Creativity in the Philosophy Class. Concrete Research

The issue of creativity among teachers and pupils in terms of the dialogical praxis represented a real challenge concerning the research that we have done in high school classes in which philosophy is being taught. We have come to the conclusion that there is a direct linking between the diversity of the dialogical forms which pupils and teachers use and the forms of expression of creativity that are used during philosophy classes. Philosophical themes seem more attractive and interesting if the working methods in classes are modified and if pupils have to evaluate critically their own knowledge. (DIPF/Orig.)Die Kreativität der Schüler und Lehrer in der Methode dialogischer Praxis während des Philosophieunterrichts von Oberschulklassen stellte im Kontext dieser repräsentativen Untersuchung eine Herausforderung dar. Unsere Feststellungen zeigen die direkte Verknüpfung zwischen der Vielfalt dialogischer Formen, welche die Schüler und Lehrer übernommen haben und den Formen und Ebenen der Kreativität der Schüler während des Philosophieunterrichts. Philosophische Themen gewinnen an Attraktivität, wenn die Arbeitsmethoden in der Klasse dahin gehend geändert werden, dass die Schüler gefordert sind, ihre Kenntnisse kritisch zu bewerten und ihre Position aus einem philosphischen Blickwinkel zu überprüfen. (DIPF/Orig.

Reflections on the ongoing dialogue between Renaissance and Reformation

Euan Cameron’s paper revisits a recurring theme that was central to his father’s (and to his own) historical endeavour: the relationship between Renaissance humanism and the Reformation. His study takes in critiques of pre-Reform religious practice, scholastic techniques in theological enquiry; different understandings of the early church; and changing attitudes to dogma over the course of the period.Publisher PD

This thinking lacks a language: Heidegger and Gadamer's question of being

Martin Heidegger's preparation of the question of human existence was the focus of his seminal work Being and Time, first published in 1927. This paper refers to Heidegger's phenomenological work through Heidegger's colleague and friend Hans-Georg Gadamer to focus on how Heidegger prepares the question of Being and the problem of language in his later work. In his conversation with the Japanese scholar professor Tezuka, the meaning of language in the west appears to restrict an understanding of Being by conceptualising it ad infinitum. To the Japanese the simple term "what is" appears to be closer to Being because it does not attempt to conceptualise it. Therefore, Heidegger, Gadamer and Tezuka's discussion about ontology concludes that language does get in the way of understanding Being

Painting in the light of digital reproduction

"The proliferation of digital photographs on the Internet is incomprehensibly vast. These images owe much to the categories and styles of traditional photography, yet often it is their unmediated low quality, in terms of selection, composition, and compression, which is particularly elevated to prominence by the new medium. The Internet represents a near infinite expansion of the mail-order catalogue, amateur snapshot or analogue video; a way of collecting visual information where the aesthetics of simple functionality or mediocrity is observed, as there is virtually no material cost involved. Photographers, filmmakers and painters have already trawled the found-image archive extensively. Gerhard Richter's encyclopaedic Atlas project or the photographic collections of Fischli and Weiss are clear examples of the artistic imperative to gather, filter and categorise pictures. Trying to develop taxonomies of images is like assembling a Thesaurus, where it is possible to cross-reference through every definition. Now it would seem that found images are all we have thanks to the Internet's primary function as consumer and diffuser of information, a generator of simulacra. Paradoxically, this infinite source seems to have more veracity due

Tracing the Biological Roots of Knowledge

The essay is a critical review of three possible approaches in the theory of knowledge while tracing the biological roots of knowledge: empiricist, rationalist and developmentalist approaches. Piaget's genetic epistemology, a developmentalist approach, is one of the first comprehensive treatments on the question of tracing biological roots of knowledge. This developmental approach is currently opposed, without questioning the biological roots of knowledge, by the more popular rationalist approach, championed by Chomsky. Developmental approaches are generally coherent with cybernetic models, of which the theory of autopoiesis proposed by Maturana and Varela made a significant theoretical move in proposing an intimate connection between metabolism and knowledge. Modular architecture is currently considered more or less an undisputable model for both biology as well as cognitive science. By suggesting that modulation of modules is possible by motor coordination, a proposal is made to account for higher forms of conscious cognition within the four distinguishable layers of the human mind. Towards the end, the problem of life and cognition is discussed in the context of the evolution of complex cognitive systems, suggesting the unique access of phylogeny during the ontogeny of human beings as a very special case, and how the problem cannot be dealt with independent of the evolution of coding systems in nature

Attributes of Embodied Leadership: A beginning in the next chapter of leadership development

Research and guidance on leadership behaviour has been documented throughout history, from the epics to more recent leadership theories, evolved over the last century. Why then, when there is so much research and advice available are leaders still making so many errors? A review of literature in leadership studies reveals that recommendations have often been descriptive, assumptive and prescriptive without considering various differences in individuals. Additionally, leadership development often utilises methodologies in which individuals are trained to ‘act’ as leaders rather than fully embody leadership behaviour. This paper explores the generic attributes that describe embodied leadership behaviour. Semistructured interviews were performed on a panel of individuals from different backgrounds and analysed using a grounded theory approach. Along with the interviews, the works of Scharmer (2008) and behavioural traits identified in leadership by Derue, Nahrgang, Wellman and Humphrey (2011) were also taken into consideration. A final consensus was reached using a set of ten attributes that potentially contribute to embodied leadership behaviour; being non-judgemental, embracing uncertainty, active listening, congruence (morals and ethics), intuition, reflective practice, sense of meaning/purpose, holistic decision making, authentic presence and intention

Animating Interview Narratives

This chapter discusses the implications of viewing the interview as an actively constructed conversation through which narrative data are produced. It explores the ramifications of framing the interview and resulting data as by-products of interpretive practice - the whats and hows of an animated process involving active subjects behind interview participants. Matters of reliability, validity, bias, and rigor are considered