed. Ed. Edward N. Zalta; URL: http://plato.stanford.edu/archives/win2008/entries/descartes-physics/ Henry, John, 'The Mechanical Philosophy,' chapter 5. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 3: Descartes' Theory of Nature • Descartes' derivation of the law of conservation and the three laws of motion • God's role in the metaphysics and physics of nature Readings: Selections from Principles of Philosophy, Preface (all); Letter to Elizabeth; Part I: 1–8; Part II: 1–45, 55, 64; Part III: 1–4, 15–19, 45–47; Part IV: 187–207. John Henry, 'Religion and Science,' chapter 6. The Scientific Revolution and the Origins of Modern Science . 3rd ed. Macmillan, 2008. Week 4: Post-1650 Cartesian Science: Necessity and Contingency in Nature • Debates on God, Creation, and Causes Readings: Easton, Patricia, 'What is at Stake in the Cartesian Debates on the Eternal Truths?' Philosophy Compass 4.2 (2009): 348–62. Malebranche, Nicolas, 'Elucidation 10', from The Search after Truth (1674). Note: All selections available in Nicolas Malebranche (1992). Philosophical Selections , edited by S. Nadler, Hackett. Gottfried Leibniz (1714) Monadology . Week 5: Causes in Nature and Morals • Theodicy as an explanation of defect and evil in a lawful universe: Malebranche v. Leibniz Readings: Nicolas Malebranche, Elucidation XVI (on occasionalism), and Treatise on Nature and Grace, Discourse One, Part 1. Gottfried Leibniz (1706), Theodicy. Focus Questions Weekly questions can be used to focus the readings. This can be done in a web or e-mail discussion thread, as a weekly assignment, or for in class discussion. I require students to post a short paragraph in response to the question or some posting by a classmate on the question. Students are required to post by 10 a.m. the day before we meet for class on a course website. Week 1: According to Descartes, what role does skepticism play in scientific reasoning? Week 2: Comment on the following: 'But I am supposing this machine to be made by the hands of God, and so I think you may reasonably think it capable of a greater variety of movements than I could possibly imagine in it, and of exhibiting more artistry than I could possibly ascribe to it' [ Treatise on Man ; ATXI 120]. Week 3: What is Descartes' conception of the relation between the metaphysics and physics of nature? Week 4: Critically discuss the positions of Descartes, Malebranche, and Leibniz on what provides the foundation for the certitude of natural knowledge? Week 5: Explain why both Malebranche and Leibniz consider moral sin to be analogous to natural defect? Seminar/Project Idea Hold a debate on the question of the status of the eternal truths. The proposition will be Descartes' position: 'Eternal truths must be both created and necessary if certainty in science is to be possible'. Format: 1. At the beginning of the 5-week module, students will be assigned to one of three roles: Team A, Team B, and judge's panel. Students will be given the debate proposition, but will not be told which team will take the affirmative and which team the negative until the time of the debate. 2. Recommend a variation on the Classic Debate Format to encourage the development of argument: sequence begins with affirmative construction (8 minutes), negative construction (8 minutes), second affirmative construction (8 minutes), second negative construction (8 minutes), first negative rebuttal (4 minutes), first affirmative rebuttal (4 minutes), final negative rebuttal (4 minutes) and final affirmative rebuttal (4 minutes). 3. Judges Panel: will consist of 3–4 judges who will assess the performance of Teams A and B. Judgment should be based on the persuasiveness of the team position. 4. Debate will be held at the end of the fifth week, or semester, whichever makes most sense given the course length and structure. Acknowledgements The author gratefully acknowledges the immensely helpful comments and suggestions by the participants in her graduate seminar on the Scientific Revolution: Benjamin Chicka, Sarah Jacques-Ross, Richard Ross, Marcella Stockstill, and Zohra Wolters. (shrink)

School reform and accountability tests have been hotly debated for decades, but the goal of reform and accountability has not. Most agree that the main problem with contemporary education is that it fails to adequately prepare students with the “21st century skills” needed to find jobs and promote national competitiveness in the global economy. Tony Armstrong challenges both the morality and the consequences of pushing this purpose of education. He says it is immoral because it neglects our children’s deepest aspiration—happiness—and (...) treats them as mere cogs in the economic machine. Dr. Armstrong shows how methods of well-being based on happiness research—mindfulness, gratitude, perspective—can greatly improve kids’ chances to feel better in the present and to live happier lives in the future. And the kindergarten-through-college “happiness pedagogy” he presents would also be a superior way to teach those “21st century skills.”. (shrink)

The introduction of Women and Gender Studies in Polish universities is intrinsically connected with the systemic transformation following 1989. This change was marked by the rejection of the communist past with its nominal sexual equality and acceptance of a conservative culture legally restricting women’s rights. Since the mid-nineties, Women and Gender Studies programs have been instituted in many state and private universities albeit on an auxiliary, extramural bases or as “specialization” within other degrees (e.g., sociology, or cultural studies). Since (...) the mid-2000s, gender studies in Poland include studies of masculinity, gender identity formation and queer theory in addition to the traditional women studies program. After Poland joined the EU, the introduction of European legal standards started to influence the progress in Poland’s gender politics towards greater recognition of minority rights. Gender Studies are in the foreground of these changes in teaching and training students and colleagues in gender issues seen as crucial for building a democratic inclusive society. (shrink)

An exploration of the scientific mindset—such character virtues as curiosity, veracity, attentiveness, and humility to evidence—and its importance for science, democracy, and human flourishing. Exemplary scientists have a characteristic way of viewing the world and their work: their mindset and methods all aim at discovering truths about nature. In An Instinct for Truth, Robert Pennock explores this scientific mindset and argues that what Charles Darwin called “an instinct for truth, knowledge, and discovery” has a tacit moral structure—that it is important (...) not only for scientific excellence and integrity but also for democracy and human flourishing. In an era of “post-truth,” the scientific drive to discover empirical truths has a special value. Taking a virtue-theoretic perspective, Pennock explores curiosity, veracity, skepticism, humility to evidence, and other scientific virtues and vices. He explains that curiosity is the most distinctive element of the scientific character, by which other norms are shaped; discusses the passionate nature of scientific attentiveness; and calls for science education not only to teach scientific findings and methods but also to nurture the scientific mindset and its core values. Drawing on historical sources as well as a sociological study of more than a thousand scientists, Pennock's philosophical account is grounded in values that scientists themselves recognize they should aspire to. Pennock argues that epistemic and ethical values are normatively interconnected, and that for science and society to flourish, we need not just a philosophy of science, but a philosophy of the scientist. (shrink)

Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative (...) possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible. (shrink)

G Reddiford; Sociology, Psychology and the Study of Education, Journal of Philosophy of Education, Volume 3, Issue 1, 30 May 2006, Pages 81–103, https://doi.org.

In lieu of an abstract, here is a brief excerpt of the content:Eighth Conference of the European Network of Buddhist-Christian StudiesSt. Ottilien, Germany, 11–15 June 2009John D’Arcy MayWith a higher proportion of Buddhist participants from Europe, Asia, and the United States than ever before, the European Network of Buddhist-Christian Studies at its 2009 conference in the Benedictine Archabbey of St. Ottilien near Munich addressed the question of authority, both spiritual and temporal, in the two traditions. There seems to have been (...) little comparative study of this topic, and there were many surprises as the speakers were confronted with aspects they had not been aware of in their own traditions and in those of others.The conference began with intercultural music that drew on Christian and Buddhist themes. After this, Brother Josef Götz spoke about the Benedictine Archabbey of St. Ottilien, stressing its longstanding and enriching participation in intermonastic dialogue. Elizabeth Harris, the incoming president of the network, then introduced the theme. She pointed to contemporary literature in English that represented the crisis in authority in the West and stressed that this was compounded by the awareness that some of those with power to enforce authority in the world did not possess legitimacy. She then raised a series of questions connected with the different forms of authority to be discussed at the conference—from the balance between external and internal authority to the struggle with institutional authority for equality between men and women. She hoped for three outcomes from the conference: that participants would be able to explore what their own tradition said about authority; that they would give wisdom to each other on the theme, Buddhist to Christian and Christian to Buddhist; and that all would reflect on how they represented themselves to the wider society, both to those searching for religious authority and those rejecting all authority.Following up this theme of a contemporary crisis of authority, Rita Gross said that Buddhists, in the spirit of the teaching on impermanence (P. anicca), need to take seriously the historicity of their different traditions in order to develop a nonsectarian history of Buddhism that acknowledges the authenticity of the foundational Buddhism [End Page 189] of the first four hundred years. The Kālāmasutta (AN.I.188 –193), one of the discourses in the Pāli canon, which was cited again and again in the course of the discussion, urges the Buddhist to assess the trustworthiness of teachers and their teaching, but criteria such as “what the wise would accept” or whether a text is accepted by the saṅgha (community) raise the problem of determining what constitutes wisdom and the authenticity of a text, as noted by Shenpen Hookham and Zhiru Shi. Rita Gross remarked on the irony that many Western Buddhists, despite their rationalistic education, abandon critical discernment and prefer myths to history. This is regrettable, as Western Buddhists have their own contributions to make to the further development of Buddhism.Kajsa Ahlstrand, referring to the World Values Survey, pointed to changing attitudes toward obedience, disobedience, and rebellion. Disobedience is now seen as praiseworthy, whereas obedience could be harmful to one’s mental health. Obedience in this “new key” emphasizes rights over duties. One can thus identify varieties of Christianity that are “hard” or “soft,” “strong” or “mild,” in various combinations, which she illustrated using different cheeses (thereby causing some puzzlement among the Asian participants!). We were left with the question whether there is an unchanging essence of eternal truth in either tradition, which is beyond historical change and sociological conditioning, and the realization that both obedience and disobedience can go terribly wrong. As Rita Gross concluded, it is our attachment that is the problem, not the things we are attached to.Spiritual authority is central to both Buddhism and Christianity, but it can take very different forms. Shenpen Hookham maintained that for Buddhists spiritual authority resides in enlightened people, whether monastic or lay, and is the result of realization rather than learning. The visible monastic saṅgha merely “represents” the ariyasaṅgha (noble community) of the truly enlightened (though this was later contested). The authority to teach derives directly from the teacher’s spiritual attainments or his or her status as the... (shrink)

In 2004, Natalie Lloyd and Jane Mulcock initiated the Australian Animals & Society Study Group, a network of social science, humanities and arts scholars that quickly grew to include more than 100 participants. In July 2005, about 50 participants attended the group's 4-day inaugural conference at the University of Western Australia, Perth. Papers in this issue emerged from the conference. They exemplify the Australian academy's work in the fields of History, Population Health, Sociology, Geography, and English and address (...) strong themes: human-equine relationships; management of native and introduced animals; and relationships with other domestic, nonhuman animals—from cats and dogs to cattle. Human-Animal Studies is an expanding field in Australia. However, many scholars, due to funding and teaching concerns, focus their primary research in different domains. All authors in this issue—excepting one—are new scholars in their respective fields. The papers represent the diversity and innovation of recent Australian research on human-animal interactions. The authors look at both past and present, then anticipate future challenges in building an effective network to expand this field of study in Australia. (shrink)

In Knowing the Score, philosopher David Papineau explores what philosophy can teach us about sports, and what sports can teach us about philosophy. Beginning with various sporting questions and challenges, Papineau digs into modern philosophy's most perplexing questions. For instance, he discusses drafting techniques in cycling to shed new light on questions of altruism, and examines cricket family "dynasties" to help broaden the debate over nature v. nurture. When Papineau began writing this book, he thought he could illuminate sports by (...) viewing it through a philosophical lens. But the more he wrote, the more he realized that it was the other way around - the study of sports clarifies, challenges, and sometimes confuses crucial issues in philosophy. Why do sports competitors choke? How can Roger Federer select which shot to play in 400 milliseconds? Why do fans think God will favor their team over their rivals? Why does motor racing, but not football, run in families? How can it be moral to deceive the umpire by framing a pitch? From all of these questions, and many more, philosophy has a great deal to learn. An entertaining and and erudite book that ranges far and wide through the sporting world, Knowing the Score is perfect reading for armchair philosophers and Monday morning quarterbacks alike. (shrink)

This book is an attempt to save "the sexual" from the oblivion to which certain strands in queer theory tend to condemn it, and at the same time to limit the risks of anti-politics and solipsism contained in what has been termed antisocial queer theory. It takes a journey from Sigmund Freud to Mario Mieli and Guy Hocquenghem, from Michel Foucault and Judith Butler to Teresa de Lauretis, Leo Bersani, Lee Edelman, and Tim Dean, and from all of these thinkers (...) back to Immanuel Kant and Thomas Hobbes. At the end, through readings of Bruce LaBruce's movies on gay zombies, the elitism of antisocial queer theory is brought into contact with popular culture. The living dead come to represent a dispossessed form of subjectivity, whose monstrous drives are counterposed to predatory desires of liberal individuals. The reader is thus lead into the interstitial spaces of the Queer Apocalypses, where the past and the future collapse onto the present, and sexual minorities resurrect to the chance of a non-heroic political agency. (shrink)