DOCSLIB.ORG

Aging and Self-Realization

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Aging and Self-Realization Hanne Laceulle Aging and Self-Realization Aging Studies | Volume 17 To Gert – in loving memory The series is edited by Heike Hartung, Ulla Kriebernegg and Roberta Maier- hofer. Hanne Laceulle (PhD), born in 1975, obtained her doctorate “cum laude” at the University of Humanistic Studies in Utrecht, the Netherlands, where she cur- rently works as an Assistant Professor of Philosophy of Life Course and Art of Living. In 2017, she received the European Network in Aging Studies (ENAS) award for the best PhD thesis. Hanne Laceulle Aging and Self-Realization Cultural Narratives about Later Life An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access for the public good. The Open Access ISBN for this book is 978-3-8394-4422-1. More information about the initiative and links to the Open Access version can be found at www.knowledgeunlatched.org. Bibliographic information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Na- tionalbibliografie; detailed bibliographic data are available in the Internet at http://dnb.d-nb.de This work is licensed under the Creative Commons Attribution-NonCommercial-No- Derivatives 4.0 (BY-NC-ND) which means that the text may be used for non-commer- cial purposes, provided credit is given to the author. For details go to http://creativecommons.org/licenses/by-nc-nd/4.0/ To create an adaptation, translation, or derivative of the original work and for commer- cial use, further permission is required and can be obtained by contacting rights@ transcript-verlag.de Creative Commons license terms for re-use do not apply to any content (such as graphs, figures, photos, excerpts, etc.) not original to the Open Access publication and further permission may be required from the rights holder. The obligation to research and clear permission lies solely with the party re-using the material. © 2018 transcript Verlag, Bielefeld Cover concept: Kordula Röckenhaus, Bielefeld Typeset by Francisco Bragança, Bielefeld Printed by Majuskel Medienproduktion GmbH, Wetzlar Print-ISBN 978-3-8376-4422-7 PDF-ISBN 978-3-8394-4422-1 https://doi.org/10.14361/9783839444221 Content Preface | 9 Chapter 1—Introduction | 11 1.1 Prologue – An exemplar of “aging well” | 11 1.2 Introducing the thematic domain and background of the study | 13 1.2.1 Lack of meaning-generating narratives about later life | 13 1.2.2 Aging in an era of self-realization | 15 1.3 Objectives of the study | 18 1.4 A hermeneutic approach | 19 1.5 Some terminological issues | 21 1.6 Positioning the study in the philosophical and gerontological field | 26 1.6.1 Positioning in moral philosophy | 26 1.6.2 Positioning in gerontology | 27 1.7 Chapter outlines | 29 Chapter 2—Living and aging in late modernity | 33 2.1 Introduction | 33 2.2 Late modernity, an era of self-realization? | 34 2.3 Features and dynamics of the late modern world | 35 2.3.1 A life of one’s own: reflexive individualization | 36 2.3.2 Living in a post-traditional context | 38 2.3.3 A globalizing world | 40 2.3.4 Structural and systemic influences on individualized lives | 41 2.3.5 Repression of meaning and morality | 43 2.3.6 The moral identity crisis of late modern man | 45 2.4 Implications for late modern aging | 46 2.4.1 A (much) longer life in a complex world | 47 2.4.2 Individualization and diversification: an old age of one’s own? | 47 2.4.3 Third Age and Fourth Age | 49 2.4.4 Structural and systemic dynamics impacting late modern aging | 52 2.4.5 Aging well as an individual responsibility | 53 2.4.6 Existential vulnerability and the fragile experience of meaning | 55 2.5 Conclusion | 58 2.5.1 Ambivalences of self-realization in late modernity | 58 2.5.2 Reframing late modern self-realization discourse | 59 Chapter 3—Cultural narratives and counter narratives about aging | 63 3.1 Introduction | 63 3.2 Cultural narratives and counter narratives | 64 3.2.1 Cultural (master) narratives and their role in identity-building | 64 3.2.2 Damaging effects of cultural narratives | 67 3.2.3 Moral agency and the importance of recognition | 69 3.2.4 Narrative repair through agency-enhancing counter narratives | 73 3.3 Cultural narratives about later life | 76 3.3.1 Cultural and critical gerontology on the cultural positioning of aging | 76 3.3.2 Decline narratives | 79 3.3.3 Age-defying narratives | 81 3.3.4 Limitations of existing cultural narratives on aging | 83 3.4 Conclusion: In search of viable counter narratives about aging | 86 Chapter 4—Self-realization | 93 4.1 Introduction | 93 4.2 Introducing self-realization | 94 4.2.1 The purpose of self-realization | 96 4.2.2 The self in self-realization | 101 4.2.3 The practice of self-realization | 106 4.2.4 The timing of self-realization | 109 4.3 Exploring the best in us | 112 4.3.1 Selected historical and philosophical interpretations of the best in us | 113 4.3.2 Three threads: autonomy, authenticity and virtue | 117 4.4 Self-realization and aging | 120 4.4.1 Self-realization and the shrinking of the future | 120 4.4.2 Self-realization and radicalization of existential vulnerability | 123 Chapter 5—Narrative identity and moral agency | 127 5.1 Introduction | 127 5.2 Introducing narrative identity | 128 5.2.1 Life and self as stories | 128 5.2.2 The relation between life and narrative | 130 5.2.3 Narrative integration and unified personhood | 132 5.2.4 Narrativity and aging | 134 5.3 Three interpretations of narrative identity | 136 5.3.1 Marya Schechtman – Narrative self-constitution | 136 5.3.2 Hilde Lindemann – Narrative identity as a social practice | 139 5.3.3 Kim Atkins – Narrative identity and moral identity | 142 5.4 From narrative identity to moral agency | 145 5.5 Conclusion: composing a definition of moral agency | 153 Chapter 6—Autonomy | 159 6.1 Introduction | 159 6.2 Introducing autonomy | 160 6.2.1 Historical roots of autonomy discourse | 160 6.2.2 Harry Frankfurt: A dominant contemporary account | 162 6.3 Selected alternative accounts of autonomy | 163 6.3.1 Charles Taylor: Autonomy and the strong evaluation of desires | 164 6.3.2 Laura Ekstrom: Autonomy and the coherence of our value orientation | 165 6.3.3 Diana Meyers: Autonomy and the conditions of its practicability | 166 6.3.4 Relational view: Autonomy, interdependence, socialization and power | 169 6.4 Autonomy in the context of aging | 174 6.4.1 Harry Moody: The communicative approach | 175 6.4.2 George Agich: The phenomenological approach | 176 6.4.3 Martha Holstein and colleagues: The relational approach | 178 6.5 Evaluation of the discussed accounts on autonomy | 180 6.6 Conclusion: Towards an individuating conception of autonomy | 182 Chapter 7—Authenticity | 189 7.1 Introduction | 189 7.2 Introducing authenticity | 190 7.3 Selected philosophical accounts of authenticity | 194 7.3.1 Jean-Jacques Rousseau and his Romantic heirs | 194 7.3.2 Existentialist views of authenticity | 197 7.3.3 Charles Taylor’s ethics of authenticity | 203 7.3.4 Diana Meyers – Authenticity and intersectional identity | 205 7.4 Authenticity in the context of aging | 207 7.4.1 Spiritual perspectives on aging | 207 7.4.2 Existential perspectives on aging | 209 7.4.3 Art of living perspectives on aging | 210 7.5 Evaluation of the discussed authenticity accounts | 212 7.6 Conclusion: Towards authenticity as a social and moral practice | 215 Chapter 8—Virtue | 219 8.1 Introduction | 219 8.2 Introducing virtue | 219 8.3 Selected accounts of virtue ethics | 223 8.3.1 Aristotle: Virtue as ‘nobility of the soul’ | 223 8.3.2 Alasdair MacIntyre: Virtue as a remedy for the modern “moral crisis” | 226 8.3.3 Christine Swanton: Pluralistic virtue ethics | 229 8.4 Virtue in the context of aging | 235 8.5 Evaluation of the discussed virtue accounts | 239 8.6 Conclusion: Towards virtue as attitudinal concretization of moral agency | 244 Chapter 9—Conclusion | 251 9.1 Introduction | 251 9.2 Recapitulation of the argument | 252 9.3 Advancing older people’s moral agency | 257 9.4 Objections to the self-realization discourse | 264 9.4.1 Elitism/demandingness objection | 265 9.4.2 Self-centeredness objection | 266 9.4.3 Social structure/social justice objection | 266 9.4.4 Western/masculine bias objection | 268 9.4.5 Moralism/paternalism objection | 269 9.4.6 Mental/cognitive ability objection | 270 9.5 Unanswered questions | 273 9.6 Final thoughts | 274 References | 277 Preface What does it mean to lead a good life? This question has puzzled moral phi- losophers for centuries. As is characteristic for all fundamental philosophical questions, it will never be fully answered. But finding the ultimate answer is not what matters; the continued quest for the meaning of a good life is of value because of the richness of perspectives it can open. In turn, these perspectives may inspire a variety of practices that are conducive to what Ricoeur (1992) has defined as the ethical aim of human life: ‘a good life, with and for others, in just institutions’. This phrase forms the heart of the mission statement of the University of Humanistic Studies in Utrecht, The Netherlands, a small university that in its research program focuses on the humanization of society, in order to enable individuals to lead a meaningful, dignified life of optimal human flourishing.
Load more

Recommended publications
  • Feral Experimental Exhibition Catalogue.Pdf
    18 July–30 August 2014 UNSW Galleries UNSW Australia Art & Design Sydney National Institute for Experimental Arts UNSW Art & Design 2014 ©2014 by the authors. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the permission of the authors. ISBN: 978-0-9925491-0-7 2 3 Contents Introduction If We Never Meet Again, Noam Toran (2010) 6 Dingo Logic: Feral Experimental and New Design Tinking, Katherine Moline Te Imaginary App, Paul D. Miller (aka DJ Spooky) and Svitlana Matviyenko (2012-2014) Kindred Spirits, G-Motiv, Susana Cámara Leret (2013) Feral Experimental Exhibition Te Machine to be Another, BeAnotherLab: Philippe Bertrand, Christian Cherene, Daniel González Franco, Daanish Masood, Mate Roel, Arthur Tres 12 List of Works (2013–2014) Avena+ Test Bed — Agricultural Printing and Altered Landscapes, Benedikt Groß (2013) Te Phenology Clock, Natalie Jeremijenko, Tega Brain, Drew Hornbein and Tiago de Mello Bueno (2014) Circus Oz Living Archive, David Carlin, Lukman Iwan, Adrian Miles, Reuben Stanton, Peta Tait, James Tom, Laurene Vaughan, Jeremy Yuille (2011–2014) Run that Town: A strategy game with a twist, Te Australian Bureau of Statistics, Leo Burnett Sydney, and Millipede Creative Development, Canberra and Community Centred Innovation: Co-designing for disaster preparedness, Yoko Sydney (2013) Akama (2009–2014) Sensitive Aunt Provotype, Laurens Boer and Jared Donovan (2012) Design-Antropologisk Innovations Model / Te Design Anthropological Innovation Model (DAIM), Joachim Halse, Eva Brandt, Brendon Clark and Tomas Binder Veloscape v.5, Volker Kuchelmeister (2014) (2008-2010) 50 Exhibition Biographies Double Fountain: Schemata for Disconnected-Connected Bodies [afer a water- clock design by the Arab engineer Al-Jazari 1136–1206], Julie Louise Bacon and 74 Acknowledgements James Geurts (2014) Emotiv Epoc+ and Emotiv Insight, Emotiv Inc.
    [Show full text]
  • Post / Late? Modernity As the Context for Christian Scholarship Today,” Themelios 22.2 (January 1997): 25-38
    Craig Bartholomew, “Post / Late? Modernity as the Context for Christian Scholarship Today,” Themelios 22.2 (January 1997): 25-38. Post / Late? Modernity as the Context for Christian Scholarship Today Craig Bartholomew1 [p.25] INTRODUCTION Scholarship is always historical, in the sense that it is crafted by particular humans at a particular time and place. Christian scholarship is of course no exception to this rule. Thus Christians in academia, using the insights of God’s Word, need to work as hard as anyone to understand the historical context in which they work, so that they might craft integrally Christian theory at their point in history. Once we try to think about the context in which we are doing our scholarship, the word postmodern is unavoidable. Go to any major bookshop, especially the sociology section, and you will see what I mean! Postmodern is the word in vogue to identify the context in which we in the West live and think as we head towards the end of the second millennium. In this article we shall try to unravel what ‘the postmodern turn’ involves and examine the challenge it presents for the practice of Christian scholarship at this time. THE TERM ‘POSTMODERN’ Postmodernity is an unusually slippery word, used nowadays in a bewildering variety of ways―’the adjective “postmodern” has now been applied to almost everything, from trainer shoes to the nature of our subjectivity―from “soul to soul” as the rappers might say’2. Although this fuzziness may reflect the instability of the postmodern era, it easily obscures the important issues at stake in the antithetical notions of postmodernity available today.
    [Show full text]
  • Gerontology (GERO) 1
    Gerontology (GERO) 1 GERO 3775 Dementia 3 s.h. GERONTOLOGY (GERO) The understanding of the nature, causes, symptoms, and social consequences of dementia. Attention to the status of aging, caregiving, and to the status of GERO 1501 Introduction to Gerontology 3 s.h. those who suffer from dementia in contemporary society. Basic introduction to the interdisciplinary study of aging. Includes social, Prereq.: GERO 1501 or SOC 1500. psychological, economic, cultural, health, and policy issues. Discussion of GERO 3790 Aging in Cross-Cultural Perspective 3 s.h. normal vs. abnormal (disease-related) aspects of aging. Examines the phenomenon of aging from cross-cultural perspectives with Gen Ed: Social Science. an emphasis on cultural evolution and it's impact upon the status, roles and GERO 3703 Aging and Society 3 s.h. cultural values associated with aging and the aged. Listed also as SOC 3790 An interdisciplinary introduction to studies in aging. Examines the impact of and ANTH 3790. population aging and its effect on society at large. Also examines individual Prereq.: GERO 1501 or ANTH 1500, or SOC 1500. aging processes and social significance of aging. Listed also as SOC 3703. GERO 4801 Later Life Issues 3 s.h. Prereq.: SOC 1500 or GERO 1501. The course is designed as an advanced course in the issues of later life and Gen Ed: Social Science, Well Being, Social and Personal Awareness. long term care services and supports. Cross-Listed: SOC 4801. GERO 3745 Sociology of Health, Illness, and Healthcare 3 s.h. Prereq.: GERO 3703 OR SOC 3703. Social attitudes toward illness.
    [Show full text]
  • Ukraine's Structural Pension Reforms and Women's Ageing Experiences
    Ukraine’s Structural Pension Reforms and Women’s Ageing Experiences A Research Paper written by: Oleksandra Pravednyk Ukraine in partial fulfillment of the requirements for obtaining the degree of MASTER OF ARTS IN DEVELOPMENT STUDIES Major: Social Policy for Development (SPD) Members of the Examining Committee: Amrita Chhachhi Mahmoud Messkoub Word Count: 17,225 The Hague, The Netherlands December 2016 1 2 Table of Contents ABSTRACT ............................................................................................................... 4 INTRODUCTION ..................................................................................................... 5 LITERATURE REVIEW ........................................................................................ 11 ANALYTICAL FRAMEWORK ............................................................................. 21 PENSION SYSTEM IN UKRAINE ........................................................................ 29 CONTEXT ............................................................................................................... 34 RESULTS AND ANALYSIS .................................................................................. 41 CONCLUSION ........................................................................................................ 56 BIBLIOGRAPHY .................................................................................................... 57 Annex I ....................................................................................................................
    [Show full text]
  • Beyond the “Postmodern University”*
    Beyond the “Postmodern University”* Claire Donovan Abstract As an institution, the “postmodern university” is central to the canon of today’s research on higher education policy. Yet in this essay I argue that the postmodern university is a fiction that frames and inhibits our thinking about the future university. To understand why the postmodern university is a fiction, I first turn to grand theory and ask whether we can make sense of the notion of “post”-postmodernity. Second, I turn to the UK higher education sector and show that the postmodern university is a chimera, a modern artefact of competing instrumentalist, gothic, and postmodernist discourses. Third, I discuss competing visions of the future university and find that the progressive (yet modernist) agendas that re-imagine the public value of knowledge production, transmission, and contestation, are those that can move us beyond the palliative and panacea of the postmodern university. * Health Economics Research Group, Brunel University, Uxbridge, Middlesex, UK. Email: [email protected]. 1 In this essay I investigate the idea of the postmodern university, an institution that is central to research on, and debate about, higher education policy.1 I contend that the postmodern university does not actually exist, yet this fiction casts a shadow over discussions of higher education policy that inhibits more lateral and creative thinking about the future university. In order to properly investigate the concept of the postmodern, it is first necessary to explain the difference between postmodernism and postmodernity. I then ask if we can make sense of being “beyond” postmodernity to prove that postmodernity has never, in fact, existed.
    [Show full text]
  • Szarka GEP 2012 12 2 87.Pdf
    Citation for published version: Szarka, J 2012, 'Climate challenges, ecological modernization and technological forcing: policy lessons from a comparative US-EU analysis', Global Environmental Politics, vol. 12, no. 2, pp. 87-109. https://doi.org/10.1162/GLEP_a_00110 DOI: 10.1162/GLEP_a_00110 Publication date: 2012 Document Version Peer reviewed version Link to publication University of Bath Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 05. Oct. 2021 Climate Challenges, Ecological Modernization, and Technological Forcing Joseph Szarka Climate Challenges, Ecological Modernization, and Technological Forcing: Policy Lessons from a Comparative US-EU Analysis • Joseph Szarka* Introduction The international policy regime initiated by the United Nations Framework Convention on Climate Change in 1992 has yet to prove its effectiveness. Dur­ ing negotiation of the 1997 Kyoto Protocol greenhouse gas emission (GHG) targets of around 8 percent were discussed for regions such as the European Union and the United States of America. These goals have offered scant global climate protection, given that global CO2 emissions alone increased by 40 per­ cent between 1990 and 2009.1 Indeed, the regime’s effectiveness was diluted by defections, notably the United States.
    [Show full text]
  • 1 CURRICULUM VITAE: Robert B. Hudson Boston University School Of
    CURRICULUM VITAE: Robert B. Hudson Boston University School of Social Work 264 Bay State Road, Boston, MA 02215 Tele: (617) 353-3759 e-mail: [email protected] EDUCATION Ph.D. University of North Carolina at Chapel Hill; May, 1972 Political Science B.A. Washington and Lee University; June, 1966 EMPLOYMENT Professor of Social Welfare Policy School of Social Work Boston University (1985-Present) Acting Director, SOC/SSW Doctoral Program, 2010 Acting Associate Dean for Academic Affairs (1995-96) Chair, Department of Social Welfare Policy (1988-2014) Associate Professor of Social Policy Graduate School of Social Service Fordham University (1981-1985) Assistant Professor of Politics & Social Welfare Florence Heller Graduate School Brandeis University (1972-1981) AWARDS AND HONORS Visiting Professor, University of Melbourne, 2006. Boston University School of Social Work, Award in Teaching Excellence, 2002-03 Chair, John A. Heinz Dissertation Award Committee, National Academy of Social Insurance, 1999-2010. AWARDS AND HONORS (cont’d.) 1 Donald P. Kent Award, Gerontological Society of America, 1996 Fellow, Employee Benefit Research Institute, 1996 Arthur S. Flemming Award, National Association of State Units on Aging, 1995 Member, Board of Directors, National Academy on an Aging Society, 1995-. Elected Member, National Academy of Social Insurance, 1994 Board of Directors, American Society on Aging, 1990-1993 Chair, Social Research, Planning and Practice Section, Gerontological Society of America, 1988. Fellow, Gerontological Society of America, 1977 Research Career Development Award, National Institute on Aging, National Institutes of Health, 1977-82 Dissertation Research Grant, National Science Foundation, 1970 PUBLICATIONS Hudson, R.B. Forthcoming. Aging politics and policy in the United States.
    [Show full text]
  • 2017 Focus on Faculty Publication
    FOCUS ON FACULTY 2017 MESSAGE FROM THE INTERIM PRESIDENT It is my great pleasure to recognize and celebrate the scholarship, teaching, service and overall excellence of our faculty at Bellarmine University. I am profoundly grateful for our faculty’s devotion to classroom instruction that challenges students, and for their support in helping our students to meet those challenges. This volume, however, demonstrates the considerable time, imagination and energy that our faculty give to pursuits beyond the class- room—researching, publishing, creating works of art, leading study-abroad courses and service-learning trips, and providing expertise in the community. These and other accomplishments have allowed Bellarmine University to become a private institution of significant stature—the premier Catholic uni- versity in the South and the leading private institution in the Commonwealth and region. We are proud to showcase our faculty in this publication, which is organized around these goals of Bellarmine’s Strategic Plan: • Celebrate our Catholic identity in the inclusive Merton spirit as the founda- tion of our commitment to student fulfillment, global consciousness and environmental sustainability; • Establish and sustain a climate of excellence throughout the university; • Integrate an international focus and sensibility into all curricular and co-curricular programs; and • Enhance our reputation, expand our market and dramatically grow our enrollment. Achievements listed here represent work that was completed from the fall of 2015 through the end of calendar 2016. They vividly illustrate how Bellar- mine’s excellent faculty bring our mission to life—by educating talented, diverse students of many faiths, ages, nations, and cultures, and also through their scholarship and service.
    [Show full text]
  • Gerontology (GERN)
    Gerontology (GERN) GERN 438 PSYCHOLOGICAL ASPECTS OF DISABILITY (3-4) This course is designed to give participants a better understanding of people with GERN 300 THE JOURNEY OF ADULTHOOD (3) disabilities and an awareness of how society regards them. The disabilities ad- Introduces the study of aging from biological, psychological, sociological, and envi- dressed range from traumatic physical injuries through progressive diseases and ronmental perspectives. Aging is presented as a normal state of development with conditions to mental retardation, alcoholism and emotional disabilities. The class is both positive and negative aspects. Specific issues discussed include: health care, appropriate for anyone interested in disability, whether for personal or professional housing, income maintenance, and advocacy. Satisfies GE Area E (The Integrated reasons. Crosslisted with PSY 438. Person). GERN 482 TEACHING INTERNSHIP (1-4) GERN 317 EMOTIONS AND ADULT LIFE (4) Students learn the skills of organization and communication of psychological Emphasizes the social context and social development of emotional responses theory and research under the supervision of a faculty mentor. Prerequisites: GERN throughout adulthood. Analyzes the reciprocal relations between social defini- 300 and consent of instructor. tions and subjective feelings in connection with life events throughout adulthood. GERN 490 INTERNSHIP SEMINAR (1) Addresses both basic emotions, such as fear, anger, pleasure, and excitement, and In this optional seminar, students report on the progress of their internships and more complex emotions, such as love, jealousy, grief, sympathy, pride, shame, and discuss institutional procedures and interactional processes particular to their despair. Cross-listed as SOCI 317. Satisfies GE Area E (The Integrated Person). intern sites.
    [Show full text]
  • Deliberation and the Promise of a Deeply Democratic Sustainability Transition
    sustainability Review Deliberation and the Promise of a Deeply Democratic Sustainability Transition Michael B. Wironen 1,2,* , Robert V. Bartlett 2,3 and Jon D. Erickson 1,2,* 1 Rubenstein School of Environment and Natural Resources, University of Vermont, Burlington, VT 05405, USA 2 Gund Institute for Environment, University of Vermont, Burlington, VT 05405, USA; [email protected] 3 Department of Political Science, University of Vermont, Burlington, VT 05405, USA * Correspondence: [email protected] (M.B.W.); [email protected] (J.D.E.) Received: 21 December 2018; Accepted: 11 February 2019; Published: 16 February 2019 Abstract: Ecological economics arose as a normative transdiscipline aiming to generate knowledge and tools to help transition the economy toward a scale which is sustainable within the bounds of the earth system. Yet it remains unclear in practice how to legitimize its explicitly normative agenda. One potential means for legitimation can be found in deliberative social and political theory. We review how deliberative theory has informed ecological economics, pointing to three uses: first, to support valuation of non-market goods and services; second, to inform environmental decision-making more broadly; third, to ground alternative theories of development and wellbeing. We argue that deliberation has been used as problem-solving theory, but that its more radical implications have rarely been embraced. Embracing a deliberative foundation for ecological economics raises questions about the compatibility of deeply democratic practice and the normative discourses arguing for a sustainability transition. We highlight three potential mechanisms by which deliberation may contribute to a sustainability transition: preference formation; normative evaluation; and legitimation.
    [Show full text]
  • Tracing the Historical Growth of Gerontology
    Educational Considerations Volume 8 Number 1 Article 3 9-1-1980 Tracing the historical growth of gerontology David B. Oliver Jocelyn M. Eckerman Richard S. Machalek Follow this and additional works at: https://newprairiepress.org/edconsiderations Part of the Higher Education Commons This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Oliver, David B.; Eckerman, Jocelyn M.; and Machalek, Richard S. (1980) "Tracing the historical growth of gerontology," Educational Considerations: Vol. 8: No. 1. https://doi.org/10.4148/0146-9282.1832 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Oliver et al.: Tracing the historical growthcannot of gerontologybe questioned. Researchers and service providers, The question of whether regard less of their academic backgrounds and experience have special significant and mutual concerns which tend gerontology is an emerging to suggest that gerontology may indeed qualify as a new branch of knowledge. Some of these underlying thema new discipline or a variation include an examination of variables which contribute to or hinder the quality of an individual's life in old age, a concern for the social environment and its impact on per­ of older ones sons who are increasingly being separated from it, the psychological consequences of retirement as one o f the is being debated. last major rites of passage, the social world of widows and widowers who after a lifetime of sharing now face life as singles in a cou ple-oriented culture, changes in health (physical and mental) which may not diminish one's ability to function normally in old age, and so on.
    [Show full text]
  • Discourse in Late Modernity: Rethinking Critical Discourse Analysis
    O’Regan, J. P. (2001). Reviews and Criticism. Discourse in Late Modernity: Rethinking Critical Discourse Analysis. Language and Intercultural Communication, 1(2), 151-174. DOI: 10.1080/14708470108668070 DISCOURSE IN LATE MODERNITY: RETHINKING CRITICAL DISCOURSE ANALYSIS By Lilie Chouliaraki & Norman Fairclough. Edinburgh: Edinburgh University Press, 1999; pp. 224. John O'Regan Oxford Brookes University Critical Discourse Analysis I first became aware of Critical Discourse Analysis (CDA) or Critical Linguistics as a student of linguistics in the early 1990s. I found myself attracted to the political claims of critical linguists about the relationship between language and the social practices of society. The critical linguists whose work I read at the time (Fairclough, 1989; 1992; Kress, 1993; Fowler, Hodge, Kress & Trew, 1979; van Dijk, 1985; 1993; Wodak, 1989) presented a view of language as encoding ideological perspectives which conferred legitimacy on the social inequalities and differential power relations of society. It seemed to me then, and this remains true now, that this was not just a useful intervention in linguistics, but an exciting one too. CDA, Critical Linguistics and Critical Language Awareness suggested an approach to language study which was not only multidisciplinary, combining linguistic analysis with sociological analysis for example, but also held out the prospect of making a ‘critical’ contribution to social change and enhanced human understanding. The parallels with the objectives of much intercultural communication teaching and research are obvious and explains why Discourse in Late 1 O’Regan, J. P. (2001). Reviews and Criticism. Discourse in Late Modernity: Rethinking Critical Discourse Analysis. Language and Intercultural Communication, 1(2), 151-174.
    [Show full text]