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Joldersma" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/40714/13382/12526/s200_clarence_w..joldersma.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Clarence W. Joldersma</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://calvin.academia.edu/">Calvin College</a>, <a class="u-tcGrayDarker" href="https://calvin.academia.edu/Departments/Education/Documents">Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Clarence W." data-follow-user-id="40714" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="40714"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">755</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">127</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">9</p></div></a><a href="/ClarenceJoldersma/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data">1</p></div></a><a href="https://calvin.academia.edu/ClarenceJoldersma/Analytics"><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></a></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">I teach philosophy of education at Calvin College in Grand Rapids MI. I used to be a high school science teacher, and have a PhD in philosophy of mind and a MPhil in philosophy of science. My scholarship interests in philosophy of education include Levinas, embodiment, neuroscience, and ecology (sustainability, climate change). And my underlying passion that sustains these is social justice.<br /><b>Address: </b>Calvin College <br />3201 Burton S.E. <br />Grand Rapids, MI 49506 <br />USA<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="40714">View All (26)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="40714" href="https://www.academia.edu/Documents/in/Educational_Inequalities_class_race_gender_etc_"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://calvin.academia.edu/ClarenceJoldersma","location":"/ClarenceJoldersma","scheme":"https","host":"calvin.academia.edu","port":null,"pathname":"/ClarenceJoldersma","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Educational Inequalities (class; 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Joldersma</h3></div><div class="js-work-strip profile--work_container" data-work-id="44493694"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44493694/Dismantling_white_supremacy_one_monument_at_a_time_talk_given_at_University_College_London_Institute_of_Education_Oct_28_2020_"><img alt="Research paper thumbnail of Dismantling white supremacy one monument at a time (talk given at University College London, Institute of Education, Oct 28, 2020)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44493694/Dismantling_white_supremacy_one_monument_at_a_time_talk_given_at_University_College_London_Institute_of_Education_Oct_28_2020_">Dismantling white supremacy one monument at a time (talk given at University College London, Institute of Education, Oct 28, 2020)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://gvsu.academia.edu/LPerhamus">Lisa Perhamus</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://calvin.academia.edu/ClarenceJoldersma">Clarence W. Joldersma</a></span></div><div class="wp-workCard_item"><span>UCL Institute of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This was an invited talk given on October 28, 2020 at University College London, Institute of Edu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This was an invited talk given on October 28, 2020 at University College London, Institute of Education, as part of their philosophy of education seminars. co-sponsored by the Philosophy of Education Society of Great Britain (PESGB). <br /><a href="https://youtu.be/gtD-b7rSaFo" rel="nofollow">https://youtu.be/gtD-b7rSaFo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44493694"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44493694"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44493694; 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Joldersma","url":"https://calvin.academia.edu/ClarenceJoldersma"},"attachments":[],"research_interests":[{"id":1198,"name":"Peace and Conflict Studies","url":"https://www.academia.edu/Documents/in/Peace_and_Conflict_Studies"},{"id":3277,"name":"Race and Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism"},{"id":11927,"name":"Michel Foucault","url":"https://www.academia.edu/Documents/in/Michel_Foucault"},{"id":14412,"name":"Black feminism","url":"https://www.academia.edu/Documents/in/Black_feminism"},{"id":25064,"name":"Black Feminist Theory/Thought","url":"https://www.academia.edu/Documents/in/Black_Feminist_Theory_Thought"},{"id":27719,"name":"Foucault and education","url":"https://www.academia.edu/Documents/in/Foucault_and_education"},{"id":143965,"name":"Social Conflict","url":"https://www.academia.edu/Documents/in/Social_Conflict"},{"id":1901957,"name":"Black Lives Matter","url":"https://www.academia.edu/Documents/in/Black_Lives_Matter"}],"urls":[{"id":9142415,"url":"https://youtu.be/gtD-b7rSaFo"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44406900"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44406900/What_Might_Sustain_the_Activism_of_This_Moment_Dismantling_White_Supremacy_One_Monument_at_a_Time"><img alt="Research paper thumbnail of What Might Sustain the Activism of This Moment? Dismantling White Supremacy, One Monument at a Time" class="work-thumbnail" src="https://attachments.academia-assets.com/64816975/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44406900/What_Might_Sustain_the_Activism_of_This_Moment_Dismantling_White_Supremacy_One_Monument_at_a_Time">What Might Sustain the Activism of This Moment? Dismantling White Supremacy, One Monument at a Time</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://gvsu.academia.edu/LPerhamus">Lisa Perhamus</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://calvin.academia.edu/ClarenceJoldersma">Clarence W. Joldersma</a></span></div><div class="wp-workCard_item"><span>Journal of Philosophy of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dismantling colonial monuments (“ideological powerhouses”) is a dismantling of white supremacy. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dismantling colonial monuments (“ideological powerhouses”) is a dismantling of white supremacy. This talk argues that monument topplings constitute anti-racist critical public pedagogies which (1) critique the inequities proliferated by relationships of power in the public sphere; (2) interrupt these inequities through embodied practices; and (3) offer a vision for equitable racial social change. Anti-racist critical public pedagogies leverage the “collective voice” of protestors as “public power” to affect sociopolitical change. The talk proposes that the elements of racial honesty; culture of praxis; and radical imagination and love are critical for sustaining the activism of this moment.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a2b004d0bb9da4a69d0710ef8ecd697" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64816975,"asset_id":44406900,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64816975/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44406900"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44406900"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44406900; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44406900]").text(description); $(".js-view-count[data-work-id=44406900]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44406900; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44406900']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44406900, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1a2b004d0bb9da4a69d0710ef8ecd697" } } $('.js-work-strip[data-work-id=44406900]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44406900,"title":"What Might Sustain the Activism of This Moment? 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Joldersma</a></span></div><div class="wp-workCard_item"><span>Ohio Valley Philosophy of Education Society</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is a new awakening in our country. Born out of anguish and anger, people are transforming g...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is a new awakening in our country. Born out of anguish and anger, people are transforming grief and rage into the possibility of a better future. The outcry after the Grand Juries to acknowledge the lives of Michael Brown and Eric Garner has brought forth new political energies, exposing the violence, racism, and inequalities that have become ordinary in our lives. 1</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="78e3fba8b979c14e20a3edc8e6d41da8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64843733,"asset_id":44427264,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64843733/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44427264"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44427264"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44427264; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44427264]").text(description); $(".js-view-count[data-work-id=44427264]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44427264; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44427264']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44427264, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "78e3fba8b979c14e20a3edc8e6d41da8" } } $('.js-work-strip[data-work-id=44427264]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44427264,"title":"INTERPELLATING DISPOSSESSION: DISTRIBUTIONS OF VULNERABILITY AND THE POLITICS OF GRIEVING IN THE PRECARIOUS MATTERING OF LIVES","translated_title":"","metadata":{"abstract":"There is a new awakening in our country. 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(Open Source)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43325821/_The_Moment_of_Study_in_Learning_that_Resists_Neoliberalism_Body_Gesture_Time_and_Play_Philosophical_Inquiry_in_Education_27_1_2020_14_30_Open_Source_">“The Moment of Study in Learning that Resists Neoliberalism: Body Gesture, Time, and Play,” Philosophical Inquiry in Education 27:1 (2020) 14-30. (Open Source)</a></div><div class="wp-workCard_item"><span>Philosophical Inquiry in Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The essay develops an extensive phenomenological case study, about a young boy playing with a toy...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The essay develops an extensive phenomenological case study, about a young boy playing with a toy train, to address neoliberalism’s problematic learning discourse that depicts learning as instrumental, as something that can be caused by teaching. This paper’s phenomenological perspective is enactive, the view that central to understanding learning is not the mind or brain working in isolation but involves the interrelationships between mind/brain, body, and world. The analysis revolves around the gap between teaching and learning, where navigating the gap involves a dynamic phenomenon identified as the moment of study. Three of Tyson Lewis’s ideas about study—body gesture, time, and play—are used to explain the moment of study. The papers argues that a learner traverses the gap between teaching and learning through a body gesture of hesitation, during which there is a temporal turning away from the familiar and towards new possibilities. Traversing the gap occurs through the risk of improvisational play involved in this turn, propelling a forward movement in the face of not knowing how to go on. This depiction of such traversing, shown to be central to the phenomenon of learning, undermines the causal account of learning associated with neoliberalism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43325821"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43325821"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43325821; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43325821]").text(description); $(".js-view-count[data-work-id=43325821]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43325821; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43325821']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43325821, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=43325821]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43325821,"title":"“The Moment of Study in Learning that Resists Neoliberalism: Body Gesture, Time, and Play,” Philosophical Inquiry in Education 27:1 (2020) 14-30. 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The papers argues that a learner traverses the gap between teaching and learning through a body gesture of hesitation, during which there is a temporal turning away from the familiar and towards new possibilities. Traversing the gap occurs through the risk of improvisational play involved in this turn, propelling a forward movement in the face of not knowing how to go on. This depiction of such traversing, shown to be central to the phenomenon of learning, undermines the causal account of learning associated with neoliberalism.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Philosophical Inquiry in Education"},"translated_abstract":"The essay develops an extensive phenomenological case study, about a young boy playing with a toy train, to address neoliberalism’s problematic learning discourse that depicts learning as instrumental, as something that can be caused by teaching. 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This depiction of such traversing, shown to be central to the phenomenon of learning, undermines the causal account of learning associated with neoliberalism.","internal_url":"https://www.academia.edu/43325821/_The_Moment_of_Study_in_Learning_that_Resists_Neoliberalism_Body_Gesture_Time_and_Play_Philosophical_Inquiry_in_Education_27_1_2020_14_30_Open_Source_","translated_internal_url":"","created_at":"2020-06-12T07:49:56.741-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40714,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"_The_Moment_of_Study_in_Learning_that_Resists_Neoliberalism_Body_Gesture_Time_and_Play_Philosophical_Inquiry_in_Education_27_1_2020_14_30_Open_Source_","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":40714,"first_name":"Clarence W.","middle_initials":null,"last_name":"Joldersma","page_name":"ClarenceJoldersma","domain_name":"calvin","created_at":"2009-04-25T03:57:58.008-07:00","display_name":"Clarence W. Joldersma","url":"https://calvin.academia.edu/ClarenceJoldersma"},"attachments":[],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning"},{"id":2559,"name":"Philosophy of Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Education"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology"},{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism"},{"id":14617,"name":"Phenomenology of the body","url":"https://www.academia.edu/Documents/in/Phenomenology_of_the_body"},{"id":27785,"name":"Enactivism","url":"https://www.academia.edu/Documents/in/Enactivism"},{"id":362853,"name":"Embodied and Enactive Cognition","url":"https://www.academia.edu/Documents/in/Embodied_and_Enactive_Cognition"},{"id":453278,"name":"Neoliberalism and Education","url":"https://www.academia.edu/Documents/in/Neoliberalism_and_Education"},{"id":2483141,"name":"Tyson E. Lewis","url":"https://www.academia.edu/Documents/in/Tyson_E._Lewis"}],"urls":[{"id":9037354,"url":"https://journals.sfu.ca/pie/index.php/pie/article/view/1099"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43326090"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/43326090/_Earth_comes_after_Postmodernism_Educational_Philosophy_and_Theory_50_14_2018_1338_1339"><img alt="Research paper thumbnail of “Earth comes after Postmodernism,” Educational Philosophy and Theory 50:14 (2018) 1338-1339." class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/43326090/_Earth_comes_after_Postmodernism_Educational_Philosophy_and_Theory_50_14_2018_1338_1339">“Earth comes after Postmodernism,” Educational Philosophy and Theory 50:14 (2018) 1338-1339.</a></div><div class="wp-workCard_item"><span>Educational Philosophy and Theory</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43326090"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43326090"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43326090; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43326090]").text(description); $(".js-view-count[data-work-id=43326090]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43326090; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43326090']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43326090, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=43326090]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43326090,"title":"“Earth comes after Postmodernism,” Educational Philosophy and Theory 50:14 (2018) 1338-1339.","translated_title":"","metadata":{"doi":"10.1080/00131857.2018.1462526","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"Educational Philosophy and Theory"},"translated_abstract":null,"internal_url":"https://www.academia.edu/43326090/_Earth_comes_after_Postmodernism_Educational_Philosophy_and_Theory_50_14_2018_1338_1339","translated_internal_url":"","created_at":"2020-06-12T08:26:00.508-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40714,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[],"slug":"_Earth_comes_after_Postmodernism_Educational_Philosophy_and_Theory_50_14_2018_1338_1339","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":40714,"first_name":"Clarence W.","middle_initials":null,"last_name":"Joldersma","page_name":"ClarenceJoldersma","domain_name":"calvin","created_at":"2009-04-25T03:57:58.008-07:00","display_name":"Clarence W. Joldersma","url":"https://calvin.academia.edu/ClarenceJoldersma"},"attachments":[],"research_interests":[{"id":2559,"name":"Philosophy of Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Education"},{"id":10444,"name":"Postmodernism","url":"https://www.academia.edu/Documents/in/Postmodernism"},{"id":18845,"name":"Environmental Sustainability","url":"https://www.academia.edu/Documents/in/Environmental_Sustainability"}],"urls":[{"id":9037386,"url":"https://www.tandfonline.com/doi/full/10.1080/00131857.2018.1462526"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43326131"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43326131/_Earth_juts_into_World_an_earth_ethics_for_ecologizing_philosophy_of_education_Educational_Theory_36_3_2017_399_415"><img alt="Research paper thumbnail of “Earth juts into World: an earth ethics for ecologizing philosophy of education,” Educational Theory 36:3 (2017) 399-415." class="work-thumbnail" src="https://attachments.academia-assets.com/63609154/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43326131/_Earth_juts_into_World_an_earth_ethics_for_ecologizing_philosophy_of_education_Educational_Theory_36_3_2017_399_415">“Earth juts into World: an earth ethics for ecologizing philosophy of education,” Educational Theory 36:3 (2017) 399-415.</a></div><div class="wp-workCard_item"><span>Educational Theory</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Philosophers of education often focus their critique on issues such as neoliberalism, consumerism...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Philosophers of education often focus their critique on issues such as neoliberalism, consumerism , pluralism, and so on, and they typically turn for solutions to what we might call the political: democracy, the public, cosmopolitanism, dissent. These critiques and solutions remain firmly connected to what Heidegger calls "the world," and this worldly analysis seemingly hovers above earthly issues of the environment and ecology. In this article, Clarence Joldersma employs Martin Heidegger's distinction between earth and world, drawing on Kelly Oliver's interpretation of it, to "ecologize" philosophy of education by arguing that that earth "juts" into the world. Philosophy of education needs a Derridean supplement, something that makes up for a lack, but that, in filling the lack, simultaneously supplants it. Joldersma invites philosophy of education to supplement its worldly principles (dissent, democracy, and the like) with an "earth ethics" that is characterized by three features. First, this ethics lets the earth and earthlings be, recognizing their continuing mystery as beings. Second, it acknowledges gratefulness toward the earth, an indebtedness to the earth for the reliable support it provides to our worldly projects and concerns. Third, it recognizes earth's fundamental fragility, that its seeming worldly dependability conceals an earthly vulnerability. Joldersma concludes that these three features, in tandem, give rise to an earthly ethics of responsibility. Philosophy of education needs an earth ethics to supplement, if not supplant, its worldly principles.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="810a9e4d1ce523c69ab90a91a1eab581" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63609154,"asset_id":43326131,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63609154/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43326131"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43326131"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43326131; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43326131]").text(description); $(".js-view-count[data-work-id=43326131]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43326131; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43326131']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43326131, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "810a9e4d1ce523c69ab90a91a1eab581" } } $('.js-work-strip[data-work-id=43326131]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43326131,"title":"“Earth juts into World: an earth ethics for ecologizing philosophy of education,” Educational Theory 36:3 (2017) 399-415.","translated_title":"","metadata":{"doi":"10.1111/edth.12257/abstract","abstract":"Philosophers of education often focus their critique on issues such as neoliberalism, consumerism , pluralism, and so on, and they typically turn for solutions to what we might call the political: democracy, the public, cosmopolitanism, dissent. 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Second, it acknowledges gratefulness toward the earth, an indebtedness to the earth for the reliable support it provides to our worldly projects and concerns. Third, it recognizes earth's fundamental fragility, that its seeming worldly dependability conceals an earthly vulnerability. Joldersma concludes that these three features, in tandem, give rise to an earthly ethics of responsibility. 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Joldersma</a></span></div><div class="wp-workCard_item"><span>Studies in Philosophy and Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We proposed this special issue of Studies in Philosophy and Education to help mend the gap we see...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We proposed this special issue of Studies in Philosophy and Education to help mend the gap we see in the philosophy of education community with respect to the ecological crisis. In 1972 the United Nations recognized that virtually every living system on Earth was in decline, putting at risk countless species including humans. Nearly half a century later, the situation is much more precarious. Since humans are immersed in, responsible to, and reliant upon the world around us, we, as educators, philosophers, and living beings, are called upon to take substantive action. Our question is how?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="436d0fbe10330d4209eaa7501ae707b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52188506,"asset_id":31905346,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52188506/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31905346"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31905346"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31905346; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31905346]").text(description); $(".js-view-count[data-work-id=31905346]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31905346; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31905346']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31905346, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "436d0fbe10330d4209eaa7501ae707b5" } } $('.js-work-strip[data-work-id=31905346]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31905346,"title":"Introduction to ecologizing philosophy of education","translated_title":"","metadata":{"abstract":"We proposed this special issue of Studies in Philosophy and Education to help mend the gap we see in the philosophy of education community with respect to the ecological crisis. 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Champaign, IL: University of Illinois, 2017)" class="work-thumbnail" src="https://attachments.academia-assets.com/52288456/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10101537/Overcoming_neuroscience_s_lingering_dualism_in_cognition_and_learning_via_emotion_freedom_phenomenology_and_affective_neuroscience_PHILOSOPHY_OF_EDUCATION_2014_Michele_Moses_editor_Champaign_IL_University_of_Illinois_2017_">Overcoming neuroscience’s lingering dualism in cognition and learning via emotion: freedom, phenomenology, and affective neuroscience (PHILOSOPHY OF EDUCATION 2014, Michele Moses, editor. Champaign, IL: University of Illinois, 2017)</a></div><div class="wp-workCard_item"><span>Philosophy of Education 2014</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Although philosophers of education might contribute to addressing problematic mind-body dualisms ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Although philosophers of education might contribute to addressing problematic mind-body dualisms in many ways, one way is to rethink cognition and learning by situating them more explicitly in a frame that brings together mind, brain, body, and environment. One such approach is an embodied understanding of cognition and learning. However, even this approach has largely neglected the nature and importance of affect and emotion. Even on an understanding of cognition as embodied sensorimotor coupling with the world, leaving out the emotions is at best incomplete. The emotions need to play a more central role in an embodied understanding of cognition and learning. The paper addresses that lack, arguing for the importance of affect and emotion in an embodied account of cognition. The problem is framed using Damasio’s somatic marker hypothesis of emotion, arguing that it too remains dualist. The paper then draws on affective neuroscience for an account of basic emotions, on philosophy of biology for the idea that emotions gives humans a degree of detachment and inner freedom, and on phenomenology for the idea of humans as affectively experiencing subjects, to paint a less dualistic model. It ends with a discussion of one particular basic emotion, called seeking, and connects that to learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a6e3c1a718478722580401c51b3285f8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52288456,"asset_id":10101537,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52288456/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10101537"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10101537"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10101537; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10101537]").text(description); $(".js-view-count[data-work-id=10101537]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10101537; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10101537']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 10101537, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a6e3c1a718478722580401c51b3285f8" } } $('.js-work-strip[data-work-id=10101537]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10101537,"title":"Overcoming neuroscience’s lingering dualism in cognition and learning via emotion: freedom, phenomenology, and affective neuroscience (PHILOSOPHY OF EDUCATION 2014, Michele Moses, editor. 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Uncorrected proofs version of Chapter 6, The Palgrave International Handbook of Alternative Education, (Lees, H. E. & Noddings., N, Eds.). London: Palgrave Macmillan, 2016)" class="work-thumbnail" src="https://attachments.academia-assets.com/48828571/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18884592/Promise_and_Peril_of_Neuroscience_for_Alternative_Education_Uncorrected_proofs_version_of_Chapter_6_The_Palgrave_International_Handbook_of_Alternative_Education_Lees_H_E_and_Noddings_N_Eds_London_Palgrave_Macmillan_2016_">Promise and Peril of Neuroscience for Alternative Education. Uncorrected proofs version of Chapter 6, The Palgrave International Handbook of Alternative Education, (Lees, H. E. & Noddings., N, Eds.). London: Palgrave Macmillan, 2016)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract: This chapter describes the connection between neuroscience and alternative education. I...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract: This chapter describes the connection between neuroscience and alternative education. It begins with recent research in brain plasticity and mindfulness and then describes commercial and non-commercial applications to education. The chapter provides resources for educators to explore in learning how to independently evaluate neuroeducational claims. It concludes with a discussion of the relation between neuroscience and neoliberalism, and advocates embracing critical neuroscience to help evaluate neuroscience’s application to education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="539feaa90239cfb3715781ed903eb2d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48828571,"asset_id":18884592,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48828571/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18884592"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18884592"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18884592; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18884592]").text(description); $(".js-view-count[data-work-id=18884592]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18884592; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18884592']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18884592, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "539feaa90239cfb3715781ed903eb2d5" } } $('.js-work-strip[data-work-id=18884592]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18884592,"title":"Promise and Peril of Neuroscience for Alternative Education. 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I interpret Levinas’s idea of the elemental as an unpossessable milieu, an excess with indirect traces, indicating alterity, something strange. I then turn to Levinas’s idea of the ruin of representation to argue for a contextual reversal in which meaning arises from the non-human other. This reversal uncovers the possibility of understanding non-human things as existents, sites where nature in its return reveals the need for respect of the other—an ethical Sinngebung.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2202b2040441c147cf1f1779c8fc7fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36301159,"asset_id":5204205,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36301159/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5204205"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5204205"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5204205; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5204205]").text(description); $(".js-view-count[data-work-id=5204205]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5204205; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5204205']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 5204205, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f2202b2040441c147cf1f1779c8fc7fb" } } $('.js-work-strip[data-work-id=5204205]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5204205,"title":"An Ethical Sinngebung Respectful of the Non-Human: A Levinasian Environmental Ethics (Symposium , vol. 17 no. 2 (Fall/Automne 2013))","translated_title":"","metadata":{"abstract":"In the following paper, I connect Levinas’s notions of il y a and hypostasis to nature as alterity via Sallis’s interpretation of nature in its return. 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Hermeneutics, fragility, and responsibility" class="work-thumbnail" src="https://attachments.academia-assets.com/6031651/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/426798/How_can_science_help_us_care_for_nature_Hermeneutics_fragility_and_responsibility">How can science help us care for nature? Hermeneutics, fragility, and responsibility</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this review essay, I argue for a novel role for science in developing an affirmative answer to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this review essay, I argue for a novel role for science in developing an affirmative answer to my title question. I do so in dialogue with Clare Palmer's edited volume, Teaching Environmental Ethics, Dirk Postma's Why Care for Nature? and Michael Bonnett's Retrieving Nature. I suggest that although each book can help address the issue of how to help students care for nature, I part company with their stance that we must go beyond science to develop a metaphysics of nature adequate to the task. Relying on the same Heideggerian framework as Postma and Bonnett, I come to a different assessment of the role of science. I do so by arguing for a hermeneutic understanding of science as social practice and by claiming that science so construed can disclose the planet as earth (in the later Heidegger's sense), for which we both owe thanks. This disclosure reveals earth as that which is fragile and for which we are responsible.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d32c84f1cee05827244a98e299858a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":6031651,"asset_id":426798,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/6031651/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="426798"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="426798"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 426798; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=426798]").text(description); $(".js-view-count[data-work-id=426798]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 426798; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='426798']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 426798, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1d32c84f1cee05827244a98e299858a2" } } $('.js-work-strip[data-work-id=426798]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":426798,"title":"How can science help us care for nature? 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This disclosure reveals earth as that which is fragile and for which we are responsible.","more_info":"The definitive version is published in Educational Theory 59:4 (2009) 465-483 and is available at www.blackwell-synergy.com."},"translated_abstract":"In this review essay, I argue for a novel role for science in developing an affirmative answer to my title question. I do so in dialogue with Clare Palmer's edited volume, Teaching Environmental Ethics, Dirk Postma's Why Care for Nature? and Michael Bonnett's Retrieving Nature. I suggest that although each book can help address the issue of how to help students care for nature, I part company with their stance that we must go beyond science to develop a metaphysics of nature adequate to the task. Relying on the same Heideggerian framework as Postma and Bonnett, I come to a different assessment of the role of science. 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The article develops an idea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article argues for welcoming LGBT students in Christian schools. The article develops an idea of justice based on Nicholas Wolterstorff's idea of claim-rights of vulnerable groups that have been wronged, and applies this to the security and recognition of LGBT students in Christian schools. The article presents empirical evidence about the harm faced by such students, concluding that Christian LGBT students suffer wrongs that call out for doing justice today. 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Sebald’s Novels in the Classroom (Studies in Philosophy and Education 33, no. 2 (March 1, 2014): 135–147. doi:10.1007/s11217-013-9379-y)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5204037/Benjamin_s_Angel_of_History_and_the_Work_of_Mourning_in_Ethical_Remembrance_Understanding_the_Effect_of_W_G_Sebald_s_Novels_in_the_Classroom_Studies_in_Philosophy_and_Education_33_no_2_March_1_2014_135_147_doi_10_1007_s11217_013_9379_y_">Benjamin’s Angel of History and the Work of Mourning in Ethical Remembrance: Understanding the Effect of W.G. Sebald’s Novels in the Classroom (Studies in Philosophy and Education 33, no. 2 (March 1, 2014): 135–147. doi:10.1007/s11217-013-9379-y)</a></div><div class="wp-workCard_item"><span>Studies in Philosophy and Education</span><span>, Mar 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The paper develops a conceptual framework for understanding the work of ethical remembrance in th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The paper develops a conceptual framework for understanding the work of ethical remembrance in the classroom. Using David Hansen’s recent example of using Sebald’s novels in his classroom to do the work or remembrance, the paper argues that the effect of Sebald’s novels is best understood using Walter Benjamin’s figure of the angel of history. That figure indicates a view of history that goes beyond the progression of everyday time, to one called remembrance. The paper suggests that the work of mourning effects such remembrance, but simultaneously points to hope through the emergence of weak messianic power.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="050d239a7c5a8780ed3d4afb3b95550d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36710182,"asset_id":5204037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36710182/download_file?st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5204037"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5204037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5204037; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5204037]").text(description); $(".js-view-count[data-work-id=5204037]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5204037; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5204037']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 5204037, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "050d239a7c5a8780ed3d4afb3b95550d" } } $('.js-work-strip[data-work-id=5204037]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5204037,"title":"Benjamin’s Angel of History and the Work of Mourning in Ethical Remembrance: Understanding the Effect of W.G. 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Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This oscillation turns out to be the call of justice. This analysis helps understand classroom dynamics differently, providing a place of critique for current practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="57fe0f11bbff2420dacbb74b37665f91" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31895287,"asset_id":985846,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31895287/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="985846"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="985846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 985846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=985846]").text(description); $(".js-view-count[data-work-id=985846]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 985846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='985846']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 985846, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "57fe0f11bbff2420dacbb74b37665f91" } } $('.js-work-strip[data-work-id=985846]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":985846,"title":"A Spirituality of the Desert for Education: The Call of Justice Beyond the Individual or Community ( Studies in Philosophy and Education (2009) 28: 193-208 DOI 10.1007/s11217-9078-7)","translated_title":"","metadata":{"abstract":"This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality of the desert. 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Testimony, Uniqueness, and Responsibility; Response to Lorraine Code</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="cc4a583db1d19bc902b3346856b772e0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":25167037,"asset_id":1817831,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/25167037/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="1817831"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="1817831"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1817831; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1817831]").text(description); $(".js-view-count[data-work-id=1817831]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1817831; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='1817831']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 1817831, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "cc4a583db1d19bc902b3346856b772e0" } } $('.js-work-strip[data-work-id=1817831]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":1817831,"title":"Who Is the Teacher? 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I thus am tempted to ask for forgiveness in advance.","grobid_abstract_attachment_id":25167037},"translated_abstract":null,"internal_url":"https://www.academia.edu/1817831/Who_Is_the_Teacher_Testimony_Uniqueness_and_Responsibility_Response_to_Lorraine_Code","translated_internal_url":"","created_at":"2012-07-28T04:37:51.438-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":40714,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":25167037,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/25167037/thumbnails/1.jpg","file_name":"Joldersma_-_2011_Who_is_the_teacher_response_to_Code.pdf","download_url":"https://www.academia.edu/attachments/25167037/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Who_Is_the_Teacher_Testimony_Uniqueness.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/25167037/Joldersma_-_2011_Who_is_the_teacher_response_to_Code-libre.pdf?1390868888=\u0026response-content-disposition=attachment%3B+filename%3DWho_Is_the_Teacher_Testimony_Uniqueness.pdf\u0026Expires=1732985885\u0026Signature=fIrzr4mxvaG3XbykqYeP1VkNuVAHxYk6tbAPfXi8hvSdS5dHnTcx6596E1JyRj8kmaTFtn84QHD-fbvHt7SFMmHneT9LS3Tf9A3AIaU4Z4CrGqAxqhRVIgEIXnUA4St6cG2ZfgFrxMCxLKRDDyexAMFQyLif0ku4KD4yHh-w7g4c-DrStgIpmbR7BmtEFJJD3bntShPHaBNBeIOIvQpteOF69QPmEWZ2~4GP89Oj2-T-n6r23y~Qe2qFuaoGYMwIZO5uwPQyMRcywhtJxGPJU3908jyWXwIcHQQr4Jh~s7UcuTKXdmovWGfLBsVov7cGLL5JJVtK03BgC-3rFjYuNg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Who_Is_the_Teacher_Testimony_Uniqueness_and_Responsibility_Response_to_Lorraine_Code","translated_slug":"","page_count":4,"language":"en","content_type":"Work","owner":{"id":40714,"first_name":"Clarence W.","middle_initials":null,"last_name":"Joldersma","page_name":"ClarenceJoldersma","domain_name":"calvin","created_at":"2009-04-25T03:57:58.008-07:00","display_name":"Clarence W. 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Joldersma</a></span></div><div class="wp-workCard_item"><span>UCL Institute of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This was an invited talk given on October 28, 2020 at University College London, Institute of Edu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This was an invited talk given on October 28, 2020 at University College London, Institute of Education, as part of their philosophy of education seminars. co-sponsored by the Philosophy of Education Society of Great Britain (PESGB). <br /><a href="https://youtu.be/gtD-b7rSaFo" rel="nofollow">https://youtu.be/gtD-b7rSaFo</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44493694"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44493694"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44493694; 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Dismantling White Supremacy, One Monument at a Time" class="work-thumbnail" src="https://attachments.academia-assets.com/64816975/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44406900/What_Might_Sustain_the_Activism_of_This_Moment_Dismantling_White_Supremacy_One_Monument_at_a_Time">What Might Sustain the Activism of This Moment? Dismantling White Supremacy, One Monument at a Time</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://gvsu.academia.edu/LPerhamus">Lisa Perhamus</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://calvin.academia.edu/ClarenceJoldersma">Clarence W. Joldersma</a></span></div><div class="wp-workCard_item"><span>Journal of Philosophy of Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Dismantling colonial monuments (“ideological powerhouses”) is a dismantling of white supremacy. T...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Dismantling colonial monuments (“ideological powerhouses”) is a dismantling of white supremacy. This talk argues that monument topplings constitute anti-racist critical public pedagogies which (1) critique the inequities proliferated by relationships of power in the public sphere; (2) interrupt these inequities through embodied practices; and (3) offer a vision for equitable racial social change. Anti-racist critical public pedagogies leverage the “collective voice” of protestors as “public power” to affect sociopolitical change. The talk proposes that the elements of racial honesty; culture of praxis; and radical imagination and love are critical for sustaining the activism of this moment.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1a2b004d0bb9da4a69d0710ef8ecd697" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64816975,"asset_id":44406900,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64816975/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44406900"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44406900"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44406900; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44406900]").text(description); $(".js-view-count[data-work-id=44406900]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44406900; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44406900']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44406900, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1a2b004d0bb9da4a69d0710ef8ecd697" } } $('.js-work-strip[data-work-id=44406900]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44406900,"title":"What Might Sustain the Activism of This Moment? 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The talk proposes that the elements of racial honesty; culture of praxis; and radical imagination and love are critical for sustaining the activism of this moment.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Journal of Philosophy of Education"},"translated_abstract":"Dismantling colonial monuments (“ideological powerhouses”) is a dismantling of white supremacy. This talk argues that monument topplings constitute anti-racist critical public pedagogies which (1) critique the inequities proliferated by relationships of power in the public sphere; (2) interrupt these inequities through embodied practices; and (3) offer a vision for equitable racial social change. Anti-racist critical public pedagogies leverage the “collective voice” of protestors as “public power” to affect sociopolitical change. 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Joldersma</a></span></div><div class="wp-workCard_item"><span>Ohio Valley Philosophy of Education Society</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">There is a new awakening in our country. Born out of anguish and anger, people are transforming g...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">There is a new awakening in our country. Born out of anguish and anger, people are transforming grief and rage into the possibility of a better future. The outcry after the Grand Juries to acknowledge the lives of Michael Brown and Eric Garner has brought forth new political energies, exposing the violence, racism, and inequalities that have become ordinary in our lives. 1</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="78e3fba8b979c14e20a3edc8e6d41da8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64843733,"asset_id":44427264,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64843733/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44427264"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44427264"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44427264; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44427264]").text(description); $(".js-view-count[data-work-id=44427264]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44427264; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44427264']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 44427264, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "78e3fba8b979c14e20a3edc8e6d41da8" } } $('.js-work-strip[data-work-id=44427264]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44427264,"title":"INTERPELLATING DISPOSSESSION: DISTRIBUTIONS OF VULNERABILITY AND THE POLITICS OF GRIEVING IN THE PRECARIOUS MATTERING OF LIVES","translated_title":"","metadata":{"abstract":"There is a new awakening in our country. 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(Open Source)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43325821/_The_Moment_of_Study_in_Learning_that_Resists_Neoliberalism_Body_Gesture_Time_and_Play_Philosophical_Inquiry_in_Education_27_1_2020_14_30_Open_Source_">“The Moment of Study in Learning that Resists Neoliberalism: Body Gesture, Time, and Play,” Philosophical Inquiry in Education 27:1 (2020) 14-30. (Open Source)</a></div><div class="wp-workCard_item"><span>Philosophical Inquiry in Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The essay develops an extensive phenomenological case study, about a young boy playing with a toy...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The essay develops an extensive phenomenological case study, about a young boy playing with a toy train, to address neoliberalism’s problematic learning discourse that depicts learning as instrumental, as something that can be caused by teaching. This paper’s phenomenological perspective is enactive, the view that central to understanding learning is not the mind or brain working in isolation but involves the interrelationships between mind/brain, body, and world. The analysis revolves around the gap between teaching and learning, where navigating the gap involves a dynamic phenomenon identified as the moment of study. Three of Tyson Lewis’s ideas about study—body gesture, time, and play—are used to explain the moment of study. The papers argues that a learner traverses the gap between teaching and learning through a body gesture of hesitation, during which there is a temporal turning away from the familiar and towards new possibilities. Traversing the gap occurs through the risk of improvisational play involved in this turn, propelling a forward movement in the face of not knowing how to go on. This depiction of such traversing, shown to be central to the phenomenon of learning, undermines the causal account of learning associated with neoliberalism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43325821"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43325821"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43325821; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43325821]").text(description); $(".js-view-count[data-work-id=43325821]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43325821; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43325821']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43325821, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=43325821]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43325821,"title":"“The Moment of Study in Learning that Resists Neoliberalism: Body Gesture, Time, and Play,” Philosophical Inquiry in Education 27:1 (2020) 14-30. 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The papers argues that a learner traverses the gap between teaching and learning through a body gesture of hesitation, during which there is a temporal turning away from the familiar and towards new possibilities. Traversing the gap occurs through the risk of improvisational play involved in this turn, propelling a forward movement in the face of not knowing how to go on. This depiction of such traversing, shown to be central to the phenomenon of learning, undermines the causal account of learning associated with neoliberalism.","publication_date":{"day":null,"month":null,"year":2020,"errors":{}},"publication_name":"Philosophical Inquiry in Education"},"translated_abstract":"The essay develops an extensive phenomenological case study, about a young boy playing with a toy train, to address neoliberalism’s problematic learning discourse that depicts learning as instrumental, as something that can be caused by teaching. 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Joldersma","url":"https://calvin.academia.edu/ClarenceJoldersma"},"attachments":[],"research_interests":[{"id":2559,"name":"Philosophy of Education","url":"https://www.academia.edu/Documents/in/Philosophy_of_Education"},{"id":10444,"name":"Postmodernism","url":"https://www.academia.edu/Documents/in/Postmodernism"},{"id":18845,"name":"Environmental Sustainability","url":"https://www.academia.edu/Documents/in/Environmental_Sustainability"}],"urls":[{"id":9037386,"url":"https://www.tandfonline.com/doi/full/10.1080/00131857.2018.1462526"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43326131"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43326131/_Earth_juts_into_World_an_earth_ethics_for_ecologizing_philosophy_of_education_Educational_Theory_36_3_2017_399_415"><img alt="Research paper thumbnail of “Earth juts into World: an earth ethics for ecologizing philosophy of education,” Educational Theory 36:3 (2017) 399-415." class="work-thumbnail" src="https://attachments.academia-assets.com/63609154/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43326131/_Earth_juts_into_World_an_earth_ethics_for_ecologizing_philosophy_of_education_Educational_Theory_36_3_2017_399_415">“Earth juts into World: an earth ethics for ecologizing philosophy of education,” Educational Theory 36:3 (2017) 399-415.</a></div><div class="wp-workCard_item"><span>Educational Theory</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Philosophers of education often focus their critique on issues such as neoliberalism, consumerism...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Philosophers of education often focus their critique on issues such as neoliberalism, consumerism , pluralism, and so on, and they typically turn for solutions to what we might call the political: democracy, the public, cosmopolitanism, dissent. These critiques and solutions remain firmly connected to what Heidegger calls "the world," and this worldly analysis seemingly hovers above earthly issues of the environment and ecology. In this article, Clarence Joldersma employs Martin Heidegger's distinction between earth and world, drawing on Kelly Oliver's interpretation of it, to "ecologize" philosophy of education by arguing that that earth "juts" into the world. Philosophy of education needs a Derridean supplement, something that makes up for a lack, but that, in filling the lack, simultaneously supplants it. Joldersma invites philosophy of education to supplement its worldly principles (dissent, democracy, and the like) with an "earth ethics" that is characterized by three features. First, this ethics lets the earth and earthlings be, recognizing their continuing mystery as beings. Second, it acknowledges gratefulness toward the earth, an indebtedness to the earth for the reliable support it provides to our worldly projects and concerns. Third, it recognizes earth's fundamental fragility, that its seeming worldly dependability conceals an earthly vulnerability. Joldersma concludes that these three features, in tandem, give rise to an earthly ethics of responsibility. Philosophy of education needs an earth ethics to supplement, if not supplant, its worldly principles.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="810a9e4d1ce523c69ab90a91a1eab581" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63609154,"asset_id":43326131,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63609154/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43326131"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43326131"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43326131; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43326131]").text(description); $(".js-view-count[data-work-id=43326131]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43326131; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43326131']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43326131, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "810a9e4d1ce523c69ab90a91a1eab581" } } $('.js-work-strip[data-work-id=43326131]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43326131,"title":"“Earth juts into World: an earth ethics for ecologizing philosophy of education,” Educational Theory 36:3 (2017) 399-415.","translated_title":"","metadata":{"doi":"10.1111/edth.12257/abstract","abstract":"Philosophers of education often focus their critique on issues such as neoliberalism, consumerism , pluralism, and so on, and they typically turn for solutions to what we might call the political: democracy, the public, cosmopolitanism, dissent. 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Second, it acknowledges gratefulness toward the earth, an indebtedness to the earth for the reliable support it provides to our worldly projects and concerns. Third, it recognizes earth's fundamental fragility, that its seeming worldly dependability conceals an earthly vulnerability. Joldersma concludes that these three features, in tandem, give rise to an earthly ethics of responsibility. 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Joldersma</a></span></div><div class="wp-workCard_item"><span>Studies in Philosophy and Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">We proposed this special issue of Studies in Philosophy and Education to help mend the gap we see...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">We proposed this special issue of Studies in Philosophy and Education to help mend the gap we see in the philosophy of education community with respect to the ecological crisis. In 1972 the United Nations recognized that virtually every living system on Earth was in decline, putting at risk countless species including humans. Nearly half a century later, the situation is much more precarious. Since humans are immersed in, responsible to, and reliant upon the world around us, we, as educators, philosophers, and living beings, are called upon to take substantive action. Our question is how?</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="436d0fbe10330d4209eaa7501ae707b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52188506,"asset_id":31905346,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52188506/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31905346"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31905346"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31905346; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31905346]").text(description); $(".js-view-count[data-work-id=31905346]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31905346; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31905346']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31905346, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "436d0fbe10330d4209eaa7501ae707b5" } } $('.js-work-strip[data-work-id=31905346]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31905346,"title":"Introduction to ecologizing philosophy of education","translated_title":"","metadata":{"abstract":"We proposed this special issue of Studies in Philosophy and Education to help mend the gap we see in the philosophy of education community with respect to the ecological crisis. 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Champaign, IL: University of Illinois, 2017)" class="work-thumbnail" src="https://attachments.academia-assets.com/52288456/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/10101537/Overcoming_neuroscience_s_lingering_dualism_in_cognition_and_learning_via_emotion_freedom_phenomenology_and_affective_neuroscience_PHILOSOPHY_OF_EDUCATION_2014_Michele_Moses_editor_Champaign_IL_University_of_Illinois_2017_">Overcoming neuroscience’s lingering dualism in cognition and learning via emotion: freedom, phenomenology, and affective neuroscience (PHILOSOPHY OF EDUCATION 2014, Michele Moses, editor. Champaign, IL: University of Illinois, 2017)</a></div><div class="wp-workCard_item"><span>Philosophy of Education 2014</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Although philosophers of education might contribute to addressing problematic mind-body dualisms ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Although philosophers of education might contribute to addressing problematic mind-body dualisms in many ways, one way is to rethink cognition and learning by situating them more explicitly in a frame that brings together mind, brain, body, and environment. One such approach is an embodied understanding of cognition and learning. However, even this approach has largely neglected the nature and importance of affect and emotion. Even on an understanding of cognition as embodied sensorimotor coupling with the world, leaving out the emotions is at best incomplete. The emotions need to play a more central role in an embodied understanding of cognition and learning. The paper addresses that lack, arguing for the importance of affect and emotion in an embodied account of cognition. The problem is framed using Damasio’s somatic marker hypothesis of emotion, arguing that it too remains dualist. The paper then draws on affective neuroscience for an account of basic emotions, on philosophy of biology for the idea that emotions gives humans a degree of detachment and inner freedom, and on phenomenology for the idea of humans as affectively experiencing subjects, to paint a less dualistic model. It ends with a discussion of one particular basic emotion, called seeking, and connects that to learning.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a6e3c1a718478722580401c51b3285f8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":52288456,"asset_id":10101537,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/52288456/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="10101537"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="10101537"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10101537; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10101537]").text(description); $(".js-view-count[data-work-id=10101537]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10101537; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='10101537']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 10101537, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a6e3c1a718478722580401c51b3285f8" } } $('.js-work-strip[data-work-id=10101537]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":10101537,"title":"Overcoming neuroscience’s lingering dualism in cognition and learning via emotion: freedom, phenomenology, and affective neuroscience (PHILOSOPHY OF EDUCATION 2014, Michele Moses, editor. 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Uncorrected proofs version of Chapter 6, The Palgrave International Handbook of Alternative Education, (Lees, H. E. & Noddings., N, Eds.). London: Palgrave Macmillan, 2016)" class="work-thumbnail" src="https://attachments.academia-assets.com/48828571/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/18884592/Promise_and_Peril_of_Neuroscience_for_Alternative_Education_Uncorrected_proofs_version_of_Chapter_6_The_Palgrave_International_Handbook_of_Alternative_Education_Lees_H_E_and_Noddings_N_Eds_London_Palgrave_Macmillan_2016_">Promise and Peril of Neuroscience for Alternative Education. Uncorrected proofs version of Chapter 6, The Palgrave International Handbook of Alternative Education, (Lees, H. E. & Noddings., N, Eds.). London: Palgrave Macmillan, 2016)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract: This chapter describes the connection between neuroscience and alternative education. I...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract: This chapter describes the connection between neuroscience and alternative education. It begins with recent research in brain plasticity and mindfulness and then describes commercial and non-commercial applications to education. The chapter provides resources for educators to explore in learning how to independently evaluate neuroeducational claims. It concludes with a discussion of the relation between neuroscience and neoliberalism, and advocates embracing critical neuroscience to help evaluate neuroscience’s application to education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="539feaa90239cfb3715781ed903eb2d5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48828571,"asset_id":18884592,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48828571/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="18884592"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="18884592"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18884592; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18884592]").text(description); $(".js-view-count[data-work-id=18884592]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18884592; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='18884592']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 18884592, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "539feaa90239cfb3715781ed903eb2d5" } } $('.js-work-strip[data-work-id=18884592]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":18884592,"title":"Promise and Peril of Neuroscience for Alternative Education. 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I interpret Levinas’s idea of the elemental as an unpossessable milieu, an excess with indirect traces, indicating alterity, something strange. I then turn to Levinas’s idea of the ruin of representation to argue for a contextual reversal in which meaning arises from the non-human other. This reversal uncovers the possibility of understanding non-human things as existents, sites where nature in its return reveals the need for respect of the other—an ethical Sinngebung.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2202b2040441c147cf1f1779c8fc7fb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36301159,"asset_id":5204205,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36301159/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5204205"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5204205"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5204205; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5204205]").text(description); $(".js-view-count[data-work-id=5204205]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5204205; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5204205']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 5204205, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f2202b2040441c147cf1f1779c8fc7fb" } } $('.js-work-strip[data-work-id=5204205]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5204205,"title":"An Ethical Sinngebung Respectful of the Non-Human: A Levinasian Environmental Ethics (Symposium , vol. 17 no. 2 (Fall/Automne 2013))","translated_title":"","metadata":{"abstract":"In the following paper, I connect Levinas’s notions of il y a and hypostasis to nature as alterity via Sallis’s interpretation of nature in its return. 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Hermeneutics, fragility, and responsibility" class="work-thumbnail" src="https://attachments.academia-assets.com/6031651/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/426798/How_can_science_help_us_care_for_nature_Hermeneutics_fragility_and_responsibility">How can science help us care for nature? Hermeneutics, fragility, and responsibility</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this review essay, I argue for a novel role for science in developing an affirmative answer to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this review essay, I argue for a novel role for science in developing an affirmative answer to my title question. I do so in dialogue with Clare Palmer's edited volume, Teaching Environmental Ethics, Dirk Postma's Why Care for Nature? and Michael Bonnett's Retrieving Nature. I suggest that although each book can help address the issue of how to help students care for nature, I part company with their stance that we must go beyond science to develop a metaphysics of nature adequate to the task. Relying on the same Heideggerian framework as Postma and Bonnett, I come to a different assessment of the role of science. I do so by arguing for a hermeneutic understanding of science as social practice and by claiming that science so construed can disclose the planet as earth (in the later Heidegger's sense), for which we both owe thanks. This disclosure reveals earth as that which is fragile and for which we are responsible.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d32c84f1cee05827244a98e299858a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":6031651,"asset_id":426798,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/6031651/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="426798"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="426798"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 426798; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=426798]").text(description); $(".js-view-count[data-work-id=426798]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 426798; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='426798']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 426798, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1d32c84f1cee05827244a98e299858a2" } } $('.js-work-strip[data-work-id=426798]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":426798,"title":"How can science help us care for nature? 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This disclosure reveals earth as that which is fragile and for which we are responsible.","more_info":"The definitive version is published in Educational Theory 59:4 (2009) 465-483 and is available at www.blackwell-synergy.com."},"translated_abstract":"In this review essay, I argue for a novel role for science in developing an affirmative answer to my title question. I do so in dialogue with Clare Palmer's edited volume, Teaching Environmental Ethics, Dirk Postma's Why Care for Nature? and Michael Bonnett's Retrieving Nature. I suggest that although each book can help address the issue of how to help students care for nature, I part company with their stance that we must go beyond science to develop a metaphysics of nature adequate to the task. Relying on the same Heideggerian framework as Postma and Bonnett, I come to a different assessment of the role of science. 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The article develops an idea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article argues for welcoming LGBT students in Christian schools. The article develops an idea of justice based on Nicholas Wolterstorff's idea of claim-rights of vulnerable groups that have been wronged, and applies this to the security and recognition of LGBT students in Christian schools. The article presents empirical evidence about the harm faced by such students, concluding that Christian LGBT students suffer wrongs that call out for doing justice today. The article argues that doing justice means welcoming LGBT students, and ends with a description of what that might entail in Christian schools.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="29de50652cfef06def6864095eba5829" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48487679,"asset_id":28174716,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48487679/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="28174716"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="28174716"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28174716; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28174716]").text(description); $(".js-view-count[data-work-id=28174716]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28174716; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='28174716']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 28174716, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "29de50652cfef06def6864095eba5829" } } $('.js-work-strip[data-work-id=28174716]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":28174716,"title":"Doing justice today: A welcoming embrace for LGBT students in Christian schools (International Journal of Christianity \u0026 Education 2016, Vol. 20(1) 32–48)","translated_title":"","metadata":{"abstract":"The article argues for welcoming LGBT students in Christian schools. 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Sebald’s Novels in the Classroom (Studies in Philosophy and Education 33, no. 2 (March 1, 2014): 135–147. doi:10.1007/s11217-013-9379-y)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/5204037/Benjamin_s_Angel_of_History_and_the_Work_of_Mourning_in_Ethical_Remembrance_Understanding_the_Effect_of_W_G_Sebald_s_Novels_in_the_Classroom_Studies_in_Philosophy_and_Education_33_no_2_March_1_2014_135_147_doi_10_1007_s11217_013_9379_y_">Benjamin’s Angel of History and the Work of Mourning in Ethical Remembrance: Understanding the Effect of W.G. Sebald’s Novels in the Classroom (Studies in Philosophy and Education 33, no. 2 (March 1, 2014): 135–147. doi:10.1007/s11217-013-9379-y)</a></div><div class="wp-workCard_item"><span>Studies in Philosophy and Education</span><span>, Mar 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The paper develops a conceptual framework for understanding the work of ethical remembrance in th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The paper develops a conceptual framework for understanding the work of ethical remembrance in the classroom. Using David Hansen’s recent example of using Sebald’s novels in his classroom to do the work or remembrance, the paper argues that the effect of Sebald’s novels is best understood using Walter Benjamin’s figure of the angel of history. That figure indicates a view of history that goes beyond the progression of everyday time, to one called remembrance. The paper suggests that the work of mourning effects such remembrance, but simultaneously points to hope through the emergence of weak messianic power.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="050d239a7c5a8780ed3d4afb3b95550d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":36710182,"asset_id":5204037,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/36710182/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="5204037"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="5204037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 5204037; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=5204037]").text(description); $(".js-view-count[data-work-id=5204037]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 5204037; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='5204037']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 5204037, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "050d239a7c5a8780ed3d4afb3b95550d" } } $('.js-work-strip[data-work-id=5204037]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":5204037,"title":"Benjamin’s Angel of History and the Work of Mourning in Ethical Remembrance: Understanding the Effect of W.G. 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Rather than depicting an inner, additional region named the spiritual, spirituality here is thought of as a discourse that depicts the everyday world in a particular way. In dialogue with David Purpel’s analysis, the paper argues for a notion of spirituality that is located in an ongoing oscillation between ‘the individual’ and ‘the community.’ This oscillation turns out to be the call of justice. This analysis helps understand classroom dynamics differently, providing a place of critique for current practices.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="57fe0f11bbff2420dacbb74b37665f91" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":31895287,"asset_id":985846,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/31895287/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="985846"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="985846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 985846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=985846]").text(description); $(".js-view-count[data-work-id=985846]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 985846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='985846']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 985846, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "57fe0f11bbff2420dacbb74b37665f91" } } $('.js-work-strip[data-work-id=985846]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":985846,"title":"A Spirituality of the Desert for Education: The Call of Justice Beyond the Individual or Community ( Studies in Philosophy and Education (2009) 28: 193-208 DOI 10.1007/s11217-9078-7)","translated_title":"","metadata":{"abstract":"This paper argues for an alternative notion of spirituality for education, based on Theo de Boer’s idea of a spirituality of the desert. 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Joldersma</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/DerekSankey">Derek Sankey</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://universityofmontreal.academia.edu/BruceMaxwell">Bruce Maxwell</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://gsu.academia.edu/DeronBoyles">Deron Boyles</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://sydney.academia.edu/MinkangKim">Minkang Kim</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This volume makes a philosophical contribution to the application of neuroscience in education. I...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty.<br /><br />The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="93b57e833ba876457968870523bd4c67" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":48488564,"asset_id":22293301,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/48488564/download_file?st=MTczMjk4MjI4NSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="22293301"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="22293301"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22293301; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22293301]").text(description); $(".js-view-count[data-work-id=22293301]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22293301; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='22293301']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 22293301, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "93b57e833ba876457968870523bd4c67" } } $('.js-work-strip[data-work-id=22293301]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":22293301,"title":"Neuroscience and Education: A Philosophical Appraisal (Routledge, 2016)","translated_title":"","metadata":{"abstract":"This volume makes a philosophical contribution to the application of neuroscience in education. 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Joldersma explores Emmanuel Levinas's understanding of ethics, and establishes the notion of transcendence as related to time immemorial and to time unforeseeable. These two concepts are connected to the types of indirect experience which will help define the structural conditions of education: being called to normative responsibility and being inspired with a hope that motivates action. These themes are used throughout the books to help support and substantiate the argument built around Schwab's four commonplaces of education: learner, teacher, curriculum, and institutions. 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However, this approach does not address adequately issues of social justice in the context of education. The lens of social justice take education further beyond the vestiges of individualism that ‘gift’ language carries and also beyond the enclosed classroom that sharing joys and burdens might suggest. 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</script> <div class="js-work-strip profile--work_container" data-work-id="110471873"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/110471873/Consuming_Schools_Commercialism_and_the_End_of_Politics_With_a_Reply_by_Trevor_Norris"><img alt="Research paper thumbnail of Consuming Schools: Commercialism and the End of Politics With a Reply by Trevor Norris" class="work-thumbnail" src="https://attachments.academia-assets.com/108278763/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/110471873/Consuming_Schools_Commercialism_and_the_End_of_Politics_With_a_Reply_by_Trevor_Norris">Consuming Schools: Commercialism and the End of Politics With a Reply by Trevor Norris</a></div><div class="wp-workCard_item"><span>Policy Futures in Education</span><span>, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="69812d27f5e1c89bd2c6549f6e08d5bd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108278763,"asset_id":110471873,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108278763/download_file?st=MTczMjk4MjI4Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110471873"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110471873"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110471873; 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The object is to allow capitalism to survive after the era of productivist activity has diminished and spending has become far more important than saving. The formula: how much easier to sell to those who have the means, whether or not they have the needs, than to sell to those who have the needs but may lack the means to satisfy them. How much simpler to accumulate profi ts through merger and acquisitions and buying on credit than increasing the real goods economy. The story of consumerism is an old one. From Herbert Marcuse in One-Dimensional Man to John Kenneth Galbraith in The Affl uent Society, from Walter Benjamin's critique of the age of mechanical production to David Riesman's critique of the lonely crowd and Thorstein Veblen's critical exploration of conspicuous consumption in his The Theory of the Leisure Class, commentators have been focusing less on capitalism per se than on the ills and abuses of consumer society and commercial culture. 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The article develops an idea...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The article argues for welcoming LGBT students in Christian schools. The article develops an idea of justice based on Nicholas Wolterstorff&#39;s idea of claim-rights of vulnerable groups that have been wronged, and applies this to the security and recognition of LGBT students in Christian schools. The article presents empirical evidence about the harm faced by such students, concluding that Christian LGBT students suffer wrongs that call out for doing justice today. 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Her main claim is that \"our daily work as teachers can be a means to realizing the good life.\" My response is more hermeneutical than critical of her important insight that teachers ought to care for their selves. I interpret Furman's claims through Chris Higgins' insight \"intersubjectivity is actually more fundamental that subjectivity,\" making explicit how Furman's care for self is rooted in the teacher-to-student intersubjective relation. 1 Furman begins with a story. A young boy (Reuben) falls out of line, another (Julian) sees this and steps out of line to help him. Furman states that Julian's ethical action is the result of \"differences in perception.\" She says, \"Julian saw a moral choice and acted on it.\" The three terms-saw, choice, acted on-suggest an emergent ethical subject who, as an autonomous individual, is the origin point of his seeing, choosing, and acting. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="105526729"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/105526729/The_Importance_of_Enjoyment_and_Inspiration_for_Learning_from_a_Teacher"><img alt="Research paper thumbnail of The Importance of Enjoyment and Inspiration for Learning from a Teacher" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/105526729/The_Importance_of_Enjoyment_and_Inspiration_for_Learning_from_a_Teacher">The Importance of Enjoyment and Inspiration for Learning from a Teacher</a></div><div class="wp-workCard_item"><span>Routledge</span><span>, Apr 2, 2008</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="105526729"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="105526729"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 105526729; 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