Intellectual Courage Research Articles

Hypatia's Legacy: Framing Intellectual Courage in the Film 'Agora'

Hypatia's Legacy: Framing Intellectual Courage in the Film 'Agora'

TRANSVERSALITY AND MULTIRATIONALITY OF ENGINEERING THINKING: WAR AND PEACE OPTIONS

The article examines the phenomenon of engineering thinking in the context of a paradigm shift from scientific research to technological engineering. These changes delineate a new plane of research, where engineering thinking and engineering activity receive a new configuration that cannot be reduced to a linear understanding. The issue of representation of engineering thinking requires the involvement of an interdisciplinary methodology. The purpose of the article is to analyze, firstly, to explore engineering thinking as a multi-essential phenomenon, secondly, to characterize transversality and multi-rationality as attributive characteristics of engineering thinking; thirdly, to highlight the social significance of engineering thinking in war and peace options. To define engineering thinking, the concept of «design thinking» is used, which overcomes the understanding of the latter as reproductive thinking. The application of such concepts as «transversality» and «multirationality» allows to investigate engineering thinking as a phenomenon that flexibly responds to challenges and acquires the importance of a mediator whose task is to create projects to resolve existing contradictions and crises. Turning to the «interiorization – exteriorization» system allows you to represent the challenges that the community puts forward to the activity of the human engineer and to articulate the creative activity of the latter. The rhizome character of engineering thinking is emphasized, which overcomes its understanding only in the context of cognitive conceptualization, that is, in the system of abilities, skills, etc. Emphasis is placed on the expediency of using the affective dimension as a manifestation of independent thinking and testifies to the multi-rationality of engineering thinking. In this connection, intellectual traits («intellectual courage», «intellectual empathy», «justice», etc.) act as existentials that construct engineering thinking. We are talking about an engineer. The role of engineering in post-conflict scenarios is considered, which consists in helping to restore and stabilize society, ensuring its security in peace options. It is noted that engineering thinking plays a key role in the adaptation of military technologies.

COURAGE IN R. J. PALACIO’S NOVEL WONDER

This research is entitled Courage in R. J. Palacio's Novel Wonder. This study focuses on the types of courage and the factors behind the courageous actions taken by August Pullman as a protagonist in the novel. It examines what actions are considered courageous actions and what factors affect the courageous actions. This study used the qualitative method as the research method because the data is not numerical. The type of data in the study is the text from two data sources, i.e., primary data and secondary data. The primary data source is the novel, and the secondary data source is the related information. The aim of this study is to find out what types of courage are given by the protagonist and what factors cause him to be courageous in the novel. The writers used Dungate’s theory of the six types of courage to classify the types. The study also applied the study conducted by Rate et al. in implicit theories of courage to classify the factors of courageous actions. The result of the study shows that first, the types of courage found in the protagonist are physical courage, social courage, intellectual courage, and emotional courage; second, the factors that can be found in the protagonist are external circumstances, affective, and motivational factors.

Epistemic Autonomy and Intellectual Humility: Mutually Supporting Virtues

ABSTRACT Recently, more attention has been paid to the nature and value of the intellectual virtue of epistemic autonomy. One underexplored issue concerns how epistemic autonomy is related to other intellectual virtues. Plausibly, epistemic autonomy is closely related to a number of intellectual virtues like curiosity, inquisitiveness, intellectual perseverance and intellectual courage to name just a few. Here, however, I will examine the relation between epistemic autonomy and intellectual humility. I will argue that epistemic autonomy and intellectual humility bear an interesting relationship to one another in that they are interconnected and mutually supporting intellectual virtues. In Sections 2 and 3 I will provide a brief overview of the predominant accounts of intellectual humility (Section 2) and epistemic autonomy (Section 3) in the literature. With an understanding of these intellectual virtues in hand, we will examine their relationship of mutual support in Section 4. Section 5 will explore a challenge to this relationship coming from the epistemology of disagreement, and Section 6 concludes.

The Pedagogy of a Classroom for Intellectual Virtues

Abstract Educating for intellectual virtue is a form of character education that aims for students to develop intellectual virtues, such as intellectual courage, humility, tenacity, honesty, curiosity, attentiveness, and open-mindedness. Recently, Kotzee et al. (2021) argued that ‘the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education’ (p. 1). In this article, partly as a response to Kotzee et al.'s (2021) challenge and partly to better understand and shape the intellectual virtues classroom, I explore at a pedagogical and epistemological level two theories I believe to be evident in the intellectual virtues classroom: virtue responsibilism and social constructivism. Through bringing these theories into conversation, I argue that a deeper understanding of the intellectual virtues classroom is elicited which is able to overcome Kotzee et al.'s (2021) pedagogical challenge for the intellectual virtues approach.

Intellectual courage and inquisitive reasons

Intellectual courage and inquisitive reasons

Jansenism between Theology and Politics. On Herder's interpretation of Jansenism

Jansenism was a special kind of political theology and a real chapter in the history of European civilization. Even in our days, it is not considered completely revealed. The term "political theology" is a special category since it is the final outcome of prolonged research and interpretation procedures. These outcomes are hardly useful as footnotes only behind the term itself. They are rather to be mentioned in further explanations. Nevertheless, any political theology is primarily theology. Its political dimensions are determined partly through the perceived and verified position in its real-time society, and partly by primary and complete interpretation through biblical exegesis and dogmata which were understood as political acts contemporarily (but perhaps also later). Luther's criticism of selling indulgences may have been a simple and striking example. The practice of selling indulgences was undoubtedly a theological problem, but there was inevitable (as it really happened) its political nature too. In the case of creating sometimes a typology of "political" theologies it would be certainly interesting to study its relevant types. Nevertheless, it is clear that there are generally existing types of politically converted theology which return in similar forms from time to time with their own historical depth. Therefore it is not necessary to generate it repeatedly as a new discovery while targeting a way of thinking of any specific era. Political theology, as it must always be emphasized, is primarily theology. However, its conversion to a political one may be caused (as it was mentioned above) by a huge number of factors, let alone real historical incidences by any fortune. Thus, it is obvious that the theological factor is predominant in any interpretation. This way, reconstruction of the same factor is a key to opening the gate to political interpretation. Anyway, this dominancy even by recognising its nature cannot disguise the political background. Regarding these, transparency and intellectual courage are necessary to any interpretation since political struggle fought out in the medium of theology may discover substantial secrets as well.

The Imperatives of Critical Thinking in Intercultural Philosophy

AbstractIn this research, an attempt is made to interrogate the practice of intercultural philosophy with a view to showing that the critical thinking mindset is imperative for a balanced, progressive, and respectful intercultural engagement. A world in which cultures relate to one another on the basis of equality, mutual respect, and recognition of one another’s identity and rights has remained elusive. The need for such a world and the dynamics of such transcultural relations form the central themes of intercultural philosophy. Specifically, this article argues that there can be no genuine intercultural discourse without the core values of critical thinking, such as open-mindedness, fair-mindedness, intellectual empathy, intellectual humility, intellectual perseverance, intellectual integrity, and intellectual courage. This article’s claim is that genuine intercultural engagement devoid of ego politics and the geopolitics of marginalization and superiorization must transcend the barriers of egocentrism and sociocentrism. Using an example of the conversational method, the authors interrogate critical thinking as an integral component of a viable intercultural discourse.

An acceptance speech.

An acceptance speech.

Engendering Students’ Epistemic Agency in a Mathematics Class at a University in South Africa

This article draws on the notion of epistemic agency to illustrate how the enactment of shared epistemic agency is enabled or hindered in a mathematics classroom for student teachers. I used data from an ethnographic study that was conducted in a third-year class of mathematics for educators. Data was drawn from verbal interactions that took place between mathematics student teachers, and between student teachers and myself as their lecturer, as they worked on class tasks. A narrative mode of analysing data was employed to synthesise data from critical incidents, while excerpts of these incidents represented data. From this analysis, I argue that, with extended wait time by a facilitator, students’ disposition of epistemic virtues and vices may enable or hinder enactment to epistemic agency, respectively. In article, those vices presented themselves as epistemic stinginess, prejudices against answers by peers and epistemic disclaimer. The epistemic virtues were presented as impartiality and intellectual courage. I further suggest that the recommended wait time of 1–3 during classroom questioning and answering should be extended for classes where epistemic practices are encouraged.

Cognitive Ecology in the Age of the Internet

The article deals with the problem of intellectual behavior in the era of development of the Internet and social networks. Just as geo-ecology has put the values of nature conservation at the forefront over those of economic gain, so cognitive ecology puts intellectual values at the forefront of the cognitive process. The author substantiates the idea that the Internet has its own cognitive ecology. An overabundance of information requires more complex skills in evaluating and analyzing information, as well as changing value-based intellectual attitudes. It is argued that the theoretical basis for the analysis of cognitive ecology in the Internet age can be the epistemology of virtues, in which various intellectual virtues and vices are studied. The article lists some intellectual virtues and vices that can be demanded when working on the Internet. These intellectual virtues include: open-mindedness, intellectual caution, intellectual courage, intellectual thoroughness, etc. It is shown that manifestation of intellectual virtues is necessary to navigate in epistemologically “unfriendly” environment of the Internet.

„Róbmy swoje!”, czyli ethos inteligencki w nowoczesnej parenezie Wojciecha Młynarskiego

The article contains a semantic and stylistic analysis of the song by Wojciech Młynarski entitled <em>Let’s Do What Is Ours!</em> (Pol. <em>Róbmy swoje!</em>), carried out with particular emphasis on the axiological intention of the author. The work promoting the attitude of intellectual courage, creative activity and perseverance, which serves the civilization values verbalized by the author in the form of a triad “culture, art, freedom of speech”, was considered a modern paraenesis, in which numerous linguistic and literary means (and in particular the title phrase, which became a winged word) were used to shape the worldview of the audience. The text has been reviewed against the artist’s entire legacy, the usefulness of which for didactics of Polish was reflected in the new base for teaching program for high school.

Using Revision and Specifications Grading to Develop Students’ Mathematical Habits of Mind

Mathematics teachers need to teach students more than just a laundry list of mathematical skills. Many of us also want to train our students to use mathematical habits of mind. However, traditional grading schemes usually do not allow us to reward intellectual courage and modesty. In this paper, I report on my implementation of specifications grading in a mathematics content course for preservice elementary teachers. This scheme supports my students in revising their mathematical thinking, taking mathematical risks, and effectively communicating their ideas through writing.

Плот или пирамида: о природе интеллектуального мужества

The subject matter of the article is the problem of intellectual courage. Its origins can be traced from philosophical ethics, the psychology of morality, virtue epistemology, and the ethics of science. Intellectual courage represents the limit of reasonable fearlessness completing the continuum of “bravery – boldness – courage”. Intellectual courage is an epistemic virtue that ensures the development of knowledge (the discovery and justifica­tion of new theories, risky experiments and inventions) in the face of uncertainty and risk. The intellectual courage as an act of a selfless gift demonstrates the special epistemic sta­tus of the giver and his or her distance from the community. Being unreduced to the qual­ities of personal character, intellectual courage embodies a particular communicative phe­nomenon on the boundary of science and society: the creative loneliness.

Critical Thinking in the Digital Age: Strategies of Human Resource Management

The research introduces a strategy of utilising critical thinking (CT) as an instrument of developing professional skills set in the digital age. The research aims to evaluate the potential of CT in human resources management (HRM). It has been established that the strategy of CT offers a way of intellectual improvement within the framework of professional communication. Therefore, a systematic fostering of CT allows for successful integration of affective and cognitive aspects of communication in the context of HRM.
 Conversely, this research has identified the potential of the offered strategy in change- and risk management. The CT strategy has proved itself to be an effective way of professional decision-making in key cognitive aspects as well as in effective ones (intellectual courage, perseverance, confident reasoning, independent thinking in tandem with overcoming egocentrism and sociocentrism). Based on the results of the empirical research within the modern digital environment, the long-term efficiency of the offered strategy has been substantiated; the researchers have outlined the potential ways of implementing the results of the study, as well as strategy’s growth point.

Epistemic Angst, Intellectual Courage and Radical Scepticism

The overarching aim of this paper is to persuade the reader that radical scepticism is driven less by independently plausible arguments and more by a fear of epistemic limitation which can be overcome. By developing the Kierkegaardian insight that knowledge requires courage, I show that we are not, as potential knowers, just passive recipients of a passing show of putatively veridical information, we also actively need to put ourselves in the way of it by learning to resist certain forms of epistemic temptation: the Cartesian thought that we could be ‘imprisoned’ within our own representations, and, hence permanently ‘out of touch’ with an ‘external’ world, and the Reasons Identity Thesis, which has us believe that whether we are in the good case or in the bad case, our epistemic grounds are the same.

Posthuman Glossary

Posthuman Glossary

Japanese Philosophy? No Such Thing: Japan's Contribution to World Philosophizing

For almost five decades I have been studying Japanese philosophy, but only gradually have I come to realize there is no such thing. The ghost of Nakae Chōmin 中江 兆民 (1847–1901) probably gloats with satisfaction to hear this gaijin say that. My statement seems to echo his assessment more than a century ago when he pronounced that Japan had always been and continued to be devoid of philosophy. Although I admire Chōmin for his intellectual courage, standing up to the thought police even to the extent of being temporarily exiled from Tōkyō, my position is not at all the same as his. Nakae Chōmin is not only dead, but unfortunately, when it came to understanding both philosophy and its relation to Japan, he was also dead wrong. So although in reference to Japanese philosophy, I claim there is no such thing, I do not mean what Chōmin meant. To understand what I do mean, we have to examine my claim word by word.

The Social Science Blues.

At the dawn of the new century, Robert Plomin was gloomy. As he recounts in Blueprint: How DNA Makes Us Who We Are, attempts to find the DNA responsible for the heritability of behavior failed. Month after month, journals would report new findings of specific genes for behavioral phenotypes, but they never replicated. One amazing genomic methodology after another was developed in biological genetics and applied to medicine, where it succeeded, and then to human behavior, where it failed. This was the moment of Plomin's despair. He had, with great intellectual courage, staked his reputation on the existence of actionable scientific knowledge of the DNA-based genesis of twin-based heritability. But Blueprint is hardly the product of a gloomy author. Quite the opposite: it is a declaration of victory of nature over nurture, a celebration of the vindication of Plomin as a scientist and of behavior genetics as a field of study. What happened between 2000 and 2019 to brighten Plomin's outlook so radically? Were the genes for schizophrenia and intelligence finally discovered? Are we at last on our way to understanding why, at a biological level, all differences in human behavior are substantially heritable? Alas, no. What happened is that Robert Plomin gave up on the search for individual genes that explain heritability and decided to be satisfied with much less.

Editor's Introduction

Editor's Introduction