How do we care justly when the self suffers because of the identity that they inhabit? Pastoral theologian Katharine E. Lassiter approaches this interdisciplinary question from a feminist perspective in order to understand how suffering, subject formation, and social injustice are connected. Lassiter identifies the challenges of identity in developing a pastoral theological anthropology, reflecting on tensions in her own experiences of caring for selves. Drawing from theories of recognition, she argues that doing just care requires recognizing the need for recognition as well as acknowledging the impediments to receiving interpersonal, social, and theological recognition. Bringing together resources from pastoral theology and social theory, she develops a feminist pastoral theology and praxis of encounter in order to advance a care that does justice. Scholars, social justice practitioners, and pastoral caregivers will be able to use this resource to discover not only how and why recognition affects human development but also how we might implement a liberative theological praxis that is attentive to the role of recognition in subject formation.

This book brings together over 25 years of Arindam Chakrabarti's original research in philosophy on issues of epistemology, metaphysics, and philosophy of mind. Organized under the three basic concepts of a thing out there in the world, the self who perceives it, and other subjects or selves, his work revolves around a set of realism links. Examining connections between metaphysical stances toward the world, selves, and universals, Chakrabarti engages with classical Indian and modern Western philosophical approaches to a number of live topics including the refutation of idealism; the question of the definability of truth, and the possibility of truths existing unknown to anyone; the existence of non-conceptual perception; and our knowledge of other minds. He additionally makes forays into fundamental questions regarding death, darkness, absence, and nothingness. Along with conceptual clarification and progress towards alternative solutions to these substantial philosophical problems, Chakrabarti demonstrates the advantage of doing philosophy in a cosmopolitan fashion. Beginning with an analysis of the concept of a thing, and ending with an analysis of the concept of nothing, Realisms Interlinked offers a preview of a future metaphysics, epistemology, and philosophy of mind without borders.

Planning is becoming one of the key battlegrounds for Indigenous people to negotiate meaningful articulation of their sovereign territorial and political rights, reigniting the essential tension that lies at the heart of Indigenous-settler relations. But what actually happens in the planning contact zone - when Indigenous demands for recognition of coexisting political authority over territory intersect with environmental and urban land-use planning systems in settler-colonial states? This book answers that question through a critical examination of planning contact zones in two settler-colonial states: Victoria, Australia and British Columbia, Canada. Comparing the experiences of four Indigenous communities who are challenging and renegotiating land-use planning in these places, the book breaks new ground in our understanding of contemporary Indigenous land justice politics. It is the first study to grapple with what it means for planning to engage with Indigenous peoples in major cities, and the first of its kind to compare the underlying conditions that produce very different outcomes in urban and non-urban planning contexts. In doing so, the book exposes the costs and limits of the liberal mode of recognition as it comes to be articulated through planning, challenging the received wisdom that participation and consultation can solve conflicts of sovereignty. This book lays the theoretical, methodological and practical groundwork for imagining what planning for coexistence might look like: a relational, decolonizing planning praxis where self-determining Indigenous peoples invite settler-colonial states to their planning table on their terms.

The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.

CLIL (Content and Language Integrated Learning) has attracted great interest in recent years, especially in Europe but increasingly more widely in the world. This book provides practical, classroom-tested activities that can be used when teaching any subject.

The Subject and Other Subjects theorizes the differences among ethical, aesthetic, and political conceptions of identity. When a person is called beautiful, why does it strike us as an objectification? Is a person whom we consider to be an exemplary person still a person, and not an example? Can one person conceive what it means to have the perspective of a community? This study treats these thorny issues in the context of recent debates in cultural studies, feminism, literary criticism, narrative theory, and moral philosophy concerning the nature and directions of multiculturalism, post-modernity, and sexual politics. Tobin Siebers raises a series of questions that "cross the wires" among ethical, aesthetic, and political definitions of the self, at once exposing our basic assumptions about these definitions and beginning the work of reconceiving them. The Subject and Other Subjects will broaden our ideas about the strange interplay between subjects and objects (and other subjects!) that characterizes modern identity, and so provoke lively debate among anthropologists, art historians, literary theorists, philosophers, and others concerned with how the question of the subject becomes entangled with ethics, aesthetics, and politics. As Siebers argues, the subject is in fact a tangled network of subjectivities, a matrix of identities inconceivable outside of symbols and stories. Tobin Siebers is Professor of English at the University of Michigan, and author of Cold War Criticism and the Politics of Skepticism; Morals and Stories; The Ethics of Criticism; The Romantic Fantastic; and The Mirror of Medusa.

Originally published in 1970 and in contrast to the previous three volumes, which each dealt with a single subject, this volume is a miscellaneous one. Seventeen subjects were selected on the basis of their relevance for the understanding both of psychoanalytic theory and of human behaviour in general. In this volume the reader can follow the development of Freud’s theories regarding important subjects such as Fixation, Regression, Cathexis, Conflicts, Anxiety, Ambivalence, Reality Testing, Transference and Counter- Transference. Some of these subjects were chosen because of the many misconceptions and misunderstandings that surrounded them. As in previous volumes, the development of each concept is described from its conception to Freud’s final formulation and detailed references are given for the guidance of the student, the psychoanalyst, the psychiatrist, the social worker, the psychologist and the general reader.