Darwin and feminism: preliminary investigations into a possible alliance -- Darwin and the ontology of life -- The Nature of culture -- Law, justice, and the future -- The Time of violence: Derrida, deconstruction, and value -- Drucilla Cornell, identity, and the "Evolution" of Politics -- Philosophy, knowledge, and the future -- Deleuze, Bergson, and the virtual -- Merleau-Ponty, Bergson, and the question of ontology -- The thing -- Prosthetic objects -- Identity, sexual difference, and the future -- The Time (...) of thought -- The Force of sexual difference -- (Inhuman) forces: power, pleasure, and desire -- The future of female sexuality. (shrink)

Elizabeth Telfer; XIII*—Friendship, Proceedings of the Aristotelian Society, Volume 71, Issue 1, 1 June 1971, Pages 223–242, https://doi.org/10.1093/aristotelia.

Reflecting upon the recent growth of interest in feminist ideas of philosophy of science, this book traces the development of the subject within the confines of feminist philosophy. It is designed to introduce the newcomer to the main ideas that form the subject area with a view to equipping students with all the major arguments and standpoints required to understand this burgeoning area of study. Arranged thematically, the book looks at the spectrum of views that have arisen in the debate. (...) It is broadly arranged into sections dealing with concepts such as the notion of value free-science, values, objectivity, point of view and relativism, but also details the many subsidiary ideas that have sprung from these topics. (shrink)

David Hume's moral system involves considerations that seem at odds with one another. He insists on the reality of moral distinctions, while showing that they are founded on the human constitution. He notes the importance to morality of the consequences of actions, while emphasizing that motives are the subjects of moral judgments. He appeals to facts about human psychology as the basis for an argument that morality is founded, not on reason, but on sentiment. Yet, he insists that no “ought” (...) can follow from an “is.” He thinks that our motivation to justice must derive from our nature. Yet, he wonders how to explain why anyone would be motivated to follow rules when doing so does not further their personal interests. As an empiricist, his approach is descriptive, yet morality is prescriptive. This Element addresses these puzzles in Hume's moral theory, with reference to historical and contemporary discussions. (shrink)

Agrifood scholars have long called for changes to the dominant food system, with the goal of making food systems more sustainable and just. This paper focuses on the ways in which recent and future food system shocks provide an opportunity for sustainable transitions in the food system. However, this requires strategic engagement on the part of alternative agrifood initiatives—agrifood niches—otherwise food systems are likely to return to business as usual. Drawing on the multi-level perspective (MLP) within the sustainability transitions framework, (...) core themes that emerge from social science studies of disasters in agrifood systems are identified. These are summarized as resources, polices, and practices that can assist niches in transforming agrifood regimes in response to disasters. The results highlight that while niches are generally independent of governments, niches would be better positioned to engage in post disaster agrifood change if they have some pre-existing connections with local or regional governments. (shrink)

Practicing scientists’ views of science recently have become a topic of interest to nature of science researchers. Using an interview protocol developed by Carey and Smith that assumes respondents’ views cohere into a single belief system, we asked 15 research chemists to discuss their views of theories and experimentation. Respondents expressed a range of ideas about science during interviews, but in ways that defied assignment to a unitary, coherent belief system. Instead, scientists expressed more or less constructivist ideas depending upon (...) the questions asked. We interpret our findings to suggest that efforts to categorize such conceptions at best oversimplify, and at worst misconstrue, people’s views about science and how such ideas might develop. (shrink)

Until recently, raising a young child as transgender was culturally unintelligible. Most scholarship on transgender identity refers to adults’ experiences and perspectives. Now, the increasing visibility of gender-variant children, as they are identified by the parents who raise them, presents new opportunities to examine how individuals confront the gender binary and imagine more gender-inclusive possibilities. Drawing on Foucault’s notion of “truth regime” to conceptualize the regulatory forces of the gender binary in everyday life, this work examines the strategies of 24 (...) such parents, who represent 16 cases of childhood gender variance. Specifically, I analyze three practices—“gender hedging,” “gender literacy,” and “playing along”—through which these parents develop a critical consciousness about gender binary ideology and work to accommodate their children’s nonconformity in diverse discursive interactions. Taken together, their newfound strategies and perspectives subvert traditional conceptions of “gender-neutral” or “feminist” parenting, and reveal new modes of resistance to the normative transmission and regulation of gender practices. (shrink)

Shifts in funding and a worldwide trend towards marketising higher education have led to a new emphasis on the quality of the student experience. In the UK this trend finds its strongest expression in recent policy proposals to simultaneously increase student fees and student choice so that students themselves become the drivers of higher education. We trace the policy developments of this shift over recent years and rehearse some of the criticisms against it. Accepting that there is good reason to (...) support improving the student experience, we then consider ways in which this might be achieved that foreground the relation of university teachers with their subject matter and students’ engagement in this. A higher education, we argue, should expose its students to disciplines whose standards are rightly contested and to a form of learning that intensifies or unsettles desires rather than simply aspiring to satisfy them. (shrink)

This study has two agendas: to interrogate popular notions of religion by reading it, out of Derrida and Certeau, as a signifier for a situated historical scene; and to show the existential philosophy of Beauvoir as a performance of that scene. In particular, it shows how the structure of relationships she presents in her ethics clearly reproduces the rhythms of the scene of religion. One of the implications of this reproduction is that existential philosophy can only emerge in the context (...) of religion, and is necessarily an iteration of religion. The other implication is that we might reassess how we code the category ‘religion’ in our public and private discourse, with all the disruption that such a different coding might entail. (shrink)

This paper describes the first phase of an ongoing education and research project guided by three main intentions: (1) to create opportunities for phronesis in the classroom; (2) to develop new understandings about phronesis as it relates to nursing care generally and to caring for specific groups, like formerly incarcerated adults; and (3) to provide an opportunity for formerly incarcerated adults and graduate nursing students to participate in a dialectical conversation about ethical knowing. Gadamer's writings on practical philosophy, phronesis, and (...) the Socratic dialectic provide the philosophical foundation and framework for the project. The first phase in the project was a 4‐h class within a graduate‐level health promotion course during which 30 nursing students and three formerly incarcerated panelists engaged in a dialectic conversation about what it means to care for formerly incarcerated adults in a meaningful way. After the class, two focus groups were conducted, one with the students and one with the formerly incarcerated panelists. Findings articulated participants' prejudices and assumptions prior to the class, expanded sense of phronesis, and ability to consider nursing practice within a larger ethical framework. Panelists and students left the class with a deeper understanding of one another and expressed an openness towards continued dialectic conversations together. Use of the Socratic dialectic within nursing curricula reflects a current and critical trend in nursing education to bring non‐epistemologic forms of knowledge into the classroom. (shrink)

... the suffering and faith of the individual worshiper come through the psalm's standardized expressions with great power. This shows the extent to which individual and worshiping community were one in Israel: The community gave voice to the needs and prayers of the individual; the individual gave voice to the trust and traditions of the community.

Hearing the words of Deuteronomy, the preacher is called to make clear what it means to be God's covenant community and to live according to his will rather than the dictates of the surrounding culture.

Tigard (2019) suggests that the medical community would benefit from continuing to promote notions of individual responsibility and blame in healthcare settings. In particular, he contends that blame will promote systematic improvement, both on the individual and institutional levels, by increasing the likelihood that the blameworthy party will ‘own up’ to his or her mistake and apologise. While we agree that communicating regret and offering a genuine apology are critical steps to take when addressing patient harm, the idea that medical (...) professionals should continue to ‘take the blame’ for medical errors flies in the face of existing science and threatens to do more harm than good. We contrast Dr Tigard’s approach with the current literature on blame to promote an alternative strategy that may help to create lasting change in the face of unfortunate error. (shrink)

One of Chicago's great cultural achievements, the Institute of Design was among the most important schools of photography in twentieth-century America. It began as an outpost of experimental Bauhaus education and was home to an astonishing group of influential teachers and students, including Lázló Moholy-Nagy, Harry Callahan, and Aaron Siskind. To date, however, the ID's enormous contributions to the art and practice of photography have gone largely unexplored. Taken by Design is the first publication to examine thoroughly this remarkable institution (...) and its lasting impact. With nearly 300 illustrations, including many never-before published photographs, Taken by Design examines the changing nature of photography over this critical period in America's midcentury. It starts by documenting the experimental nature of Moholy's Bauhaus approach and photography's new and enhanced role in training the "complete designer." Next it traces the formal and abstract camera experiments under Harry Callahan and Aaron Siskind, which aimed at achieving a new kind of photographic subjectivity. Finally, it highlights the ID's focus on conscious references to the processes of the photographic medium itself. In addition to photographs by Moholy, Callahan, and Siskind, the book showcases works by Barbara Crane, Yasuhiro Ishimoto, Joseph Jachna, Kenneth Josephson, Gyorgy Kepes, Nathan Lerner, Ray K. Metzker, Richard Nickel, Arthur Siegel, Art Sinsabaugh, and many others. Major essays from experts in the field, biographies, a chronology, and reprints of critical essays are also included, making Taken by Design an essential work for anyone interested in the history of American photography. Contributors include: Keith Davis, Lloyd Engelbrecht, John Grimes, Nathan Lyons, Hattula Moholy-Nagy, Elizabeth Siegel, David Travis, Larry Viskochil, James N. Wood. (shrink)

Creativity: what might this mean for art and art educators in the creative economies of globalisation? The task of this discussion is to look at the state of creativity and its role in education, in particular art education, and to seek some understanding of the register of creativity, how it is shaped, and how legitimated in the globalised world dominated by input-output, means-end, economically driven thinking, expectations and demands. With the help of Heidegger some crucial questions are raised, such as: (...) How can art maintain its creative ontological and epistemological potential in the creative economies of globalisation? Is it possible for art and the creative arts to act as a process of ‘revealing’ and ‘becoming’ and ‘throwing light’ on the world while working within the market economies of innovation and entrepreneurship where creativity has become a generalised discourse? What matters in this discussion is to find a way to argue for the sustainability of art education as a creative mode of enquiry through which self and the world may be better understood, identity might be realised as difference and being-in-time might be possible. (shrink)

Moral disengagement is a process whereby the self-regulatory mechanisms that would otherwise sanction unethical conduct can be selectively disabled. The present research proposed that moral disengagement might be adopted in the endorsement of asylum seeker policies in Australia, and in order to test this, a scale was developed and was validated in two studies. Factor analysis demonstrated that a 2-factor, 16-item structure had the best fit, and the construct validity of the scale was supported. Results provide evidence for the use (...) of moral disengagement in the context of asylum seekers as a means of rationalizing conduct that may otherwise be sanctioned. (shrink)

Nurses’ religious beliefs influence their motivations and perspectives, including their practice of ethics in nursing care. When the impact of these beliefs is not recognized, great potential for unethical nursing care exists. Thus, this article examines how the theology of one religious tradition, Seventh-day Adventism (SDA), could affect nurses. An overview of SDA history and beliefs is presented, which explains why ‘medical missionary’ work is central to SDAs. Theological foundations that would permeate an SDA nurse’s view of the nursing metaparadigm (...) concepts of person, health, environment (i.e. community), and nursing (i.e. service) are presented. The ethical principles guiding SDA nurses (i.e. principled, case-based, and care ethics) and the implications of these theological foundations for nurses are noted in a case study. (shrink)

A lively investigation of the intimate connections we maintain with the things we toss away It's hard to think of trash as anything but a growing menace. Our communities face crises over what to do with the mountains of rubbish we produce, the enormous amount of biological waste generated by humans and animals, and the truckloads of electronic equipment judged to be obsolete. All this effluvia poses widespread problems for human health, the well-being of the planet, and the quality of (...) our lives.But though our notorious habits of disposal have put us well on the way to making the earth inhospitable to life, our relation to rejectamenta includes much more than shedding and tossing. In Trash Talks, philosopher Elizabeth V. Spelman explores the extent to which we rely on trash and waste to make sense of our lives. Examples are rich: We use people's rubbish to gain information about them. We trumpet wastefulness as a means of signaling social status. We take the occupation of handling trash and garbage as revelatory of possible moral or spiritual shortcomings. We are intrigued by or in distress over the idea that evolution is a prodigiously wasteful process and that it is to the dustbin that each of us, and our species, shall ultimately repair. In the heaps of our trash, some see consequences of dissatisfaction, while others find confirmation of a flourishing consumer economy. While we may want to shove debris and detritus out of sight, many of our most impassioned projects involve keeping these objects resolutely in mind. Trash talks, and there is much of which it speaks. (shrink)

. The time of violence: Deconstruction and value. Cultural Values: Vol. 2, No. 2-3, pp. 190-205.

Most academic philosophers and intellectual historians are familiar with the major historical figures and intellectual movements coming out of Scotland in the 18 th Century. These scholars are also familiar with the works of Immanuel Kant and his influence on Western thought. But with the exception of discussion examining David Hume’s influence on Kant’s epistemology, metaphysics, and moral theory, little attention has been paid to the influence of the Scottish Enlightenment thinkers on Kant’s philosophy. _Kant and The Scottish Enlightenment_ aims (...) to fill this perceived gap in the literature and provides a starting point for future discussions looking at the influence of Hume, Thomas Reid, Adam Smith, Francis Hutcheson, and other Scottish Enlightenment thinkers on Kant’s philosophy. The chapters are laid out according to a natural progression of ideas beginning with the influence of Scottish Enlightenment thinkers on Kant’s moral thought, including the role of feelings, reason, and religion. From there, the discussion moves to an examination of the relationship between truth, freedom, and responsibility in the texts coming out of the Scottish Enlightenment and its connection to Kant’s metaphysics and aesthetics. The volume concludes with a discussion of the influence of Scottish Enlightenment thinkers on Kant’s anthropology. This book will be of interest to Kant scholars as well as philosophers and intellectual historians working in the history of eighteenth-century philosophy. (shrink)

H. sapiens stands out from other primates along many social dimensions; however, none seems as prominent and important as the capacity of our species for cumulative cultural evolution or, as Tomasello calls it, “the ratchet.” Although other primate species show evidence of cultural variation, there is little evidence of cumulative cultural evolution, i.e., the gradual accumulation, modification, and refinement of traditions and skills over historical time, in any primate species other than our own. This is clearly an extremely significant component (...) of the human phenotype, responsible for our unparalleled cultural, social, political, and technological achievements. However, it remains extremely controversial what sorts of cognitive capacities are necessary to trigger cumulative cultural evolution and whether any currently proposed candidates are really distinctive of humans. Furthermore, the ratchet raises a bootstrapping problem: before complex skills and technologies are present and necessary for biological success, there appear to be few advantages to high-fidelity social learning; however, without such high-fidelity social learning, it is unclear how traditions capable of generating complex skills and technologies could arise in the first place. In this chapter, we survey relevant empirical research in comparative and developmental psychology, integrating it with a novel theoretical analysis of the bootstrapping problem to defend a hypothesis about the minimal cognitive preconditions on the ratchet. (shrink)

Our comments about the current fetal dexamethasone (dex) controversy are historical, highlighting the long, painful history of physicians’ approaches to people with intersex conditions. The ways in...

ArgumentSociologists and historians have long favored externalist over internalist accounts of practices in the clinical disciplines. This has been particularly true in the case of the so-called new patient or borderline personality, which a range of commentators have located in culturally resonant narratives of decline. I argue here that these narratives, while pleasing, do not hold up as history; most problematic is their assumption that the appearance of the borderline portends the emergence of altogether novel forms of modal personhood. Internalist (...) accounts of the category's consolidation are equally problematic in asserting a coherence and a stable referent that repeatedly proves elusive. In the end, I suggest that a complex account of disciplinary practice that attends to knowledge production in the clinical encounter supports the conclusion that the new patient was new to psychoanalysis. Whether or not he was altogether new cannot be established, undermining the critics' certitude and prophecies of decline. (shrink)

Reading Certainty offers incisive historical analysis of the foundational questions of the Christian tradition: how are we to read scripture, and how can we know we are saved? This collection of essays honors the work and thought Susan E. Schreiner by exploring the import of these questions across a wide range of time periods. With contributions from renowned scholars and from Schreiner's students from her more than three decades of teaching, each of the contributions highlights the nexus of certainty, perception, (...) authority, and exegesis that has defined her scholarly work. Intellectual historians, early modernists, and scholars of Christianity will all appreciate this testament to Schreiner's influence. Contributors include: Vincent Evener, Bruce Gordon, Ralph Keen, Mark Lambert, Kevin J. Madigan, Richard A. Muller, Willemien Otten, Daniel Owings, Elizabeth Palmer, Karen Park, Barbara Pitkin, Ronald K. Rittgers, William Schweiker, Jonathan Strom, and Matthew Vanderpoel. (shrink)

This paper investigates what it may mean to re-imagine learning through aesthetic experience with reference to John Dewey’s Art as Experience. The discussion asks what learning might look like when aesthetic experience takes centre stage in the learning process. It investigates what Dewey meant by art as experience and aesthetic experience. Working with Dewey as a philosopher of reconstruction of experience, the discussion examines responses to poetic writings and communication in learning situations. In seeking to discover what poetic writing does (...) within the experience of a reader and writer it considers three specific learning situations. Firstly there is an examination of a five-year old child’s experience of shared communication through the story of Horton the Elephant. Secondly there is an account of the responses of an 11-year-old child to poetry in a 1950s classroom setting, and later reconstructions of those experiences by the child as adult. Thirdly, the paper extends to intensive writing with 12 to 13-year-old children. The focus is on the process of learning via acts of expression as aesthetic experiences. Through art as experience the child develops perceptions that recover a coherence and continuity of aesthetic experience in art as in everyday life. (shrink)