Search Results (199)

Traditions relating to the book of nature have long held that nature can be approached as something legible, as a text with spiritual meaning. Modern epistemological, cultural, and philosophical shifts called much of that approach into question. But, in this essay, I argue that Romanticism, especially as exemplified in figures such as Novalis, Wordsworth, and especially Coleridge, provides a powerful response to such disenchantment and points the way towards a non-reactionary, non-anachronistic retrieval of the legibility of nature. Full article

School leaders are central to addressing educational inequality by fostering inclusion and belonging within their school communities. In fast-growth educational environments where enrollment surges and demographic shifts outpace resource capacity, school leaders face complex challenges in developing inclusive structures and cultures for students with disabilities. In this qualitative case study, the authors examined how 18 principals across PreK-12 grade levels in three rapidly expanding Texas districts conceptualized and enacted inclusive leadership. Thematic analysis of semi-structured interviews and focus groups revealed that while principals believed all students are capable of learning, they defined inclusion philosophically but implemented pragmatically limited notions of inclusion shaped by their districts’ organizational structures and continuum of services approaches to special education. Findings illustrate that fast-growth contexts amplify tensions between compliance and care, as school leaders balance external accountability and resource constraints with efforts to cultivate school cultures grounded in empathy, relationships, safety, and belonging. The study presents a complicated picture of how principals navigate pragmatic constraints while pursuing inclusive practices for students receiving special education services. Inclusive educational leadership in fast-growth school environments is more likely to occur when leaders reframe inclusion not as placement, but as a shared commitment to recognizing every student’s capability within a responsive community. Full article

To promote material circularity and a sustainable built environment, this study investigates the application of industrial waste within South Africa’s built environment, with a focus on civil engineering projects. A post-positivist philosophical stance was adopted, with a quantitative method and a structured questionnaire used for data collection. Responses were solicited from built environment professionals involved in the delivery of civil engineering projects, and the data gathered were analysed using appropriate descriptive and inferential statistics, including exploratory factor analysis and partial least squares structural equation modelling (PLS-SEM). Findings revealed that, despite increased awareness of recycled construction and demolition waste, fly ash, and foundry sand, among others, their use remains limited due to three significant constraints. These are (1) knowledge, skills, and awareness, (2) operational and regulatory, and (3) governance and industry collaboration. PLS-SEM further showed that prioritizing sustainable practices and fostering multidisciplinary collaboration are the most significant strategies for enhancing industrial waste usage in the country. Practically, the study indicates that overcoming regulatory, knowledge, and operational issues through targeted policies, infrastructure investments, and collaborative efforts can significantly promote material circularity and sustainability in the South African built environment. Theoretically, the findings offer valuable insights for future studies on the application of industrial waste in the delivery of built environment projects in developing countries, where such studies have not been explored. Full article

Background: Ethical decision-making in medical care increasingly requires balancing clinical values, professional duties, and organizational reasoning. Understanding how healthcare professionals navigate moral dilemmas necessitates examining the philosophical orientations that shape their ethical judgments. Alongside traditional medical ethics, a business ethics perspective highlights organizational and managerial dimensions of healthcare, offering a more comprehensive understanding of ethical decision-making in modern clinical contexts. Aim: This study aims to examine how healthcare professionals reason about ethical dilemmas by mapping their moral orientations and decision-making patterns across five ethical frameworks-idealism, relativism, objectivism, legalism, and Machiavellianism-integrating both medical and business ethics perspectives. Methods: A cross-sectional study was conducted with 277 participants (medical doctors and students). Two validated instruments were used: the Attitudes Toward Business Ethics Questionnaire (ATBEQ) to assess moral orientations and the Clinical Ethical Dilemmas Questionnaire (Richeux & Duquéroy) to evaluate ethical decision patterns. Data were analyzed using correlation, multiple regression, and k-means cluster analyses. Results: Among the five orientations, Legalism negatively predicted “It depends” responses (i.e., higher Legalism scores were associated with fewer indecisive responses), indicating greater decisiveness in ethically ambiguous situations. Unexpected positive correlations were also found between traditionally opposing constructs-such as Ethical Relativism and Moral Objectivism-suggesting moral pluralism. The overall regression model was not statistically significant (R² = 0.04, p = 0.08). Cluster analysis identified four distinct ethical reasoning profiles: High Machiavellian Idealists, Pragmatic Relativists, Context-Sensitive Objectivists, and Ethical Purists. Conclusions: Abstract philosophical orientations showed limited predictive power for contextual ethical decision-making, highlighting the complex and multidimensional nature of moral reasoning in healthcare. Findings inform the design of context-sensitive ethics education programs that integrate philosophical reflection with case-based learning to strengthen ethical competence among medical professionals. Full article

This study critically examines the structure, mechanisms, and enduring relevance of character education embedded in the indigenous knowledge systems of the Greater Horn of Africa. Pre-colonial African societies upheld sophisticated educational frameworks that emphasized holistic moral formation and communal character development, values that continue to influence rural communities today. Drawing on an integrative literature review, the paper identifies preparationism, functionalism, and communalism as core philosophical foundations shaping these systems. Moral and civic values were cultivated through informal, lifelong learning, guided by the collaborative roles of the home and community in fostering respect, responsibility, and social cohesion. Central pedagogical instruments included initiation rites, which provided structured moral instruction, and oral literature, which transmitted ethical reasoning and cultural wisdom. The findings underscore the continued relevance of indigenous character education in addressing contemporary societal challenges and advocate for Decolonizing the Mind as a pathway to revitalizing these traditions. The study concludes that reformed rites of passage, when purged of harmful elements, preserve cultural identity and strengthen communal ethics, offering a sustainable model for moral and civic education in modern Horn of African contexts. Full article

Introduction: John Dewey, a prominent educational philosopher, emphasized the importance of connecting education and democracy, and advocated for the cultivation of civic values through experiential learning. Dewey’s pedagogical model most often unfolds with educators designing students’ experiences, which Dewey believed instills and advances the moral foundation of a democracy. Dewey faced many detractors over his lifetime who maintained that his emphasis on experience and moral development lacked the substance of traditional educational philosophy and was marginally connected to civic education. In recent years and in an increasingly contentious social/political environment, Dewey’s perspective has been rediscovered and rehabilitated by research that has identified both political and moral identities to be central constructs in the construction of a civic identity. This paper explores how civic education is affected when socio-political crises disrupt the established educational order, leaving students to navigate these turbulent circumstances on their own. Methods: This study employs a mixed-methods approach to examine the impact of the socio-political crises of 2020—COVID-19 and racial unrest—on civic learning in higher education. A total of 1217 college students were surveyed during the spring of 2020 to assess how their academic experiences influenced their engagement with these twin crises. Both quantitative and qualitative data were gathered to provide insight into students’ experiences. Results: The findings suggest that students’ learning experiences during these crises had a significant impact on how they engaged with the socio-political challenges of 2020. Students who engaged in more self-reflective experiential learning during the pandemics reported a renewed understanding of their roles as citizens and increased commitment to a more equitable and just communal existence. Students reported that being forced to actively engage with the crises—rather than passively receiving information—helped them to develop a sense of civic responsibility. Discussion: The results of this study highlight the potential for civic education to be enriched during times of crisis, particularly when students are encouraged to actively engage with their experiences. Dewey’s model of experiential learning proves relevant when socio-political upheaval forces students into a direct, personal, unmediated experience with the issues at hand. The result seems to be deeper, previously unappreciated understanding of their roles in a democratic society. The study suggests that higher education can serve as a vital space for fostering civic engagement, even in the face of unexpected challenges. Furthermore, the disruption of traditional educational processes during crises can create opportunities for students to develop critical thinking skills and a more profound commitment to civic participation. Full article

As AI systems increasingly structure educational processes, they shape not only what is learned, but also how epistemic authority is distributed and whose knowledge is recognized. This article explores the normative and technopolitical implications of this development by examining two prominent paradigms in AI ethics: Ethical AI and Responsible AI. Although often treated as synonymous, these frameworks reflect distinct tensions between formal universalism and contextual responsiveness, between rule-based evaluation and governance-oriented design. Drawing on deontology, utilitarianism, responsibility ethics, contract theory, and the capability approach, the article analyzes the frictions that emerge when these frameworks are applied to algorithmically mediated education. The argument situates these tensions within broader philosophical debates on technological mediation, normative infrastructures, and the ethics of sociotechnical design. Through empirical examples such as algorithmic grading and AI-mediated admissions, the article shows how predictive systems embed values into optimization routines, thereby reshaping educational space and interpretive agency. In response, it develops the concept of situated ethics, emphasizing epistemic justice, learner autonomy, and democratic judgment as central criteria for evaluating educational AI. To clarify what is at stake, the article distinguishes adaptive learning optimization from education as a process of subject formation and democratic teaching objectives. Rather than viewing AI as an external tool, the article conceptualizes it as a co-constitutive actor within pedagogical practice. Ethical reflection must therefore be integrated into design, implementation, and institutional contexts from the outset. Accordingly, the article offers (1) a conceptual map of ethical paradigms, (2) a criteria-based evaluative lens, and (3) a practice-oriented diagnostic framework to guide situated ethics in educational AI. The paper ultimately argues for an approach that attends to the relational, political, and epistemic dimensions of AI systems in education. Full article

Community-based adaptation (CBA) has become a credible remedy to climate change adaptation, emphasizing local participation and community-defined priorities. However, its transformative potential remains limited when structural root causes of vulnerability are insufficiently addressed. This article argues—via the methodology of problematization—that aligning CBA with the broader agenda of social-ecological transformation requires a stronger philosophical foundation. We propose critical realism as a suitable philosophy of science to translate CBA’s emancipatory ambitions into a robust analytical and methodological practice. Critical realism is a practically oriented philosophy facilitating causal analyses coherent with its realist ontology and relativistic epistemology. It illuminates the interplay between agency and structure, enhancing CBA to confront power imbalances and systemic injustices while supporting local agency. By conjoining insights from political ecology and political economy, we show how critical realism offers analytical coherence, methodological robustness, and normative orientation for transformative adaptation practice. We delineate nine key synergies between critical realism and CBA that together provide the conceptual scaffolding for a politically powerful, reflexive, and justice-oriented adaptation science. In doing so, the paper contributes to rethinking CBA as not merely a localized coping mechanism but as part of a structural response to the social-ecological crisis. Full article

This essay is a response to James Sterba’s “An Ethics without God That Is Compatible with Darwinian Evolution.” As an atheist philosopher I show that atheist morality is essentially and thoroughly a secular morality, and that the most reasonable ethics are secular systems in that they do not require a God, gods, or goddesses. I go on to defend an atheist morality based on polls showing that countries with atheist populations are healthier than religious ones. Then I point out the sources of human morality, arguing that there is a common neighborly morality that matters, based on facts about who we are as a species, which includes the pre-human sources in the animal world. Finally, I mention how that Sterbaian Ethics, as it should henceforth be called, can succeed. Full article

The fast advancement of artificial intelligence presents ethical challenges that exceed the scope of traditional moral theories. This paper proposes a value-centered framework for AI ethics grounded in axiology, which distinguishes intrinsic values like dignity and fairness from instrumental ones such as accuracy and efficiency. This distinction supports ethical pluralism and contextual sensitivity. Using Multi-Criteria Decision Analysis (MCDA), the framework translates values into structured evaluations, enabling transparent trade-offs. A healthcare case study illustrates how ethical outcomes vary across physician, patient, and public health perspectives. The results highlight the limitations of single-theory approaches and emphasize the need for adaptable models that reflect diverse stakeholder values. By linking philosophical inquiry with governance initiatives like Responsible Artificial Intelligence (AI) and Digital Humanism, the framework offers actionable design criteria for inclusive and context-aware AI development. Full article

This article explores Ludwig Wittgenstein’s conception of the will through close engagement with his primary texts, the Tractatus Logico-Philosophicus, Notebooks 1914–1916, and Philosophical Investigations, demonstrating profound resonances with Catholic mystical theology and social teaching. By integrating insights from Peter Tyler’s analysis of mystical strategies, Richard McDonough’s defense of Wittgenstein’s persistent mysticism, and the grammatical Thomism of Herbert McCabe, David Burrell, and Fergus Kerr, this study shows how Wittgenstein’s distinction between empirical and ethical will enriches Catholic theology in three crucial ways: First, it provides a philosophically rigorous account of the transcendental dimensions of moral agency that avoids both determinism and Pelagianism. Second, through Wittgenstein’s analysis of language-games and forms of life, it offers resources for articulating how Catholic doctrine operates within distinctive practices of prayer, sacrament, and ethical commitment. Third, by revealing the grammatical constraints on God-talk, it strengthens the apophatic tradition’s emphasis on divine transcendence while grounding concrete ethical action in subsidiarity and solidarity. Drawing upon Continental philosophy’s emphasis on responsibility and transcendence, this article demonstrates that Wittgenstein’s mystical philosophy, far from being merely speculative, provides essential conceptual tools for contemporary Catholic theological method and pastoral practice. Full article

In combination with recent Catholic social teaching, this paper will explore the thought of the philosopher Emmanuel Levinas on the role of ethics in the economy to challenge forms of aggressive profiteering by illusion, deceit or exploitation. Levinas draws upon the Talmud and its teaching on sorcery and on profiting from falsehood as a starting point for his reflections on modern society, reckless market speculation and on the need for the members of society to grow in their mutual responsibility and respect for each other’s unique and incomparable dignity. Levinas’s ethic of generosity calls us to move away from the self-interested model of “greed is good” and to strive for ever-greater justice in our monetary society. Full article

This article examines online hate as a driver of cyberbullying and a barrier to inclusive schooling, integrating theoretical, philosophical and methodological perspectives. We approach hate speech as communicative practices that legitimise discrimination and exclusion and, once amplified by social media affordances, erode equity, belonging and well-being in educational settings. The study adopts a qualitative, exploratory–descriptive design using focus groups with pre-service teachers from initial teacher education programmes across several Chilean regions. Participants reflected on the presence, trajectories and classroom effects of cyberhate/cyberbullying. Data were analysed thematically with ATLAS.ti24. Findings describe a recurrent pathway in which anonymous posts lead to public exposure, followed by heightened anxiety and eventual withdrawal. This shows how online aggression spills into classrooms, normalises everyday disparagement and fuels self-censorship, especially among minoritised students. The analysis also highlights the amplifying role of educator authority (tone, feedback, modelling) and institutional inaction. In response, participants identified protective practices: explicit dialogic norms, rapid and caring classroom interventions, restorative and care-centred feedback, partnership with families and peers, and critical digital citizenship that links platform literacy with ethical reasoning. The article contributes evidence to inform anti-bullying policy, inclusive curriculums and teacher education by proposing actionable, context-sensitive strategies that strengthen equity, dignity and belonging. Full article

Academic attention has long been accorded to Yan Zhitui and his Family Instructions for the Yan Clan; however, the Confucian philosophical dimensions of his thought remain underexplored. This article will analyze his concepts of Virtue and Happiness alongside his thoughts on the Mandate of Heaven to explore how he found his place in the chaotic landscape of the Northern and Southern Dynasties. Reacting to the contemporary trend of pursuing high-ranking posts and generous emoluments while disregarding morality, Yan Zhitui first defined the connotations of Virtue and Happiness. He then established a causal relationship between them through the correspondence between Name and Reality, an act which reestablished the central position of Virtue. To address the conflict between Virtue and Happiness, his response was to trace its root cause and divide the Mandate of Heaven into two dimensions: Virtue and Time. Transcendental assurance for the core status of Virtue and the unity of Virtue and Happiness is provided by the former dimension, while the latter’s uncontrollability, in comparison, offers an explanation for contradictory realities. Based on this understanding, Yan Zhitui’s guidance urged individuals to adhere to the Way and uphold virtue while observing the macro situation and micro signs, and to wait for the right moment for the unity of Virtue and Happiness to be realized. The flourishing of Buddhism during the Northern and Southern Dynasties was also a significant influence; therefore, Yan Zhitui’s thoughts on the Mandate of Heaven absorbed Buddhist karma theory. This process formed a model that employed Confucianism as its foundation and Buddhism as its supplement. Full article

Cardiac surgery, now a routine medical intervention, was once deemed unthinkable—not merely due to technical limitations, but because of deep-seated cultural, religious, and philosophical prohibitions. This article traces the historical and ethical trajectory of the human heart from a sacred, inviolable symbol of the soul to a surgically accessible organ. Through an interdisciplinary lens that integrates medical history, anthropology, theology, and contemporary bioethics, we examine how shifts in metaphysical belief, technological progress, and moral reasoning gradually legitimized cardiac intervention. From ancient Egyptian funerary rites and classical cardiocentric models to medieval religious taboos and Enlightenment redefinitions of the body, the heart’s transformation reflects broader changes in how humanity conceives life, death, and identity. The emergence of modern cardiac surgery, especially heart transplantation and extracorporeal technologies, raised new ethical dilemmas, challenging the boundaries between tissue and meaning, biology and personhood. This study argues that despite its clinical secularization, the heart retains a unique symbolic gravity that continues to shape public perception and professional responsibility. In the age of precision medicine, cardiac surgery remains not only a technical act but an existential gesture—a transgression that demands both scientific mastery and moral reverence. Full article