This article provides a new reconstruction and evaluation of Kant’s argument in §IX of the second Critique’s Dialectic. Kant argues that our cognitive faculties are wisely adapted to our practical vocation since their failure to supply theoretical knowledge of God and the immortal soul is a condition of possibility for the highest good. This new reconstruction improves upon past efforts by greater fidelity to the form and content of Kant’s argument. I show that evaluating Kant’s argument requires settling various other issues in the interpretation of his moral philosophy, e.g. his account of moral psychology, motivation, education, and development.

The context of humanitarian action has changed considerably over the past twenty years. These upheavals have given rise to a need to reflect on humanitarian action, as evidenced by the new focus on scientific research by humanitarian actors since the turn of the century. This new approach has led to the creation of numerous organizations dedicated to research within the sector itself, so that scientific knowledge on humanitarian action is no longer produced solely by university researchers. One such organization is the French Red Cross Foundation, founded in 2013. This organization bears witness to the diversity and depth of the issues affecting the humanitarian sector, and the challenges of responding to them. Its history and its past and present difficulties and successes also illustrate the complexity of implementing such a response.

This article aims to analyze and capitalize on several examples of scientific programmes built in direct relation to the humanitarian sector, in order to draw lessons from them (success factors, difficulties encountered, testimonials of applications of research results). In the article, we provide retrospective information on collaboration between the humanitarian and social action sectors and the academic sector, and look to the future by anticipating the shortcomings and needs that organizations – like researchers – will have to address in order to nurture the solidarity practices of tomorrow.

Vernacular discourse about science reveals theorizations of it as a power-laden, morally charged experimentation with the world guided by (often implicit) ethical orientations. Applying these vernacular theorizations to interpret professional class science on the continent, the author argues that this science has been shaped most profoundly by the politics of independence. While indigenous projects, European imperialism, and neoliberalism shape scientific institutions, African independence continues to inform the moral and political ends toward which science is thought to work. Understanding the alignment of professional class science with nation-building can help guide the recalibration of science toward the goal of substantive independence.

In this article, I summarize the main takeaways from The Limitations of the Open Mind and reply to concerns raised by Miriam Schleifer McCormick and Nathan Ballantyne. In reply to McCormick, I emphasize potential difficulties involved in helping people change their minds while representing yourself as taking an “objective stance” toward them. In reply to Ballantyne, I clarify my reasons for thinking that open-mindedness is a matter of being willing to change your mind and that amateurs can in some ways and in some situations be more immune to misleading arguments than experts can.

Paul's epistemology was famously mapped onto his eschatology by J. Louis Martyn, but it must be mapped also onto his ecclesiology. For Paul, knowing is bound always and indissolubly to living with others. To understand how Paul would have us know things, then, we must focus not on knowledge as such, but on epistemic practices in ecclesial communities. Whereas the Corinthians’ use of wisdom and knowledge made for fragmentation and dissolution in the body of Christ (1 Cor 1–4; 8–10), Paul would have practices with knowledge instantiate communion and care for one another, as is proper for Christ's body. Integral to theological knowing is a sense of what and whom theology is for, a sense being critically explored in recent evaluations of theological education.

Maternal malnutrition is pervasive throughout the world, notably in sub-Saharan Africa, including Ethiopia. This study examined the effect of community-based iron-folic acid supplementation (IFAS) nutrition education on IFAS knowledge and attitude among pregnant women in urban settings in South Ethiopia. A community-based quasi-experimental study was conducted among 198 randomly selected pregnant women attending antenatal care (ANC) (99 intervention and 99 control). We used a multistage sampling technique followed by systematic sampling to select the pregnant women. Pregnant women who participated in the intervention arm received six nutrition education sessions and counselling using a health belief model (HBM), while the control group received only routine ANC services. Baseline and endline data were collected during the ANC and compared. The data was analysed using statistical package for social sciences. Analyses of the effect of the intervention were done using difference-in-difference and generalised estimation equation to allow correlation of repeated observations over time. The results indicated a significant effect of intervention on maternal knowledge towards IFAS; with intervention, group levels increased by 35 percentage points (P < 0.001). The odds of being knowledgeable at the endpoint in the intervention group were 2.6 times higher than baseline (OR = 2.67, 95% CI 1.88–3.80). There was a significant (P = 0.001) change in proportion with a favourable attitude towards IFAS between the two time points. The community-based nutrition education intervention approach has significantly improved maternal knowledge and a favourable attitude towards IFAS among pregnant women. The HBM is effective in improving knowledge and attitude among pregnant women.

A world without hunger demands a post-growth rewiring of the global agrifood system predicated on emancipatory politics that enables reform of actors and institutions outside agriculture. This is necessary to shift out of the prevalent growth-hegemonic framing of agriculture and its contributions to economic growth, where the structural injustice of hunger is rendered invisible. Recent International Relations (IR) scholarship highlights the institutional arrangements underpinning global agrifood problems. This paper uses critical IR theory to understand the structural mechanisms and relations of power through which the growth-hegemonic theorisation of agriculture is produced and reproduced, sustaining hunger within an exceedingly financialised agro-industrial complex. The structural power of knowledge shaping the interlocking structures of finance, production, and security is evident in the extremely high multilevel concentration in modern agrifood systems. This structural power evident in local decentralised agroecological systems and in transnational agrarian movements reflects post-growth principles of sufficiency, shared prosperity, care, ecological and social justice.Together, they are the counter-hegemonic voices, cooperative social systems, and class interests championed by post-growth politics.

Maternal knowledge and attitudes towards nutrition are essential for achieving healthy dietary behaviours for a positive pregnancy outcome. Therefore, this study aimed to assess the level and determinants of knowledge and attitudes towards nutrition among pregnant women in the Minjar Shenkora district, Ethiopia. Institution-based cross-sectional study was conducted between June and August 2021 among 334 pregnant women who were selected using a systematic random sampling technique. Data were collected using a semi-structured questionnaire and analysed using SPSS version 21. Bivariate and multivariate logistic regression analyses were used to identify the determinants of nutritional knowledge and attitudes. P < 0.05, with a 95% CI was used to declare statistical significance. Overall, 69.2% and 44.0% of the pregnant women were not knowledgeable and had an unfavourable attitude toward nutrition, respectively. The educational status of pregnant women (P < 0.01) and access to nutritional information (P < 0.01) were significantly associated with nutritional knowledge, while the educational status of pregnant women (P < 0.01) was associated with nutritional attitude. Respondents’ knowledge of and attitudes toward nutrition were low. Pregnant women’s educational levels and access to nutritional information are strongly related to their nutritional knowledge. Likewise, the educational status of the pregnant women was significantly associated with their nutritional attitudes. Therefore, education and counselling on maternal nutrition are needed to improve healthy maternal nutrition tips in the study area.