From ‘Intersex’ to ‘DSD’: a case of epistemic injustice

Synthese - The 2005 International Consensus Conference on Intersex resulted in a substantive revision of the lexicon and guidelines for treating intersex conditions. The speed with which the new...     

Response to Lynne Segal: Thatcher’s legacy

In response to Lynne Segal’s paper on the legacy of Margaret Thatcher, I briefly examine how Thatcher redefined the ‘social’ away from being an expression of care and mutuality. Playing on images of the dangers of infection and enfeeblement, she mobilised fears about dependency to create a discourse of strength and self-aggrandising invulnerability, a discourse that is destructive of sociality and an ethic of care.     

In defence of the concept of ‘spiritual education’: a reply to Roger Marples

In a paper published in Volume 11, no. 2, of this journal, Roger Marples argued that the term ‘spiritual education’ is at most superfluous and at worst entirely meaningless. He suggested that the use of the term is unhelpful and will continue to be so unless and until we can identify some body of spiritual knowledge and understanding, linked to experience, which is distinct from, and in some sense ‘beyond’, those of moral, aesthetic and other forms of experience.

This paper critique's Marples's thesis. It examines his ploy of admitting only certain forms of knowledge and understanding, and of privileging certain languages, when determining the rules of engagement with the concept of ‘the spiritual’. It is further argued that to require some empirical evidence in the form of personal experience before the words ‘spiritual’ and ‘spiritual education’ can be meaningful is fundamentally misguided. In conclusion, it is suggested that a willingness to embrace the spiritual as concept, experience and awareness is essential to the education of the child as a whole person.     

Receiving the Gift of Teaching: From ‘Learning From’ to ‘Being Taught By’

This paper is an enquiry into the meaning of teaching. I argue that as a result of the influence of constructivist ideas about learning on education, teaching has become increasingly understood as the facilitation of learning rather than as a process where teachers have something to give to their students. The idea that teaching is immanent to learning goes back to the Socratic idea of teaching as a maieutic process, that is, as bringing out what is already there. Against the maieutic conception of teaching I argue for an understanding of teaching in terms of transcendence, where teaching brings something radically new to the student. I explore the meaning of the idea of transcendence through a discussion of Kierkegaard and Levinas, who both criticise the maieutic understanding of teaching and, instead, argue for a transcendent understanding of teaching—an understanding of teaching which they refer to as ‘revelation.’ Whereas Kierkegaard argues that revelation—which he understand as a process of ‘double truth giving’—lies beyond the power of the teacher, Levinas interprets revelation as the experience of ‘being taught.’ I use Levinas’s suggestion in order to explore the distinction between ‘learning from’ and ‘being taught by’ and argue that teaching has to be understood in the latter sense, that is, in terms of the experience of ‘being taught.’ To connect the idea of teaching to the experience of ‘being taught’ highlights that teaching can be understood as a process of ‘truth giving’ albeit that (1) this ‘gift’ lies beyond the powers of the teacher, and (2) the truth that is given, has to be understood in terms of what Kierkegaard calls ‘subjective truth’—which is not relativistic truth but existential truth, that is, truth that matters for one’s life. Understanding teaching in these terms also opens up new possibilities for understanding the role of authority in teaching. While my argument implies that teachers cannot simply and straightforwardly ‘produce’ the experience of ‘being taught’—so that what matters has to do with the conditions under which the gift of teaching can be received—their actions and activities nonetheless matter. In the final section of the paper I therefore argue that if we want to give teaching back to education, we need to resist the depiction of the teacher as a disposable and dispensable ‘resource’ that students can learn from or not, and need to articulate and enact a different story about the teacher, the student and the school.     

From philosophy to criticism of myth: Cassirer’s concept of myth

This article discusses the question whether or not Cassirer’s philosophical critique of technological use of myth in The Myth of the State implies a revision of his earlier conception and theory of myth as provided by The Philosophy of Symbolic Forms. In the first part, Cassirer’s early theory of myth is compared with other approaches of his time. It is claimed that Cassirer’s early approach to myth has to be understood in terms of a transcendental philosophical approach. In consequence, myth is conceived as a form of cultural consciousness which is constituted by specific symbolic processes. In the second part, the theoretical assumptions underlying Cassirer’s criticism of myth are discussed and compared with his earlier theory. It is argued that there is a strong conceptual and theoretical continuity between Cassirer’s early views on myth as a symbolic form and his later critique of technological use of myth.     

Correction to: From Teachers’ Work Engagement to Pupils’ Positive Affect: a Weekly Diary Study on the Role of Pupils’ Autonomous Motivation

Applied Research in Quality of Life - A Correction to this paper has been published: https://doi.org/10.1007/s11482-021-09935-5     

Exploring Maternal Grief: A Mixed-Methods Investigation of Mothers’ Responses to the Death of a Child From Cancer

This study investigated the meaning-making phenomena underlying the responses of 13 bereaved mothers to the death of a child from cancer. Using a mixed-methods research design incorporating constructivist data collection methods, we found specific characteristics, coping processes, and factors to distinguish adaptive as opposed to complicated grief responses to this type of loss. However, the findings did not distinguish the bereaved mothers themselves as “adaptive” or “complicated grievers,” as they all evidenced both types of responses to their loss within or across different datasets. Despite this finding, the mothers’ results varied in terms of the proportions of adaptive as compared to complicated grief responses to their loss, which in turn were related to features of their self-construing, change or reinforcement of their world assumptions, ongoing relationship to their child and others in their social world, and management of loss- and restoration-oriented coping. Results suggest the utility of constructivist and cognitive coping models and methods in illuminating the experience of parental bereavement.     

Evolution of nurses’ social representations of hospital hygiene: From training to practice

Nurses’ social representations of hospital hygiene were analyzed. A cross-sectional method was used to compare and analyze the social representations of the concept domain of “hospital hygiene” across three independent groups of participants (n = 744). The groups included: (a) professional nurses (n = 114); (b) student nurses (n = 315); and (c) psychology students (n = 315). Comparisons were drawn: (a) between professionals and students; and (b) between student nurse cohorts at three different levels (years) of training. The results show an ongoing evolution of the social representations of hospital hygiene during training and in the course of professional practice. The representation of hospital hygiene is structured around the element “cleanliness” at the beginning of training and around “asepsis” at the end of training. An increased specialization of vocabulary pertaining specifically to hospital hygiene is also observed. A comparative analysis between students and professionals shows a lower number of common lexical associations in the student group. A discussion of how these results are related to other research in cognitive ergonomics and the analyses of dialogues involving professional interactions between experts and novices is provided.     

From understanding to insight: using reflexivity to promote students’ learning of qualitative research

Reflexivity is qualitative researchers’ thoughtful and self-aware examination of the intersubjective dynamics between themselves and study participants, evoking insightful understanding of others. Novice qualitative researchers need to acquire reflexive skills for their professional development. In this article, we examine reflexivity among Israeli students on a qualitative research course. We conducted thematic content analysis of the data gathered from the students’ written reflexive journals. Reflexivity was demonstrated by three dimensions in each stage of the students’ experience of learning qualitative research: (1) ‘I as a person’, relating to students’ critical personal perspective; (2) ‘I as a researcher’, referring to the students’ insights about their evolving competencies as researchers; and (3) ‘I as an individual in a sociocultural context’, stressing students’ awareness of their values, beliefs and norms. These findings are discussed, highlighting four key concepts in qualitative research: Taken-for-Granted Expectations; Experience of Discovery; Resonance, and Meaning Making and Insights.     

Are teachers’ personal values related to their attitudes toward inclusive education? A correlational study

Social Psychology of Education - Inclusive education is a major challenge for educational systems. In order to better understand the background to teachers’ attitudes toward inclusive...     

From Games to Truth Functions: A Generalization of Giles’s Game

Motivated by aspects of reasoning in theories of physics, Robin Giles defined a characterization of infinite valued ?ukasiewicz logic in terms of a game that combines Lorenzen-style dialogue rules for logical connectives with a scheme for betting on results of dispersive experiments for evaluating atomic propositions. We analyze this game and provide conditions on payoff functions that allow us to extract many-valued truth functions from dialogue rules of a quite general form. Besides finite and infinite valued ?ukasiewicz logics, also Meyer and Slaney’s Abelian logic and Cancellative Hoop Logic turn out to be characterizable in this manner.     

From Teachers’ Work Engagement to Pupils’ Positive Affect: a Weekly Diary Study on the Role of Pupils’ Autonomous Motivation

Applied Research in Quality of Life - The main purpose of the present study was to investigate whether there is a crossover effect from teacher’s general (trait-level) work engagement to...     

From dialectic to organization: Bogdanov’s contribution to social theory

This paper situates Bogdanov in the context of social theory generally and socialist theory in particular. It outlines briefly the principal characteristics of his mature system, and assesses the strengths and weaknesses of his approach to the fundamental problems of social thought. The paper devotes particular attention to the problem of just how systems develop from less complex to more complex forms of organization, and evaluates Bogdanov’s solution to this problem against the background of populist, social democratic, and Leninist alternatives.     

Explanatory Consolidation: From ‘Best’ to ‘Good Enough’

In science and everyday life, we often infer that something is true because it would explain some set of facts better than any other hypothesis we can think of. But what if we have reason to believe that there is a better way to explain these facts that we just haven’t thought of? Wouldn’t that undermine our warrant for believing the best available explanation? Many philosophers have assumed that we can solve such underconsideration problems by stipulating that a hypothesis should not only be ‘the best’ explanation available; rather, it should also be ‘good enough’. Unfortunately, however, the only current suggestion for what it might mean to say that an explanation is ‘good enough’ is, well, not good enough. This paper aims to provide a better account of what is required for an explanatory hypothesis to be considered ‘good enough’. In brief, the account holds that a ‘good enough’ hypothesis is one that has gone through a process that I call explanatory consolidation, in which accumulating evidence and failed attempts to formulate better alternatives gradually make it more plausible that the explanation we currently have is better than any other that could be formulated.     

From body motion to cheers: Speakers’ body movements as predictors of applause

Appearance cues and brief displays of behavior are related to people’s personality, to their performance at work and to the outcomes of elections. Thus, people present themselves to others on different communication channels, while their interaction partners form first impressions on the basis of the displayed cues. In the current study we examined whether people are able to read information from politicians’ body motion. For a rating experiment we translated short video clips of politicians giving a speech into animated stick-figures and had these animations rated on trustworthiness, dominance, competence and the Big Five personality dimensions. Afterwards we correlated the ratings with the applause and the hecklings that the speakers received throughout their entire speech. This revealed that speakers whose body movements were perceived as high on dominance, as high on extraversion and as low on agreeableness received more applause. Although the results obtained need support from additional studies they indicate that body motion is an informative cue in real life settings.     

The European ‘We’: From Citizenship Policy to the Role of Education

This article sheds light on the European Union’s policy on citizenship; on the collective dimension of this policy, its ‘we’. It is argued that the inclusive, identity-constituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship ‘we’ and secondly, to outline some implications of this reframing as concerns the role of education in the formation of citizens.