An Adamsian Theory of Intrinsic Value

In this paper I develop a theological account of intrinsic value drawn from some passages in Robert Merrihew Adams’ book Finite and Infinite Goods. First I explain why Adams’ work on this topic is interesting, situate his theory within the broader literature on intrinsic value, and draw attention to some of its revisionist features. Next I state the theory, raise some problems for it, and refine it in light of those problems. Then I illustrate how the refined theory works by showing that it has the resources to deal with some seemingly formidable objections.     

On Public Aid to Christian Schools in the United States: A Reformed Christian Perspective

This paper seeks to provide a conceptual framework for understanding the topic of public aid to Christian schools in a Reformed Christian perspective. To do so, I need to clarify a Reformed Christian approach in regard to this topic and then review the studies of the issue in legal and educational aspects in the light of the Reformed perspective. Through reviewing legal and educational discussions, I argue that Christian schools are necessary for people to exercise their religious freedom and make a society more moral and spiritual and thus deserve receiving public aid. Nevertheless, public aid to religious schools needs to be carried out in a careful, restricted way.     

Mental Health in the Schools

Progress is being made in the area of delivering mental health services in the schools through collaborative programs that involve combinations of schools, communities, and research-based programs. The goal of extending collaborative efforts to initiatives that prevent emotional and behavioral problems from developing or escalating is a cross-cutting theme of the National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance. I discuss examples of collaborative efforts to prevent emotional behavioral problems in school children and ways by which this effort can be enhanced in schools and communities.     

Mutual Humanization: A Visual Exploration of Relationships in Medical Care

In this article, I explore the work of the artist Robert Pope (b.1957- d.1992) who published a series of paintings and drawings which documented his decade-long experience with Hodgkin's lymphoma. More widely, Pope was interested in 'the culture' of cancer within hospitals and the relationships embedded in experiences of illness and care. Pope published a book that contains much of this work--Illness and Healing: Images of Cancer (1991). Many of the original artworks have been toured throughout Canada and the United Kingdom at cancer centres and medical schools. Using a visual methodology, I present three of Pope's images to examine and understand the experiences of patients within acute care settings. I conclude that Pope's work can be efficacious in exploring relationships in acute care settings.     

Moral Ideals and Virtue Ethics

There have traditionally been two schools of thought regarding moral ideals and their relationship with moral duty. First, many have held that moral agents at all times have a duty or obligation to realize or attain moral ideals, or at least they have a duty to strive to realize or attain them. A second school of thought has maintained that attaining or pursuing moral ideals is supererogatory or beyond the call of duty. Recently a third school of thought has been articulated by Robert Audi in his essay “Wrongs Within Rights.” In this paper I express agreement with Audi, and it will be my suggestion that the resources of virtue ethics can profitably be employed to illustrate how his view avoids problems which plague the two traditional schools of thought.     

The scientific status of psychoanalytic clinical evidence (I)

The main source of evidence for psychoanalytic theory comes from the clinical situation. Yet recent empirical studies in verbal conditioning and the social psychology of persuasion indicate that psychoanalysts and therapists of other schools are speciously validating their own theories by unwittingly influencing their patients’ behavior. In the light of this evidence it is small wonder that psychoanalysts consistently ‘validate’ psychoanalytic theory in their clinical practice while therapists of other schools ‘validate’ their own theories in their clinical practice. Although Freud was not unaware of the problems of ‘suggestion’ and the conflicting evidence of rival schools of psychotherapy, he never met these problems successfully. Contemporary psychoanalysts have added little to Freud's original position. One recent attempt, by Fritz Schmidl, to formulate new criteria for the correctness of psychoanalytic clinical interpretations, does not completely escape the problem of suggestion and has new problems of its own.     

Gadamer and the Otherness of Nature: Elements for an Environmental Education

In this work I search for elements that contribute to the development of the ethical dimension of environmental education. I start with the existence of what C.A. Bowers calls “areas of silence” in the curriculum in both schools and universities. The reason for this silence, I argue, is to be found in the Cartesian conceptual structures of curricula. I suggest that the works of Bacon, Galileo and Descartes provoke a twofold process that I have termed the forgetting of tradition and objectification of nature. As a corrective to this process, I explore the possibilities that the philosophical hermeneutics of Hans-Georg Gadamer opens for rehabilitation of tradition and de-objectification of nature. I work with the concept of the “dignity of things” present in Greek dialectics: that nature is not simply a projection of mind (as the neo-Kantians claim), but something that thought suffers. In my conclusions I argue that for nature to be reinserted into almost all areas of knowledge it is necessary that we respect “the otherness of nature.”     

A ‘tale of two cultures’—reflections on a dialogical study of a Jewish and a Catholic secondary school

Drawing on material gathered during case studies of a Jewish and a Catholic secondary school, I introduce a number of different stories from the staff, and students in the schools and from myself as the researcher. I argue that these can be understood as forms of dialogue in which voices can be heard in some detail. They throw light on various, sometimes conflicting, views within two particular faith‐based schools and on the wider educational dialogue.     

The research agenda: the vital need for empirical research in child psychotherapy

In this paper I shall describe how work discussion groups offered to staff on-site as part of a mental health in schools outreach project can have a significant impact on the thinking, attitudes and culture within a school. Through the use of some detailed examples of these work discussion groups in action, I hope to illustrate the way these groups can enable staff to enhance their observational skills, develop a deeper understanding of the factors that impact on learning, behaviour and teaching, and reduce staff stress. Finally, I hope to highlight the ways in which such groups not only extend staff skills in engaging with pupils at risk of emotional breakdown and school exclusion, but can also promote a learning environment for all, in which development and growth is promoted at a personal, professional and whole-school level.     

Should the State Fund Religious Schools?

abstract   In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and the polity have much to be gained from direct funding, I will show that parents and administrators of these schools may have reasons to be diffident toward the state and its hypothetical interference. While the focus of the paper is primarily on the American educational context, the philosophical questions related to state funding and oversight of religious schools transcend any one national context.     

Character in Epistemology

This paper examines the claim made by certain virtue epistemologists that intellectual character virtues like fair-mindedness, open-mindedness and intellectual courage merit an important and fundamental role in epistemology. I begin by considering whether these traits merit an important role in the analysis of knowledge. I argue that they do not and that in fact they are unlikely to be of much relevance to any of the traditional problems in epistemology. This presents a serious challenge for virtue epistemology. I go on to examine the work of two other virtue epistemologists in light of this challenge and then sketch an alternative approach that reveals how the intellectual virtues might merit a substantial role in epistemology even if not a role in connection with more traditional epistemological projects.     

France,the Veil and Religious Freedom

Abstract

In 2004 France banned ostentatious religious symbols – most notably the Muslim veil – from state schools across the country. French lawmakers believed this ban would encourage integration and help the country understand itself in the light of increasing religious and ethnic diversification. As the riots in the autumn of 2005 so aptly demonstrated, however, tensions remained high. Not only does this call the purpose of the law into question from a social standpoint, but once again forces us to question it in the light of human rights law. In the first part of my article I examine the history of the debate around religious symbols in state schools and look at the deliberations of the Commission called to study laïcité in a ‘new France’, the same Commission that recommended a law be crafted. On the basis of ethnographic observations, I argue that the veil is but a symbol of a larger complex of issues that have to do with the dynamics of areas of low income and high crime that are bounded spaces. In the second part of my article I look at the law banning religious symbols within the framework of human rights. I show that the right to religious manifestation is a longstanding and consistently articulated norm that has in the last ten years been limited in its scope through a wide understanding of the limitations clause. Since France based its decision on the advice and judgments of the European Court I look at, and ultimately call into question, two decisions, Refah Partisi v Turkey and Sahin v Turkey. I argue that states are given too wide a margin of appreciation and that the judgments have been driven by a narrow and incorrect view of Islam.     

The Question of Conscientiousness and Religious Engagement in Public Schools

In this paper, I examine the question of how to nurture and develop conscientiousness thinkers and future citizens of diverse liberal-democratic societies from the perspective of virtue epistemology (VE). More specifically, I examine this question in terms of how public schools might frame engagement with religious perspectives in the classroom. I begin by distinguishing between good and bad conscientiousness through an exploration of current work in the field of virtue epistemology. I then follow Kenneth Strike in his defense of the need for a more robust engagement with religious perspectives as a liberal educational imperative. I argue that basing a framework for engagement on VE, particularly the notion of subjective justification, has significant benefits. My main interest in developing a framework for what I deem to be a necessary supplemental dimension of citizenship education focused on religious engagement is in underlining the responsibility that liberal educators have in regulating what is often a highly contentious and unfortunately caddish debate surrounding religion and the religious. I conclude that by eschewing this responsibility educators are potentially missing out on significant resources for supporting the liberal-democratic educational agenda.     

Career guidance in five English independent schools

English independent schools are not required to follow government statutory guidance in a number of aspects including career education and guidance, and yet many are actively engaged in careers work and this has caught the attention of policymakers. State schools are subject to statutory guidance but, according to Ofsted and other authorities, the majority fail to adequately support young people through their post-school transitions. Using evidence from five English independent schools, the type of provision they offer is analysed against benchmarks of good practice to identify where their support is focussed. The factors that shape the resourcing and design of career education and guidance in the five schools are also explored. The extent to which the practices observed in the case studies can be replicated in all, or a sub-set of state schools, is discussed in the light of policy influence of independent schools.     

The Legal Rights of Students with Disabilities in Christian Schools

The adoption of Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Education for All Handicapped Children's Act, now the Individuals with Disabilities Education Act (IDEA), have had a major impact on the delivery of services for children with special needs.

In light of the legal issues surrounding the delivery of special education to children who attend Christian schools, the remainder of this article is divided into two parts. The first section opens with an overview of relevant litigation pertinent to special education before reviewing Sections 504 and the IDEA, along with its regulations, as they apply to religious schools. The second part offers practical suggestions for educators in Christian elementary and secondary schools as they work to serve children with special needs.     

Are archetypes transmitted more by culture than biology? Questions arising from conceptualizations of the archetype

The archetype is one of the most important, if not the central concept of analytical psychology. Nevertheless from the beginning the concept was controversial. This paper attempts to review the debate around the term archetype and tries to point out some of the main problems the concept has in the light of contemporary knowledge especially in genetics and neurosciences. It becomes clear that for its use in the practice of Jungian psychotherapy the element of universality in the concept of archetypes is crucial. However, it must be concluded that there is still no firm scientific foundation for the claim that complex symbolic patterns (as for example the myth of the hero) can be transmitted in a way that every human individual has access to them. The paper attempts to show possible ways in which this transmission may be more successfully conceptualized. I would like to have Jung have the last word here. We find a hint in Jung's work where he opens up to ideas much like the ones I have developed here, and this is where Jung says: culture is part of man's nature.     

Living in a Dissonant World: Toward an Agonistic Cosmopolitics for Education

As a flashpoint for specific instances of conflict, Muslim sartorial practices have at times been seen as being antagonistic to “western” ideas of gender equality, secularity, and communicative practices. In light of this, I seek to highlight the ways in which such moments of antagonism actually might be understood on “cosmopolitical” terms, that is, through a framework informed by a critical and political approach to cosmopolitanism itself. Thus, through an “agonistic cosmopolitics” I here argue for a more robust political understanding of what a cosmopolitan orientation to cultural difference can offer education. The paper moves from a focus on harmony to agonism and from cosmopolitanism to the cosmopolitical, and within each I discuss the questions of democracy and universality, respectively. Drawing on, the work of Chantal Mouffe, Judith Butler and Bonnie Honig, I discuss the basis upon which our agonistic interactions can inform education in promoting better ways of living together. This requires, in my view, nothing less than a clear understanding of the very difficulties of pluralism and a questioning of some of the ways we often reflect on the political dimension of these difficulties. I offer some reflections on what an agonistic cosmopolitics has to offer the debates surrounding the wearing of various forms of Muslim dress in schools in the conclusion. My overall claim is that cosmopolitanism as a set of ideas that seek more peaceful forms of living together on a global scale is in need of a theoretical framework that faces directly the difficulties of living in a dissonant world.     

Susan Myers-Shirk’s <Emphasis Type="Italic">Helping the Good Shepherd</Emphasis>: A Review Essay

In this essay, I review a recent book that deals with the history of pastoral counseling. I offer an overview of the book, some criticism of the book, and a discussion of how this book relates to my own work. I argue that what Susan Myers-Shirk has identified as a “liberal moral sensibility” among pastoral counselors seems to have certain affinities with Peter Homans’s “mourning religion” thesis. I suggest that this thesis can shed light on the divide between liberal and conservative pastoral counselors, a divide that Myers-Shirk identifies, and that this thesis can build on Myers-Shirk’s historical work by providing a rubric for understanding the relationship between private experience and public theory among liberal pastoral counselors. I also suggest that Myers-Shirk should write a sequel to this book.     

Teachers’ Knowledge of Evidence-Based Interventions and Available School Resources for Children with Emotional and Behavioral Problems

School professionals need to be prepared to support children with emotional and behavioral problems. Teachers in particular should be aware of the resources provided by their school as well as the evidence-based practices available to support children with behavioral problems. This study explored general education teachers’ knowledge of 10 evidence-based interventions as well as resources and data collected at their schools to support children with mental health problems. Participants included 239 general educators from 5 school districts. Overall, most teachers had not heard of 9 out of 10 of the evidence-based programs presented. Teachers were also not sure whether their schools provided specific assessments and interventions to support children. One particularly noteworthy finding was that 57% of teachers were not sure whether their schools provided functional behavioral assessment and intervention planning. Findings illuminate a need for continued work in this area.     

Robert Waelder and the application of psychoanalytic principles to social and political phenomena

This presentation reveals a little-known area of Robert Waelder's work. As his literary executor, I have been privileged with access to his unpublished material, notes, and correspondence. And, of course, I am familiar with his mode of thinking. I wish to pass on some of this knowledge. What cannot be passed on, however, in some abstract intellectual way, are psychoanalytic principles themselves. Therefore, while this paper sheds light on a very particular aspect of Robert Waelder's work, it is also in some ways a cautionary tale, a plea that the reader understand what is behind the psychoanalytic point of view and its basic concepts--namely, clinical experience.