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Philosophical Thought (philosophical + thought)
Selected AbstractsIntercessory Prayer: Modern Theology, Biblical Teaching and Philosophical Thought , Phillip Clements JeweryRELIGIOUS STUDIES REVIEW, Issue 2 2006John Sanders No abstract is available for this article. [source] Early History and Evolution of Nutrition Science in the United States of AmericaFAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 2 2009Deanna L. Pucciarelli Nutrition Science in the 21st century dates back to at least before the 5th century BCE. Whereas early theories on the relationship between food and health outcomes were founded on philosophical thought or divine intervention, today's nutritionists source their advice from empirical evidence. This essay delineates and reconstructs nutrition science as the discipline evolves and progresses through scientific stages of change in early North America. [source] Conceptualising spirituality and religion for healthcareJOURNAL OF CLINICAL NURSING, Issue 21 2008Barbara Pesut Aims., To discuss some of the challenges of conceptualising spirituality and religion for healthcare practice. Background., With the growing interest in spirituality in healthcare, has come the inevitable task of trying to conceptualise spirituality, a daunting task given the amorphous nature of spirituality, the changing understandings of spirituality among individuals and the diverse globalised society within which this task is taking place. Spirituality's relationship to religion is a particularly challenging point of debate. Design., Critical review. Conclusions., Three social and historical conditions , located in the context of Western thought , have contributed to current conceptualisations of spirituality and religion: the diminishment of the social authority of religion as a result of the Enlightenment focus on reason, the rise of a postmodern spirituality emphasising spiritual experience and current tensions over the ideological and political roles of religion in society. The trend to minimise the social influence of religion is a particular Western bias that seems to ignore the global megatrend of the resurgence of religion. Current conceptualisations are critiqued on the following grounds: that they tend to be ungrounded from a rich history of theological and philosophical thought, that a particular form of elitist spirituality is emerging and that the individualistic emphasis in recent conceptualisations of spirituality diminishes the potential for societal critique and transformation while opening the door for economic and political self interest. Relevance to clinical practice., Constructing adequate conceptualisations of spirituality and religion for clinical practice entails grounding them in the wealth of centuries of philosophical and theological thinking, ensuring that they represent the diverse society that nursing serves and anchoring them within a moral view of practice. [source] Newman's Theory of a Liberal Education: A Reassessment and its ImplicationsJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 2 2008D. G. MULCAHY John Henry Newman provided the basic vocabulary and guiding rationale sustaining the ideal of a liberal education up to our day. He highlighted its central focus on the cultivation of the intellect, its reliance upon broadly based theoretical knowledge, its independence of moral and religious stipulations, and its being its own end. As new interpretations enter the debate on liberal education further educational possibilities emanate from Newman's thought beyond those contained in his theory of a liberal education. These are found in Newman's broader idea of a university education, incorporating social, moral, and spiritual formation and in his philosophical thought where he develops a theory of knowledge at odds with the Idea of a University. There are, in addition, intriguing possibilities that arise from Newman's theory of reasoning in concrete affairs both because of their implicit challenge to inherited theories of a liberal education and because of the educational possibilities they hold out in their own right and in actual educational developments to which they may lend support. [source] How and Why to Support Common Schooling and Educational Choice at the Same TimeJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 4 2007ROB REICH The common school ideal is the source of one of the oldest educational debates in liberal democratic societies. The movement in favour of greater educational choice is the source of one of the most recent. Each has been the cause of major and enduring controversy, not only within philosophical thought but also within political, legal and social arenas. Echoing conclusions reached by Terry McLaughlin, but taking the historical and legal context of the United States as my backdrop, I argue that the ideal of common schooling and the existence of separate schools, which is to say, the existence of educational choice, are not merely compatible but necessarily co-exist in a liberal democratic society. In other words, we need both common schooling and educational choice. The essay proceeds in four parts. First, I explain why we need to understand something about pluralism in order to understand common schooling and school choice. In the second and third parts, I explore the normative significance of pluralism for common schooling and educational choice, respectively. In the fourth part, I show how the two can be reconciled, given a certain understanding of what pluralism demands. [source] WRITING THE HISTORY OF HISTORIED THOUGHTMETAPHILOSOPHY, Issue 5 2005Joanne B. Waugh Abstract: In Historied Thought, Constructed World, Joseph Margolis identifies the philosophical themes that will dominate philosophical discussions in the twenty-first century, given the recognition of the historicity of philosophical thought in the twentieth century. In what follows I examine these themes, especially cognitive intransparency, and the arguments presented in favor of them, noting the extent to which they rest on a view of language that takes a written text, and not speech, as the paradigm of language. I suggest if one takes speech as a mutual embodied action in a shared space as a model for language, the theme of cognitive intransparency,and the problems it brings in its wake,does not loom so large for those of us working in the history of philosophy. I conclude by showing that if we adopt this suggestion in relation to early Greek philosophy, that is, the period in the history of historied thought in which philosophy itself emerges as a linguistic and intellectual activity, we can better understand how and why philosophy emerged as it did,in the form of dialogues by Plato. [source] A philosophical analysis of the concept empowerment; the fundament of an education-programme to the frail elderlyNURSING PHILOSOPHY, Issue 4 2005Anne Merete Hage RN Cand.san. Abstract, The word ,empowerment' has become a popular term, widely used as an important claim, also within the health services. In this paper the concept's philosophical roots are traced from Freire and his ,Pedagogy of the Oppressed' to the philosophical thoughts of Hegel, Habermas, and Sartre. An understanding of the concept, as a way to facilitate coping and well-being in patients through reflection and dialogue, emerges. Within an empowerment strategy the important claim on the nurse and the patient will be to reveal the patient's own resources and limitations in times with sickness and reduced functionality to promote the patient's choice to act and cope. From this point of view an education-programme for the frail elderly is outlined. If the nurse wants to empower the elderly patient she has to be willing to be educated through the dialogue with the patient, and to look for the patient's own meaning of being frail and elderly. The coping and self-care solutions for the patient may then even be different from the preferences of the nurse, and this does not mean that the empowerment strategy is a failure or that the patient then has to continue without the assistance from the nurse. Within an empowerment strategy, in the Freirerian sense, the important thing is that both the patient and the nurse together critically reflect on the meanings of the sickness so that the patient can be able to make his own conscious choices. [source] | |||||||||||||