This exciting new textbook provides a sophisticated examination of the Socratic method for teaching political science students in higher education. It shows how the Socratic method is employed in the Platonic dialogs, compares its transformative approach to other student-centered teaching philosophies, and addresses the challenges of adopting the Socratic method in the contemporary classroom. The book is divided into three sections that integrate these practical aspects on the Socratic method with the theoretical considerations of Socratic philosophy while also (...) addressing contemporary concerns about teaching and learning in higher education. Section One explores how the Socratic method is portrayed by Socrates in Plato's dialogs. Section Two compares the Socratic method with modern and contemporary accounts of teaching and learning. Section Three examines some of the contemporary challenges of practicing the Socratic method in the university classroom today and how teachers can overcome them. Written in a clear and engaging style, this timely intervention is essential reading for upper undergraduate students enrolled in courses that specialize in pedagogical techniques, political theory, Socratic philosophy, and law. (shrink)

This study aims to alleviate the current tense employment situation and study the entrepreneurial situation of teachers and students in colleges and universities. Firstly, based on the educational concept of Science Technology Engineering Arts Mathematics, Ideological and Political Education is added to psychological capital to explore the effect of the combination of the two on entrepreneurial performance. An entrepreneurial performance impact model is constructed, and the questionnaire is set. Secondly, the influence of psychological capital combined with IPE (...) on sports morality is explored, and a sports morality questionnaire is designed. Finally, the questionnaire results are analyzed. The results showed that most of the participants in the survey are under the age of 25. The 25- to 29-year-olds are the smallest among those surveyed. The respondents who participated in the survey had the most undergraduate degrees, accounting for 43.4%. The 40 items on entrepreneurial performance this time obey a normal distribution, and the scale has good reliability and validity. The main factor analysis results obtained by principal component analysis include 6 factors. Their total explanatory power exceeds 67%, and the six factors screened out this time are well represented. The model tolerance is between 0.45 and 0.5, and the Variance Inflation Factor value is less than 10. The scale does not suffer from multi-collinearity issues. IPE significantly strengthens the effect of psychological capital on entrepreneurial performance. The influences of various sports on sportsmanship, bravery, self-confidence, and self-transcendence are significantly different, and the P value is less than 0.001. The difference in aggressiveness is less than 0.01, indicating that it is very significant. Different sports have significant differences in the cultivation of sports morality, and the P value is less than 0.05. The differences in self-discipline are also significant, and there are extremely significant differences in compliance with rules, and the P value here is less than 0.001. There are no significant differences in sporting qualities. IPE combined with psychological capital has a significant impact on entrepreneurial performance. These contents provide references for the entrepreneurship education of teachers and students in colleges and universities. The contribution lies in expanding the research on psychological capital in entrepreneurial performance and laying a foundation for the combination of psychological capital and IPE. (shrink)

Educators advocate that science education can help the development of more responsible worldviews when students learn not only scientific concepts, but also about science, or “nature of science”. Cosmology can help the formation of worldviews because this topic is embedded in socio-cultural and religious issues. Indeed, during the Cold War period, the cosmological controversy between Big Bang and Steady State theory was tied up with political and religious arguments. The present paper discusses a didactic sequence developed (...) for and applied in a pre-service science teacher-training course on history of science. After studying the historical case, pre-service science teachers discussed how to deal with possible conflicts between scientific views and students’ personal worldviews related to religion. The course focused on the study of primary and secondary sources about cosmology and religion written by cosmologists such as Georges Lemaître, Fred Hoyle and the Pope Pius XII. We used didactic strategies such as short seminars given by groups of pre-service teachers, videos, computer simulations, role-play, debates and preparation of written essays. Along the course, most pre-service teachers emphasized differences between science and religion and pointed out that they do not feel prepared to conduct classroom discussions about this topic. Discussing the relations between science and religion using the history of cosmology turned into an effective way to teach not only science concepts but also to stimulate reflections about nature of science. This topic may contribute to increasing students’ critical stance on controversial issues, without the need to explicitly defend certain positions, or disapprove students’ cultural traditions. Moreover, pre-service teachers practiced didactic strategies to deal with this kind of unusual content. (shrink)

In this article, I aim to show the substantial ways in which Edgar Zilsel can be considered to have been a politically engaged philosopher of science and provide a reconstruction of his philosophical work in the time before his forced emigration to the United States. In line with Monika Wulz and with my own reconstruction of the Vienna Circle’s political engagement, I reject Oliver Schlaudt’s 2018 thesis according to which Zilsel cannot be considered a politically engaged philosopher of (...) science. My reconstruction of Zilsel’s political engagement as a philosopher of science is based on his German-language writings (1916–32). I reconstruct Zilsel’s early philosophy of science insofar as it is relevant to his political commitment and show how Zilsel drew on his epistemological concept of “rationalization” to engage in public debate. I deal with Zilsel’s Marxism and his work as a teacher and scholar in the context of “Red Vienna.” In light of this evidence, I conclude that any conception of “politically engaged philosopher of science” that implies Zilsel was not entails an unreasonable conclusion and must, therefore, be reconsidered. (shrink)

RESUMEN El artículo constituye una propuesta encaminada a dar respuesta a la necesidad social de la superación del profesor de Educación Física del Centro de Experiencia del Adulto Mayor. Se propone como objetivo fundamentar la estrategia para la superación del profesor de Educación Física dirigida a la rehabilitación acuática de los adultos mayores con limitaciones articulares, desde una visión de ciencia, tecnología y sociedad. Se reconoce la oportunidad que representa el empleo de las nuevas tecnologías como elemento que contribuye a (...) la mejora de la calidad de vida de las personas mayores. La magnitud del reto exige la puesta en acción de todos los resortes con los que la sociedad cuenta, para la atención al envejecimiento, mediante diversos programas, cuya significación contribuye a fortalecer la identidad nacional, y a elevar la cultura general integral de los profesores hacia los adultos mayores lo cual repercutirá en la formación de una conciencia social, política y cultural. ABSTRACT The article constitutes a proposal directed to give answer to the social need for the self-improvement of the teacher of Physical Education of the Center of Experience of the Elder Adult. It proposes as objective: to base the strategy for the self-improvement of the teacher of Physical Education directed to the aquatic rehabilitation of the elderly with articular limitations, from a vision of science, technology and society. It is recognized the opportunity that represents the employment of the new technologies as element that contributes to the progress of the quality of life of the elderly. The magnitude of the challenge demands the putting in action of all the springs with which the society is provided, for the attention to the aging, by means of diverse programs, which significance helps to strengthen the national identity, and to raise the integral general culture of the teachers towards the elderly which will reverberate in the formation of a social, political and cultural conscience. (shrink)

This is a well-integrated and comprehensive textbook of political science primarily meant for undergraduate students of Indian universities. The book is critical as well as factual and presents a consistent thesis that the state exists for the benefit of the individual and not the individual for the State. It should be of great help to students, teachers and the general reader who is interested in a well-written and modern introduction to politics.

Revisiting the Political Thought of Ancient India: Pre-Kautilyan Arthashastra Tradition rediscovers the political ideas of the original and celebrated schools of thought in ancient India--early Arthashastra and Pre-Kautilyan traditions. This book throws light on hitherto not very well-known aspects of political ideas in ancient India, which flourished during the 5th and 4th centuries before Christ. Kautilya's Arthashastra is a major text on ancient Indian political thought, wherein he cited views of a number of Arthashastra teachers (...) who had written on political science. Unfortunately, their writings are not available today; only their views are found scattered in different texts. This book brings together these views to prepare a coherent account of their political ideas and reconstructs the pre-Kautilyan Arthashastra tradition with the help of available sources. (shrink)

Plato is performing a dialectical thought process in juxtaposing Socrates and the Eleatic Stranger in the Statesman, as well as in other dialogues related by dramatic sequence to the trial of Socrates, which include the Theaetetus, Sophist, Euthyphro, Apology, Crito, and Phaedo. In so doing Plato exhibits a fundamental philosophical tension between Socratic political philosophy---a dialectical political philosophy---on the one hand, and an Eleatic political philosophy---a technical, scientific political philosophy or political science---on the other. (...) Plato provides two aspects of his own thought in order to provide an internal critique of his ideas, to reveal their complexity, and to encourage scrutiny and reexamination of them. ;The goal in providing a dialectic between two very different methods of political philosophy is not to show the ultimate similarity between them, or to demonstrate that Plato changed his mind about the way philosophy ought to be practiced and politics ought to be understood. Nor is the dialectical approach intended to portray the inherent complementarity of the different methods. In the Statesman Plato presents an alternative approach to the study of politics---with Socrates present---ultimately to dramatize the advantages of the Socratic approach by way of contrast. For Plato, the Stranger calls attention to a number of difficulties and potential excesses in Socrates' way of philosophizing. Yet it is only through a thorough recognition of Socrates' limitations and potential excesses that his legacy can be perpetuated in proper fashion. ;Only by observing---and participating in---Plato's elaborate thought experiment can we perpetuate a dialectical political philosophy that is most conducive to human affairs and balances objective and perspectival concerns. Plato's dialogic writings attempt to capture as much as possible the complex character of Socrates in a way that invites further investigation and interpretation. The dialectical approach to philosophy balances theoretical and practical concerns without lapsing into relativism or dogmatism. The conception of inquiry as an ongoing pursuit is central to Platonic political philosophy, and is perhaps Plato's most striking and important inheritance from Socrates, his teacher. (shrink)

On the 65th anniversary of the late Allan Bloom's birth, a distinguished group of his former students honored the memory of this inspiring teacher. Includes a previously unpublished essay on Isocrates by Bloom.

Machiavelli is popularly known as a teacher of tyrants, a key proponent of the unscrupulous “Machiavellian” politics laid down in his landmark political treatise The Prince. Others cite the Discourses on Livy to argue that Machiavelli is actually a passionate advocate of republican politics who saw the need for occasional harsh measures to maintain political order. Which best characterizes the teachings of the prolific Italian philosopher? With Machiavelli’s Politics, Catherine H. Zuckert turns this question on its head with (...) a major reinterpretation of Machiavelli’s prose works that reveals a surprisingly cohesive view of politics. Starting with Machiavelli’s two major political works, Zuckert persuasively shows that the moral revolution Machiavelli sets out in The Prince lays the foundation for the new form of democratic republic he proposes in the Discourses. Distrusting ambitious politicians to serve the public interest of their own accord, Machiavelli sought to persuade them in The Prince that the best way to achieve their own ambitions was to secure the desires and ambitions of their subjects and fellow citizens. In the Discourses, he then describes the types of laws and institutions that would balance the conflict between the two in a way that would secure the liberty of most, if not all. In the second half of her book, Zuckert places selected later works—La Mandragola, The Art of War, The Life of Castruccio Castracani, Clizia, and Florentine Histories—under scrutiny, showing how Machiavelli further developed certain aspects of his thought in these works. In The Art of War, for example, he explains more concretely how and to what extent the principles of organization he advanced in The Prince and the Discourses ought to be applied in modern circumstances. Because human beings act primarily on passions, Machiavelli attempts to show readers what those passions are and how they can be guided to have productive rather than destructive results. A stunning and ambitious analysis, Machiavelli’s Politics brilliantly shows how many conflicting perspectives do inform Machiavelli’s teachings, but that one needs to consider all of his works in order to understand how they cohere into a unified political view. This is a magisterial work that cannot be ignored if a comprehensive understanding of the philosopher is to be obtained. (shrink)

It has been argued recently that tyranny is a persisting phenomenon very much alive today, a greater danger than newer forms of misrule such as totalitarianism. One argument is based on human nature being such that the temptation to abuse political power in the form of tyranny remains a possibility in all societies. Another defines tyranny as a spiritual disorder of the soul and polity. Both date the 19th century as the time when tyranny dropped out of the western (...) political vocabulary. In this view, modern political thought, like political science generally, has been impoverished by ignorance of, or indifference to, the nature of tyranny. By contrast, I treat tyranny not as possessing an essential, unchanging nature, but as a contested political concept used for a variety of purposes by different regimes and groups. Nor do I agree that, because ‘tyranny’ was used infrequently during the 19th century, systematic abuses of political power went unnoticed and unclassified. I treat a number of cases by postulating a family of controversial and contested regime types: tyranny, despotism, absolute monarchy, Bonapartism, Caesarism, and dictatorship. From them I conclude that, after tyranny was conflated with despotism at the end of the 18th century, both concepts were redescribed in terms of newer classifications belonging to the same conceptual family. Because ‘tyranny’ was then extended to many non-political arenas, it became so trivialized as to leave no prospect of our retrieving its once potent political meanings. If ‘tyranny’ is equally applicable to teachers, husbands, fashions, or public opinion, the concept has lost its political cutting edge. It now lacks any distinctive meaning that might frame a situation and define it as calling for urgent and decisive action, especially in foreign policy. (shrink)

Democracy has been a flawed hegemony since the fall of communism. Its flexibility, its commitment to equality of representation, and its recognition of the legitimacy of opposition politics are all positive features for political institutions. But democracy has many deficiencies: it is all too easily held hostage by powerful interests; it often fails to advance social justice; and it does not cope well with a number of features of the political landscape, such as political identities, boundary disputes, (...) and environmental crises. Although democracy is valuable it fits uneasily with other political values and is in many respects less than equal to the demands it confronts. In this volume prominent political theorists and social scientists present original discussions of such central issues. Democracy's Values deals with the nature and value of democracy, particularly the tensions between it and such goods as justice, equality, efficiency, and freedom. (shrink)

What is the trouble with schools and why should we want to make ‘school trouble’? Schooling is implicated in the making of educational and social exclusions and inequalities as well as the making of particular sorts of students and teachers. For this reason schools are important sites of counter- or radical- politics. In this book, Deborah Youdell brings together theories of counter-politics and radical traditions in education to make sense of the politics of daily life inside schools and explores (...) a range of resources for thinking about and enacting political practices that make ‘school trouble’. The book offers a solid introduction to the much-debated issues of ‘intersectionality’ and the limits of identity politics and the relationship between schooling and the wider policy and political context. It pieces together a series of tools and tactics that might destabilize educational inequalities by unsettling the knowledges, meanings, practices, subjectivities and feelings that are normalized and privileged in the ‘business as usual’ of school life. Engaging with curriculum materials, teachers’ lesson plans and accounts of their pedagogy, and ethnographic observations of school practices, the book investigates a range of empirical examples of critical action in school, from overt political action pursued by educators to day-to-day pedagogic encounters between teachers and students. The book draws on the work of Michel Foucault, Judith Butler, Ernesto Laclau and Chantel Mouffe, and Gilles Deleuze and Felix Guattari to make sense of these practices and identify the political possibilities for educators who refuse to accept the everyday injustices and wide-reaching social inequalities that face us. _School Trouble_ appears at a moment of political and economic flux and uncertainty, and when the policy moves that have promoted markets and private sector involvement in education around the globe have been subject to intense scrutiny and critique. Against this backdrop, renewed attention is being paid to the questions of how politics might be rejuvenated, how societies might be made fair, and what role education might have in pursing this. This book makes an important intervention into this terrain. By exploring a politics of discourse, an anti-identity politics, a politics of feeling, and a politics of becoming, it shows how the education assemblage can be unsettled and education can be re-imagined. The book will be of interest to advanced undergraduate and postgraduate students and scholars in the fields of education, sociology, cultural studies, and social and political science as well as to critical educators looking for new tools for thinking about their practice. (shrink)

With _Aristotle’s Teaching in the “Politics,” _Thomas L. Pangle offers a masterly new interpretation of this classic philosophical work. It is widely believed that the _Politics_ originated as a written record of a series of lectures given by Aristotle, and scholars have relied on that fact to explain seeming inconsistencies and instances of discontinuity throughout the text. Breaking from this tradition, Pangle makes the work’s origin his starting point, reconceiving the _Politics_ as the pedagogical tool of a master teacher. With (...) the _Politics_, Pangle argues, Aristotle seeks to lead his students down a deliberately difficult path of critical thinking about civic republican life. He adopts a Socratic approach, encouraging his students—and readers—to become active participants in a dialogue. Seen from this perspective, features of the work that have perplexed previous commentators become perfectly comprehensible as artful devices of a didactic approach. Ultimately, Pangle’s close and careful analysis shows that to understand the _Politics_, one must first appreciate how Aristotle’s rhetorical strategy is inextricably entwined with the subject of his work. (shrink)

What Is Political Theory? provides students with a comprehensive overview of the current state of the discipline. Ten substantive chapters address the most pressing topics in political theory today, including: - what resources do the classic texts still provide for political theorists? - what areas will political theorists focus on in the future? - can western political theory alone continue to provide a framework for responding to the challenges of modern political life? The authors (...) assess the intellectual challenges to conventional political theory, such as post-structuralism and the scientific study of politics that have revitalized the field in the last 30 years. They also broaden the perspective to take in non-western ideas and to reconceptualize political theory in the light of specifically global challenges. Students and teachers of political theory and political philosophy will find this book invaluable in understanding the factors that have shaped current political theory and which will guide its future development. (shrink)

In light of the structural dangers of revolutionary change highlighted in the political theory of Giorgio Agamben, this book joins a lively debate in philosophy of education on weak utopianism as an approach that foregrounds and respects the educational potentiality of teachers and students. Utopian moves in education call for revolutionary changes in pedagogical practice in pursuit of a particular vision of the good. Whether grounded in emancipatory politics, technological enthusiasm, or another social movement, utopian moves are seductive (...) in their promise of a better alternative. Weak Utopianism in Education draws together philosophy of education, political theory, scholarship of teaching and learning research, and utopian thought to advocate for a modest and humble approach to change. The theoretical foundation of weak utopianism opens space for educator's personal convictions and teaching philosophies to tinker with their own pedagogical practices. The book creates a common conceptual meeting ground for philosophers and practitioners in education. (shrink)

This essay explores hitherto unnoticed conceptual transactions between reflections on scientific method and a rethinking of political-economic categories in early-nineteenth century Britain through the writings of William Whewell and Richard Jones. Closely examining personal correspondences between Whewell and Jones, their works, contemporary debates on political economy and the problem of scientific method, Jones’s pedagogic practices, Karl Marx’s engagements with Jones, and his receptions as a teacher of political economy in colonial governance and imperial education, I argue that (...) Jones drew upon Whewell’s philosophical considerations on the relation between “fact” and “idea,” to reconstitute the epistemological orientation of political economy. (shrink)

Comparative political theory is at best an embryonic and marginalized endeavor. As practiced in most Western universities, the study of political theory generally involves a rehearsal of the canon of Western political thought from Plato to Marx. Only rarely are practitioners of political thought willing (and professionally encouraged) to transgress the canon and thereby the cultural boundaries of North America and Europe in the direction of genuine comparative investigation. Border Crossings presents an effort to remedy this (...) situation, fully launching a new era in political theory. Thirteen scholars from around the world examine the various political traditions of West, South, and East Asia and engage in a reflective cross-cultural discussion that belies the assumptions of an Asian "essence" and of an unbridgeable gulf between West and non-West. The denial of essential differences does not, however, amount to an endorsement of essential sameness. As viewed and as practiced by contributors to this ground-breaking volume, comparative political theorizing must steer a course between uniformity and radical separation--this is the path of "border crossings.". (shrink)

Harry V. Jaffa (1918-2015), professor at Claremont McKenna College and Distinguished Fellow of the Claremont Institute, was one of the most influential thinkers of the 20th century. His hundreds of students have reached positions of power and prestige throughout the intellectual and political world, including the Supreme Court and the Trump White House. Jaffa authored Barry Goldwater's famous 1964 Republican Convention speech which declared, "Extremism in the defense of liberty is no vice. And moderation in the pursuit of justice (...) is no virtue." William F. Buckley, Jaffa's close friend and a key figure in shaping the modern conservative movement, wrote, "If you think it is hard arguing with Harry Jaffa, try agreeing with him." His widely acclaimed book Crisis of the House Divided: An Interpretation of the Issues in the Lincoln-Douglas Debates (1959), was the first scholarly work to treat Abraham Lincoln as a serious philosophic thinker. As the earliest protégé of the controversial scholar Leo Strauss, Jaffa turned his theoretical insights to understanding the United States as the "best regime" in principle. He saw the American Revolution and the Civil War as world-historical events that revealed the true nature of politics. Statesmanship, constitutional government, and the virtues of republican citizenship are keys to unlocking the most important truths of political philosophy. Jaffa's student, Glenn Ellmers, was given complete access to Jaffa's private papers at Hillsdale College to produce the first comprehensive examination of his teacher's vast body of work. In addition to Lincoln and the founding fathers, the book shares Jaffa's profound insights into Aristotle, Shakespeare, Winston Churchill, and more. (shrink)

This paper explores the integration of philosophical principles with Civic and Political Science education to foster innovative teaching reforms. It starts by delineating specific pedagogical methods—comparative analysis, case study, and outcome-oriented strategies—to enrich Civics and Politics through philosophical discourse. Central to this integration is developing a teaching model rooted in cultural self-confidence, structured around interactive lectures where students are active participants and teachers guide the exploration. Philosophical tenets are employed to cultivate comprehensive teaching resources that support a (...) culturally confident pedagogical framework. This approach is evaluated using fuzzy subset theory and characteristic functions to assess the impact of incorporating philosophical perspectives into political education, moving through incremental assessment stages towards sophisticated evaluative indices. Empirical findings from an experimental setup reveal significant enhancements in student achievements and understanding of their political environment. Students exposed to the experimental teaching model showed a notable increase in achievement, with a progress value of 21.68 compared to 1.52 in the control group. Furthermore, their comprehension of the political landscape reached 93.5%, which is 30.1% higher than their counterparts. This teaching model elevates student performance and political acumen and deepens their appreciation of Chinese cultural values, thereby bolstering their cultural self-confidence. Through this philosophical-educational synthesis, the paper contributes to ongoing dialogues within the philosophy of religion, suggesting how religious values can implicitly support civic and political education in a multicultural context. (shrink)

"... some very serious critiques of French existential phenomenology and post-structuralism... the contributors offer some refreshingly new insights into some tried and 'true' philosophical texts and more recent works of literary theory." -- Philosophy and Literature "By bridging the gap between 'analytic' and 'continental' philosophy, the authors of The Thinking Muse: Feminism and the Modern French Philosophy largely overcome the cultural polarity between 'male thinker' and 'female muse'." -- Ethics "These engaging essays by American Feminists bring toether feminist philosophy, existential (...) phenomenology, and recent currents in French poststructuralist thought. The editors provide an excellent introductory overview, making this an ideal book for courses in feminist theory and philosophy and modern French thought." -- Philosopher's Index "The concerns raised in this volume are substantial.... a solid addition to the canon of American feminist philosophy." -- Philosophy and Literature "... a forum for feminist appropriations of existential and post-structuralist philosophy." -- Canadian Philosophical Reviews Marking a radical shift in the traditional philosophical separation between muse (female) and thinker (male), The Thinking Muse revises the scope and methods of philosophical reflection. These engaging essays by American feminists bring together feminist philosophy, existential phenomenology, and recent currents in French poststructuralist thought. (shrink)

This article aims to elucidate Patočka’s impact on contemporary Czech philosophy. As a preliminary, it presents Patočka’s general conception of the possible impact of philosophy as such. It seems that for Patočka, the clarifying function of philosophy was the most relevant, much more than its possible capacity to stimulate objective or social processes. It then explains what impact Patočka himself expected from his own activity as a philosopher. Here we can see that his main concern was to pass on the (...) great philosophical tradition neglected by Czech intellectuals, primarily ancient philosophy and German Idealism. Finally, it sketches the impact of Patočka’s writings and lectures that can actually be seen today in Czech philosophy—in the study of ancient and Classical German Philosophy, in new philosophical conceptions inspired by him, in phenomenology, and in debates about modern Czech history. (shrink)

For the first time, this book compiles original documents from Science for the People, the most important radical science movement in U.S. history. Between 1969 and 1989, Science for the People mobilized American scientists, teachers, and students to practice a socially and economically just science, rather than one that served militarism and corporate profits. Through research, writing, protest, and organizing, members sought to demystify scientific knowledge and embolden "the people" to take science and technology (...) into their own hands. The movement's numerous publications were crucial to the formation of science and technology studies, challenging mainstream understandings of science as "neutral" and instead showing it as inherently political. Its members, some at prominent universities, became models for politically engaged science and scholarship by using their knowledge to challenge, rather than uphold, the social, political, and economic status quo. Highlighting Science for the People's activism and intellectual interventions in a range of areas -- including militarism, race, gender, medicine, agriculture, energy, and global affairs -- this volume offers vital contributions to today's debates on science, justice, democracy, sustainability, and political power. (shrink)

This book is a volume of essays on the Biopolitics of Security in the 21st Century, by Professor Mick Dillon. It is at first of its kind in that no other study currently available covers the same field of research with the same degree of innovation. There is clearly growing attention to biopolitics in general, and the biopolitics of security in particular, beyond international relations and into the social sciences more generally. This volume will provide a genealogy of the biopolitics (...) of security beginning with Michel Foucault’s original account of the rise of biopolitics at the beginning of the 18th century, and will clarify and further develop Foucault’s original analytic of the biopolitics of security. This work is an original introduction to the emerging field of the biopolitics of security, tracking its development into the 21st century, which will serve as an intellectual provocation to researchers as much as it will a pedagogical guide to graduate and undergraduate teachers. This book will be of great interest to students of critical security studies, IR theory, political theory, philosophy and ancillary social science disciplines, such as criminology and sociology. (shrink)

Azarya Polikarov was born in Sofia on October 9, 1921. Through the many stages of politics, economy, and culture in Bulgaria, he maintained his rational humanity and scientific curiosity. He has been a splendid teacher and an accomplished critical philosopher exploring the conceptual and historical vicis situdes of physics in modern times and also the science policies that favor or threaten human life in these decades. Equally and easily at home both within the Eastern and Central European countries and (...) within the Western world. Polikarov is known as a collaborating genial colleague, a working scholar. not at all a visiting academic tourist. He understands the philosophy of science from within, in all its developments, from the classical beginnings through the great ages of Galilean, Newtonian. Maxwellian science. to the times of the stunning discoveries and imaginative theories of his beloved Einstein and Bohr of the twentieth century. Moreover, his understanding has come along with a deep knowledge of the scientific topics in themselves. Looking at our Appendix listing his principal publications, we see that Polikarov's public research career, after years of science teaching and popular science writing, began in the fifties in Bulgarian, Russian and German journals. (shrink)

From climate change to COVID-19 to reproductive justice, there has been deep political polarization around science. Labs of Our Own provides a unique entry point into these 21st century science wars by focusing on our affective relationships to science. The book delves into various sites where scientists, teachers, artists, and activists claim to create more democratic access to science - from DIY biology community labs to feminist classrooms to activist science pratitioners. The reader (...) will find that these claims for and attempts at democratic sciences not only impact what counts as science and who counts as a scientist but reconfigures who is included in the proper public. Instead of arguing for a knee-jerk defense of Science against right wing attacks, Labs of Our Own builds the case for a feminist, anti-racist, decolonial, queer science tinkering practice that intentionally, politically, and ethically acts to produce new challenges to the definition and boundaries of the human. (shrink)

The only complete study of Buber as a political thinker. Shed new light upon Buber's I Thou, while also attempting to understand Buber's Zionist thought and activity in a new and fresh manner.

The ontological turn in the humanities and social sciences has prompted some scholars of education to shift their focus of inquiry away from questions of epistemology (i.e., knowledge) to metaphysical matters related to being and the nature of existence. In this paper, I turn to ontology and make an argument for integrating and explicitly teaching theories of immanence in teacher education courses. I argue that integrating and explicitly teaching theories of immanence in teacher education courses can radically reorient students’ thinking, (...) being, and doing, which can fundamentally change how they are able to see, perceive, and make sense of events that unfold in their classrooms. Using vignettes of two encounters at an Italian preschool, I think with theory (Jackson and Mazzei 2012; St. Pierre, 2008, Ringrose and Renolds 2014) to demonstrate how philosophies of immanence reorient thought and produce “a lively new ontology” in which “the world’s radical aliveness comes to light” (Barad 2007, p. 33). The theoretical concepts I use include political theorist Jane Bennett’s (2010) concept of thing power, along with physicist Karen Barad’s (2007) concepts of entanglement and intra-action. (shrink)

Henry Brooks Adams (February 16, 1838 - March 27, 1918) was an American historian and member of the Adams political family, being descended from two U.S. Presidents.As a young Harvard graduate, he was secretary to his father, Charles Francis Adams, Abraham Lincoln's ambassador in London, a posting that had much influence on the younger man, both through experience of wartime diplomacy and absorption in English culture, especially the works of John Stuart Mill. After the American Civil War, he became (...) a noted political journalist who entertained America's foremost intellectuals at his homes in Washington and Boston.In his lifetime, he was best known for his History of the United States During the Administrations of Thomas Jefferson and James Madison, a 9-volume work, praised for its literary style.His posthumously published memoirs, The Education of Henry Adams, won the Pulitzer Prize and went on to be named by the Modern Library as the top English-language nonfiction book of the 20th century.A LETTER TO AMERICAN TEACHERS OF HISTORY. It proposes a "theory of history" based on the second law of thermodynamics and the principle of entropy, which essentially states that all energy dissipates, order becomes disorder, and the earth will eventually become uninhabitable. He applied the physics of dynamical systems of Rudolf Clausius, Hermann von Helmholtz, and William Thomson to the modeling of human history. (shrink)

This book analyses contemporary critiques of political economy and highlights the challenges to rethinking contemporary discourses and practices. It carries out a multi-pronged critical and transformative dialogue involving political economy, moral economy, moral sociology, moral anthropology, and spiritual ecology. The authors discuss diverse themes such as the relationship between consciousness and society, the dialogue between Karl Marx and Carl Gustav Jung, a critical sociology of morality and property relations, moral and political economy of the Indigenous peoples and (...) a critique of modern civilization, economic evaluation, as well as alternative traditions of thinking in Marx, Thoreau, Gandhi, J.C. Kumarappa, Rammanohar Lohia, B.R. Ambedkar and Jayaprakash Narain. A unique transdisciplinary text, the book brings together authors and approaches from both the Global North and South. It will be indispensable to students, research scholars and teachers of humanities and social sciences in such fields as economics, sociology, philosophy, cultural studies and development studies. (shrink)

Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil (...) this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole. (shrink)

Empirical research in education needs to be revitalised. However, there are some misunderstandings to solve: I) experts must refrain from expropriating the teachers from any possibility of voicing about scientific research that matters; II) considering scientific evidence as incontrovertible fact is erroneous; III) believing that the only research worth being conducted at school is that that delivers certainty and political/ethical impartiality is the last misconception. A couple of obstacles to counter these misunderstandings subsists: I) the teacher training, which (...) does not equip teachers to comprehend and conduct scientific research; II) the practices of accountability of scientific production in academic institutions pushing researchers to publish low-quality/interest studies. In this context, Citizen Science (involvement of non-researchers in interactions with researchers as equals) can be a promising resolving direction. (shrink)

A collection of essays representing diverse approaches to feminist ethical analysis of social policy. Subjects include the Family and Medical Leave Act, combat exclusion and the role of women in the military, unwed fathers' rights, mail-order brides, pornography, breast implants, and sex-selective abortion. Paper edition (unseen), $17.95. Annotation copyrighted by Book News, Inc., Portland, OR.

Families have a right to privacy, but we know little about how the public–private boundary is negotiated at the micro level in educational settings. Adopting ethnomethodology, the paper examines how talk about the home situation was occasioned and managed in ten parent–teacher conferences in early childhood education and care (ECEC), with a special focus on the ECEC teacher’s strategies for eliciting family information. The paper demonstrates a continuum of interactional practices which, in various degrees, make parents accountable for providing family (...) information. The analysis shows that parents both volunteer and provide the pursued information, thus actively orienting to the norm of visibility in child rearing. However, although both parties orient to questioning and fishing as business as usual, the parents’ accounts sometimes had an excusing quality or they adopted a reserved communication style, suggesting a certain ambivalence as well. The paper outlines different ways of understanding the present partnership ideal in parent–teacher teacher cooperation with implications for the negotiation of privacy. The paper also addresses training, which can contribute to staff and student reflections on the management of the public–private boundary. (shrink)

This article is based on a discussion held in Athens in April 2002, in the framework of a research visit, supported by the National Technical University of Athens, among the following participants: Alexander Pavlovits Ogurtsov (APO), Svetlena Sergeevna Neretina (SSN), and Michalis Assimakopoulos (MA) who translated and annotated the Russian text. The later wishes to thank his Russian teachers in philosophy, E.A. Mamchur and language, A.A. Nekrasova The translation was reviewed and emended by E.M. Swiderski, editor of SEET.Svetlana Neretina (...) is senior researcher in the Institute of Philosophy of the Russian Academy of Sciences (RAS), doctor of philosophy, titled professor for medieval philosophy, author of: The Conceptualism of Peter Abelard (1994), Believing Reason (1995), Tropes and Concepts (1999), Time of Culture (2000, with A. Ogurtsov), articles and translations on Philosophy of culture, email, [email protected]. (shrink)

When the creationism issue rose to the surface in the late 1970s, an organized opposition to the creationist campaign came from an unexpected source. Local groups of rank and file evolution defenders, led by a retired biology teacher, organized a grassroots network of anti-creationism called the Committees of Correspondence. They basically approached the creationism issue as a political rather than a scientific problem and fought the battle on local fronts, where creationists were heavily engaged in legal campaigns to include (...) their ideas in the public schools. Grassroots anti-creationism was, however, eventually replaced by a centralized national operation with an educational emphasis. In this paper, I will document the development of this neglected part of the creation-evolution controversy and discuss related issues, namely the politics of science that became clearly visible in the course of evolutionists' disputes over anti-creation strategies. (shrink)

This paper provides a discussion of Jacques Rancière’s former teacher at École Normale Supérieure, then famous for fashioning Marxism with the philosophical gauge of structuralism, Louis Althusser. Perhaps a brief discussion on the relation between the two would render context to the origins of Rancière's philosophico-political praxis, specifically the humble beginnings of conceptualizing an egalitarian method out of his philosophical rupture with Althusserianism. Meanwhile, to reduce the philosophical enterprise of Althusser into its practical shortcomings and silence during the revolutionary (...) events of May 1968 in France would do an injustice to the magnitude of his contribution to contemporary French political theory and his major revisions in the theoretical direction of the Parti communiste français. Thus, the following discussions focus on sketching Althusser's theoretical foundations, which possibly clarifies the political decision he has made during May '68: a demand for organization over spontaneous revolutionary activity based on the authority of theoretical practice over the ideological activities—a decision that became the point of departure for Rancière's subversion of both mastery and the structural inequality Althusserianism entail. The whole piece is guided by the following two-fold question—a question, perhaps, akin to Badiou's inquiry: What were the philosophico-political interventions of Louis Althusser, and why did Rancière move away from his direction? (shrink)

In this interview, Christopher Norris discusses a wide range of issues having to do with postmodernism, deconstruction and other controversial topics of debate within present-day philosophy and critical theory. More specifically he challenges the view of deconstruction as just another offshoot of the broader postmodernist trend in cultural studies and the social sciences. Norris puts the case for deconstruction as continuing the 'unfinished project of modernity' and—in particular—for Derrida's work as sustaining the values of enlightened critical reason in various spheres (...) of thought from epistemology to ethics, sociology and politics. Along the way he addresses a number of questions that have lately been raised with particular urgency for teachers and educationalists, among them the revival of creationist doctrine and the idea of scientific knowledge as a social, cultural, or discursive construct. In this context he addresses the 'science wars' or the debate between those who uphold t. (shrink)

The paper explores the current rationale for primary science in England with a focus on how competing perspectives arising from perceptions of educational ideology and policy discourse have helped to shape current practice. The aim will be to provide a conceptual understanding of this by focusing specifically on how policy has influenced practice. In particular it will consider the way in which discourse and policy text have contributed to the emergent rationale for primary science which in many ways (...) reflects conflicting influences, views and policies. Data were collected over a year from a regional survey and from four case-study primary schools. The findings suggest that teachers in primary schools face tensions between promoting both an educational and a political rationale for learning primary science. The paper will conclude by suggesting that the justification for primary science should be based on what we already know about how children learn science as well as helping them to develop an understanding of science and how it influences and is intrinsically linked to the needs of society. (shrink)

Explores some steps toward non-assimilative encounters in the "global village.".

Identity is a concept that evolves over the course of life. Identity develops over time and can evolve, sometimes drastically; depending on what directions we take in our life. In the age of globalization, a human being is more aware than old times regarding his community, social and national affairs. A person who identifies himself as part of a particular political party, of a particular faith, and who sees himself as upper-middle class, might discover that in later age, he's (...) a very different person. Perhaps he's no longer interested in politics, he's changed his religion, and he's living on less money than when he was in his younghood. Any variation is possible during a person's life span. -/- Religious Identity: A person's religious identity is the name of the religion that they identify themselves with. In this society people want to know, "What religion are you?" Generally they expect a one-word answer with the name of a religion that expresses their religious identity. A person might say they are a Buddhist - or a Christian - or a Jew - or a Muslim - or a Hindu. These are examples of religious identities. Recent developments in the field of social sciences in general and sociology in particular suggest a gradual tendency towards revival of interest on the issue of religion and identity. It is plausible that religion and identity may be positively correlated. The link between religion and identity can be contextualized through the exploration of the self. -/- Identity Politics: Identity politics is a political style that focuses on the issues relevant to various groups defined by a wide variety of shared characteristics, including, but not limited to, race, social class, religion, sex, gender, ethnicity, ideology, nationality, sexual orientation, gender expression, culture, currency, shared history, medical conditions, profession, and other of the many ways in which people differ from each other, and into which they may be classified or classify themselves. This concept played an important role in shaping social and national sphere. -/- Social Justice: Social justice denotes the equal treatment of all citizens without any social distinction based on caste, colour, race, religion, sex and so on. It means absence of privileges being extended to any particular section of the society, and improvement in the conditions of backward classes (SCs, STs, and OBCs) and women. Social Justice is the foundation stone of Indian Constitution. Indian Constitution makers were well known to the use and minimality of various principles of justice. Social justice found useful for everyone in its kind and flexible form. -/- Although social justice is not defined anywhere in the constitution but it is an ideal element of feeling which is a goal of constitution. Feeling of social justice is a form of relative concept that is changeable by the time, circumstances, culture and ambitions of the people. Social inequalities of India expect solution equally. Under Indian Constitution the use of social justice is accepted in wider sense, which includes social and economical justice both. -/- The major objective of this paper is to critical analyze all the above mentioned conceptions and see their relation with reference to a national character building as the present scenario of India showed a identity crisis between individual’s religious identity and secular objectives of the constitutions. The negative effect of the identity politics ruin ideal nation’s character and negatively affects the concept of social justice too. For a better nation we should a balanced state of affairs where every citizen has a space to develop him/her self and a motivation to contribute in development of India. -/- Note : This is submitted for a Three-Day Philosophy Teachers' Meet of North-Western Zone sponsored by ICPR, New Delhi to be organized by the Department of Guru Nanak Studies, Guru Nanak Dev University, Amritsar on 29th to 31st Dec. 2015 with the theme "The Crisis of Multiple Identities in Contemporary World" . (shrink)

Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational experiences and (...) events. Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching. (shrink)

The past decade has seen an explosion of work on the history of the human sciences during the Cold War. This work, however, does not engage with one of the leading human sciences of the period: linguistics. This article begins to rectify this knowledge gap by investigating the influence of linguistics and its concept of study, language, on American public, political and intellectual life during the postwar and early Cold War years. I show that language emerged in three frameworks (...) in this period: language as tool, language as weapon, and language as knowledge. As America stepped onto the international stage, language and linguistics were at the forefront: the military poured millions of dollars into machine translation, American diplomats were required to master scores of foreign languages, and schoolchildren were exposed to language-learning on a scale never before seen in the United States. Together, I argue, language and linguistics formed a critical part of the rise of American leadership in the new world order — one that provided communities as dispersed as the military, the diplomatic corps, scientists and language teachers with a powerful way of tackling the problems they faced. To date, linguistics has not been integrated into the broader framework of Cold War human sciences. In this article, I aim to bring both language, as concept, and linguistics, as discipline, into this framework. In doing so, I pave the way for future work on the history of linguistics as a human science. (shrink)

We describe here an interdisciplinary lab science course for non-majors using the history of science as a curricular guide. Our experience with diverse instructors underscores the importance of the teachers and classroom dynamics, beyond the curriculum. Moreover, the institutional political context is central: are courses for non-majors valued and is support given to instructors to innovate? Two sample projects are profiled.

In this book Frank Dumont presents personality psychology with a fresh description of its current status as well as its prospects. Play, sex, cuisine, creativity, altruism, pets, grieving rituals, and other oft-neglected topics broaden the scope of this fascinating study. This tract is imbued with historical perspectives that reveal the continuity in the evolving science and research of this discipline over the past century. The author places classic schemas and constructs, as well as current principles, in the context of (...) their socio-political catalysts. He further relates this study of the person to life-span developmental issues and to cultural, gender-specific, trait-based, genetic/epigenetic, and evolutionary research findings. Personality psychology has recently reconciled itself to more modest paradigms for describing, explaining, and predicting human behaviour than it generated in the 19th and 20th centuries. This book documents that transformation, providing valuable information for health-service professionals as well as to teachers, researchers, and scientists. (shrink)

Postmodernity has brought new forms of social control which are exercised through new forms of communication. Paradoxically, however, postmodernity also seemed to be heading towards the exaltation of the individual in their absolute freedom. The 20 th century pushed, in the name of science and progress, the secularization of Western societies, often distancing people from their traditional community ties, including ties to the ecclesial community. Thus, the postmodern individual initially appeared free of ancestral community pressures. However, subtle new forms (...) of social control have replaced traditional ones. Mechanisms such as social media, new forms of work and sexual exploitation, or the impossibility of maintaining privacy in the face of the power of private and public corporations, thus expose the individual to the asocial elements. Frequently, these new social control mechanisms (a clear example being the leadership of the WHO in the policies implemented worldwide during the COVID-19 pandemic) are presented to us not as repressive, but scientifically and paternally protective. In this context, the vindication of religious freedom and the community experience of faith represent decisive touchstones for the vitality and validity of a social and political order in which the personal being is truly the highest value. The authors of this monograph are professors, some of them with twenty or thirty years of university teaching, others halfway between Generation X and Y, but all with a deep vocation as teachers called to understanding the world around them. A vocation to collaborate with their students so that the seed of love for the knowledge of reality and the joyful experience of contact with the truth may bear fruit in them. Such an experience only makes sense as a shared experience. And this is what the authors of this monograph usually do: share their concerns, worries, and research. In formal terms, this shared experience has been developing in recent times under the mantle of research projects such as the one that forms the basis of this issue of _Scientia et Fides_: “Social Control, Postmodernism and Political Community” (COSOPOC). Sharing the results of their research is also a way of inviting the specialized public to this experience without forgetting that the first circle of this community work is formed by the students themselves, whom this monograph aims to serve as a stimulus in their personal trajectories as students, as future professionals and, above all, as people in charge of their actions and responsible and capable of facing the worrying challenges that face us all. (from the Editorial). (shrink)