This paper assesses the relational effects of perceived organizational support, fear of COVID-19, and work-related stress on the safety performance of healthcare staff. The sample for this research was extracted from the University College Hospital in the Oyo State of Nigeria. The participants were midwives, doctors, auxiliary services staff, and nurses who functioned in a COVID-19 hospital ward, fever or respiratory ICU, Auxiliary services, or outpatient clinics. This investigation espoused a clinical cross-sectional survey involving self-reported surveys. Of the 150 questionnaires (...) distributed, 147 were fit for scrutiny and analyzed with Statistical Packages for the Social Sciences. This paper established a relationship between POS and safety performance. Besides, it showed a significant positive correlation between FOC-19 and SP. It further noted that work-related stress negatively relates to safety performance. Moreover, this study showed the significant joint strong influence of POC, FOC-19, and WRS on the safety performance of healthcare workers. Hence, healthcare institutions are encouraged to create adequate support for healthcare workers, particularly during a global health crisis. Government and healthcare institutions should also develop an awareness program on the danger and consequences of getting infected by the virus or infecting other significant others. This will increase the fear of COVID-19 and, consequently, health workers’ safety performance. Besides, it is recommended that the management of healthcare institutions provides a proper work structure and schedule to help reduce workloads, consequently reducing WRS, as lowering it improves healthcare workers’ safety performance. (shrink)

Wilfred Cantwell Smith, maintained in this vastly important work that Westerners have misperceived religious life by making "religion" into one thing.

Wilfred Carr; Theories of Theory and Practice, Journal of Philosophy of Education, Volume 20, Issue 2, 30 May 2006, Pages 177–186, https://doi.org/10.1111/j.146.

This paper argues that the anxieties being expressed in the UK and elsewhere about the lack of impact that philosophy now has on education are nothing other than the inevitable manifestation of a fundamental intellectual disorder deeply rooted in our contemporary understanding of the philosophy of education. In trying to substantiate this claim, the paper offers an historically informed philosophical analysis of how philosophy is related to education and education to philosophy that concludes by clarifying how any debates about the (...) current problems and future development of the philosophy of education ought to proceed. (shrink)

This study examines specifically, the mission statement and ideology as discursive practices of the Mavrodi Mondial Moneybox (MMM) Ponzi scheme. As the demand for transparency in governance, public and private practices increase, there is also a rising proliferation of counter forms of transparency in financial sectors. While studies have focused on the practices of transparency in the reports of public and private institutions, very little attention has been paid to the perils of transparency in mission statements of online scam practices (...) such as Ponzi schemes that parade as transparent financial schemes. Using a critical discourse analytic approach, this study investigates Ponzi schemes in Nigeria and their ideology of a ‘transparent economic system’. These schemes claim to operate a mutual benefit fund for the poor and discourage individuals from investing in banks. The critical discourse analysis draws attention to masked discourses of MMM and examines how the transparent discourse of the MMM generally constitutes deceptive discourse. The findings of the study reveal that factual and political arguments and propagandas are strategies of negative other representation that attempt to discredit the government and other legitimate financial institutions and at the same time attempt to control the mind of the participants by presenting the schemes as reliable thereby defrauding their victims. (shrink)

This book explores African philosophic sagacity, or wisdom philosophy, as proposed by Odera Oruka in his “Four Trends in Current African Philosophy” (1981), which he later expanded to six trends (1998). Oruka defines philosophic sagacity as wisdom philosophy, or philosophy of the wise men of Africa who are independent, liberal and non-conformist thinkers, and who often deviate from the accepted common norms of their societies. This book takes philosophic sagacity discourse beyond Oruka’s definition by encompassing traditional wise sayings and proverbs. (...) It combines individual liberal thinkers and the communal ideas, and cherishes both rational and emotional engagement, offering a broader understanding of African philosophic sagacity. Wilfred Lajul opens the door for new researchers to venture into the study of African languages, wisdom sayings, and proverbs, and helps to unveil the content of this philosophy from the perspective of different African societies. (shrink)

Wilfred Carr; What is an Educational Practice?, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 163–175, https://doi.org/10.1111/j.14.

The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre‐modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of the contemporary relevance of practical philosophy in order to show how, by embracing the idea of ‘methodology’, action research functions to sustain a distorted (...) understanding of what practice is. The paper concludes by outlining a non‐methodological view of action research whose chief task is to promote the kind of historical self‐consciousness that the development of practice presupposes and requires. (shrink)

Originally published in 1950, this book challenged the basis of our beliefs about the relation of life to matter. Already aware that chalk, limestone and coal seams are the residues of ancient life, the author suggests that this knowledge may also be applied to the rest of matter. In that case, he argues, the origin of the world was not cosmic upheaval which broke down at last into life, but organic life itself.

Poses four questions about human persons: 1) Who am I in this world wherein I try to live well? 2) What is the meaning in trying to live well in this world? 3) Am I able to make free decisions about living well in this world? and 4) What is the way I am to live well in this world?

Examines the arguments and changes in the tradition of justified war.

A recent review of his work describes Wilfred Carr as 'one of the most brilliant philosophers now working in the rich British tradition of educational philosophy ... His work is rigorous, refreshing and original ... and examines a number of fundamental issues with clarity and penetration'. In For Education Wilfred Carr provides a comprehensive justification for reconstructing educational theory and research as a form of critical inquiry. In doing this, he confronts a number of important philosophical questions. What (...) is educational theory? What is an educational practice? How are theory and practice related? What is the role of values in educational research? Is a genuinely educational science possible? By appealing to developments in critical theory, the philosophy of science and the philosophy of the social sciences, Wilfred Carr provides answers to these questions which vindicate the idea of an educational science that is not 'on' or 'about' education but 'for education' - a science genuinely committed to promoting educational values and ideals. (shrink)

This volume provides a thought-provoking critique the main, existing school of environmental ethics and seeks to build a more coherent and rigorous philosophical basis for future environmental policy.

Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not (...) only that there is a pre-modern version of the inaugural lecture but that the virtue-based understanding of education which it presupposed can be revised and advanced in the postmodern world. (shrink)

It is argued that 'sustainable development' has been defined in such a way as to be either morally repugnant or logically redundant. 'Strong' sustainability, overriding all other considerations, is morally unacceptable as well as totally impractical; and 'weak' sustainability, in which compensation is made for resources consumed, offers nothing beyond traditional economic welfare maximisation. The 'sustainability' requirement that human well-being should never be allowed to decline is shown to be irrational. Welfare economics can accommodate distributional considerations, and, suitably defined, the (...) concept of welfare can include the subjective effects of changes in – as well as the levels of – well-being. Hence there is no reason why welfare maximisation should not remain an overriding policy objective. Nor can sustainability be regarded as a 'constraint' on welfare maximisation unless there is a clear conflict between the two – which has yet to be demonstrated. This is not to deny the importance of intergenerational justice, nor the need for economic incentives to correct market imperfections if the environment is to be managed in a socially optimal manner. Apart from a few small developing countries heavily dependent on minerals or other finite primary products, the measurement of some wider concept of 'sustainable' GNP is a waste of time and such estimates as have been made are virtually worthless. (shrink)

This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only (...) conclusion to draw from this postfoundationalist critique is that educational theory has run its course and should now be brought to a dignified end. (shrink)

It is widely believed that environmental conservation has to be guided by respect for the ‘rights’ of future generations. But it is argued in this chapter that it may not be plausible to think in terms of the ‘rights’ of future generations in general or their rights to any specific environmental assets. Future generations may well have rights when they come into existence, but these will only be rights that can be satisfied at the time. But ‘rights’ do not exhaust (...) the whole of morality, and future generations will certainly have interests, which means that we are under moral obligation to take account of them and of the effect that our environmental policies may have on them. Thus, the problem is to predict what the main interests of future generations will be and how to weigh them up against the interests of people alive today. It is argued that this approach will lead to a very different ranking of priorities among our moral obligations to future generations. (shrink)

The man or woman of faith living in today's pluralist world must have a theology that will do justice to his or her own faith, and also to the neighbours' - and to the differences between them. Similarly, humanists must have a theory that does justice to their own vision and also to the fact that for most of their fellows on earth the proper way of being human has been one or another of various `religious' ways. Any interpretation of (...) human history, both past and present, must take into serious account the self-consciousness of each major part, as well as the diversity and the dynamic of the whole. This exciting book, first published in 1981 and now also available in paperback, is perhaps our world's first serious endeavour towards a theology in global perspective. Here is a wrestling with the demands of an authentic theology of the comparative history of religion. (shrink)

Originally published in 1913. Author: Henri Lichtenberger Language: English Keywords: History Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. Obscure Press are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork.Keywords: English Keywords 1900s Language English Artwork.

African philosophy has for long been rejected on the basis that it is not known, or has not been written down. Behind this view is the idealist presumption that for something to exist, it must first be perceived. However, for something to be perceived, it must first exist. African Philosophy: Critical Dimensions examines what constitutes African philosophy in terms of its meaning, foundation, sources, methodology, characteristics, and relevance. The book analyses traditional African philosophy from the political, social, ethical, epistemological and (...) metaphysical angles. The book further critically discusses modern African political philosophy, modern African social philosophy, modern African economic philosophy, and modern African philosophy of religion. It ends with the identification of the different conclusions that were derived from the study and general recommendations, some specifically for researchers and writers, especially in the area of African philosophy. Wilfred Lajul joins other authentic voices examining African Philosophy. (shrink)

Wilfred Carr; Can Educational Research be Scientific?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 35–43, https://doi.org/10.1111.

This article concentrates on the Jacobs and Daly criticisms (Environmental Values, Spring 1994) of my earlier article in the same journal (Autumn 1994) criticising the concept of 'sustainable development'. Daly and Jacobs agreed with my criticisms of 'weak' sustainability, but defended 'strong' sustainability on the grounds that natural and manmade capital were 'complements' in the productive process and that economists are wrong, therefore, in assuming that they are infinitely substitutable. This article maintains that they are confusing different concepts of 'complementarity' (...) and 'substitutability'. It is also argued that, in fact, they do both sell crucial passes in their defence of strong sustainability without providing any clear criteria for their abandonment of it in certain cases. It is also denied that the fact that environmental services may provide different satisfactions from those obtained from other goods and services elevates it to the status of some over-riding moral value, or that discounting future costs and benefits is 'unfair' to future generations. (shrink)

This paper takes seriously the claim that postmodernism has seriously undermined our‘modern’ understanding of what the role of education in a democratic society should be. It therefore seeks to reinterpret this role in a way that confronts the challenge that postmodernism has posed. In order to do this the paper clarifies how postmodernism has now discredited the‘modern’ assumptions on which our view of the relationship between education and democracy has been erected. Drawing on the philosophy of John Dewey, it then (...) reconstructs the relationship between education and democracy so as effectively to resist the challenge that postmodernism has posed. (shrink)

Wilfred Carr; Critical Theory and Educational Studies, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 287–295, https://doi.org/10.11.

Wilfred Carr; The Idea of an Educational Science, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 29–37, https://doi.org/10.1111/j.14.

The Humanitarian Charter and Minimum Standards will not of course stop humanitarian crises from happening, nor can they prevent human suffering. What they offer, however, is an opportunity for the enhancement of assistance with the aim of making a difference to the lives of people affected by disaster” Ton van Zutphen, Sphere Board Chair and John Damerell, Sphere Project Manager in the Foreword to the new edition of the Handbook. The Sphere Project is an initiative to determine and promote standards (...) by which the global community responds to the plight of people affected by disasters. What’s new in the 2011 edition of the Sphere Handbook The new edition of the Sphere Project’s Handbook updates the qualitative and quantitative indicators and guidance notes and improves the overall structure and consistency of the text The new version has: * a rewritten Humanitarian Charter * updated common standards * a stronger focus on protection * revised technical chapters. (shrink)

In the European Union, the General Data Protection Regulation (GDPR) provides comprehensive rules for the processing of personal data. In addition, the EU lawmaker intends to adopt specific rules to protect confidentiality of communications, in a separate ePrivacy Regulation. Some have argued that there is no need for such additional rules for communications confidentiality. This Article discusses the protection of the right to confidentiality of communications in Europe. We look at the right’s origins to assess the rationale for protecting it. (...) We also analyze how the right is currently protected under the European Convention on Human Rights and under EU law. We show that at its core the right to communications confidentiality protects three individual and collective values: privacy, freedom of expression, and trust in communication services. The right aims to ensure that individuals and organizations can safely entrust communication to service providers. Initially, the right protected only postal letters, but it has gradually developed into a strong safeguard for the protection of confidentiality of communications, regardless of the technology used. Hence, the right does not merely serve individual privacy interests, but also other more collective interests that are crucial for the functioning of our information society. We conclude that separate EU rules to protect communications confidentiality, next to the GDPR, are justified and necessary. (shrink)