Habituation: A Method for Cultivating Starting Points in the Ethical Life

Kerr, Jeannie

doi:10.1111/j.1467-9752.2011.00826.x

Cited by 13 publications

(17 citation statements)

References 5 publications

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“…The Kerr effect is the birefringence produced in materials through application of a strong electric field E . John Kerr showed that Δn = ( B/λ)E 2 , where Δn = n ǁ − n ⊥ , that is, the difference in refractive indices along and perpendicular to the direction of E , λ is the wavelength of light used to measure the birefringence Δn , and B has become known as the Kerr constant.…”

Section: Introductionmentioning

confidence: 99%

Beyond microstructures: Using the Kerr Effect to characterize the macrostructures of synthetic polymers

Gurarslan

Hardrict

Roy

et al. 2014

J Polym Sci B Polym Phys

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The macrostructures of synthetic polymers are essentially the complete molecular chain architectures, including the types and amounts of constituent short-range microstructures, such as the regio-and stereosequences of the inserted monomers, the amounts and sequences of monomers found in co-, ter-, and tetra-polymers, branching, inadvertent, and otherwise, etc. Currently, the best method for characterizing polymer microstructures uses high field, high resolution 13 C-nuclear magnetic resonance (NMR) spectroscopy observed in solution. However, even 13 C-NMR is incapable of determining the locations or positions of resident polymer microstructures, which are required to elucidate their complete macrostructures. The sequences of amino acid residues in proteins, or their primary structures, cannot be characterized by NMR or other short-range spectroscopic methods, but only by decoding the DNA used in their syntheses or, if available, X-ray analysis of their single crystals. Similarly, there are currently no experimental means to determine the sequences or locations of constituent microstructures along the chains of synthetic macromolecules. Thus, we are presently unable to determine their macrostructures. As protein tertiary and quaternary structures and their resulting ultimate functions are determined by their primary sequence of amino acids, so too are the behaviors and properties of synthetic polymers critically dependent on their macrostructures. We seek to raise the consciousness of both synthetic and physical polymer scientists and engineers to the importance of characterizing polymer macrostructures when attempting to develop structure-property relations. To help achieve this task, we suggest using the electrical birefringence or Kerr effects observed in their dilute solutions. The molar Kerr constants of polymer solutes contributing to the birefringence of their solutions, under the application of a strong electric field, are highly sensitive to both the types and locations of their constituent microstructures. As a consequence, we may begin to characterize the macrostructures of synthetic polymers by means of the Kerr effect. To simplify implementation of the Kerr effect to characterize polymer macrostructures, we suggest that NMR first be used to determine the types and amounts of constituent microstructures present. Subsequent comparison of observed Kerr effects with those predicted for different microstructural locations along the polymer chains can then be used to identify the most likely macrostructures. V C 2014 Wiley Periodicals, Inc. J.

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Section: Introductionmentioning

confidence: 99%

Beyond microstructures: Using the Kerr Effect to characterize the macrostructures of synthetic polymers

Gurarslan

Hardrict

Roy

et al. 2014

J Polym Sci B Polym Phys

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“…According to Aristotle, the habit, not only simplifies action and eliminates the suffering of effort, but also intensifies it (Singh et al 2015). In his view, repetition produces habits and habits produce inclination, and desire, in turn, raises action, the result of this, is a certain type of knowledge (Kerr 2011). Aristotle's phrase shows his view in this regard, saying in the essay, Nicomachean Ethics:…”

Section: Findings and Discussionmentioning

confidence: 99%

“…In these studies, habituation is approved and they have divided this method into two categories: acceptable and unacceptable. Kerr (2011), Kristjánsson (2016), Räihä et al (2012) and Turgut (2016) are among those who have divided the method of habituation into the two types of mechanical and cognitive manners. They have sought to show that Islam has recommended the habituation method.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Habit is defined as "an automated, orderly and coordinated relation between all the spiritual activities of the individual" and "repeating an action in close proximity" is another definition (Singh et al 2015). Scholars also say that it is "encouraging someone to accept getting used to a habit, in such a way that it regulates their behaviour in the long run" (Kerr 2011). One can also define habituation as "learning the excellences of character through engaging in virtuous behaviour and avoiding non-virtuous behaviours" (Kerr 2011, 644).…”

Section: Introductionmentioning

confidence: 99%

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Moral Autonomy and Habituation Method: A Study Based on Islamic Teachings

Toosi¹,

Jamil²

2019

KAJH

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The current paper seeks to illustrate the conflict between habituation and moral autonomy and explain the Islamic view in this regard. The methodology of this research is qualitative and Islamic classical sources have been used to further elucidate Islam's stance, as we have referred to some articles and resources to understand the concept of habituation method and its contradictions with moral autonomy. The achievement of the paper is realising the contradiction between the habituation method and moral autonomy and habituation's incompatibility with the rational growth and development of the youth which is the goal of Islamic education. Therefore, this method cannot be accepted in Islamic moral education. On the other hand, there are some narratives in the Islamic sources that apparently have recommended this method, so another important achievement of the article is the proper interpretation of these narratives, presented for the first time. According to this interpretation, these narratives do not recommend the habituation method, but rather the continuity and maintenance of the action. Therefore, there is no disapproval in Islamic sources in this regard, and these sources reject the use of this method in moral education. The paper concludes by saying that the habituation method is not an Islamic method of education, and Islamic narrations have not recommended it. This paper comes with a suggestion that education scholars and policy makers need to extract other methods from the Islamic sources and devise them according to scientific findings instead of using this method.

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“…Steutel and Carr (1999) point out that the NE details an aretaic ethical approach, wherein there is concern over action and an evaluative idea of excellence, particularly with “the evaluation of persons, their characters, intentions and motives” (Steutel and Carr, 1999: 8). Phronesis provides insight to knowing in practical living in community that is oriented towards discerning and being responsive to what is kalon (noble and fine), thus distinguishing an evaluative capacity towards the good in relational contexts (Kerr, 2011; Vokey, 2001; Vokey and Kerr, 2011). Daniel Vokey distinguishes the kind of intrinsic goodness that Aristotle has in mind as not being relative to human interest or desire, but is good because it “embodies or actualizes what merits being valued because it is good” (Vokey, 2001: 258).…”

Section: Aristotle: An Ethics Of Knowing and Being In Practicementioning

confidence: 99%

Challenging technocratic logics in teacher education: Seeking guidance from Indigenous and Aristotelian traditions

Kerr

2018

Research in Education

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In this article, I argue that technocratic forms of education are miseducational and intricately tied to matters of social inequity and colonialism. Through outlining the epistemic limitations, as well as drawing on decolonial scholarship, I point out that technocratic logics in education intentionally ignore the people, places, and more-than-human beings in educational configurations. In response to these concerns, I engage with Indigenous and Aristotelian scholarship that takes up embodied knowledge making practices that forefront ethics, place, and relations. I conclude by sharing collaborative teacher education practices conceived through being taught by Indigenous and Aristotelian traditions of thought and practice.

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Habituation: A Method for Cultivating Starting Points in the Ethical Life

Cited by 13 publications

References 5 publications

Beyond microstructures: Using the Kerr Effect to characterize the macrostructures of synthetic polymers

Beyond microstructures: Using the Kerr Effect to characterize the macrostructures of synthetic polymers

Moral Autonomy and Habituation Method: A Study Based on Islamic Teachings

Challenging technocratic logics in teacher education: Seeking guidance from Indigenous and Aristotelian traditions

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