As educators we are haunted. This haunting takes place on several levels, through our personal histories, through key theoretical ideas we have encountered on our journeys, and by those significant educators who have gone before. This paper highlights how Elwyn S. Richardson continues to haunt education in New Zealand. Also how Elwyn, in turn, was haunted by ‘Wal’ and John Dewey. Rubbing up against neo-liberal reform, philosophers such as Elwyn, give us permission to develop our own personal educational philosophy. Through (...) employing an arts-based autoethnography, we explore how our educational journeys have been haunted by Elwyn. And by drawing on Jacques Derrida’s directive, ‘speak to the ghost’, we summon up Elwyn. To do this we write a series of fictional letters which enable us to reflect on one author’s memories. Through analysis of these letters we demonstrate the importance of the Arts as a method to critically reflect upon, and rise above, the dominant neo-liberal ideology we work within. We speculate here that a strong personal philosophy has the potential to disrupt and engage educators critically with an institutional philosophy that continues to dominate much of mainstream education in New Zealand. (shrink)

Within the rough ground that is the field of education there is a complex web of ethical obligations: to prepare our students for their future work; to be ethical as educators in our conduct and teaching; to the ethical principles embedded in the contexts in which we work; and given the Southern context of this work, the ethical obligations we have to this land and its First Peoples. We put out a call to colleagues whose work has been concerned with (...) the pedagogies of professional ethics, the ethical burdens of institutional injustice, and the application of ethical theory to education’s applied fields. In the responses we received it can be seen that ethical concerns in education are broad ranging, covering terrain varying from the preparation of preservice teachers, ethics in higher education, early childhood and care, educational leadership, relational and communicative ethics. Perhaps it could also be argued that this paper demonstrates Gibbon’s observation that ‘Assumptions about the particularity of this time as new and ripe with opportunity to make a difference through philosophy of education are not new and there’s much to learn from the persistence of wanting to imagine that they are’. However, while the field of ethics is perennially concerned with human relations and pedagogical interventions to improve these, the responses collected here show that educational ethics is far from static. Educational ethics is a field that continues to develop in response to changing contexts. (shrink)

The return of STS to its historical roots / Baird Callicott -- Phil-tech meets eco-phil / Don Idhe -- Is technology use insidious? / Kyle Whyte, Ryan Gunderson, Brett Clark -- Resistance to risky technologies / Paul Thompson -- Remediation technologies and respect for others / Ben Hale -- Early geoengineering governance / Clare Heyward -- Design for sustainability / Ibo van de Poel -- Industrial ecology and environmental design / Braden Allenby -- Ecodesign in the era of (...) symbolic consumption / Zhang Wei -- Do we consume too much? / Mark Sagoff -- Sustainable technologies for sustainable lifestyles / Philip Brey -- Sustainable animal agriculture and environmental virtue ethics / Raymond Anthony -- Technology, responsibility, and meat / Wyatt Galusky. (shrink)

This article contends that the evolution toward interdisciplinary collaboration that we are witnessing in the sciences must also occur in the humanities to ensure their very survival. That is, humanists must be open to working with scientists and social scientists interested in similar research questions and vice versa. Digital humanities is a positive first step. Complexity science should be the next step. Even though much of the ground-breaking work in complexity science has been done in the natural sciences and mathematics, (...) it can, if critically adapted, provide the needed metaphor for a broad integration of disciplines, humanistic and otherwise. Given its almost a-disciplinary nature, a complexity approach to the research problems in the humanities necessarily breaks down silos. Moreover, it can restore and reframe the seamless intellectual fabric sought by researchers before the atomization of the various disciplines in the nineteenthcentury academy. (shrink)

Despite significant advances in various special areas in the study of language, the question of what the basic nature of the theory of a language is remains controversial and unclear. In this paper we propose to rectify this situation and argue for a general perspective — one which only a few theorists have explicitly endorsed — by showing that it is at once theoretically illuminating and empirically plausible. This perspective consists of the following claims: that the most basic theory of (...) a language is a theory of communication viz., of understanding and production; that a theory of communication in this sense presupposes a theory of thought; that a grammar is most fruitfully thought of as a component of a theory of communication; and that so-called theories of meaning form a rather heterogeneous group, some of which being fragments of grammars, others being theories of thought, and still others being what are sometimes referred to as theories of reference. We shall be particularly concerned with and here. (shrink)

The Archaeology of Prehistoric Arabia: Adaptation and Social Formation from the Neolithic to the Iron Age. By Peter Magee. Cambridge World Archaeology. New York: Cambridge University Press, 2014. Pp. xv + 309, illus. $99.

D’Aden à Zafar: Villes d’Arabie du sud préislamique. By Jérémie Schiettecatte. Orient & Méditeranée, Archéologie, vol. 6. Paris: De Boccard, 2011. Pp. 372, illus. €64.

[ Philosophy against the natural sciences: “Dogmatism” in the dispute about “scientific monism” after 1900].

2007 was arguably the most extraordinary year in recent memory for the development of Private International Law. Reflecting the vitality and fluidity of a subject that is in constant motion, Volume IX of the Yearbook of Private International Law is again a very rich and multi-faceted book. An entire thematic section of this volume is devoted to the "Rome II" Regulation on the law applicable to non-contractual obligations, which was adopted by the EC institutions in July 2007. Being the first (...) EC regulation on pure applicable law issues, this text opens up a new era in the process of creating a European PIL system. It deserved therefore a detailed commentary and analysis of its main provisions by experts from several EU States. Because of the interest that this European text presents for third party States, some distinguished scholars from non-European areas (the US, Japan, Latin America and Australia) were also asked to express their views on this important piece of Community legislation and the possible influence it may have on conflict developments in their respective countries and regions. (shrink)

The Routledge Companion of Critical Theory is an indispensable aid for anyone approaching this exciting field of study for the first time. By exploring ideas from a diverse range of disciplines "theory" encourages us to develop a deeper understanding of how we approach the written word. This book defines what is generically referred to as "critical theory," and guides readers through some of the most complex and fundamental concepts in the field, ranging from Historicism to Postmodernism, from Psychoanalytic Criticism to (...) Race and Postcoloniality. Fully cross referenced throughout, the book encompasses manageable introductions to important ideas followed by a dictionary of terms and thinkers which students are likely to encounter. Further reading is offered to guide students to crucial primary essays and introductory chapters on each concept. (shrink)

Different ways by which we come to know something, are usefully applied to the pedagogy of medical education. Jürgen Habermas described three “ways” of knowing. These are empirical-analytic knowing, historical-hermeneutic knowing, and self-reflective critical knowing. These “ways” of knowing have an epistemological basis, which is able to be traced from the classical and medieval epochs of philosophical thought. Given that doctor-patient interactions have a fundamental basis in morality, the three “ways” of Habermas can be applied to the pedagogy of medical (...) education. This fosters a clinical practice characterised by life-long self-reflective learning. The beneficent action which follows, based upon self-reflection, and impelling the clinician to act as an agent of change, benefits both patients and clinicians. Understanding the importance of Habermas’ three “ways” of knowing, impels a re-balancing of undergraduate and post-graduate medical education curricula, which would foster a progression from empirical-analytic data collection, through historical-hermeneutic understanding of meanings, to self-reflective critical knowing as a life-long objective in clinical practice. (shrink)

Hrushovski's suggestion, given in [3], to capture the structure of the 1-analysable covers of a theory T using simplicial groupoids definable in T is realized here. The ideas of Haykazyan and Moosa, found in [“Functoriality and uniformity in Hrushovski's groupoid-cover correspondence,” Annals of Pure and Applied Logic, 2018] are used, and extended, to define an equivalence of categories. Finally, a couple of examples are studied with these new tools.

During mammalian fertilization sperm bind to the egg's zona pellucida (ZP) after undergoing capacitation. Capacitated mouse sperm bind to mZP3 (one of three ZP glycoproteins), undergo the acrosome reaction, penetrate the ZP, and fuse with egg plasma membrane. Sperm protein 56 (sp56), a member of the C3/C4 superfamily of binding proteins, was identified nearly 20 years ago as a binding partner for mZP3 by photoaffinity cross‐linking of acrosome‐intact sperm. However, subsequent research revealed that sp56 is a component of the sperm's (...) acrosomal matrix and, for sperm with an intact acrosome, should be unavailable for binding to mZP3. Recently, this dilemma was resolved when it was recognized that some acrosomal matrix (AM) proteins, including sp56, are released to the sperm surface during capacitation. This may explain why uncapacitated mammalian sperm are unable to bind to the unfertilized egg ZP. (shrink)

The infant was first an embryo. Its body is neither new nor untried. Its heart, its liver, lungs and brain, all its nerves and tissues, were in existence some time before, constantly exercised in embryonic ways. The new born infant is an old campaigner on quite familiar terrain.The embryo begins as a single cell feeding on the food its mother provides. Almost at once it becomes too large, too sluggish and inefficient for its own good, and must either immediately change (...) its tactics and mode of life or be prepared to die. This is an alternative which all growing things face from time to time. The lowest organisms meet the issue by subdividing into a number of similar, smaller, independent cells, each with a life of its own. The embryo meets it by subdividing into a number of different kinds of cells all of which are capable of developing and living according to individual rhythms, but only a few of which are able to exist or develop all alone. Most of the new cells the embryo makes possible must cling to and remain under its sway if they are to continue and prosper at all. (shrink)

The paper will be divided into two parts. In the first part concerning teleological order in nature, different types of order will be distinguished: beginning with order as structure and then proceeding to higher and stronger types of order, which include special arithmetical and geometrical relations and eventually also negentropy. It will be shown that certain processes of becoming can possess higher order in such a way that they can have teleological order. In the second part a definition of teleological (...) explanation will be given and the following two questions will be answered: Are there teleological explanations which are logically valid? Are there teleological explanations which are used by scientists? (shrink)

The present book is a book on epistemology with the special and new focus on the relation of different types of knowledge and a differentiated comparison to both scientific and religious belief. The present book distinguishes seven types of knowledge and compares them with both scientific and religious belief. The ususal view is that scientific and religious belief have nothing or not much in common. Although there are important differences, in contradistinction to this widespread view it is shown that there (...) are also many similarities between them. There are similarities concerning the reasons for belief, with respect to the action of believing, concerning a similar voluntary component, or even concerning properties of the content of belief. A detailed discussion of many types of knowledge and a differentiated comparison to scientific and religious belief is an important new contribution to the scientific literature in epistemology. (shrink)