L’objet de cet article est de chercher à dissiper le flou dont souffre le concept d’afición dans le champ du flamenco. L’une des raisons de ce flou est que le concept d’afición s’avère porteur des mêmes ambiguïtés que celui d’amateurisme. On commence alors par rappeler les deux thèses dominantes au sujet de l’afición : une première l’assimile à la passion, une deuxième en fait un mélange de passion et de respect. On montre cependant les limites communes à ces deux thèses (...) : à savoir, un sensualisme qui réduit l’afición à un mode de relation exclusivement sensoriel, sensible et émotionnel au flamenco, et un purisme qui masque l’hybridité des pratiques. On en vient ensuite à recenser les quelques typologies qui ont pu être établies pour rendre compte de la réalité complexe et variée qu’est l’afición. Mais au constat relativiste auquel elles conduisent, on oppose finalement la construction d’une définition prototypique de l’afición. Celle-ci apparaît comme une tendance à éprouver la passion pour un art tendant à exprimer lui-même la passion, soit ce qu’on peut appeler une passion au carré. (shrink)

Challenging prevailing interpretations of the development of modern philosophy, this book proposes a reinterpretation of the transcendental tradition, as represented primarily by Kant and Husserl, and counters Heidegger's influential reading of these philosophers. Author David Carr defends their subtle and complex transcendental investigations of the self and the life of subjectivity, and seeks to revive an understanding of what Husserl calls "the paradox of subjectivity"--an appreciation for the rich and sometimes contradictory character of experience.

In Phenomenology and the Problem of History. David Carr examines the paradox involving Husserl's transcendental philosophy and his later historicist theory.

The problem of time involves an overlap between physics, philosophy, psychology and neuroscience. My talk will discuss the role of time in physics but also emphasize that physics may need to expand to address issues usually regarded as being in the other domains. I will first review the mainstream physics view of time, as it arises in Newtonian theory, relativity theory and quantum theory. I will then discuss the various arrows of time, the most fundamental of which is the passage (...) of time associated with consciousness. I will argue that this goes beyond both relativity theory and quantum theory, so that one needs some new physical paradigm to accommodate it. A new paradigm is required anyway to describe quantum gravity and this may elucidate the nature of both time and consciousness. (shrink)

Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.

Phenomenological questions differ from those of metaphysics and epistemology. Regarding history, rather than asking: What is history? Or: How do we know history? a phenomenology of history inquires into history as a phenomenon, and into the experience of the historical. How does history present itself to us, how does it enter our lives, and what are the forms of experience in which it does so? The purpose of this essay is to outline a distinctively phenomenological approach to history. History is (...) usually associated with social existence and its past, and so this essay will ask about the experience of the social world and of its temporality. Experience in this context connotes not just observation but also involvement and interaction. We experience history not just in the social world around us but also in our own engagement with it. Philosophers have asked both metaphysical and epistemological questions about history, and some of the best-known philosophies of history have resulted from this questioning. The phenomenological approach is different, but it is not unrelated to these traditional philosophical questions. The later part of this essay will turn in some detail to how phenomenology, though distinct, may connect to these questions. (shrink)

The possibilities and importance of a spiritual dimension to education are subjects receiving increased consideration from educational practitioners, policymakers and philosophers. Spirituality, Philosophy and Education brings together contributions to the debate by a team of renowned philosophers of education. They bring to this subject a depth of scholarly and philosophical sophistication that was previously missing, and between them offer a wide-ranging exploration and analysis of what spiritual values have to offer contemporary education. The contributors address such subjects as what we (...) mean by 'spiritual values'; scholarship and spirituality; spirituality and virtue; spirituality, science and morality; the shaping of character; the value of spiritual learning; spiritual development and the curriculum and many others. All students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice will find this stimulating collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education. (shrink)

"Application of the possibilities for this renewal of temperance comes with an examination of how emotion will help moral deliberation in the clinical practice of medicine. Sir William Osler (1849-1919) and his doctrine of aequanimitas is greatly misunderstood to be the founder of emotional detachment in physician/patient relations. This book offers the most detailed look at aequanimitas in print and equates it with a normative view of temperance as a moral virtue." "For upper-level undergraduate and graduate-level students interested in ethics, (...) bioethics, and moral psychology; Oslerians; and students of Aristotle's and Aquinas' views of the moral virtues."--BOOK JACKET. (shrink)

Der vorliegende Band versammelt Beiträge von Philosophen und Philosophinnen innerhalb der phänomenologischen Forschung, speziell derjenigen Husserls. Die Beiträge zeichnen sich durch ihre innovative Kraft aus, da sie Neuland betreten und der phänomenologischen Forschung neue Wege eröffnen. Die Beiträge repräsentieren den gegenwärtigen Forschungsstand auf internationalem Niveau. Forscher und Forscherinnen aus Österreich, Deutschland, Dänemark, Japan, Taiwan, Italien und den USA sind versammelt. Dieser Band enthält fünf Beiträge in englischer Sprache.

Perhaps the most pressing issue concerning teacher education and training since the end of the Second World War has been that of the role of theory—or principled reflection—in professional expertise. Here, although the main post‐war architects of a new educational professionalism clearly envisaged a key role for theory—considering such disciplines as psychology, sociology and philosophy as indispensable for reflective practice—there are nevertheless well‐rehearsed difficulties about crediting such disciplines with quite the (applied) role in educational practice of (say) physiology or anatomy (...) in medical practice. This paper argues that while recent developments in professional teacher education and training may have moved on from erstwhile instrumentalist and/or applied science (competence and other) perspectives, there may yet be a case for further progress towards a rather more sophisticated philosophical psychology of teacher knowledge and expertise. (shrink)

The feminist philosopher and social scientist shows how "gendering" has affected the social and natural sciences as she reconciles the long-standing dichotomy between the quantitative and qualitative methods and demonstrates the tandem use of both experimental and intuitive approaches.

A recent review of his work describes Wilfred Carr as 'one of the most brilliant philosophers now working in the rich British tradition of educational philosophy ... His work is rigorous, refreshing and original ... and examines a number of fundamental issues with clarity and penetration'. In For Education Wilfred Carr provides a comprehensive justification for reconstructing educational theory and research as a form of critical inquiry. In doing this, he confronts a number of important philosophical questions. What (...) is educational theory? What is an educational practice? How are theory and practice related? What is the role of values in educational research? Is a genuinely educational science possible? By appealing to developments in critical theory, the philosophy of science and the philosophy of the social sciences, Wilfred Carr provides answers to these questions which vindicate the idea of an educational science that is not 'on' or 'about' education but 'for education' - a science genuinely committed to promoting educational values and ideals. (shrink)

The standard view of ignorance is that it consists in the mere lack of knowledge or true belief. Duncan Pritchard has recently argued, against the standard view, that ignorance is the lack of knowledge/true belief that is due to an improper inquiry. I shall call, Pritchard’s alternative account the Normative Account. The purpose of this article is to strengthen the Normative Account by providing an independent vargument supporting it.

Introspection, or looking inward to observe one's experience, is inherent in many methods used to study feelings, the experiential component of emotion. Challenges of introspection make faithful, high-fidelity descriptions of feelings difficult to attain. A method that (1) cleaves to a specific moment, (2) cleaves to pristine inner experience, (3) brackets presuppositions, and (4) utilizes an iterative process may be particularly well suited to this task. We review some contemporary introspective methods from the perspective of these four methodological constraints, finding (...) that Descriptive Experience Sampling (DES) addresses the constraints most fully. We present DES findings on feelings to highlight the unique contributions careful introspective methods make to emotion science. High-fidelity descriptions of feelings are necessary for a complete understanding of emotion. (shrink)

This article explores the themes of trust and ethical conduct in social research, with particular attention to the trust that can develop between the members of a research team as well as between researchers and the researched. The authors draw upon a three-year empirical study of destinations and outcomes for young people excluded from alternative educational provision. They also make reference to a contemporary exposition of Aristotle's writing on friendship in order to explore two sets of relevant distinctions that have (...) a bearing upon our understanding of relationships that emerge in the context of social research projects. These distinctions are between impartiality and selectivity on the one hand, and between universality and particularity on the other. The authors attempt to demonstrate that these distinctions influence the development of trust and the conduct of ethical research, arguing that the latter is not synonymous with compliance to ethical guidelines. (shrink)

"Deleuze plonge la critique kantienne transcendantale dans le bain dissolvant d'un empirisme renouvelé. Ce livre se propose de restituer cette entreprise, et d'analyser l'étonnante création de ce concept, que Deleuze mène depuis ses premières monographies jusqu'à Différence et Répétition dans un dialogue fécond avec l'histoire de la philosophie. Par quelles opérations de distorsion et de collage, Deleuze compose-t-il l'empirisme de Hume, la théorie du signe comme force de Nietzsche, le virtuel et les multiplicités de Bergson, les modes de Spinoza, les (...) individualisations impersonnelles de Simondon pour renouveler la théorie kantienne du transcendantal? C'est tout l'objet de cette enquête, qui permet d'entrer dans le laboratoire du penseur, pour saisir la philosophie se faisant, mais qui permet également d'expliquer l'insistance du transcendantal dans toute son oeuvre"--P. [4] of cover. (shrink)

This chapter provides a high-level introduction to the topic of propaganda. We survey a number of the most influential accounts of propaganda, from the earliest institutional studies in the 1920s to contemporary academic work. We propose that these accounts, as well as the various examples of propaganda which we discuss, all converge around a key feature: persuasion which bypasses audiences’ rational faculties. In practice, propaganda can take different forms, serve various interests, and produce a variety of effects. Propaganda can aim (...) to affect not only audiences’ beliefs and attitudes, but also their emotions and moods, and in turn how audiences subsequently reason or act. While propaganda is often thought of as false or misinformation, it can instead involve framing effects (“The war on drugs”), covert messaging (“There are Muslims among us”), emotionally charged slogans (“Make America Great Again”), or myths (“The American dream”). These forms of propaganda mislead audiences, not by introducing false information, but by making some beliefs and values, rather than others, salient. In fact, propaganda can even employ straightforwardly true claims (again, as in “There are Muslims among us”) and seemingly objective bureaucratic reports (“Crime has risen 4.2%”). To understand how these and other mechanisms enable propaganda to persuade by arational means, further study is needed. To that end, throughout the chapter we identify a number of places where the study of meaning and communication can help elucidate propaganda, as well as the places where propaganda issues challenges for the study of meaning. (shrink)

Paul Ricoeur was one of the foremost interpreters and translators of Edmund Husserl's philosophy. These nine essays present Ricoeur's interpretation of the most important of Husserl's writings, with emphasis on his philosophy of consciousness rather than his work in logic. In Ricoeur's philosophy, phenomenology and existentialism came of age and these essays provide an introduction to the Husserlian elements which most heavily influenced his own philosophical position.

This long-awaited two-volume set constitutes the definitive presentation of the system of classifying moral judgment built up by Lawrence Kohlberg and his associates over a period of twenty years. Researchers in child development and education around the world, many of whom have worked with interim versions of the system, indeed, all those seriously interested in understanding the problem of moral judgment, will find it an indispensable resource. Volume I reviews Kohlberg's stage theory, and the by-now large body of research on (...) the significance and utility of his moral stages. Issues of reliability and validity are addressed. The volume ends with detailed instructions for using the forms in Volume 2. Volume 2, in a specially-designed, user-friendly format, includes three alternative functionally-equivalent forms of the scoring system. (shrink)

Die vorliegende Schrift unternimmt eine Revision des vorherrschenden Bildes der Rolle und der Konzeptionen von Moral und Ethik im Wiener Kreis. Dieses Bild wird als zu einseitig und undifferenziert zurückgewiesen. Die Ansicht, die Mitglieder des Wiener Kreises hätten kein Interesse an Moral und Ethik gezeigt, wird widerlegt. Viele Mitglieder waren nicht nur moralisch und politisch interessiert, sondern auch engagiert. Des Weiteren vertraten nicht alle die Standardauffassung logisch-empiristischer Ethik, die neben der Anerkennung deskriptiv-empirischer Untersuchungen durch die Ablehnung jeglicher normativer und inhaltlicher (...) Ethik und der Verfechtung eines extremen Nonkognitivismus geprägt ist. Am meisten entspricht die Standardauffassung den Ansichten Rudolf Carnaps, weniger bereits jenen Karl Mengers, Otto Neuraths oder Philipp Franks. Am weitesten weichen Moritz Schlick, Victor Kraft sowie Herbert Feigl von der Standardauffassung ab. Entgegen dem herkömmlichen Bild weltabgewandter Logiker und Metaethiker wurde im Wiener Kreis sogar Angewandte Ethik betrieben, und dies bereits unter diesem Namen. Neben den ethischen Hauptthemen und Ansichten der jeweiligen Philosophen in ihrer Entwicklung im Rahmen ihres persönlichen und kulturellen Kontextes zeigt die Untersuchung, dass allen Ansätzen eine aufgeklärte und humanistische Version von Moral und Ethik gemeinsam ist. Dieser wissenschaftliche Humanismus, der sich schon in der Programmschrift Wissenschaftliche Weltauffassung. Der Wiener Kreis findet, liegt jedoch in verschiedenen Ausprägungen vor. Was die Abweichungen von der Standardauffassung wesentlich betrifft, ist ihre unterschiedliche Auffassung von Moral als gemeinsames oder individuelles Unternehmen. Carnap führt ein extremer Individualismus zu einem extremen Nonkognitivismus, in dem ihm Menger folgt. Bei Schlick ist die Lage zweideutig, was sich in unterschiedlichen Moralbegriffen widerspiegelt. Bei Kraft und Feigl tritt das Verständnis von Moral als gemeinschaftlich geteilte Praxisform klar hervor. Auf der Basis eines gemeinsamen Begriffs des moralisch Guten, der auch eine Sachkomponente enthält, ist eine Verständigung über moralische Fragen möglich. Von einem extremen Nonkognitivismus kann dort nicht mehr die Rede sein. Mit diesen Ergebnissen verbietet es sich, dem Wiener Kreis allgemein eine Ablehnung normativer Ethik und einen extremen Nonkognitivismus zuzuschreiben. Eine systematische Ethik, die Moral als Gemeinschaftspraxis begreift, steht einigen im Wiener Kreis näher, als das vorherrschende Bild suggerieren möge. Wer meint, mit engem Bezug zur Tradition des Wiener Kreises nur Carnap folgen zu können und Ethik als suspektes Unternehmen betrachten zu müssen, irrt. Ethik war in der Tradition Analytischer Philosophie nicht immer so marginalisiert, wie sie es in manchen ihrer Teilrichtungen heute noch ist und Gegner(innen) der Analytischen Philosophie vorwerfen. Die vorliegende Untersuchung liefert die nötige Revision einer verfänglichen Fehlentwicklung. (shrink)

Depuis une vingtaine d'années, les réflexions d'Axel Honneth se sont imposées comme une référence majeure dans les domaines de la philosophie morale, sociale, et politique. L'enjeu que soulève la pensée critique de Honneth est alors d'examiner si, aujourd'hui, les institutions de la reconnaissance auxquelles nous participions - la famille, le marché du travail, l'État de droit, l'espace public - méritent véritablement le qualificatif de "démocratiques". Pages de début Introduction I. La reconnaissance et ses luttes II. Une conception de la justice (...) sociale III. Redistribution ou reconnaissance? IV. Les institutions de la reconnaissanceConclusion. Le droit de la reconnaissance Bibliographie Pages de fin. (shrink)

It would appear that certain deeper concerns about epistemic status and credibility underlie recent heated controversies about faith schools. The evident hostility of secular liberals to religious education in general and faith schools in particular rests on the deep-seated conviction that religious claims, beliefs and narratives are essentially non-rational, if not irrational, and therefore that no religious instruction could avoid indoctrination. Proceeding via an exploration of the non-literal signification of myth and fiction, this essay sets out to show how religious (...) and other non-literal stories and narratives can be routes to objective meaning and truth that fully engage reason and understanding as well as feeling and emotion. However, the article also acknowledges the likely reservations of some religious believers to any such approach. (shrink)

Many philosophers have defended the view that we are subject to the following evidential ought: “One ought to believe in accordance with one's evidence.” Although they agree on this, a more fundamental question keeps dividing them: from where does the evidential ought derive its normative force? The instrinsicalist answer to this question is sometimes described as the claim that "there is a brute epistemic value in believing in accordance with one's evidence" (Cowie, 2014, 4005). But what does this really mean? (...) Intrinsicalists' negative claim is that the normative source of the evidential ought has nothing to do with the fulfilment of our epistemic purposes. But what is their positive claim exactly? This paper aims at improving our understanding of intrinsicalism. Its conclusion is that there is only one possible way of being an intrinsicalist. Intrinsicalists need to be constitutivists. (shrink)

Institutional economics and discourse theory stand unconnected next to each other, in spite of the fact that they both ask for the legitimacy of institutions (normative) and the functioning and effectiveness of institutions (positive). Both use as theoretical constructions rational individuals and the concept of consensus for legitimacy. Whereas discourse theory emphasizes the conditions of a legitimate consensus and could thus enable institutional economics to escape the infinite regress of judging a consensus legitimate, institutional economics has a tested social science (...) paradigm (rational choice) of explaining and predicting the functioning of institutions. The article outlines a theoretical synthesis of the two theories by finding points in common and possibilities of fruitful combinations concerning the problem of legitimacy, institutional design and effectiveness of legal norms. (shrink)

Cherche à mettre en évidence les principes théoriques qui peuvent être au fondement de toute recherche ou réflexion en sociologie de la musique.

The common or lay view of the contribution of Freudian and psychoanalytic theory to our understanding of human sexual conduct seems to be that it is essentially subversive of traditional or conventional sexual morality. For does not the psychoanalytic discovery of psychological causes over which we have no direct control reveal that whatever we may be inclined to do from sexual motives is not a matterfor guilt or shame? Does it not show that much of the sexual guilt and shame (...) that we do experience is merely the product of inhibitions and repressions which are the result of dubiously rational social taboos and parental prohibitions? The main impact of Freudian or psychoanalytic views on modern popular thought about sexual morality andconduct would appear to amount to little more than a collection of such vague beliefs. (shrink)