Sustainable development and ethics question vision finality

The problem of sustainable development emerged in today’s environmental crisis is mainly caused by the Western modernist model of consumption. The later fails to preserve the environment and keeps its promises for sustaining it.Their failure questions, in myriad of ways, the ethical dimensions of human attachment to their environment. The present paper aims at investigating the contribution of people’s ethical commitment in protecting the environment in creating the fair balance between the demands of present generations and the future generations. It attempts also to approach the question of sustainable development from applied philosophy and Islamic ethics perspectives. The study uses the analytical and descriptive method to deal with the problematic relationship between ethics and sustainable development. It concludes that the lack of the environmental ethics hinders establishing a sustainable development for our environment.

REVISITING JAVANESE ISLAM

This article tends to revisiting Javanese Islamic studies. This study began from the European travelers’ period who noted some aspects of society such as the religious life. Those notes show the negative label that is addressed to the Javanese religious practices. These negative labels are often reproduced in Javanese Islam studies to this day. This article argues that the negative labels in Javanese Islamic studies tend to be misrepresentative. These kinds of results cannot be separated from certain paradigms in religious studies. There are two paradigms in the study of religion which are discussed in this article. First, the world religion paradigm. This paradigm, consciously or not, is often used in Javanese Islamic studies. The implication is Javanese religious practices are often portrayed as animist, syncretic, and so on. Second, the indigenous religion paradigm. This article elaborates this paradigm because of its potential in understanding Javanese Islamic religious practice more properly. The basis of this paradigm is intersubjective relation with ethical commitment, responsibility, and reciprocity.

Controversies in Counselling: Re-thinking Therapy’s Ethical Base

<p>This is a theoretical thesis about ethical counselling/psychotherapy. Its aim is to re-think some of the many problems that beset the “psy” professions, by addressing some of therapy’s foundational assumptions. It takes the view that these are still expressed in five ethical principles: autonomy, fidelity, justice, non-maleficence and beneficence. It considers this re-thinking a prerequisite to the development of “just” practice in the twenty-first century. Counselling/psychotherapy is still an emerging profession and contains many contradictions and unanswered questions. The thesis begins by foregrounding the ambiguous relationship of therapy to social justice and to the global environment. It describes the range of internal disruptions and discrepancies which the profession contains. It then presents ethical commitment as the uniting factor, and as the topic of study for the rest of the thesis. The re-thinking draws on a variety of poststructural tools and reviews literature throughout. It takes a discursive approach, drawing in particular on a framework suggested by Foucault in 1968. Each of chapters three to seven focuses on one of the five ethical principles. Each principle is subjected to both a meta-analysis, which locates it within wider discursive contexts and a micro-analysis, which tracks its expression in various versions of the New Zealand Association of Counsellors’ ethical codes. This re-thinking seeks to foreground other “truths” that may have been excluded. The thesis finds that various controversies play a distracting role in a discourse that struggles to exclude immanent relationship with “other things”, including the planet. It finds that therapy continues to play out traditional and oppositional philosophical themes. It finds that morality, expressed rationally as ethics, suffers an erasure. It becomes mis-represented. The thesis ends by proposing a theory of materiality that bridges the gap between discourse analysis and identity politics. It concludes that ethical therapy would do better to free itself from reason’s stranglehold. It calls for an emphasis on dialogic community and the honouring of irrational relationship with the natural environment.</p>

Controversies in Counselling: Re-thinking Therapy’s Ethical Base

<p>This is a theoretical thesis about ethical counselling/psychotherapy. Its aim is to re-think some of the many problems that beset the “psy” professions, by addressing some of therapy’s foundational assumptions. It takes the view that these are still expressed in five ethical principles: autonomy, fidelity, justice, non-maleficence and beneficence. It considers this re-thinking a prerequisite to the development of “just” practice in the twenty-first century. Counselling/psychotherapy is still an emerging profession and contains many contradictions and unanswered questions. The thesis begins by foregrounding the ambiguous relationship of therapy to social justice and to the global environment. It describes the range of internal disruptions and discrepancies which the profession contains. It then presents ethical commitment as the uniting factor, and as the topic of study for the rest of the thesis. The re-thinking draws on a variety of poststructural tools and reviews literature throughout. It takes a discursive approach, drawing in particular on a framework suggested by Foucault in 1968. Each of chapters three to seven focuses on one of the five ethical principles. Each principle is subjected to both a meta-analysis, which locates it within wider discursive contexts and a micro-analysis, which tracks its expression in various versions of the New Zealand Association of Counsellors’ ethical codes. This re-thinking seeks to foreground other “truths” that may have been excluded. The thesis finds that various controversies play a distracting role in a discourse that struggles to exclude immanent relationship with “other things”, including the planet. It finds that therapy continues to play out traditional and oppositional philosophical themes. It finds that morality, expressed rationally as ethics, suffers an erasure. It becomes mis-represented. The thesis ends by proposing a theory of materiality that bridges the gap between discourse analysis and identity politics. It concludes that ethical therapy would do better to free itself from reason’s stranglehold. It calls for an emphasis on dialogic community and the honouring of irrational relationship with the natural environment.</p>

Liderazgo directivo en escuelas y proyectos no formales en centros de menores y carcelarios de la Región Metropolita de Chile

La educación en contextos encierro es un tema poco estudiado e incluso invisibilizado, los/as docentes y los equipos directivos no cuentan con apoyos específicos suficientes para llevar a cabo su labor, la que está sujeta a una serie de condiciones y demandas muy diferentes a la del medio libre. Una investigación cualitativa en curso, en que se han recogido datos del 70% de los participantes, cuyo propósito es cartografiar el sentido los proyectos formativos con jóvenes y adultos en contextos de encierro en la R.M de Chile, arroja información relevante en torno al liderazgo directivo. En todos los casos los principios que guían los proyectos educativos constituyen parte del “sueño pedagógico” de los equipos que conducen las escuelas o programas, quienes se caracterizan por un fuerte compromiso ético y por una toma de decisiones que privilegia el desarrollo de las capacidades de los/as internos/as. Consecuentemente, los equipos directivos no dudan en ir más allá de lo que les corresponde y buscar alternativas autogestionadas para realizar su labor. Lo anterior posibilita que los proyectos no formales y las escuelas se constituyan en un espacio simbólico muy diferente al espacio carcelario, alejándose de la lógica de vigilar y castigar. Education in confinement contexts is a little studied and even invisibilized topic; teachers and management teams do not have enough specific support to carry out their work, which is subject to a series of conditions and demands very different from those of the free environment. A qualitative research in progress, in which data have been collected from 70% of the participants, whose purpose is to map the meaning of educational projects with young people and adults in confinement contexts in the R.M. of Chile, yields relevant information on managerial leadership. In all cases, the principles guiding the educational projects are part of the "pedagogical dream" of the teams leading the schools or programs, who are characterized by a strong ethical commitment and by decision-making that favors the development of the inmates' capacities. Consequently, the management teams do not hesitate to go beyond their responsibilities and seek self-managed alternatives to carry out their work. This makes it possible for non-formal projects and schools to become a symbolic space that is very different from the prison space, moving away from the logic of surveillance and punishment.

Modelo competencial del maestro en educación infantil

La formación inicial y permanente del maestro en Educación Infantil debe ajustarse a los retos educativos actuales respondiendo a las recomendaciones de la Unión Europea en materia competencial y a la necesidad de un modelo global docente. Partiendo de estas premisas, la Xunta de Galicia propuso un Modelo para definir el perfil del maestro en cuatro dimensiones competenciales: educador y guía, miembro de una organización, interlocutor y referente, e investigador e innovador. El objetivo general del presente estudio fue conocer la relevancia que el alumnado otorga a las mismas para su futuro ejercicio. Se empleó una metodología cuantitativa, descriptivo-exploratorio, mediante la aplicación de un cuestionario a 144 estudiantes de 3º y 4º de Grado en Educación Infantil. Las cuatro competencias fueron consideradas altamente relevantes, destacando significativamente Interlocutor y referente (p < .001) y sus subcompetencias (gestión y promoción de valores y convivencia, compromiso personal y ético; y habilidades personales, sociales y relacionales). En conclusión, se puede extraer que el reconocimiento y valoración positiva del alumnado hacia su formación inicial y, con ello, a disponer de un modelo de formación integral repercutirá, no solo en la capacitación adquirida, sino también en su predisposición hacia la búsqueda de mejora continua. The initial and permanent training of the teacher in Early Childhood Education must be adapted to the current educational challenges in response to the recommendations of the European Union in terms of competency and to the need for a global teaching model. Based on this, the Xunta de Galicia proposed a Model to define the teacher’s profile based on four competency dimensions: educator and guide, member of an organization, interlocutor and referent, and researcher and innovator. The general objective of the present study was to know the relevance that students give to them for their future exercise. A quantitative methodology, descriptive-exploratory, was carried out by applying a questionnaire to 144 students from the 3rd and 4th grade of the Degree in Early Childhood Education. The four competencies were considered highly relevant, highlighting significantly Interlocutor and referent (p < .001) and its subcompetences (management and promotion of values and coexistence, personal and ethical commitment; and personal, social and relational skills). It can be concluded that the positive recognition and assessment of the students toward their initial training and, therefore, to have a comprehensive training model will have an impact not only on the training acquired, but also on their predisposition towards the search for continuous improvement.

Professional ethics and social responsibility: military work and peacebuilding

This paper investigates four questions related to ethical issues associated with the involvement of engineers and scientists in 'military work', including the influence of ethical values and beliefs, the role of gendered perspectives and moves beyond the purely technical. It fits strongly into a human (and planet)-centred systems perspective and extends my previous AI and Society papers on othering and narrative ethics, and ethics and social responsibility. It has two main contributions. The first involves an analysis of the literature through the application of different ethical theories and the application of gendered analysis to discussion of masculinities in engineering and the military. The second is a survey of scientists and engineers to investigate their opinions and experiences. The conclusions draw together the results of these two contributions to provide preliminary responses to the four questions and include a series of recommendations covering education and training, ethical approval of work not involving human participants or animals, the need for organisational support, approaches covering wider perspectives and the encouragement of individual ethical commitment.

Philosophy Lost and Found: Irony and Renewal in Kierkegaard’s Philosophical Fragments

Readers of Kierkegaard’s Philosophical Fragments witness the development of Johannes Climacus from an initial posture of aesthetic detachment to a mutually elevating partnership with his unnamed interlocutor. Despite his (exaggerated) suspicions of philosophy, Johannes cautiously assents in Chapters IV and V of the Fragments to the philosophical innovations suggested by his unnamed critic. As he does so, he not only exposes the limitations of the Socratic account of recollection, which is what he set out to do, but also, and inadvertently, reveals the limitations of his own “thought-project.” As it turns out, the most notable (and persistent) of these limitations is his own fear of (ethical) commitment, which he associates with a union so toxic that one who is ill wed may crave the hangman’s noose. Despite the success he enjoys in developing his “thought-project,” and the camaraderie he experiences with his former adversary, Johannes concludes Fragments by retreating to the safety of the aesthetic nook from which he ever-so-briefly emerged. Fascinated by philosophy but frightened by (what he takes to be) its serious implications, he contents himself with the “fragments” and “crumbs” of which his philosophical diet consists.

Documentary imaginary: Production and audience research of The Act of Killing and The Look of Silence

Oppenheimer describes The Act of Killing as a ‘documentary about the imagination. We are documenting the ways we imagine ourselves, the ways we know ourselves’. This research analyses the documentary films The Act of Killing (Director Oppenheimer, co-directors Christine Cynn and anonymous 2012) and The Look of Silence (director Oppenheimer 2014), and the documentary imaginary. The research combines normally separate sites of analysis in production and audience studies in order to understand the power of documentary and the spectrum of social stories we inhabit. The article asks: how do the films document and imagine fear and impunity in memories of the genocide, and how do audiences engage with this documentary imaginary? Particular focus is paid towards the endings of the two documentary films and how audiences in this study reflect on the absence of justice for the victims of the genocide. Through the empirical research, we take a journey with the director and his film making process, understanding the lengthy and complex filming for the two documentaries in Indonesia. The films signal Oppenheimer’s political and ethical commitment towards victim recognition, the possibility and impossibility of forgiveness, and the challenge of reconciliation between victims and perpetrators. The filmmaker’s journey is intertwined with the enactments of the genocide by the perpetrators in their own surreal ways of imagining themselves, and the experience of victims seeking recognition. Audiences become intertwined in these journeys, finding along the way a critically productive space for documentary and the imaginary.