In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio‐cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural selection, a topic for which students’ intuitive conceptions have been shown to be particularly robust. Learning tasks were designed according to the socio‐cognitive (...) conflict instructional paradigm. After receiving a short instructional intervention on natural selection, paired students were asked to collaboratively construct explanations for certain evolutionary phenomena while engaging in dialectical argumentation. Two quantitative coding schemes were developed, each with a different granularity. The first assessed discrete dialog moves that pertained to dialectical argumentation and to consensual explanation development. The second scheme characterized the dialog as a whole on a number of socio‐cognitive dimensions. Results from analyses on the dyadic as well as the individual level revealed that the engagement in dialectical argumentation predicted conceptual learning gains, whereas consensual explanation development did not. These findings open up new venues for research on the mechanisms of learning in and from peer collaboration. (shrink)

In our target article (Sabatello et al. 2021), we proposed the use of community engagement and the establishment of a Truth and Reconciliation Commission (TRC) as pathways for promoting social just...

Nowadays, protecting trust in social sciences also means engaging in open community dialogue, which helps to safeguard robustness and improve efficiency of research methods. The combination of open data, open review and open dialogue may sound simple but implementation in the real world will not be straightforward. However, in view of Begley and Ellis’s (2012) statement that, “the scientific process demands the highest standards of quality, ethics and rigour,” they are worth implementing. More importantly, they are feasible to work on (...) and likely will help to restore plausibility to social sciences research. Therefore, I feel it likely that the triplet of open data, open review and open dialogue will gradually emerge to become policy requirements regardless of the research funding source. (shrink)

With the rapid development of technologies, online learning, especially email dialogue journaling, has been playing an increasingly important role in foreign language learning and teaching in recent years. While many studies have examined the effect of email learning on student learning performance, few have looked into students? attitudes towards email application and its impact on their learning outcomes. Positive user attitudes (high self?efficacy) have been considered critical factors that contribute to the subsequent and successful academic performance. By integrating email for (...) the reading learning process, this study developed an electronic?based peer collaborative environment to explore students? attitudes towards email application in reading classes. Specifically, the relationship between students? self?efficacy and their reading performance was examined. The results demonstrate that most students maintain positive attitudes towards the potential outcomes of email application on reading achievement. Furthermore, the feature of electronic discussion has a greater direct effect on the reading enhancement. Implications of certain designs of email tasks for an enhanced second language reading development are presented. (shrink)

With “The Zadeh Scenario,” Finder offers us a gift…a rich and thoughtful first-person account of the gradual unfolding of a specific ethics consultation conducted by a specific ethics consultant in a specific context. This is not your average case report, stripped to the bare facts and devoid of the ambiguity of real-time human interactions. It’s also not simply an example of thick description, offering the reader a detailed account of the context out of which an abstract ethical dilemma has emerged, (...) with the ethics consultant describing all from a distance, above the fray. What Finder offers and models for us instead is something entirely new and different. He offers us a case narrative into which he has chosen to place himself squarely and explicitly. And in the spirit of “peer review” he has generously revealed his own inner dialogue in response to twists and turns in the case, sharing his personal reflections as events unfolded, and his musings about various actions he took and choices he made in his role. By inviting us to ponder his story about the story of the case, he generously extends a gift to us: the opportunity to reflect on his—and therefore our own—consultation practice, and the opportunity to try a new kind of peer review. (shrink)

Background: Visual technologies are central to youth culture and are often the preferred communication means of adolescents. Although these tools can be beneficial in fostering relations, adolescents’ use of visual technologies and social media also raises ethical concerns. Aims: We explored how school public health nurses identify and resolve the ethical challenges involved in the use of visual technologies in health dialogues with adolescents. Research design: This is a qualitative study utilizing data from focus group discussions. Participants and research context: (...) We conducted focus group discussions using two semi-structured discussion guides with seven groups of public health nurses (n = 40) working in Norwegian school health services. The data were collected during January and October 2016. Discussions were audio recorded, transcribed, and coded into themes and subthemes using systematic text condensation. Ethical considerations: The leader of the public health nursing service who agreed to provide access for the study and the Norwegian Center for Research Data that reviewed and approved the study. All participants gave informed consent. Findings: In adolescents’ use of visual materials with public health nurses, ethical concerns were raised regarding suicide ideations, socially unacceptable content, violation of privacy, and presentations of possible child neglect. The nurses utilized their professional knowledge and experience when identifying and navigating these ethical dilemmas; they resolved ethical uncertainties through peer discussion and collaboration with fellow nurses and other professionals. Discussion: We discussed the findings in light of Annemarie Mol’s interpretation of the ethics of care. Mol expands the notion of ethical care to include the action of technologies. Conclusion: Although the increasing use of visual technologies offered benefits, school nurses faced ethical challenges in health dialogues with adolescents. To address and navigate these ethical issues, they relied on their experience and caring practices based on their professional ethics. Uncertainties were resolved through peer dialogue and guidance. (shrink)

Research integrity (RI) is defined as adherence to ethical principles, deontological duties, and professional standards necessary for responsible conduct of scientific research. Early training on RI, especially for early-career researchers, could be useful to help develop good standards of conduct and prevent research misconduct (RM).The aim of this study is to assess the effectiveness of a training course on RI, by mapping the attitudes of early-career researchers on this topic through a questionnaire built upon the revised version of the Scientific (...) Misconduct Questionnaire and administered to all participants at the beginning and at the end of the course.Results show that after the course, participants reporting a high understanding of the rules and procedures related to RM significantly increased (pre-course: 38.5%, post-course: 61.5%), together with the percentage of those reporting a lack of awareness on the extent of misconduct (pre-course: 46.2%, post-course: 69.2%), and of those who believe that the lack of research ethics consultation services strongly affects RM (pre-course: 15.4%, post-course: 61.5%). Early-career researchers agree on the importance to share with peers and superiors any ethical concern that may arise in research, and to create a work environment that fosters RI awareness.As a whole, results suggest the effectiveness of the course. Institutions should introduce RI training for early-career researchers, together with research methodology, integrity and ethics consultation services to support them. Senior scientists should promote RI into their research practices, and should stimulate engagement in peer-to-peer dialogue to develop good practices based on RI principles. (shrink)

This paper discusses the uses of technology in teaching philosophy courses. Where technology is currently utilized, it can be intrinsicallyappropriate or instrumentally inappropriate as a methodology for producing greater student interest, engagement, and positive outcomes. The paper introduces an easily implemented assignment where students produce videos on DVDs in partial fulfillment of requirements for philosophy courses. I argue that, used in philosophy courses, this assignment allows students to be creative, fosters peer dialogue about philosophy, creates excitement in these courses, (...) and decreases the intergenerational distance between paper-bound and lecture courses with the burgeoning world of media-driven technologies. After experimenting with this assignment strategy for several years, I have concluded that the DVD project assignment is an innovative, effective, and simple technological tool for teaching philosophy. (shrink)

Open peer commentary on the article “Perception-Action Mutuality Obviates Mental Construction” by Martin Flament Fultot, Lin Nie & Claudia Carello. Upshot: The authors of the target article seem on the one hand to want to reprimand enactivists for not embracing ecological psychology, and on the other, to criticise them for taking on board some - but not all - of the principles of ecological psychology. In this commentary, I argue that the claim that enactivists have not embraced ecological psychology (...) is false, and that it is coherent for enactivists to take on only some of the principles of ecological psychology, as the two research frameworks have different overall projects. Furthermore, I argue that there is an enactivism-friendly stream of ecological psychology research that is currently yielding exciting results that both broaden the depth of ecological psychology research and bring it into dialogue with enactivism-inspired approaches to understanding perception and experience. (shrink)

Open peer commentary on the article “Design Research as a Variety of Second-Order Cybernetic Practice” by Ben Sweeting. Upshot: This commentary highlights the relevance of understanding design research as a variety of second-order cybernetic practice. It does so by illustrating possible contributions of this view to several concrete issues surrounding the introduction of neuroscientific framework to architectural design. Based on the implications of Sweeting’s article, I suggest that the specific case of an interdisciplinary dialogue between architecture and cognitive science (...) can provide a plausible testing ground as a new research field for second-order cybernetic practice and second-order science. (shrink)

Open peer commentary on the article “The Banathy Conversation Methodology” by Gordon Dyer, Jed Jones, Gordon Rowland & Silvia Zweifel. Upshot: I compare two closely related methodologies: the Banathy Conversation Methodology and Structured Dialogic Design (or Structured Democratic Dialogue, SDD.

This paper adds a phenomenological account to the discussion on what constitutes the favorable prospects of the peer-relation in the context of self-help. By drawing on Heidegger’s lectures on St Paul’s First Thessalonians, and engaging in dialogue with a fictive case, we show that more attention needs to be given to how meaning is enacted, rather than simply adopted, in the peer-relation; that is, away from experiential content towards the process of how experiential knowledge is transferred communicatively. This, (...) we argue, may clarify the underpinnings of the peer-relation and its emancipatory potential. Our findings propose a reconsideration of the role played by communicative activities in self-help. And, whereas storytelling has often been propounded as a way to facilitate agency among self-helpers, also the act of listening should receive more attention. By considering listening as an expression of agency, attention is reversed from self-narration on behalf of the person expected to be helped from it, to participation in another person’s story. The enaction approach to the peer-relation elaborated on in this paper invites the reader to rethink the value of talking and listening in helping relationships. (shrink)

Open peer commentary on the article “Learning about Urban Sustainability with Digital Stories: Promoting Collaborative Creativity from a Constructionist Perspective” by Maria Daskolia, Chronis Kynigos & Katerina Makri. Upshot: The target article by Daskolia, Kynigos and Makri shows the great potential of narrative learning to foster general learning skills, such as meaning-making, collaboration and creativity, while facilitating the construction of disciplinary content knowledge. This learning approach has much to recommend it, especially from a constructivist perspective, because it supports the (...) implementation of collaborative and creative learning processes apt to promote reflective dialogue as a basis for knowledge construction, capitalizing on students’ previous knowledge and experience. (shrink)

Open peer commentary on the article “Towards a Dialogue Among Constructivist Research Programs” by Gastón Becerra & José Antonio Castorina. Upshot: Gastón Becerra and José Antonio Castorina compare a selection of constructivist epistemologies aiming at a general definition of constructivist epistemology. While I can agree on many aspects of their critical analysis, I want to underline some concerns but also argue for enhanced methodological perspectives.

Open peer commentary on the article “The Uroboros of Consciousness: Between the Naturalisation of Phenomenology and the Phenomenologisation of Nature” by Sebastjan Vörös. Upshot: This commentary highlights the contribution of “The Uroboros of Consciousness” to the integration of phenomenology with cognitive sciences by replacing the question of how we want to make such integration. In a very pertinent manner, this article looks at the other side of a coin that until now has been turned to the requirements and criteria (...) of validity of the naturalistic approach. This movement allows us to come back to the original intention of this dialogue and to ask ourselves what we can do to make it more satisfactory. (shrink)

Open peer commentary on the article “Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners” by Christiane M. Herr. Upshot: Herr’s thought-provoking approach to structural design education targets goals that include fostering the development of students’ intrinsic motivation and shifting the instructor’s role from one of dispensing knowledge to one of guiding students’ conceptual organization of their experiences. This commentary is intended to start a dialogue regarding the affordances and constraints of particular approaches to achieving these goals. (...) In particular, opportunities for self-generated feedback within the context of students’ productive activity and the use of models of individual student thinking to guide instructional planning are presented as promising possibilities. (shrink)

Dealing with soldier enhancement can be challenging for military physicians. As research on the ethics of soldier enhancement is mostly theoretical, this study aims to gain insights into the actual moral issues military physicians encounter, or expect to encounter. To that end, we carried out a qualitative study involving six focus groups of Dutch military physicians (n = 28) in operational roles. The participants voiced their concerns about moral issues concerning soldier enhancement. Based on the group discussions, and using inductive (...) thematic analysis, we ascertained three major themes: (1) Doing no harm in soldier enhancement: uncertainty and high stakes; (2) Dependency relationships and conflicting moral responsibilities; and (3) The risk of ethical slippery slopes. Our findings illustrate that dealing with these moral responsibilities requires considerable skill and acuity to weigh up for all the situated complexities and dependency relationships that go beyond abstract rules or moral principles. A care-ethical approach that acknowledges the contextual and relational aspects of moral complexities along with peer consultation and joint reflective dialogue on moral issues can help military physicians deal with soldier enhancement responsibly. (shrink)

To commemorate 40 years since the founding of the Journal of Business Ethics, the editors in chief of the journal have invited the editors to provide commentaries on the future of business ethics. This essay comprises a selection of commentaries aimed at creating dialogue around the theme The Ethics and Politics of Academic Knowledge Production. Questions of who produces knowledge about what, and how that knowledge is produced, are inherent to editing and publishing academic journals. At the Journal of Business (...) Ethics, we understand the ethical responsibility of academic knowledge production as going far beyond conventions around the integrity of the research content and research processes. We are deeply aware that access to resources, knowledge of the rules of the game, and being able to set those rules, are systematically and unequally distributed. One could ask the question “for whom is knowledge now ethical’”? (See the Burrell commentary.) We have a responsibility to address these inequalities and open up our journal to lesser heard voices, ideas, and ways of being. Our six commentators pursue this through various aspects of the ethics and politics of academic knowledge production. Working with MacIntyre’s scheme of practices and institutions, Andrew West provides commentary on the internal good of business ethics learning and education. Inviting us to step out of the cave, Christopher Michaelson urges a clear-eyed, unblinking focus on the purposes and audiences of business ethics scholarship. As developmental editor, Scott Taylor uncovers some of the politics of peer review with the aim of nurturing of unconventional research. Mike Hyman presents his idiosyncratic view of marketing ethics. In the penultimate commentary, Julie Nelson attributes difficulties in the academic positioning of the Business Ethics field to the hegemony of a masculine-centric model of the firm. And finally, Gibson Burrell provides a powerful provocation to go undercover as researcher-investigators in a parallel ethics of the research process. (shrink)

The 3rd Pan-African Ethics Human Rights and Medical Law (3rd EHRML) conference was held in Johannesburg on July 7, 2013, as part of the Africa Health Congress. The conference brought together bioethicists, researchers and scholars from South Africa, Zimbabwe, Kenya and Nigeria working in the field of bioethics as well as students and healthcare workers interested in learning about ethical issues confronting the African continent. The conference which ran with a theme of "Bioethical and legal perspectives in biomedical research and (...) medical practice in Africa with a focus on: Informed consent, HIV-AIDS & Tuberculosis, leadership & organizational ethics, patients and healthcare workers rights," was designed to expand the dialogue on African bioethics beyond the traditional focus on research ethics and the ethical dilemmas surrounding the conduct of biomedical research in developing countries. This introductory article highlights some of areas of focus at the conference including issues of leadership, organizational ethics and patients and healthcare workers rights in Africa. We analyze the importance of free speech, public debate of issues, argumentation and the need to introduce the teaching and learning of ethics to students in Africa in accordance with UNESCO guidelines. This article also focuses on other challenges confronting Africa today from an ethical standpoint, including the issues of poor leadership and organizational ethics which are main contributors to the problems prevalent in African countries, such as poverty, poor education and healthcare delivery systems, terrorism, social inequities, infrastructural deficits and other forms of 'structural violence' confronting vulnerable African communities. We believe that each of the eight articles included in this supplement, which have been rigorously peer-reviewed are a good example of current research on bioethics in Africa, and explore some new directions towards broadening the African bioethics agenda as we move forward to a new dawn for Africa in the 21st century. (shrink)

Since the Kierkegaard Studies Monograph Series (KSMS) was first published in 1997, it has served as the authoritative book series in the field. Starting from 2011 the Kierkegaard Studies Monograph Series will intensify the peer-review process with a new editorial and advisory board. KSMS is published on behalf of the S ren Kierkegaard Research Centre at the University of Copenhagen. KSMS publishes outstanding monographs in all fields of Kierkegaard research. This includes Ph.D. dissertations, Habilitation theses, conference proceedings and single (...) author works by senior scholars. The goal of KSMS is to advance Kierkegaard studies by encouraging top-level scholarship in the field. The editorial and advisory boards are deeply committed to creating a genuinely international forum for publication which integrates the many different traditions of Kierkegaard studies and brings them into a constructive and fruitful dialogue. To this end the series publishes monographs in English and German. Potential authors should consult the Submission guidelines. All submissions will be blindly refereed by established scholars in the field. Only high-quality manuscripts will be accepted for publication. Potential authors should be prepared to make changes to their texts based on the comments received by the referees. (shrink)

Since the Kierkegaard Studies Monograph Series (KSMS) was first published in 1997, it has served as the authoritative book series in the field. Starting from 2011 the Kierkegaard Studies Monograph Series will intensify the peer-review process with a new editorial and advisory board. KSMS is published on behalf of the Søren Kierkegaard Research Centre at the University of Copenhagen. KSMS publishes outstanding monographs in all fields of Kierkegaard research. This includes Ph.D. dissertations, Habilitation theses, conference proceedings and single author (...) works by senior scholars. The goal of KSMS is to advance Kierkegaard studies by encouraging top-level scholarship in the field. The editorial and advisory boards are deeply committed to creating a genuinely international forum for publication which integrates the many different traditions of Kierkegaard studies and brings them into a constructive and fruitful dialogue. To this end the series publishes monographs in English and German. Potential authors should consult the Submission guidelines. All submissions will be blindly refereed by established scholars in the field. Only high-quality manuscripts will be accepted for publication. Potential authors should be prepared to make changes to their texts based on the comments received by the referees. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, (...) textbooks and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practicing teachers across the world. (shrink)

RESUMO O artigo propõe uma leitura do trabalho do teórico pós-colonial Edward Said por meio de um olhar bakhtiniano. Ainda que Said e Bakhtin tenham se engajado de forma diferente na política de suas respectivas épocas e que tivessem ideias distintas sobre a relação entre ética e política, seus escritos abrangentes têm sido adaptados e suas ideias apropriadas por estudiosos em diferentes áreas - com frequência, as mesmas. Eles compartilharam a paixão pelo diálogo, explorando a alteridade e a exotopia, e (...) acreditando na responsa-habilidade. O que o romance era para Bakhtin, o pianismo era para Said, como crítico musical. Said nunca desempenhou o papel de guia do consumidor ou de guardião. Era antes o par crítico ou o professor que atribui menções. A variedade de possíveis respostas do público sempre condicionou as suas. Em toda sua vida musical Said pensou como Bakhtin, talvez sem saber disso. As críticas musicais de Said eram, por definição, respostas ou réplicas. Eram híbridas, narrações e transmissões bivocais, mas também apropriações, como eram os romances aos olhos de Bakhtin. Os escritos de Said sobre música foram analisados à luz de vários conceitos-chaves de Bakhtin: dialogismo, endereçamento, responsa-habilidade e o papel do contexto.ABSTRACT The article reads the work of the postcolonial theorist Edward Said through a Bakhtinian lens. Although Said and Bakhtin engaged differently with the politics of their time and had different ideas on the relationship between ethics and politics, their wide-ranging writings have been adapted and their ideas appropriated by scholars in many different fields-often the same ones. They shared a passion for dialogue, for exploring otherness and outsidedness, and for believing in response-ability. What the novel was to Bakhtin, pianism was to Said, the music reviewer. Said never played the role of consumer guide or gate-keeper. He was more the peer reviewer or the grade-assigning professor. The multiple possible responses of the audience always conditioned his own. Said thought like Bakhtin all his musical life, perhaps without knowing it. Said's music reviews are, by definition, responses or rejoinders. They are hybrid, double-voiced narrations and transmissions, but also appropriations, as was the novel, in Bakhtin's eyes. Said's writings on music are analyzed in light of several key Bakhtinian concepts: dialogism, addressivity, response-ability, and the role of context. (shrink)

Mobile applications and socio-sexual networking websites are used by outreach workers to respond synchronously to questions and provide information, resources, and referrals on sexual health and STI/HIV prevention, testing, and care to gay, bisexual and other men who have sex with men. This exploratory study examined ethical issues identified by online outreach workers who conduct online sexual health outreach for GB2M. Semi-structured individual interviews were conducted between November 2013 and April 2014 with online providers and managers to explore the benefits, (...) challenges, and ethical implications of delivering online outreach services in Ontario, Canada. Interviews were digitally recorded and transcribed verbatim. Thematic analyses were conducted, and member-checking, analyses by multiple coders, and peer debriefing supported validity and reliability. Four themes emerged on the ethical queries of providing online sexual health outreach for GB2M: managing personal and professional boundaries with clients; disclosing personal or identifiable information to clients; maintaining client confidentiality and anonymity; and security and data storage measures of online information. Participants illustrated familiarity with potential ethical challenges, and discussed ways in which they seek to mitigate and prevent ethical conflict. Implications of this analysis for outreach workers, researchers, bioethicists, and policy-makers are to: understand ethical complexities associated with online HIV prevention and outreach for GB2M; foster dialogue to recognize and address potential ethical conflict; and identify competencies and skills to mitigate risk and promote responsive and accessible online HIV outreach. (shrink)

The main goal of our paper ‘The Critical Dialogue method of Ethics Consultation’ was to make a particular method of clinical ethics facilitation visible and therefore accessible to others. We believe that our method is a good one, but the idea behind exposing and explaining a method of ‘doing’ clinical ethics was not to claim that our model was the ideal model for clinical ethics facilitation or the most effective in achieving ethical resolution. Instead, we wanted to enable readers to (...) ‘see’ a set of specific goals of ethics facilitation and to ‘see’ the facilitation steps used to achieve them. By uncovering and demystifying the ethics facilitation processes and goals, our objective was to advance the scholarship of clinical ethics work. To advance scholarship in fields of education and research, the work or practice must be public, available for peer review and critique according to accepted standards and able to be reproduced and built on by other scholars.1 The five responses to the ‘Critical Dialogue’ (CD) method paper suggest that we have achieved our objective of advancing scholarship in clinical ethics work. In the responses, we see ethicists engaging with our method, reflecting on their own methods and goals, and thinking critically about the nature of clinical ethics work and how to do it well. In this brief response, we discuss three key issues raised in the responses to the ‘critical dialogue’ paper and then identify how they could be used to further refine and broaden specific steps of our method (table 1). View this table: Table 1 Refinements to the critical dialogue method of ethics facilitation Both Knox et al 2 and Boretti3 discuss some challenges of having consensus as a key goal of the CD method of clinical ethics consultation. Boretti explains that reliance on consensus building may not address …. (shrink)

Since the Kierkegaard Studies Monograph Series (KSMS) was first published in 1997, it has served as the authoritative book series in the field. Starting from 2011 the Kierkegaard Studies Monograph Series will intensify the peer-review process with a new editorial and advisory board. KSMS is published on behalf of the S ren Kierkegaard Research Centre at the University of Copenhagen. KSMS publishes outstanding monographs in all fields of Kierkegaard research. This includes Ph.D. dissertations, Habilitation theses, conference proceedings and single (...) author works by senior scholars. The goal of KSMS is to advance Kierkegaard studies by encouraging top-level scholarship in the field. The editorial and advisory boards are deeply committed to creating a genuinely international forum for publication which integrates the many different traditions of Kierkegaard studies and brings them into a constructive and fruitful dialogue. To this end the series publishes monographs in English and German. Potential authors should consult the Submission guidelines. All submissions will be blindly refereed by established scholars in the field. Only high-quality manuscripts will be accepted for publication. Potential authors should be prepared to make changes to their texts based on the comments received by the referees. (shrink)

Adolescence is an important yet vulnerable period of transition from childhood to adulthood. An increasing number of studies support the traditional Catholic view, which sees teens as prone to making poor decisions when influ­enced by emotions or peer pressure but capable of thriving when guided by parents and religion. However, newer policies of medical societies undermine the traditional supports of family and faith with a permissive approach toward sexual exploration. To counter this unhealthy trend, which seems to be based (...) more on postmodern ideology than robust science, Catholic physicians should become experts in adolescent behavior and sexual health. Physicians should be sensitive to opposing viewpoints but participate only in treatments which are ethical and beneficial for their patients. Specifically, Catholic physicians must avoid contraceptives, abortion, and “gender-affirming” therapies. By using good science and emulating the models of service, Socratic dialogue, and accompaniment, physicians can guide adolescents toward a virtuous, healthy adulthood. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, (...) textbooks and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practising teachers across the world. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, (...) textbooks and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practising teachers across the world. (shrink)

This paper seeks to widen the dialogue between the “epistemology of peer disagreement” and the epistemology informed by Wittgenstein’s last notebooks, later edited as On Certainty. The paper defends the following theses: not all certainties are groundless; many of them are beliefs; and they do not have a common essence. An epistemic peer need not share all of my certainties. Which response to a disagreement over a certainty is called for, depends on the type of certainty in question. (...) Sometimes a form of relativism is the right response. Reasonable, mutually recognized peer disagreement over a certainty is possible.—The paper thus addresses both interpretative and systematic issues. It uses Wittgenstein as a resource for thinking about peer disagreement over certainties. (shrink)

This article traces my own pedagogical journey to find strategies for teaching critical thinking that emphasize intellectual cooperation, empathy, and argument repair, a journey that found me frequently turning to sources outside of philosophy, including work in intergroup dialogue and pedagogical work in rhetoric and composition. Theoretically, the article showcases Maureen Linker’s notion of ‘cooperative reasoning’, sets it against the ‘adversary paradigm’ Janice Moulton critiques, and illustrates how Peter Elbow’s challenges to critical thinking as a ‘doubting game’ resonate with Linker’s (...) work. Practically, it illustrates the structure and the role of peer-to-peer dialogues in my own reasoning classroom, an enactment of a cooperative, belief-based approach to reasoning inspired by Linker and Elbow alike, while also learning from the methodologies of intergroup dialogue. (shrink)

We explore how story has the potential to encourage environmental engagement and a sense of agency provided that critical discussion takes place. We illuminate this with reference to the philosophies of John Macmurray on personal agency and social relations; of John Dewey on the primacy of experience for philosophy; and of Paul Ricoeur on hermeneutics, dialogue, dialectics and narrative. We view the use of fiction for environmental understanding as hermeneutic, a form of conceptualising place which interprets experience and perception. The (...) four writers for young people discussed are Ernest Thompson Seton, Kenneth Grahame, Michelle Paver and Philip Pullman. We develop the concept of critical dialogue, and link this to Crick's demand for active democratic citizenship. We illustrate the educational potential for environmental discussions based on literature leading to deeper understanding of place and environment, encouraging the belief in young people that they can be and become agents for change. We develop from Zimbardo the key concept of heroic resister to encourage young people to overcome peer pressure. We conclude with a call to develop a greater awareness of the potential of fiction for learning, and for writers to produce more focused stories engaging with environmental responsibility and activism. (shrink)

Background Increasing social pluralism adds to the already existing variety of heterogeneous moral perspectives on good care, health, and quality of life. Pluralism in social identities is also connected to health and care disparities for minoritized patient (i.e. care receiver) populations, and to specific diversity-related moral challenges of healthcare professionals and organizations that aim to deliver diversity-responsive care in an inclusive work environment. Clinical ethics support (CES) services and instruments may help with adequately responding to these diversity-related moral challenges. However, (...) although various CES instruments exist to support healthcare professionals with dealing well with morally challenging situations in healthcare, current tools do not address challenges specifically related to moral pluralism and intersectional aspects of diversity and social justice issues. This article describes the content and developmental process of a novel CES instrument called the Diversity Compass. This instrument was designed with and for healthcare professionals to dialogically address and reflect on moral challenges related to intersectional aspects of diversity and social justice issues that they experience in daily practice. Methods We used a participatory development design to develop the Diversity Compass at a large long-term care organization in a major city in the Netherlands. Over a period of thirteen months, we conducted seven focus groups with healthcare professionals and peer-experts, carried out five expert interviews, and facilitated four meetings with a community of practice consisting of various healthcare professionals who developed and tested preliminary versions of the instrument throughout three cycles of iterative co-creation. Results The Diversity Compass is a practical, dialogical CES instrument that is designed as a small booklet and includes an eight-step deliberation method, as well as a guideline with seven recommendations to support professionals with engaging in dialogue when they are confronted with diversity-related moral challenges. The seven recommendations are key components in working toward creating an inclusive and safe space for dialogue to occur. Conclusions The Diversity Compass seeks to support healthcare professionals and organizations in their efforts to facilitate awareness, moral learning and joint reflection on moral challenges related to diversity and social justice issues. It is the first dialogical CES instrument that specifically acknowledges the role of social location in shaping moral perspectives or experiences with systemic injustices. However, to make healthcare more just, an instrument like the Diversity Compass is not enough on its own. In addition to the Diversity Compass, a systemic and structural approach to social justice issues in healthcare organizations is needed in order to foster a more inclusive, safe and diversity-responsive care and work environment in health care organizations. (shrink)

In traditional sectors, the intervention of private parties in the regulatory system tends to be justified by their enhanced expertise, government cuts or efficiency gains. In the sharing economy (e.g., home-sharing services offered by Airbnb), quality control and regulatory tasks (e.g., inspections) are to, a great extent, informally delegated to online platforms and peer-to-peer communities that rate and review performance. These communities consist of users that do not have more than their personal experience and the guidance of online (...) platforms to underpin their assessments. Existing literature has extensively criticized the reliability of these online reputational mechanisms, but it has overlooked other far-reaching effects of outsourcing regulatory tasks to private parties. This Article offers a more complete analysis of the regulatory value of online reputation. I argue that reputational mechanisms have the potential of creating democratic spaces where users can provide unique, regular, and first-hand insights that would otherwise be disregarded in a traditional regulatory system. Nevertheless, in their current form, these mechanisms still offer inadequate protection to the public values that typically underlie the regulation of certain services. This Article explains this problem by comparing the protection of public values in the sharing economy to that of traditional regulated sectors. This Article contributes to the literature by reflecting on whether the sharing economy is inviting us to rethink the broader involvement of citizens in the protection of public values and the challenges thereof. It suggests a framework to improve online reputational mechanisms and a better dialogue between traditional regulation and online reputation. (shrink)

She has always existed and is more than a citizen of multiverses,‭ ‬most likely the ground of all.‭ ‬In the West she was introduced around C.570‭ ‬and since then many individuals have searched for her,‭ ‬tried to become familiar with her and created all sorts of,‭ ‬frequently ridiculous,‭ ‬things in her name. Once someone has a passion for her it cannot be extinguished but increases.‭ ‬Objectively this need for her is referred to as‭ ‘‬love of wisdom‭’‬,‭ ‬the need for wisdom,‭ (...) ‬while personally it is a need of some individuals. -/- This passion and need has become institutionalized and it has developed a discourse and became a socio-cultural practice of its own.‭ ‬Fairly recently it has even become a discipline at,‭ ‬mostly higher,‭ ‬institutions of learning.‭ ‬Previously those searching for and attempting to interact with her came from many walks of life and all kinds of professions,‭ ‬while in the last century or so many people began to live off her as they are remunerated for talking about,‭ ‬about the history of searching for and investigating her and saying all sorts of things about her. -/- Many things are done in her name and all sorts of neologisms are fabricated to label them,‭ ‬such as analytic,‭ ‬continental,‭ ‬idealism,‭ ‬rationalism,‭ ‬empiricism,‭ ‬and all these labels are again specified and specified ad infinitum with terms such as materialism,‭ ‬physicalism,‭ ‬weak naturalism,‭ ‬speculative and new realism,‭ ‬etc. -/- Individuals from many other disciplines and areas of life,‭ ‬such as sociology,‭ ‬the arts,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬sport,‭ ‬etc got on the bandwagon so that we now have a philosophy or love of wisdom,‭ ‬epistemologies,‭ ‬ontologies etc of everything under the sun.‭ ‬Even if you were to write some theses or do some study you will stipulate your epistemology,‭ ‬ontology,‭ ‬methodology,‭ ‬etc.‭ ‬Just as those who live off philosophy become involved in every area of humanity and all its socio-cultural practices produce so-called peer reviewed publications,‭ ‬articles,‭ ‬essays and books on philosophy of art,‭ ‬sport,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬religion,‭ ‬gods,‭ ‬sex,‭ ‬rock‭ ‘‬n roll,‭ ‬language,‭ ‬words,‭ ‬ideas,‭ ‬how words and ideas and concepts do their thing,‭ ‬etc,‭ ‬etc.‭ -/- The way these subject-matter are treated will usually consists of some form of reasoning,‭ ‬the use of arguments or argumentation and some kind of logic and a process that resembles the features,‭ ‬steps,‭ ‬stages and processes of theorizing,‭ ‬the construction and development of models,‭ ‬short term,‭ ‬medium or large theories.‭ ‬The latter is often presented in the form of entire‭ ‘‬metaphysical‭’ ‬and speculative systems such as those of Plato,‭ ‬Aristotle,‭ ‬Kant,‭ ‬Hegel,‭ ‬Marx,‭ ‬Husserl,‭ ‬Habermas et al.‭ ‬While Socrates and to some extent the later Wittgenstein attempted to be more authentic to the original principles of trying to follow and developed the ideal of identifying,‭ ‬capturing by verbal interaction‭ (‬be it discourse,‭ ‬or dialogue‭) ‬and becoming one‭ (‬like mystics of all religions who are passionate about‭ ‘‬the one‭’‬,‭ ‬the Beloved,‭ ‬the one Real Self,‭ ‬etc and attempt to become one,‭ ‬united with or‭ ‘‬oned‭’ ‬with their object or subject of desire‭) ‬with Sophos‭ – ‬by exploring and investigating or applying and executing practical use of language,‭ ‬and thereby to uncover and capture her. -/- The effects of the institutionalization of the discipline are far-reaching and the professionalization of the role of philosopher as a‭ ‘‬profession‭’‬,‭ ‬an employee of an institution and a representative of the status quo are discussed in a number of articles being cited. -/- The methods of the philosophical discourse vary,‭ ‬first of all between the so-called Continental and Anglophone Analytic philosophies,‭ ‬its movements,‭ ‬schools and institutions,‭ ‬such as research universities,‭ ‬journals,‭ ‬communities and book publishers.‭ ‬It seems as if increasingly philosophizing employs some of the stages and steps of the processes of theorizing.‭ ‬Other aspects of her methods are heuristic devices,‭ ‬the use of metaphors and analogies,‭ ‬philosophical logic,‭ ‬informal and other types of logic,‭ ‬arguments and argumentation.‭ ‬This involves the creation of fallacies in thinking and reasoning and the causing of all sorts of fallacies or crooked thinking. -/- The nature and changes of philosophical subject-matter are discussed as the socio-cultural practice lost most of its traditional‭ ‘‬objects‭’ ‬with the social and cultural differentiation of other,‭ ‬specialized disciplines.‭ ‬In turn the discourse attempts to fabricate other subject-matter,‭ ‬for example the development of so-called Experimental Philosophy,‭ ‬inter-disciplinary studies such as cognitive sciences and philosophies or meta-level explorations of and speculations about other disciplines,‭ ‬professions and domains‭ (‬for example normative,‭ ‬instrumental and subjective aesthetic‭ – ‬this the terminology and distinctions according to the working class obsessive Critical Theory of the so-called Frankfurt Schule.‭ ‬One always wonders what degree of personal experience their educated,‭ ‬middle class academics have of‭ ‘‬the working class‭’‬,‭ ‬whatever that is meant to be‭?)) ‬of human activity.‭ ‬Such as philosophy of medicine,‭ ‬sport,‭ ‬art,‭ ‬religion,‭ ‬just name it and it is bound to exist.‭ -/- Another‭ ‘‬extension‭’ ‬of or interest in‭ ‘‬philosophy‭’ ‬is that of certain individuals,‭ ‬schools or movements in other disciplines,‭ ‬for example social‭ ‘‬sciences‭’ ‬such as sociology and supporters of the above mentioned‭ ‘‬Schule‭’‬.‭ ‬They frequently use philosophical words such as ontology,‭ ‬epistemology,‭ ‬multi-dimensional,‭ ‬many-levels,‭ ‬contexts assumptions,‭ ‬pre-suppositions,‭ ‬immanent,‭ ‬transcendent,‭ ‬etc.‭ ‬Is this intended to be an extension of philosophy and the doing of philosophizing or merely cognitive bias of the form‭ ‘‬authority bias‭’‬.‭ ‬In this case the authority being‭ ‘‬the discipline of philosophy‭’‬,‭ ‬as well as the‭ ’‬use of the word philosophy‭ ‬and terms from the philosophical discourse‭’‬.‭. (shrink)

Though widely derided by popular psychologists and self-help writers as an emotionally toxic and destructive response, blame has many defenders among contemporary moral philosophers. Blaming wrongdoers has been thought to express deep commitment to moral values and norms, to be intimately bound up with practices of holding others responsible, and to be an important exercise of moral agency. In this paper I push against the grain of such defenses of blame just enough to articulate what seems right in the more (...) popular lines of critique. I distinguish between blame as a reactive attitude and blaming as a speech act, and argue that some disagreement over the value of blame can be explained by the fact that blaming, as a speech act, takes several distinct forms. Critiques of blame, I suggest, properly target what we might call judgmental or strongly verdictive blaming, the sort of blaming that passes judgment on the wrongdoer him- or herself, and treats him or her as deserving of the blamer’s hostile or “punishing” reactions. This kind of blaming, I argue, tends to foreclose engagement in further moral dialogue with wrongdoers, an effect that is particularly destructive in therapeutic contexts. In such contexts, it is often more appropriate—and more constructive—to hold others answerable without blaming them in the strongly verdictive sense. I argue, moreover, that strongly verdictive blame may be similarly destructive outside of straightforwardly therapeutic contexts, and I challenge the idea that there is in any case a sharp or clear dividing line between therapeutic and non-therapeutic responses to wrongdoers. Holding answerable in a non-judgmental mode is a response that may have a therapeutic dimension, but it nonetheless engages a wrongdoer as a moral peer and partner in moral dialogue. This account of non-judgmental answerability, I suggest, captures much of what moral philosophers have taken to be valuable about blame, while accommodating the insights of those who criticize its more toxic forms. (shrink)

In the present article, we review the theory and research on religious deconversion with a focus on adolescence and young adulthood. First, we present the relevant terminology (e.g. religious deconversion, religious disaffiliation, and religious deidentification) and statistical trends (e.g. the prevalence of religious Nones and Dones). We define religious deconversion as any movement away from religion. Religiosity decreases across adolescence and into young adulthood, and these developmental periods also have heightened rates of religious deidentification, at least in many Western cultures. (...) Second, we review the theory and research on processes, predictors, and outcomes of religious deconversion. Deconversion is discussed both in terms of individuals becoming less religious and possibly deidentifying from religion. In terms of processes of deconversion, we discuss various theoretical models and self-expressed reasons for deconversion. Religious deconversion tends to progress in phases, often initiated by religious and spiritual struggles. In terms of predictors, we identify predictors at the level of the individual (e.g. demographics, personality, norm-violating behavior, and dimensions of religiosity), family (e.g. parent and family religiosity, family dynamics such as parenting styles, and religious socialization), peers (e.g. peer religiosity and religious conversations with peers), religious communities (e.g. supportiveness, engagement, and dialogue), formal education, and social media. In line with developmental systems perspectives, religious deconversion is a complex and dynamic process involving numerous individual and contextual factors. In terms of outcomes of deconversion, we identify potential individual and relational outcomes that are considered both negative and positive. Finally, we outlined 10 promising future directions for research on religious deconversion. (shrink)

Studies have shown ethics education has not systematically improved the moral reasoning of business students and professionals and, therefore, its effectiveness should be seen as deeply questionable. Business ethics education has limited effect, in part, because it rests on rationalistic traditions within normative ethics, business theory, and cognitive psychology. Emphasis is usually placed on student’s rationally thinking about issues as a way of improving their critical analysis and reasoning skills. Yet by focusing primarily on its cognitive dimension, ethics education has (...) tended to underdetermine the importance of social interaction in moral development. As an alternative to traditional business ethics education, using the work of the Russian psychologist Lev Vygotsky, I argue, that peer influence through a dialogical process is a better way to enhance and improve the moral reasoning and judgement of individuals. More specifically, small-group dialogue with peers encourages deep reflection about business dilemmas and has a direct influence on how one thinks about ethics. (shrink)

The goals of this study are to evaluate a relatively novel learning environment, as well as to seek greater understanding of why human tutoring is so effective. This alternative learning environment consists of pairs of students collaboratively observing a videotape of another student being tutored. Comparing this collaboratively observing environment to four other instructional methods—one‐on‐one human tutoring, observing tutoring individually, collaborating without observing, and studying alone—the results showed that students learned to solve physics problems just as effectively from observing tutoring (...) collaboratively as the tutees who were being tutored individually. We explain the effectiveness of this learning environment by postulating that such a situation encourages learners to become active and constructive observers through interactions with a peer. In essence, collaboratively observing combines the benefit of tutoring with the benefit of collaborating. The learning outcomes of the tutees and the collaborative observers, along with the tutoring dialogues, were used to further evaluate three hypotheses explaining why human tutoring is an effective learning method. Detailed analyses of the protocols at several grain sizes suggest that tutoring is effective when tutees are independently or jointly constructing knowledge: with the tutor, but not when the tutor independently conveys knowledge. (shrink)

This paper is aimed at combining the advances in argumentation theory with the models used in the field of education to address the issue of improving students’ argumentative behavior by interacting with an expert. The concept of deeper or more sophisticated argumentative strategy is theoretically defined and used to advance two new coding schemes, based on the advances in the argumentation studies and aimed at capturing the dialectical, or structural, behavior, and the argumentative content of each dialogue unit. These coding (...) schemes are then applied for a qualitative analysis of a study designed to investigate how students’ argumentative behavior can be influenced by the interaction with an expert, who used specific types of attacks to the interlocutors’ positions. The twofold coding shows at which dialogical level expert–peer interactions can directly and more stably affect students’ argumentative behavior, and what effects such more sophisticated strategies can have on the discussion and the analysis of disagreements. In particular, this paper shows how a specific type of deep-level attack, the underminer, can open dialogues of a different level, focused on unveiling and debating background beliefs underlying a specific position. (shrink)

Since the Kierkegaard Studies Monograph Series (KSMS) was first published in 1997, it has served as the authoritative book series in the field. Starting from 2011 the Kierkegaard Studies Monograph Series will intensify the peer-review process with a new editorial and advisory board. KSMS is published on behalf of the Søren Kierkegaard Research Centre at the University of Copenhagen. KSMS publishes outstanding monographs in all fields of Kierkegaard research. This includes Ph.D. dissertations, Habilitation theses, conference proceedings and single author (...) works by senior scholars. The goal of KSMS is to advance Kierkegaard studies by encouraging top-level scholarship in the field. The editorial and advisory boards are deeply committed to creating a genuinely international forum for publication which integrates the many different traditions of Kierkegaard studies and brings them into a constructive and fruitful dialogue. To this end the series publishes monographs in English and German. Potential authors should consult the Submission guidelines. All submissions will be blindly refereed by established scholars in the field. Only high-quality manuscripts will be accepted for publication. Potential authors should be prepared to make changes to their texts based on the comments received by the referees. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, (...) textbooks and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practising teachers across the world. (shrink)

This paper sets forth a familiar theme, that science essentially consists of two interdependent episodes, one imaginative, the other critical. Hypotheses and other imaginative conjectures are the initial stage of scientific inquiry because they provide the incentive to seek the truth and a clue as to where to find it. But scientific conjectures must be subject to critical examination and empirical testing. There is a dialogue between the two episodes; observations made to test a hypothesis are the inspiration for new (...) conjectures. Inductive generalizations may also inspire hypotheses, but cannot validate them. A hypothesis is empirically tested by ascertaining whether or not predictions about the world of experience deduced from the hypothesis agree with what is actually observed. This has been appropriately considered the 'criterion of demarcation' that distinguishes science from other knowledge. But scientific hypotheses must satisfy other tests as well, e.g., whether they have explanatory value and further understanding. I briefly explore such issues as verifiability and falsifiability, empirical content and truthfulness, contingency and certainty, fact and theory, error and fraud. Science like any human activity is subject to error and to the foibles and other failings of human beings. But severe attempts of empirical falsification and other trials yield knowledge that stands the test of time and provides a foothold for further knowledge. Moreover, scientists have developed social mechanisms, such as peer review and publication, to evaluate their work. Because the research of scientists depends on the validity of previous knowledge, it is of great consequence that they discern valid from invalid knowledge and thus scientists are inclined to transcend ideology, nationality, friendship, monetary interest and other prejudices when the mettle of scientific knowledge is at stake. I use historical examples to illustrate some relevant aspects of scientific practice: its success (Mendel), misrepresentation (Darwin), ideological abuse (Lysenko), arrogant violation of the requirement of testing (Koch), theory replacement (Priestly and Lavoisier, Newton and Einstein), and the indispensability of context (Oswald Avery and Alfred Wegener). (shrink)

Peer interaction has been found to be conducive to learning in many settings. Knowledge co-construction has been proposed as one explanatory mechanism. However, KCC is a theoretical construct that is too abstract to guide the development of instructional software that can support peer interaction. In this study, we present an extensive analysis of a corpus of peer dialogs that we collected in the domain of introductory Computer Science. We show that the notion of task initiative shifts correlates (...) with both KCC and learning. Speakers take task initiative when they contribute new content that advances problem solving and that is not invited by their partner; if initiative shifts between the partners, it indicates they both contribute to problem solving. We found that task initiative shifts occur more frequently within KCC episodes than outside. In addition, task initiative shifts within KCC episodes correlate with learning for low pre-testers, and total task initiative shifts correlate with learning for high pre-testers. As recognizing task initiative shifts does not require as much deep knowledge as recognizing KCC, task initiative shifts as an indicator of productive collaboration are potentially easier to model in instructional software that simulates a peer. (shrink)

MARINA PAOLA BANCHETTI-ROBINO is Associate Professor and Chair of the Philosophy Department at Florida Atlantic University. Her areas of research include phenomenology, philosophy of language, philosophy of science, philosophy of mind, and zoosemiotics. Her publications have appeared in such journals as Synthese, Husserl Studies, Idealistic Studies, Philosophy East and West, and The Review of Metaphysics. She has also contributed essays to The Role of Pragmatics in Contemporary Philosophy (1997), Feminist Phenomenology (2000), and Islamic Philosophy and Occidental Phenomenology on the Perennial (...) Issue of Microcosm and Macrocosm (2006). She co-edited Philosophies of the Environment and Technology (1999) and is currently working on a book-length project entitled The Birth of Science Out of the Spirit of Myth: A Historico-Phenomenological Re-Examination of the Crisis of the European Sciences. BERNARD BOXILL was born in Saint Lucia, West Indies where he received his primary and secondary education. He studied philosophy at the University of New Brunswick, Canada and at the University of California, Los Angeles where he was awarded a doctorate in philosophy in 1971. He has published numerous articles, a book, Blacks and Social Justice (1992), and is professor of philosophy at the University of North Carolina at Chapel Hill. ED BRANDON was born and educated in England, studying philosophy and linguistics at The University of York, England, and later philosophy at The University of Oxford with the late John Mackie. After teaching in Sierra Leone and briefly in England, he went to teach philosophy of education at the University of the West Indies at Mona, Jamaica in 1978. From 1992 he has been attached to a policy unit of the Vice-Chancellery, based at the Cave Hill campus in Barbados, where he has been assisting since 2000 with a new major in philosophy. His academic work can be accessed from http://cavehill.uwi.edu/bnccde/epb/personalpage.html CAROLYN CUSICK is a doctoral candidate in the Department of Philosophy at Vanderbilt University. She is a founding member of the Phenomenology Roundtable. Her research focuses on feminist epistemology, Africana philosophy, and phenomenology. LEWIS GORDON is President of the Caribbean Philosophical Association. He is Laura H. Carnell Professor, the most distinguished chair, at Temple University, where he holds appointments in philosophy, religion, and Judaic studies and directs the Institute for the Study of Race and Social Thought and the Center for Afro-Jewish Studies. He is also Ongoing Visiting Professor of Philosophy and Government at the University of the West Indies at Mona, Jamaica. He is the author of several books, including the award-winning Her Majesty's Other Children: Sketches of Racism from a Neocolonial Age (Rowman and Littlefield, 1997), Disciplinary Decadence: Living Thought in Trying Times (Paradigm, 2006), An Introduction to Africana Philosophy (Cambridge University Press, forthcoming), and co-editor of A Companion to African-American Studies (Blackwell, 2006) and Not Only the Master's Tools: African-American Studies in Theory and Practice (Paradigm, 2005). CLEVIS HEADLEY is currently Associate Professor of Philosophy at Florida Atlantic University, director of the Ethnic Studies Certificate Program, as well as director of the Master's in Liberal Studies. Professionally, he serves as the Vice-President and Treasurer of the Caribbean Philosophical Association. Professor Headley has published widely in the areas of Critical Race Theory and Africana philosophy. He has also published in Analytic philosophy, focusing specifically on Gottlob Frege. PAGET HENRY is Professor of Sociology and Africana Studies at Brown University. He is the author of Caliban's Reason: Introducing Afro-Caribbean Philosophy, Peripheral Capitalism and Underdevelopment in Antigua, and the co-editor of C. L. R. James' Caribbean. Professor Henry also serves as the editor of the C. L. R. James Journal, and has published numerous articles on the political economy of the Caribbean as well as on African, African-American, and Afro-Caribbean philosophy. ESIABA IROBI is Associate Professor of International Theatre/Performance Studies at Ohio University, Athens. His groundbreaking book: A Theatre for Cannibals: Resisting Globalization on the Continent and Diaspora since 1441 will be published by Palgrave Macmillan, London, in 2007. He has been invited to be an External Resident Fellow at the prestigious Dartmouth College Humanities Institute for the 2007-2008 academic year. CHIKE JEFFERS is a graduate student in the Ph.D. program of the Philosophy Department at Northwestern University. His interests are in Africana philosophy, social and political philosophy, ethics, philosophy of religion and aesthetics. He is originally from Toronto, Ontario, Canada. CATHERINE JOHN is Associate Professor of African Diaspora Literary and Cultural Studies at the University of Oklahoma. Her book Clear Word and Third Sight: Folk Groundings and Diasporic Consciousness in African Caribbean Writing was co-published by Duke University Press and UWI Press in 2003. She has published several articles on Caribbean literature and culture and her current book project is entitled The Just Society and the Diasporic Imagination. She spends her summer working in Woodside, St. Mary, Jamaica helping with a summer school for children and participating in the community's emancipation celebration. KENNETH KNIES is a doctoral student in philosophy at Stony Brook University. His areas of focus are phenomenology and ancient philosophy. He is also a contributing editor for Political Affairs magazine. EDIZON LEN is a photographer and coordinator of the Fondo Documental Afro-Andino at the Universidad Andina Simòn Bolivar in Quito, Ecuador. In 2006, he was curator of the photo exhibit "The Color of the Diaspora" presented at the Cultural Center of the Catholic University of Ecuador and the University of Tennessee in Knoxville. He is currently completing his doctorate at the Universidad Andina Simòn Bolivar with a focus on Maroon thought. REKHA MENON is Associate Professor of Art History at State University of New York, Buffalo State. She is the author of Seductive Aesthetics of Post Colonialism (forthcoming). Her area of research focuses on current philosophical investigations in colonial and neocolonial aspects of Indian art, artistic/cultural practices and philosophies and their relationship to Western arts and philosophies. Her manuscripts under review are: Ashamed of Our Nakedness, Is There Ever a Naked Body? Ambivalence in Contemporary Indian Expressive Aesthetics and Insatiable Desire. MICHAEL R. MICHAU is a Ph.D. candidate in the Philosophy and Literature Program at Purdue University, and during the 2006-2007 school year, a lecturer in the Department of Comparative Studies and Department of Philosophy at Ohio State University. He is the co-founder and co-secretary of the North American Levinas Society. CHARLES W. MILLS is Distinguished Professor of Philosophy at the University of Illinois at Chicago. He works in the general area of oppositional political theory, and is the author of numerous articles and three books: The Racial Contract (Cornell University Press, 1997), Blackness Visible: Essays on Philosophy and Race (Cornell University Press, 1998), and From Class to Race: Essays in White Marxism and Black Radicalism (Rowman and Littlefield, 2003). MABOGO P. MORE is currently Associate Professor of Philosophy at the University of KwaZulu-Natal, South Africa. He has published articles on African philosophy and social and political philosophy in a number of academic journals, such as South African Journal of Philosophy, Dialogue and Universalism, Alternation, Theoria, and African Journal of Political Science. MARILYN NISSIM-SABAT, Ph.D., M.S.W. is Professor Emerita and Adjunct Professor of Philosophy, Lewis University. Dr. Nissim-Sabat is also a psychotherapist in private practice. She is the author of numerous book chapters and papers in the fields of philosophy (Husserlian phenomenology), psychoanalysis, feminism, and critical race theory. Citations of her works can be found on her website: marilynnissim-sabat.com. FREDERICK OCHIENG'-ODHIAMBO is a Senior Lecturer of Philosophy and Coordinator of the discipline at The University of the West Indies, Cave Hill, Barbados. His major research areas are African philosophy and social philosophy. He has published several articles on philosophic sagacity. IVAN PETRELLA is an Assistant Professor of Religious Studies at the University of Miami. He is author of The Future of Liberation Theology: An Argument and Manifesto (SCM Press, 2006) and editor of Latin American Liberation Theology: The Next Generation (Orbis Books, 2005) as well as co-editor of the series Reclaiming Liberation Theology (SCM Press) RICHARD PITHOUSE is a research fellow at the University of KwaZulu-Natal in Durban, South Africa. He is editor of Asinamali: University Struggles in Post-Apartheid South Africa (Africa World Press, 2006). SATHYA RAO is Assistant Professor in French translation at the Department of Modern Languages and Cultural Studies, University of Alberta, Canada. His research fields include: theory of translation, continental philosophy, postcolonial studies, discourses on Africa, and Francophone cinema and literature. He has published articles in various peer-reviewed journals and written chapters in several collective books such as: De l'Ecrit Africain a l'Oral le Phenomene Graphique Africain, Simon Battestini (Ed.) (Paris: L'Harmattan, 2006) and Thèorie-rèbellion. Un Ultimatum, Gilles Grelet (Ed.) (Paris: L'Harmattan, 2005). He has a co-edited a book on Francophone African cinema L'Afrique fait son cinema (Montreal: Memoires d'encrier, forthcoming). Sathya Rao is vice-president of the International Non-Philosophical Organisation (INPhO), member of the Canadian Association of Translatology (CATS), coordinator of the research team Poexil, and Secretary of the Caribbean Philosophical Association. He is co-founder of an online journal Alternative Francophone. CATHERINE WALSH is Professor and Director of the doctoral program in Latin American Cultural Studies at the Universidad Andina Simon Bolivar in Quito, Ecuador. Her research interests include the geopolitics of knowledge, interculturality and concerns related to the Afro-Andean Diaspora and the production of decolonial thought. Among her recent publications are Pensamiento crìtico y matriz colonial (Quito: Abya Yala, 2005), "Interculturality and the Coloniality of Power. An 'Other' Thinking and Positioning from the Colonial Difference," in Coloniality of Power, Transmodernity, and Border Thinking, R. Grosfoguel, J.D. Saldivar, and N. Maldonado-Torres (Eds.) (Durham: Duke University Press, forthcoming) and "Shifting the Geopolitics of Critical Knowledge: Decolonial Thought and Cultural Studies 'Others' in the Andes," Cultural Studies (forthcoming). KRISTIN WATERS has published widely in the areas of race and gender. Her anthology Enlightened Conversations: Women and Men Political Theorists (Blackwell, 2000) challenges political theorists to be more inclusive of race and gender in their research and teaching. Her book Black Women's Intellectual Traditions: Speaking Their Minds, co-edited with Carol Conaway (University of Vermont Press, forthcoming), addresses the varied intellectual traditions of black women's thought that spans more than two hundred years in North America. She is currently Professor of Philosophy at Worcester State College and Visiting Research Associate at Brandeis University. (shrink)

In this article, I consider the importance of philosophy in the dialogue between religious believers and non-believers. I begin by arguing that a new epistemology of epistemic peer disagreement is required if the dialogue is to progress. Rather than viewing the differences between the positions as due to a deficit of understanding, I argue that differences result from the existential anchoring of such enquiries in life projects and the under-determination of interpretations by experience. I then explore a central issue (...) which is often implicit in these dialogues, namely the ontological status of God-world relations. Drawing on the reflections of Hegel on the infinite and the finite, I argue that his version of panentheism provides an insightful way to conceptualise God-world relations that avoids both dualistic and monistic approaches and helps to explicate a holistic ontology of transcendence from within the world of experience. (shrink)

Since the Kierkegaard Studies Monograph Series (KSMS) was first published in 1997, it has served as the authoritative book series in the field. Starting from 2011 the Kierkegaard Studies Monograph Series will intensify the peer-review process with a new editorial and advisory board. KSMS is published on behalf of the Søren Kierkegaard Research Centre at the University of Copenhagen. KSMS publishes outstanding monographs in all fields of Kierkegaard research. This includes Ph.D. dissertations, Habilitation theses, conference proceedings and single author (...) works by senior scholars. The goal of KSMS is to advance Kierkegaard studies by encouraging top-level scholarship in the field. The editorial and advisory boards are deeply committed to creating a genuinely international forum for publication which integrates the many different traditions of Kierkegaard studies and brings them into a constructive and fruitful dialogue. To this end the series publishes monographs in English and German. Potential authors should consult the Submission guidelines. All submissions will be blindly refereed by established scholars in the field. Only high-quality manuscripts will be accepted for publication. Potential authors should be prepared to make changes to their texts based on the comments received by the referees. (shrink)

Writing about Moses Maimonides is a humbling challenge especially in the form of a very short introduction. Such a larger-than-life subject resists reductive interpretation in virtually all his works and in his person. Maimonidean scholarship abounds as do books about him written for the reading public in English, Spanish, French, German, Arabic, and Hebrew. Until recently, academic monographs and articles tended to focus strictly on Maimonides' biography, rabbinical works, philosophical oeuvre, communal endeavors, or his medical writings separately. Comprehensive studies on (...) Maimonides are apt to follow this model by devoting chapters to each of these discreet subjects. This very short introduction to Moses Maimonides draws on Maimonidean scholarship in each of his areas of experience and literary activity. It follows current trends in research which present an integrated view of Maimonides as a rabbinic scholar without peer, a philosophically minded deep thinker, religious reformer (who thought of his life's project as restoring the authentic meaning and details of the written and oral Torah), communal leader, physician, and scientist who moved seamlessly between specialized, private and public Jewish and Muslim spheres. Indeed, his written works traverse multiple disciplines and discourses, employ several linguistic registers, voices, and literary genres, and address various audiences. Accordingly, this book organizes Maimonides' thinking and writings thematically by way of suggestive "chapter headings" to use one his catch phrases in The Guide of the Perplexed (although not in the sense of enigmas and puzzles to be deciphered) and puts his works into dialogue with one another intertextually. (shrink)