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Our Practices, Our Selves by , Summary
A book for everyone interested in learning how philosophy is done and what it can tell us about who we are.
A book for everyone interested in learning how philosophy is done and what it can tell us about who we are.
This work underscores the need to examine history philosophically, not only to better appreciate how it unfolds and relates to our own unfolding lives, but to better appreciate our free engagement in this changing world. Linking a conception of ourselves as free beings to the historical process was of central importance to the classical speculative philosophies of history of the nineteenth century, most notably Hegel’s. Michel Foucault’s work is often taken to be the antithesis of this kind of speculative approach. This book argues that Foucault, on the contrary, like Hegel, sees freedom as tied to the self-movement of thought as it realizes and shapes the world. Unlike Hegel, however, he does not see in that self-movement the process of Spirit reconciling itself with the world and thereby realizing itself as freedom. Rather, he sees in the freedom at the core of the self-movement of thought a possible threat around which that movement consolidates itself and gives shape to the world. Foucault’s work is therefore not a simple rejection of Hegel’s speculative philosophy of history, but rather an inversion of the manner in which history and freedom are related: for Hegel history realizes or actualizes the “idea” of freedom, whereas for Foucault freedom realizes or actualizes the “materiality” of history.
This book presents research on the intersection of self-study research, digital technologies, and the development of future-oriented practices in teacher education. It explores the changing teacher education landscape by considering issues that are central to doing self-study: context and location; data access, generation and analysis; social and personal media; forms and transformations of pedagogy; identity; and ethics in an increasingly digital world. Self-study research on, with, and around digital technologies is highly significant in education where the rapid development and ubiquity of such technologies are an integral part of teacher educators’ everyday pedagogical and research practices. Blended and virtual environments are now not only commonplaces in which to teach about teaching but also to research about teaching. The book highlights how digital technologies can enhance the pedagogies and knowledge base of teacher education research and practice while remaining circumspect of grandiose claims. Each chapter addresses aspects of doing self-study with educational technology, and provides issues for discussion and debate for readers wanting to engage in self-study.
In an awakened life, our hearts are open, steady and purposeful. Most people today have a greater income, as well as more goods and labour - saving devices, than any other generation in history. Yet stress, discontent, personal and social problems abound. Drawing on the deepest discoveries of the Buddhist tradition, well-known retreat master, Christopher Titmuss, suggests we spend far too much time in superficial preoccupaions and not enough in looking deeply into things. He urges us to fearlessly transform the forces of desire and dissatisfaction that haunt our daily lives - and to awaken to the Immeasurable. Inspired by the 20th Century classic, Zend Mind, Beginner's mind, he gives practical advice on such subjects as: understanding our feelings , taking risks, becomming more detached and rediscovering our true selves. And he shows us how to have free, fulfilled and uninhibited lives amidst the frenzy of everyday activity.
Spirituality and religion are fundamental to all human cultures. Yet in the helping professions, whose shared objective is to promote human well being, questions of spirituality have often been avoided. Now we are increasingly realising that scientific materialism and individuality have failed to meet enduring human needs for meaning and connection. Evidence mounts for the importance of spirituality for prevention and intervention in times of crisis, distress and illness. Many professionals find themselves ill-prepared to respond to the spiritual needs of their clients, and to negotiate encounters with people from unfamiliar faith traditions. Spirited Practices shows how it is possible for professionals to think critically, and be open to spirituality at the same time. Professionals and teachers from diverse faiths and fields of work, including social work, health, psychology and ministry explain how they have integrated spirituality into their work. Spirited Practices is inspiring reading for anyone in the helping professions seeking to develop a spiritually aware practice. 'It invites us to look honestly at ourselves and our own practices through learning about those from other professional and faith backgrounds.' Richard Hugman, Professor of Social Work, University of NSW 'A much needed forum for practitioners from diverse professional and spiritual backgrounds to address the challenges and rewards of spiritually-sensitive practice.' Leola Dyrud Furman, Associate Professor Emeritus of Social Work, University of North Dakota
Moral philosophy, like much of philosophy generally, has been bedeviled by an obsession with seeking secure epistemological foundations and with dichotomies between mind and body, fact and value, subjectivity and objectivity, nature and normativity. These are still alive today in the realism-versus-antirealism debates in ethics. Peg O'Connor draws inspiration from the later Wittgenstein's philosophy to sidestep these pitfalls and develop a new approach to the grounding of ethics (i.e., metaethics) that looks to the interconnected nature of social practices, most especially those that Wittgenstein called “language games.” These language games provide structure and stability to our moral lives while they permit the flexibility to accommodate change in moral understandings and attitudes. To this end, O'Connor deploys new metaphors from architecture and knitting to describe her approach as “felted stabilism,” which locates morality in a large set of overlapping and crisscrossing language games such as engaging in moral inquiry, seeking justifications for our beliefs and actions, formulating reasons for actions, making judgments, disagreeing with other people or dissenting from dominant norms, manifesting moral understandings, and taking and assigning responsibility.
Despite the widely differing perspectives held by those who work in higher education, there is one goal upon which all educators and educational leaders agree: students should leave college stronger than they came. Now more than ever, today's students come to college with unique intellectual, emotional, relational, and spiritual challenges. They need more than appropriate curricula, programs, facilities, and resources. Educating college students well requires a concern for and commitment to a holistic vision of their care. This volume examines the calling that Christian educators—in both curricular and cocurricular settings—share in relation to the students they serve. Join this unique blend of experienced practitioners and researchers, including Miroslav Volf, Sharon Daloz Parks, and John Foubert, in considering how we can best nurture our students toward health, wholeness, and purpose.
In his previous book, Being Upright: Zen Meditation and the Bodhisattva Precepts, Reb Anderson Roshi described how we must become thoroughly grounded in conventional truth through the practice of compassion before we can receive the teachings of the ultimate truth. In The Third Turning of the Wheel, he introduces us to the next stage of our journey by invoking the wisdom of the Samdhinirmocana Sutra. According to Anderson, the main purpose behind this enigmatic sutra is to reconcile the apparent contradictions between the original teachings of the historical Buddha and the later teachings of Mahayana Buddhism. Anderson reflects on the great metaphysical questions proposed in the Samdhinirmocana Sutra—the nature of ultimate reality, the structure of human consciousness, the characteristics of phenomena, the stages of meditation, and the essential qualities of a buddha—with the clarity of a scholar and the insight of a practitioner.
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
This book presents the first sustained articulation of a Foucauldian œuvre. It situates Foucault’s critique within the tradition of Kant’s call for a philosophical archaeology of reason; in parallel, it demonstrates the priority in Foucault’s thought of Nietzsche over Heidegger and the framing of reason against an ontology of power. Bregham Dalgliesh hereby claims that at the heart of the Foucauldian œuvre is the philosophical method of critical history. Its task is to make the will to know that drives thought conscious of itself as a problem, especially the regimes of truth that define our governmentalities. By revealing the contingency of their constituent parts of knowledge, power and ethics, Dalgliesh demonstrates that critical history offers an alternative mode of critique to the hithertofore singular reading of the intellectual heritage of enlightenment, while it fosters an agonistic concept of freedom in respect of our putatively necessary limits.
Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study examines the use of self-study in professional learning through justice in education, collaboration, teacher education, and the concept of a Professional Working Theory. Justice in education includes research on pedagogy in inclusive practices, on social justice issues within a doctoral program through the lens of critical race theory, and on indigenous epistemologies and experiences. Collaboration can be seen across several chapters as an integral part of teacher education, and is discussed specifically in chapters addressing research on praxis inquiry within Active Group Practice (a collaborative dynamic) – and on collaboration as a critical aspect of self-study research by teachers addressing efficacy of practice for students with significant disabilities. Included in the discussion on teacher education is research on the beliefs and practices of mid- and later-career literacy/English teacher educators. Professional Working Theory (PWT) addresses the critical aspects of teacher knowledge, experience, and ethics. Specifically, this book includes research on examining the process involved in developing a PWT, on the development of teacher identity of preservice teachers through their engagement in creating PWTs, and on the process of and reflections on developing PWTs with teacher educators and U.A.E. and U.S.A. graduate students within the context of literacy and special education. This book brings to the fore the work of Mary C. Dalmau as a teacher educator whose career embodies the values of inclusion across educational settings, the empowerment of teachers, and the importance of ethics in educational decision making.
The author of Food, Festival and Religion shows how spiritual practices drawn from the ancient magical arts can help to heal Mother Earth. A Greenpeace activist, Wiccan High Priestess, and proud Soccer Mom, Francesca Howell has been involved in magical traditions and wildlife preservation since childhood. In this one-of-a-kind book, she shares her everyday suggestions for spiritual renewal through connecting with nature. The meditations, ceremonies, and spellcraft in Making Magic with Gaia spring from an ancient Pagan tradition of Earth stewardship, which blends deep ecology, magic, and activism to bring the reader into a closer communion and harmony with Mother Earth. Packed with practical suggestions (recycling, gardening without pesticides, and conserving water) and mystical rituals (shamanism, crystal magic, and Power Animals) for helping the planet, this book is written for anyone with a spiritual ecological awareness. Not the witchcraft of Gothic novels, Making Magic with Gaia is based on a modern religion with ancient roots that can heal the Earth as it heals the practitioner.
It is perhaps our noblest cause, and certainly one of our oldest: to end suffering. Think of the Buddha, Chuang Tzu, or Marcus Aurelius: stoically composed figures impervious to the torments of the wider world, living their lives in complete serenity—and teaching us how to do the same. After all, isn’t a life free from suffering the ideal? Isn’t it what so many of us seek? Absolutely not, argues Todd May in this provocative but compassionate book. In a moving examination of life and the trials that beset it, he shows that our fragility, our ability to suffer, is actually one of the most important aspects of our humanity. May starts with a simple but hard truth: suffering is inevitable. At the most basic level, we suffer physically—a sprained ankle or a bad back. But we also suffer insults and indifference. We suffer from overburdened schedules and unforeseen circumstances, from moral dilemmas and emotional heartaches. Even just thinking about our own mortality—the fact that we only live one life—can lead us to tremendous suffering. No wonder philosophies such as Buddhism, Taosim, Stoicism, and even Epicureanism—all of which counsel us to rise above these plights—have had appeal over the centuries. May highlights the tremendous value of these philosophies and the ways they can guide us toward better lives, but he also exposes a major drawback to their tenets: such invulnerability is too emotionally disengaged from the world, leading us to place too great a distance between ourselves and our experience. Rather than seeking absolute immunity, he argues most of us just want to hurt less and learn how to embrace and accept what suffering we do endure in a meaningful way. Offering a guide on how to positively engage suffering, May ultimately lays out a new way of thinking about how we exist in the world, one that reassures us that our suffering, rather than a failure of physical or psychological resilience, is a powerful and essential part of life itself.
Liberal education is not a theory. It is the tradition by which Western civilisation has preserved and enriched its inheritance for two and a half thousand years. Yet liberal education is a term that has fallen from use in Britain, its traditional meaning now freely confused with its opposite. This book is intended to correct that misapprehension, through the presentation of original source material from the high points in the liberal education tradition with particular focus on the British experience. Section 1: Origins (c. 450 BC to c. 450 AD) Section 2: The British Tradition (c. 750 to 1950) Section 3: After Tradition (1950 onward) Section 4: Liberal Education Redux (America)
Essential Resources for Mindfulness Teachers offers the reader a wealth of knowledge about the explicit and implicit aspects of mindfulness-based teaching. The book focuses on how to develop the craft of teaching mindfulness-based courses and is divided into three parts. Part I addresses the explicit elements of mindfulness-based courses, such as how to offer meditation practices and inquiry. Part II investigates the subtle but powerful implicit qualities needed within the teacher to convey the essence of mindfulness. Part III is a series of chapters on the underpinnings, considerations, and theories surrounding the teaching of mindfulness-based courses, and includes a new framework for reflective practice – the Mindfulness-Based Interventions: Teaching and Learning Companion (the TLC). The book is a core companion text for both trainees and established mindfulness-based teachers, and is a resource you will return to again and again.
This edited volume deploys Deleuzian thinking to re-theorize fascism as a mutable problem in changing orders of power relations dependent on hitherto misunderstood social and political conditions of formation. The book provides a theoretically distinct approach to the problem of fascism and its relations with liberalism and modernity in both historical and contemporary contexts. It serves as a seminal intervention into the debate over the causes and consequences of contemporary wars and global political conflicts as well as functioning as an accessible guide to the theoretical utilities of Deleuzian thought for International Relations (IR) in a manner that is very much lacking in current debates about IR. Covering a wide array of topics, this volume will provide a set of original contributions focussed in particular upon the contemporary nature of war; the increased priorities afforded to the security imperative; the changing designs of bio-political regimes, fascist aesthetics; nihilistic tendencies and the modernist logic of finitude; the politics of suicide; the specific desires upon which fascism draws and, of course, the recurring pursuit of power. An important contribution to the field, this work will be of great interest to students and scholars of international relations, fascism and international relations theory.
This book addresses student passivity in teacher education. Using a developed metaphor, the author critically examines the use of authentic learning to design and implement learning experiences for preservice teachers, and reveals the opportunities and limitations of a focus on authenticity. This book prepares teachers for outdoor education using practice-based exemplars of applied teaching theories. Focusing on authentic pedagogies, it applies to all teacher educators who seek to engage in high-impact learning for their students, and is relevant for in-service educators, preservice teachers and researchers in the field of self-study.
Rhetorical Accessability is the first text to bring the fields of technical communication and disability studies into conversation. The two fields also share a pragmatic foundation in their concern with accommodation and accessibility, that is, the material practice of making social and technical environments and texts as readily available, easy to use, and/or understandable as possible to as many people as possible, including those with disabilities. Through its concern with the pragmatic, theoretically grounded work of helping users interface effectively and seamlessly with technologies, the field of technical communication is perfectly poised to put the theoretical work of disability studies into practice. In other words, technical communication could ideally be seen as a bridge between disability theories and web accessibility practices. While technical communicators are ideally positioned to solve communication problems and to determine the best delivery method, those same issues are compounded when they are viewed through the dual lens of accessibility and disability. With the increasing use of wireless, expanding global marketplaces, increasing prevalence of technology in our daily lives, and ongoing changes of writing through and with technology, technical communicators need to be acutely aware of issues involved with accessibility and disability. This collection will advance the field of technical communication by expanding the conceptual apparatus for understanding the intersections among disability studies, technical communication, and accessibility and by offering new perspectives, theories, and features that can only emerge when different fields are brought into conversation with one another and is the first text to bring the fields of technical communication and disability studies into conversation with one another.
Weight stigma is so pervasive in our culture that it is often unnoticed, along with the harm that it causes. Health care is rife with anti-fat bias and discrimination against fat people, which compromises care and influences the training of new practitioners. This book explores how this happens and how we can change it. This interdisciplinary volume is grounded in a framework that challenges the dominant discourse that health in fat individuals must be improved through weight loss. The first part explores the negative impacts of bias, discrimination, and other harms by health care providers against fat individuals. The second part addresses how we can ‘fatten’ pedagogy for current and future health care providers, discussing how we can address anti-fat bias in education for health professionals and how alternative frameworks, such as Health at Every Size, can be successfully incorporated into training so that health outcomes for fat people improve. Examining what works and what fails in teaching health care providers to truly care for the health of fat individuals without further stigmatizing them or harming them, this book is for scholars and practitioners with an interest in fat studies and health education from a range of backgrounds, including medicine, nursing, social work, nutrition, physiotherapy, psychology, sociology, education and gender studies.