Practical Contexts

The thought and the findings of moral particularism are extended to contextualism. Moral particularism asserts that reasons for moral actions are not governed by general principles, but by a mixture of situation bound deliberation and values. Particularism was established in the area of moral philosophy and its main results include delimitation with various forms of moral generalism. Many insights were accumulated along the way. The book claims that a serious contextualist approach needs to embrace particularist normativity. Thesis is then applied to the traditional areas of philosophy such as semantics, epistemology and ontology. This makes it possible to ask questions about the positive and not just negative story and about the wider impact of particularism. The book is an attempt of such a positive story. Foundations are laid for an exciting new field of research in the main systematic branches of philosophy, urging you to rethink the normative basis of semantics, epistemology and metaphysics, in their interweaving with moral thought. The importance of narration and of phenomenology is stressed for these areas.

This text offers an intervention into the debate between communitarianism and liberalism. It argues for a theory of "contexts of justice" that leads beyond the confines of the debate as it has been understood and posits the possibility of a new conception of social and political justice.

This book provides comprehensive coverage of the key issues and perspectives in the current practice of physiotherapy, focussing on the issues that are not taught in 'clinical' texts yet that underpin professional practice. The book helps students gain a good understanding of the physiotherapy profession. It will introduce students to the key practice issues included in professional entry curricula: history of the profession, the workforce and roles of physiotherapists, ethics, law, reflective practice, clinical reasoning, teamwork, and other professional issues within the field of physiotherapy.

This book summarizes the results of a multimethod project on school development performed during the COVID-19 pandemic. It combines innovative theoretical approaches and findings as well as long-term online research activities in which student assessments delivered the bases for adaptive teacher trainings. The theoretical foundations relate to sustainable conditions of classroom and school development, an approach to personality development, and a focus on instructional coherence. Empirical findings concern the development of learning-strategy use and classroom needs over time as well as a model for effective teacher education and related course evaluations. A further research area concerns advanced perspectives from digital-learning research, such as the effects of social media in classrooms, mixed and virtual learning materials, computer-based collaborative learning, and innovative interventions in media research. The book is aimed at researchers, teacher trainers, instructional designers, and practitioners in the field of school development as well as teacher education.

Making links between different professional roles, policies and practices, Working in Multiprofessional Contexts equips you with the skills, knowledge and understandings that managers, practitioners and students need to work in integrated multiprofessional settings. Authors John M. Davis and Mary Smith draw on case studies to consider the dilemmas, challenges and complexities common within your workplaces.

CHRISTOPH REHMANN-SUTTER, MARCUS DÜWELL, DIETMAR MIETH When we placed “finitude”, “limits of human existence” as a motto over a round of discussion on biomedicine and bioethics (which led to this collection of essays) we did not know how far this would lead us into methodological quandaries. However, we felt intuitively that an interdisciplinary approach including social and cultural sciences would have an advantage over a solely disciplinary (philosophical or theological) analysis. Bioethics, if it is to have adequate discriminatory power, should include sensitivity to the cultural contexts of biomedicine, and also to the cultural contexts of bioethics itself. Context awareness, of course, is not foreign to philosophical or theological bioethics, for the simple reason that the issues tackled in the debates (as in other fields of ethics) could not be adequately understood outside their contexts. Moral issues are always accompanied by contexts. When we try to unpack them – which is necessary to make them accessible to ethical discussion – we are regularly confronted with the fact that in removing too much of the context we do not clarify an issue, but make it less comprehensible. The context – at least some essential parts of it – is intrinsic to the issue. Unpacking in ethics is therefore a different procedure. It does not mean peeling the context off, but rather identifying which contextual elements are essential for an understanding of the key moral aspects of the issue, and explaining how they establish its particular character.

This book offers detailed strategies, methodologies, approaches, practice guidelines, and policy implications effective for professional coaching on the individual, group and organizational level. It details empirical research-based and theoretical perspectives on coaching psychology as well as elaborates upon the fundamentals within multi-cultural contexts. First delivering a general introduction to coaching psychology before going on to examine specific psychological approaches towards coaching. The book also provides a conceptual framework for the use of psychometrics in multi-cultural coaching psychology. Next, the book presents meta-theoretical perspectives and applications for multi-cultural contexts, such as how to enhance leadership with group coaching from a system psychodynamic approach, how coaching can be used to support behavioral engagement and wellbeing, and how to utilize symbolic expressions, art, myths, dreams, and fantasies in coaching. This book provides practical tools towards critical self-reflective practice. Delivering the current state of the art research by presenting psychological coaching strategies theory and practice in one viewpoint. It also informs on the activity of various research approaches, thus interesting the broader student and academic reader. It will help all readers evaluate their current coaching competencies and, in the end, become better coaches. The book will also serve as an ideal resource for psychologists who want to migrate into coaching psychology.