Five Pedagogies, A Thousand Possibilities aims at providing the groundwork for articulating sites of enriching pedagogies so that critical hope and the possibility of transformation may stay alive. The emotional experiences of unknowing, silence, passion, desire, forgiveness and reconciliation play an important political role in constituting critical resistance. The implications of these ideas are discussed in the context of contemporary concerns about social justice, conflict, hope and despair. These implications help us realize the potential of unknowing, silence, passion, desire, forgiveness and reconciliation as crucial pedagogical tasks and negotiate a hope that is truly critical. As an alternative to pedagogies that negate the ethical and political implications of teachers’ and students’ emotional lives, the present book demonstrates the need for pedagogies that enable the development of criticality without being overcome by despair. The book will be of interest to academics, researchers, educators, undergraduate and graduate students in the fields of social sciences and education and particularly in the subfields of philosophy of education, curriculum theory, teacher education, and multicultural education.
Since the 1990s we witness a rise in public apologies. Are we living in the ‘Age of Apology’?
Interesting research questions can be raised about the opportunity, the form, the meaning, the effectiveness and the ethical implications of public apologies.
Are they not merely a clever and easy device to escape real and tangible responsibility for mistakes or wrong done? Are they not at risk to become well-rehearsed rituals that claim to express regret but, in fact, avoid doing so?
In a joint interdisciplinary effort, the contributors to this book, combining findings from their specific fields of research (legal, religious, political, linguistic, marketing and communication studies), attempt to articulate this tension between ritual and sincere regret, between the discourse and the content of apologies, between excuses that pretend and regret that seeks reconciliation.
This memoir is a story of loss and gain, of alienation and reconciliation, and of how such experiences go into the making of a psychoanalyst. In sharing his own very troubled family history, his decade as a Carmelite monk, his marriage and career as a psychoanalyst, Gargiulo shows how the diverse pieces of one’s life can fit together into something that is meaningful and real. This is one person’s life - but it relates to us all. “We are bound together, each of us,” the author writes, “in our living, our troubles and our joys. As we hear another's story, we are, simultaneously, writing our own autobiography.”
Many judgments regarding what is good or bad, possible or impossible, rely upon unspoken assumptions or frameworks which are used to view and evaluate events and actions. Philosophers uncover these hidden aspects of thoughts and judgments, scrutinizing them for soundness, validity, and fairness. These assumptions and frameworks permeate the topics of violence, nonviolence, war, conflict, and reconciliation; and these assumptions influence how we address these problems and issues. The papers in this volume explore what kind of assumptions and frameworks would be needed in order for people to see nonviolence as a sensible approach to contemporary problems. Topics include conceptions of positive peace, nonviolence and international structures, and perspectives on peace education. Contributors are Elizabeth N. Agnew, Andrew Fitz-Gibbon, William C. Gay, Ronald J. Glossop, Ian M. Harris, John Kultgen, Joseph C. Kunkel, Douglas Lewis, Danielle Poe and Harry van der Linden.
Panpsychism has become a highly attractive position in the philosophy of mind. On panpsychism, both the physi-cal and the mental are inseparable and fundamental features of reality. Panentheism has also become immensely popular in the philosophy of religion. Panentheism strives for a higher reconciliation of an atheistic pantheism, on which the universe itself is causa sui, and the ontological dualism of necessarily existing, eternal creator and contingent, finite creation. Historically and systematically, panpsychism and panentheism often went together as essential parts of an all-embracing metaphysical theory of Being. The present collection of essays analyses the relation between panpsychism and panentheism and provides critical reflections on the significance of panpsychistic and panentheistic thinking for recent debates in philosophy and theology.
Roman Ingarden’s Philosophy of Literature Wojciech Chojna discusses Ingarden’s theory of literary works and develops a phenomenological account of identity which accommodates differences in interpretations and value judgments without succumbing to relativism. The latter is overcome not through falling back on essentialism but from within relativism.
Literature offers us diverse experiences changing our perceptions of ourselves and the worlds we live in. Absolutism proclaiming unmitigated access to the meaning of literary texts is intolerant of differences and leads to violence in life. Conversely, relativism, in the illusory spirit of radical tolerance, turns meanings and values into historically contingent, incompatible interpretations, where communication and reconciliation is impossible, thus justifying ideological conflicts and violence.
Diversifying the teaching force has become a priority in many migrant-receiving jurisdictions worldwide with the growing mismatch between the ethnic backgrounds, cultures, languages, and religions of teachers and those of students and families. Arguments for diversification tend to be couched in terms of disproportionate representation and students from minority backgrounds needing positive role models, yet research identifies other compelling reasons for diversification, including the fact that teachers of migrant backgrounds often possess outstanding qualifications when multilingualism and internationally obtained education and experience are taken into account, and the fact that all students, including majority-background students, benefit from a diversity of role models in schools. Nevertheless, the process of diversification is fraught with complexity. Depending on the context, systemic discrimination, an oversupply of teachers in the profession generally, and outdated hiring policies and practices can all impede efforts to diversify the teaching force.
This volume comprises original research from Canada, the U. S., Germany, Ireland, Scotland, and England that problematizes issues of diversifying the teaching force and identifies promising practices. A foreword written by Charlene Bearhead of the National Centre for Truth and Reconciliation questions the very purpose of education in and for diverse societies. An introduction written by the editors defines key concepts and establishes a rationale for diversifying the teaching force in migrant-receiving contexts. Following this, key international scholars offer empirical perspectives using a range of methodologies and theories rooted in critical social science paradigms. The volume informs future research, programming, and policy development in this area.
The contributors to the present volume approach World War I and World War II as complex and intertwined crossroads leading to the definition of the new European (and world) reality, and deeply pervading the making of the twentieth century. These scholars belong to different yet complementary areas of research – history, literature, cinema, art history; they come from various national realities and discuss questions related to Italy, Britain, Germany, Poland, Spain, at times introducing a comparison between European and North American memories of the two World War experiences. These scholars are all guided by the same principle: to encourage the establishment of an interdisciplinary and trans-national dialogue in order to work out new approaches capable of integrating and acknowledging different or even opposing ways to perceive and interpret the same historical phenomenon. While assessing the way the memories of the two World Wars have been readjusted each time in relation to the evolving international historical setting and through various mediators of memory (cinema, literature, art and monuments), the various essays contribute to unveil a cultural panorama inhabited by contrasting memories and by divided memories not to emphasise divisions, but to acknowledge the ethical need for a truly shared act of reconciliation.
“One afternoon, a patient who had been in three times weekly ... psychotherapy ... left my office after her session, drove down to the train tracks half a mile from my office, and sat down facing an oncoming train.” This tragic event opens the essay by psychoanalyst Susanne Chassay who explores the relationship between private and political terrorism. Her viewpoint complements analyses of violence – that ‘mercurial gestalt’ – by other contributors to this collection derived from a 2003 Cultures of Violence conference held at St. Catherine’s College, Oxford, organized by the Inter-disciplinary Net. From fields as diverse as philosophy, sociology, psychology, history, political science, literary criticism, and forensics, authors consider, for instance, hostility to European minorities; military training and torture; the ‘endemic violence’ aesthetically recorded by Haitian novelists; child abuse in film; female genital mutilation in fiction; or the massacre of Koreans during the 1923 Japanese earthquake. Violence in contact zones in Northern Ireland or in the memory of South African museum directors trying to comply with Truth and Reconciliation Commission mandates is also an object of scrutiny here. Finally, that vexed, primordial issue of violence – nature or nurture? – is probed.
Scars is a novel about whiteness, racism, and breaking past the normative boundaries of heterosexuality, as experienced through eighteen year old Savannah Penelope Sales. Savannah is a Black girl, born and raised in a white, working class, and rural New England town. She is in denial of her lesbian sexuality, harbors internalized racism about her body, and is ashamed of being poor. She lives with her ailing mother whose Emphysema is a symptom of a mysterious past of suffering and sacrifice that Savannah is not privy to. When Savannah takes her first trip to a major metropolitan city for two days, she never imagines how it will affect her return back home to her mother … or her capacity to not only love herself, but also those who she thought were her enemies.
Scars is about the journey of friends and family who love Savannah and try to help her heal, all while they too battle their own wounds and scars of being part of multiple systems of oppression and power. Ultimately,
Scars makes visible the psychological trauma and scarring that legacies of colonialism have caused to both the descendants of the colonized and the colonizer … and the potential for healing and reconciliation for everyone willing to embark on the journey.
As a work of social fiction born out of years of critical race, Black feminist, and critical whiteness studies scholarship,
Scars engages the reader to think about USA culture through the lenses of race, whiteness, working-class sensibilities, sexual orientation, and how rural geography influences identity.
Scars can be used as a springboard for discussion, self-reflection and social reflection for students enrolled in American Studies, Sociology, Women’s Studies, Sexuality Studies, African American Studies, human geography, LGBTQ studies and critical whiteness studies courses, or it can be read entirely for pleasure.