Open Journal of Philosophy
About: Open Journal of Philosophy is an academic journal. The journal publishes majorly in the area(s): Humanism & Western philosophy. It has an ISSN identifier of 2163-9434. It is also open access. Over the lifetime, 404 publication(s) have been published receiving 1564 citation(s).
06 Aug 2014-Open Journal of Philosophy
TL;DR: In this article, the authors discuss the extent of interpretivism to understand the contemporary social world and discuss the concept of "verstehen" and explain how it can add to our understanding of the social world phenomena.
Abstract: The purpose of this paper is to critically discuss the extent of interpretivism to understand the contemporary social world. This paper firstly highlights the roots of interpretivism which can be traced back in the ancient history of philosophy. It then discusses the concept of interpretivism and gives a critical commentary on the Weber’s construction of ideal types to help explore the contemporary social world. The paper then further discusses the concept of “verstehen” and explains how it can add to our understanding of the social world phenomena. Following this analysis and tackling some philosophical debate, finally, this theoretical paper confirms that interpretivism has influenced the development of the social science and has helped our understanding of the contemporary social world to a great extent.
25 Nov 2011-Open Journal of Philosophy
TL;DR: In this article, the authors argue that Africa lacks human, institutional, infrastructural capacities and a real African authenticity in bioethics, and that African views on bio-ethics are neither sufficiently developed nor heard.
Abstract: Bioethics has now become a burgeoning interdisciplinary field of scholarly investigation which has in the past decades migrated from bedside consultations to public policy debates and wider cultural and social consultations that privilege all discourse about everyday life issues. It has made exponential progress in addressing moral issues in science, technology and medicine in the world. In spite of this progress, core bioethics issues, approaches and values are still exclusively Western dominated and largely foreign to most African societies. Although medical ethics has existed since the time of Hippocrates, in Africa, there is a noted sluggish growth and low prestige of ethics education as bioethics is not taught in most higher educational systems of learning, low understanding of its processes as researchers manifest a general lack of appreciation for bioethics and general ignorance characterize those involved in research about ethical practices. This is unfortunate, considering that various research that aim at finding solutions to the multiple problems affecting African societies and the need to address and assess these problems in ethical terms are of crucial importance to Africans. In this work, I argue that Africa lacks human, institutional, infrastructural capacities and a real African authenticity in bioethics. Additionally, African views on bioethics are neither sufficiently developed nor heard. Africans need to confront these current challenges of bioethics to their lives and communities and to develop African conceptions to incorporate African specificities and approaches.
07 Feb 2013-Open Journal of Philosophy
TL;DR: The authors argue that power and discourse are interrelated constructs that the teacher uses to perpetuate Taylorism, Fordism andureaucraticdomination in an instructionist classroom setting, and argue a teacher's power as a tool for social reproduction and domination in instructionist classrooms.
Abstract: This article picks up on Foucault’s radical reconceptualisation of concept “power”, and presents asignificant challenge to contemporary discourses surrounding instructionist classroom management. We critique his approach to instructionist classroom management on the basis that it conceptualises power as domination in dealing with disruption in the classroom. We argue that power and discourse are interrelated constructs that the teacher uses to perpetuateTaylorism, Fordism andbureaucraticdomination in aninstructionist classroom setting. Drawing on Foucault’s and Bourdieu’s works, this document reviews:1) explores Foucault’s theory of discourse; 2) argues discourse as an instrument of power; 3) captures the philosophical perspectives on instructionist classroom management; and 4) argues a teacher’s power as a tool for social reproduction and domination in instructionist classroom setting.
29 May 2013-Open Journal of Philosophy
TL;DR: In this paper, the author draws on Dismas Masolo's book Self and Community in a Changing World to unpack the notion of personhood and draw lessens on Basotho indigenous education.
Abstract: This article reflects on shocking and horrifying incidents of moral indiscretion that have become commonplace in South Africa. The aim is to understand why human beings would carry out such shocking and horrific acts on fellow human beings. The article draws on Dismas Masolo’s book Self and Community in a Changing World to unpack the notion of personhood. It draws lessens on Basotho indigenous education. The choice of Basotho indigenous education is premised on the assumption that it is the author’s own native knowledge with which he is most familiar, and about which he can write uninhibitedly.
14 Apr 2015-Open Journal of Philosophy
TL;DR: In this article, a serious message on life, at the core of reasoning, to wit, "I am a liar" self-destructive infests reasoning to undermine it to fill life with oxymora, then proposes a singing way out in music.
Abstract: This essay delivers a serious message on life, at the core of reasoning, to wit, “I am a liar” self-destructive infests reasoning to undermine it to fill life with oxymora, then proposes a singing way out in music. This essay is naturally divided into three sections: one, how self-destructive the liar paradox is life-ubiquitous; two, the liar paradox as basic to logic and philosophy; and three, how to deal with the liar paradox in snake-charming, in “Tying.” In short, these pages say that “I am a liar” self-denies to self-destroy, to demolish the structure of living (Section 1) and reasoning (Section 2). Such self-demolition must be snake-charmed into deeply singing life and reasoning (Section 3).
Related Journals (5)
Inquiry: Critical Thinking Across the Disciplines
2.4K papers, 29.8K citations
3.9K papers, 39.4K citations
Minds and Machines
933 papers, 15.4K citations
1.7K papers, 15.8K citations
5.6K papers, 80.4K citations