Movatterモバイル変換

Band 13 der psycho-logik widmet sich aus fächerübergreifendem Blickwinkel dem Thema Identität, das in den Sozial- und Geisteswissenschaften zu einem Schlagwort des 20. und 21. Jahrhunderts geworden ist. Gerade die moderne und liberale Gesellschaftsordnung, die uns ungeahnt viel Freiheit ermöglicht hat, charakterisiert ein Patchwork aus Identifikationsangeboten, das zugleich die kollektive und personale Identitätsfindung problematisch macht. Aktuell hat die narrative Theorie die erinnerte und erzählte Lebensgeschichte zum Gründungsort des Selbst erhoben. Sie spielt auch in den Beiträgen dieses Bandes eine prominente Rolle. (...) Es zeigt sich, dass die Identitätskonstruktion ein Prozess ist, in dem sich Identität als etwas Fragiles und Plurales offenbart. Identität ist ein tragisches Spiel zwischen Einheit und Mannigfaltigkeit: Identität(en). Forscher*innen aus Deutschland, Irland und den USA mit ihren Beiträgen aus Literaturwissenschaft, Theologie, Philosophie und Psychologie diskutieren u. a. das Band zwischen Identität und Erinnerung bei Marcel Proust, transsexuelle Identitätskonstruktionen in US-amerikanischen Biopics, den Film als Identitätsbildungsmedium des Publikums, Identitätspolitik(en) am Beispiel des Zugangs zu US-amerikanischen Hochschulen, die Identitätsfindung in Lebensgeschichten und den psychotherapeutischen Umgang mit gebrochenen Identitäten. Fotoarbeiten des Künstlers Hermann Recknagel runden den Band ab. Mit Beiträgen vonMichaela I. Abdelhamid, Carsten Albers, Paul Clogher, Katherine Duval, Winfried Eckel, FionaEnnis, Annette Hilt, Christopher A. Nixon, Paul Nnodim, Hermann Recknagel, Patricia Rehm-Grätzel, Martin Reker, Annika Schlitte und Hartwig Wiedebach. (shrink)

Export citation   Bookmark  

Direct download(2 more)   Export citation   Bookmark  

This essay offers a comprehensive vision for a higher education program incorporating critical thinking across the curriculum at hypothetical Alpha College, employing a rigorous detailed conception of critical thinking called “The Alpha Conception of Critical Thinking”. The program starts with a 1-year, required, freshman course, two-thirds of which focuses on a set of general critical thinking dispositions and abilities. The final third uses subject-matter issues to reinforce general critical thinking dispositions and abilities, teach samples of subject matter, and introduce subject-specific (...) critical thinking. Subject-matter departmental and other units will make long-range plans for incorporating critical thinking in varying amounts in subject-matter courses, culminating in a written Senior Thesis/Project involving investigating, taking, and defending a position, which reinforce critical thinking abilities and dispositions and increase subject-matter knowledge. Teaching approaches used in the program are involving and based on the principle, “We learn what we use.” Both summative and formative assessment are employed as appropriate. Coordination and support are extensive. Objections and concerns are discussed, and alternatives, including possible transitions, are considered. An extended review of research supports moving toward CTAC. (shrink)

Direct download(2 more)   Export citation   Bookmark   11 citations  

Assuming that critical thinking dispositions are at least as important as critical thinking abilities,Ennis examines the concept of critical thinking disposition and suggests some criteria for judging sets of them. He considers a leading approach to their analysis and offers as an alternative a simpler set, including the disposition to seek alternatives and be open to them. After examining some gender-bias and subject-specificity challenges to promoting critical thinking dispositions, he notes some difficulties involved in assessing critical thinking dispositions, (...) and suggests an exploratory attempt to assess them. (shrink)

Direct download(13 more)   Export citation   Bookmark   26 citations  

This is Part I of a two-part reflection by RobertEnnis on his involvement in the critical thinking movement. Part I deals with how he got started in the movement and with the development of his influential definition of critical thinking and his conception of what critical thinking involves. Part II of the reflection will appear in the next issue of INQUIRY, Vol. 26, No. 2 (Summer 2011), and it will cover topics concerned with assessing critical thinking, teaching critical (...) thinking, and what the future may hold. (shrink)

Direct download(6 more)   Export citation   Bookmark   43 citations  

Direct download(4 more)   Export citation   Bookmark   61 citations  

Direct download(6 more)   Export citation   Bookmark   48 citations  

Direct download(4 more)   Export citation   Bookmark   8 citations  

Defining qualified reasoning as reasoning containing such loose qualifying words as 'probably,' 'usually,' 'probable, 'likely,' 'ceteris paribus,' and 'primafacie,Ennis argues that typical cases of qualified reasoning, though they might be good arguments, are deductively invalid, implying that such arguments fail soundness standards. He considers and rejects several possible alternative ways of viewing such cases, ending with a proposal for applying qualified soundness standards, which requires employment of sufficient background knowledge, sensitivity, experience and understanding of the situation. All of (...) this takes place as part of the process, introduced elsewhere, of successively applying different legitimate sets of standards until one is found that is satisfied, or none is found, the latter calling for rejection of the argument, the former calling for its acceptance. (shrink)

Export citation   Bookmark   7 citations  

No categories

Direct download(3 more)   Export citation   Bookmark  

Even given agreement on the totality of conditions that brought about an effect, there often is disagreement about the cause of the effect, for example, the disagreement about the cause of the Gulf oil spill. Different conditions’ being deemed responsible accounts for such disagreements. The defense of the act of deeming a condition responsible often depends on showing that the condition was the appropriate target of interference in order to have avoided the effect.

Direct download(2 more)   Export citation   Bookmark   1 citation  

Export citation   Bookmark  

Export citation   Bookmark  

No categories

Export citation   Bookmark  

What holds a society together? Is it sufficient if a state relies on the citizens’ law-abidance only? Rousseau mistrusts a purely legal foundation of the state and searches for a bond that ties the citizens to it emotionally. The author aims to show that the civil religion Rousseau presents in the “Social Contract” is his answer to that problem. She focuses on the artificiality of civil religion which for Rousseau needs to be the product of the citizens’ will, inseparable from (...) society’s rational construction by means of the social contract. It is shown that in spite of the voluntarist positing of civil religion’s contents, Rousseau has to presuppose a theistic profession of faith: civil religion cannot produce any faith itself and therefore needs to be the beneficiary of an already existing faith of the individuals that has to be imported into the public sphere. (shrink)

Direct download   Export citation   Bookmark   1 citation  

No categories

Export citation   Bookmark  

The ground of the pragmatic approach to moral concepts and conceptions is its belief, that the moral concepts are rooted in social praxis and that they reflect the tensions, problems and crises present in social life. For the American philosopher Marion Smiley the category approving this approach is responsibility. Unveiling the social and historical moments, which determine our understanding of the subject of responsibility, as well as the very judgments on causal responsibility question the universalistic conceptions of moral responsibility. At (...) the same time Smiley tries to create a unified methodological frame in which the controversial problems of judging the responsibility of individual subjects. (shrink)

Export citation   Bookmark  

Direct download(2 more)   Export citation   Bookmark  

Export citation   Bookmark   1 citation  

The purpose of this paper is to advance research on CSR beyond the stalemate of economic versus ethical models by providing an alternative perspective integrating existing views and allowing for more shared dialog and research in the field. It is suggested that we move beyond making a normative case for ethical models and practices of CSR by moving beyond the question of how to manage organizational self-interest toward the question of how accurate current conceptions of the organizational self seem to (...) be. Specifically, it is proposed that CSR is not a question of how self-interested the corporation should be, but how this self is defined. Economic and ethical models of CSR are not models of opposition but exist on a continuum between egoic and post-egoic, illusory and authentic conceptions of the organizational self. This means that moving from one to the other is not a question of adopting different paradigms but rather of moving from illusion and dysfunction to authenticity and functionality, from pathology to health. (shrink)

Direct download(4 more)   Export citation   Bookmark   20 citations  

In Continental Realism PaulEnnis tackles the rise of realist metaphysics in contemporary continental philosophy. Pitted against the dominant antirealist and transcendental continental hegemonyEnnis argues that continental thinking must establish an alliance between metaphysics, speculation, and realism if we are to truly get back to the things themselves.

Direct download(2 more)   Export citation   Bookmark   5 citations  

Direct download(4 more)   Export citation   Bookmark   3 citations  

A popular three-stage argument appraisal strategy calls for (1) identifying the parts of the argument, (2) classifYing the argument as deductive, inductive, or some other type, and (3) appraising the argument using the standards appropriate for the type. This strategy fails for a number of reasons. I propose a comprehensive alternative approach that distinguishes between inductive, deductive, and other standards; calls for the successive application of standards combined with assumption-ascription, according to policies that depend for their selection on the goals (...) of the appraiser; and provides for qualified reasoning. (shrink)

Direct download(12 more)   Export citation   Bookmark   14 citations  

No categories

Direct download(2 more)   Export citation   Bookmark   10 citations  

No categories

Export citation   Bookmark  

No categories

Direct download   Export citation   Bookmark  

No categories

Direct download   Export citation   Bookmark  

Through Deleuze’s conception of truth as becoming the paper discusses his relationship to Platonism. In his analysis Deleuze focuses on Plato’s Sophistes, in which Plato unwillingly subverts the very hierarchy of the world order, which he himself created. Deleuze sees the Platonic search for truth as taking place in the sphere of immanence. In the person of a sophist he goes after the simulacrum, i.e. an appearance, which subverts the rigorous hierarchy of the Platonic world. In his Logique du sens (...) Deleuze suggests that following Plato the other searchers for truth are also traveling in the sphere of immanence. Thus the truth found in the “logic of surface” is their becoming others. The paper examines the reasons, why Deleuze attaches importance to this becoming, which subverts the hierarchy of the “logic of depth” inaugurated by Platonism. (shrink)

Export citation   Bookmark  

Khandro Rinpoche: A Needle Compassionately Sticking Out of a Cushion -- Dagmola Sakya: From the Palace to the Blood Bank -- Tenzin Palmo (Diane Perry): Sandpaper for the Ego -- Sangye Khandro (Nanci Gay Gustafson): Enlightenment Is a Full-time Job -- Pema Chödrön (Deirdre Blomfield-Brown): Relaxing into Groundlessness -- Elizabeth Mattis-Namgyel: A Wonder Woman Hermit -- Chagdud Khadro (Jane Dedman): Like Iron Filings Drawn to a Magnet -- Karma Lekshe Tsomo (Patricia Zenn): Surfing to Realization -- Thubten Chodron (Cherry Greene): (...) A Rebel in Robes -- Roshi Joan Halifax: Fearless, Fierce, and Fragile -- Tsultrim Allione (Joan Rousmanière Ewing): The Enlightened Feminist -- Khandro Tsering Chödron: The Queen of Dakinis. (shrink)

Direct download   Export citation   Bookmark  

No categories

Direct download   Export citation   Bookmark  

For students of photography who were born in the digital era, publications and magazines about photography are no longer the reference sources of information, but it is the social platform Instagram. There, they are looking not only for current aesthetic trends, but they also actively use Instagram in their art projects. Lev Manovich calls this modern phenomenon Instagramism. In our paper we look at the basic features of his aesthetics. Than, we will compare how established artists such as Cindy Sherman, (...) Richard Prince and Czech photographer Libuse Jarcovjakova work with Instagram and in which ways their approach is different from the co-called Instagrammers. (shrink)

No categories

Direct download   Export citation   Bookmark  

The paper offers a systematic analysis of the phenomenon of civil religion. It reconstructs its historical preconditions and explains that civil religion is advocated when a pluralist society seems about to lose a traditional religion or ideology perceived as former guarantor of social stability. Civil religion is then propagated as a means to create a new equilibrium. The text aims to clarify that this notion is based on the idea that morality depends on religion. The conclusion is that the morality (...) civil religion strives to promote needs to be non-universalist in order to meet civil religion’s purpose, namely to foster unity within a specific community. (shrink)

Export citation   Bookmark  

No categories

Direct download   Export citation   Bookmark  

No categories

Direct download   Export citation   Bookmark  

Discussions of critical thinking across the curriculum typically make and explain points and distinctions that bear on one or a few standard issues. In this article RobertEnnis takes a different approach, starting with a fairly comprehensive concrete proposal for a four-year higher-education curriculum incorporating critical-thinking at hypothetical Wisdom University. Aspects of the Program include a one-year critical thinking freshman course with practical everyday-life and academic critical thinking goals; extensive infusion of critical thinking in other courses; a senior project; (...) attention to both critical thinking dispositions and skills; a glossary of critical thinking terms; emphasis on teaching ; communication at all levels; and last, but definitely not least, assessment. Advantages and disadvantages will be noted. Subsequently,Ennis takes and defends a position on each of several relevant controversial issues, including: 1) having a separate critical thinking course, or embedding critical thinking in existing subject matter courses, or doing both ; 2) the meaning of “critical thinking”; 3) the importance of teaching critical thinking because of its role in our everyday vocational, civic, and personal lives, as well as in our academic experiences; 4) the degree of subject-specificity of critical thinking; 5) the importance of making critical thinking principles explicit; and 6) the possible threat to subject matter coverage from the addition of critical thinking to the curriculum. (shrink)

Direct download(5 more)   Export citation   Bookmark   8 citations  

HelenEnnis gathers here a selection of photographs that recount the story of Australia, and through this visual chronicle, she uncovers a distinctively Australian visual culture.

Direct download   Export citation   Bookmark  

I explore the view that metaphysics is essentially imaginative. I argue that the central goal of metaphysics on this view is understanding, not truth. Metaphysics-as-essentially-imaginative provides novel answers to challenges to both the value and epistemic status of metaphysics.

Direct download(4 more)   Export citation   Bookmark   10 citations  

Responsibility has traditionally been associated with a project of appropriation, understood as the securing of a sphere of mastery for a willful subject, and enframed in a metaphysics of will, causality and subjectivity. In that tradition, responsibility is understood in terms of the subjectum that lies at the basis of the act, as ground of imputation, and opens onto the project of a self-legislation and self-appropriation of the subject. However, one finds in Heidegger and Derrida the reversal—indeed, the deconstruction—of such (...) a tradition, and responsibility is approached instead as an exposure to an inappropriable: assumption of an inappropriable thrownness and finitude for Heidegger, ‘experience of the im-possible’ for Derrida. I will explore how responsibility can be thought from such inappropriable, in an experience that Derrida called ‘ex-appropriation.’ In the process, I will engage the very complex and tortuous relation of Derrida to Heidegger. (shrink)

Direct download(2 more)   Export citation   Bookmark   3 citations  

This article explores the emerging intersections between the shift towards higher quality food consumption in China and Chinese investment in overseas farmland. Based on an ethnographic study of a Chinese company acquiring one of Australia’s largest dairy farms, the article argues that the linkage between imported Australian milk and perceptions of safety and quality has served as a powerful driver of Chinese investment in overseas farmland—a linkage that has largely been overlooked by literature on China’s role in the global land (...) rush. Drawing on the notion of ‘quality imaginaries’, the paper shows how images of Australian farmland as natural, pure, and geographically isolated have been mobilized by the investor company to position itself as provider of fresh, premium milk in the Chinese market. While such place-based qualities constitute a prized advantage, ironically, they also present a looming risk as the investor company struggles to reconcile fresh milk’s perishability with the farm’s location at the ‘edge of the world’. Thus, the case study not only demonstrates how cultural meanings tied to food and eating shape the ways in which investors imagine land’s affordances and possibilities but also draws attention to land’s materiality as a factor that both facilitates and destabilizes investment in farmland. (shrink)

No categories

Direct download(3 more)   Export citation   Bookmark   2 citations  

Young, middle-aged, and older raters (N=154) evaluated 1,026 prototypical facial poses of neutrality, happiness, anger, disgust, fear, and sadness stemming from 171 young, middle-aged, and older posers. The majority of poses were rated as multi-faceted, that is, to comprise several expressions of varying intensities. Consistent with the notion of age-related increases in negativity–avoidance/positivity effects, crossed-random effects analyses showed an age-related decrease in the attributions of negative, but not positive and neutral, target expressions (that the poser intended to show), and an (...) age-related increase in the attributions of positive and neutral, but not negative, non-target expressions (that the posers did not intend to show). Expressions were more difficult to read the older the posers, particularly for male posers. These age-of-poser effects were independent of the valence of the expression, but partly differed across age groups of raters. The study supports the idea of multi-dimensionality and age-dependency of emotion perception. (shrink)

Direct download(4 more)   Export citation   Bookmark   13 citations  

Using an ethnographic case study based in a UK state school for 11- to 18-year-olds, this paper explores the tensions that arose when the senior leadership team (SLT) introduced a justice-based ethic-of-care that prioritized good grades and equal treatment for all pupils over a feminist ethic-of-care (preferred by most teachers in non-leadership roles) that accentuated individual pupil need and placed greater emphasis on a broader social education. Through highlighting the tensions between a feminist ethic-of-care and a more ‘masculine’ style, justice-based (...) approach to care-ethics, the paper extends the organisational care-ethics literature. We emphasise that such tensions occurred whether the different ethics were enacted by men, women, or non-binary individuals. In order to better understand the tensions between these two ethical approaches, we draw upon the theoretical work of Donald Winnicott, which highlights the importance both of maternal and paternal roles during infancy. We update Winnicott’s ideas, noting how maternal and paternal caring roles can be undertaken by people of varied gender identities. Building on Winnicott’s theory, we propose a new ‘Parentalist’ ethic-of-care, which has the potential to balance and hold together ideas of both a feminist ethic-of-care, and a justice-based ethic. A Parentalist ethic-of-care could support teachers yet recognize the context of the contemporary neo-liberal environment, where most children need to attain formal qualifications in a marketized world, and where such measures of success are highly valued. (shrink)

Direct download(2 more)   Export citation   Bookmark   2 citations  

Direct download(13 more)   Export citation   Bookmark   6 citations  

I argue for an account of grasping, or understanding that, on which we grasp via a higher‐order mental act of Husserlian fulfillment. Fulfillment is the act of matching up the objects of our phenomenally presentational experiences with those of our phenomenally representational thought. Grasping‐by‐fulfilling is importantly different from standard epistemic aims, in part because it is phenomenal rather than inferential. (I endorse Bourget's (2017) arguments to that effect.) I show that grasping‐by‐fulfilling cannot be a species of propositional knowledge or belief, (...) and that it is not essentially connected to justification. I motivate a revisionary epistemology on which achieving propositional knowledge and coming to grasp are dual epistemic aims. My account makes sense of a common occurrence—that we are often unmoved to act on our beliefs until we come to phenomenally experience them in some way. It also explains puzzling features of human inquiry. (shrink)

Direct download(3 more)   Export citation   Bookmark   5 citations  

Direct download(3 more)   Export citation   Bookmark   9 citations  

Many philosophers take purportedly logical cases of ground ) to be obvious cases, and indeed such cases have been used to motivate the existence of and importance of ground. I argue against this. I do so by motivating two kinds of semantic determination relations. Intuitions of logical ground track these semantic relations. Moreover, our knowledge of semantics for first order logic can explain why we have such intuitions. And, I argue, neither semantic relation can be a species of ground even (...) on a quite broad conception of what ground is. Hence, without a positive argument for taking so-called ‘logical ground’ to be something distinct from a semantic determination relation, we should cease treating logical cases as cases of ground. (shrink)

Direct download(3 more)   Export citation   Bookmark   16 citations  

Direct download(2 more)   Export citation   Bookmark   11 citations  

Logical realism is the view that there is logical structure in the world. I argue that, if logical realism is true, then we are deeply ignorant of that logical structure: either we can’t know which of our logical concepts accurately capture it, or none of our logical concepts accurately capture it at all. I don’t suggest abandoning logical realism, but instead discuss how realists should adjust their methodology in the face of this ignorance.

Direct download(2 more)   Export citation   Bookmark   25 citations  

This paper attempts to respond to the critique that critical thinking courses may reflect a cultural bias. After elaborating a list of constitutive dispositions and abilities taught in the critical thinking curriculum (e.g. a direct approach to writing and speaking, care about the dignity and worth of every person, positions towards deductive reasoning, shared decision-making, etc.), the author considers arguments for why several of these might reflect Western, non-universal values. In each case, the author argues for the conclusion that these (...) values, though they could be applied in ways that reflect a cultural bias, are not inherently biased. Next, the author offers an outline of a more systematic examination of cultural bias. After reiterating the “tentative conclusion” that critical thinking is not culturally biased, the paper concludes by considering the various ways in which critical thinking might be promoted so as to ensure its sensitivity to cultural differences. (shrink)

Direct download(3 more)   Export citation   Bookmark   10 citations  

Direct download(2 more)   Export citation   Bookmark   1 citation  

While the technical aspects of engineering are emphasized in education and industry, the ethical aspects are, in some ways, just as vital. Engineering instructors should teach undergraduates about their ethical responsibilities in the realm of engineering. Students would then be more likely to grasp their responsibilities as professionals. For many students, undergraduate study is a time of growth and change, with their ethical development just beginning to take shape. In this study, we aim to understand the progression of ethical development (...) for engineering undergraduate students and identify key factors that may contribute to their development. To help us assess ethical development, we deployed in Fall 2020 a survey to undergraduate engineering students at two universities; the survey entailed the Defining Issues Test-2 (DIT-2). The DIT-2 evaluates ethical development based on Kohlberg’s theory of moral development; the test recognizes three levels of morality—preconventional, conventional, and postconventional. This study evaluates the associations between students’ university and class year and their Personal Interest, Maintaining Norms, and N2 scores. We utilized the results of a multivariate analysis of variance (MANOVA) to address the following research question: _Is a student’s ethical development associated with their university and class year?_ The results of the analysis reveal that students’ ethical development appear to differ between universities and to lie along a continuum, changing from first-year students to seniors of engineering undergraduate study. (shrink)

No categories

Direct download(3 more)   Export citation   Bookmark