Two is a Small Number: False Dichotomies Revisited

Our acceptance of falsely dichotomous statements is often intellectually distorting. It restricts imagination, limits opportunities, and lends support to pseudo-logical arguments. In conflict situations, the presumption that there are only two sides is often a harmful distortion. Why do so many false dichotomies seem plausible? Are all dichotomies false? What are the alternatives, if any, to such fundamental dichotomies as ‘true/false’, ‘yes/no’, ‘proponent/opponent,’ and ‘accept/reject’

What is acknowledgement and why is it important?

In the context of redressing wrongs of the past, the importance of acknowledgement is often urged. It figures significantly, for instance, in the final report of South Africa\u27s Truth and Reconciliation Commission and in the 1996 Canadian Royal Commiss ion Report on Aboriginal Peoples. In both documents a central theme is that acknowledging wrongs of the past is a key first step towards healing and reconciliation. Several recent statements about public apology also urge that moral apologies are signif icant because of the ways in which they acknowledge wrongdoing and responsibility. However, there seem to be few explanations of what, exactly, acknowledgement amounts to and why one would expect it to be an important stage in the healing of victims or in the reconciliation between victim and perpetrator groups. I suggest that ackno wledgement is a kind of spelling out, or articulation, of something that we already know or are in a position to know. When we acknowledge something we avow or accept it as something attached to ourselves. I distinguish between granted acknowledgement, received acknowledgement, and self-acknowledgement. Often acknowledgement is partial and compromised, a situation which may be confusing and harmful to those who have been wronged. I propose explanations as to why the acknowledgement that they are worth y human beings who were wronged and deserved better tends to be profoundly important to groups such as Blacks in South Africa and native peoples in Canada. I also address difficulties which we face when we are pressed to acknowledge injustice and wrongdo ing which we would rather not accept as part of our social history

Reflections on the authority of personal experience

The authority of first person claims may be understood from an epistemic perspective or as a matter of social practice. Building on accounts of Hume, Nagel, and several more recent authors, it is argued that this authority should be understood as limited. To extend it beyond notions of what it is like to experience something, we shift from what should be a narrow subjective edge to a territory of objective claims, thereby reasoning incorrectly. A relevant application is the supposed authority of victims

Discovering Necessary Administrative Supports for Co-Teaching in Secondary Schools from Core & Special Education Teacher Perspectives

Numerous amounts of research have been invested into secondary co-teaching. However, results show that secondary co-teaching is not effectively occurring despite volumes of research information. Increased assessments, scheduling difficulties, and a vast curriculum are factors making co-teaching difficult. Another phenomenon found in secondary teachers is called the knowing/doing gap. Secondary co-teachers are knowledgeable of what is needed to effectively co-teach but do not apply their knowledge into effective actions within the classroom. The purpose of this research was to identify what school leaders can do to overcome secondary co-teaching obstacles and close the knowing doing gap. The objective of this research was to develop steps school leaders can implement that will improve secondary co-teaching. Capturing teacher\u27s voices were important for this study. The action plan is validated from the experiences and ideas of those who work and have co-teaching experiences. Secondary co-teachers participated in semi-structured interviews that identified themes that impact co-teaching. Further constant comparisons of each theme targeted what school leaders can do to improve co-teaching. These conversations dug deep into experiences and actions that have overcome or greatly reduce co-teaching challenges. As a result, this research revealed three essential themes necessary for co- teaching and action steps school leaders should apply in their buildings. Each of the themes below are described in detail along with action steps needed to ensure each theme is met. Secondary co-teaching is not consistently occurring in classrooms. I respect and have experiences challenges teams face. This study has created a plan with specific actions that can be taken to improve secondary co-teaching. By closing the knowing doing gap and offering a systematic approach offered from this study I hope secondary schools are now provided means to improve teaching and learning in co-taught classrooms

Truth and Storytelling: Some Hidden Arguments

This paper explores the relationship between narrative and argument in the context of ‘telling our stories’, a common aspect of processes of political reconciliation. Truth commissions and informal workshops often emphasize the telling of stories as a means of providing a sense of the experiences of persons affected by political conflict. Such stories, or narratives, may provide a powerful tool in reconciliation processes, given that they provide a basis for acknowledgement, understanding and empathy. However the power of narrative in such contexts does not eliminate the need for the exploration and evaluation of arguments for contested claims, and there is likely to be a tension between empathetic and critical elements in this regard