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Sinn und Struktur:Ueber den Zusammenhang von Ausdruck, Aneignung und Enteignung
No full textSometimes claims about cultural expropriation leave open what the systematic difference is between legitimate and fruitful appropriation and repressive expropriation. Based on an expressivist anthropology, this paper aims to show where it goes wrong, and where we should defend citing and influenting one another
Understanding Epistemic Justice through Inclusive Research about Intellectual Disability and Sexuality
No full textFormal language: This paper discusses inclusive research and epistemic justice by using an example of a published study the authors conducted on intellectual disability and sexuality in supported living environments. Our study addressed taboos and pushed boundaries in content and methodology through two ways of inclusive research: (1) the second author of this paper who has an intellectual disability was a main researcher in the study; and (2) we interviewed people with intellectual disabilities about their own experiences as well as their desired solutions to obstacles they face in their supported living environments. Their input was centralized in the final research report. This method challenged the epistemic injustice of who have historically not been ‘allowed’ to produce knowledge in research. This paper offers historical insight into epistemic injustice as well as relational approaches from critical disability studies and non-Western understandings of disability that ‘rethink’ disability and that can thus promote epistemic justice in academic theory. By addressing both practice and theory in this paper, we aim to contribute to the growing body of inclusive research and to the epistemic justice of people with intellectual disabilities. Plain language: (1) Epistemology = thinking about knowledge, producing knowledge, sharing knowledge. (2) In history, people with intellectual disabilities have often been excluded from participating in this. This is called epistemic injustice. It is caused by the discrimination of people with intellectual disabilities (ableism). (3) Performing inclusive research with people with intellectual disabilities challenges this. It contributes to epistemic justice. Researchers and interviewees with intellectual disabilities can bring knowledge from lived experience into research. (4) Knowledge from lived experience has not always been valued in traditional research. That means we also need to think differently about ‘knowledge’, and about ‘disability’ and its ‘value’. (5) Discrimination based on disability has a long history. For instance: during colonialism by European countries (starting in the 15th century), false ideas about ‘poor health’ and ‘low intelligence’ were already used to justify slavery. People with disabilities have often been locked away or even killed because they have been seen as ‘less valuable’. These ways of thinking still exist. They influence our understanding of ‘epistemology’ because they decide whose way of thinking and way of life is valuable or not valuable. We need to change this way of thinking. (6) Some academic fields that help are critical disability studies, indigenous studies, and feminist posthumanism. These fields challenge ableist ways of thinking. They can help us understand disability as something that is not negative or less valuable, but simply part of what makes us human
Remarks on The Music of Theology
No full textIn this response to The Music of Theology (2024), I remark upon three dimensions of the way of thinking theology set out by the authors. Firstly, I question the relationship between freedom and unfreedom they attribute to the aesthetic experience - because the theme of power is underdeveloped, I argue that the risk of being bound by undefined forces is greater than they show. Secondly, I show that their conceptualisation of resonance is more encompassing and ultimately convincing than Rosa's, because of the way they relate silence to sound. Finally, I show that the experience of music they operate under is private; focussing on the experience of live music might give a more thorough, relational understanding of music's foundational sharing
Theories of Alienation:From Rousseau to the Present
No full textTheories of alienation had a long history, burgeoned since the 1960s, yet almost disappeared in recent decades – but in his book, Christoph Henning brings these theories back on the agenda, to better account for contemporary social pathologies. Feelings of estrangement, of not feeling at home in the world, in one’s own body or surroundings, are widespread in contemporary societies. They go hand in hand with loneliness, with a burnout, with depression or with anger and hatred. But where do they come from, what do they signify?Henning tracks theories of alienation from three different traditions: first, a conservative approach from Rousseau to Hartmut Rosa explains alienation with change and is based on nostalgia; second, a liberal approach from Simmel to Rahel Jaeggi relies on individual autonomy and explains it as a loss of control; and third, an Aristotelian approach from Humboldt to Marx or British idealism, based on theories of flourishing, relies on a perfectionist anthropology and critical social theory. In doing so, Henning vividly reconstructs these traditions with contemporary examples and excursions into the movies. Theories of Alienation: From Rousseau to the Present shines important new light on this important field of contemporary social philosophy and is very approachable to the general reader
Arbeit:Zentrale Konzepte
No full textMills concept of labor is multi-dimensional: it treats work as an activity, as mechanism of social stratification, as education, and as an object for social reform. This paper shows the structure, the strength and weaknesses of this conception between utilitarian, romantic and socialist ideas.
Teachers' Ideas about what and how they Contribute to the Development of Students' Ethical Compasses.:An Empirical Study among Teachers of Dutch Universities of Applied Sciences.
No full textIn this empirical study, we investigate what and how teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students’ ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar ideas about what should be addressed in the development of students’ ethical compasses. Their contributions were grouped into three core themes: creating students’ moral awareness, developing students’ moral skills and promoting students’ moral professional behaviour. The majority of the teachers used a wide range of planned and unplanned pedagogic–didactic actions (reflecting individual learning and cooperative and group learning) to enhance the development of students’ ethical compasses. However, teachers’ strategies were mostly unstructured and unreflective and depended on the individual teacher’s ability and knowledge to address moral themes. Furthermore, the study revealed two incompatible ideals: as role models, the teachers aimed to exemplify explicitly how to be a professional with an ethical compass. However, they also wanted to adopt a neutral stance because they were afraid to manipulate the students’ ethical compasses. Therefore, they avoided promoting the ethical compass that they believed to be the best
De rol van existentiële zingeving bij jongeren die deelnemen aan klimaatactivisme bij Extinction Rebellion
Get PDFCaregiver-child communication on parental loss in the context of the AIDS epidemic in Namibia
No full textThe Moral and Gender Implications of Measures Used to Modulate the Mobility of People With Dementia Living in Residential Care Environments:A Scoping Review
No full textBackground and ObjectivesPolicies and measures often restrict the mobility of people with dementia living in residential care environments to protect them from harm. However, such measures can violate human rights and affect the quality of life. This review aims to summarize the literature on what is known about measures used to modulate the life-space mobility of residents with dementia living in a residential care environment. Furthermore, moral and sex and gender considerations were explored.Research Design and MethodsA scoping review framework was referenced to summarize the literature. A total of 5 databases were searched: PubMed, Embase, CINAHL, SCOPUS, and Web of Science. The studies for eligibility using the Rayyan screening tool.ResultsA total of 30 articles met the inclusion criteria. A narrative description of the findings of the articles is presented across 3 themes: (1) measures and strategies used to modulate the life-space mobility; (2) moral aspects; and (3) sex and gender considerations.Discussion and ImplicationsVarious measures are used to modulate the life-space mobility of people with dementia living in residential care facilities. Research exploring the sex and gender differences of people with dementia is lacking. With a focus on human rights and quality of life, measures used to restrict or support mobility must support the diverse needs, capacity, and dignity of people with dementia. Noting the capacity and diversity of people with dementia will require society and public space to adopt strategies that promote safety and mobility to support the quality of life of people with dementia
The Spiritual Dimension of Parents' Experiences Caring for a Seriously Ill Child:An Interview Study
No full textBACKGROUND: Parents of children with life-threatening conditions may have to balance their personal, family, and professional lives in the anticipation of child loss and the demands of providing medical care for their child. The challenges these parents are confronted with may lead to specific care needs. In this paper we explore the spiritual dimension of caring for a child with a life-threatening condition from the parents perspective.METHODS: We held an exploratory qualitative study with in-depth interviews with parents of children (0-21) with life-threatening conditions. Interviews were transcribed and subsequently thematically analyzed.RESULTS: Twenty-four parents of 21 children participated in the interviews. The spiritual dimension is an important, although not always visible, aspect of the experience of parents dealing with their child's illness. The main domains with regard to spirituality were: 1) identity; 2) parenthood; 3) connectedness; 4) loss or adjustment of goals; 5) agency; 6) navigating beliefs and uncertainties; and 7) decision-making. Parents also reflected on their spiritual care needs.CONCLUSION: The spiritual dimension plays a central role in the experiences of parents who care for children with life-threatening conditions, but they receive little support in this dimension, and care needs often go unnoticed. If we want to provide high-quality pediatric palliative care including adequate spiritual support for parents, we should focus on the wide range of their spiritual experiences, and provide support that focuses both on loss of meaning as well as on where parents find growth, joy or meaning.</p