Academic literature on the topic 'Inter-subjective ethics'

In bringing Musical Ethics to an end, this chapter foregrounds some of the key phenomenological insights that have guided analysis of the embodied participation in ney learning as a lived experience. It summarizes the key modifications – bodily, ethical, affective, sensory, and social – that learners taking up apprenticeship in the ney experience. The following three points are emphasized: first, learning is a transformative event so far as it allows the learner to constitute the entity that is the focus of learning in a new light, thus giving a new meaning to the ‘world.’ Secondly, crafting knowledge emerges from webs of inter-subjective relations. Thirdly, inquiry into learning practices must also recognize the situatedness of educational ‘regimes’ of bodily transformation in larger histories.

This chapter develops a Nietzschean picture of a good life. It distinguishes two organizing goods: flourishing and excellence. The first part focuses on flourishing. Flourishing is relationally and prudentially valuable: good for the person whose flourishing it is. The account emphasizes a range of psychological and activity-oriented conditions (self-understanding, self-mastery, autonomy, effective self-expressing agency) the meeting of which might be necessary and (subject to certain provisos) sufficient for flourishing to some degree, though how fully someone flourishes can also depend on the value (excellence) of the goals she realizes. This yields a ‘substantive good’ or ‘objective list’ model of a good or flourishing life. Nonetheless, the ingredients listed are multiply realizable, which allows for significant variation in how different people flourish; in particular, a person’s flourishing depends on a range of subjective conditions relating to (inter alia) her motives. The latter part of the chapter turns to excellence. Excellence is uncodifiable and impersonally valuable. Someone who excels typically thereby flourishes.

This chapter discusses the recent findings of the Drop Knowledge Project in New York City (DKPNYC). The DKPNYC is a cultural studies research project designed to excavate the discourses of urban youth activism and organizing in relation to critical literacy learning. In this chapter, the authors look at the work of the DKPNYC youth activists around issues related to immigrant rights and educational justice in out-of-school spaces. Amongst the interconnected issues surrounding this work, the youth participants in the DKPNYC all organize around issues related to the struggle of undocumented youth to access quality education in the United States. Data collected from the study is decidedly cross-cultural, with participants articulating visions of themselves and their future in relation to their cultural heritage and their inter-subjective ethical learning. Implications from the study provide insight to educators, researchers, and community-based organizations about educating immigrant youth and others on pressing issues around immigrant learning.

This chapter presents an analysis and critique of the philosophy of natural law. The chapter is divided into epistemological, psychological, political, and juridico-theoretical points of analysis and critique. Through examples of the historical variability of natural law systems, the epistemological section demonstrates the arbitrariness of the fundamental postulates of natural law concerning the nature of existence or of man; and of the legal-ethical ideas deduced from this foundation. This arbitrariness is due to the fact that the ultimate foundations of natural law are to be found in private ideas of justice; in intra-subjective self-evident contemplations, which raise the postulates of natural law above inter-subjective control. The psychological section supplements the principled critique by explaining why people find the ethical-metaphysical speculations of natural law attractive in spite of their emptiness. The political section argues that the function of natural law throughout history has primarily been a conservative one, although it has also been both evolutionary and revolutionary. The juridico-theoretical section argues that rationalism turned natural law from a moral into a genuinely legal discipline, conceiving of natural law as a set of natural rights located above, or behind, positive rights. This duplicating of the legal system had the effect of confusing the concepts and doing damage to juristic analysis and the treatment of juridico-political problems.

This chapter discusses the recent findings of the Drop Knowledge Project in New York City (DKPNYC). The DKPNYC is a cultural studies research project designed to excavate the discourses of urban youth activism and organizing in relation to critical literacy learning. In this chapter, the authors look at the work of the DKPNYC youth activists around issues related to immigrant rights and educational justice in out-of-school spaces. Amongst the interconnected issues surrounding this work, the youth participants in the DKPNYC all organize around issues related to the struggle of undocumented youth to access quality education in the United States. Data collected from the study is decidedly cross-cultural, with participants articulating visions of themselves and their future in relation to their cultural heritage and their inter-subjective ethical learning. Implications from the study provide insight to educators, researchers, and community-based organizations about educating immigrant youth and others on pressing issues around immigrant learning.