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Charles C. Hinkley II

In this revised edition of Moral Conflicts of Organ Retrieval: A Case for Constructive Pluralism, Charles Hinkley elaborates on his moral philosophy of constructive pluralism and updates the literature on organ retrieval strategies. Hinkley challenges a deeply entrenched moral triad: 1) moral values are comparable; 2) the weighing metaphor helps us conceptualize decisions regarding conflicting values; and 3) there is a single best discoverable response to a moral decision. This book offers an alternative—cases of incomparability, a constructing or making metaphor, and multiple permissible responses to some moral questions. Constructive pluralism has important implications for organ transplantation, health, and ethics.

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Enrico Müller

Perspektiven der Philosophie

Neues Jahrbuch. Band 45 – 2019

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Edited by Georges Goedert and Martina Scherbel

Perspektiven der Philosophie. Neues Jahrbuch eröffnet Forschern, denen die philosophische Begründung des Denkens wichtig ist, eine Publikationsmöglichkeit. Wir verstehen uns nicht als Schulorgan einer philosophischen Lehrmeinung, sondern sehen unsere Aufgabe darin, an der Intensivierung des wissenschaftlichen Philosophierens mitzuwirken. Besonders fördern wir den wissenschaftlichen Nachwuchs und laden ihn zur Mitarbeit ein. Beitragende sind Paola-Ludovika Coriando, Dagmar Fenner, Jutta Georg, Georges Goedert, Boris Hogenmüller, Christian E. W. Kremser, Rolf Kühn, Lucie Lebreton, Thorsten Lerchner, Rosa Maria Marafioti, Rudi Ott, Birger P. Priddat, Harald Seubert und Thorsten Streubel,

The Pinocchio Effect

Decolonialities, Spiritualities, and Identities

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Elizabeth Janson

We are in an age where automatization and systematic exclusion is beyond common sense within public schools. The failure of society in the United States to address social problems spills over into schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. Students are forced through a public education that anesthetizes and inculcates an imaginicide. It is not what students know and feel but rather what knowledge benefits societal profits. This is an issue of social and cognitive justice which requires a decolonization of the mind. Educators can engage in a decolonial praxis where they are actively analysing themselves, society, knowledge, and the realities of students. The standardization of curriculum must be combatted by educators engaging in conscientização and consciencism to understand their and students’ spiritualities and identities.

The Pinocchio Effect analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers’ and students' spiritualties, affecting the construction and oppression of their identities. Through decolonial autoethnography, the author examines how colonialities of being function within U.S. schools to create coloniality as a hegemonic philosophy of praxis that is perceived as liberatory instead of another oppressive system.

Furthermore, contested spaces in which spiritualties as connected with knowledges and languages intersect as a result of hidden, written, and performed curriculum are analyzed. Elizabeth Janson examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent—an epistemic blindness and privilege.

Power and Possibility

Adult Education in a Diverse and Complex World

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Edited by Fergal Finnegan and Bernie Grummell

Power has been a defining and constitutive theme of adult education scholarship for over a century and is a central concern of many of the most famous and influential thinkers in the field. Adult education has been particularly interested in how an analysis of power can be used to support transformative learning and democratic participation. In a fragile and interdependent world these questions are more important than ever. The aim of this collection is to offer an analysis of power and possibility in adult education which acknowledges, analyses and responds to the complexity and diversity that characterises contemporary education and society.

Power and Possibility: Adult Education in a Diverse and Complex World explores the topic of power and possibility theoretically, historically and practically through a range of perspectives and in relation to varied areas of interest within contemporary adult education. It is concerned with addressing how power works in and through adult education today by exploring what has changed in recent years and what is shaping and driving policy. Alongside this the book explores ways of theorising learning, power and transformation that builds and extends adult education philosophy. In particular it takes up the themes of diversity and solidarity exploring barriers and possibilities for change.

Faith in African Lived Christianity

Bridging Anthropological and Theological Perspectives

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Edited by Karen Lauterbach and Mika Vähäkangas

Faith in African Lived Christianity – Bridging Anthropological and Theological Perspectives offers a comprehensive, empirically rich and interdisciplinary approach to the study of faith in African Christianity. The book brings together anthropology and theology in the study of how faith and religious experiences shape the understanding of social life in Africa. The volume is a collection of chapters by prominent Africanist theologians, anthropologists and social scientists, who take people’s faith as their starting point and analyze it in a contextually sensitive way. It covers discussions of positionality in the study of African Christianity, interdisciplinary methods and approaches and a number of case studies on political, social and ecological aspects of African Christian spirituality.

Sachgerecht - menschengerecht - gesellschaftsgerecht

Texte von Johannes Schasching SJ. Herausgegeben und eingeleitet von Christian Spieß

Edited by Christian Spieß

Johannes Schasching SJ (1917–2013) gehörte zu den profiliertesten Vertretern der katholischen Soziallehre des
20. Jahrhunderts und hat maßgeblich zur Erneuerung der katholischen Sozialverkündigung nach dem Zweiten Vatikanischen Konzil beigetragen.
Schasching verstand es beispielhaft, die christlichen Sozialwissenschaften mit der Praxis des Sozialkatholizismus und mit der kirchlichen Sozialverkündigung zu verknüpfen. Der vorliegende Band versammelt Texte aus dem Nachlass und gibt einen Einblick in die Denk- und Argumentationsweise des Jesuitenpaters, dessen Anliegen vor allem die Analyse der gesellschaftlichen Wirklichkeit und die Wahrnehmung der Lebenswirklichkeiten der Menschen war.

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Edited by Sandra L. Faulkner and Andrea England

Scientists and Poets #Resist is a collection of creative nonfiction, personal narrative, and poetry. This volume is a conversation between poets and scientists and a dialogue between art and science. The authors are poets, scientists, and poet-scientists who use the seven words—"vulnerable," "entitlement," "diversity," "transgender," "fetus," "evidence-based" and "science-based"—banned by the Trump administration in official Health and Human Service documents in December 2017 in their contributions. The contributors use the seven words to discuss their work, reactions to their work, and the creative environment in which they work. The resulting collection is an act of resistance, a political commentary, a conversation between scientists and poets, and a dialogue of collective voices using banned words as a rallying cry— Scientists and Poets #Resist—a warning that censorship is an issue connecting us all, an issue requiring a collective aesthetic response. This book can be read for pleasure, is a great choice for book clubs, and can be used as a springboard for reflection and discussion in a range of courses in the social sciences, education, and creative writing.

Seeking Understanding

The Lifelong Pursuit to Build the Scientific Mind

Edited by Jan Visser and Muriel Visser

The quest to understand defines our humanness. Since time immemorial it has given rise to art and literature, philosophical reflection, religious practice, myths, metaphor, and allegory, as well as, in more recent history, disciplined scientific inquiry. Seeking understanding is a lifelong journey towards a goal the parameters of which change as our pursuit progresses, until, at life’s end, the goal vanishes beyond the horizon. Such is humanness. Along the way, we build, in an enduring self-transformative fashion, our mind—the scientific mind. But what is that mind?

A transdisciplinary team of 21 prominent authors, from areas such as music history, psychiatry, physics, cosmology, education, astronomy, mathematics, medicine, gaming, artificial intelligence, science communication, early child development, science education, and economics, shed light on what it takes humans to build and cultivate the scientific mind along the lifespan. A decade of intercultural dialogue preceded the book. It comprised six major international Building the Scientific Mind colloquia in culturally diverse settings that spanned the entire planet. Several hundred people from different disciplines and interests—among them distinguished scientists, policy and decision makers, practitioners and thinkers—contributed to the dialogue.

Building the scientific mind transforms our ‘way of being in the world.’ It is driven by the desire to understand deeply—cognitively and affectively—who we are in a world of which we are an integral part. It has great relevance for sustained human existence in the Anthropocene and profound implications for how we organize the conditions for informal and formal learning.

Selbstentwürfe

Kulturelle Narrative des Selbst in der deutschsprachigen Literatur vom 18. Jahrhundert bis zur Gegenwart

Corinna Schlicht