This study explores the relationship between the individual person (the self), the divine, and other people in the writings of the apostle Paul and the Roman Stoic Epictetus. It does so by examining self-involving actions expressed with reflexive pronouns (myself, yourself, etc.) in various kinds of sentences: for example, “Examine yourself” and “You do not belong to yourself.” After situating the topic within the fields of linguistics and ancient Greek, the study then examines the reflexive constructions in Epictetus’s Discourses, showing that reflexive texts express fundamental aspects of his ethic of rational self-interest in imitation of the indwelling rational deity. Next, the investigation examines the 109 reflexive constructions in Paul, providing an exegesis of each reflexive text and then synthesizing the results. Paul’s reflexive phrases are essential statements of his theology and ethics, expressing an interconnected narrative Christology, narrative apostolic identity, and narrative ethic. Most importantly, the study finds that for Epictetus, concern for others is a rational means to self-realization, whereas for Paul, concern for others is a community ethic grounded in the story of the indwelling Christ and is the antithesis of self-interest.

This collection of Laurence Blum's essays examines the moral import of emotion, motivation, judgement, perception, and group identifications.

The increase of new complex security challenges and the heightening significance of a diverse array of actors has simultaneously posed a challenge to traditional perspectives on international relations and foreign policy and created an opportunity for new concepts to be applied. Conventional explanations of Japan’s foreign policy have provided us with theoretically predetermined understandings and fallacious predictions. Reformulating risk in its application to the study of international relations and foreign policy, this volume promises new insights into the analysis of contemporary foreign policy in East Asia and Japan’s post-Cold War international relations in particular.

In this wide-ranging and thought-provoking analysis of the sociocultural and personal meanings of food and eating, Deborah Lupton explores the relationship between food and embodiment, the emotions and subjectivity. She includes discussion of the intertwining of food, meaning and culture in the context of childhood and the family, as well as: the gendered social construction of foodstuffs; food tastes, dislikes and preferences; the dining-out experience; spirituality; and the `civilized' body. She draws on diverse sources, including representations of food and eating in film, literature, advertising, gourmet magazines, news reports and public health literature, and her own empirical research into people's preferences, memories, experiences

This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental. The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasizes the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place, and space in higher education, positioning caring, critically reflective and imaginative interactions and interpretations as central for knowledge growth. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, aware of their multimodal identities. It highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital, and environmental futures. This innovative book will be of interest to scholars, students, teachers, and policymakers in higher education, semiotics and multimodality, as well as postdigital, sociomaterial and futures studies.

This book pursues an original perspective on Europe's shifting extent and geopolitical standing: how countries and spaces marginal to it impact on Europe as a center. A theoretical discussion of borders and margins is developed, and set against nine studies of countries, regions, and identities seen as marginal to Europe.

Figuring the Self consists of twelve essays which present, discuss, and assess the principal accounts of the self in classical German philosophy, focusing on the period around 1800 and covering Kant, Fichte, Hölderlin, Novalis, Schelling, Schleiermacher, and Hegel.

Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness. This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.

A beautiful, profound series of reflections on the body by one of the most prominent and consequential philosophers of continental Europe This landmark volume brings into English Jean-Luc Nancy’s last completed work and concludes his remarkable philosophical reflections on the body, a project he began almost thirty years ago. Taking the body as an intersection of pulsing life and destructive cruelty on a global scale, Nancy’s account becomes more vivid, more physical, than ever, even as it ventures into language that is as lyrical as it is profound. This vividness is manifest in blood: as it flows, in all its pulsing and forceful circulation, and as it spills, in the cruelty of existences confronted daily by countless destructions. This can be described as sanguis and cruor, the two Latin words for blood’s intermingled but distinct aspects. This distinction allows Nancy to highlight an almost mystical sense of the body (yet one that remains soberly on this side of its manifest insistence), alongside the cruelty that pervades our world—a world whose very existence is threatened by its reduction to mere objects. The exceptional writings brought together in Corpus III comprise a masterful work of philosophy that marries rigorous erudition—on Freud, Nietzsche, and others—with rich poetic language and an actual poem. Nancy’s thought opens the body onto its own unaccountable origins, its plural singularities, its enmeshed instantiations, and its excessive irreducibles, which are also the elusive excesses of language. Whereas in earlier texts Nancy has referred to this excess as poetry, here he performs it in the form of a poem, in the extraordinary hymn entitled Stoma. While the publication of a poem by Nancy is a notable event, equally noteworthy is a remarkable essay entitled “Scandalous Death,” in which Nancy meditated on a subject that was to come to him too soon after. Above all, the book is crucial for bringing into English Cruor, the very last book Nancy completed before his death, an evocative meditation offered by a great thinker on the complex conditions of his own—and our—singular survival.

Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In today’s digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted—never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth. Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region.