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In her final book, >Environmental Culture< as well as elsewhere, Val Plumwood advances the view that sustainability should properly be seen as emergent from an ecofeminist partnership ethic of nourishment and support between humans and nonhuman nature, and that such an ethic must replace the characteristic institutional structures and dominant conceptions of rationality found in capitalist modernity. In making this case, Plumwood impressively charts the impact and significance of the expansionist, exclusionary models of the disembodied but appropriative self found in Cartesian and Lockean thought along with the impact of private property doctrines derived from this source. However, whilst making reference to eco-socialist alternatives at the broader political level, Plumwood offers no systematic account of property that might dovetail with her wider philosophical concerns. In this paper I attempt to generate the start of such an account, drawing on Plumwood’s own canon and bringing it into relationship with (1) relections on ideas of belonging and culture drawn from a range of thinkers including Erazim Kohák, Erich Fromm, and William James, and (2) the contemporary debate over the relationship between green political thought and the liberal democratic tradition.
In this article culture is viewed in the light of philosophical anthropology. The author analyzed how the term ‘culture’ changed through ages. The author also touched upon the anthropological aspect of culture.
In this paper we express concerns that the marketisation of British higher education that has accompanied its expansion has resulted in some sections becoming pedagogically limited. We draw from Fromm's humanist philosophy based on >having< to argue that the current higher education (HE) market discourse promotes a mode of existence, where students seek to >have a degree< rather than >be learners<. This connects pedagogic theory to a critique of consumer culture. We argue that a ‘market-led’ university responds to consumer calls by focusing on the content students want at a market rate. It may decrease intellectual complexity if this is not in demand, and increase connections with the workplace if this is desired. Once, under the guidance of the academic, the undergraduate had the potential to be transformed into a scholar, someone who thinks critically, but in our consumer society such ‘transformation’ is denied and ‘confirmation’ of the student as consumer is favoured. We further argue that there is a danger that the new HE's link to business through the expansion of vocational courses in business, marketing and related offerings, inevitably embeds expanded HE in a culture of having. This erodes other possible roles for education because a consumer society is unlikely to support a widened HE sector that may work to undermine its core ideology.
The author analyzed the history of the social institution – family. The author underlined that there were various approaches to that social and cultural matter and discussed S. Freud’s, A. Adler’s and E. Fromm’s conceptions.
Background: In elderly care registered nurses (RNs) and nurse assistants (NAs) face ethical challenges which may trouble their conscience. Objective: This study aimed to illuminate meanings of RNs’ and NAs’ lived experience of troubled conscience in their work in municipal residential elderly care. Design: Interviews with six RNs and six NAs were interpreted separately using a phenomenological hermeneutic method. Settings: Data was collected in 2005 among RNs and NAs working in special types of housings for the elderly in a municipality in Sweden. Participants: The RNs and NAs were selected for participation had previously participated in a questionnaire study and their ratings in the questionnaire study constituted the selection criteria for the interview study. Results: The RNs’ lived experience of troubled conscience was formulated in two themes. The first theme is ‘being trapped in powerlessness’ which includes three sub-themes: being restrained by others’ omission, being trapped in ethically demanding situations and failing to live up to others’ expectations. The second theme is ‘being inadequate’ which includes two sub-themes: lacking courage to maintain one's opinion and feeling incompetent. The NAs’ lived experience of troubled conscience was formulated in the two themes. The first is ‘being hindered by pre-determined conditions’ which includes two sub-themes: suffering from lack of focus in one's work and being restrained by the organisation. The second theme is ‘being inadequate’ which includes two sub-themes: lacking the courage to object and being negligent. Conclusions: The RNs’ lived experience of troubled conscience were feelings of being trapped in a state of powerlessness, caught in a struggle between responsibility and authority and a sense of inadequacy fuelled by feelings of incompetence, a lack of courage and a fear of revealing themselves and endangering residents’ well-being. The NAs’ lived experience of troubled conscience was feelings of being hindered by pre-determined conditions, facing a fragmented work situation hovering between norms and rules and convictions of their conscience. To not endangering the atmosphere in the work-team they are submissive to the norms of their co-workers. They felt inadequate as they should be model care providers. The findings were interpreted in the light of Fromm's authoritarian and humanistic conscience.