Pedagogy as a Field Guide to the Ecology of the Classroom

Reflecting on the complementary pedagogical models on teaching courses related to religion and the environment presented in this issue of the journal by Kevin O'Brien (“Balancing Critique and Commitment”) and Jennifer Ayres (“Learning on the Ground”), I suggest ways in which these essays form a conversation about teaching. Together, O'Brien and Ayres show how the classroom must acknowledge the materiality and embodied nature of learning, the emotional and intellectual levels of commitment, and the place of critical reflection on our everyday practices and actions. O'Brien and Ayres show the benefits of more fully reflecting on the ecology of the classroom – the relationship between individual members of the educational community, and the educational environment itself – in religious studies and theology.     

Feuerbach and the Philosophy of Critical Theory

It is a hallmark of the Frankfurt School tradition of critical theory that it has consistently made philosophical reflection a central component of its overall project. Indeed, the core identity that this tradition has been able to maintain arguably stems from the fact that a number of key philosophical assumptions have been shared by the generations of thinkers involved in it. These assumptions form a basic ‘philosophical matrix’, whose main aim is to allow for a ‘critique of reason’, the heart of the critique of modern society, which emphasises the collective, historically situated and naturalistically grounded nature of rationality. In this matrix, Feuerbach's place has been only a minor one. This paper aims to show that there is more to be retrieved from Feuerbach for critical theory than at first meets the eye. The first section identifies key conceptual features that are shared by the central authors of the Frankfurt School. They signal a collectivist and materialist shift from Kant to Marx via Hegel. This shift is well adumbrated in Feuerbach's emphasis on the ‘intersubjective’ and social dependency of the subject. However, Feuerbach's decisive philosophical contribution lies in his insistence on the ‘sensuous’ modalities of intersubjectivity, that is, on the fact that the dependency of subjects on others for the formation of their capacities is mediated and expressed not only through language and other symbolic forms, but also and primarily through embodiment. This Feuerbachian ‘sensualism’ is a rich, original philosophical position, which is not soluble in Marx's own version of materialism. In sections II and III, I highlight the legacy of Feuerbach's sensualism in two areas of critical theory: first, in relation to the critical epistemology that grows out of the ‘philosophical matrix’ consistently used by critical theorists; and secondly, in relation to the arguments in philosophical anthropology that are mobilized to promote the critical project. In these two areas, Feuerbach's sensualism – his insistence on the embodied dimensions of cognition and action – represents a useful resource to resist the tendency of critical theory to translate its foundation in the critique of reason into a narrowly rationalistic enterprise.     

Critical Theory as a Legacy of Post-Kantianism

This paper traces some lines of influence between post-Kantianism and Critical Theory. In the first part of the paper, we discuss Fichte and Hegel; in the second, we discuss Horkheimer, Adorno, and Honneth.     

Ethical dilemmas of Turkish counsellors: a critical incidents study

Ethical dilemmas from a national purposive sample of Turkish counsellors (N = 172) were collected using critical incidents technique. Content analysis was performed with open coding guided by the classification of American Counseling Association code of ethics. Incidents regarding confidentiality and privacy (56.4%), with 37.1% involving incidents of reporting child sex abuse, had the highest percentage of prevalence. Dilemmas involving conflicts with school principals ranked second (16.3%), while incidents regarding dual relationships and boundaries (14%) ranked third. Implications for the development of a research-based and culturally sensitive code of counselling ethics in Turkey are discussed, and recommendations for future research are provided.     

IS QUANTUM INDETERMINISM REAL? THEOLOGICAL IMPLICATIONS

Quantum mechanics (QM) studies physical phenomena on a microscopic scale. These phenomena are far beyond the reach of our observation, and the connection between QM's mathematical formalism and the experimental results is very indirect. Furthermore, quantum indeterminism defies common sense. Microphysical experiments have shown that, according to the empirical context, electrons and quanta of light behave as waves and other times as particles, even though it is impossible to design an experiment that manifests both behaviors at the same time. Unlike Newtonian physics, the properties of quantum systems (position, velocity, energy, time, etc.) are not all well‐defined simultaneously. Moreover, quantum systems are not characterized by their properties, but by a wave function. Although one of the principles of the theory is the uncertainty principle, the trajectory of the wave function is controlled by the deterministic Schrödinger equations. But what is the wave function? Like other theories of the physical sciences, quantum theory assigns states to systems. The wave function is a particular mathematical representation of the quantum state of a physical system, which contains information about the possible states of the system and the respective probabilities of each state.     

Locked into the System? Critical Community Psychology Approaches to Personal Debt in the Context of Crises of Capital Accumulation

The considerable and sustained boom in personal debt recently has in many countries around the world led to experiences of over‐indebtedness that are associated with very considerable distress and suffering. This article explores critical perspectives that situate personal debt, material deprivation and suffering, and specific ways of knowing and acting, within the context of recent political and economic practices. There is a need to focus on positioning people's experiences of debt within a broader matrix of factors of national and international practices and policies, including globalisation, changing labour markets, and poorly regulated financial industries. These factors appear to have allowed a network of international financial institutions to adopt practices that have proved successful in creating personal debt. Yet, an individualised discourse of financial capability has been propagated, configuring personal debt as a problem of irresponsible individual consumption. In order to explore ways of resisting reactionary and individualised modes of addressing personal debt, proposals will be made of alternative paradigms for responding to personal debt, defined by two dimensions of community psychological practice, with examples. This article aims to increase collective awareness of the systemic character of debt and the collective responses required. Copyright © 2014 John Wiley & Sons, Ltd.     

Self-reflection on emancipatory education practices with the ‘oppressed’ in community health

North American community health academics encourage the use of emancipatory education for the community development with vulnerable populations. Topics such as critical consciousness-raising, social justice, and political action constitute a significant part of the curricula. They often refer to Paulo Freire’s pedagogy of the oppressed. However, Freire has too often been presented as quasi-synonymous with a conception of critical education that de-emphasizes the context and ignores the history of his praxis. He has been made into a non-historical creator who invented a fully-formed point of view out of nothing. A self-reflection in Northeast Brazil revealed that Freire’s ideas were rooted in a Brazilian tradition with which he was familiar and which served him as a point of reference, most notably the ideas of Alvaro Vieira Pinto, a Brazilian philosopher, as well as a number of Russian and German populists.     

Turning students into scholars: using digital methods to teach the critical study of religion

Incorporating digital tools into Religious Studies courses provides experiences and conditions that transform students into scholars. In this essay we discuss two courses we taught in conjunction with the Religious Soundmap Project of the Global Midwest, a collaborative digital humanities project that we co-directed from 2014 to 2016. Engaging students as contributors to a collaborative digital research project helped them to appreciate some of the key practical, theoretical, and ethical challenges that we face as scholars of religion. In particular, our work together brought to the fore critical questions about definition, classification, and representation. Even more, because they knew their work would be accessible to broader audiences outside the classroom, potentially including the very communities whom they were studying, students were able to perceive the stakes of these questions in ways we had not previously experienced. Incorporating digital tools enabled our students to see themselves as scholars of religion.     

Influence of test temperature on the size effect in molybdenum small-scale compression pillars

Previous research has shown that body-centred cubic (bcc) metals exhibit a smaller size dependence of strength than what is commonly observed in face-centred cubic (fcc) metals. This work investigates compression testing of focused ion beam-manufactured molybdenum pillars ranging in size from 300?nm to 5?μm, both above and below its critical temperature at 300 and 500?K. At 500?K the size effect is found to be consistent with what is observed in fcc metals, owing to the increased mobility of screw dislocations.