What is pedagogy, exactly? Merriam-Webster defines it simply as “the art, science, or profession of teaching.” In contemporary academic discourse, however, pedagogy is generally left undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching” (e.g., behaviorist or progressivist instruction) to a broadly political philosophy of education in general (most famously, a “pedagogy of the oppressed”). In this paper, Norm Friesen and Hanno Su follow the Continental pedagogical tradition in giving pedagogy a general but explicit (...) definition. They do so by looking at how pedagogy arises both in everyday life and in school as unavoidably ethical activity undertaken primarily for the sake of the young person or child. Such activities, the authors maintain, are structured not so much by processes, methods, and outcomes, but by irresolvable oppositions and the tensions between them. They illustrate this inductively through a series of images and examples — moving gradually from ones involving parenting and early childhood to ones from elementary and secondary schooling. In this way, Friesen and Su show that pedagogy is not so much one or more ideologically focused or evidence-based instructional or psychological approaches to be mastered by a professional or teaching specialist. It is instead an independent but ethically informed practical perspective — one that can (and has) been extended to form a distinctively pedagogical theory and discipline. As such, it is something that is not only a part of our everyday life and culture, but arguably of all human cultures. (shrink)

Technologies are significant in research not only as instruments for gathering data and analyzing information; they also provide a valuable resource for the development of theory—in terms of what has been called the “tools to theory heuristic.” Focusing on the specific example of the fields of educational psychology and instructional technology and design, this paper begins by describing how the workings of the “tools to theory heuristic” are evident in the metaphors and descriptions of behaviorism, cognitivism, and constructivism. In (...) each of these psychological paradigms, the mind is understood in terms of a contemporaneous technological innovation: as rudimentary circuitry, as computerized data processing, and finally, in terms of information representation and visualization. The paper then argues that in applied disciplines like educational technology and human–computer interaction, technology plays two important but conflicting roles. It first operates heuristically to explain complex mental phenomena; it is then designed and developed explicitly as a tool for facilitating and developing these same complex mental processes. This paper concludes by arguing that this dual role represents an ethical dilemma—a kind of epistemological and practical “conflict of interest” in instructional technology and in related fields of systems and interface design. (shrink)

I explore conceptual tensions that emerge between Wilfrid Sellars’ and Grace de Laguna’s adoption of behaviorism. Despite agreeing on various points, I argue that Sellars’ and de Laguna’s positions represent a split between normativist and descriptivist approaches to explanation that are generally incompatible, and I explore how both positions claim conceptual priority.

Quine claims that his naturalized epistemology which is a science about science must take the place of traditional epistemology. Because physics is the paradigm of science for Quine, there is apparently no room for normative and intentional discourses in Quine's naturalized epistemology. However, Quine uses normative and intentional discourses in his naturalized epistemological inquiry. Hence, the problem addressed in this dissertation is the place of normative and intentional discourses in Quine's naturalized epistemology. ;My procedure is to examine (...) critically the above mentioned contradiction from two different angles. In an initial and external criticism I assume the in-principle gap between physicalistic discourse and normative and intentional discourses. In an internal criticism I assume the gap merely practical. In the former criticism I offer my own interpretation of the status of naturalized epistemology in Quine's philosophy and argue for the presence of a tension between methodological concerns and what Quine calls his physicalistic bias. I explain three manifestations of the tension in Quine's writings: his discussions of language acquisition, induction and scientific method in general. I also argue that methodological concerns play the ineradicable role in an epistemology, which Quine must and at least partially does recognize. In the internal criticism I discuss the nature of the gap between physicalistic discourse and normative and intentional discourses and examine and criticize Quine's behavioristic physicialism. On the basis of the criticism of Quine's behavioristic physicalism I criticize Quine's thesis of indeterminacy of translation which denies the fact of the matter for intentional discourse. ;I find, as a result, that because both methodological concerns and physicalistic bias are basic elements of Quine's naturalized epistemology, the resultant tension is serious. I also find that Quine's naturalized epistemology as it is cannot resolve the tension, whether we assume the gap as in-principle or merely practical. ;Thus, I conclude that as the unsettling status of normative and intentional discourses indicates, Quine's naturalized epistemology does not make a coherent whole. (shrink)

Hutto and Satne review current attempts to provide a naturalized content and underline some of the most convincing reasons why they remain inadequate. The authors reframe and update Haugeland’s assessment of this research program, but besides describing the particular challenges facing the different candidate accounts, they also propose what seems to be a promising way to further a debate that has not advanced in recent years. In this paper I argue that a more detailed exploration of some aspects of the (...) neo-behaviorist and neo-pragmatist strategies might be helpful in order to advance the discussion. (shrink)

The guidelines followed by many educational boards recommend behavioristic practices for dealing with student discipline; however, Lawrence Kohlberg's idea of organizing schools as “just communities” suggests a more promising approach. It translates to the school context the core principle of Habermas's discourse ethics: those norms to which all concerned agree are valid. In such democratically organized schools, students engage in less violence and take greater responsibility for safeguarding each other's welfare. Public debates about rules and handling transgressions generate knowledge regarding (...) shared norms, promote role-taking abilities, and foster ego-syntonic commitment to democratic values. Such participatory experiences may contribute to constituting ego identity. Whereas identity politics relies on particularistic affiliations and emphasizes demarcations between social groups, ego identity is based on a commitment to universal moral values. This commitment allows individuals to develop and sustain a sense of coherence, continuity, and uniqueness, and it fosters democratic cooperation and social cohesion. In this article, Gertrud Nunner-Winkler provides empirical support for these claims. (shrink)

Available from UMI in association with The British Library. Requires signed TDF. ;Even among Wittgenstein's admirers, his conception of philosophy as a therapy for conceptual confusion is generally considered to be the weakest part of his later work. It seems to consist of slogans, which are unsupported by argument and belied by his own 'theory construction'. It may even be self-refuting--a philosophical theory that denies the possibility of philosophical theory. ;Unless these objections can be met, current attempts to apply Wittgenstein's (...) philosophical methods remain problematic. I have therefore sought to provide a systematic account and defense of Wittgenstein's position. I have identified the common ground between Wittgenstein and the philosophical tradition, distinguished five basic features of his position and shown how they are linked. ;I go on to argue that his conception of philosophy is consistent and appears untenable only because of a failure to appreciate its connection with other aspects of his work, notably his understanding of logical necessity and of language. I have not examined Wittgenstein's conception of philosophy in isolation, for only by pitting it against its major rivals can its cogency be properly assessed. Throughout, I have examined the links between methodological issues and problems in philosophical logic, epistemology and metaphysics. ;The principle threat to Wittgenstein's conception of philosophy is Quine's assimilation of philosophy and science. His rejection of the distinctions between the a priori and the empirical and between analytic and synthetic propositions represent a profoundly important challenge to Wittgenstein's normative conception of language. However, I argue the challenge can be met by reducing Quine's behaviorist model of language to absurdity. (shrink)

The project of developing a pragmatic theory of meaning aims at an anti-metaphysical, therefore anti-representationalist and anti-subjectivist, analysis of truth and reference. In order to understand this project we have to remember the turns or twists given to Frege's and Wittgenstein's original idea of inferential semantics (with Kant and Hegel as predecessors) in later developments like formal axiomatic theories (Hilbert, Tarski, Carnap), regularist behaviorism (Quine), mental regulism and interpretationism (Chomsky, Davidson), social behaviorism (Sellars, Millikan), intentionalism (Grice), conventionalism (D. (...) Lewis), justificational theories (Dummett, Lorenzen) and, finally, Brandom's normative pragmatics. (shrink)

Axel Honneth se pregunta si el concepto del reconocimiento puede hacerse cargo de la función que Jürgen Habermas había atribuido al concepto de la comunicación. Con ello se coloca en posición crítica frente a la tradición de pensamiento en la que él mismo se inscribe, la teoría crítica. Cuestiona ante todo el carácter abstracto o formal de la teoría moral que se da en la Ética del Discurso, que remite finalmente a Habermas a Kant. Honneth, por su lado, se apoya (...) en el joven y casi materialista Hegel de Jena y en el behaviorista G. H. Mead, para proponer una teoría de la sociedad, no ajena a lo empírico, que contenga sustancia normativa , equidistante del formalismo de la ética comunicativa y de la materialidad del comunitarismo, superando así las dos tendencias, la universalista y la relativista, con el fin de mediarlas.Axel Honneth asks himself if the concept of recognition can assume the function that Jürgen Habermas had attributed to the concept of communication. Thus he places himself in a critical position regarding the thinking tradition he belonged to-the critic theory. He questions the abstract or formal character of the moral theory of the Ethics of Discourse, which ultimately leads to Habermas and Kant. Honneth, on his side, seeks support in the young and almost materialist Hegel of Jena and in the behaviorist G. H. Mead to propose a theory of society, not altogether unempirical, somehow normative , equidistant from the formalism of communicative ethics and from the materiality of "communitarism", and going beyond both universalism and relativism. (shrink)

In this paper I defend the claim that Paul Feyerabend held a robust metaphilosophical position for most of his philosophical career. This position I call Decision-Based Epistemology and reconstruct it in terms of three key components: a form of epistemic voluntarism concerning the justification of philosophical positions and a behaviorist account of philosophical beliefs, which allows him to cast normative arguments concerning philosophical beliefs in scientific methodology, such as realism, in terms of means-ends relations. I then introduce non-naturalist and (...) naturalist variants of his conception of normativity, which I trace back to his mentors Viktor Kraft and Karl Popper, respectively. This distinction, introduced on the metaphilosophical level, can can be put to use to explain key changes in Feyerabend’s philosophical proposals, such as the viability of his methodological argument for realism. I conclude that this Decision-Based Epistemology should be further explored by historically embedding Feyerabend’s metaphilosophy in a voluntarist tradition of scientific philosophy. (shrink)

[Alan Weir] This paper addresses the problem of how to account for objective content-for the distinction between how we actually apply terms and the conditions in which we ought to apply them-from within a naturalistic framework. Though behaviourist or dispositionalist approaches are generally held to be unsuccessful in naturalising objective content or 'normativity', I attempt to restore the credibility of such approaches by sketching a behaviouristic programme for explicating objective content. /// [Alexander Miller] Paul Boghossian (1989, 1990) has argued, on (...) grounds concerning the holistic nature of belief fixation, that there are principled reasons for thinking that 'optimal conditions' versions of reductive dispositionalism about content cannot hope to satisfy a condition of extensional accuracy. I discern three separable strands of argument in Boghossian's work-the circularity objection, the open-endedness objection, and the certification objection-and argue that each of these objections fails. My conclusion is that for all that Boghossian has shown, 'optimal conditions' versions of reductive dispositionalism have to be assessed on a case-by-case basis. (shrink)

Although the historical dispute between introspective psychology and ontological behaviorism encourages the belief that attitudes do not exist, this belief is misguided. Even the Hacking test, suggested by someone with grave doubts about behavioral science, supports the claim that attitudes are “just as real as neutrinos.” Nevertheless, the progress of a science of attitudes may be severely limited by the influence of exogenous factors, factors including normative beliefs about how we should treat the people to whom attitudes are (...) attributed. In so far as these beliefs prevent scientists from experimenting on people and their institutions, particle physics has resources unavailable to survey research. Thus a serious examination of behavioral science leads to some surprising conclusions as to which sciences are the “hard” ones and which ones are simply easier. (shrink)

In contemporary Science, Technology and Society studies, Bruno Latour’s Actor Network Theory is often used to study how social change arises from interaction between people and technologies. Though Latour’s approach is rich in the sense of enabling scholars to appreciate the complexity of many relevant technological, environmental, and social factors in their studies, the approach is poor from an ethical point of view: the doings of things and people are couched in one and the same behaviorist vocabulary without giving due (...) recognition to the ethical relevance of human intelligence, sympathy and reflection in making responsible choices. This article argues that two other naturalist projects, the non-teleological virtue ethics of Charles Darwin and the pragmatist instrumentalism of John Dewey can enrich ANT-based STS studies, both, in a descriptive and in a normative sense. (shrink)

This paper presents a series of arguments aimed at showing that, for an important subclass of social rules—non‐summary rules—no adequate metaphysical account has been given, and it tentatively suggests that no such account can be given. The category of non‐summary rules is an important one, as it includes the rules of etiquette, fashion, chess, basketball, California state law, descriptive English grammar, and so on. This paper begins with behavioristic accounts of the conditions for the existence of such rules, and proceeds (...) through progressively more complex accounts, all the way to what are labeled ‘normative attitude accounts,’ which are prima facie plausible and particularly popular. In each case it is argued that the type of account under consideration cannot explain the existence of the relevant type of social rule. (shrink)

The inventiveness of life is at the heart of Merleau-Ponty’s ontology because by separating with behaviorism, philosophy could dialogue with the sciences of development to describe several techniques that we successively study as degrees in the normativity of the living : immanent techniques, ecological techniques, bodily intelligence, and, finally, morphogenetic techniques of development. Through this analysis, we demonstrate the thesis of an activation of the living body from its reflex reactivity to its non-intentional projections in its forms.

The standard taxonomy of theories of epistemic justification generates four positions from the Foundationalism v. Coherentism and Internalism v. Externalism disputes. I develop a new taxonomy driven by two other distinctions: Fundamentalism v. Non-Fundamentalism and Actual-Result v. Proper-Aim conceptions of epistemic justification. Actual-Result theorists hold that a belief is justified only if, as an actual matter of fact, it is held or formed in a way that makes it more likely than not to be true. Proper-Aim theorists hold that a (...) belief is justified only if it is held or formed in a way that it proper or correct insofar as truth is the aim or norm. Fundamentalists hold that which particular ways of holding or forming beliefs that confer justification is knowable a priori; epistemic principles are a priori necessary truths. Non- Fundamentalists disagree; epistemic principles are empirical contingent truths. The new taxonomy generates four positions: Cartesianism, Reliabilism, Intuitionism, and Pragmatism. The first two are Actual-Result; the second two are Proper-Aim. The first and third are Fundamentalist, the second and fourth are Non-Fundamentalist. The new taxonomy illuminates much of the current debate in the theory of epistemic justification. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Naturalistic Empiricism as Process TheologyGary Dorrien (bio)The founders of the Chicago School of Theology sought to develop a fully modernist theology, the first one by their standard. They swept aside the a prioris of Kant and Schleiermacher, declaring that nothing is given and no norm from the past holds legitimate authority. Theologian Shailer Mathews, philosopher of religion George Burman Foster, church historian Shirley Jackson Case, and psychologist of religion (...) Edward Scribner Ames were the founders. They agreed with Ernst Troeltsch that Ritschlian historicism is not true historicism and with William James that lingering over the mystery of subjectivity is a loser for theology and philosophy. Theology had to change to deserve the modernist name. Instead of claiming that religious knowledge is a product of religious experience, theologians should say that religious knowledge is a product of disciplined empirical reflection on experience, especially the experience of external relations. Moreover, the Ritschlian approach of employing a Christian framework to get a Christian answer is illegitimate. The only way to make theology truly modern is to make it as scientific as chemistry, or at least, sociology.The Chicago School had a quintessential figure in each of its first three generations. Mathews was the emblematic founder, Henry Nelson Wieman defined the second generation, and Bernard Meland defined the third generation. Each generation had a process orientation that distinctly ventured theological claims. Mathews led the Divinity School as dean from 1908 to 1933, crafting a socio-historical theology of evolutionary process, functional patterns, value theory, and cultural progress. Wieman developed a theological behaviorism that touted its empirical objectivity and opened the door to the organic metaphysical system of Alfred North Whitehead, though Wieman subsequently tried to close the door. One stream of Wieman’s protégés stuck with his approach and another stream tacked back to Whitehead. Meland synthesized the history of the Chicago School, pulled it in Whitehead’s direction, and later regretted that Whitehead, philosopher Charles Hartshorne, and process theology were too scholastic. Process theology, Meland believed, should be more theopoetic, more culturally attuned, and less scholastic—a prescription with an ample future once feminist theology entered this field. [End Page 5]I. Shailer Mathews and the Early Chicago SchoolThe University of Chicago was the product of John D. Rockefeller’s money, Midwest Baptist anxieties about falling behind other denominations, and William Rainey Harper’s vision of a modern Baptist university. Harper, a Hebrew Bible scholar, and a phenomenally enterprising administrator, founded the university in 1890, stocking it with faculty stars he plucked mostly from New England colleges and universities. Mathews was not a star, or thought to be brilliant. Raised in the staid, thoroughly middle-class, evangelical ethos of Portland, Maine, he was educated at Colby College in Maine, befriending sociologist Albion Small, who became Colby’s president in 1888. Small opened a succession of doors for Mathews—seminary at Newton Theological Institution, a faculty position at Colby in public speaking, graduate study in sociology at the University of Berlin, teaching sociology at Colby, and in 1894, two years after Small moved to Chicago to found the nation’s first sociology department, following Small to Chicago. Harper chaired the Old Testament Department, Mathews’s former teacher at Newton, Ernest DeWitt Burton, chaired the New Testament Department, and Mathews was hired to teach New Testament history, never mind that he had no training in it except whatever Burton had taught him. Burton told Mathews not to worry—his Berlin training in sociology should apply just fine to New Testament history. The University of Chicago had a mission to make religion relevant again, and Mathews could help with that.1Harper enlisted him to serve as an extension of himself in Harper’s numerous endeavors. Mathews was really good at representing Harper, speaking for him on the road, hustling back to Chicago for classes, and enjoying his dual role. To ground himself in his acquired field, Mathews wrote a series of articles on “Christian Sociology” that became his first book, The Social Teaching of Jesus (1897). Christian sociology, he explained, was the use of social science to explicate the objective meaning of Christianity, an overdue enterprise. A scientific reading... (shrink)

The article aims to provide a standpoint from which to critically address two broad concerns. The first concern surrounds a naïve view of mindfulness, which takes it as a given that it is a good thing to cultivate mindfulness and attendant qualities like compassion because these virtues are key to improving the quality of life and bettering effective decisionmaking within business. Yet the virtue of mindfulness has roots in religious and spiritual traditions, and the virtue of compassion is complex and (...) contextual; neither of these virtues operate in a vacuum. Nor do they function independently from other virtues and values. Reasonable people of goodwill possessing the virtues of mindfulness and compassion in good measure, may nevertheless strongly disagree about what the compassionate, mindful thing to do is, particularly in a business setting. It is, moreover, conceivable that intensively cultivating mindfulness and compassion could lead one to reject altogether the “dog-eat dog” culture of competitive business that draws upon selective features of mindfulness meditation that lie in the corporate comfort zone yet which are not especially countercultural from a religious or spiritual vantage point. The second concern is that Western virtue-based business ethics is largely confined to academic philosophical theories. As such, virtue-driven business ethics is often more centered around developing theoretical wisdom than developing “hard core” practical wisdom earned through yoga asanas, meditation, chanting, and breathing, whereas for contemplative practices the reverse is the case, with practical wisdom emphasized over theoretical wisdom. Accordingly, the article examines prospects for cross-fertilization between, on the one hand, mindfulness and compassion interpreted as virtues in Eastern contemplative practices, and on the other hand, mindfulness and compassion as interpreted within Western virtue-oriented business ethics. Illuminating a pathway for such interpretative cross-pollination calls for an appropriate conceptual frame of reference that the article organizes around a set of interconnected themes. The first theme is that mindfulness and compassion represent key virtues within contemplative practices. This indicates a promising touchpoint between Eastern and Western traditions: their respective focus upon character, inner states, intrinsic motivation, and self-improvement toward ethicality in the world. The second theme is that such virtues in Eastern contemplative practices, as well as character traits integral to Western virtue-oriented approaches, denote contested “normative-interpretive” concepts that engage philosophical debate rather than indisputable empirical-criterial concepts that can be taken at face-value. The third theme advocates moving beyond behaviorist and neuropsychological accounts of virtue, approaching character traits of Eastern contemplative practice and Western virtue ethics through nonscientific inquiry into normative interpretive questions concerning such virtues. This supports debate over competing views of the nature, purpose, cultivation, and cultural context of mindfulness, compassion, and other virtues – issues arising as mindfulness enters the business management sphere -- to be conducted on normative grounds. With the background conceptual framework established, the article presents key points about the prospects for cross-fertilization between virtue ethics and contemplative practice, and why it matters, with reference to business ethics. (shrink)

This article examines how experimental psychology experienced a revolution as cognitive science replaced behaviorism in the mid-20th century. This transition in the scientific account of human nature involved making normal what had once been normative: borrowing ideas of democratic thinking from political culture and conceptions of good thinking from philosophy of science to describe humans as active, creatively thinking beings, rather than as organisms that simply respond to environmental conditions. Reflexive social and intellectual practices were central to this (...) process as cognitive scientists used anti-positivist philosophy of science simultaneously to justify their own work as valid and also as a model of human thinking. In the process, the normative philosophy of science or ‘good academic thinking’ that cognitive scientists used to reshape the discipline of psychology and characterize themselves became, at the same time, the descriptive model of human nature. (shrink)

In following what I take to be the central theme in these volumes I have not discussed several topics which are important and deserve mention: a careful, lengthy section on ‘justice’ and the disambiguation of various of its senses, a fecund account of the difference between classical and romantic modes in argumentation, a brief but incisive critique of Skinner's behaviorism, a treatment of the function of various sorts of “commonplaces” and “confused notions” in argument, and a consideration of the (...) relation between law and morality.While I think Perelman's project of defending a non-formal logic of value judgments finally unsuccessful, this judgment should not obscure my admiration for these volumes, which offer constantly incisive provocations to our thought about practical valuation. Perelman's work raises fundamental questions about the assumptions of recent work in ethics and social theory concerning the project of the rational justification of fundamental moral and social principles. The depth and systematic sweep of these interlocking essays compels us (in a dialectically justified way, I hasten to say) to rethink our methodological allegiances as well as the connection between our ‘background’ theories and the practice such theories address. Specifically, Perelman's probing account forces any theorist with aspirations for a conclusive justification of values to concern himself with the implications of a conceptual and value relativism, the challenge of ‘the audience’ to be addressed, the possible incompatibility of absolute justification and ‘deliberation,’ and the challenge of the possible practical indeterminacy of the general values or norms said to be rationally inescapable. For reasons such as these Perelman's two volumes are well worth the time of philosophers, social scientists and educational theorists concerned with the issues of argument and the enterprise of the justification of fundamental principles or values. (shrink)

The project of developing a pragmatic theory of meaning aims at an anti-metaphysical, therefore anti-repre­sen­ta­tio­nalist and anti-subjectivist, analysis of truth and reference. In order to understand this project we have to remember the turns or twists given to Frege's and Witt­genstein's original idea of inferential semantics in later developments like formal axiomatic theo­ries, regularist behaviorism, mental regulism and interpretationism, social behaviorism, intentionalism, con­ventionalism, justificational theories and, finally, Brandom's normative pragmatics.

The process of decision making is predictable and irrational according to Daniel Ariely and other economic behaviorists, historians, and philosophers such as Daniel Kahneman or Yuval Noah Harari. Decisions made anteriorly can be, but don’t have to be, present in the actions of a person. Stories and shared belief in myths, especially those that arise from a system of human norms and values and are based on a belief in a “supernatural” order (religion) are important. Because of this, mass cooperation (...) amongst strangers is possible. (shrink)

This article provides a critical examination of Ken Binmore’s theory of the social contract in light of philosophical discussions about moral naturalism and moral conventionalism. Binmore’s account builds on the popular philosophical device of the original position but gives it a naturalistic twist. I argue that this makes it vulnerable to moral skepticism. I explore a possible answer to the moral skeptic’s challenge, building on the fact that Binmore’s account displays a variant of moral conventionalism. I ultimately conclude however that (...) the conventionalist answer leads to a purely behaviorist view of morality, which implies that there is nothing special about morality and fairness norms. I propose alternative interpretations of conventionalism. These accounts escape most of the difficulties because they place emphasis on the reasons that establish a moral convention. (shrink)

Norm Phelps has long been one of the leading theoreticians, historians, and strategists of the animal advocacy movement. His new book collects his recent writings on this subject, as well as offers in print for the first time a fully revised and updated version of the e-book he published with Lantern in 2013 (978-1-59056-379-3). Phelps argues that faced with the overwhelming wealth and power of the animal exploitation industries, animal activists are like David trying to stand up to Goliath. But (...) rather than following the unsuccessful strategies of the past, Phelps proposes that we change the game by adopting David's strategy of refusing to play by Goliath's rules. Additional essays explore class and race in animal advocacy, the place of public policy vs. private morality in creating social change, and the unyielding barrier of human exceptionalism. Trenchant, wise, and deeply committed to the reduction of suffering and the liberation of animals, Changing the Game is sure to offer animal advocates much food for thought as the movement charts a way forward for all sentient beings. (shrink)

A culturally influential sub-discipline within literary studies, literary theory has developed in parallel form in other arts and social science disciplines, so that one might refer to "cultural theory" or "social theory" as well, or even just to "theory." It's as familiar as the word "postmodern" and as tricky as "deconstruction." What is it about? What is at stake? Theory is about rationality. This book's title invites two different interpretations of what it might mean to say so. For many, the (...) essence of literary theory is the unmasking and redescription of rationality in other terms. Put ironically, rationality is male; rationality is white; rationality is repression.... The book's title, however, can also be read in a second way. On this reading, rationality itself is the essence of literary theory and central to literature, art, and society. Certain conceptions of what it entails can be problematic; the critique in the first way of reading the title remains relevant. Yet one can affirm rationality as integral to human flourishing, including the processes of producing, analyzing, and enjoying literature, art, and culture. This book provides readers with a clear overview of theory's development and the abiding presence of its concern with the status of rationality across its forms. (shrink)

While attention has long been a concern in western philosophy and eastern spirituality, technologies (e.g., social media, gaming) and pathologies (e.g., attention deficit disorders) have recently foregrounded the issue specifically in education. Issues of student absorption and diversion have been widely discussed; comparatively less has been said about teachers and the kind of attention that the individuality of each of their students claims. This paper begins by reconstructing the kind of awareness and attention that are implied in Kant’s account of (...) logical tact and Herbart’s lecture on specifically pedagogical tact. Potentially tactful forms of awareness are then explored and delineated in phenomenological, Gestaltist terms – as well as through reference to Freud’s notion of ‘free-floating attention.’ The paper concludes by outlining characteristics of awareness that appear requisite to the demands of tactful decision and action, an attention at once receptive to the world outside yet also modulated by the one attending. (shrink)

Using Maya Angelou’s I Know Why the Caged Bird Sings as an example, this paper introduces Wilhlem Dilthey’s hermeneutics and pedagogical theory. Dilthey saw biographies as nothing less than “the highest and most instructive form of the understanding of life.” This, then, serves as the starting point for his hermeneutics or theory of understanding, which distinguishes humanistic understanding from scientific explanation, and sees any one moment or word as having meaning only in relation to a whole—the whole of a sentence (...) or text, or the whole of one’s life. It is also the starting point of his pedagogy, whose ultimate “duty” is “to develop the child as a person who carries their own purpose within themselves.” In introducing Dilthey’s hermeneutic pedagogy, this paper draws principally from his The Formation of the Historical World in the Human Sciences, a text that has been long neglected in hermeneutic and phenomenological studies of education. (shrink)

The challenge: the most difficult battle ever fought -- The universal crime -- Slave owners for abolition -- We are all nazis and if i quit eating meat, i'll have to admit -- That to myself -- The crown of creation and the acme of evolution -- Follow the money -- Optimism of the will -- The environment: a dark age was about to begin -- It ain't what you do, it's the time that you do it -- The empire (...) strikes back -- The madness of more -- Creating a universal rights movement -- We're not in kansas anymore -- The response: the prize and the plow -- Agitators and politicians -- In the beginning -- The movement turns to politics -- Abolitionism: the agitation-only approach to animal rights -- How welfare reforms promote liberation -- The proof of the pudding -- Suffering matters -- Public policy and private morality -- Why violence can't change the game for animals. (shrink)

Why are the fundamentals of education apparently so little changed in our era of digital technology? Is their obstinate persistence evidence of resilience or obsolescence? Such questions can best be answered not by imagining an uncertain high-tech future, but by examining a well-documented past--a history of instruction and media that extends from Gilgamesh to Google. Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and (...) practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations. Over hundreds of years, these two forms have integrated textual, oral, and (more recently) digital media and connected them with changing pedagogical and cultural priorities. The Textbook and the Lecture opens new possibilities for understanding not only mediated pedagogical practices and their reform but also gradual changes in our conceptions of the knowing subject and of knowledge itself. Drawing on wide-ranging scholarship in fields as diverse as media ecology and German-language media studies, Foucauldian historiography, and even archaeological research, The Textbook and the Lecture is a fascinating investigation of educational media. (shrink)