Trump’s foreign policy outlook and his rhetorical predispositions suggest that the American foreign policy is about to undergo drastic changes in terms of substance matter of policy. The arrival of Trump at the helm of affairs has built a conventional perception of gradual American retreat from the Obama’s rebalancing policy and its pacific-centric outlook. Any abrupt change in this policy of rebalancing will have serious repercussions for the regional economic, political and security architecture designed by America since world-war II. In (...) this context, Offensive Realism, that takes system level variables as the primary determinants of foreign policy of great powers, offers a valuable framework to understand and explain the future course of Obama’s policy of rebalancing under the incumbent administration. To this end, this article is aimed at delving into the theoretical and historical reservoirs related to the US foreign policy along with the current practices of Trump administration to test the claims of continuity or transformation in the US foreign policy of rebalancing in the Asia Pacific region. This article asserts that Obama’s rebalancing policy would continue in the future with certain tactical adjustments related to the implementation of policy. (shrink)

Focusing on the supervisor–trainee relationship, this research set out to examine the impact of ethical leadership on two indicators of work-related well-being: work engagement and emotional exhaustion. Furthermore, this study sought to examine the mediating role of trust in supervisor in these relationships. Survey data were collected at two different points in time from 216 trainee accountants drawn from a variety of organisations. Structural equation modelling was used to test the research hypotheses. Results showed that, as hypothesised, trust in supervisor (...) fully mediated the effects of ethical leadership on work engagement and emotional exhaustion, respectively. The theoretical and practical implications of this research are discussed. (shrink)

The current research aims at improving the skills of producing digital stories using the tools of generative artificial intelligence Chat GPT and Google Bard, which are necessary for female student teachers’ specialization: Kindergarten. The current research has used the descriptive approach and the experimental approach with a quasi-experimental design through a design based on one group and comparing the differences between the pre and post-evaluation. The study sample was randomly selected from female students teachers specializing in kindergarten, and their number (...) reached (25) students. A list of producing digital stories standards was prepared and controlled, and a graded performance rating scale was prepared to evaluate the skills of producing digital stories among female student teachers specializing in kindergarten. The results indicate the effectiveness of using the generative AI tools in improving digital stories production skills according to the criteria that were built in the current research. (shrink)

En el presente artículo se afirma que la humanidad enfrenta dos grandes desafíos: reconciliar nuestro ser material con el ser espiritual y reconciliar las necesidades individuales con las necesidades colectivas. Al no haber reconciliado estas dos dimensiones de la vida humana, nos encontramos en guerra, exclusión social, sufrimiento, desilusión, ira, incapacidad de avanzar, y muchos otros males. Tras aportar un marco de referencia de la sociedad globalizada, el autor el autor plantea algunos aspectos del desafío, tales como el contraste entre (...) una sociedad materialmente rica y espiritualmente pobre y la necesidad de la integración de valores humanistas y espirituales en la economía que derivarían en una “economía espiritual”. (shrink)

A critical account of forgiveness and the "unforgivable", with particular reference to Bonaventure and Derrida, among others.

We do indeed “live and work in a time when the issues facing education, many of which have been with us for a considerable period, are being approached primarilythrough measurement – classroom assessment, research methods, standardized testing, international comparisons”. It is also true that “we do not often stop to consider what counts – and alternatively, what doesn’t count – in a climate where measuring up to a standard is the name of the game. At a deeper level, we rarely (...) raise questions about measurement itself.” Heidegger argued that what is “most thought provoking [in this ‘thought provoking age’] is that we are still not thinking,” in What is called thinking? . This somewhat startling assertion deserves careful attention especially in relation to the quote above . Heidegger’s assertion is pertinent for a number of reasons: he associated this “not thinking” with a “critical moment in history”, with a “call”, and with a “miscalculation”. I will argue that it is important to reflect on a number of questions: what is thinking, especially in relation to measurement? Was Heidegger correct in arguing that we have “miscalculated” in so far as we have sought “the safety of the mere drive for calculation” ? And how does the desire for a higher form of “representational thinking” in these contexts serve and promote a number of aims in higher education, such as learning and even “flourishing”? I will attempt to provide answers to a number of these questions by reflecting on the broad but fundamentally important question of measurement and its limits. (shrink)

There has been much debate recently about the meaning, place and function of “character” and “character traits” in Virtue Ethics. For example, a number of philosophers have argued recently that Virtue Ethics would be strengthened as a theory by the omission of talk of character traits; recent neuroscientific studies have suggested that there is scope for scepticism about the existence of such traits. I will argue that both approaches are flawed and unconvincing: in brief, the first approach tends to be (...) predicated on a narrow or insufficient conception of “character” and “character traits”; the second approach tends to go well beyond the available (empirical) evidence. Finally, I will argue that it is possible to point to a philosophy of education that is deeply informed by an understanding of virtue and ethics in which the concept of character has a coherent and meaningful role. (shrink)

A critical account of Russell's understanding of the relationship between science and religion.

On the aesthetics and poetics of Hawks and Ford; their resurgence in film studies.

Selected, expanded, refereed papers from the first international RLA Conference, University of Sydney/ACU, 1994.

paper to be presented at "Religion, Society, and the Science of Life", 2017 IRC-ISSR Conference, 19-22 July, Ian Ramsey Centre for Science and Religion, Oxford University.

Critical evaluation of Heidegger on philosophy & politics (with particular emphasis on the Heidelberg Conference featuring Gadamer, Derrida and Lacoue- Labarthe).

This book examines and clarifies the nature, meaning, significance, richness and vitality of the sacred, and several key theories of the sacred, in the context of science and religion, and philosophical ontology.

A critical analysis and evaluation of Habermas' and Derrida's understanding of terrorism (in particular 9/11); some reflections on the role of philosophy and philosophers in the present age.

Many philosophies of engagement build upon pedagogical, metaphysical, epistemological and ethical frameworks, particularly Virtue Ethics frameworks. However, a glance at the literature suggests that there are many debates about the nature, meaning, value and application of such things. In this paper, I will look at some recent empirical work (particularly in neuroscience) on virtues. I will argue that not only do such (empirical) studies enrich and deepen our understanding of virtues and indeed of virtue ethics; when combined with a reinterpretation (...) of some key parts of virtue ethics, drawn from Aristotle, it may be possible to respond coherently to some well-­‐known “misgivings” about virtue ethics (and indeed its range of possible applications in education), namely that 1) ‘the previous history of virtue-­‐educational initiatives does not augur well for the prospects of future ones’; 2) ‘the study of virtue and character lacks a clear empirical methodology’; 3) ‘we know very little about the impact of previous interventions in this field.’(Kristjánsson, 2013) It may also make possible a more cogent explanation of the place of eudaimonia, if any, in modern (higher) education. (shrink)

On the nature, meaning and significance of the "core curriculum" in higher education.

The question of the limits of reason, not just within philosophy but also in the modern sciences, is arguably more important than ever given numerous recent commentaries on “life,” “reality,” meaning, purpose, pointlessness and so on, emanating not from philosophers or metaphysicians, but rather from physicists and biologists such as Steven Weinberg and Richard Dawkins. It will be argued that such commentaries concerning the “pointlessness” of the universe, or the purpose of “life,” and other such things, are flawed and unconvincing, (...) not least because they seem to overlook or forget a number of well known and significant philosophical contributions on the question of limits, particularly by Kant, but also by Hume, Russell and Sir A J Ayer. (shrink)

Though there is much interest nowadays in "aporias" there is relatively little research on the relation between these aporias and deconstruction, and further, between these two and the philosophy of education. First, it will be argued here that a sufficient understanding of the aporias must preserve the complexity of Aristotle’s own understanding and explications, or in other words, must avoid the reductive approaches one sometimes finds in some recent commentaries on studies of Aristotle’s aporias. Second, it will be argued that (...) some critiques of Aristotelian aporias, such as a deconstructive critique, require careful scrutiny. Third it will be argued that the complex Aristotelian understanding of aporias is by no means a tired or exhausted paradigm - far from it; it has rather some significant implications for educators and in relation to educational thinking in the twenty first century, especially when understood in relation to Wittgenstein’s work on some questions, some language games, as knots in our understanding (significantly, Aristotle used just the same kind of metaphor in relation to aporias). (shrink)