Though she does not put it in these terms, Specker Sullivan’s (2022) article is an important and timely reminder that bioethics is a branch of philosophy; that philosophy is, literally, philo-sophy...

The U.S. military is developing augmented reality (AR) capabilities for use on the battlefield as a means of achieving greater situational awareness. The superimposition of digital data—designed to expand surveillance, enhance geospatial understanding, and facilitate target identification—onto a live view of the battlefield has important implications for virtuous conduct in war: Can the soldier exercise practical wisdom while integrated into a system of militarized legibility? Adopting a virtue ethics perspective, I argue that AR disrupts the soldier’s immersion in the (...) scene such that he is blinded to features beyond those identified in advance by the military’s system of cybernetic judgment. I turn to Michael Walzer’s classic account of the “naked soldier” dilemma to illustrate how AR capabilities radically shrink the bounds within which the soldier can cultivate the capacity for right conduct. By transforming the ambiguous ethical matter of killing an enemy combatant into the straightforward application of a rule, AR hollows out the soldier’s potential for virtuous action. The “smart battlefield” leaves no space for deliberative judgments that transcend the technical and legal determinations already written into the soldier’s view of the scene. (shrink)

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

This paper describes one of the first attempts in the U.S. to teach wisdom in a semester-long course for the undergraduate students of the Lee Honors College at the Western Michigan University in Spring 2012. The issues of can wisdom be taught an wisdom-oriented curriculum are investigated. Furthermore some wisdom essentials are also included. As the result of this course the Solar-Cloud Model of wisdom has been presented in this paper. Some conclusions about the experiment (...) of teaching of this course are provided. (shrink)

"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in (...) recognizing what is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good • Care, Sympathy, and Community in Classroom Teaching: Feminist Reflections on the Expansive Self • Play-Doh, Poetry, and "Ethereal Things" • The Aesthetic Context of Inquiry and the Teachable Moment • The Education of Eros: Critical and Creative Value Appraisal • Teaching and the Logic of Moral Perception This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award. (shrink)

A methodology for using philosophy to guide teaching preparation and practice. In Teaching from an Ethical Center, Cara E. Furman proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Under Furman's thoughtful guidance, both experienced and preservice teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide (...) their work. Using firsthand accounts, recommended resources, and thought exercises, Furman prompts readers to explore the many benefits for both educators and their students of the act of reading and making sense of philosophical texts and thinking philosophically through daily dilemmas. Furman encourages teachers to engage in philosophical reflection as part of their professional preparation as well as their in-classroom practice. She illustrates how the focus on core values that emerges from this practice can be applied to everyday teaching dilemmas such as student behavior concerns and conflict management. Offering tips for adapting activities to different audiences, she shows how student participation in such inquiry supports hermeneutics, cultivates student voice, and helps build a culture of trust and interdependence through classroom collaboration. Filled with practical wisdom, this insightful work advances philosophical inquiry as a foundation for an inclusive education. Furman's tools and methods offer continuous opportunities for reflection and affirmation, enhancing educators' ability to adapt to new challenges and, when necessary, to resist. (shrink)

In an era when individuality has been increasingly emphasized, the development of science and technology has provided technical support for the realization of individuation. However, in an examination-oriented education system, the education model has not attached sufficient importance to individuality. The modern education industry focuses much on the massive production of college degree holders. Student’s unique talents are mostly neglected, and their personality and creativity are not given due consideration in the teaching process. It is time to emphasize individualized (...) teaching and learning in the contemporary paradigm of education. Taoist wisdom of individuality, pluralism, and diversity has great philosophical value and practical revelation to the modern education. Thus, an eastern perspective on the understanding of individualized teaching and learning is presented. The author argues that a university should not be an industrial factory, but a nurturing garden where students’ nature as humans are understood and their individual differences are respected. Some Taoist transformative paradigms for the future pedagogies are proposed in the hope of provoking arguments and exploring the future of higher education in an age of disruption. Finally, some Taoist practices for a better understanding of individualized teaching and learning are introduced. (shrink)

Clinical decision making is a challenging task that requires practical wisdom—the practised ability to help patients choose wisely among available diagnostic and treatment options. But practical wisdom is not a concept one typically hears mentioned in medical training and practice. Instead, emphasis is placed on clinical judgement. The author draws from Aristotle and Aquinas to describe the virtue of practical wisdom and compare it with clinical judgement. From this comparison, the author suggests that a more complete understanding (...) of clinical judgement requires its explicit integration with goals of care and ethical values. Although clinicians may be justified in assuming that goals of care and ethical values are implicit in routine decision making, it remains important for training purposes to encourage habits of clinical judgement that are consciously goal-directed and ethically informed. By connecting clinical judgement to patients' goals and values, clinical decisions are more likely to stay focused on the particular interests of individual patients. To cultivate wise clinical judgement among trainees, educational efforts should aim at the integration of clinical judgement, communication with patients about goals of care, and ethical reasoning. But ultimately, training in wise clinical judgement will take years of practice in the company of experienced clinicians who are able to demonstrate practical wisdom by example. By helping trainees develop clinical judgement that incorporates patients' goals of care and ethical reasoning, we may help lessen the risk that ‘clinical judgement’ will merely express ‘the clinician's judgement.’. (shrink)

A treasury of teachings, stories, and sayings in the words of the Buddha himself--now part of the Shambhala Pocket Library series. Here is the core of the Buddha's teaching in his own words, as it was memorized word-for-word by his disciples and written down two hundred years after his death. These selections from the Buddhist scriptures deal with the search for truth, the way of contemplation, life and death, living in community, and many other topics, serving as an excellent (...) introduction to the Buddha's teaching. Whether addressed to monks and nuns, householders, outcastes, or thieves, the Buddha's teachings are characterized by one main concern: conveying the reality of our bondage to suffering--and the supremely good news that liberation is possible. It is a concern as relevant for people today as it was for the people of north India more than 1,000 years ago. This book is part of the Shambhala Pocket Library series. The Shambhala Pocket Library is a collection of short, portable teachings from notable figures across religious traditions and classic texts.The covers in this series are rendered by Colorado artist Robert Spellman.The books in this collection distill the wisdom and heart of the work Shambhala Publications has published over 50 years into a compactformat that is collectible, reader-friendly, andapplicable to everyday life. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:EOONOMICS, WISDOM AND THE TEACHING OF THE BISHOPS IN THE THEOLOGY OF THOMAS AQUINAS* KEVIN A. McMAHON St. Anselm OoZZege Manchester, New Hampshire WHEN IN 1985 the American bishops came out with the first drait of thcir pastoiral letter on the economy, and ithen a year Later when they ~ssued the final text,1 they drew fire from groups both within and outside the Church. Much of the (...) criticism, on the popular front at least, seemed to concern the impropriety of religious leaders involving themselves in seoular.affairs (1and technical affairs at that). But while ithe bishorps were quick to admit their Lack of technical expertise, they claimed for rthemselves a special authority to teach regarding the principles tha.t underlie a just economic life. Far from sitepping outside their proper sphere, it is their obligation, they sruid, to speak on these issues, and to a.ddress not only membel'IS of the Ca.tholic Church in America, 1but the nation as a whole. It is a requirement of their ofHce that ithey be concerned with the weHare and security of all individuals,,and they effectively promorte this end iby setting forth the word of God recorded in Scriipture and handed on by the Church's tramtion.2 There,are two points in prurticu1ar that are implied by this statement. F1irst, knowledge of revelation is an aid to estab- " The substance of this article was first presented as a paper at the College Theology Society convention, held in Newport, Rhode Island, in May 1985. i "Economic Justice for All: Catholic Social Teaching and the U.S. Economy," Origins, vol. 16, no. 24 (November 27, 1986), 412-455.. 2 Pastoral Message to accompany the letter, sections 4-9, 12-19, 29; Pastoral Letter, sections 5, 22-27. 91 9~ KEVIN A. MCMAHON lishing peace and justice in the community at large because of the iin.sight into 1the good for man that the Gospel offers. Second, reason alone will not suffi,ce the community ·as a guide in interpel'lsonal activity, even in the area of economics, so it makes great sense for the citizen 1 to ·attend to rthe bishop, who in his teaching expresses the Church's foilith. The bishops' letter on economics does not fully draw out either of these points. And Aquinas nowhere expressly deaLs with the authority of the bishop in economic matteiis. But he does have something to say about rthe nature and soul'lce of episcopal authority, and of the need in the community for moral teachers. Priv.ate property, commercial trading, the use of moneyfor Thoma.s,aJl o[ these institutions or practices were devised by communities for the 1 sake of individual and general wellbeing. They conform to right reason, they are products of right reason, and they are governed by the virtue of justice. It would seem that practical rea:son,,all by itself, is sufficient in their regaOO.. Take priViate propecl;y a:s an e~ample. Thomas offers three arguments in irts defens·e in his Summa theologiae. First, people work more diligently when they own the product of their lrubor. Second, if people work in the first instance for their own sake, roncentrarting on their own needs, there.WJill be less confusion than if everyone has responsibility for the group. Thiird, to quote Thomais, "quarrels arise more frequently where there is no division of the things possessed." 3 Note that Thomais is not.arguing for the rubsolute necessity of private property. He defends private property as a social institution without prejudicing eiither :the right of specific individuals to hold property in common, or the good of their doing so. After all, Thomas himself belonged to a religious order whose members take a vow of poverty. All he iis claiming is that the institution of private property makes sense.4 If pria 2-2, q. 66, a. 2, c. "Odon Lottin writes that Thomas was unusual in regarding human nature, even after the Fall, as indifferent to the institution of private property; the natural la.w neither commands nor prohibits it. Rather, men cross-cul- BISHOPS' TEACHING ROLE IN ECONOMICS 93 vate ownership is so common, Aquinas might say... (shrink)

In this essay, I examine how Plato’s Symposium can be helpful for teachers who are interested in encouraging introductory students to develop a sense of wonder in their early encounters with philosophical texts. Plato’s work is helpful, I argue, in two ways. First, as teachers of philosophy, the Symposium contains important pedagogical lessons for us about the roles of creativity and affectivity in philosophical pedagogy. Second, the dialogue lends itself well to the pedagogical methods that Plato’s work recommends. That is, (...) the Symposium invites students to engage with it in ways that involve them as affective and creative learners. I begin by providing the theoretical basis for my pedagogical approach, which is inspired by phenomenology. Next, I offer my interpretation of the Symposium, indicating what we can learn from the text about how to teach philosophy. And finally, I describe three classroom activities based on Plato’s text that are aimed at accomplishing the pedagogical ends I have outlined. (shrink)

It is the contention of this article that Proverbs chs. 1–9 is a literary unity in which wisdom has the denotation of the parental household teaching. Teachings which have other contexts in other parts of the Old Testament have in Pr. 1–9 a parental teaching context. Besides denoting the parental teaching, personified speaking Wisdom has the personal features of a teacher. Both Wisdom’s features and her message serve to reinforce the parental teaching. Personified (...) Wisdom also denotes the teaching of the entire Book of Proverbs. Through the device of personified Wisdom, the wisdom of Solomon enshrined in the Book of Proverbs is re‐located from the royal court to the individual Israelite household. This is evident in the literary design of the book. It also reflects the situation of the book’s redaction in post‐exilic Judaism. (shrink)

Recent reflection on the professional knowledge of teachers has been marked by a shift away from more reductive competence and skill-focused models of teaching towards a view of teacher expertise as involving complex context-sensitive deliberation and judgement. Much of this shift has been inspired by an Aristotelian conception of practical wisdom (phronesis) also linked by Aristotle to the development of virtue and character. This has in turn led recent educational philosophers and theorists – inspired by latter-day developments in (...) virtue ethics and virtue epistemology – to investigate the contribution of various forms of virtue to the effective practice of teaching. In this light, the present paper undertakes further exploration of the logical geography of virtue, character and practical deliberation in teaching. (shrink)

The philosophical, religious, and sociopolitical teachings of Confucianism have played a central role in East Asian culture for many centuries. This book presents a selection of passages from leading Chinese thinkers of the later Ming dynasty (sixteenth-seventeenth centuries), a peak period of Confucian creativity influenced by Buddhism and Taoism. Chosen for their practical interest and universal appeal, the passages are concerned with how to develop the personality, conduct social relations, and order society. In contrast to the common misconception of Confucianism (...) as a formalistic ideology linked to authoritarian political regimes, these passages emphasize the cultivation of spiritual qualities as a means of operating harmoniously and successfully in the world. (shrink)

Aristotle's account of virtue faces two dangers: the account appears circular, and the text seems to suggest that virtue is relative. Virtue sets the ends for practical wisdom. Without practical wisdom, though, one lacks 'real virtue.' Virtue and practical wisdom appear to depend upon each other. Further, habituation is the source of virtue. Virtue appears to depend upon one's training; virtue looks relative. The concept of 'natural virtue' offers an escape from these difficulties. Virtue and practical (...) class='Hi'>wisdom, though related, are not related in a vicious circle. Further, 'natural virtue' guarantees that Aristotle's virtue is not relativistic. (shrink)

This article is about a virtue ethical approach to the professional ethics of teaching, centred around the ideal of _phronesis_ (practical wisdom) in an Aristotelian sense. It is grounded empirically in extensive research conducted at the Jubilee Centre for Character and Virtues into teachers and other UK professionals, and it is grounded theoretically in recent efforts to revive an Aristotelian concept of _phronesis_ as excellence in ethical decision-making. The article argues for the need for a virtue-based approach to (...) professional practice, based on time-honoured Aristotelian assumptions and culminating in a conceptually viable construct of _phronesis_ as a psycho-moral integrator and adjudicator. After setting some of the historical background in Sect. 1, Sect. 2 charts the most relevant empirical findings. Section 3 introduces a call for _phronesis_ as a guide to virtue-based professional ethics: its role, nature, and methods of instruction. Section 4 adds some caveats and concerns about if and how _phronesis_ can be cultivated as part of teacher training. Finally, Sect. 5 offers some concluding remarks about the novelty and radicality of the approach on offer in this article. (shrink)

Blend classically beautiful illustrations with the wisdom of the ages to awaken your inner being as never before. Read this collection from cover to cover, and then concentrate on applying the different thoughts on your daily life. Start with first light, going with the flow, detachment, and harmony. Turn to a quote each day as a focus for meditations like these: Being a good listener spares one the burden of giving advice. Peace and knowledge will be yours!

Introduction: The purpose, perspective, and method of this volume -- Part 1. Love and sexuality: True and false promises. Ch.1. True and false promises of happiness and freedom ; Ch.2. True and false promises of the homosexual lifestyle, pornography, gender change, and artificial birth control -- Part 2. Matters of life and death. Ch. 3. Abortion, eugenics, invitro fertilization and embryonic stem cells ; Ch. 4. Physician assisted suicide, euthanasia, self-defense and torture -- Part 3. Charity and social ethics. Ch. (...) 5 Honesty, charity, and the need for objective moral norms ; Ch. 6. How Christ and the Catholic Church transformed the world: institutions of charity and principles of social ethics ; Ch. 7. The social teaching of the Catholic Church -- Conclusion to the trilogy: reevangelizing the culture. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:"Your Cell Will Teach You Everything":Old Wisdom, Modern Science, and the Art of AttentionNoreen HerzfeldA brother came to Scetis to visit Abba Moses and asked him "Father, give me a word." The old man said to him "Go, sit in your cell, and your cell will teach you everything." 1 Among the Desert Fathers, Christian monks of the fourth and fifth centuries, it was customary for a novice (...) to go to an elder and ask for "a word," a word of advice, of counsel, a word to take home and reflect on. What does this word of advice say to us today?A Multitasking World"Your cell will teach you everything." To my students, this seems like very strange advice indeed. "Your cell?" When I quoted Abba Moses to a colleague he instinctively reached for his phone. But a monk's cell? Isn't a monk's cell empty, isolated? What can that cell possibly have to teach? And how? The lives of the young men and women I teach are the very antithesis of sitting in a cell. Their attention is fragmented, divided by an array of modern technologies. I watch them walk by my office window, iPod plugged into the ears, cell phone or Blackberry in hand as they check e-mail or send a text message. Time in their rooms is characterized by one eye on the television and another on the computer, on which are open their theology paper, an instant messaging box or two connecting them to friends, their Facebook page, in case one of their friends should post a status update, and perhaps a Twitter feed or their favorite blog. They assure me that they have grown up multitasking. Young Americans spend an average of six hours a day using nonprint media, and at least a quarter of that time they are using more than one screen, device, or channel.2 They are connected, linked in, logged on.It is not just the student who multitasks while doing homework. The average office worker is interrupted roughly every three minutes during the workday, interruptions that the worker herself often initiates.3 These include the phone, e-mail, [End Page 83] checking websites. As more jobs move to the knowledge and service sectors, more of us find the temptation to multitask at work irresistible.But what effect does all this multitasking have on the person? We're not getting more done, for one thing. Several recent studies have shown that, contrary to self-perception, people really can't multitask. The brain cannot concentrate on several things simultaneously. Instead it switches focus from task to task the same way a computer does. This means that all tasks are slowed down somewhat by the switching process, and the attempt to coordinate too many tasks can lead to more time being devoted to the switching than to the tasks at hand, a phenomenon computer scientists have long been aware of, known as "thrashing." Earl Miller, a neuroscientist at MIT, notes: "Think about writing an e-mail and talking on the phone at the same time. You cannot focus on one while doing the other. That's because of interference between the two tasks."4 Miller notes that in an MRI you can actually see the brain struggling as it shifts rapidly from one to the other.One can see that this might have a deleterious effect on one's work life. Research shows that, once interrupted by an e-mail or a phone call, the average worker can take up to half an hour to return to full concentration on the task at hand.5 But why does this matter for the spiritual life? Over time, multitasking erodes our ability to pay focused, close attention, and this eventually eats away at traits such as patience, tenacity, judgment, and problem solving. This is most evident in the latter. In a test of fifteen-year-olds, the United States ranks twenty-fourth out of the twenty-nine developed countries in the Organization for Economic Co-operation and Development on problem solving skills, with nearly 60 percent of them scoring below the most basic level of using a single... (shrink)

Critics of Aristotelian accounts of practical reasoning, in teaching and in other contexts, criticise phronesis for its rigidity and lack of imagination. This paper argues that phantasia, or imagination, helps us to develop a richer account of Aristotle’s phronesis. Two senses of phantasia, as producing images and as an interpretive faculty, are proposed here to be importantly involved in phronesis. By producing images that help in the selection of an end goal, and by having an interpretive faculty that helps (...) to compare competing possibilities, phantasia plays a crucial role in the practical reasoning process of phronesis. (shrink)

Surveying spiritual and philosophical traditions, revives the search for wisdom for modern times"--Provided by publisher.

This easy-to-understand translation of one of the earliest surviving Buddhist texts offers a pathway to awakening that is simple, straightforward, and free of religious doctrine One of the earliest of all Buddhist texts, the Atthakavagga, or “Book of Eights,” is a remarkable document, not only because it comes from the earliest strain of the literature—before the Buddha, as the title suggests, came to be thought of as a “Buddhist”—but also because its approach to awakening is so simple and free of (...) adherence to any kind of ideology. Instead the Atthakavagga points to a direct and simple approach for attaining peace without requiring the adherence to doctrine. The value of the teachings it contains is not in the profundity of their philosophy or in their authority as scripture; rather, the value is found in the results they bring to those who live by them. Instead of doctrines to be believed, the “Book of Eights” describes means or practices for realizing peace. Gil Fronsdal’s rigorous translation with commentary reveals the text to be of interest not only to Buddhists, but also to the ever-growing demographic of spiritual-but-not-religious, who seek a spiritual life outside the structures of religion. (shrink)

A new translation and compilation, with a guide to reading the texts. -/- In Basic Teachings of the Buddha, Glenn Wallis selects sixteen essential dialogues drawn from more than five thousand Pali-dialect suttas of the Buddhist canon. The result is a vibrant introductory guide to studying Buddhist thought, applying its principles to everyday life, and gaining a deeper understanding of Buddhist themes in modern literature. Focusing on the most crucial topics for today’s readers, Wallis presents writings that address modern psychological, (...) religious, ethical, and philosophical concerns. This practical, inspiring, and engaging volume provides an overview of the history of Buddhism and an illuminating analysis of the core writings that personalizes the suttas for each reader. -/- “Glenn Wallis brings wisdom and compassion to this work of scholarship. Everyone should read this book.” –Christopher Queen, Harvard University -/- “A valuable sourcebook with a good selection of the fundamental suttas enhanced by an eloquent introduction and comprehensive notes–altogether a very useful text.” –Peter Matthiessen (Roshi), author of The Snow Leopard and Nine-Headed Dragon River -/- “Glenn Wallis’s new and accessible translations of some of the Buddha’s lectures to his original students, along with Wallis’s elegant guide to the texts, gives twenty-first-century readers in the modern West a fresh chance to learn from this teacher.” –Charles Hallisey, Harvard University. (shrink)

The aim of this paper is to explain the Kantian concept of philosophy according to which philosophy can be understood as the narrow door to the teaching of wisdom. This discussion is guided by the question about the relation between logos and mythos. The thesis is that the awareness of the limits of logos, the scientific approach to the world, can be regarded as a presupposition for a proper understanding of mythos, the articulation of wisdom, which expresses (...) the unity of contradictory elements of life. Philosophy has the function of mediating between reason and wisdom by making explicit the limits of scientific explanation. This opens a field of unrestricted and therefore not scientifically explicable thoughts: the sphere of ideas that are accessible in Ethics and Aesthetics. (shrink)

According to Aristotle, the crucial meta-virtue of _phronesis_ (practical wisdom) is cultivated through teaching and experience. But he remains mostly silent on the details of this developmental picture and its educational ramifications. This article focuses on the ‘taught’ element of _phronesis_ development in the context of police ethics education. I begin by piecing together the developmental trajectory that Aristotle suggests towards full virtue, up to and including _phronesis_ development. I also briefly list ten potential weaknesses of this picture. (...) I then present a reconstructed Aristotelian model of _phronesis_ and explain how the teaching element of _phronesis_ education could be executed, with an illustration from an ongoing _phronesis_ intervention for UK police-science students. However, I go on to dampen the enthusiasm about this ‘taught’ component, by explaining how relatively small the ‘zone of proximal development’ is that can be targeted by scaffolded teaching. Finally, I elicit some implications of the conclusion that most of _phronesis_ development will need to be ‘caught’ from gradually unfolding personal and professional experiences. (shrink)

Reconstructing Damon is the first comprehensive study of Damon, the most important theorist of music and poetic meter in ancient Athens, detailing his extensive influence, and providing the first systematic collection, translation, and critical examination of all ancient testimonia for him.

What task might a society undertake dearer to it than the cultivation of its teachers? And when it nurtures them, what should it seek but excellence, what should it transmit but the highest f its ideals, and what should it evoke but the richest expressions of its wisdom and love? As David C. Jones surveyed young teachers in preparation after nearly thirty years as an educator, he felt that many of them would benefit by hearing from those who have (...) advanced in the field, who have seen meaning in life and who have embraced life purposefully, wholeheartedly and affectionately. So what is a master teacher after? A heightened awareness of self and of the motives, virtues, and actions which fulfill it. Then a deepened recognition that love fulfills it, or more specifically, unconditional love. This long-awaited book begins and ends with ideals. In the middle is the interplay between hoping and doing as experienced by eleven outstanding mentors. Few stories of the search for teaching excellence are as compelling and insightful. (shrink)

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of “Responsible Research and Innovation” among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights the generic aspects (...) of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students’ capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy. (shrink)

This article seeks to shine some light on the teaching demonstration from the perspective of observers using three guiding attributes of effective teaching: connection, commitment, and coachability. Discussing what observers are looking for and how observers interpret what is seen, the article presents the basic forms, common myths, and practical wisdom for teaching demonstrations. By reframing the goals of the teaching demonstration, the article demystifies a key part of the campus interview for the academic job (...) market. (shrink)

What makes teaching a moral endeavor? How can we prepare classroom practitioners for engaging in that moral endeavor in meaningful and effective ways? This volume brings together leading scholars who draw upon both their academic expertise and substantial wisdom of practice to offer a variety of perspectives on the challenge of preparing today’s teachers for the moral work of teaching. Book Features: Examines the role that teacher preparation and development can play in addressing the moral work of (...) teaching. Highlights the work of leading scholars from educational psychology, educational philosophy, and teacher education. Provides compelling insights for identifying the next generation of our nation’s best teachers. Contributors: Wolfgang Althof, Karen Benson, Marvin Berkowitz, Donald Blumenfeld-Jones, Elizabeth Campbell, Julie Canniff, Mary Crawford, Lana Daly, Rebecca Evers, Catherine Fallona, Gary Fenstermacher, Anthony Holter, Lisa Johnson, Daniel Lapsley, Darcia Narvaez, Virginia Navarro, Larry Nucci, Joy Pelton, Virginia Richardson, Don Senneville, David Light Shields, Barbara Stengel, Jonatha Vare, Marilyn Watson. (shrink)

This paper asks: What is philosophy and what are some current challenges and future prospects for pursuing and teaching it? What role can and should students’ imagination, interests, and circumstances play in addressing these challenges and prospects? It argues, first, that there are at least six senses of the term “philosophy”: the personal, social, branch of inquiry, theory, school of thought, and wise sayings senses; second, that a variety of stimuli contribute to motivate philosophy in all of its senses. (...) Third, it argues that teaching philosophy involves not just teaching one or more philosophies historically held, nor just partially or totally defending one or another of these philosophies; but also engaging in the third sense of “philosophy” above listed: philosophy as a branch of inquiry. Finally, the paper argues that by relying on the interests of philosophy learners that match the stimuli motivating philosophy, philosophy teaching sensitizes philosophy learners to the grounds that make this investigation viable and promising, and motivates them to engage in it. (shrink)

In response to growing concern in the 1980s about the quality of public education across the United States, a tremendous amount of energy was expended by organizations such as the Holmes Group and the Carnegie Forum to organize professional development schools or “partner schools” for teacher education. On the surface, the concept of partnering is simple; however, the practice is very costly, complex, and difficult. In _Schooling, Democracy, and the Quest for Wisdom_, Robert V. Bullough, Jr. and John R. Rosenberg (...) examine the concept of partnering through various lenses and they address what they think are the major issues that need to be, but rarely are, discussed by thousands of educators in the U.S. who are involved and invested in university-public school partnerships. Ultimately, they assert that the conversation around partnering needs re-centering, refreshing, and re-theorizing. (shrink)

A uniquely playful and incisive illustrated collection of Zen teaching stories from one of America's best-known and most-respected Zen masters. A Modern Classic. In the tradition of the great koan collections and the extensive records of ancient masters, Robert Aitken--one of America's best-known and most-respected Zen masters--distills a lifetime of teaching down to its essence. Intriguing, playful, and deceptively easy to read, Zen Master Raven is a brilliant encapsulation of Zen in over a hundred koan-like encounters--featuring curious beginners (...) like Mallard and Mole, to teachers-in-training like Porcupine, to the profound wisdom of masters like Brown Bear, Moose Roshi, and Zen Master Raven himself. (shrink)

Pierre Hadot's analysis of the role of ancient philosophical discourse in the formation of a philosophical self allows us to extend to the interpretation of Aristotle the counter-Heideggerian Platonic hermeneutics of Gadamer, Strauss and Klein. Central to Plato's and Aristotle's rhetorical/pedagogical strategy is the development of the language of theoria to formulate the goal of philosophical formation. ;Traditional meanings of theoria refer to attendance at public festivals and consultation of oracles. Plato first extends its meaning to express the vision of (...) timeless truths. However, he does not give theoria a single meaning intended to express the philosophical experience, but has Socrates employ it dialectically according to the characters and aspirations of diverse interlocutors. ;Aristotle gives the language of theoria a twofold development, systematically forging a language for acts of cognition while also reshaping the objects of his students' aspirations. In the Nicomachean Ethics , he exploits the aristocratic aspiration to preeminence that aims at rule, replacing the statesman with the philosopher as object of emulation. The language of theoria in the final chapters borrows grandeur from the objects that at this point wisdom is said to pursue, the stars and cosmos; as in the Republic, the human mind is said to enjoy godlike theoria. In his natural philosophy, Aristotle shifts the focus from stars to animals; theoria loses the grandeur it had in the Ethics and comes to express the thoughtful observation of the causes of natural phenomena. ;In the Metaphysics, Aristotle makes more explicit the ethics proper to the life of inquiry, based on the radical experience of aporia about the most fundamental questions of being and the shared attempt to formulate these questions and pursue answers within the Lyceum culture. It involves liberation from the admiration accorded the transcendently wise man and delivering oneself to wonder at the most puzzling questions. This dissolution of the emulous relationship between teacher and student entails the creation of a greater distance between human and diving thought; in the theology of Book Lambda, theoria refers only to human thought, which cannot attain the same perfection as divine noesis. (shrink)

This paper begins with an exposition of the model of work rooted in Catholic social teaching and goes on to establish that it is through our work that we become the person who we potentially can be. The author upholds the servant leadership model advocated by Robert K. Greenleaf as an antidote to the dysfunctional trends in American life and business characterized by rampant individualism. While focusing its approach on the education of business students the paper presents two critical (...) ideas from the underlying theology of Catholic social teaching—the concept of person and that of a universal call to holiness. Courage, moderation, justice, charity; science, knowledge and wisdom; and competence and prudence are highlighted as the elements of education for true leadership. Finally, the author underlines the increasing importance of understanding contextual and environmental issues relating to business which ought to provide a framework and conceptual foundation for an education that is much more than a set of tools and techniques. (shrink)