Hilda Oakeley on Idealism,History and the Real Past

In the early twentieth century, Hilda Diana Oakeley (1867–1950) set out a new kind of British idealism. Oakeley is an idealist in the sense that she holds mind to actively contribute to the features of experience, but she also accepts that there is a world independent of mind. One of her central contributions to the idealist tradition is her thesis that minds construct our experiences using memory. This paper explores the theses underlying her idealism, and shows how they are intricately connected to the wider debates of her period. I go on to explain how the parts of Oakeley's idealism are connected to further areas of her thought – specifically, her views on history and her growing block theory of time – to provide a sense of Oakeley's philosophy as a system. As there is no existing literature on Oakeley, this paper aims to open a path for further scholarship.     

The Educational Community as In-tentional Community

This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children (P4C), which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper is to move beyond P4C (as it has traditionally been conceived) in order to theorize a non-instrumental, in-tentional, educational community without pre-conceived goals or intentions. Drawing largely from the work of Italian philosopher Giorgio Agamben, we describe the P4C-classroom as one that refuses to be operative (moving forward toward reaching common goals) and thus undermines the taken-for-granted logic of means and ends that underlies how educational communities are typically depicted and justified. Again drawing from Agamben, we identify the specific ways in which the experience of love and friendship (both of which are pure means rather than means to an end) constitute the in-tentional community. The silence of the voice of the teacher enables the experience of love and friendship to come about. Being included as an exclusion via his/her silence, the teacher is neither immanent (facilitator of student learning) nor transcendent (outside or beyond learning) but alongside the community as a paradigm of friendship.     

The Church in St Ambrose of Milan

Abstract

A brief account is given of the life of St Ambrose and of modern scholarly views on his work. The Church was favoured by the Emperor Constantine and Christianity established as the state religion by the Emperor Theodosius. Ambrose might have been expected to have been interested in promoting the interests of the Church as an institutional and juridical organisation but he was in fact overwhelmingly interested in its spiritual aspect, as von Campenhausen asserts, opposed by Morino. The Church is seen in Ambrose's writings as the City of God and as the Kingdom of God into which believers are received. His understanding of the Church is markedly christocentric and biblical and is closely linked with his thinking on the Holy Spirit. This article also examines his attitude to the see of Rome, of which he did not recognise a general supremacy. The relevance for Christians today of Ambrose's experience of the Church as a unique spiritual fellowship is touched on.     

The St. James Infirmary: A history

St. James Infirmary (SJI), located in San Francisco, California is a peer-led occupational health and safety clinic for sex workers that opened on June 2, 1999. This reserch looks at the political and cultural events that led to the creation of this unique clinic. I will draw from the research I conducted, inclusive of one-on-one interviews with leaders of the organizations that came together to form St. James Infirmary, a review of archival material, and an exploration of the preexisting literature on sex workers rights movements and social rights movements to tell the story of SJI. The existence of the Infirmary results in an acknowledgement that sex work is a legitimate occupation. It also challenges cultural values and political institutions, and creates a community for sex workers.     

The University as Learning Community

Organizations are increasingly faced with the need to "reinvent" themselves as they adapt to a changing society. In this article, the university is examined as one such organization. Faced with enormous pressures to educate an increasingly diverse group of students, equip them with skills for the global marketplace, and prepare them to be responsible citizens, the university must become a more responsive institution that can respond effectively to these challenges. Various perspectives on how the university can become a learning organization are discussed. Central to the discussion is the need to change the university culture in ways that encourage and nurture more interdisciplinary programs and problem-focused teams that address the needs of communities. It is suggested that culture change is also necessary to encourage the development of new types of learning environments that nurture the spirit and the mind. Future business organizations are then compared with the university. A key issue that needs to be considered is how universities can better prepare students for the work settings of tomorrow. It is suggested that such preparation requires environments that help students adapt to change and encourage them to become lifelong learners.     

The Challenges of Community Engagement

Lyons and Whelan provide a useful list of recommendations as to how community engagement on nanotechnology could be improved, which very few people working in community engagement could disagree with. However, as the conclusions of any study are dependent on the data obtained, if more data had been obtained and analysed then different conclusions might have been reached. Addressing the key issues in the paper and providing more data, also allows an opportunity to expand on current issues relating to community engagement on nanotechnology and the challenges it provides for practitioners.     

The Community Psychologist as Critical Friend: Promoting Critical Community Praxis

Community‐engaged researchers have a responsibility to community partners to get beyond the traditional researcher stance to take on the active role of critical friend. On the basis of my own community research experiences in the USA, in this article, I argue that there is added value in taking on the practice of critical friendship to encourage a higher degree of critical reflection and critical practice in our partners and in our work together. In the context of long‐term, trusting relationships with community partners, researchers can play the role of critical friend working together to shape critical community praxis on the basis of critical theorizing, critical reflection, and a shared commitment to working for social justice. Those trying to make a difference in communities are often isolated and can benefit from opportunities for dialogue with other community practitioners within a critical frame of reference. Although not without risks and challenges, stepping into this role allows us to put into sharper relief the gap between community practice that challenges injustice and practice that maintains it. Copyright © 2014 John Wiley & Sons, Ltd.