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"Phenomenology and Pedagogy in Physical Education" by Oyvind Standal is a book that addresses the lack of studies on phenomenology and pedagogy in the context of physical education in schools. The book consists of 10 chapters that cover topics such as the role of practical knowledge in physical education, the teacher's role in the skills model, and the ethical dimensions of physical education. Standal argues that phenomenology can contribute to physical education by promoting critical movement literacy and accommodating marginalized groups. The book is intended for sports and education academics and provides a new perspective on understanding physical education. However, the discussion could benefit from more real-life examples. [Extracted from the article]

This roundtable showcases how different Asian, Pacific Islander, and Indigenous communities in Colorado are fighting for sovereignty of their homelands. It reorients the question of "homelands" to highlight the experiences of communities whose homelands remain occupied by settler-colonial and imperial nation-states, like the United States, India, Israel, and China. Participants speak to the struggles of sovereignty of their communities and communities they work with, unsettling epistemological frameworks to disrupt normative understandings of home, migration, and diaspora. [ABSTRACT FROM AUTHOR]

'Open Science' advocates for open access to scientific research, as well as sharing data, analysis plans and code in order to enable replication of results. However, these requirements typically fail to account for methodological differences between quantitative and qualitative research, and serious ethical problems are raised by the suggestion that full qualitative datasets can or should be published alongside qualitative research papers. Aside from important ethical concerns, the idea of sharing qualitative data in order to enable replication is conceptually at odds with the underpinnings on most qualitative methodologies, which highlight the importance of the unique interpretative function of the researcher. The question of whether secondary analysis of qualitative data is acceptable is key, and in this commentary we argue that there are good conceptual, ethical and economic reasons to consider how funders, researchers and publishers can make better use of existing data. [ABSTRACT FROM AUTHOR]

What remains of German Idealism? This essay sets out by proposing that in both Hegel and Schelling the answer is ultimately an ontology of remains: an unsystematic philosophy of divine abjection in which the waste of the One is exposed as its own condition of possibility. This sheds new light on Coleridge's uneasy relationship with German Idealism, especially his puzzlement over Hegel's Science of Logic and his scandalized fascination with Schelling's Freiheitsschrift. At the heart of Coleridge's disquiet is his detection in both philosophers of a form of transcendental ontology that redirects the Kantian concern with the epistemological conditions of possible knowledge into an enquiry into the ontological conditions of the subjectivization of being. The essay traces the implications of the ontologizing of transcendental idealism for Coleridge's philosophy, chief among which is the way in which an indivisible remainder or Abfall (waste, offal) of the Absolute presents an excess that refuses to be harmonized into the transcendental unity of Coleridge's Prothetic "One." [ABSTRACT FROM AUTHOR]

This paper reflects on the role of the Inter-agency Network for Education in Emergencies (INEE) by analysing and presenting a critique of its report '20 Years of INEE: Achievements and Challenges in Education in Emergencies'. Despite the strides achieved in highlighting the importance of education in humanitarian crises, we identify four critical points related to the ontology and epistemology of Education in Emergencies with a specific focus on refugee education: First, the oxymoron between short-term humanitarianism and future-oriented education, second, the purpose of education; third, the role of knowledge production within INEE as a primary agenda-setter; and fourth, how the INEE as firmly embedded in the humanitarian system reproduces unequal power dynamics. In conclusion and by using a decoloniality continuum (Abdelnour and Abu Moghli [2021]. "Researching Violent Contexts: A Call for Political Reflexivity." Organization. doi:) ranging from complicity to liberation, we offer different possibilities for INEE to address the four critical points and the potential for decolonising the field. [ABSTRACT FROM AUTHOR]

This article extends current debates in Education for Peacebuilding (EfP) in conflict settings. It presents and discusses two paradoxes I have observed when examining EfP literature and engaging in conversations with EfP scholars: 'the paradox of liberalism' and 'the paradox of decoloniality'. I unpack these two paradoxes by engaging in conceptual synthesis and analysis and stitching together scholarly arguments in EfP, the larger field of peacebuilding, and decolonial thinking. I argue that by assuming liberal norms of conflict management, EfP scholarship is increasingly divorced from the complex material ontologies of contemporary conflicts. I caution against appropriative invocations of decolonial work in EfP, and I draw on actual examples to discuss their manifestations. I highlight tendencies to prioritise the onto-epistemological concerns of decoloniality over the political ones and to overlook the immediate needs of Southern populations. The article offers theoretically informed reflections and questions to stimulate further conversation. [ABSTRACT FROM AUTHOR]

Criminology and Criminal Justice are bifurcated on multiple dimensions: education, publication patterns, and epistemological orientation. These asynchronous efforts might plausibly be remedied through a three-pronged pursuit of improved science, adherence to trial and error in justice practice, and evidence-based practice. Unfortunately, these potential solutions face a triple threat of criminal justice being built on a monopolistic (single producer) and monopsonistic (single purchaser) foundation, limits on rationality (including biases in theory and practice), and fundamental limitations of tacit knowledge. Although these are likely to always be present, one option may be the development of an area with new possibilities for criminological research and criminal justice practices. In revisiting a scholarly exchange over agency, we consider how moving toward cognitive criminology could foster a more enriched understanding of human action. This may offer opportunities for both fields, including unifying the basic science of Criminology with the application of Criminal Justice. [ABSTRACT FROM AUTHOR]

The past decade has been marked by a series of global crises, presenting an opportunity to reevaluate the relationship between science and politics. The biological sciences are instrumental in understanding natural phenomena and informing policy decisions. However, scholars argue that current scientific expertise often fails to account for entire populations and long-term impacts, hindering efforts to address issues such as biodiversity loss, global warming, and pandemics. This article explores the structural challenges of integrating an evolutionary perspective, historically opposed to functional determinants of health and disease, into current biological science practices. Using data on Swiss biology professors from 1957, 1980, and 2000, we examine the structural power dynamics that have led to the division between these competing epistemologies, and how this division has influenced resource allocation and career trajectories. Our analysis suggests that this cleavage presents a significant obstacle to achieving fruitful reconciliations, and that increased academicization and internationalization may benefit functional biologists at the expense of evolutionary biologists. While evolutionary biologists have gained symbolic recognition in recent years, this has not translated into valuable expertise in the political domain. [ABSTRACT FROM AUTHOR]

The article presents the discussion on examining the detrimental role some doctors play in spreading misinformation and disinformation about vaccines. Topics include impact of anti-vaccine rhetoric on social media, the influence of medical professionals on public vaccination intentions, and the challenge of addressing vaccine misinformation within the medical community.

This essay examines an epistemological thread that runs through Michael W. Clune's A Defense of Judgment. The first half raises worries about Humean judgment, ultimately doubting whether it can vindicate all it has been asked to. The second half argues that expertise can be grounded in fully tacit knowledge, though that fact inevitably—and rightly—introduces outsider skepticism. The explicitness of that tacit knowledge is not a requirement of expertise as such, but rather a contingent feature of the requirements of academic life. But this, among other things, may be what makes literary education a worthy pursuit. [ABSTRACT FROM AUTHOR]

Background: The nurse practitioner role has become important globally in handling the growing healthcare needs of older adults with chronic diseases. Nevertheless, research shows that introducing the role is a complex process, and more studies are needed to prepare for its introduction into different healthcare contexts, such as municipal healthcare. Aim: The aim is to investigate what Swedish stakeholders identify as the preparatory work needed before introducing the nurse practitioner role into municipal healthcare. Methods: Data were collected through four focus group interviews conducted virtually on the TEAMS digital platform, with three to six participants in each group and 18 participants total. The transcribed interviews were analysed using a six‐step thematic approach: familiarisation with the data, coding the data, generating initial themes, reviewing themes, defining and naming the themes and producing the report. Findings: The findings are divided into two main themes, each with two sub‐themes. In the first, clarifying why the nurse practitioner role is needed, participants stressed the importance of having a clear intention for introducing the role. The second, ensure a national framework to bolster the introduction at the local level, demonstrates the need for collaboration among national actors to clarify the role's mandate and authority before its introduction. Conclusions: Adding the nurse practitioner role to municipal healthcare can help increase the supply of nursing competence and the quality of patient care, but preparation for introducing the role requires extensive work. The development of the nurse practitioner role requires decision‐makers and leaders to take primary responsibility for its introduction. This study can support countries in the early phase of developing the nurse practitioner role by identifying both best practices and pitfalls. [ABSTRACT FROM AUTHOR]

Recently, epistocrats have challenged the value of democracy by claiming that policy outcomes can be improved if the electorate were narrowed to empower only those with sufficient knowledge to inform competent policy decisions. I argue that by centering on contesting how well regimes employ extant knowledge in decision-making, this conversation has neglected to consider how regimes influence the production of knowledge over time. Science and technology studies scholars have long recognized that political systems impact the productivity of expert research. I argue that in order to evaluate which regime is "smarter," we must consider not only how well they employ existing knowledge in decision-making, but we must also assess how those regimes influence the ongoing production of policy-relevant knowledge. Thus, I offer an instrumental defense of democracy based on its capacity to encourage a superior pattern and quality of expert research to inform policy decisions over time. Epistocracy may be effective at employing extant knowledge in the short run, but in the long run, democracy is a superior environment for producing knowledge to inform policy decisions. [ABSTRACT FROM AUTHOR]

The outbreak of COVID-19 has had a significant impact on societies and individual lives across the globe. In this paper, we address the impact of the pandemic and the protective measures on empirical social scientific ageing research through the lens of 'ethically important moments'. One of the most crucial measures for preventing the spread of the virus includes social distancing; therefore, empirical research methods based on person-to-person direct contact (as in interviews) and first-hand observation have been scaled back since 2020. For ageing research, the challenges are particularly pronounced due to the ongoing discussion regarding vulnerabilities associated with higher age and age-based discrimination. Hence, many researchers focusing on ageing are facing some difficult questions: How and under what conditions can we carry on with empirical research without putting our research participants and ourselves at risk? Firstly, we systematically identify the key dimensions and challenges that have shaped social scientific research during the lockdowns associated with the COVID-19 pandemic: fragmentation, fluidity, ambiguity and uncertainty. Then, using insights from two international research projects, we illustrate and critically reflect on the ethically important moments and practical dilemmas that have resulted from these pandemic challenges when researching with and about older adults. [ABSTRACT FROM AUTHOR]

Within the heterodox economic literature on pluralism, attention has predominately focussed on epistemic and methodological levels. The response to the question of what ontological pluralism could mean, and its contribution to the debate, remains limited. This paper argues for greater attention to be given to ontological pluralism, not only because it enriches the existing discussions around pluralism in the heterodox literature but it also provides support for a plurality of epistemological standards and methodological approaches. The paper proposes an alternative definition of ontological pluralism based on the work of McDaniel and Turner. Both argue that ontological pluralism should be understood as saying that there are different ways to exist and that acceptance of the semantic characteristics of ontological questions and statements within different ontological discourses are essential in a proper definition. This paper details their definition and explores its consequences with an analysis of the Searle–Lawson dispute on social objects. [ABSTRACT FROM AUTHOR]

The word "talent" is used across many sport disciplines – to describe an athlete's prowess (i.e. "he is talented"), as a term for what is sought after during assessment and selection (i.e. talent selection camps) or in reference to players to be developed (i.e. "a group of talents"). While the term has received research attention regarding its definition and criteria, its utility in practical settings is often debated. In this paper, we review several areas of concern researchers have raised for using the term "talent" and why this matters in the context of athlete development. While the notion of talent continues to resonate with coaches, scientists and practitioners, we suggest several areas for future research and recommendations for the use of this controversial term. [ABSTRACT FROM AUTHOR]

In this paper, we defend two claims. First, we argue that a notion of contextuality that has been formalized in physics and psychology is applicable to linguistic contexts. Second, we propose that this formal apparatus is philosophically significant for the epistemology of language because it imposes homogeneous rational constraints on speakers. We propose a Contextuality Principle that explains and articulates these two claims. This principle states that speakers update contextual information by significantly reducing the space of probabilities and variables in a non-commutative way. Some contexts affect other contexts not merely in terms of the information they contain, but also on the basis of their sequential order. In particular, we argue that the Contextuality by Default (CBD) theory provides a formalism that helps explain the role of contextuality in rational linguistic exchanges. [ABSTRACT FROM AUTHOR]

Background: Undergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer‐supported collaborative inquiry approaches, such as KB—the focus of this study, and reflective assessment to foster collective epistemic agency. Objectives: This study used a quasi‐experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact. Methods: An experimental class, comprising 40 undergraduates, engaged in KB inquiry enhanced by analytics‐assisted reflective assessment, while a comparison class, comprising 41 undergraduates, engaged in portfolio‐supported reflective assessment in KB inquiry. Classroom observations, audio recordings of group discussions and reflections, and student artefacts were collected in both conditions. Results and Conclusions: The experimental class demonstrated significantly higher levels of collective epistemic agency than the comparison class, as indicated by their collective knowledge advancement and epistemic and metacognitive actions. Qualitative thematic analysis revealed that reflective assessment enhanced the undergraduates' collective epistemic agency through their collective monitoring and regulation of inquiry and ideas, negotiation and synthesis of the community's ideas, conceptualization of collective theories and identification of collective inquiry trajectories with an internal reflective structure. Major Takeaways: Higher‐level metacognitive actions are critical for productive collaborative inquiry and higher‐level epistemic agency that does not often occur naturally and should be promoted by appropriate scaffolding strategies. Students need data from learning analytics and accompanying prompt sheets to help them develop the internal metacognitive structure for agency and learning. Lay Description: What is currently known about this topic?: Undergraduates' collective epistemic agency (CEA) is critical for productive KB.Analytics‐assisted reflective assessment (AARA) are promising in fostering CEA. What does this paper add?: AARA has positive influences on students' CEAAARA helps students develop CEA through the following mechanisms.AARA supports students' collective regulation and negotiation of collective ideas.AARA enhances conceptualization and deepening of collective trajectories with an internal reflective structure. Implications for practice/or policy: Higher‐level metacognitive actions are critical for collaborative inquiry and CEAAnalytics‐assisted RA can enhance students' higher‐level metacognitive actions.Students should be provided with learning data and appropriate scaffolding strategies.These data and strategies can develop students' internal metacognitive structure crucial for agency and learning. [ABSTRACT FROM AUTHOR]

Aims: To outline the theoretical, philosophical, and major assumptions associated with phenomenography and then address the application of a phenomenographical approach within the context of midwifery research. Background: Phenemonography is a little‐known qualitative research approach amongst the main design traditions of phenomenology, grounded theory, case study, and ethnography more typically used within midwifery research. Phenomenography aims to describe the qualitatively different ways that people perceive, conceptualize, or experience a phenomenon. Phenemonography has a distinctly different approach from other qualitative methods as it places emphasis on the 'collective' meaning over individual experience. Methodology: Phenomenography, as an approach, rests within the interpretivist paradigm recognizing that there are multiple interpretations of reality. Phenomenography emphasizes the various ways that people experience the same phenomenon, including both the similarities and differences. The second‐order perspective embraced by phenomenography suggests that the researcher directs themselves towards people's understanding of the world; essentially the world is described as it is understood rather than as it is. It is the reporting about how these different realities appear at a collective level that is the output of phenomenographic research. Findings: A framework for conducting phenomenographic research is illustrated by outlining the steps within the methodological approach required to undertake a research study using phenemonography. Conclusion: Phenomenography is a qualitative research approach that can usefully be applied in many midwifery contexts where a collective understanding of a phenomena is required. Using a phenomenographic approach can provide the midwifery profession with knowledge about variations in how women and midwives think, and how aspects of different phenomena are experienced in within a midwifery setting. [ABSTRACT FROM AUTHOR]

This article contributes to the discussion on research methods pedagogy by adding a technological dimension to Nind's use of Pedagogical Content Knowledge (PCK) in research methods education (RME). Within a Scholarship of Teaching and Learning approach, this research-inspired reflection is based on the literature, on the scholar's praxis and on the on-going design-based research project she has been conducting since 2014. Trained in educational technologies more than 20 years ago, she shares an initial understanding of the use of the TPACK framework for the teaching of research methods in education. Findings include initial definitions of each type of individual knowledge (CK, PK, TK), overlapping knowledge (TPK, TCK, PCK) and a proposal for TPACK as a whole. Secondly, the findings show that technology appears to be a revealing indicator of current praxis in RME, inviting scholars to question methodolatry and technodolatry. As a corollary, Content Knowledge (CK) needs more attention to reconnect RME with its philosophical foundations. Research method teachers and students in the social sciences will foremost benefit from this study and are invited to contribute to the debate within a broader collective intelligence endeavour. [ABSTRACT FROM AUTHOR]

The concept of Botho / Ubuntu emerges as a balancing paradigm poised to drive cognitive justice in psychological discourses. A paradigm is a universally recognized scientific model that represents a worldview of the nature of the world. There are enduring concerns about the privileging of Western European paradigms, ontologies, epistemologies, and axiologies over their African counterparts. In this article, we present the Botho / Ubuntu paradigm as a strong contender for the promotion, and humanization of epistemologies in psychology. The 59th annual conference of the Comparative and International Education Society (CIES) in Washington, DC in 2015, whose theme was " Ubuntu ! Imagining a Humanist Education Globally," as well as the World Council of Comparative Education Societies' (WCCES) recent book, Comparative Education for Global Citizenship, Peace and Shared Living through Ubuntu, are examples through which Ubuntu began to emerge as a paradigm poised to deliver cognitive and epistemic justice in the area such as psychology. We use Critical African Psychology as a lens through which we interrogate cognitive injustice. We conclude by demonstrating that Botho/Ubuntu paradigm might serve as a driver of cognitive justice in psychology and makes inroads into major discourses driven by African scholars. [ABSTRACT FROM AUTHOR]

Dominant knowledge systems rely on a Western perspective of creating and disseminating new information. These systems marginalize traditional ways of knowing including co-creating knowledge, personal narratives and lived experiences, as well as inherited cultural knowledge. Additionally, Western knowledge systems have centered the White adult male as the primary knowledge creator both through what has been valued in contemporary scientific traditions and culturally in the image of who is considered capable of creating knowledge. Those who do not fit this image have historically been marginalized and exploited in the pursuit of knowledge making including youth and particularly youth with diverse racial/ethnic identities. It is these narrow epistemological systems that have informed school psychology research and practice since its inception. Recent calls for social justice as central to school psychology work have challenged the status quo and emphasized the amplification of marginalized voices in research and practice. Therefore, this article outlines methodologies that subvert more traditional knowledge-making strategies foundational to school psychology work and critiques these to provide guidelines for methodologies that can truly incorporate youth as co-researchers, particularly Black, Indigenous and youth of color within a US context. A case study illustrating the implementation of these guidelines is included. [ABSTRACT FROM AUTHOR]

This essay explores the relationship between geography, epistemology, and genre in Nii Ayikwei Parkes's Tail of the Blue Bird (2009). More specifically, I will be discussing the perspectival modulation that both the novel and its protagonist undergo as a consequence of a simple journey into the Ghanaian provinces. Kayo Odamtten, a forensic pathologist, has been sent to investigate a suspected murder in the remote village of Sonokrom. Although he relies on standard forensic procedures when he first arrives in the village, Kayo is eventually forced to utilize other perspectives, other epistemologies, in order to solve the mystery. And as we shall see, this reorientation of the story also influences the novel at the level of discourse and genre, transforming a conventional work of detective fiction into something else altogether—something far more equivocal and difficult to categorize. [ABSTRACT FROM AUTHOR]

'We are convinced most of all whenever we take something to have been demonstrated' (1355a5-6). The meaning and significance of this claim is a key point of dispute between those who take Aristotle's project in the Rhetoric to be defending his distinctively argument-centred kind of rhetoric on the grounds that it is most persuasively effective, and those for whom he does so on the more normatively-charged grounds that this is the most valuable kind of rhetoric, and best delivers rhetoric's distinctive benefits to civic communities. On the interpretation defended, the claim links being convinced (πιστεύειν) and the things that get us convinced (πίστεις) to the kind of epistemic merits possessed above all by demonstrations. This saves Aristotle from an implausible generalisation about the persuasive supremacy of deductive arguments. Since πίστεις are clearly central to Aristotelian rhetoric, this interpretation also lends support to the more normative understanding of Aristotle's project overall. [ABSTRACT FROM AUTHOR]

Valeria Luiselli's Lost Children Archive is a documentary fiction that innovatively explores the possibilities and limitations of the novel genre and engenders a precarious aesthetic through its unconventional narrative structure. Drawing on the theoretical framework of precarious texts, as advanced by eminent German cultural critic Sieglinde Lemke, this paper argues that Luiselli's fiction, with its eclectic blend of intertextual references, avant-garde narrative strategies, and incorporation of archival materials, offers a richly nuanced and pluralistic representation of undocumented children at the US-Mexico border. By utilizing child focalization, magic realism, and unreliable narration, in conjunction with the assimilation of archival materials such as posters, reports, and photographs, the author reenacts the novel's story with a second narrator to elicit a precarious gaze, empowering an alternative mode of understanding the complexity of the migration crisis. Rather than resorting to overt political messaging, Luiselli implores readers to engage with the novel's structure and contemplate its representational modes, provoking a creative response that transcends feelings of pity and indignation. By subtly foregrounding the political impasse surrounding the uneven distribution of precariousness, the narrative creates a complex blend of fact and fiction to generate a reflexive understanding that can potentially challenge readers' ethical and epistemological dispositions. [ABSTRACT FROM AUTHOR]

This paper suggests a "neoclassical" reading of Ernan McMullin's thought on science and theology. McMullin's Augustinian convictions on God and the God–world relation coincide with those of some prominent scholars from two renowned schools of neo-scholastic philosophy of the twentieth century in Louvain and Milan. The school of Milan, thanks to the work of some disciples of its leading figure, Amato Masnovo, developed a neoclassical version of neo-scholasticism, articulating a fundamental theory of knowledge, as well as an essential, rigorous path to God. We recall the main tenets of a neoclassical path to God, and we interpret this path as a possible contribution to the science–theology dialogue, in line with McMullin's Augustinism. A neoclassical approach to science and theology, with its rediscovery and reactualization of some ideas of classic philosophy in an interdisciplinary context, grounds the intelligibility of the universe and safeguards its mystery. [ABSTRACT FROM AUTHOR]

By religious experiences I mean those human experiences characterised by a kind of intuitional seeming to the effect that a transcendent or all‐encompassing being—God—exists. After explaining two significant similarities between religious and perceptual experiences, I will argue that the doctrine of phenomenal dogmatism about perceptual experiences can be applied to religious experiences as well. In the following two sections, the challenge arising from the objection from cognitive penetration is extended to the case of religious experiences. I show that the importance of this challenge may be dependent on a debate over the proper content of experience—namely the debate over low‐level vs. high‐level content. In the subsequent section, I argue that even if the religious experience is deemed an experience with low‐level content, then the charge of cognitive penetration may not be avoided. Drawing upon the doctrine of divine simplicity, in the penultimate section, I argue that the experience of God has a specific characteristic which, in companion with its thin content, enables it to escape the charge of cognitive penetration. Alternatively put, the experience of God possesses an important epistemological advantage owing to its distinctive object, which makes it significantly reliable. In the final section, three possible objections are briefly addressed. [ABSTRACT FROM AUTHOR]

This paper explores the experiential reality surrounding the Divine Liturgy, a Byzantine rite in Orthodox Christianity that has remained central to Eastern practice globally since Late Antiquity. The article draws on multi-sited ethnography in the glocal context of the Orthodox Church of Finland (OCF), a national church of minority and a site of multicultural interaction. Our analysis shows participants articulate their experiences with the Liturgy in an epistemology of interiority by which (1) they constantly, if unevenly, and agentically engage with the Liturgy in a form of individual, vernacular artistry. This interiority is (2) both sensorial and interpretative, and (3) ambivalently grounded in motifs of being "at home" and, at the same time, "on a journey." That is, participants from different backgrounds make a connection to the Liturgy both as a spiritual and a literal home, relating to different elements—Finnish, Karelian, Byzantine, and Church Slavonic—in its ritualistic aesthetics. At the same time, Liturgy emerges as a perpetual journey of new openings and glimpses, informed by past experiences and life trajectories, and participants relate to these two aspects simultaneously. [ABSTRACT FROM AUTHOR]

This conversation elaborates on the latest work of the Paris-based writer, philosopher, translator, mathematician and pianist Andrei Vieru, where he maintains that human freedom is inseparable from the idea of closure. Vieru’s model is rooted in the topological semantics of modal logic and provides valuable epistemological insights for the broader community of scholars (death and grief scholars, social scientists, humanists) as well as for policymakers, civil social actors and, generally, for all existentially concerned individuals in times of eroding democracies and pressing global risks. In this dialogue conducted during 2023 in face-to-face sessions and via email exchanges between Paris and Bucharest, Vieru reflects on what is at stake philosophically, artistically and existentially when humans are confronted with the radical openness of possibilities brought by contemporary challenges like global crises and digital technologies. [ABSTRACT FROM AUTHOR]

In our societally extractive age, sport science risks being swept up in the intensifying desire to commodify the experiences of those that scientists proclaim to study. Coupled with the techno-digital revolution, this stems from a vertical (onto)logic that frames the sporting landscape as a static space filled with discrete objects waiting for us to capture, analyse, re-present and sell on as knowledge. Not only does this commodification degrade primary experience in the false hope of epistemological objectivity, it reinforces the unidirectionality of extractivism by setting inquirer apart from, and above of, inquiry. Here, we advocate for a different, more sentient logic grounded in the relationality of gifting as understood in indigenous philosophies. This foregrounds an ecological orientation to scholarship that sets out neither to objectify or describe that which is of concern, but to correspond with its becoming. On this, there are three threads we cast forward. First, in a corresponsive sport science, inhabitants are not objects of analysis, but lines in-becoming, who in answering to others, form knots in a meshwork. These knots constitute communal places in which inhabitants have joined with the differentiating coming-into-being of others. Second, knowledge is not authoritatively (re)cognitive, but humbly ecological; not produced vertically through imposition, but grown longitudinally in responsively moving from place to place. Third, research does not follow a vertically extractive (onto)logic, but is a practice of participant observation. This perspective appreciates that we, sport scientists, are also lines in-becoming that form parts of the knots in which we seek to know. In coda, our thesis is not a call for more qualitative or applied research in the sport sciences. It is a call to response-ably open up to that which sparks our curiosity, answering to what is shared with care, sensitivity and sincerity. [ABSTRACT FROM AUTHOR]

It is common to encourage people to envision life as a process of fulfilling their potential. But what exactly does this mean? Traditionally, this question has been addressed by way of 'complementarity'; dividing the human into biological and cultural components. Fulfilment is placed on the side of the cultural; an acquisition of encoded secondary information transmitted from predecessors that represents what it means 'to know'. Potential has been defined from the biological, as a suite of innate capacities localised to the mind and body, passed on through a mechanism of genetic inheritance. Founded upon a metaphor of inter-generational transmission, this perspective leads to a conceptualisation of life as a progressive closure, 'filling up' the biologically innate with the culturally acquired. However, despite its prominence, this static view leads to a troubling question: with one's potential fulfilled, where is one to go next? In this theoretical commentary, we offer an alternate, dynamical account of potential and fulfilment by leaning on Ingold's notion of wayfaring. From this perspective, life is not a process of being 'filled up' with secondary information, but of responsively 'opening up'; corresponding with varied experiences cast forward by others, as they to ours, situated within a continually unfolding field of relations. Ontologically, this view is of 'us', not as beings, but becomings, finding our way along generative paths inhabited alongside others. Knowledge is not transmitted inter-generationally, but is grown by primarily experiencing the coming-into-being of things we enter into correspondence with. Initiated through a prologue, these ideas are exemplified in sharing our storied journey as sport scientists in-becoming, following not objects of convention, but corresponding with things of curiosity. [ABSTRACT FROM AUTHOR]

Amongst the impacts of growing up with a parent with mental health challenges is the experience of stigma‐by‐association, in which children and young people experience impacts of stigmatisation due to their parent's devalued identity. This article seeks to expand our understanding of this issue through an abductive analysis of qualitative data collected through a codesign process with young people. Results indicate that young people's experiences of stigmatisation can be effectively understood as experiences of epistemic injustice. Participants expressed that their experiences comprised 'more than' stigma, and their responses suggest the centrality to their experiences of being diminished and dismissed in respect of their capacity to provide accurate accounts of their experiences of marginalisation and distress. Importantly, this diminishment stems not only from their status as children, and as children of parents with mental health challenges but operates through a range of stigmatised identities and devalued statuses, including their own mental health status, sexual minoritisation, disability and social class. Forms of epistemic injustice thus play out across the social and institutional settings they engage with. The psychological and social impacts of this injustice are explored, and the implications for our understanding of stigma around family mental health discussed. [ABSTRACT FROM AUTHOR]

Arthur Schopenhauer (1788–1860) was one of the most important thinkers of the 19th century. Although his writings have exerted great influence in many different disciplines, his epistemological concepts and analysis of the body and self-experience were rarely considered in the context of psychiatric research of schizophrenia spectrum disorders (SSD) and depression (MDD). The method applied for the study of anomalous self and body-experience first consists in the close reading and analysis of Schopenhauer's most influential writings, namely his opus magnus "The World as Will and Representation" and his dissertation "On the Fourfold Root of the Principle of Sufficient Reason". Second, psychopathological and phenomenological aspects of the anomalous body and self, as well as altered space and time experience, are discussed by means of Schopenhauer's philosophy and four patient cases. Schopenhauer's insights contribute to contemporary psychiatry by (1) unifying materialistic (neurobiological) and idealistic (subjective) conceptions of psychiatric disorders and improving the awareness of methods in psychiatric research; (2) emphasizing the integral significance of the body as a gateway to the surrounding world and basal self-experience; (3) delineating subjective space and time -experience as crucial dimensions of the conditio humana in SSD and MDD; and (4) demonstrating the feasibility of transferring his theories directly to clinical case vignettes stemming from the daily clinical routine. Close reading of Schopenhauer's texts might help bridge the gap between different scientific methods in psychiatry and overcome the translational crisis of contemporary psychiatry by unifying neurobiological and subjective approaches to SSD and MDD. [ABSTRACT FROM AUTHOR]

This article presents as an opportunity to think and problematize the relationships that are established in the knowledge networks that affect the school practice and the discourses that take place in the (dis)learning exercises that mark the teaching and student performativities and tension the curricular canons that seek themselves as a prescription. Therefore, eager for dialogues with Poststructuralist Studies, with them we seek to use curricular landscapes as events in classrooms, taking them as common experiences, which allow us to act and (dis) weave some discourses-shape-curricula that seek to ingraft normative practices to the performatized bodies. In this exercise, inspired by Queer Studies, life becomes unsubmissive, monstrous and provocative of a breaking in curricular codifications. [ABSTRACT FROM AUTHOR]

In this paper we analyse the expectations regarding university studies and career choice of first-generation university students and graduates. Our interest in this particular population is due to the fact that they are atypical cases. The theoretical perspective is the relationship with knowledge and dispositionalist and contextualist sociology. The methodology is qualitative and we used in-depth interviews with a sample of 35 students from three degree courses at the National University of La Plata. The families and the school experience were central in the construction of expectations, while the choice of career was defined on the basis of the transit through secondary school, in the university experience itself as well as in other non-school environments. [ABSTRACT FROM AUTHOR]

Le but de ce travail est d'explorer les multiples aspects du « Praecox Feeling » tels qu'il a été décrit par le psychiatre néerlandais H.C. Rümke et développé dans les suites par ses pairs. Nous proposons une présentation historique sur ce sujet allant des premières descriptions aux études les plus récentes. Nous proposons d'y associer des notions voisines telles que les processus de typification et le jugement expert (Gut feeling) en y intégrant des aspects épistémologiques. Le Praecox Feeling a été présenté par Rümke comme le moyen le plus sensible pour diagnostiquer une schizophrénie. Phénomène singulier de la rencontre clinique, il peut être décrit comme une expérience de bizarrerie ou d'étrangeté vécue par le clinicien au contact de son patient. Rümke conclut que le diagnostic de schizophrénie ne se fait pas strictement par une description précise des symptômes, mais en examinant son propre ressenti. De nombreux auteurs et chercheurs ont travaillé sur ce sujet et sont pour la plupart sensibles à une approche phénoménologique. Ainsi, Minkowski, Binswanger ou Tellenbach, parmi d'autres, ont permis d'affiner cette notion en parlant de « diagnostic par intuition », « diagnostic par pénétration » ou encore « diagnostic atmosphérique ». Malgré un abandon progressif de la subjectivité dans le processus diagnostique en psychiatrie, on retrouve dans la littérature contemporaine un regain d'intérêt de telles approches. On peut ainsi citer les processus de typifications ou encore le jugement expert (Gut feeling) qui proposent d'éclairer les mécanismes en jeu via une approche issue en partie des sciences cognitives et sociales. Ainsi, il apparaît que la question du diagnostic et de ses processus dépasse le strict champ psychiatrique pour rejoindre celui de la médecine au sens large. The aim of this review is to explore the multiple aspects of the « Praecox Feeling » as introduced and developed by the Dutch Psychiatrist H.C Rümke in 1941 and re-assessed over the following years by its peers. We present a historical review of this subject from the first description to the most recent research and proposed related notions like typification processes and gut feeling. The Praecox Feeling, as presented by Rümke, may be considered as the most sensible tool in order to diagnose schizophrenia. This phenomenon appears in the in-between of the clinical encounter (i.e. the intersubjective space). It may be felt by the clinician as an experience of bizarreness during the interaction with a patient suffering from schizophrenia. Those feelings suggest fundamental aspects of schizophrenia that can be recognized as a peculiar form of embodiment. Rümke finally concludes that schizophrenia is not diagnosed by strictly examining patients' symptoms, but psychiatrists' own feelings. The recognition of such feelings remains hard to describe explicitly, since it takes place in a very basic (« pre reflexive ») state. However, numbers of researchers tried to explore praecox feeling more accurately. A phenomenological approach, with Minkowski, Binswanger or Tellenbach among others, developed several related terms: "Diagnostic by intuition", "Diagnostic by penetration" or "Atmospheric diagnosis". Although the precocity of the diagnosis is mentioned in Rümke's original paper, it does not precisely define the Praecox Feeling, contributing to the misunderstanding of the Rümke's original formulation. The very notion of Praecox Feeling in terms of psychiatric diagnoses fell into disuse with the development and the widespread diffusion of criteriological approaches, with the risk of an impoverishment of the clinical diagnosis. However, the study of specific subjective perspectives showed a renewed interest over the last decade, especially with the contribution of cognitive and social neurosciences. Furthermore, studies on psychiatrists' daily-practice suggest that the Praecox Feeling is still relevant. Moreover, "the subjective tool" represented by the Praecox Feeling remains as used today as it was fifty years ago, in a pre-DSM III era. Temporal aspects have, nevertheless, lead to several studies suggesting that many clinical indices are identified during the first minutes of a clinical interview, especially for schizophrenia. In order to specify this very intuitive pathway, authors developed and worked on the typifications processes that lead to such feelings, involving diagnosis through prototypes. The passive synthesis of such subtle clinical clues may induce for the clinician a "pattern recognition" phenomenon that reminds a "gestaltic" diagnosis. This specific aspect of typification may not be specific of psychiatry. The "Guts Feeling" is a notion first developed by Dutchs physicians, particularly in General medicine but also among other medicals disciplines, theoretically very close from the notion of intuitive typification. It may allow benefits in term of diagnoses, reassurance or alarm sense. It suggests that clinical experience added to criteriology provides risks reductions. The crucial role of clinical experience in the diagnosis decision making tends to be underexplored, but still represents a crucial aspect of the evidence-based medicine as firstly described. [ABSTRACT FROM AUTHOR]

The article focuses on the viability of an argument asserting that belief is inseparable from knowledge, with topics including counterexamples to this argument and objections raised by Leite and Shaw. Leite presents counterexamples to the argument, particularly focusing on unconscious beliefs, while Shaw challenges the idea that knowledge is necessary to act in light of a belief, ultimately questioning whether every belief is self-known, debate which Marcus engages with throughout the article.

It is tempting to hold that guilt‐tripping is morally wrong, either because it is objectionably manipulative, or because it involves gratuitously aiming to make another person suffer, or both. In this article, I develop a picture of guilt according to which guilt is a type of pain that incorporates a commitment to its own justification on the basis of the subject's wrongdoing. This picture supports the hypothesis that feeling guilty is an especially efficient means for a wrongdoer to come to more deeply understand why her behavior was wrong; it is precisely because guilt is painful and involves a self‐reflexive justificatory element that it is able to play this role. Such a picture, moreover, preserves the possibility that deliberately making others feel guilty needn't involve aiming gratuitously to harm them and needn't be objectionably manipulative. It follows that we should be surprisingly sanguine about the practice of inducing guilt in wrongdoers as a means of facilitating their moral edification. [ABSTRACT FROM AUTHOR]

What are rules? In this paper I develop a view of regulative rules which takes them to be a distinctive normative kind occupying a middle ground between orders and normative truths. The paradigmatic cases of regulative rules that I'm interested in are social rules like rules of etiquette and legal rules like traffic rules. On the view I'll propose, a rule is a general normative content that is in force due to human activity: enactment by an authority or acceptance by a community. Rules are unlike orders in being not necessarily communicative, not an expression's of the giver's will, not evaluable for sincerity, and in that they have propositional content. And they're unlike normative truths in that they're themselves not even truth‐evaluable (though their contents are). This is because rules qua things that are in force are not like constatives which have a mind to world direction of fit, but more like performatives. Furthermore, they differ from normative truths in that their normativity is isolated from their background justification and is therefore not dependent on contributory notions like reasons coming together in a weighing explanation. As such, they occupy a middle ground between orders and normative truths, much like in H. L. A. Hart's opinion law occupies a middle ground between "coercion" and "morality" (Hart 1961/1994). I also illustrate the virtues of this understanding of rules by showing how proper appreciation of how they differ from normative truths helps us defuse a common objection to Hart's practice theory of rules. [ABSTRACT FROM AUTHOR]

The pessimistic hypothesis is the hypothesis that life is bad for us, in the sense that we are worse off for having come into existence. Suppose this hypothesis turns out to be correct — existence turns out to be more of a burden than a gift. A natural next thought is that we should stop having children. But I contend that this is a mistake; procreation would often be permissible even if the pessimistic hypothesis turned out to be correct. Roughly, this is because we are often in a position to know that future people will approve of having been created, and their approval will not be inappropriate even if they are worse off for having been created. And our respect for the attitudes of future people can permit us to create them. [ABSTRACT FROM AUTHOR]

No existing normative decision theory adequately handles risk. Expected Utility Theory is overly restrictive in prohibiting a range of reasonable preferences. And theories designed to accommodate such preferences (for example, Buchak's (2013) Risk‐Weighted Expected Utility Theory) violate the Betweenness axiom, which requires that you are indifferent to randomizing over two options between which you are already indifferent. Betweenness has been overlooked by philosophers, and we argue that it is a compelling normative constraint. Furthermore, neither Expected nor Risk‐Weighted Expected Utility Theory allow for stakes‐sensitive risk‐attitudes—they require that risk matters in the same way whether you are gambling for loose change or millions of dollars. We provide a novel normative interpretation of Weighted‐Linear Utility Theory that solves all of these problems. [ABSTRACT FROM AUTHOR]

When charitable matching occurs, both the person initially offering the matching donation and the person taking up the offer may well feel they have done something better than if they had donated on their own without matching. They may well feel they deserve some credit for the matched donation as well as their own. Can they both be right? Natural assumptions about charitable matching lead to puzzles that are challenging to resolve in a satisfactory way. [ABSTRACT FROM AUTHOR]

Bumped from a flight? Relax with this defense of the big business practice of deliberately promising more services than one will provide. On a small scale, over‐promising yields a toxic moral dilemma and a lie. At a large scale, the dilemma becomes dilute, and the lie completely disappears. Overbooking is honest because there is a sufficiently high probability of fulfilling each promise. Overbooking is socially beneficial because the promised resources are used more efficiently. There are fewer wasted seats on jumbo jets and hence cheaper tickets with less pollution. Widespread disapproval of overbooking is a fallacious scaling error. Instead of there being too much overbooking, there is too little. [ABSTRACT FROM AUTHOR]

We argue that there are names with de se contents and that they are theoretically fruitful. De se names serve to challenge intuitive and otherwise plausible orthodoxies such as Stalnaker's view of communication and Bayesian views of belief update. These implications are also significant for those already sympathetic to the irreducibility of de se content. [ABSTRACT FROM AUTHOR]

Someone acts in a morally worthy way when they deserve credit for doing the morally right thing. But when and why do agents deserve credit for the success involved in doing the right thing? It is tempting to seek an answer to that question by drawing an analogy with creditworthy success in other domains of human agency, especially in sports, arts, and crafts. Accordingly, some authors have recently argued that, just like creditworthy success in, say, chess, playing the piano, or archery, creditworthy moral success is a matter of getting things right by way of manifesting a relevant skill. My main aim in this paper is to bring out an important structural difference between moral creditworthiness and creditworthiness in sports, arts, and craft, undermining attempts to use examples of the latter as a model for understanding the former. As an alternative, I propose an account of morally creditworthy action, according to which such action is a matter of manifesting virtue, not skill—a claim that's based on an important, but underappreciated, difference between the sorts of excellences constituting virtues and skills. The paper thus contributes to a more nuanced picture of normative achievements across different domains of human agency, highlighting largely overlooked structural dissimilarities among them. [ABSTRACT FROM AUTHOR]

Hume describes skeptical philosophy as having a variety of desirable effects. It can counteract dogmatism, produce just reasoning, and promote social cohesion. When discussing how skepticism may achieve these effects, Hume typically appeals to its effects on pride. I explain how, for Hume, skeptical philosophy acts on pride and how acting on pride produces the desirable effects. Understanding these mechanisms, I argue, sheds light on how, why, when, and for whom skeptical philosophy can be useful. It also illuminates the value of skeptical philosophy for a humanistic education, giving us a reason to include Hume in curricula. [ABSTRACT FROM AUTHOR]

Many accounts of faith hold that faith is deference to an authority about what to believe or what to do. I show that this kind of faith fits into a more general account of faith, the risky‐commitment account. I further argue that it can be rational to defer to an authority even when the authority's pronouncement goes against one's own reasoning. Indeed, such deference is rational in typical cases in which individuals treat others as authorities. [ABSTRACT FROM AUTHOR]

Recent authors hold that the role of historical scholarship within contemporary philosophical practice is to question current assumptions, to expose vestiges or to calibrate intuitions. On these views, historical scholarship is dispensable, since these roles can be achieved by nonhistorical methods. And the value of historical scholarship is contingent, since the need for the role depends on the presence of questionable assumptions, vestiges or comparable intuitions. In this paper I draw an analogy between scientific and philosophical practice, in order to float one role for historical scholarship that is nonreplicable and noncontingent. It has long been acknowledged that cognitive values – features of theories that facilitate understanding, such as ontological parsimony, ideological simplicity, computational ease and fecundity – play a key role within science. The role of some of these values within philosophy also has received attention but left understudied are the values of novelty and conservativeness. These values influence theory choice, the selection of methodology, the setting of research agenda, and the presentation of results; and are best assessed with a historically informed evaluation. This role for historical scholarship is not replicable by nonhistorical methods, and is not contingent on the presence of questionable assumptions, vestiges or comparable intuitions. [ABSTRACT FROM AUTHOR]

Penance is often said to be a part of the process of making amends for wrongdoing. Here I clarify the nature of penance as a remedial action, highlighting the differences between it and more familiar corrective actions such as reparation and apology, and I offer an account of how penance contributes to the expiation of wrongdoing. In doing so, I reject a popular view according to which one does penance primarily by either punishing oneself or voluntarily submitting to punishment at the hands of others. I contend that non‐punitive actions such gifts or acts of service are typically more conducive to achieving the reparative aims of penance. [ABSTRACT FROM AUTHOR]

Leading philosophical models of curiosity represent it as a desiderative attitude whose content is a question, and which is satisfied by knowledge of the answer to that question. I argue that these models do not capture the distinctive character of a form of curiosity that I call 'erotic curiosity'. Erotic curiosity addresses itself not to a question but to an object whose significance for the inquirer is affective as well as epistemic. This form of curiosity is best understood by analogy to erotic love as theorized by Plato in the Symposium. [ABSTRACT FROM AUTHOR]

This article analyzes the leadership of the local Catholic Church in a forceful social movement of resistance against long-dated marginalization, inequality, and multi-faceted forms of violence in the main city-port in Colombia's pacific littoral: Buenaventura's Civic Strike process. Based on interviews conducted with religious and lay participants, it explores how spiritual memory, social space, and collective affects act as the enabling condition for this leadership, a condition that the interviewees characterize as a relation of trust between people and Church. The paper argues that this affect of trust implies complex intersections between social protest, Church and State that require, in turn, a different conceptualization of the social space. One that challenges secularism as an epistemology of the social by overcoming its distinctive clear-cut divisions between Church and State, and between State and civil society. The notion of "churchstateness," proposed in recent literature, is hence tested as an alternative analytic. [ABSTRACT FROM AUTHOR]