A novel Protocol Ethics Tool Kit (‘Ethics Tool Kit’) has been developed by a multi-stakeholder group of the Multi-Regional Clinical Trials Center of Brigham and Women9s Hospital and Harvard. The purpose of the Ethics Tool Kit is to facilitate effective recognition, consideration and deliberation of critical ethical issues in clinical trial protocols. The Ethics Tool Kit may be used by investigators and sponsors to develop a dedicated Ethics Section within a protocol to improve the consistency and transparency between clinical trial (...) protocols and research ethics committee reviews. It may also streamline ethics review and may facilitate and expedite the review process by anticipating the concerns of ethics committee reviewers. Specific attention was given to issues arising in multinational settings. With the use of this Tool Kit, researchers have the opportunity to address critical research ethics issues proactively, potentially speeding the time and easing the process to final protocol approval. (shrink)

Cris Mayo is a professor and director of the Interdisciplinary Educational Studies master’s degree in the Department of Education at the University of Vermont. Mayo’s publications include Gay-Strai...

In this article, Cris Mayo examines the relationship among anti-LGBTQ policies, gay marriage, and sexuality education. Her concern is that because gay marriage is insufficiently different from heterosexual marriage, adding it as an issue to curriculum or broader culture debate elides rather than addresses sexual difference. In other words, marriage may be an assimilative aspiration that closes down discussions of what sexuality is and can mean, that sidesteps other related social issues such as health care for all, and that (...) reinforces sexuality and gender identity as privatized, not political, concerns. Mayo examines different strands of LGBTQ history that complicate the meanings of sexuality and that critique a variety of antigay or heterosexist policies for their exclusions. She concludes by suggesting that the possibilities of sexuality are not served by advocacy for one gay relationship formation and calling for a sexuality education that is instead directed at sexual diversity. (shrink)

This article focuses on the structures of humor and joke telling that require particular kinds of attentiveness and particular relationships between speaker and audience, or more specifically, between classmates. First, I will analyze the pedagogical and relational preconditions that are necessary for humor to work. If humor is to work well, the person engaging in humor needs to gauge their interlocutors carefully. I discuss, too, the kinds of listening necessary for listening for the joke, including attentiveness to complex possibilities for (...) meaning. This attentiveness to complexity is linked to curiosity and a willingness to be startled, two qualities that are central to the risk and pleasure of learning discussed by Socrates and Maria Lugones. Examining the place of risk in Socrates’ teaching and the place of serious play in Maria Lugones’ discussion of difference, I suggest that humor can help to illuminate complicities and invite more robust interactions with difference, creating pleasurable encounters to work through difficult social divisions. (shrink)

A claim frequently made about European Citizenship is that by decoupling ‘rights’ from ‘identity’ it challenges us to rethink the classical Westphalian model of citizenship. According to some EU scholars and constitutional experts, this beckons a new form of ‘supranational’ citizenship practice based not on emotional attachments to territory and cultural affinities (‘Eros’), but to the rights and values of a civil society – or what Habermas calls ‘constitutional patriotism’. This article uses anthropological insights to critique these arguments and to (...) analyse the EU’s own citizenship-building policies and practices. It concludes that rights cannot be meaningfully divorced from identity and that citizenship devoid of emotion is neither feasible nor desirable. Finally, it considers the idea of ‘post-national democracy’ and what this might entail in a modern European context. (shrink)

Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal inquiries, I think, (...) will do our field good. Because of its attention to what it takes to be willing to learn and to approach theoretical and real world obstacles with open if cautious interest, philosophy of education is about holding concepts and movements in tension, bending the implications of commonplace, commonsensical ideas about education, and carefully examining the all of these maneuvers for the exclusions they wittingly and unwittingly produce. Problematizing the certainties derived from majoritarian positions, be it whiteness, Westernness, or any other dominant perspective, can provide us with a diversity of claims to scrutinize and epistemological positions to be wary of. (shrink)

This review essay takes up challenges posed by Sarah M. Stitzlein's _Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens_ by suggesting Black pragmatists add crucial questions to the pragmatist project of honesty. Pushing us to consider a more critical answer to the questions "Who are we?" and "How does it feel to be a problem?," writers in the Black pragmatist traditions call for a clearer analysis of what civics can and likely cannot yet do.

The aim of this paper is to reconceive safety as a form of relation embedded in particular ways of speaking, listening and thinking. Moving away from safety as a relation that is achieved once and for all and afterwards remains safe avoids some of the disappointments of discourses of safety that seem to promise once a risk is taken or a gap is bridged that thereafter relations among people will be easier and calmer. This bumpier version of safety suggests that (...) humor creates the kind of instabilities in discourse that act, perhaps ironically, as an invitation to enjoy the difficulties of communicating complex and challenging ideas. Humor, then, creates a kind of safe space, not devoid of dramatic shifts or emotional response, but organized around those shifts as experiences that are moments apart from conflict. I explore the use of humor as a form of serious play in social justice classrooms, examining the strategies of indirect teaching, contradictory lessons, and jolting pleasure that more traditional pedagogical approaches are less able to create. I see in humor a complex form of address and interaction that plays on the multiple possibilities within an utterance or concept and by reminding classroom communities of those possibilities. Humor can erupt from shared moments and disjunctive understandings and can as easily be mobilized by teachers as by students. By reopening the possibilities of concepts and relations, humor shatters simplistic readings by literally playing out what might be said and what could be tried but often manages to combine a sense of safety via shared laughter with its disruptions. (shrink)

Journal of Philosophy of Education, EarlyView.

This review essay takes up challenges posed by Sarah M. Stitzlein’s Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens by suggesting Black pragmatists add crucial questions to the pragmatist project of honesty. Pushing us to consider a more critical answer to the questions “Who are we?” and “How does it feel to be a problem?,” writers in the Black pragmatist traditions call for a clearer analysis of what civics can and likely cannot yet do.

I will argue in what follows, following the insights of James Marshall on busno‐cratic power, that resistance to this new power is already well underway, and that this resistance is potentially problematic and potentially transgressive 1 . The self is not only a chooser in busno‐cratic land, it is also re‐commodifying itself and in so doing, beginning to struggle at the limits of its commodified situation. I will argue that commodified selves, as much as they are constrained, are also potent (...) sites for resistance. Part of that resistance is being waged in the terrain of the high stakes test, where the self that could ‘choose’ runs headlong into a product that definitively limits its range of choice. In order to engage critically with this resistance, I examine the cracks in the monolithic power of testing, cracks that point to the uncertainty of numbers and the ambivalent anxieties of test takers. (shrink)

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.

The French philosopher Jean-Luc Nancy passed away last August at the age of 81. In the Netherlands, Nancy became widely known to a broader audience through his short essay The Intruder (2000). In it, he describes the process surrounding the heart transplant he underwent in 1990: the surgery, the trials, the medication to prevent rejection, the cancer that resulted from it, and the chemotherapy required to combat it. -/- Nancy describes how the heart of a stranger—the intruder—penetrated the very core (...) of his being. He writes: "Never before have I been so sharply struck by the strangeness of my own identity, a strangeness that, despite everything, had always been perfectly clear to me (...)." -/- [In Dutch: De Franse filosoof Jean-Luc Nancy overleed vorig jaar augustus op 81-jarige leeftijd. In Nederland is Nancy bij een breder publiek vooral bekend geworden met zijn korte essay De Indringer (2000). Hierin beschrijft hij het proces rondom de harttransplantatie die hij in 1990 onderging: de operatie, de beproevingen, de medicatie om afstoting te voorkomen, de kanker die daar het gevolg van was en die moest worden bestreden met chemokuren. Nancy beschrijft hoe het hart van een vreemde ander – de indringer – tot de kern van zijn hele wezen is doorgedrongen. Zo schrijft hij: ‘Nooit eerder ben ik met een dergelijke scherpte geraakt door de vreemdheid van mijn eigen identiteit, een vreemdheid die me desondanks altijd zonneklaar was (…).’. (shrink)

Humans, like all organisms, have evolved to survive in specific environments, while some elect or are forced to live and work in extreme environments. Understanding cognition as it relates to environmental conditions, we use 4E cognition as a framework to explore creativity in extreme environments. Our paper examines space arts as a case study through the history, present practices, and future possible arts in the context of humans beyond the Kármán boundary of the Earth’s atmosphere. We develop a proposed taxonomy (...) of space arts, based on prior taxonomies, and provide specific exemplars of space art developed by artists in space or for use by astronauts in space. Using examples of space art since the birth of the space age, we discuss 1) how human survival in extreme environments requires investment in the space arts, driven by consideration of all biopsychosocial factors and 2) how new scientific and engineering discoveries could be consequences or examples of creative thinking driven by artists in the various types of space art. We conclude by discussing possible benefits of space art, future research applications, and advocate that all space actors, government or private, involve artists in all projects beyond the Kármán Boundary of the Earth’s atmosphere. (shrink)

The authors review Judith Suissa's provocative book, Anarchism and Education: A Philosophical Perspective, a text that demonstrates the central role of education in anarchist theory. Suissa compellingly argues against the charges that anarchism is overly idealistic and impractical, instead seeing its potential for innovative and liberatory educational change. The authors suggest, however, that an enhanced conversation among critical pedagogy, antiracist pedagogy and anarchist thinking on education can help to show both the continued relevance of radical and creative thinking, and that (...) anarchist thought has been part of the development of oppositional, critical, collaborative, teaching and learning projects. (shrink)

This article shares reflections from members of the community of philosophers of education in the United States and Canada who were invited to express their insights in response to the theme ‘Snaps...

A migração é um fenômeno global que afeta profundamente a vida das pessoas em todo o mundo, sendo as mulheres um grupo significativo dentro desse contexto. No entanto, elas enfrentam desafios únicos relacionados ao gênero ao longo de suas jornadas migratórias. Dessa forma, este ensaio investiga as experiências dessas mulheres, analisando os obstáculos que enfrentam e as implicações para a sociedade. Consoante a isso, o estudo busca entender como estereótipos, desigualdades e violência de gênero influenciam a decisão de migrar, a (...) experiência durante a migração e o impacto em suas vidas e na sociedade. Nesse sentido, a metodologia inclui uma revisão qualitativa da literatura e a análise de dados quantitativos sobre migração feminina, com foco em raça e gênero. Os resultados mostram que as mulheres migrantes enfrentam desafios específicos, como exploração laboral, tráfico humano, abuso sexual e falta de acesso a serviços básicos. Normas de gênero e estereótipos moldam suas decisões e oportunidades nos países de destino, resultando em empoderamento econômico, mas também em riscos significativos à segurança e ao bem-estar. Ainda assim, a discussão também destaca a importância de políticas que considerem questões de gênero na migração e a criação de ambientes seguros e inclusivos. Além disso, sublinha a contribuição das mulheres migrantes para as sociedades de acolhimento, tanto na força de trabalho quanto na diversidade cultural. Com isso, a migração feminina é, portanto, uma questão complexa que exige uma abordagem sensível ao gênero para melhorar as condições das migrantes e valorizar seu potencial, beneficiando tanto as próprias mulheres quanto as sociedades que as recebem. (shrink)

Liz JacksonEducation University of Hong KongNel Noddings is known around the world for her contributions to philosophy and philosophy of education. Her work on caring and relational ethics broke ne...

Amsterdam University Press is a leading publisher of academic books, journals and textbooks in the Humanities and Social Sciences. Our aim is to make current research available to scholars, students, innovators, and the general public. AUP stands for scholarly excellence, global presence, and engagement with the international academic community.