Understanding modern Yoga pedagogy and curriculum: exploring sense-making by senior Western Yoga teacher-trainers

This study explored senior Western Yoga teacher-trainers’ sense-making in the context of her or his Modern Yoga teacher-training programs. Through senior Western Yoga teacher-trainers’ sense-making of her or his interpretations and applications of non-Western Yoga philosophies and traditions, meaning-making was generated. Sense-making here denotes the participants’ understandings, while meaning-making refers to the understandings that I generated as the researcher. The term Modern Yoga is used in this study to represent a Western understanding and application of non-Western Yoga philosophies and traditions that are referred to here as Premodern Yoga. The aim of this research was to construct a greater understanding and appreciation of senior Western Yoga teacher-trainers’ considerations when conceptualising, planning and implementing Yoga teacher-training. The research questions focused upon the senior Western Yoga teacher-trainers’ spiritual-ethical reflections and her or his pedagogical and curriculum priorities. This research contributes significantly to the body of scholarship related to the pedagogical and curriculum world of Yoga teacher-training and Yoga teaching. In this trans-philosophical, transnational and transcultural research project, I have sought to disrupt various dichotomous understandings. These binaries were considered under two broader umbrella binaries: East-West and Mind-Body. I drew upon the Sanskrit language to construct neologisms to provide me with a scaffold with which to disrupt the limitations and preferential treatment of either/or thinking of Western and non-Western philosophies and meaning-making, while revealing contextually rich, non-binaristic meaning-making. These neologisms represent an intended important contribution to theoretical and methodological knowledge. The conceptualising and methodological application of these research neologisms afford researchers an insight into re-appreciating traditional research nomenclature. In this study, face-to-face interviews were conducted in Australia and the United States of America with seven senior Western Yoga teacher-trainers during two dedicated excursions. With the intention of disrupting an East-West binary thinking, I constructed a contextually derived interpretation of narrative research that I have called the citta-kosha-narrative-restructuring model. This model draws upon the Eastern Yogic construct of kosha and a Western academic way of knowing via narrative research. The kosha model represents the integral, interconnected and interpermeating understanding of the human body. Consequently, this citta-kosha-narrative-re-structuring explored the interview transcripts through five lenses: body, energy, mind, intellectual discernment and spiritual consciousness. The citta-kosha-narrative-re-structuring model represents a further contribution to theoretical and methodological knowledge. Considering the axiological nature of Yoga and Yoga teaching, the study emphasised ethical considerations and decision-making. Specific compounded Sanskrit terms were used to construct more nuanced, contextually specific ethical deliberations for this study. The emphasis on axiology and ethical considerations and decision-making, and the construction of neologisms to reflect this emphasis, represent a contribution to theoretical and methodological knowledge. The conceptualising and operationalising of the six new terms for ethical deliberation demonstrate the possibility of reconsidering ethical considerations in research. The findings from this research provide new theoretical insights into the spiritual-ethical considerations of Western Modern Yoga teacher-trainers, highlighting that, although cultural context and nomenclature have shifted from those of Premodern Yoga teachers, the practice and instruction of Yoga still revolve around consciousness development and the union of perceived disconnections. This significant finding supports the argument that Modern Yoga, although it has been influenced by transnational, transcultural, trans-philosophical and syncretic forces, is still perceived and taught as a spiritual practice. Further, the study identified new theoretical and practice-based insights regarding the participants’ pedagogical and curricular priorities. The findings included the pedagogical importance of language considerations, oration and physical demonstration; the curriculum priorities of developing intention, facilitating reflexivity and creating an embodied, self-discerning Yoga practice; and the importance of incorporating other knowledge in Yoga teacher-training programs. These significant insights provide foundational understandings for future academic discourse in the field of Yoga pedagogy and curriculum design. In summary, this study has drawn upon Eastern philosophical and theoretical knowledge to interpret senior Western teacher-trainers’ understanding and application of an Eastern Spiritual tradition. Through a trans-philosophical lens, key insights surrounding the pedagogical and curricular priorities of Modern Yoga teacher-training have been established. The challenging of many previously unconsidered binary constructs has effectively rendered Modern Yoga’s pedagogical and curriculum considerations and concerns more academically responsive and theoretically informed. The construction and application of Sanskrit ethical neologisms function as both an ethical barometer for researcher trustworthiness and an analytical data lens, demonstrating the benefit of this trans-philosophical theoretical and methodological approach. The utilisation of the Eastern Yoga kosha model, transposed into an analytical narrative research model, highlights the theoretical and methodological effectiveness of merging Eastern and Western knowledge. The successful construction and application of the Sanskrit neologisms and the citta-kosha-narrative-restructuring framework reinforce the study’s efficacy and potential for innovation for future trans-philosophical research

Mere Christianity and the Moral Argument for the Existence of God

C. S. Lewis’s moral argument for the existence of God from Mere Christianity has been called the “most widely-convincing apologetic argument of the twentieth century.” It is concise and commonsensical. But Lewis’s argument has come under heavy fire in past decades, most notably from John Beversluis and Erik Wielenberg. This article offers an alternative reading on which the moral argument from the opening chapters of Mere Christianity is not only valid but also original and defensible. Unlike other moral arguments, Lewis deals in neither metaethics nor moral pragmatics. So he avoids prickly objections related to Divine Command Theory and accusations of wishful thinking. In Mere Christianity and other works, Lewis offers considerable justification for each of the argument’s premises and mounts an impressive case for God’s existence, one that warrants full and careful consideration

Conscionable consumption: a feminist grounded theory of porn consumer ethics

Much scholarship on pornography consumption has revolved around porn harms or porn empowerment discourses. Moving away from pro- and anti-porn agendas, the research presented in this thesis was designed as an exploratory, qualitative investigation of consumer experiences of pornography, using grounded theory in an effort to transcend the polarised porn debates. By means of a two-stage data collection process involving an online group activity and in-depth interviews, this research set out to extend our understanding of how feminists experience, understand and articulate their engagements with porn. Grounded theory’s focus on iterative data collection, structured analysis and inductive theory development lent itself to several key aims for this project: (a) eschewing, as far as possible, commonly-held assumptions about the research topic and research subjects; (b) resisting agenda-driven frameworks that seek to validate pro- or anti-porn stances; and (c) allowing for the voices of porn consumers themselves to be heard and taken seriously, in a way that hasn’t tended to be prioritised in pornography effects research or the public arena more widely (Mowlabocus and Wood 2015: 119). The iterative approach to data collection advocated by grounded theory also enabled participants to take a more agentive role in determining the direction of the research. As a result, certain elements of the project took unforeseen trajectories, shedding light on additional substantive areas for inquiry beyond those initially intended. Namely, the study provided key insights into the interaction between ethics and practice in porn consumption amongst London feminists. This gave rise to the development of the 'conscionable consumption' model; a theoretical framework for conceptualising the experiences and processes described. Results indicated that feminists’ experiences of porn consumption were heavily influenced by their beliefs about what constituted ‘ethical enough’ (conscionable). These were accompanied by contemplative moments, whose nature tended to correlate with the degree to which the individual felt they had strayed from their own conceptions of conscionable practice, and the degree to which these decisions could be justified or dismissed afterwards. Respondents described an interactive relationship between such reflections and future intentions and/or attitudes, illustrating a cycle of evolving and adapting behaviour complemented by fluctuating definitions of conscionability. In this way, rather than referring to an achieved or failed ‘ethical consumer’ status, the porn ethics project was conceptualised as an ongoing process of ‘conscionable’ negotiation. Such findings enhance our understanding of the ways in which ethics and porn use are woven together and navigated by feminist consumers of pornography, whilst simultaneously extending our knowledge of a demographic hitherto unexplored within both the fields of porn studies and consumer ethics research alike. Keywords: feminism, pornography, consumer ethics, conscionable consumptio

The Blurring of Boundaries in Bioscientific Discourse

New technologies have revealed previously unknown and invisible parts of the human body and made it visible at the molecular level, revealing in turn more detailed structures and arrangements than those which were previously available. In doing so, in many ways they refine, expand, and even completely overturn forms of contemporary knowledge. This book maps the shifts and blurring of boundaries in contemporary bioscientific discourse. The authors of its chapters trace the shifts of boundaries in terms of the gradual blurring of the validity of established concepts, interpretive frameworks, and standards of judgment, which are analysed from ontological, gnoseological, ethical, and social perspectives. At the same time, they also map the blurring of boundaries in terms of the interdisciplinary crossing of boundaries between various scientific and artistic disciplines. The shifting of boundaries ultimately forms a part of these boundaries’ definition; upon the basis of a rationally guided discussion, these shifts can be guided and corrected so as to avoid any irreversible damage. Jana Tomašovičová is a philosopher with a special interest in contemporary philosophy and bioethics. She analyses the impact of biotechnology on traditional social, ethical, and anthropological concepts and their relevance in new conditions. She is an associate professor at the Faculty of Arts, University of Ss. Cyril and Methodius in Trnava, Slovakia. During her bioethics research, she conducted short research stays at the universities of Bonn, Heidelberg, Tübingen, and Zürich

Nursing student's perspectives on Spiritual care in clinical nursing practice in a selected school of nursing at Umkhanyakude District in KZN Province

A qualitative, non-experimental, explorative and descriptive research design based on the phenomenological philosophical tradition by Heidegger to broaden hermeneutics was conducted. The study was conducted at Umkhanyakude District to investigate the perspectives of eligible nursing students relating to the provision of spiritual care to patients. A purposive sample of 9 participants was recruited and consent form obtained. An unstructured interview guide, with a grand tour question, was used to conduct face to face individual interviews. The Thematic analysis and interpretative phenomenological method of analysis were employed until three themes, six categories and eleven subcategories emerged from the data. Data analysis revealed that nurses had difficulty to differentiate spiritual care from religious care. Commonly cited methods of providing spiritual care were prayer, reading sacred text and singing spiritual songs. Nurses still felt inadequately prepared educationally on how to provide spiritual care in nursing practice. Most of the participants provided spiritual care out of their own interest and not as part of their professional responsibility. Recommendations proposed that the matter be taken up by nurse managers to conduct related in-service education and mentoring programs and nurse educators to guide curriculum planning which evidently include spiritual care.Health StudiesM.A. (Health Studies

Practicing Relativism in the Anthropocene: On Science, belief, and the Humanities

Contemporary issues involving knowledge and science examined from a constructivist-pragmatist perspective often labeled "relativism." Individual chapters include a review of the difference between constructivist-pragmatist epistemology and "social constructivism;" an examination of recent writings by Bruno Latour; a critique of computational methods in literary studies; a skeptical look at current efforts to "integrate" the humanities and the natural sciences; and reflections on the social dynamics of belief in relation to denials of climate change and to hopes expressed by environmentalists

Here be dragons: exploring the hinterland of science

This dissertation is an exploration of the hinterland of science and the strange ‘creatures’ dwelling there. In philosophical circles, the subject of pseudoscience has stirred relatively little philosophical excitement. The demarcation project has fallen on hard times, and many philosophers have grown suspicious of the very term ‘pseudoscience’, as it is believed to suggest a naïve conception of science and its borderlines. In this dissertation, I argue that, instead of abandoning the demarcation project altogether, we should search for more sophisticated tools to distinguish pseudoscience from bona fide science. The ‘silver bullet’ approach to pseudoscience is criticized, particularly with regard to the principle of methodological naturalism in science and the controversy about supernaturalism and intelligent design. I develop a theoretical framework for analyzing the structure of pseudosciences, based on the concepts of immunizing strategies and epistemic defense mechanisms. The recurrence of these theoretical features, which is illustrated with a number of case studies, demonstrates the surprising resilience of pseudoscience and other ‘irrational’ belief systems. These epistemological considerations are then integrated with cognitive and psychological findings on irrationality, in order to construct a broader framework for the generation and dissemination of belief systems (epidemiology of representations). I argue that the self-validating nature and internal epistemic rationale of certain ‘weird’ belief systems go some way to explaining their wide appeal and pervasiveness. We conclude that pseudosciences are worthy of philosophical investigation, and that the rumors of the death of demarcationism have been greatly exaggerated