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Philosophical Questions (philosophical + question)
Selected AbstractsEducation: From telos to technique?EDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2008Anoop Gupta Abstract A preoccupation with technology has helped bury the philosophical question: What is the point of education? I attempt to answer this question. Various answers to the question are surveyed and it is shown that they depend upon different conceptions of the self. For example, the devotional-self of the 12th century (which was about becoming master of the self) gave way to the liberal-self (which was to facilitate social change). Education can only be satisfactorily justified, I argue, by appeal to transcendent values such as mastery of the self, which is incipient in liberal education. [source] Why rehabilitate urban river systems?AREA, Issue 3 2006Sophia Jane Findlay This paper addresses the philosophical question: ,why rehabilitate urban river systems?' within an Australian context. Rehabilitation of river systems has become an important objective of many local, state and national governments around the world, who allocate substantial investment into various river projects. An understanding of the various factors influencing stream condition and potential rehabilitation options is essential in order to determine how the process is undertaken, and how success is measured. This paper examines the triple bottom line (economic, social and environmental) factors that influence decisionmaking with respect to urban stream rehabilitation and management and considers their relative value and importance. [source] Geriatric rehabilitation nursing: Developing a modelINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 5 2004Pirkko Routasalo RN PhD In this paper, we describe a geriatric rehabilitation nursing model developed on the basis of the nursing and rehabilitation literature. That literature comprised some 120 articles addressing the rehabilitation of elderly patients and the work done by nurses in that process, various philosophical questions and the results of geriatric rehabilitation. One-third of these articles has been evaluated on the strength of the articles' evidence, and these are discussed in this paper. The findings show that the main factors in geriatric rehabilitation nursing are the patient with health or functional problems and the nurse with professional values, knowledge and skills. The patient is part of a family and the nurse works as part of a multidisciplinary team. In the geriatric rehabilitation process, the patient and the nurse work in close interaction. The aims of rehabilitation depend upon the patient's commitment to the objective and upon the nurse's commitment to help the patient achieve that objective. A health orientation, goal-oriented work, nursing decision-making and a rehabilitative approach to work are all central to this effort. Work is organized in multidisciplinary teams where nurses have equal responsibilities with other professional staff. Testing and development of the model is ongoing. [source] Should the State Fund Religious Schools?JOURNAL OF APPLIED PHILOSOPHY, Issue 3 2007MICHAEL S. MERRY abstract In this article, I make a philosophical case for the state to fund religious schools. Ultimately, I shall argue that the state has an obligation to fund and provide oversight of all schools irrespective of their religious or non-religious character. The education of children is in the public interest and therefore the state must assume its responsibility to its future citizens to ensure that they receive a quality education. Still, while both religious schools and the polity have much to be gained from direct funding, I will show that parents and administrators of these schools may have reasons to be diffident toward the state and its hypothetical interference. While the focus of the paper is primarily on the American educational context, the philosophical questions related to state funding and oversight of religious schools transcend any one national context. [source] Works and Performances in the Performing ArtsPHILOSOPHY COMPASS (ELECTRONIC), Issue 5 2009David Davies The primary purpose of the performing arts is to prepare and present ,artistic performances', performances that either are themselves the appreciative focuses of works of art or are instances of other things that are works of art. In the latter case, we have performances of what may be termed ,performed works', as is generally taken to be so with performances of classical music and traditional theatrical performances. In the former case, we have what may be termed ,performance-works', as, for example, in free improvisations. Where we have performances of performed works, a number of distinctive philosophical questions arise: What kind of thing is a performed work? How is it appreciated through its performances? Is ,authenticity' an artistically relevant quality of performances of performed works, and, if so, why? How much of what goes on in the performing arts is rightly viewed as the performance of performed works? Artistic performances, whether or not they are of performed works, raise philosophical questions of their own. Can a performance itself be rightly viewed as a work of art? How do improvisation and rehearsal enter into the performing arts, and how do they bear on the appreciation of artistic performances? What role does the audience play in such performances? Does the performer's use of her own body as an artistic medium, as for example in dance performance, generate special constraints on appreciation? How, finally, does what is usually classified as ,performance art' relate to activities in the performing arts more generally construed? I critically survey the ways in which these questions have been addressed by principal theorists in the field. [source] | ||||||||||