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This paper focuses first on the issue of measuring education. When we consider "education and equity," we tend to quantify educational outcomes and compare these figures with others. While it is necessary to consider "equity" (or inequity) through comparisons with others, if we quantify the achievement of outcomes and evaluate the management of the organisation, we fall into a "metric fixation." Next, the paper discusses the issue of meritocracy, presenting a perspective on abilities as social and communal rather than individual. Finally, it discusses the concept of "collaborative learning" as presented by the Central Council for Education Report of 2021. This report states the importance of respecting all others as valuable beings. In order to clarify the significance and value of the presence of others in educational relationships, the paper considers a certain high school discussion situation. "Equity" in education cannot be realised by comparing personal figures on a particular scale. If we wish to realise "equity," paradoxically, it is essential that we do not ask whether we are achieving "equity" through comparison with others. Being equally opaque to one another, being diverse, is essential for the realization of pleasurable "collaborative learning."

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

Beginning 60 years ago, Thomas Kuhn has had a significant impact across the academy and on culture more widely. And he had a great impact on science education research, theorising, and pedagogy. For the majority of educators, the second edition (1970) of his "Structure of Scientific Revolutions" (Kuhn, 1970a) articulated the very nature of the science, the discipline they were teaching. More particularly, Kuhn's book directly influenced four burgeoning research fields in science education: Children's Conceptual Change, Constructivism, Science-Technology-Society studies, and Cultural Studies of Science Education. This paper looks back to the Kuhnian years in science education and to the long shadow they cast. The discipline of science education needs to learn from its past so that comparable mistakes might be averted in the future. Kuhn's influence was good and bad. Good, that he brought HPS to so many; bad, that, on key points, his account of science was flawed. This paper will document the book's two fundamental errors: namely, its Kantian-influenced ontological idealism and its claims of incommensurability between competing paradigms. Both had significant flow-on effects. Although the book had many positive features, this paper will document how most of these ideas and insights were well established in HPS literature at the time of its 1962 publication. Kuhn was not trained in philosophy, he was not part of the HPS tradition, and to the detriment of all, he did not engage with it. This matters, because before publication he could have abandoned, modified, or refined much of his 'revolutionary' text. Something that he subsequently did, but this amounted to closing the gate after the horse had bolted. In particular, the education horse had well and truly bolted. While educators were rushing to adopt Kuhn, many philosophers, historians, and sociologists were rejecting him. Kuhn did modify and 'walk back' many of the head-turning, but erroneous, claims of Structure. But his retreat went largely unnoticed in education, and so the original, deeply flawed Structure affected the four above-mentioned central research fields. The most important lesson to be learnt from science education's uncritical embrace of Kuhn and Kuhnianism is that the problems arose not from personal inadequacies; individuals are not to blame. There was a systematic, disciplinary deficiency. This needs to be addressed by raising the level of philosophical competence in the discipline, beginning with the inclusion of HPS in teacher education and graduate programmes.

Whilst technology may have been the 'saviour' of HE from the immediate challenges of the pandemic, the opportunistic dialogue emerging in response is imbued with notions of the pandemic as a catalyst for change. Empowered by the apparent success of technology's deliverance, the door has been opened to unprecedented investment into a pervasive and data-driven paradigm of technology. Utilising a Critical Discourse Analysis of sector-orientated literature published in response to the pandemic, this paper examines the emergent rhetoric of technology and problematises taken for granted assumptions concerning its adoption in the imagined future of HE. This paper argues that such rhetoric is mediatory of neoliberal and consumerist ideologies, and that the portrayal of technology as a wholly beneficial enterprise obscures other issues and inequalities. By positioning educational technology in a uniquely political light, this paper offers a critical lens through which to view this new era of technological pervasion.

This paper mobilises the psychoanalytic concepts of desire and enjoyment to better understand how processes of education aimed at extending and defending democratic life might respond to and engage with populist politics. I approach this task by engaging with a particular vector of Mouffe and Laclau's political philosophy, moving from a critique of liberal democracy's rationalist pretensions to their insistence that left populism and its passionate construction of a 'people' is the central task facing radical politics. This attention to the libidinal basis of political identification locates them in a community of Left Lacanian thinkers who reframe the problems of democratic politics in terms of desire and enjoyment rather than miseducation or its lack. Whilst this position might suggest a binary choice between different analytical frames, I inquire into what insights are generated by theorising left populism as an 'education of desire'. The paper is organised into four main parts: the opening discussion clarifies my understanding of education by engaging with the literature on educational agonism. The second section lays the groundwork for a critique of the way in which education is fetishized, in different ways, by liberals and radicals as a panacea for populist politics. The third section reframes democratic crisis as an enjoyment problem in order to better grasp the relationship between the liberal democratic disavowal of its own irrationality and the structure of right-wing populist enjoyment. The fourth section applies these insights to develop a critical analysis of what is at stake when we explicitly consider the left populist construction of a 'people' as an educational task. I conclude by drawing together and summarising the main features and considerations of left populism understood as an education of desire.

This paper considers what it could mean to say that epistemologies and methodologies are racially just or unjust. It has been argued that this has nothing to do with whether an individual researcher is racist: he or she could be anti-racist but still use an epistemology that is racially biased. To explore this issue, some pioneering research by Allison Davis, an influential African-American scholar in the 1940s and 1950s, is examined. This research dealt with the effects of social class cultures on academic achievement in the United States. While Davis was well-known at the time, his work in this field is now largely forgotten. Two senses of 'racially-just' are examined in this paper, relating: to the intrinsic character or origin of epistemologies and methodologies; or to the implications for and likely consequences of their use. Davis's investigations employed methods and assumptions that are rejected by many educational researchers today. I will address the question of whether these can be criticised as racially unjust; and, if so, on what basis. This evaluation will lead to a consideration of the broader question of the terms in which it is appropriate to assess educational research, and in particular the epistemologies and methodologies on which it depends.

Purpose: The purpose of this paper is to provide a transcript of a dialogue among literacy educators and researchers on the impact of generative artificial intelligence (AI) in the field. In the spring of 2023, a lively conversation emerged on the National Council of Research on Language and Literacy (NCRLL)'s listserv. Stephanie initiated the conversation by sharing an op-ed she wrote for "Atlanta Journal-Constitution" about the rise of ChatGPT and similar generative AI platforms, moving beyond the general public's concerns about student cheating and robot takeovers. NCRLL then convened a webinar of eight leading scholars in writing and literacies development, inspired by that listserv conversation and an organizational interest in promoting intergenerational collaboration among literacy scholars. Design/methodology/approach: As former doctoral students of two of the panel participants, webinar facilitators Grace and Victoria positioned themselves primarily as learners about this topic and gathered questions from colleagues, P-16 practitioners and those outside the field of education to assess the concerns and wonderings that ChatGPT and generative AI have raised. The following webinar conversation was recorded on two different days due to scheduling conflicts. It has been merged and edited into one dialogue for coherence and convergence. Findings: Panel participants raise a host of questions and issues that go beyond topics of ethics, morality and basic writing instruction. Furthermore, in dialogue with one another, they describe possibilities for meaningful pedagogy and critical literacy to ensure that generative AI is used for a socially just future for students. While the discussion addressed matters of pedagogy, definitions of literacy and the purpose of (literacy) education, other themes included a critique of capitalism; an interrogation of the systems of power and oppression involved in using generative AI; and the philosophical, ontological, ethical and practical life questions about being human. Originality/value: This paper provides a glimpse into one of the first panel conversations about ChatGPT and generative AI in the field of literacy. Not only are the panel members respected scholars in the field, they are also former doctoral students and advisors of one another, thus positioning all involved as both learners and teachers of this new technology.

The terms 'open' and 'distance' are no longer helpful for advancing approaches to education traditionally served by open institutions. A proposal to reframe the terms 'open' and 'distance' is made: 'open', it is suggested, needs to be linked more explicitly to education that is increasingly available, inclusive, scalable, and sustainable. 'Distance', on the other hand, needs to be replaced with the term 'designed,' which places attention on to the range of educational approaches now used to facilitate learning in ways that remove geographical barriers. The paper is based on part on the experience of a dedicated ODL institution in New Zealand, which found itself marginalized while a nation-wide renewal of the vocational education sector was taking place. Rather than being seen as a central part of the solution, ODL was instead assumed to be possible across regional provision. The 'distance' component was even represented as 'online,' which is becoming common across new entrants into what was traditionally understood as ODL. Five reasons for the decline of traditional understandings of ODL are offered.

This paper presents an analysis of the prescribed text list for senior school English (including English as an Additional Language or Dialect, EAL/D) in Queensland, Australia. Queer understandings about the normalization of cisgender and heterosexuality provide a framework to analyze prescribed texts for adolescent learners. Hetero-cisgender norms are perpetuated through overrepresentation in endorsed texts. Representations of queer subjectivities or themes in the most highly promoted texts, those appearing on the examination list, are infrequent and minor. Reflexive justice thinking acknowledges the critique of merely identifying "who is missing" in the literature and extends the discussion to consider the complexities of the social, cultural, and political contexts that influence who gets to decide.

The steady increase of chief executives' compensation in both public and private universities has long been at the centre of public debate and has received a lot of criticism in the UK. As higher education is considered as an industry, a pay for performance relationship is expected. This paper differs by demonstrating that UK Vice Chancellors consider incentives other than remuneration in their career progression. By constructing a comprehensive dataset of UK Vice Chancellors covering academic years 2012/2013 to 2016/2017, we demonstrate that UK university chief executives, especially if young, are willing to accept lower salaries when they interpret their role as a springboard for visible high-profile positions in the public arena.

This study examines the challenges of humanism and education in the 21st century as addressed by the German philosopher Peter Sloterdijk in his Elmau Speech (1999). In this lecture, titled "Rules for the Human Zoo", Sloterdijk argues that the traditional notion of humanism, specifically "humanism as a literary society," has reached its conclusion, necessitating the development of a new humanism appropriate for the contemporary era. However, the new concept of humanism emerging from what Sloterdijk terms the "anthropotechnic turn" appears to align with the discourses surrounding human enhancement that have emerged in the 21st century, thereby influencing the realm of education. The first half of this article reports on the significant concerns and criticisms expressed by the media at that time regarding this new humanism, which seems to be associated with eugenicist ideas. Taking a step further, this study critically examines the nature of the challenges around education implied by Sloterdijk, specifically the conflict between "friend of humans and friend of Übermensch", and explores the potential roles and responsibilities of education in the latter part of the paper.

School psychology has heavily relied on quantitative methodology to create and sustain our knowledge of best practices regarding academic, behavioral, and mental health outcomes for students. Nevertheless, underlying assumptions of the neutrality of quantitative data have obfuscated how school psychology research has perpetuated oppressive ideologies and practices, which directly harm students from marginalized identities. This paper demonstrates the need for employing a critical lens when engaging in and consuming school psychology research that utilizes quantitative methods. One such framework is QuantCrit, developed in the United Kingdom, which intentionally integrates Critical Race Theory tenets into the development, analysis, and interpretation of quantitative data. We explore specific examples of the insidious ways that 'presumed neutral' quantitative approaches have led to the perpetuation of oppressive practices in the following key areas of school psychology research: (a) discipline disproportionality, (b) special education disproportionality, and (c) school accountability metrics. Furthermore, we provide recommendations for both utilizing and publishing quantitative research that moves school psychologists towards more equitable practices for children and families across the globe.

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at risk for EBD, social and emotional learning (SEL) practices are most effective when implemented through a culturally responsive-sustaining lens. Thus, this paper examines how the pervasive inequities within special education praxis can be mediated through culturally responsive-sustaining SEL practices. Using the tenets of dis/ability critical race theory (DisCrit), we first problematize the current approaches to SEL curricula and address how they contribute to the pathologization of RELD students with or at risk for EBD. We then provide evidence-based recommendations for school leaders and practitioners to embed culturally responsive-sustaining pedagogy within SEL instruction.

This paper provides an overview of a Critical Race Feminista praxis-oriented methodological framework in development called FilmCrit, and a critical race method expanded into filmic form called Cinematic Critical Race Counterstorytelling. Critical Race Feminisita Praxis informs this work by drawing on a Critical Race Theory in Education framework and Chicana Feminist theories and epistemologies. In discussing two FilmCrit studies, a qualitative documentary study, No Somos Famosos (We Are Not Famous), and my dissertation study, From the Classroom to the Screen: Experiences of Women of Color MFA Film Students, I detail the theoretical, methodological, and analytical development, as well as the scholarly significance, of FilmCrit and (auto)biographical and composite Cinematic Critical Race Counterstorytelling.

The purpose of this paper is to critique current women-only coach education initiatives, before suggesting an alternative approach to dealing with gender discrimination in coaching provision. Having increased in popularity over recent years, primarily through justifications as being "safe spaces" for participants, such initiatives have nevertheless become contested terrain. Whilst seeing some value in the initial "safe space" position, we argue that their substance should be focussed not so much on duplicating mainstream content (e.g., particular coaching pedagogies), but on developing a critical sociological consciousness, including both a deconstruction and reconstruction of (minority) coaching selves. Such a consciousness comprises (1) a judicious awareness of influencing social structures and why things are as they are and (2) a recourse to micropolitical agency in terms of a stance-related identity to develop a more secure coaching self.

Against the prevailing outcomes-based education and the instrumentalization of education, a movement has arisen towards holistic education. This aims to go beyond objective measurement of the outcomes of education in order to treat the student as a whole person. In this paper, we shall examine some strands of education in Japan which in some way or another feature the idea of the whole person. This includes the tradition of clinical pedagogy, which originated in Kyoto University, Yukichi Shitahodo's educational anthropology ("Kyoiku-Ningengaku"), Kuniyoshi Obara's "Zenjin" Education (the education of the whole person) and holistic education. Notwithstanding the fact that such education is benevolent in intention, it can be miseducative in some respects. In the light of this, and with some reference to criticism of the idea of the whole person, we shall point to an alternative vision of education of the whole person following Cavell's Emersonian moral perfectionism -- a perfectionism that is thoroughly anti-foundationalist and that transcends self-entrapment in circulatory discourse on the whole. In critical dialogue between the rich traditions of Japanese thought and the critical voice of liberalism raised from within the West, we hope to find a more nuanced answer to the question of how being a whole might make sense.

In this paper, I start from a posthumanist understanding of subjectivity to stress how our ways of relating do not follow from previously formed intentions but emerge in assemblages. The fact that we hold certain theoretical ascriptions does not assure that we will relate in ways that are consistent with them. We might intend to embrace diffractive, decentring and performative perspectives, and effectively do so at a content level. However, we might unwittingly reproduce representational, dichotomous, centring and identitarian ways of relating to ourselves, others, our work and so on. These ways of relating are often unacknowledged. I offer my concept of "performative meta-reflexivity" to interrogate which ways of relating are implicitly operating and to think about what they are producing. I suggest that this practice can be helpful to become response-able for the ways of relating that we find ourselves engaged in and what they generate.

This article provides and reflects on an original lesson plan for engaging high school, undergraduate, or graduate students in learning fundamental concepts of environmental ethics. Implementation of this lesson plan effectively promoted critical analysis, reflection, and communication of environmental ethics issues in a seminar for second-year undergraduate students focused on theoretical frameworks and research methods in the field of sustainability. After reading background information about environmental ethics, students worked in small groups to answer questions about ethical issues related to the Dakota Access Pipeline in the midwestern United States. To further apply knowledge about ethics, students independently investigated a second environmental issue of their choosing, using news reports and scholarly publications to identify key ethical questions and interested parties affected by them, then wrote a position paper about how well principles of environmental ethics were upheld in their chosen scenario and how the application of ethics could be improved. In their work, students demonstrated adequate to exceptional ability to communicate knowledge of and apply relevant ethical principles, although the scope and depth of knowledge demonstrated varied.

This paper explores the facilitation of the emancipatory in an International Baccalaureate ("IB") context of privilege. It aligns with the idea that capitalism, even in welfare state democracies or 'do good' corporations, maintains the interests of the owners of capital. It is by nature unjust and exploitative and must conceal this injustice by securing a (spurious) legitimacy for itself. This makes a rare methodological contribution as the article provides critical 'meta-analysis' of IB research literature by prioritising work that affords insight into the lived reality within the IB-Sphere. It then triangulates this analysis through the work of German Social Philosopher Jürgen Habermas. This work provides a significant and timely contribution to 'franchised education' in the twenty-first Century, and will be of essential reading to scholars, policymakers and leadership whether involved in the IB, or active in the Neo Liberal spaces of education more generally: such as Multi Trust Academies, Free Schools, or Charter Schools. This is thanks to the lessons learned over nearly 60 years of educational franchise in a diverse and globalising sphere as presented here from IB research through critical analysis.

In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between different groups of teachers in schools as hierarchical and competitive, rather than collegial and supportive. We argue that such hierarchies may be a contributing factor to the teacher retention crisis, given that research indicates teachers working in schools with a collegial culture are more likely to remain committed and motivated. We propose that engagement with CLA may enable early career teachers to critique and resist dominant discourses which differentiate and hierarchically divide them from their colleagues, and therefore, the utility of CLA should be explored within future iterations of the Early Career Framework.

Teacher wellbeing is a growing international concern. Despite teachers' experiences being deleteriously impacted by education policies and organisational conditions, dominant discourses of wellbeing focus on strategies that enhance individual self-management of wellbeing. This paper critically examines teacher wellbeing and the counter-discourses of wellbeing mobilised by teachers on an online platform, Reddit. Contributors criticise the wellbeing approaches taken in their schools and education systems. They react to the erasure of how work conditions impact their wellbeing. These forums speak back to the assumption that teachers are deficient and that teachers must be positive in self-managing their wellbeing. We coin the term 'cruel wellbeing' to critique wellbeing programs that neglect teachers' challenging work conditions. We question the practices of training teachers to assume responsibility for their wellbeing using strategies of positivity. We suggest that social media is an important political tool for creating and circulating counter-discourses of teachers' work.

How do individuals find assurance of their personal standing before God? This article discusses the way different traditions of the Christian faith tried to answer the question—some leaving room for doubt in the process and others demanding absolute certainty from the believer. All fellowships experienced some problems with the issue due to the very nature of the question. Assurance required a reflexive act that turned the eyes of the believer away from the good things of God and the promises of the gospel toward an inspection of one's inner man and motives that were difficult to discern. Those fellowships that emphasized a human condition in the process of salvation or assurance often struggled with their depravity before God and unworthiness to claim the promises of divine grace. This paper particularly focuses upon the struggles of the so-called Calvinists, who were more enamored with the question than the other fellowships and had difficulty developing a coherent or definitive answer, caught as they were between tensions in their theology, between the Christocentric vision of John Calvin that led toward assurance and the synergistic tendences of Theodore Beza and Heinrich Bullinger that led toward doubt. The paper provides some criticism of their theology but sympathizes with their struggle and finds faith and doubt inevitable parts of the Christian life here on earth. [ABSTRACT FROM AUTHOR]

Postmodern approaches to science introduce various methods, and result in multiple explanations and competing theories. This has exacerbated the science war in philosophy of science. The ongoing disputes known as 'science war' is a consequence of ontological disputes within the philosophical branch of metaphysics. Even though science had denied the importance of metaphysics in its practice, this paper argues that the recognition of philosophy specifically that in regards to metaphysics is a solution to the confusion arising from relativism of knowledge. As part of a preliminary attempt to confront this problem, this paper focuses on the criticisms of Syed Muhammad Naquib al-Attas and Seyyed Hossein Nasr on the ontology of modern science, which issues from the denial of metaphysics by modern scientists. Their views on ontology are part of both scholars' Islamic philosophy of science. This is a qualitative research based on historical, doctrinal and comparative analysis of the primary works by the two scholars. The arguments are presented within the scope of philosophy of science based on the framework of the Islamic intellectual tradition. Thus, we find that a wider and transcendental epistemology is possible for understanding the multiple levels of reality subsumed within the metaphysics of Islam, which opens the door to reality and truth. [ABSTRACT FROM AUTHOR]

Karl Popper emphasized that to distinguish science from pseudoscience, a theoretical system must be falsified, not verified. This paper aims to show that management science research meets the empirical truth criteria Popper identified as the demarcation of science. The findings of this study show that Karl Popper's critical rationalism has limitations when applied to the field of management research. In addition, this article highlights the importance of Thomas Kuhn and Imre Lakatos' critique of Popper's rationalist approach in contributing to the development of management science. Although Popper's critical rationalism has been widely discussed in various papers, there is a research gap in how to integrate Popper's ideas along with the critiques of Kuhn and Lakatos, in particular, into management theory. This paper seeks to address this gap. The pragmatic truth of management theories used by management practitioners must also meet the criteria of empirical truth based on Popper's concept of rationalism, which also includes the critiques of Kuhn and Lakatos. The implications of this research suggest that the Lakatos thinking model approach is the most appropriate for the current state of management science, while also noting the relevant elements of Popper and Kuhn's theories and how these elements can be used to strengthen the Lakatos model approach. Management science with the Lakatos model approach can provide a stronger framework for evaluating management practices and theories, resulting in a more effective and scientifically grounded decision-making process in the field of management. [ABSTRACT FROM AUTHOR]

This paper revisits the "deflationary" line of criticism that had been raised against the theory of event presented in Alain Badiou's Being and Event. This line of criticism questions the Badiouian claim to have provided a theorization of radical novelty and change, suggesting that events and their consequences may be more banal than is assumed by the account of change based on truths, elaborated in Badiou's great ontological treatise. Advancing a version of deflationary criticism, this paper proposes that there are important matters left unclear in the settheoretical ontology of Badiou's magnum opus that become particularly relevant when the categories such as void, event, and truth are deployed in analyses of specific and concrete extra-ontological situations. Exploiting some of those ambiguities, it will be argued that the theorization of change due to post-evental truths in Being and Event does not adequately establish the universality of the truths that, for Badiou, must commence with events. This is problematic for the Badiouian account of change because universality, or what Badiou's ontological discourse terms "genericity," is the property of truths that is supposed to ensure their transformative potential. [ABSTRACT FROM AUTHOR]

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Fertility treatment enables involuntary childless people to have genetically related children, something that, for many, is a valuable life project. In this paper, I respond to two sets of objections that have been raised against expanding state‐funded fertility treatment provision for existing treatments, such as in vitro fertilisation (IVF), and against funding new treatments, such as uterine transplantation (UTx). Following McTernan, I refer to the first set of objections as the 'one good among many' objection. It purports that it is unjustifiable for the state to prioritise the funding of the life project of becoming a parent through fertility treatment provision over the funding of other life projects that people might have. Following Lotz, I refer to the second set of objections as the 'norm‐legitimation' objection. It maintains that the provision of costly forms of fertility treatment, such as UTx, would legitimise problematic social norms concerning genetic relatedness, reproduction and parenting, and that states should not engage in such a legitimation. In response to these objections, I defend the view that (reproductive) preferences ought to be taken more seriously when discussing fertility treatment provision and parental projects, and that not doing so can be costly, especially for women. The approach defended in this paper seeks to avoid disregarding and policing preferences and to reconcile their fulfilment with political projects aimed at improving the material and social conditions of sub‐fertile people: people who, for social or biological reasons (or an intersection of the two), are unable to reproduce unassisted. [ABSTRACT FROM AUTHOR]

Scientific activities strongly depend on concepts and classifications to represent the world in an orderly and workable manner. This creates a trade-off. On the one hand, it is important to leave space for conceptual and classificatory criticism. On the other hand, agreement on which concepts and classifications to use, is often crucial for communication and the integration of research and ideas. In this paper, we show that this trade-off can sometimes best be resolved through conceptual governance, in which scientific institutions set a collective conceptual standard, and that voting can be a reasonable way to implement that governance. Voting is a means to aggregate among conflicting values, preferences and priorities that often underpin conceptual or classificatory debates, all while signaling ongoing disagreement. We also discuss how the legitimacy of the voting process and its outcome can be ensured. [ABSTRACT FROM AUTHOR]

This theoretical paper describes a classification with accompanying analysis of the main forms of social conduct at the end of life that goes beyond our usual understanding of sociological characterisations of dying. A taxonomy of end-of-life conduct is presented that illustrates and categorises past and contemporary sociological studies of end-of-life conduct and experiences. The categories include embodiment-led dying, systems-led dying, criticism-led dying, endangerment, and anti-dying. Discussion of this spectrum of behaviour is compared with current research and theory in the sociology of dying resulting in critical observations about limitations and omissions in the current work of this field. The paper ends with identification of theoretical limitations before discussing implications for future theory, research, and policy development for the sociology of dying and for end-of-life studies more generally. [ABSTRACT FROM AUTHOR]

This paper argues that Nietzsche shares the aim of contemporary Sellarsian efforts to reconcile the natural and the normative. However, as Joseph Rouse notes, the Sellarsian strategy collapses into dualism by virtue of its treatment of natural causality and normativity as different in kind and of the normative as operating parallel to the causal (Rouse 2002). The paper argues that Nietzsche avoids this dualism by offering a constitutively causal account of the normative. He does this by identifying the normative with dominant drives of the self. It is argued that these dominant drives, like natural causes in the world, are modally dispositional and differ from natural causes in degree rather than dualistically in kind. However, the identification of the normative status of our values with dominant drives has been subject to strenuous criticism. Specifically, it is argued that the normative cannot be identified with dominant drives for fear of eliminating the normative. The paper responds to these criticisms in detail and argues that the constitutively causal account of normativity that stems from Nietzsche's identification of the normative with dominant drives can be defended. [ABSTRACT FROM AUTHOR]

In Romania, during the interwar years, it seems that theatre reviews - much like theatre criticism in general, narrowly as it was and sometimes continues to be defined in Romania - was only considered legitimate if signed by men. There were but two timid exceptions, two female voices whose writings were partially recovered as late as 1978-1983 and have been insufficiently explored since: the poet and memoirist Otilia Cazimir, who worked as an inspector for the Ministry of Arts' Theatre Directorate for a decade, and the aesthetics professor Alice Voinescu. This paper is an attempt to turn the spotlight not onto the two writers' theatre-related activity, but rather to the way they engaged, in writing or in action, with the thorny issues of feminism. Their opposing standpoints - a feminism of emancipation vs. an anti-feminist type of feminism - still proves emblematic to our day for the specific way in which socio-cultural mentalities and perceptions on women's condition in 20th-century Romania were preserved; it appears that post-socialist theatre criticism, especially from the decade 2000-2010, coalesced around the same positions. [ABSTRACT FROM AUTHOR]

This paper aims to discern, clarify, criticise, and advocate some uses of phenomenology in sociological research. Phenomenology is increasingly evoked or implicitly employed in sociological endeavours. Little attention, however, is paid to what is entailed in taking a phenomenological approach, and whether it is employed to advance empirical or theoretical knowledge. I build an analytic typology of different empirical and theoretical uses of phenomenology, criticise a range of these uses, and argue that other uses bear significant potential for the advancement of theoretical and empirical knowledge. The paper's main contribution lies in comparing and contrasting the many invocations of phenomenology in contemporary social scientific research to discern their benefits and shortcomings. [ABSTRACT FROM AUTHOR]

As a world-renown American critic and theorist in poetry, Marjorie Perloff (1931-2024), with her in-depth exploration into western avant-garde poetry and poetics and her theoretical and methodological reconstruction by means of dialog with the 20th-century American critical theories, made great and unique achievements, which can be labelled as "the third path" in poetry criticism in terms of its transcending New Criticism and Cultural Criticism in the 20th and early 21st centuries. Since her first visit to China in 2007 and her co-founding of the Chinese/American Association for Poetry and Poetics in 2008, Perloff's critical theories and ideas have been translated or introduced into China. This paper presents an examination of Perloff's "third path" of poetry criticism, and its introduction to and influence upon China's poetry creation and criticism. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine Takada Shinji's (1893–1975) view of the 'Mandate of Heaven (天命 tenmei)'. Takada understood the 'Imperial Way (皇道 kōdō)' as one of two axes, the 'Mandate of Heaven' and the 'Rectification of Names (正名 seimei)', together they made possible a theoretical systematization of the 'Imperial Way' discourse as well as its concrete political embodiment. It is undeniable that the ideas of the 'Imperial Way' received heavy criticism after WWII. Because it was used as a problematic ideology in Imperial Japan. Nonetheless, it is necessary to grasp its original meaning as understood by its theoretical founder and innovators. This paper thus turns to examine Takada's unique understanding of the 'Mandate of Heaven' from the belief that such an examination should precede before starting a more systematic and comprehensive discussion of the 'Imperial Way' discourse. [ABSTRACT FROM AUTHOR]

Literature presents evidence of the exponential rise of distributed leadership both as a focus of research and as leadership development in education in the twenty first century (Hairon, S., and J. W. Goh. 2015. "Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?" Educational Management Administration & Leadership 43 (5): 693-718; Hall, D. 2013. "The Strange Case of the Emergence of Distributed Leadership in Schools in England." Educational Review 65: 467-487), in addition to the growing criticism of the theory's dominance and its 'acquired taken-for-granted status' (Lumby, J. 2016. "Distributed Leadership as Fashion or fad." Management in Education 30 (4): 161-167). This paper thus seeks to provide a systematic review of the literature on distributed leadership published between 2010 and 2022 through a methodical collection, documentation, scrutiny, and critical analysis of the research publications. The review seeks to identify trends in distributed leadership knowledge production according to the study type/purpose, topical foci, methodological approach, focus group, and geographic distribution via a narrative synthesis approach (Oplatka, I., and K. Arar. 2017. "The Research on Educational Leadership and Management in the Arab World Since the 1990s: A Systematic Review." Review of Education 5 (3): 267-307). [ABSTRACT FROM AUTHOR]

Copyright of Anales del Seminario de Historia de la Filosofía is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Larq Journal for Philosophy, Linguistics & Social Sciences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Critics of the scope problem that motivates pluralism about truth have argued that it is a pseudo-problem. If the criticism is correct, then truth pluralism is left unmotivated and potentially bankrupt. In this paper, I argue that closely related to the scope problem is another problem, which I call "the scalar problem." If the property of truth is sensitive to how an agent expresses the truth predicate within a single linguistic discourse and different agents or groups of agents express truth differently within that discourse, then there are different ways of being true within the same linguistic discourse. Given this possibility, even if the scope problem fails, truth pluralism remains fully motivated. [ABSTRACT FROM AUTHOR]

This paper examines the construction of a dominant discourse criticized by parody in film. The construction of Javanese cultural discourse has been the dominant discourse since the beginning of the Indonesian state; even the meanings born from the construction of the discourse remain to this day. Javanese cultural discourse refers to all forms of discussion related to cultural aspects in Java, including values, norms, traditions, art, language, and local wisdom of the Javanese people. Nagabonar's film deconstructs Javanese discourse with historical parody in its story. This research is expected to open up another way of thinking from the dominance of Javacentric thinking. Two approaches are used to recite and criticize Nagabonar's film as text: cinematographic theory and deconstruction. First is the mise-en-scene approach and staging in cinematographic theory, while the second is the theory of deconstruction to see what history hides or forbids and recasts a discourse construction of thinking that was previously marginalized or even alienated. This study aims to show the meaning of criticism in Nagabonar films against Javacentric dominant discourse through the deconstruction of film texts. Critics of this film tend to open questions about the concept of Indonesian nationalism. [ABSTRACT FROM AUTHOR]

In recent years there has been a lot of skepticism about the existence of facts. It seems that one of the last places for their application is in truthmaking theory. In this paper I discuss two approaches to the use of facts in truthmaking. The first, categorial, holds that facts are entities that belong to one of three ontological categories (true propositions, truth of propositions, instantiations of universals). The second, deflationary, holds that a fact is merely a functional concept denoting any entity that performs a truthmaking function. I argue that in the face of significant criticism of categorial facts as truthmakers, a defender of facts may resort to the deflationary concept. Nevertheless, even in this case we can do without facts as truthmakers. [ABSTRACT FROM AUTHOR]

The primary aim of this paper was to understand expressed emotion (EE) and its relationship to wellbeing in South Asians (SAs) living in the UK. A total of 529 participants of South Asian heritage were recruited from the UK and completed an online survey consisting of the family questionnaire, the level of expressed emotion scale (LEE), warmth measure, the hospital anxiety and depression scale. Components of EE and wellbeing were investigated using network analysis. Overall, the participants were classified as low EE for criticism, but high for emotional overinvolvement. They scored relatively high on the warmth scale. LEE scores were in the middle range. The network analysis revealed unique associations between EE subscales and symptoms of depression and anxiety, and highlighted positive aspects of EE. The network analysis also highlighted differences in EE between parents and partner. The findings provide an overview of the interactions and influence of EE variables within this population. Future research should focus on the differences between SA ethnicities and religions; differentiating between intrusive and non-intrusive involvement may help further explain part of the variance between variables; exploring first and second-generation immigrants would help discover the impact of acculturation and intergenerational trauma on EE. [ABSTRACT FROM AUTHOR]

This article examines Marcuse's critical theory of online learning practices. Some of Marcuse's criticisms of modern society have important relevance for observing the phenomena of learning innovations that are offered today. This research is a literature study with discourse analysis of a number of Marcuse's writings, both written by himself and collected by his followers in a collection of papers after his death. The results of the study show that: 1) educational practices that utilize modern management principles, especially in the form of standardization and homogenization of policies, have the potential to produce a one-dimensional society as criticized in the 1960s. 2) Online learning, as one of the important revolutions in education that uses technology, has the potential to be a new form of slavery; 3) through the use of artificial technology, online learning can be a form of instrumentalization and manipulation in teacher and student interactions; 4) online learning also has the character of automation, which in the end can lead to alienation processes for students, especially psychological alienation and cultural alienation. [ABSTRACT FROM AUTHOR]

The new evil demon problem amounts to a difficult challenge for the externalist about epistemic justification. Many solutions to the problem have been proffered in the almost 40 years since its first appearance in the literature. Among the more promising responses is indexical reliabilism, a combination of two versions of actual world reliabilism where "actual" denotes either the world of utterance or a rigidly determined actual world. This paper does three things. First, it attempts to clarify indexical reliabilism and how it purports to solve the new evil demon problem. Second, it attempts to mitigate some of the prominent criticism that has been leveled against the theory. Third, it poses an explanatory challenge for the theory which remains even after all of the premises supporting indexical reliabilism are accepted. The conclusion is that indexical reliabilism is not tenable until a linguistic mechanism for the use of "actually reliable" has been offered that explains how the theory avoids collapsing into a two-concepts response to the new evil demon problem. [ABSTRACT FROM AUTHOR]

The relationship between psychology and religion has been widely debated in the field of psychology from its foundation as an empirical science to the present day. One author who was interested in the relationship between psychology and religion, the place of the latter in human nature, and its role in psychotherapy was the Viennese neurologist, psychiatrist, and philosopher Viktor Emil Frankl (1905–1997), the founder of logotherapy. This paper presents Frankl's main ideas about religion, the religious nature of the human being, and the relationship between religiosity, psychotherapy, and logotherapy, as well as a review of the main criticisms he has received in this regard. Frankl always defended the differences and limits between religion and psychotherapy, between the priestly cure of souls and the medical cure of souls, and between the salvific objective of religion and the hygienic objective of psychotherapy. In our opinion, critical authors have failed to appreciate Frankl's efforts to expose this distinction. [ABSTRACT FROM AUTHOR]

Beauchamp and Childress' principlism is probably the most influential model for justifying bioethical judgements at the international level. Despite its widespread adoption and influence, it is frequently subject to misunderstanding and oversimplification. Given its enduring relevance, the prevalence of a superficial grasp of its current structure, and the likelihood that the latest edition will be the final one, this paper seeks to achieve the following two objectives: a) clarify the current theoretical framework of principlism, demonstrating its ability to address most criticisms effectively; b) spotlight unresolved theoretical flaws and delve into their philosophical underpinnings. I will then conclude by suggesting a research direction for overcoming these persistent issues. [ABSTRACT FROM AUTHOR]

This paper examines the environmental concerns present in McCarthy's work The Road (2007) from an Ecocritical approach. The fundamental study question focuses on the depiction and examination of these themes, highlighting the important convergence of literature, ecology, and the complex connections between humans and the natural world. The narrative takes place in a society that has fallen apart, with the once glorious natural world losing its beauty. This forces the remaining humans to undertake dangerous expeditions in order to find food and resources. The father and the unidentified child traverse a dry, barren landscape, symbolizing the unforgiving truths of a habitat devastated by ecological degradation. This research adds to the ongoing discussion on the relationship between literature and the environment, as seen through the lens of Ecocriticism. It emphasizes the importance of comprehending how narratives both influence and are influenced by ecological issues, promoting a more profound awareness of this interconnection. [ABSTRACT FROM AUTHOR]

Copyright of Sociedade e Estado is the property of Sociedade e Estado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)