In this paper I discuss some thoughts Judith Butler presents regarding corporeal vulnerability. This might help to elucidate the problem of whether critical education is still possible today. I first explain why precisely the possibility of critique within education is a problem for us today. This is because the traditional means of enhancing a critical attitude in pupils, stimulating their self-reflective capacities, contributes to the continued existence and strengthening of the current societal and political regime. A way out of this (...) deadlock is offered from within a Foucauldian perspective. Criticality here refers to an experience of exposure and expropriation of the self. This kind of limit-experience is also of a central importance in the most recent work of Judith Butler. She links this experience to the corporeal condition of susceptibility. Our bodies have a public dimension as we are inescapably exposed to one another. The main argument of my paper has to do with whether this appeal to corporeal vulnerability might offer a new way of thinking about the public realm and about the possibility of critique, especially within the field of education. I conclude the paper by showing the originality of Butler’s thought in this respect and the possibilities it opens for thinking in a radically new way about critical pedagogy. (shrink)

This article deals with the educational challenge of responding to the pending ecological crisis (and many other future apocalyptic scenarios that haunt our imagination). It seems we are living in a time when we have given up on the idea that progress is possible or desirable, and this questions education at its roots. In order to find a proper educational response that befits our time, it is requested that we gain a new sense of orientation (which is no longer aimed (...) at progress). This is an idea I pick up from the recent work of Bruno Latour, which is the focus of the first part of the paper. In the second part, I start fleshing out what this new orientation could look like by turning to the work of Immanuel Kant (usually regarded as one of the most outspoken defenders of education geared to progress). Nonetheless, I try to read Kant against himself, so as to show how orientation can be understood in a non-modernist manner. I connect this in the third part to the radically immanent and empiricist work of William James, and draw out in the final section how a combined reading of Kant and James offers the orientation we need. (shrink)

The author argues taht the most important source of Schelling’s ‘later thought’ is undoubtably the Bible. Schelling not only referred to it more than to any other work, he also systematically endeavored to harmonize his philosophical and theological ideas with the content of the Holy Scriptures. This was by no means evident in the post-Enlightenment context, which was characterized by its vehement critique of the Bible. The author thus investigates whether Schelling’s scripturally based forays into exegesis, dogmatic theology, and philosophy (...) are convincing. Two Bible passages to which Schelling himself attached great weight are discussed: the prologue of St John’s gospel and the Christological hymn in St Paul’s Epistle to the Philippians. The conclusion is that Schelling’s philosophy of revelation is worth studying as an original contribution to contemporary systematic theological reflection, even if not all problems concerning the relation between biblical heritage, its possible interpretations and contemporary theological concerns are resolved. (shrink)

To many in India and elsewhere, the life and thoughts of Mohandas Karamchand Gandhi are a source of inspiration. The idea of non-violence was pivotal in his thinking. In this context, Gandhi reflected upon the possibility of what is now called ‘euthanasia’ and ‘assisted suicide’. So far, his views on these practices have not been properly studied. In his reflections on euthanasia and assisted suicide, Gandhi shows himself to be a contextually flexible thinker. In spite of being a staunch defender (...) of non-violence, Gandhi was aware that violence may sometimes be unavoidable. Under certain conditions, killing a living being could even be an expression of non-violence. He argued that in a few rare cases it may be better to kill people who are suffering unbearably at the end of life. In this way, he seems to support euthanasia and assisted suicide. Yet, Gandhi also thought that as long as care can be extended to a dying patient, his or her suffering could be relieved. Since in most cases relief was thus possible, euthanasia and assisted suicide were in fact redundant. By stressing the importance of care and nursing as an alternative to euthanasia and assisted suicide, Gandhi unconsciously made himself an early advocate of palliative care in India. This observation could be used to strengthen and promote the further development of palliative care in India. (shrink)

In late nineteenth- and early twentieth-century Germany, the integration of product-evaluating certificates and reports ( Gutachten) into advertisements triggered repeated condemnations of “advertisement- Gutachten” ( Reklamegutachten), and scientists and science administrators introduced various restrictions to prevent the appearance of such documents. At the same time, the provision of Gutachten to private individuals and firms seemed crucial to the success of many private and public laboratories. Some chemical and other professionals, moreover, argued that the authoring and use of Reklamegutachten could represent (...) a “scientific” and, therefore, ethical practice. By examining the contested history of the advertisement- Gutachten, this article reveals how a previously tolerated knowledge service lost its legitimacy in a particular place and period of time, and highlights the challenges of eliminating this practice or restoring its legitimacy afterward. The article also explores how professional scientists’ approaches to maintaining a reputation for integrity in the face of commercial and competitive pressures related to the better-known efforts of professionals in other fields, particularly the medical. I emphasize that, in determining whether a Gutachten qualified as scientific, the nature and transparency of the underlying research process was only one of the criteria that were considered, and often not the most significant yardstick. At the same time, however, ideas about the personal and professional/institutional integrity of providers of Gutachten were inextricably connected with assessments of the honesty and objectivity of their research. (shrink)

The essays in this collection explore our reliance on experts within a historical context and across a wide range of fields, including agriculture, engineering, health sciences and labour management. Contributors argue that experts were highly aware of their audiences and used performance to gain both scientific and popular support.

On the basis of a close reading of three authors , I try to elucidate what the growing presence of digital technologies in our lives implies for the sphere of schooling and education. Developing a technocentric perspective, I discuss whether what is happening today concerns just the newest form of humankind's fundamental dependency on a technological milieu or that it concerns a fundamental shift. From Flusser, I take the idea that the practice of writing shapes human subjectivity, as well as (...) our very sense of history and progress, and that with the advent of digital technologies the possibility of a posthistorical era is granted. I confront this idea with Stiegler's analysis of technological tools and practices as strongly materialized memories, which amounts to a plea for securing the link with the particular history behind the technologies we use. Here, education should play a conservative role and take responsibility for using technologies in a correct way. I argue that Stiegler is not wholly consistent on this point and, moreover, that his view precludes the possibility to rethink the very meaning of education under present conditions. This possibility is opened if we turn to a philosopher which is ruthlessly criticized by Stiegler for being a technophobe: Agamben. I argue, however, that a more detailed reading of Agamben—n combination with Flusser—might show a completely different and far more positive appreciation for digital technology and that this view offers an opening for rethinking what education is all about. (shrink)

In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education (...) fully predicated on the idea of emancipation. For both Freire and Rancière, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Rancière, it is the full devotion to a ‘thing’, i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire’s defense of emancipatory education, I highlight with Rancière the importance of educational emancipation. (shrink)

The background of the argument Joris Vlieghe develops in this article is the idea, proposed by neopragmatic scholars, that a way of aptly dealing with the societal issues that have come about in the wake of a global ecological crisis consists of engaging in practices of study. This involves thinking, a concept that needs to be reconsidered from an educational perspective. Hence the article turns to John Dewey's classical pragmatic account of thinking, so as to show that this Deweyan (...) approach could be enriched by reading it together with Giorgio Agamben's reflections on this matter. This allows for rendering with greater accuracy certain aspects of thinking that unearth its properly educational meaning: that thinking is necessarily a collective endeavor that is driven by an interruption of our habitual ways of living together with a view toward envisaging truly alternative futures. Thinking is a risky experience in which the foundational subject disappears. Such a view allows, furthermore, for the reconceptualization of thinking in a posthumanist key. (shrink)

Perfect adaptation in a dynamical system is the phenomenon that one or more variables have an initial transient response to a persistent change in an external stimulus but revert to their original value as the system converges to equilibrium. With the help of the causal ordering algorithm, one can construct graphical representations of dynamical systems that represent the causal relations between the variables and the conditional independences in the equilibrium distribution. We apply these tools to formulate sufficient graphical conditions for (...) identifying perfect adaptation from a set of first-order differential equations. Furthermore, we give sufficient conditions to test for the presence of perfect adaptation in experimental equilibrium data. We apply this method to a simple model for a protein signalling pathway and test its predictions in both simulations and using real-world protein expression data. We demonstrate that perfect adaptation can lead to misleading orientation of edges in the output of causal discovery algorithms. (shrink)

In this short reply to Riis’ paper I first deal with his perceptive defence of ICT literacy, to which I fully subscribe, showing how his ideas might gain from highlighting the ‘technical’ dimensions involved in literacy practices. Second, this will allow me to make some comments regarding the curricular and organizational aspects of contemporary education, which forms the largest part of his paper. My main line of criticism towards Riis’ paper is that I defend a ‘technical’ rather than a ‘non-technical’ (...) account of digital literacy. (shrink)

At a time when Hegel completed the project of modern philosophy in Berlin, two of his contemporaries, Schelling and Baader, formulated a vehement critique of modernity. Both teaching at the University of Munich, these profound authors developed, in their writings of the 1830s, a comprehensive standpoint that claimed to be faithful to Christianity. In order to do so, Baader and Schelling thought it necessary to challenge the very origins of modern thought. In this contribution, it is argued that both thinkers (...) ultimately relied on theological convictions to develop their painstaking analysis of Cartesianism and Spinozism. Hence, it is demonstrated that there is more at stake here than mere intellectual discussions or inherent philosophical debates. With a view to Descartes’ epistemology and metaphysics, Baader and Schelling rejected the consequent focus on the ‘cogito’, as well as the proof for God’s existence. They also disagreed with Descartes’ separation between ‘res cogitans’ and ‘res extensa’, because it gave no account of the continuity between nature and conscience. As far as Spinoza is concerned, Baader and Schelling held that his metaphysical system did not essentially differ from Descartes’ rationalism and, accordingly, they repudiated it because of a lack of vitality. More important, however, is their critique on Spinoza’s concept of God, which they regarded as irreconcilable with a Christian notion of God as creator and redeemer. (shrink)

Cette tentative de rapprochement entre l'auteur de la célèbre formule "Dieu est mort" et le soufisme, la gnose et l'hermétisme, trois courants mineurs issus des grandes religions monothéistes, préoccupés par la notion de connaissance, ...

As artificial intelligence (AI) deployment is growing exponentially, questions have been raised whether the developed AI ethics discourse is apt to address the currently pressing questions in the field. Building on critical theory, this article aims to expand the scope of AI ethics by arguing that in addition to ethical principles and design, the organizational dimension (i.e. the background assumptions and values influencing design processes) plays a pivotal role in the operationalization of ethics in AI development and deployment contexts. Through (...) the prism of critical theory, and the notions of underdetermination and technical code as developed by Feenberg in particular, the organizational dimension is related to two general challenges in operationalizing ethical principles in AI: (a) the challenge of ethical principles placing conflicting demands on an AI design that cannot be satisfied simultaneously, for which the term ‘inter-principle tension’ is coined, and (b) the challenge of translating an ethical principle to a technological form, constraint or demand, for which the term ‘intra-principle tension’ is coined. Rather than discussing principles, methods or metrics, the notion of technical code precipitates a discussion on the subsequent questions of value decisions, governance and procedural checks and balances. It is held that including and interrogating the organizational context in AI ethics approaches allows for a more in depth understanding of the current challenges concerning the formalization and implementation of ethical principles as well as of the ways in which these challenges could be met. (shrink)

In this article, we explore the possibilities that works of art might possess for looking in original and unforeseen ways into something that, at first sight, has little to do with arts and artistic practice. To be more precise, we present here three artistic representations, taken from various times and style periods, that depict a well-known figure in art history: angels. A detailed description and analysis of these images give us the opportunity to figure out something about another figure, which (...) is fascinating to us as philosophers of education: the teacher. Our basic intuition is that the way in which three important artists—Albrecht Dürer, William Hogarth, and Paul Klee—have tried to capture and trace out... (shrink)

In this review of empirical studies we aimed to assess the influence of religion and world view on nurses' attitudes towards euthanasia and physician assisted suicide. We searched PubMed for articles published before August 2008 using combinations of search terms. Most identified studies showed a clear relationship between religion or world view and nurses' attitudes towards euthanasia or physician assisted suicide. Differences in attitude were found to be influenced by religious or ideological affiliation, observance of religious practices, religious doctrines, and (...) personal importance attributed to religion or world view. Nevertheless, a coherent comparative interpretation of the results of the identified studies was difficult. We concluded that no study has so far exhaustively investigated the relationship between religion or world view and nurses' attitudes towards euthanasia or physician assisted suicide and that further research is required. (shrink)

In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it (...) means to be literate, but also what it means to educate and to be educated. I do so by developing a ‘techno-somatic’ approach, which means that I look at the use of concrete instructional technologies, and the bodily disciplines that are involved. I set out a double comparison in which I contrast existing, ‘traditional’ ways of learning how to read/write with the way in which literacy training looked like before the nineteenth century, on the one hand, and with the initiation into literacy in the Chinese/japanese language, on the other hand. I argue that these comparisons shed light on the differences between traditional and digital literacy. More precisely, I show that in each case, a different relation toward what it means to produce script is involved. As such, both forms of literacy go together with different spaces of experience and senses of being-able, and therefore with altogether different ideas of what education is all about. (shrink)

This paper examines the arguments on the basis of which Franz Baader , the almost forgotten contemporary of Hegel and Schelling, rejected Descartes’ philosophy so decisively, that, at the end of his life, he wrote to a friend that he passionately wanted to put an end to Cartesianism. I defend the thesis that Baader's hostility to Cartesianism was ultimately grounded in a theological idea, and that his holistic and emphatically Christian thought can only be adequately understood in the light of (...) his critique of Descartes and Cartesianism. I also suggest reasons why Baader's work might well be considered as a source of inspiration for contemporary discussions of postmodernism. (shrink)

This volume explores the relevance of decline within the republican tradition. The essays in this volume focus on the Dutch Republic during the revolutionary era, as well as early modern Spain and Venice, the German Enlightenment, and the Weimar Republic.

Why ask ‘what after post-modernism’? This question implies that postmodernism, as a grand narrative, recently withered away, that this is an event educators should be concerned with, and that it ca...

This article is part of a special issue which builds on Italo Calvino’s memos for the next millennium. More specifically, this paper gives an educational reading of the quality of exactitude. This quality is at the heart of what education is all about, viz. learning to give an adequate response to what things in the world demand of us – students and teachers. This demands the collective building of a capacity to see the world in the same way. Hence, an (...) education under the banner of exactitude is an education of the senses. It is argued for that such an education is an apt way to respond to the societal and ecological challenges we are increasingly faced with. This is made more concrete by fleshing out an alternative account of STEAM education. (shrink)

In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate (...) writing and reading technologies. He argues that that the bodily gestures and disciplines that constitute literacy give rise to a particular space of experience, which comes down to a heavily embodied, first-hand sense of what it means to be able to produce script. Vlieghe contends that the advent of digital writing and reading technologies implies a fundamental shift in this sense of ability, and that in order to understand digital literacy we need to take into account the technosomatic aspects of learning to read and write with digital media. (shrink)

This paper addresses the difficult question how the idea of a personal God is connected with an increasing impersonal attitude and conduct among human beings. This question is difficult because it is by no means evident that, e.g., Christian believers would be more personal than non-Christians. In any case, the very idea of a ‘personal’ God has been severely criticized by various kinds of atheists and even theologians have cast doubt on the usefulness of the category of personhood when dealing (...) with the divine. This remarkable situation is taken as a challenge for a thorough exploration of the notion of personhood. It is argued that ‘person’ differs from ‘individual’ and ‘identity’, and that, among other things, language, freedom, and the imagination are constitutive elements for being a person. The conceptual analysis eventually results in the idea that, above all, a person is a porous and a relational being. That is the reason why for Christians the model of all personality will always be the triune God, who is said to be three persons and one essence. Finally, on the basis of this finding, the author explains why Christians ought to be defenders of a genuinely personal approach to the other in all areas of private life and society. (shrink)

Most quantitative studies that survey nurses’ attitudes toward euthanasia and/or assisted suicide, also attempt to assess the influence of religion on these attitudes. We wanted to evaluate the operationalisation of religion and world view in these surveys. In the Pubmed database we searched for relevant articles published before August 2008 using combinations of search terms. Twenty-eight relevant articles were found. In five surveys nurses were directly asked whether religious beliefs, religious practices and/or ideological convictions influenced their attitudes, or the respondents (...) were requested to mention the decisional basis for their answers on questions concerning end-of-life issues. In other surveys the influence of religion and world view was assessed indirectly through a comparison of the attitudes of different types of believers and/or non-believers toward euthanasia or assisted suicide. In these surveys we find subjective religious or ideological questions (questions inquiring about the perceived importance of religion or world view in life, influence of religion or world view on life in general, or how religious the respondents consider themselves) and objective questions (questions inquiring about religious practice, acceptance of religious dogmas, and religious or ideological affiliation). Religious or ideological affiliation is the most frequently used operationalisation of religion and world view. In 16 surveys only one religious or ideological question was asked. In most articles the operationalisation of religion and world view is very limited and does not reflect the diversity and complexity of religion and world view in contemporary society. Future research should pay more attention to the different dimensions of religion and world view, the religious plurality of Western society and the particularities of religion in non-Western contexts. (shrink)

This paper explores the relationship between Partonopeus de Blois and other contemporary Old French texts. Among the numerous reworkings of literary material recognisable within the narrative, the author focuses on how the narrator of the Old French text rewrites elements from the romances of antiquity, particularly material related to Thebes and to the story of Troy. He argues that the skillful integration of these elements and the inherent intertextuality of the structure of the romance informs our reception of the text, (...) and contributes to a complex reading of what is a superbly-architectured piece of work. He goes on to argue that it is only by understanding the subtle nuances of the literary interplay within Partonopeus de Blois that we will be able to further our knowledge of the place held by this particular romance in the pantheon of medieval literature. (shrink)

Through a case study on the Eastman Kodak Company, this article uncovers a long and multifaceted history of research and development (R&D) internationalization that began in the late nineteenth century. I examine Kodak’s reasons for forming photographic research laboratories in Britain, France, Australia, and Panama and explore its mechanisms for obtaining and transmitting proprietary knowledge and for shaping the internationalization of photographic science. My analysis demonstrates that, whereas Kodak’s R&D presence in Europe and Australasia was an almost natural corollary of (...) its acquisition of manufacturing facilities in these regions, the company founded a Tropical Research Laboratory in Panama to investigate the impact of environmental conditions that were of commercial, military, and scientific interest and could not be properly simulated domestically. I also highlight the importance of corporate mergers and acquisitions and in-person travel to the transnational movement of knowledge on an uneven playing field, and suggest that Kodak played a significantly more conservative role in outward-facing initiatives in the applied discipline of photographic science than in its own in-house investigations. (shrink)

In this article we focus on note taking as a practice that is fundamental to education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself. Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing that the practice of lecturing can itself be seen as a form of note taking and (...) that both phenomena are not only closely related, but also that note making and lecturing consist of reciprocal operations. Studying on the basis of one’s notes comes down to the reverse operation the teacher had to perform when preparing her lessons. Moreover, thanks to making notes during a class students have a deeply embodied sense of what it means to generate and to construct new arguments and ideas. (shrink)