If cultures are always in the making, this book catches one kind of culture on the make. Academics will be familiar with audit in the form of research and teaching assessments - they may not be aware how pervasive practices of 'accountability' are or of the diversity of political regimes under which they flourish. Twelve social anthropologists from across Europe and the Commonwealth chart an influential and controversial cultural phenomenon.

This book offers a thought-provoking examination of the state of contemporary anthropology, identifying key issues that have confronted the discipline in recent years and linking them to neoliberalism. The volume explores the effect of the economic crisis on funding and support for higher education, and addresses the sense that anthropology has 'lost its way', with uncertainty over the purpose and future of the discipline. Carrier considers how anthropology has come to resemble key elements of neoliberalism and neoclassical (...) economics in rejecting the idea of system in favour of individuals. He also suggests how the discipline can overcome its difficulties and place itself on a firmer foundation. (shrink)

Used as the basis of the program at the Equinox Holistic Alternative School in Toronto, The Holistic Curriculum advocates for an integrative approach to teaching and learning with a focus on developing a deep connection between mind and body.

Venturing into ethics -- Morality and ethics -- History of the development of ethics -- Formalization of ethics -- Institutional Review Boards -- Informal ethics -- Do no harm -- Transparency and accountability -- Informed consent -- Human terrsin system -- Future 1 -- Future 2 -- Yanomami -- Napoleon A. Chagnon -- Secrets of the tribe -- The Other.

In order to conquer and subjugate Africans, at the 1884 Berlin Conference, European countries dismembered Africa by carving her up into pieces and sharing her among themselves. European colonialists also antagonised Africans by setting up one ethnic African community against the other, thus promoting ethnic consciousness to undermine Pan-African consciousness. European powers also imposed their own “ethnic” languages, making them not only “official”, but also “international”. Consequently, as the Kenyan philosopher, Ngũgῖ wa Thiong’o, persuasively argues, through their ethnic languages, European (...) colonialists planted their memory wherever they went, while simultaneously uprooting the memory of the colonised. Cognisant of efforts in some South African institutions of higher learning to promote African languages for the purpose of promoting literacy in African languages, this article argues that while this exercise is commendable, ethnic African languages should be deliberately taught to “re-member” Africa and rediscover Pan-African consciousness. By doing this, African scholarship would be aiding Africans’ perennial and elusive quest for Pan-Africanism and the African Renaissance. Keywords: African Renaissance, Ethnic African Languages, Ethnic European Languages, European Colonialism, Pan-African Consciousness, Pan-Africanism. (shrink)

Muhammad al-Shahrastani, the famous Muslim theologian of the 12th century and author of the Book of Religious and Philosophical Sects, was greatly influenced by Ismaili teachings. In this work al-Shahrastani refutes the metaphysics of Ibn Sina (Avicenna) from an Ismaili point of view.

The history of the concept of “religion” in Western tradition has intrigued scholars for years. This important collection of eighteen essays brings further light to the ongoing debate. Three of the invited participants, W.C. Smith, M. Despland and E. Feil, has each previously written impressive books treating this subject; the last two acknowledged the impact and continuing influence of Smith’s work, The Meaning and End of Religion. An introduction and a recapitulation of Smith’s contribution as a scholar set the stage (...) for a retrospective look at the published literature. Contributors then examine the transformation of words (the classical religio to the modern religion), particularities of religion in nineteenth-century France, Troeltsch’s concept of religion, the study of religion from an Asian point of view and the categorization of “World Religions.” The concluding essays elaborate contemporary anthropological, cross-disciplinary, semiological, deconstructive and psychoanalytical methodological approaches to the concept and study of “religion.” Exploring critically different aspects of the concept and study of religion, these provocative essays typically reflect the methodological pluralism currently existing in the field of Religious Studies. Of interest to scholars and students alike, this collection also contains a complete bibliography of W.C. Smith’s publications. (shrink)

_Purpose._ The authors aim to reveal the influence of philosophical and esoteric principles on the formation and further development of Roberto Assagioli’s concept of psychosynthesis. _The theoretical basis_ of the study is determined by the latest methodological approaches in the study of the relationship between philosophical, psychological, and esoteric approaches in the study of the unconscious and the formation of a harmonious personality. _Originality._ For the first time, a systematic analysis of the anthropological foundations of Roberto Assagioli’s (...) work has been carried out in Ukrainian philosophical literature, the specificity of the connection between esoteric teachings and psychosynthesis has been revealed on the basis of a thorough study of primary sources and biographical evidence of the life and work of the famous Italian thinker. _Conclusions._ Psychosynthesis, which is one of the leading directions of modern psychology, has a rather multicultural philosophical and methodological basis. Its founder Roberto Assagioli, while developing his concept, was influenced by theosophical-esoteric, pragmatic kabbalistic, and Eastern religious concepts and practices. Unlike psychoanalysis, which saw the unconscious as physiological-naturalistic determinants of the human psyche and behavior, psychosynthesis considers the unconscious as a hidden potential for self-development of the individual. Roberto Assagioli went through a long and difficult way to finally form his own concept, which became the basis of the psycho-techniques of disidentification and work with subpersonalities, which help to discover the true transpersonal self, which is the source of human self-improvement. Modern discussions about the relationship between psychosynthesis and various forms of parapsychology once again testify to the synthetic nature of Assagioli’s teaching, which combines various psychotherapeutic practices. This is what gives psychosynthesis a new push for development in the conditions of wars, disasters, loneliness, and related psychological disorders. (shrink)

The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.

To read literature is to read the way literature reads. René Girard’s immense body of work supports this thesis bountifully. Whether engaging the European novel, ancient Greek tragedy, Shakespeare’s plays, or Jewish and Christian scripture, Girard teaches us to read prophetically, not by offering a method he has developed, but by presenting the methodologies they have developed, the interpretative readings already available within (and constitutive of) such bodies of classical writing. In The Prophetic Law, literary scholar, theorist, and critic Sandor (...) Goodhart divides his essays on René Girard since 1983 into four groupings. In three, he addresses Girardian concerns with Biblical scripture (Genesis and Exodus), literature (the European novel and Shakespeare), and philosophy and religious studies issues (especially ethical and Jewish subject matters). In a fourth section, he reproduces some of the polemical exchanges in which he has participated with others—including René Girard himself—as part of what could justly be deemed Jewish-Christian dialogue. The twelve texts that make up the heart of this captivating volume constitute the bulk of the author’s writings to date on Girard outside of his three previous books on Girardian topics. Taken together, they offer a comprehensive engagement with Girard’s sharpest and most original literary, anthropological, and scriptural insights. (shrink)

Egocentricity and Mysticism is a philosophical milestone that clarifies our relationship to language, social interaction, and mortality. Ernst Tugendhat casts mysticism as an innate facet of what it means to be human--a response to an existential need for peace of mind.

Upshot: This response focuses on the following issues, which summarize the points made by the commentaries: (i) further reflection on and details of the methodological framework that was applied to studying the proposed design of our innovation course, (ii) the issue of generalizability of the findings for teaching innovation (in this context the question of generic or transferable skills will become central), and (iii) finally, more precise explanation of what we mean by “learning from the future as it emerges.”.

A more dynamic approach to Catholic social thought that encourages a prophetic discernment can critically challenge the official narrative presented in the Compendium of the Social Doctrine of the Church, which is widely popular in Africa. This article develops this argument by revisiting three key problems that CST encounters in the African reality: poverty, violence, and justice. Significantly, the postcolonial discourse of “anthropological poverty” serves as both a justification for and a critique of the Compendium. This article highlights how a (...) prophetic discernment’s dynamic approach, through the lens of anthropological poverty, enriches or critiques official Catholic social teaching’s views on the problems of poverty, violence, and justice. The discussion that follows in the article establishes how a less hierarchical approach to contemporary social questions is both necessary and attainable, while showing that this approach is, in part, taking place in Africa. (shrink)

Anthropological Theory for the Twenty-First Century presents a critical approach to the study of anthropological theory for the next generation of aspiring anthropologists. Through a carefully curated selection of readings, this collection reflects the diversity of scholars who have long contributed to the development of anthropological theory, incorporating writings by scholars of colour, non-Western scholars, and others whose contributions have historically been under-acknowledged. The volume puts writings from established canonical thinkers, such as Marx, Boas, and Foucault, into productive conversations (...) with DuBois, Ortíz, Medicine, Trouillot, Said, and many others. The authors also engage in critical conversations surrounding the "canon" itself, including its colonial history and decolonial potential. Updating the canon with late twentieth century and early twenty-first century scholarship, this reader includes discussions of contemporary theories such as queer theory, decolonial theory, ontology, and anti-racism. Each section is framed by clear and concise editorial introductions that place the readings in context and conversation with each other. Posing thoughtful questions to students, and including a glossary to facilitate reader comprehension, the authors have also designed a dynamic companion website to recommend additional resources, including multimedia materials, supplemental readings, links to author websites, and more. (shrink)

This book focuses on how 'cult rhetoric' affects our perceptions of new religious movements (NRMs). 'Cult' Rhetoric in the 21st Century explores contemporary understandings of the term 'cult' by bringing together a range of scholars from multiple disciplines, including sociology, anthropology, psychology, and religious studies. The book provides a renewed discussion of 'new religious movements', whilst also considering recent approaches toward a nuanced study of contemporary religion. Topics explored include online religions, political 'cults', 'apostate' testimony and the current (...) 'othered' position of the study of minority religions. (shrink)

The two major schools of thought in Indigenous−settler relations on the ground, in the courts, in public policy, and in research are resurgence and reconciliation. Resurgence refers to practices of Indigenous self- determination and cultural renewal. Reconciliation refers to practices of reconciliation between Indigenous and settler nations as well as efforts to strengthen the relationship between Indigenous and settler peoples with the living earth and making that relationship the basis for both resurgence and Indigenous−settler reconciliation. -/- Critically and constructively analyzing (...) these two schools from a variety of perspectives and lived experiences, this volume connects both discourses to the ecosystem dynamics that animate the living earth. Resurgence and Reconciliation is a truly multidisciplinary work, blending law, political science, political economy, women’s studies, history, anthropology, ecology, sustainability, and climate change. Its dialogic approach strives to put these fields in conversation and draw out the connections and tensions between them. -/- By using “earth teachings” to inform social practices, the editors and contributors offer a rich, innovative, and holistic way forward in response to the world’s most profound natural and social challenges. This timely volume shows how the complexities and interconnections of resurgence and reconciliation and the living earth are often overlooked in contemporary discourse and debate. (shrink)

Vital to libraries, teachers, and undergraduate students and their writings, this anthology offers contemporary analysis of American culture in new essays written exclusively for this book by leading anthropologists. The new essays are set against the perspective of several renowned anthropologists (Malinowski, Eric Wolf, Marvin Harris, Marshall Sahlins, etc.) to offer a uniquely anthropological perspective on the most challenging issues of our time, from immigration to job exportation to the recent financial meltdown.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and DanceSarah H. WattsElizabeth Mackinlay. Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and Dance (Bern: Peter Lang, 2007).Elizabeth Mackinlay, a lecturer in the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland, documents her unique pedagogical approaches and ways of thinking about the (...) class='Hi'>teaching and learning of music and dance in her book, Disturbances and Dislocations: Understanding Teaching and Learning Experiences in Indigenous Australian Women’s Music and Dance. A university-level anthropology course dealing with the music and dance traditions of Australia’s Yanyuwa women was the setting for this “ethnographic case study” (p. 17). Through this course, Mackinlay sought to help students connect Indigenous Australian performance practices to social and political issues while fostering awareness of gender issues and learning processes within Indigenous Australian music and dance performance contexts. These objectives were met through a distinctive approach—by disposing of the strict lecture class format and bringing the field into the classroom. Disturbances and Dislocations documents the experiences of Mackinlay, her students, and several Yanyuwa women who come together as part of the course to engage in hands-on, authentic music and dance exchanges that bring the Yanyuwa women’s voices to the fore. [End Page 90]From the very beginning of the book, Mackinlay highlights her unique point of view as author of this work. She is a “white, middle class, educated woman” (p. 15) researching the experiences of and teaching university-level courses relating to Indigenous Australian and Torres Strait Islander peoples, a cultural background that is not her own. She is a political, educational, and ethnic outsider to the groups of peoples she studies. The wife of an Aboriginal man and mother to Aboriginal children, she is afforded links to the Yanyuwa people that provide her with a measure of status as a family member within the community. The dichotomy of being at once an insider and an outsider in the Yanyuwa community lends a fascinating level of complexity to Mackinlay’s exploration and analysis of the presence and impact of Yanyuwa culture-bearers in her classroom. The warmth, honesty, and openness with which she addresses her unique role in this learning exchange is engaging to the reader, and allows her personal situation to add humanity and life to the words on the page.The eight-chapter book commences with an introductory section that reflects upon her personal experiences in engaging in scholarship relating to Indigenous Australian issues. Additionally, the reader is introduced to the site of the ethnography, her classroom, in which her personal and professional lives intertwine. The next chapter further establishes the context of the ethnography by discussing a pilot project that laid foundations for the main study presented in the book. In this 1999 pilot project, a group of Mackinlay’s students, largely white women, participated in hands-on music and dance workshops under the guidance of Mackinlay and several Yanyuwa women. Student responses from this pilot project indicated that they felt awkward at times, but valued the time spent with the Yanyuwa guests and wished for more of these types of class sessions. Mackinlay determined that this cultural exchange could be even richer if more class time could be dedicated to it, an important observation for her own work, and also for others who seek to furnish cultural encounters for students.The fourth chapter delves into a theoretical discussion of the meanings of the inclusion of the study of Aboriginal and Torres Strait Islander peoples in contemporary classroom settings. Issues of political positioning, representation of Indigenous voices, identity, and “speaking from and of in-between spaces” (p. 64) as one with a foothold in both white and Indigenous worlds are all addressed, engaging the reader in Mackinaly’s own complex journey of coming to terms with her own teaching and scholarly pursuits. It is refreshing to the reader that Mackinlay acknowledges her unique viewpoint as facilitator of this course and this research study. While she is an authority in this realm, she highlights her own backgrounds and biases, her individual lens... (shrink)

According to the working definition of the International Big History Association, ‘Big History seeks to understand the integrated history of the Cosmos, Earth, Life and Humanity, using the best available empirical evidence and scholarly methods’. In recent years Big History has been developing very fast indeed. Big History courses are taught in the schools and universities of several dozen countries. Hundreds of researchers are involved in studying and teaching Big History. The unique approach of Big History, the interdisciplinary genre (...) of history that deals with the grand narrative of 13.8 billion years, has opened up a vast amount of research agendas. Big History brings together constantly updated information from the scientific disciplines and merges it with the contemplative realms of philosophy and the humanities. It also provides a connection between the past, present, and future. Big History is a colossal and extremely heterogeneous field of research encompassing all the forms of existence and all timescales. Unsurprisingly, Big History may be presented in very different aspects and facets. In this volume the Big History is presented and discussed in three different ways. In its first part, Big History is explored in terms of methodology, theories of knowledge, as well as showcasing the personal approach of scholars to Big History. The second section comprises such articles that could clarify Big History's main trends and laws. The third part of this book explores the nature of teaching Big History as well as profiling a number of educational methods. This volume will be useful both for those who study interdisciplinary macroproblems and for specialists working in focused directions, as well as for those who are interested in evolutionary issues of Astrophysics, Geology, Biology, History, Anthropology, Linguistics and other areas of study. (shrink)

BackgroundCurrently a variety of novel scenarios have appeared within nursing practice such as confidentiality of a patient victim of abuse, justice in insolvent patients, poorly informed consent delivery, non-satisfactory medicine outputs, or the possibility to reject a recommended treatment. These scenarios presuppose skills that are not usually acquired during the degree. Thus, the implementation of teaching approaches that promote the acquisition of these skills in the nursing curriculum is increasingly relevant.ObjectiveThe article analyzes an academic model which integrates in the (...) curriculum a series of specific theoretical concepts together with practical skills to acquire the basic ethic assessment competency.Research designThe project includes designing two subjects, General Anthropology and Ethics-Bioethics, with an applied approach in the nursing curriculum. The sequential structure of the curriculum in both subjects is constituted by three learning domains (theoretical, practical, and communicative) with different educational strategies.Ethical considerationsNo significant ethical considerations as this is a discussion paper.FindingsThe model was structured from the anthropology’s concepts and decision-making process, applied to real situations. The structure of the three domains theoretical–practical–communicative is present in each session.DiscussionIt is observed that theoretical domain fosters the capacity for critical analysis and subsequent ability to judge diverse situations. The practical domain reflected two significant difficulties: students’ resistance to internalizing moral problems and the tendency to superficial criticism. The communicative domain has frequently shown that the conflicting points are in the principles to be applied.ConclusionWe conclude that this design achieves its objectives and may provide future nursing professionals with ethical competences especially useful in healthcare practice. The three domains of the presented scheme are associated with the same process used in decision making at individual levels, where the exercise of clinical prudence acquires particular relevance. (shrink)

This paper reviews the uneven history of the relationship between Anthropology and Cognitive Science over the past 30 years, from its promising beginnings, followed by a period of disaffection, on up to the current context, which may lay the groundwork for reconsidering what Anthropology and (the rest of) Cognitive Science have to offer each other. We think that this history has important lessons to teach and has implications for contemporary efforts to restore Anthropology to its proper place (...) within Cognitive Science. The recent upsurge of interest in the ways that thought may shape and be shaped by action, gesture, cultural experience, and language sets the stage for, but so far has not fully accomplished, the inclusion of Anthropology as an equal partner. (shrink)

Over the past decade, teaching and learning in virtual worlds has been at the forefront of many higher education institutions around the world. The DEHub Virtual Worlds Working Group (VWWG) consisting of Australian and New Zealand higher education academics was formed in 2009. These educators are investigating the role that virtual worlds play in the future of education and actively changing the direction of their own teaching practice and curricula. 47 academics reporting on 28 Australian higher education institutions (...) present an overview of how they have changed directions through the effective use of virtual worlds for diverse teaching and learning activities such as business scenarios and virtual excursions, role-play simulations, experimentation and language development. The case studies offer insights into the ways in which institutions are continuing to change directions in their teaching to meet changing demands for innovative teaching, learning and research in virtual worlds. This paper highlights the ways in which the authors are using virtual worlds to create opportunities for rich, immersive and authentic activities that would be difficult or not possible to achieve through more traditional approaches. (shrink)

The main purpose of this study is the scientific practice of Edgard Roquette-Pinto at the National Museum of Rio de Janeiro during the 1910’s and 1920’s in the XXth Century. The article examines the relationship between laboratory science and nation building. Driven by Physicians-Anthropologists like Edgard Roquette-Pinto among others, the investigations performed at the Anthropology Laboratory there reveal the dynamic of the borders between Laboratory and Field Sciences, and the new biological parameters adopted at that time. The investigative (...) agenda involved plants, animals and human bodies, and it was related to the current Anthropology concept aligned with the debate of Nation construction. The physiological studies amplified the scientific exchange with different institutions, emphasizing cultural exchange between Brazil and Paraguay, and the role played by Edgard Roquette-Pinto there as he inaugurated the Physiological course at Faculty of Medicine at University of Asunción. (shrink)

No longer confined to traditional institutions devoted to Talmudic studies, havruta work, or the practice of students studying materials in pairs, has become a relatively widespread phenomenon across denominational and educational settings of Jewish learning. However, until now there has been little discussion of what havruta text study entails and how it might be conceptualized and taught. This book breaks new ground from two perspectives: by offering a model of havruta text study situated in broader theories of interpretation (...) and learning, and by treating havruta text study as composed of textual, interpersonal and intra-personal practices which can be taught and learned. We lay out the conceptual foundations of our approach and provide examples of their pedagogical implementation for the teaching of havruta text study. Included are illustrative lesson plans, teachers' notes and students’ reflections, exercises for students, and other instructional materials for teaching core concepts and practices. (shrink)

The article is focused on analyzing Hegel’s anthropology as a doctrine of the human soul. The pragmatic goal of the study is to adapt Hegel’s concepts to modern mentality. Hermeneutics became the main research method as a reconstruction of the main meanings of the Hegel’s text in the process of the author’s interpretation. The novelty of the study lies in identifying the ultimate ontological foundations, possibilities and boundaries of the Hegel’s approach and the method of studying the (...) human soul. The main result of the study is the semantic and stylistic fabric of the text, the content of which makes it possible for us to conclude both the enduring value of Hegel’s work on anthropology, the invariance of the ideas expressed in it, and the limitations of a purely idealistic and even logocentric approach. The article can be interesting and useful both from the side of studying the historical philosophical, ontological and philosophical-anthropological issues and from the point of view of teaching the university course of philosophy. (shrink)

Recent studies have investigated connections between Adam Smith’s economic and philosophical ideas and Catholic Social Teaching (CST). Scholars argue that their common background lies in their respective anthropologies, both endorsing a relational view of human beings. I raise one main concern regarding these analyses. I suggest that the relationality endorsed by Smith lacks a central element present in CST—the other-oriented perspective which is the intentional concern for promoting the good of others. Some key elements of CST, such as love, (...) gift, gratuitousness, and fraternity, find a very different space in Smith’s social view and very little space in his economic view. Moreover, I show how CST relationality is more in accordance with a civil economy view of the market as a place of fraternity and mutual assistance. (shrink)

Anthropology was a new field of study when Kant first began lecturing on it in 1772, and Kant himself was the first academic to teach regular courses in this area. As is well known, his own approach to anthropology is self-described as ‘pragmatic’, and Kant’s pragmatic anthropology differs markedly from the anthropologies that other early contributors to the new discipline were advocating. In this essay I focus on a fundamental feature of Kant’s anthropology that has (...) been under-appreciated in previous discussions; namely, the particular conception of human nature that he believes anthropology, when pursued properly, leads to. I call this conception a cosmopolitan conception of human nature. In addition to establishing the central importance of this idea for Kant’s project in anthropology, I also try in this essay to unravel some of its ambiguities and tensions as well as to highlight its underlying moral motives. The cosmopolitan conception of human nature that is central to Kant’s anthropology is a further indication of the significance of his anthropology for ethics.Keywords: Immanuel; Kant; Anthropology; Pragmatic; Cosmopolitan; Human nature. (shrink)

“If anthropology and history once begin to collaborate in the study of … societies, it will become apparent that the one science can achieve nothing without the help of the other,” said Claude Levi-Strauss. This statement is so immediately sensible in a plain, common-sense way, that only an examination of historical and anthropological practices reveal that such a collaboration is neither as frequent nor as complete as it ought to be.Anthropologists traditionally studied preliterate societies, historians, literate ones. Preliterate (...) societies lack written documents (or such documents are rare and often unreliable since they are usually written by untrained observers from outside the culture) and anthropologists found themselves with only oral traditions from which to reconstruct the past. Oral traditions, myths, tales, legends and so on are part of every culture; but the value of such traditions as a source of historical information was considered doubtful by most anthropologists, and historians seemingly had no need of them. The functionalist school of anthropology contributed to our understanding by recognizing the value and importance of oral histories in terms of the functions such tales fulfill in a given society. (shrink)

"Philosophical anthropology" is a special and extremely comprehensive branch of the history of world science and modern philosophical thought in general. Philosophical anthropology is an important branch of Western philosophical and social thought. Philosophical anthropology, which took its historical roots from ancient Greek philosophy, existed in the later periods of the history of philosophy, acquired a new meaning in German classical philosophy, and became a special trend in the history of philosophy starting from the beginning of the (...) 20th century, is also, in general, a new philosophy of man. It is a philosophical teaching that includes the results of various systems of knowledge about the nature and existence of man in the 20th century Western Europe, mainly in German-language philosophy. In a broader sense, philosophical anthropology is a scientific system consisting of a set of philosophical ideas, concepts, and teachings that focus on man and aim to study him. Philosophical anthropology, which emerged in the late 1920s as a result of Max Scheler's philosophical teaching and was considered a new direction in the history of thought, developed as a branch of non-classical philosophy. (shrink)

Die Beiträge in diesem Buch sind in transkultureller Perspektive Problemen der Epistemologie, der Anthropologie, der Ethik und der politischen Philosophie gewidmet. Unter dem Titel Menschsein - On Being Human diskutieren koreanische und deutsche Philosophen Themen der einen Welt: Universale und lokale Diskurse über Kultur und Transkulturalität im Zeitalter der Globalisierung, die Rolle der Religionen, öffentliche Rationalität, transkulturelle Gerechtigkeit und Universalität von Menschenrechten. The contributions in this book are from a transcultural perspective and devoted to problems in epistemology, anthropology, ethics (...) and political philosophy. Under the title Menschsein - On Being Human, Korean and German philosophers discuss topics to do with one world: universal and local discourses about culture and transculturality in the age of globalization, the role of religion, public rationality, transcultural justice, and the universality of human rights. (shrink)

Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in (...) laboratories. Through discussions and interactions with these colleagues ethicists can simultaneously achieve three important objectives. First they can get a great deal of assistance in their research into the social implications of future technologies by talking with people that are actively creating those futures. Second their presence in the lab and the discussions that result can be a very powerful method for educating not only students, but faculty about the ramifications of their work. And third, because the education is directly linked to the students’ everyday work it is likely that it will not just be a theoretical exercise, but have direct impact on their practice. (shrink)

Purpose. The article is aimed to reveal the essence of the eternal problem, comprehended by Augustine Aurelius in the culture of the early Middle Ages – the focus of the value orientations of the anthropological search. Theoretical basis. Only in the twentieth century, various aspects of Augustine’s creative legacy became the subject of scientific research by many authors. As the direction of their scientific research, the problem of the relationship of reason, faith, knowledge, which has risen sharply in medieval Christian (...) culture, has been considered. The logical outcome of these studies was the assertion that for Augustine Platonism was the main of the philosophical teachings of antiquity; that Augustine, being in line with Christian philosophy, considered the understanding of the aesthetic perfection of the Divine creation of the world as the sense of human life. The analysis of their works gives reason to argue that the definition of the human essence – the Augustine’s anthropological problems, was practically not addressed by representatives of domestic and foreign philosophical thought, and therefore remained undiscovered. Originality. The authors have proved that the definition of the human essence by Augustine is in the correlation with his answers to questions about the nature of the origin of man, about the secrets of being, etc. The ethical ideal of the thinker has been revealed, which is systematically formed in his works. Conclusions. The thesis has been substantiated that the anthropological views of Augustine Aurelius are in correlation with his epistemological judgments. Only by knowing the order of things in the universe, determined by the will of the Lord, we will know also the order of our value orientations. The basis of the philosophical comprehension of the human essence by Augustine Aurelius is a series of questions that constantly arise before mankind – about the nature of its appearance, about the secrets of human existence, the sense of life, death and immortality, etc. The ethical ideal of the thinker is an eternal city that is not based on human nature, it is too volatile, therefore it is only to a small extent subject to research, but on a Divine basis – the Christian idea. (shrink)

Purpose. The article is aimed to introduce Karol Wojtyła’s anthropological teaching into the philosophical discourse through the systematization of anthropological issues in his philosophical and theological works. Provision of insight into the peculiar features of his adequate anthropology implies the fulfillment of the following tasks: first, identification of the methodology and the meaning of the principal concepts; secondly, study of the thinker’s key ideas; thirdly, presentation of the periodization of his anthropological doctrine development. Theoretical basis comprises of (...) Karol Wojtyła’s works written before and during the pontificate, excluding his poetic writing. The fulfillment of tasks involves processing the substantial database of academic research devoted to Karol Wojtyła’s views. It will help identify less-explored issues in Karol Wojtyła’s legacy, as well as contradictory aspects in the interpretation of the thinker’s ideas. In view of the growing interest of philosophical anthropology to everyday life, this aspect of Karol Wojtyła’s teaching is an important point in the analysis of his philosophical and anthropological considerations. Therefore, general research methods and approaches will help study Karol Wojtyła’s views on the nature of a human being, as well as individual and social dimensions of a person’s life. Originality lies in systematizing Karol Wojtyła’s anthropological ideas. The disclosure of the methodology, the key concepts and their interpretations, and the periodization of the development of Karol Wojtyła’s anthropological views can reveal his connection with the philosophical trends and define his place in modern philosophy. Conclusions. Wojtyła justifies the need for a new anthropological doctrine with an inappropriate place of a human being in the value system of the modern world, as he or she has evolved from the aim of everything ever created to the means. The basis of the new doctrine of a human being, namely adequate anthropology, is, according to him, human identity, dignity and "moral greatness". Karol Wojtyła’s "new human being" is the result of an integrated approach to studying the anthropological issues of the present and the response to "cultural impoverishment" and "the decline of mankind". (shrink)

Resumen La literatura universal, se encuentra poblada de arquetípicos que comparten una condición de desamparo y marginalidad, siendo la literatura realista de la segunda mitad del siglo XIX la que constata y da cuenta de su condición. En un mismo sentido, también la Biblia presenta un sinnúmero de personajes similares, marcando un punto de inflexión al llamarlo bienaventurados. Así pues, el presente estudio bíblico-literario, se centra en el arquetipo de la “viuda pobre”, sosteniendo dicha ficción literaria es una clave interpretativa (...) de la realidad, a la luz de la teoría literaria de la Estética de la Recepción. El articulo estudia la “viuda pobre” como un imaginario cultural y estableciendo la recepción de dicho imaginario en los cuentos “El Chiflón del diablo” y “El pago” del escritor chileno Baldomero Lillo, demostrando cómo el dialogo entre cultura y Biblia representa un aporte a la comprensión de determinadas ficciones literarias como categorías antropológicas.Universal literature is crowded by archetypical characters who share abandonment and marginalization conditions, being second half 19,h century realistic literature that confirms and exposes those conditions. In that sense, The Holy Bible presents a number of those characters. Resides, it highlights a turning point, hence, The Beatitudes point out: “Blessed are the poor in spirit, for theirs is the kingdom of heaven”. Thus, the following biblical-literary study, centered in the “Poor widow” archetype, aims to the establishment of literary fiction as interpretative key of reality, under Wolfgang Iser Aesthetics Reception's theory as its methodology. The objective aims to postulate “Poor Widow” as a Cultural imaginary, and finally to establish the reception of that imaginary within the stories “El Chiflón del Diablo” and “El Pago” by the chilean writer Baldomero Lillo, demonstrating that the dialog between culture and The Holy Bible represents a contribution to some literary fiction s as anthropological categories. (shrink)

Derived from Heidegger's interpretation of attractive force with a high volume of inspired beauty care and a master not only the followers. And in order to maintain this special, he followed the great classical psychologists: Ferdinand learning. He also won in the traditional school psychology professor at the certificate, but his real motive is not subject to the ancient hope臘Heidegger was carried out by the interpretation of the full amount of impact force. Nevertheless, Heidegger's classic is still up to the (...) United States: "true management and methods" to maintain significant influence over. Up to the United States as a major interpreter of Heidegger's thinking, and faithful friend. In about two more people, I turned to introduce three other in Heidegger, Gadamer's major research on the influence of the philosopher: Park Latin chart, sub-km Aristotle and Hegel. First we look at the future Park Latin chart, I think the focus on conversation and dialogue up to the United States and the "dialectic dialogue" concept. The relative importance of making it true, so true that people with reasonable doubt and dialogue. Although there are many plans to pull up to the United States Park effect, but I make up as two points and a U.S. interlocutor's talent and try to prove. I have given up by the United States with three coming from Aristotle's concept of sub-km: wise , mimetic and tragedy. Wise is to predict the results of practical wisdom for the rational, he does not see a formula-based learning, as can be, but based on life experience. That mimic the Department of Aristotle in the sub-km only copy, and is reasonable in real life, the ultimate communicator. Finally, the tragedy is not the only sub-km Aristotle considers the six parts of the structure, but compassion and fear the experience of change in the audience angle of view, it is up to the United States in view of the viewer's experience of understanding and application, is a kind of tragedy action meaningful participation and experience. Beneficiary of up to U.S. history in Hegel's awareness of personal, Hegel's dialectic, as well as their knowledge to the arts is the current acceptance of the senses. He does not agree with Hegel referred to the "art of the past things," Hegel explains how this point. Shortly we will be able to see the remarkable work of art as a nervous balcony. Let me give you a visit in Heidelberg, Heidegger's experience in the United States up to the lecture, he objected to clarify and to hide his own dialectic and Hegel's dialectic with links, because at the end of Hegel's philosophy of total abstraction knowledge. In the second part of this lecture, I turned to the analysis of Gadamer's thesis on the art of "the relevance of the United States," and Heidegger in this direction is the famous "Art works of origin> thesis compared. In the late writings, Heidegger shows that there is not his main independent and self-study will be presented in the art of the earth and the world as a tension. In Gadamer's thesis in art, he follows Heidegger in the hope臘by establishing the art of human culture, learn the origin of works of art ontology analysis. He discussed all the cultural roots of the game , the difference between symbolic meaning and religious ceremonies. But he formed an art theory of the problem to analyze, it also clarifies the classical art and contemporary abstract art. In these three elements: the game, symbols and festivals, art up to the United States to find a structure is more deep cultural roots. As in the early hope臘ceremony, dance performances and tragedy. Gadamer's encounter with the magnetic force of Heidegger's interpretations made him cautious not to become simply a follower of the great master. To maintain his independence, he studied with Paul Friedländer, the great classical philologist. He attained certification in classical philology to teach in the secondary schools, but his true motive was to be able to resist the powerful interpretations of Greek philosophy put forward by Heidegger. Nevertheless, Heidegger remained a major leavening influence on Gadamer's classic, Truth and Method, and Gadamer became a major interpreter of Heidegger's thought, and a constant friend. After a few comparisons between them, I turn to three major philosophers other than Heidegger who contributed concepts to Gadamer's masterwork: Plato, Aristotle, and Hegel. Regarding Plato, I point to the emphasis in Gadamer on dialogue and conversation and the concept of eumeneis elenchoi, the respect the opponent that recognizes that he could be right, so they join together in dialogue in quest of the truth. Although there are many other debts to Plato in Gadamer, I point to these two and testify to Gadamer's gifts as a conversationalist and debater. I single out three concepts of Aristotle that Gadamer used: phronesis, mimesis, and tragedy. Phronesis is the practical wisdom that goes beyond calculative reason. It is based not on formulas that can be learned but on experience of life . Mimesis in Aristotle is not just copying, but on a recognition that ultimately conveyed truth about life. Finally, tragedy for Aristotle is not just a structure with six parts but an experience of pity and terror that transformed the perspective of the viewer. This was important in the hermeneutics of Gadamer that looked at the viewer's experience of recognition and application, a participatory experience of the meaning of the action of the tragedy. Gadamer is indebted to Hegel for the historical character of consciousness, the Hegelian dialectic, and the recognition that that art is a sensuous representation of the real. He did not agree with Hegel that art was a thing of the past, and also explained what Hegel meant by this: we no longer saw art as a disclosure of the divine. I mention an experience I had of Heidegger's visit to Heidelberg, where he spoke after Gadamer's lecture rejecting his effort to connect his dialect of clearing and concealing with Hegelian dialectic, because Hegel's philosophy always ended in absolute knowledge. For the second major part of the lecture, I turn to an analysis of Gadamer's essay on art, The Relevance of the Beautiful , comparable in a way to Heidegger's famous lectures on The Origin of the Work of Art . In the latter work, Heidegger declares his independence of his masterwork and presents art in terms of the tension between earth and world. In Gadamer's essay on art, he goes beyond the Heideggerian emphasis on the ontology of the artwork by seeking to establish the anthropological roots of art in Greek culture. He discusses the roots of all culture in play, the significance of the symbol, and the meaning of religious festivals. But he begins with an analysis of the problem of formulating a theory of art that does justice both to classical art and contemporary nonrepresentational art. In all three elements, play, symbol, and festival, Gadamer finds a foundation for art in the deep roots of our culture as found in the ritual, dance, and tragic plays of ancient Greece. (shrink)