Seeking consensuses from the public is difficult, this also applies to the heritage sector, particularly in heritage preservation. ‘What, why and how to preserve?’ are the core of debates in the field and the differ- ences between points of views are basically due to the difference in valuation. In order to know everyone’s needs, views and expectations better and for sustainability, involving the community for preservation be- comes fundamental. Education, an experience which does not only provide opportunities (...) for enlightenments and widening horizons, but also introduce various concepts in terms of moral, ethical and social through systematic instructions. Having such great impact to community, promoting heritage education can be an effective approach awakening public consciousness on heritage preservation, and thus, enhancing people’s responsibility towards heritage, for both tangible and intangible, and developing a sustainable future for heritage through public engagement. However, it is necessary to understand the structure or the level of engagement prior setting the goal for heritage education. A model for classifying the level of engagement from performance is proposed for clarification and appraisal. This model is part of the research project of Community Engagement with Heritage in Macau which has an intention to examine its level of community engagement and give suggestions. This essay will first discuss community engagement, then classify the levels of engagement with models and lastly argue heritage education can elevate the level of community engagement which ultimately achieves the aim of heritage preservation. (shrink)

This short paper deals with the difficult articulation of a diverse cultural heritage within a society and the democratic forms of assuring its social cohesion. Special attention is paid to the links between immaterial culture and the environment that transforms it into a structural element of social cohesion. Culture is seen as a 'mould' which shapes a shared behaviour, and democracy can be conceived as a system made up of elements of a cultural nature that go as far (...) as implying safeguarding pluralism, respect and tolerance of all kinds of difference. This is the case with those countries where the structures of the modern state are in the process of disappearing and being redefined in new forms, whose essential feature is acceptance of cultural diversity. If we conceive democracy in terms of heritage and in terms of non-exclusion of cultures dominated by a dominant culture, then it results that Mexico has not experienced true democracy - either in the past or nowadays. (shrink)

This short paper deals with the difficult articulation of a diverse cultural heritage within a society and the democratic forms of assuring its social cohesion. Special attention is paid to the links between immaterial culture and the environment that transforms it into a structural element of social cohesion. Culture is seen as a 'mould' which shapes a shared behaviour, and democracy can be conceived as a system made up of elements of a cultural nature that go as far (...) as implying safeguarding pluralism, respect and tolerance of all kinds of difference. This is the case with those countries where the structures of the modern state are in the process of disappearing and being redefined in new forms, whose essential feature is acceptance of cultural diversity. If we conceive democracy in terms of heritage and in terms of non-exclusion of cultures dominated by a dominant culture, then it results that Mexico has not experienced true democracy - either in the past or nowadays. (shrink)

Art is saturated with cultural significance. Considering the full spectrum of ways in which art is colored by cultural associations raises a variety of difficult and fascinating philosophical questions. This curriculum guide focuses in particular on questions that arise when we consider art as a form of cultural heritage. Organized into four modules, readings explore core questions about art and ethics, aesthetic value, museum practice, and art practice. They are designed to be suitable for use in an introduction (...) to philosophy of art, as well as in more topically focused courses, particularly on topics concerning the ethics and politics of art. (shrink)

_ Source: _Volume 35, Issue 1, pp 5 - 33 The ironic but very readable dialogues on folk religion in Erasmus’ Colloquia were used as school books for two centuries. Though their influence on the battle against superstition is difficult to measure, they obviously reflect the practices and debates of their own time. This article confronts Erasmus’ dialogue on exorcism with the ideas and practices of folk religion in the sixteenth-century biconfessional duchy of Cleves under Duke William V. Two (...) sources stand out in particular: the influential treatise De praestigiis daemonum of court physician Johan Wier, an admirer of Erasmus and opponent of magic and sorcery, and the vernacular treatise on magical agency by Jacob Vallick, Catholic parish priest of the village of Groessen, which was printed by Nicolaas Biestkens in 1559. Vallick’s practical and pastoral approach to these matters, though it greatly irritated Wier, nevertheless reflects the influence of Erasmianism in Cleves even among the lower clergy. (shrink)

Pourquoi Ludwig Wittgenstein était-il fasciné par certaines œuvres du grand écrivain suisse Gottfried Keller? Cette question a intrigué Jacques Bouveresse et le fruit de cette interrogation a donné son ouvrage Le danseur et sa corde, Wittgenstein, Tolstoï, Nietzsche, Gottfried Keller et les difficultés de la foi (Marseille, Agone, 2014). Dans l’échange qui suit, organisé en mai 2017 par la section genevoise de la Société suisse de philosophie, Jacques Bouveresse et Ruedi Imbach se penchent sur le titre de cet ouvrage, sur (...) l’intention qui a présidé à sa rédaction, mais aussi sur la critique aiguë du christianisme institutionnel, surtout dans sa version doctrinale et doctrinaire, dans certaines œuvres de Keller, ainsi que sur le fort intérêt de Wittgenstein pour ces œuvres et pour cette critique. Les deux auteurs s’accordent pour dire que le christianisme ne s’enseigne pas : il est plutôt quelque chose qui relève de la vie. (shrink)

After the WHS inscription of the Historic Centre of Macau in 2005, the relationship between citizens of Macau and their heritage is not distanced. Most of these monuments remain functional for religious and social purposes and are actively engaged in public commercial activities such as the annual Macau Light Festival. Several historic houses have been transformed into either a permanent library or a museum where people can experience various events. With such frequent interaction, these monuments are more than just (...) heritage to locals; they are the venues where people’s daily lives are attached. However, this familiarity will cause a paradox in preservation since losing the distance might mean being unable to deliver the message of protection. It would be difficult to find a balance between preservation and reuse of heritage. This paper will use the Historic Centre of Macau as a case study to discuss the types of adaptive reuse in Macau and propose potential risks of these approaches. (shrink)

Rather than conserving or ignoring historically burdened heritage, RAAAF intervene. Their responses are striking, sometimes dramatic or destructive. Prompted by Rietveld’s discussion of the Luftschloss project, I compare some other places with difficult pasts which engage our embodied and sensory responses, without such active redirection or disruption. Ross Gibson’s concept of a ‘memoryscope’ helps us identify distinct but complementary ways of focussing the forces of the past. Emotions and imaginings are transmitted over time in many forms. The past (...) is not easily washed, blasted or sliced away. By considering other settings and modes of encounter, we can recognise and applaud the novelty of RAAAF’s interventions while urging further attention to the variable dynamics and rhythms of remembering and of sociomaterial residues. (shrink)

The author explains that there is indeed necessary that there be some reference to the unconditional, an unconditional without sovereignty, and thus without cruelty, which is no doubt a very difficult thing to think”. The two terms he uses to describe the object of affirmation further reinforce the understanding that Derrida is taking on metaphysics both in the sense of adopting it, and in the sense of challenging it. Thus, if doing “without sovereignty” is one of Derrida's imperatives, then (...) that is an imperative to do without the metaphysical fulcrum. The author purposes in what follows will be to articulate in very general terms the manner in which Derrida transformed the Kantian heritage. He will emphasize that the transformation involves both opening a different perspective on some of Kant's key concepts and developing a new relation to the methodology which critical philosophy inaugurated. (shrink)

One of the fundamental roles of memory organisations is to safe-keep collections and this includes activities around their preservation and conservation. Conservators produce documentation records of their work to assist future interpretation of objects and to explain decision making for conservation. This documentation may exist as structured data or free text and in both cases they require vocabularies that can be understood widely in the domain. This paper describes a survey of conservation professionals which allowed us to compile the vocabularies (...) used in the domain. It includes an analysis of the vocabularies with key findings: a) the overlapping terms with multiple definitions, b) the partial coverage of the domain which is lacking controlled vocabularies for condition types and treatment techniques and c) the limited formats in which vocabularies are published, making them difficult to use within Linked Data implementations. The paper then describes an approach to improve the vocabulary landscape in conservation by providing guidelines for encoding and aligning vocabularies as well as considering third party platforms for sharing vocabularies in a sustainable way. The paper concludes with a summary of our findings and recommendations. (shrink)

This article reviews arguments that, in the process of action formation and ascription, the relative status of the participants with respect to a projected action can adjust or trump the action stance conveyed by the linguistic form of the utterance. In general, congruency between status and stance is preferred, and linguistic form is a fairly reliable guide to action ascription. However incongruities between stance and status result in action ascriptions that are at variance with the action stance that is otherwise (...) conveyed in the turn. This argument is presented, first, in relation to epistemic status and stance where the process is argued to be both fundamental and universal across all declarative and interrogative utterances. Some consequences of this way of viewing action are discussed. The argument is then briefly extended to deontics and benefactives. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:130 HISTORY OF PHILOSOPHY To establish the chronology of the posthumous fragments of 1875-1879 in IV, 4 was of no crucial significance and presented few difficulties. The fragments of 18871888 in VIII, 2 are another matter. When Nietzsche's sister Elizabeth first published them she simply disregarded chronology in favor of a topical arrangement. Karl Schlechta proceeded more methodically. But in eliminating everything he felt Nietzsche had not intended to (...) publish, he also withdrew from scrutiny much of Nietzsche's late thinking. What to do? The editors examined the manuscripts and hit upon a new and eminently sensible arrangement. In The Genealogy of Morals Nietzsche had mentioned that he was planning a philosophical treatise entitled Will to Power. An outline of 1888 bearing the same title organized 372 of the late aphorisms both by number and key-word. Although Nietzsche in a letter to Peter Gast clearly stated that this outline was not intended for publication, the editors determined to let it serve as their guide, in the justifiable assumption that here, nonetheless, was an arrangement that was truly Nietzsche's, one that came as close as one could come to arranging the fragments as Nietzsche himself might ultimately have done. As for the remaining 100-odd fragments in the pertinent notebooks, which Nietzsche had not included in his outline, the editors decided to include them also, since their chronology was easy to establish and they were of interest despite their unpolished and incomplete form. But does not such publication do Nietzsche a real injustice as Schleehta asserted? Are not the earlier selective editions superior? Although the editors obviously don't think so, they have given the reader the opportunity to draw his own conclusions. To this end, they have compiled a concordance relating Nietzsche's outline and their own edition with the other major editions of the late fragments, showing in each case which fragments were published and in what order. The last 140 pages of VIII, 2 present unpublished fragments of the same period containing quotations and excerpts which Nietzsche had taken from his readings. Although again the principle of completeness was no doubt paramount in the decision to include these fragments, the editors feel that the excerpts from Tolstoi and Dostoyevski throw new light on the genesis of the Antichrist. It is difficult in a few paragraphs to do justice to an edition containing thousands of pages. We have said nothing about the content or the attractive and functional format. We trust, however, that our limited comments have made it clear that this edition, whether in the original German or in the Italian, French, or Japanese translations, should be in every major library and in the hands of every Nietzsche scholar. It is to be hoped that the edition will soon be completed and that translations into English and Spanish will be undertaken also. HERBERT W. REICHERT University of North Carolina Russell and Moore: The Analytical Heritage. By A. J. Ayer. (Cambridge: Harvard University Press, 1971. Pp. x+254. $8.75) It would be easy to take the view, on reading this book, that philosophical problems are never solved, people just tire of them. Ayer is at great pains to re-capture the sense of what philosophers in the earlier half of this century regarded as important issues, significant arguments and proper method. And indeed, he is so successful that one cannot help thinking from time to time that his book must have been written no later than the 1940's. Perhaps that was his intent--to relive the philosophical atmosphere BOOK REVIEWS 131 of pre-war English philosophy by recounting the views on logic and language, epistemology and metaphysics of the two major figures of that era. This is not mere recounting, nor would it be so successful a reliving if it were. Ayer offers his own counterarguments, and extensions of themes and theses propounded by Russell and Moore, but the curious thing is how of a piece these critical comments are with the expository passages. No doubt this is because Ayer is himself a relic of that age. This is not intended to be superior or sneering; in the spirit of the opening remark... (shrink)

ABSTRACT Chemsex is a phenomenon in which typically gay, bisexual, trans, queer, and/or related communities of men take psychoactive drugs while having sex, often without a condom. The practice can lead to increased rates of HIV transmission, sexual assault, and in extreme cases murder. GBTQ+ men are already a stigmatised group so those who engage in chemsex face multiple stigmas. This study examines the ways that two types of media report on chemsex while negotiating these stigmas. We take a large (...) data set of newspaper articles written for the general British public and a smaller data set of magazines aimed at GBTQ+ men to examine how chemsex is represented in the media. We find that the mainstream press focus on extreme criminal cases involving chemsex, while the media aimed at GBTQ+ men focus on counselling services and discuss chemsex in relation to gay culture. Chemsex is unlikely to go away, and so we address how information about it is conveyed in different media and call for more research in this area. (shrink)

In 2016, Discourse Studies published a special issue on the ‘epistemics of epistemics’ comprising six papers, all of which took issue with a strand of my research on how knowledge claims are asserted, implemented and contested through facets of turn design and sequence organization. Apparently coordinated through some years of discussion, the critique is nonetheless somewhat confused and confusing. In this article, I take up some of more prominent elements of the critique: my work is ‘cognitivist’ substituting causal psychological analysis (...) for the classic conversation analytic focus on the normative accountability of social action, my work devalues and indeed flouts basic tenets of CA methodology such as the ‘next-turn proof procedure’, my analysis of epistemic stance introduces unwarranted themes of conflict and hostility into CA thinking, various concepts that I have introduced involve the invocation of ‘hidden orders’ of social conduct that is inimical to the traditions of our field and that my work rests on an unwarranted ‘informationism’ – the discredited idea that much of human interaction is driven by a need to traffic in information. In this rebuttal, I refute all of these commentaries and correct many other ancillary mistakes of representation and reasoning that inhabit these papers. (shrink)

Analysing Representation: A Corpus and Discourse Textbook guides readers through the process of researching how people and phenomena are represented in discourse and introduces them to key tools they can use from corpus linguistics and (critical) discourse analysis. The book takes a step-by-step approach to introducing each concept and includes exercises and further reading to help readers check their progress and prepare for independent research. It is unique in introducing readers to a range of experts representing the full range of (...) work in this area. It is aimed at final-year undergraduate, taught postgraduate and doctoral level students, as well as scholars who are new to combining corpus and discourse methods to investigating representation. (shrink)

Psychological literacy, the ability to apply psychological knowledge to personal, family, occupational, community and societal challenges, is promoted as the primary outcome of an undergraduate education in psychology. As the concept of psychological literacy becomes increasingly adopted as the core business of undergraduate psychology training courses world-wide, there is urgent need for the construct to be accurately measured so that student and institutional level progress can be assessed and monitored. Key to the measurement of psychological literacy is determining the underlying (...) factor-structure of psychological literacy. In this paper we provide a first approximation of the measurement of psychological literacy by identifying and evaluating self-report measures for psychological literacy. Multi-item and single-item self-report measures of each of the proposed nine dimensions of psychological literacy were completed by two samples (N = 218 and N = 381) of undergraduate psychology students at an Australian university. Single and multi-item measures of each dimension were weakly to moderately correlated. Exploratory and confirmatory factor analyses of multi-item measures indicated a higher order three factor solution best represented the construct of psychological literacy. The three factors were reflective processes, generic graduate attributes, and psychology as a helping profession. For the measurement of psychological literacy to progress there is a need to further... (shrink)

The head and the stomach January 1996 -- Borges in Sarajevo March 1996 -- Fin de siècle and new millenarium May 1996 -- Cold racism July 1996 -- The last enemy November 1996 -- The grounded plane January 1997 -- Dialectic in the dialectic August 1997 -- Voyage to the country of the last sociologists November 1997 -- Justice in the past April 1998 -- The crisis of art or a crisis of thought July 1998 -- Is cinema to blame (...) March 1999? -- The nameless war May 1999 -- One image right can sweep away another October 1999 -- The syllogism of corruption October 2000 -- Voici/voila : the destiny of images January 2001 -- From facts to interpretations : the new quarrel over the holocaust April 2001 -- From one torture to another June 2001 -- The filmmaker, the people and the government August 2001 -- Time, words, war November 2001 -- Philosophy in the bathroom January 2002 -- Prisoners of the infinite march 2002 -- From one month of May to another June 2002 -- Victor Hugo : the ambiguities of a bicentenary August 2002 -- The machine and the foetus January 2003 -- Death of the author or all too living artist April 2003 -- Logic of amnesia June 2003 -- The principle of insecurity September 2003 -- The new fictions of evil November 2003 -- Criminal democracy March 2004 -- The difficult heritage of Michel Foucault June 2004 -- The new reasons for the lie A\august 2004 -- Beyond art October 2004 -- The politics of images February 2005 -- Democracy and its doctors May 2005. (shrink)

In quale rapporto sono oggi storia e memoria e in che modo esse agiscono nel discorso pubblico? Per comprenderlo bisogna analizzare il grande spazio che la memoria ha conquistato negli ultimi anni, mettendo al centro dell’attenzione pubblica il Novecento, come secolo tragico, e la Shoah. E interrogarsi sulla necessità di aprire una fase di riflessione più ampia sulle politiche della violenza agite tra Otto e Novecento dagli Stati in tutto il mondo, in primo luogo sul colonialismo. Un percorso che, solo, (...) può consentire di ritrovare un giusto rapporto con la storia. (shrink)

Taken from a larger qualitative multi-case study, this article centers the voices of high school students who are from military affiliated families and how they want war to be taught to them. Using heritage history and difficult knowledge as theoretical frames, this article argues that military affiliated students seek a more robust teaching of war. Students demonstrated an interest in developing a deeper understanding of the community in which they live. Students requested a pedagogy that was inquiry and (...) discussion based with teachers not telling them what or how to think about war, a curriculum that was thematic in nature, teaching that was connected to the present, and teaching that was mindful of the personal connections students had to the subject of war through their family. (shrink)

By a thorough study of the Posterior Analytics and related Aristotelian texts, Richard McKirahan reconstructs Aristotle's theory of episteme--science. The Posterior Analytics contains the first extensive treatment of the nature and structure of science in the history of philosophy, and McKirahan's aim is to interpret it sympathetically, following the lead of the text, rather than imposing contemporary frameworks on it. In addition to treating the theory as a whole, the author uses textual and philological as well as philosophical material to (...) interpret many important but difficult individual passages. A number of issues left obscure by the Aristotelian material are settled by reference to Euclid's geometrical practice in the Elements. To justify this use of Euclid, McKirahan makes a comparative analysis of fundamental features of Euclidian geometry with the corresponding elements of Aristotle's theory. Emerging from that discussion is a more precise and more complex picture of the relation between Aristotle's theory and Greek mathematics--a picture of mutual, rather than one-way, dependence. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

A century ago, John Dewey remarked that when home changes radically, school must change as well. With home, family, and gender roles dramatically altered in recent years, we are faced with a difficult problem: in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that (...) is responsive to America's changed and changing realities. As more and more parents enter the workforce, the historic role of the domestic sphere in the education and development of children is drastically reduced. Consequently, Martin advocates removing the barriers between the school and the home--making school a metaphorical "home," a safe and nuturant environment that provides children with the experience of affection and connection otherwise missing or inconsistent in their lives. In this proposition, the traditional schoolhouse where children are drilled in the three Rs is transformed into a "schoolhome" where learning is animated by an ethic of social awareness. At a time when many school reformers are calling for a return to basics and lobbying for skills education and quick-fix initiatives, Martin urges us to reconsider the distinctive legacies of Dewey and Montessori and to conceive of a school that integrates the values of the home with those of social responsibility. With cultural diversity and gender equality among its explicit goals, the schoolhome expands upon Dewey's edict to educate the "whole child," seeking instead to educate all children in the culture's whole heritage. Martin eloquently challenges reformers to reclaim the founding fathers' vision of the nation as a domestic realm, and to imagine a learning environment whose curriculum and classroom practice reflect not merely an economic but a moral investment in the future of our children. More than a summons to action, this remarkable book is a call to rethink the assumptions we bring to the educational enterprise, and so, to act wisely. (shrink)

Despite its linguistic roots in ancient Greek, the concept of empathy is of recent intellectual heritage. Yet its history has been varied and colorful, a fact that is also mirrored in the multiplicity of definitions associated with the empathy concept in a number of different scientific and non-scientific discourses. In its philosophical heyday at the turn of the 19th to the 20th century, empathy had been hailed as the primary means for gaining knowledge of other minds and as the (...) method uniquely suited for the human sciences, only to be almost entirely neglected philosophically for the rest of the century. Only recently have philosophers become again interested in empathy in light of the debate about our folk psychological mindreading capacities. In the second half of the last century, the task of addressing empathy was mainly left to psychologists who thematized it as a psychological phenomenon and process to be studied by the method of the empirical sciences. Particularly, it has been studied by social psychologists as a phenomenon assumed to be causally involved in creating prosocial attitudes and behavior. Nevertheless, within psychology it is at times difficult to find agreement of how exactly one should understand empathy; a fact of which psychologists themselves have become increasingly aware. The purpose of this entry is to clarify the concept of empathy by surveying its history in various philosophical and psychological discussions and by indicating why empathy was and should be regarded to be of such central importance in understanding human agency in ordinary contexts, in the human sciences and for the constitution of ourselves as social and moral agents. (shrink)

. The circumstance, that the text of Imre Lakatos' doctoral thesis from the University of Debrecen did not survive, makes the evaluation of his career in Hungary and the research of aspects of continuity of his lifework difficult. My paper tries to reconstruct these newer aspects of continuity, introducing the influence of László Kalmár the mathematician and his fellow student, and Sándor Karácsony the philosopher and his mentor on Lakatos' work. The connection between the understanding of the empirical basis (...) of exact ideas—which is a common feature in the papers of the members of the Karácsonycircle—and Lakatos' way of thinking regarding mathematics is more direct and can be documented through his connection to Kalmár. The central element of Lakatos' philosophy of mathematics is criticism of formalism and his tendency is to use the empirical view. Discussions at the 1965 International Colloquium in the Philosophy of Science in London were very helpful in clarifying the quasi-empirical conception. Kalmár's lecture in London, based on one of his papers published by Karácsony in 1942, emphasized the empirical character of mathematics. After this colloquium some elements of the heritage of the Karácsony-circle were integrated again in the development of Lakatos' way of thinking. First I will analyze the Kalmár lecture of 1965 at the Colloquium of Philosophy of Science and Lakatos's reflections on the problem of the foundation of mathematics. Then I will present their common Hungarian background, their education and the beginning of their career, which have many important common features; third I draw attention to the network of contacts of Karácsony-disciples. (shrink)

The circumstance that the text of Imre Lakatos' doctoral thesis from the University of Debrecen did not survive makes the evaluation of his career in Hungary and the research of aspects of continuity of his lifework difficult. My paper tries to reconstruct these newer aspects of continuity, introducing the influence of László Kalmár the mathematician and his fellow student, and Sándor Karácsony the philosopher and his mentor on Lakatos' work. The connection between the understanding of the empirical basis of (...) exact ideas—which is a common feature in the papers of the members of the Karácsony-circle—and Lakatos' way of thinking regarding mathematics is more direct and can be documented through his connection to Kalmár. The central element of Lakatos' philosophy of mathematics is criticism of formalism and his tendency is to use the empirical view. Discussions at the 1965 International Colloquium in the Philosophy of Science in London were very helpful in clarifying the quasi-empirical conception. Kalmár's lecture in London, based on one of his papers published by Karácsony in 1942, emphasized the empirical character of mathematics. After this colloquium some elements of the heritage of the Karácsony-circle were integrated again in the development of Lakatos' way of thinking. First I will analyze the Kalmár lecture of 1965 at the Colloquium of Philosophy of Science and Lakatos's reflections on the problem of the foundation of mathematics. Then I will present their common Hungarian background, their education and the beginning of their career, which have many important common features; third I draw attention to the network of contacts of Karácsony-disciples. (shrink)

Kierkegaard's pseudonymous authorship has baffled readers, his apparent capriciousness making it difficult to determine his position at a given point and to understand his work as an organic whole. Gregor Malantschuk's study, based on careful reading of Kierkegaard's journals, papers, and texts, cuts through the authorship problem to clarify the philosopher's key ideas, see the comprehensive plan of his work, and make intelligible the dialectical coherence of his thought. Discussing Kierkegaard's dialectical method and his use of it from Either/Or (...) to the final Two Discourses, Professor Malantschuk shows how coherently Kierkegaard set the individual works in place, so that even the conflict between the principal pseudonyms, Climacus and Anti-Climacus, serves to elucidate his major philosophical ideas. Contents: 1. Anthropological Contemplation. II. Kierkegaard's Dialectical Method. III. The Dialectic Employed in the Authorship. Index. Originally published in 1971. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

When the 2022 FIFA Men’s World Cup was awarded to Qatar, it raised a number of moral concerns, perhaps the most prominent of which was Qatar’s woeful record on human rights in the arena of migrant labour. Qatar’s interest in hosting the event is aptly characterised as a case of ‘sportswashing’. The first aim of this paper is to provide an account of the nature of sportswashing, as a practice of using an association with sport, usually through hosting an event (...) or owning a club (such as Newcastle United, owned by Saudi Arabia), to subvert the way that others attend to a moral violation for which the sportswashing agent is responsible. This may be done through distracting away from wrongdoing, minimising it, or normalising it. Second, we offer an account of the distinctive wrongs of sportswashing. The gravest moral wrong is the background injustice which sportswashing threatens to perpetuate. But the distinctive wrongs of sportswashing are twofold: first, it makes participants in sport (athletes, coaches, journalists, fans) complicit in the sportswasher’s wrongdoing, which extends a moral challenge to millions of people involved with sport. Second, sportswashing corrupts valuable heritage associated with sporting traditions and institutions. Finally, we examine how sportswashing ought to be resisted. The appropriate forms of resistance will depend upon different roles people fill, such as athlete, coach, journalist, fan. The basic dichotomy of resistance strategies is to either exit the condition of complicity, for example by refusing to participate in the sporting event, or to modify one’s engagement with the goal of transformation in mind. We recognize this is difficult and potentially burdensome: sports are an important part of many of our lives; our approach attempts to respect this. (shrink)

We must begin from the principle that all language is necessarily limited. The art of speaking is a common heritage, even if it is wasted. It has so lost its mystery (more precisely; we are so calm in its possession) that we consider it almost as a gift of nature. Nevertheless, it must be learned; it is, in fact, a product of education, even for those who might believe that they have never received any. Like all acquired disciplines, then, (...) it is the fruit of a long process of restraint. Manuals exist which teach Latin without tears. Learning the first language seems to take place without recourse to handbooks and hickory sticks, but this is because a vast program is available, full time, along with dedicated teachers who do not keep an eye on the clock, and fresh intellects who never think their knowledge is sufficient. Instruction is difficult, in spite of all this, for the task is more challenging than adults imagine it to be. (shrink)

The need for a reconsideration of human-nature relationships has been widely recognized in the Anthropocene. It is difficult to rethink, however, because there is a crisis of imagination that is deeply entrenched within the fundamental premises of modernity. This article explores how ‘critical animism’ developed by Miyazaki Hayao of Studio Ghibli can address this paucity of imagination by providing alternative ways of knowing and being. ‘Critical animism’ emerged from the fusion of a critique of modernity with informal cultural (...) class='Hi'>heritage in Japan. It is a philosophy that perceives nature as a non-dualistic combination of the life-world and the spiritual-world, while also emphasizing the significance of place. Miyazaki’s critical animism challenges anthropocentrism, secularism, Eurocentrism, as well as dualism. It may be the ‘perfect story’ that could disrupt the existing paradigm, offering a promise to rethink human-nonhuman relationships and envisaging a new paradigm for the social sciences. (shrink)

Traces of many past events are often layered or superposed, in brain, body, and world alike. This often poses challenges for individuals and groups, both in accessing specific past events and in regulating or managing coexisting emotions or attitudes. We sometimes struggle, for example, to find appropriate modes of engagement with places with complex and difficult pasts. More generally, there can appear to be a tension between what we know about the highly constructive nature of remembering, whether it is (...) drawing on neural or worldly resources or both, and the ways that we need and use memory to make claims on the past, and to maintain some appropriate causal connections to past events. I assess the current state of work on situated affect and distributed memory, and the recent criticisms of the ‘dogma of harmony’ in these fields. I then deploy these frameworks to examine some affective dimensions of place memory, sketching a strongly distributed conception of places as sometimes partly constituting the processes and activities of feeling and remembering. These approaches also offer useful perspectives on the problems of how to engage – politically and aesthetically – with difficult pasts and historically burdened heritage. In assessing artistic interventions in troubled places, we can seek responsibly to do justice to the past while fully embracing the dynamic and contested constructedness of our present emotions, memories, and activities. (shrink)

As late twentieth-century discourses of modernity and postmodernity invoke their Enlightenment heritage in a search for the origins of their present achievements and predicaments, Adam Smith's works are still seen as a canonic representative of that heritage. Smith has long been evoked as the ‘father’ of economics and the original proponent of laissez-faire capitalism, but the political changes in recent decades have reconstituted his iconic status. With the full range of Smith's published and unpublished writings and lectures now (...) widely available, there has been a huge growth in the scholarly literature on Smith which has subjected this traditional view to searching questions. The overwhelming conclusion to emerge is that Smith's works display a subtlety and complexity that is at odds with the received image of Smith as the spokesman of modernity, but the diversity of interpretation raises some difficult methodological issues. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Disputing the Unity of the World: The Importance of Res and the Influence of Averroes in Giles of Rome’s Critique of Thomas Aquinas concerning the Unity of the WorldG. J. Mcaleer1. introductiongiles of rome (1243–1316) earned, after a decidedly difficult start, the most complete honors open to an academic religious in the Middle Ages. Joining the Hermits of St. Augustine at age 14, he became the first regent (...) master of his order at the University of Paris (1285–1291); his works were made compulsory in the education of students entering the Hermits in 1287; finally, in 1292 he became the general of the order itself.1 Giles is significant, as Mandonnet puts it, because he “est incontestablement au premier rang des théologiens de la fin du XIIIe siècle.”2 But this is not all. Giles is also important to the period because his writings were censured by the same commission that composed the famous Parisian condemnation of 1277. As a result of this [End Page 29] censure, Giles had to leave Paris, returning only in 1285.3 Perhaps of even greater significance is the fact that his teacher was Thomas Aquinas: Giles studied with Thomas at Paris during the years 1269–1272.4 It has been acknowledged for a long time now that Giles did not slavishly follow his teacher but wrought his own subtle and wide-ranging philosophical synthesis out of the various grand traditions of medieval thought.5 As the critical editions of Giles’s works appear (an enormous task currently moving forward under the guidance of F. Del Punta and G. Fioravanti) it will become clearer on how many issues Giles saw fit to criticize the positions of Thomas. It is one of these issues, Giles’s dispute with Thomas over the unity of the matter of the universe, that I wish to elaborate and analyze in this essay.6The thirteenth century is surely one of the greatest for philosophical innovation. Thinkers of the stature of Albert the Great, Bonaventure, Thomas Aquinas, Henry of Ghent, and Giles of Rome engaged great metaphysical themes ranging from the unity of being and creation to the composition of material substances. These speculations were prompted by their efforts to systematize the vast theological heritage of Christian thought and their encounter with the rich and varied traditions of Greek, Islamic, and Jewish thought newly entering the Latin West in translation. Questions involving matter were especially common amongst these speculations, carrying special significance in that they redounded upon conceptions of human nature and thus upon the Incarnation and Resurrection. Moreover, disputes about matter demanded arduous thought on the interrelations of the fundamental metaphysical notions of the period: act and potency; substance and accident; generation and corruption; essence and existence; principle and thing; and so on. The productivity of these thinkers, and the range and complexity of the [End Page 30] questions they treated, was stunning, and ultimately led to a massive condemnation of 219 philosophical and theological propositions at the University of Paris in 1277. The Bishop of Paris, Stephen Tempier, with the aid of a theological commission that included Henry of Ghent, hoped to efface certain errors contained in these speculations. A large number of the condemned propositions were associated with Siger of Brabant and other so-called “Radical Aristotelians.” However, theses found in the works of Aquinas were included, and, as already mentioned, Tempier soon turned his attention to Giles of Rome.7A dominant issue throughout the condemnations and the works of the period, especially in questions concerning matter, is that of unicity and plurality. This is true of perhaps the two most famous debates: whether human nature is a composition of one or many forms and whether the intellect is one for all human persons. The latter is probably the most studied of all the disputes of that time and the controversy most often associated with Averroes. The question of whether there is one matter in the universe or two is very much connected with the plurality of forms debate. Regarding this debate, thinkers wanted to know not only the number of forms in material composites but also what material... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 85 scientious search for principles of method (and of peace) may have been one of the reasons why he was suspect in England, as were the Ramist "methodists." In any case, it is quite clear now that Hobbes was not a materialist, not even when he was writing De Corpore. HERBERT W. SCHNEIDER Claremont, CallJornia Pierre Bayle, Historical and Critical Dictionary selections. Translated with an Introduction and (...) notes by Richard H. Popkin. (New York: The Bobbs-Merrill Co. Pp. xliv q- 456.) This new edition of selections from Pierre Bayle's famous Dictionnaire will be welcomed by historians and philosophers alike. In it we find a representative sample from the book that was both the inspiration and despair of much of eighteenth-century thought, and that still presents modem man with both questions and methodological acid that makes it difficult to find or accept "truth." The young readers who will meet Pierre Bayle for the first time in these pages will find him to be the skeptical philosopher, the ribald, sometimes lewd, even pornographic storyteller, the detached scholar who prowled through the history and the ideas of men, dissolving all certainty by analyses that peeled off layer after layer of belief until the core itself was exposed as naive or ridiculous. Had Professor Popkin done nothing more than provide us with these excellently chosen selections from the Dictionnaire, we would all be in his debt, for he gives us a chance easily to bring this important work to the attention of our students. But this volume is considerably more than simply a selection. Professor Popkin's Introduction is an important statement in the controversy over Bayle's personal beliefs and involvemeat. For more than two decades a large literature has portrayed Bayle in many different guises: for some he was still the skeptic who intentionally forged the weapons with which Voltaire and his colleagues assaulted the Judeo-Christian traditions of European men; at the other extreme he was a devout Huguenot who merely wanted to do for the Calvinist world what Bishop Huet and other Catholic skeptics did for the Catholic one, namely to prove the necessity of accepting the Christian beliefs on faith since absolute knowledge was impossible. Professor Popkin has learned Bayle's methodology too well to allow himself to be trapped by a simple explanation. He refuses to identify Bayle with a Kierkegaard or a Lamennais whose ideas would dissolve under Bayle's pen just as did Pascal's and Jurieu's. But where are we to find the secret of this man who lived out his life as a member of the French Reformed Church in Amsterdam while he unfolded the absurdity or naivet~ of every intelligible Christian theology? The problem becomes more perplexing when we note his obvious sympathy for both Manicheanism and Judaism. Could he have been the last of the Cathars or a secretly converted Jew? Popkin calls attention to Bayle's interest in and affection for Maimonides' work which he translates "Guide for the perplexed", but which could be translated "Guide for those who have lost their way" or in our parlance, "the derailed." In a way Bayle's Dictionnaire was itself a "Guide" for men in trouble with their beliefs. But Bayle's approach to this problem must be understood in light of his own discussion of religion "of the heart" and religion "of reason." Like Madame Labrousse, Popkin is much impressed by the simplicity of Bayle's last words, written on the day he died, in which he described himself as "a Christian philosopher convinced of and pierced with the mercies of God.... " The statement omits all the im~ portant theological propositions of Christian theology as well as any emotional feeling. We must see Pierre Bayle as an erudite, unemotional man whose "religion had no expressed or expressible content.., but was only in the heart in some quiet unemotional way.... " Popkin sees him as "a quite Erasmian scholar, living out his days in the city of Erasmus, examining man's intellectual heritage and intellectual world.., by patient erudition [undermining] man's intellectual frame of reference while remaining secure and tranquil in his unemotional religion of the heart." Since... (shrink)

To scholars of Western intellectual history Hegel is one of the most important of all political thinkers, but politicians and other "down-to-earth" persons see his speculative philosophy as far removed from their immediate concerns. Put off by his difficult terminology, many participants in practical politics may also believe that Hegel's idealism unduly legitimates the status quo. By examining his justification of legal punishment, this book introduces a Hegel quite different from these preconceptions: an acute critic of social practices. Mark (...) Tunick draws on recently published but still untranslated lectures of Hegel's philosophy of right to take us to the core of Hegel's political thought. Hegel opposes radical criticism like that later offered by Marx, but, argues Tunick, he employs "immanent" criticism instead. For instance, Hegel claims that punishment is the criminal's right and makes the criminal free. From this standpoint, he defends specific features of the practice of punishment that accord with this retributive ideal and criticizes other features that contradict it. In a lucid account of what Hegel means by right and freedom, Tunick addresses Hegel specialists and those interested in criminal law, the interpretation of legal institutions and social practices, and justification from an immanent standpoint. Originally published in 1992. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

In this paper we explore the rise of ‘the breast cancer gene’ as a field of medical, cultural and personal knowledge. We address its significance in the Norwegian public health care system in relation to so-called biological citizenship in this particular national context. One of our main findings is that, despite its claims as a measure for health and disease prevention, gaining access to medical knowledge of BRCA 1/2 breast cancer gene mutations can also produce severe instability in the individuals (...) and families affected. That is, although gene testing provides modern subjects with an opportunity to foresee their biological destiny and thereby become patients in waiting, it undoubtedly also comes with difficult existential dilemmas and choices, with implications that resonate beyond the individual and into different family and love relations. By elaborating on this finding we address the question of whether the empowerment slogan, which continues to be advocated through various health, BRCA and breast cancer discourses, reinforces a naïve or an idealized notion of the actively responsible patient: resourceful enough to seek out medical expertise and gain sufficient knowledge, on which to base informed decisions, thereby reducing the future risk of developing disease. In contrast to this ideal, our Norwegian informants tell a different story, in which there is no apparent heroic mastery of genetic fates, but rather a pragmatic attitude to dealing with a dire situation over which they have little control, despite having complied with medical advice through national guidelines and follow-up procedures for BRCA 1/2 carriers. In conclusion we claim that the sense of safety that gene testing and its associated medical solutions allegedly promise to provide proved illusory. Although BRCA-testing offers the potential for protection from adverse DNA-heritage, administered through possibilities for self-monitoring and self-management of the body, the feeling of ‘being in good health’ has hardly been reinforced by the emergence of gene technology. (shrink)

Wherever a government or state is concerned with the welfare of its citizens, there will probably also exist policies which compel the individual citizen to undertake or abstain from activities which affect that citizen alone. The set of theories behind such policies is collectively known as ‘paternalism’. It is not hard to understand why this term has developed strong pejorative overtones. Policies of this type appear to offend a fundamental tenet of liberal societies: namely, that the individual is best placed (...) to know what is in his or her interests. Paternalistic policies imply, and are concerned with correcting, failures of precisely this kind of judgement. And yet, at the same time, there is a popular consensus that compelling people to wear a seat belt when driving a car is a reasonable restriction of personal liberty. Paternalism may be difficult to accept in principle, but it is equally difficult to avoid in practice. Not surprisingly, the literature reveals a long heritage of debate in a wide range of academic disciplines. This debate reveals a failure to make progress in two areas in particular. First, analyses of paternalism often confuse policies which are actually concerned with correcting failures of market exchange — in particular, those concerned with insufficient or imperfect information — with those which are genuinely paternalistic. One objective of this paper will be to clarify the difference between these two kinds of policy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Is Oedipus Smart?Charles B. DanielsWhat does it amount to, to ask whether Oedipus is smart, intelligent, clever? I take this to mean that he is quicker than most to gain understanding about difficult matters. Now, does Sophocles in Oedipus Rex portray Oedipus to be an intelligent, clever man?The Yes AnswerA "yes" answer to the title question may rest upon three grounds:Y1. Everyone in the play, including Oedipus himself (...) and the citizens of Thebes who have been his subjects for some 15 to 20 years, everyone, that is, save Teiresias, thinks that Oedipus is intelligent.Y2. In both legend and Sophocles' play, the only person smart enough to solve the Sphinx's riddle is Oedipus. Everyone in the play, as well as in the play's audiences, knows that Oedipus has solved the Sphinx's riddle. This is a major reason why everyone in the play, again excepting Teiresias, believes Oedipus to have a first-class mind. Oedipus is renown for this deed and thought by his subjects to be very clever in doing of it.Y3. John P. Carroll, in his interesting study of the extraordinary number of questions posed by Oedipus in Oedipus Rex (one in each nine lines of text uttered by him), concludes, "King Oedipus was endowed at birth with the heritage of the 'riddler's mind,' which by constant use throughout the course of his life he sharpened and brought to greater [End Page 562] perfection than it ever had had in his parents." 1 Oedipus is clever because he has a "riddler's mind": he asks lots of questions.Y1, Y2, and Y3, I believe, constitute the sole evidential textual base for the "yes" response to the title question. 2The No AnswerThe "no" answer, the view that Oedipus is not clever, rests upon four grounds:N1. The first consists of events from Oedipus' past that took place prior to the opening scene of the play and hence do not occur on stage. These are disclosed as the play progresses and its characters relate in dialogue what they believe to have taken place. We discover that Oedipus has lived his entire adult life with unresolved doubts about who his parents are. Worse yet, at the very beginning of his adult life, his inquiry at the Delphic Oracle met with terrible, enigmatic pronouncements that raised the ante on these doubts and made the tenor of his whole subsequent life up to the present worrisome to say the least. We learn of six questions of high moment to Oedipus—questions that touch him as profoundly as did the Sphinx's riddle, "What walks on two, three, and four legs?"—questions which he continues to be aware of and yet has not resolved, or in some cases even probed. A truly clever person, one with a "riddler's mind," would have done so. But the mature Oedipus we meet at the beginning of the play has yet to puzzle out correct answers to the questions:1. Where did the scars on my feet come from?2. Who are my real parents, Polybus and Merope, or some other couple?3. How can I best avoid doing the terrible things the Oracle foretells I shall do—killing my father and marrying my mother—given I am not sure who my father and mother really are?4. Is this old man who has just forced me off the road and arrogantly swatted me from his passing carriage my father?5. Who killed the king whose throne I have just been given?6. Is this widow I am about to marry my mother?The Oedipus we see at the beginning of the play is a man who has solved the riddle of the Sphinx, but has not solved a single one of these six questions from his own past life, which, it turns out, are easily of comparable importance to him. [End Page 563]N2. Another source of evidence in support of a "no" answer consists of failures on Oedipus' part to evince a quick wit concerning two puzzles that arise in the dramatic present among the events we see unfold on stage:7. The riddles... (shrink)

This review article puts two recent publications —Existence and Heritage: Hermeneutic Explorations in African and Continental Philosophies by Tsenay Serequeberhan and What Fanon Said. A Philosophical Introduction to His Life and Thought by Lewis R. Gordon—in conversation with Achille Mbembe’s renowned On the Postcolony, first published in French in 2000, in English in 2001, and here reviewed in the 2015 Wits University Press edition. The opportunity for such a literary dialogue to take place across fifteen years is occasioned both (...) by the latest South African edition of On the Postcolony, which in itself invites a fresh reading of Mbembe’s manifesto on postcolonial authoritarianism in Africa, as well as by the different potential outcome of the postcolonial condition that Gordon and Serequeberhan envision and propose with respect to Mbembe. I argue that while Mbembe’s pessimistic portrayal of the postcolonial present is one whereby it is difficult to envision transformation, both Serequeberhan and Gordon’s books offer a rich philosophical terrain from which to imagine possible futures, grounded in notions of dialogue and solidarity, that, however, vary significantly for each author. (shrink)

This article answers the question raised by the special issue of this journal in a positive way: managerial practices do need philosophy. In particular, it argues for a more concrete claim: managerial practices have needed philosophy in the past to develop some important intellectual tools, and today they still need to be open to the continuous conceptual and methodological innovations introduced by competing philosophical research programmes, because loyalty to just one favourite philosophical paradigm can hinder the ability of managerial practices (...) to express their full potential, whereas openness to philosophical innovation can help managers keep their conceptual tools up to their tasks. The authors argue for this thesis in concreto: they discuss a specific branch of managerial practice—marketing—and illustrate that a preeminent form thereof, i.e. Experiential Marketing, has needed philosophy, and still needs it nowadays, in order to achieve its goals and overcome certain problems. They also point out that Experiential Marketing needs to renew and integrate some of its philosophical assumptions and conceptual tools in the light of innovations brought about by a recent philosophical turn. In particular, the authors argue that philosophy has provided essential conceptual tools for the articulation of the notions of experience and authenticity used in Experiential Marketing; they claim that the excessive reliance of Experiential Marketing upon a problematic and somewhat outdated ontology produces paradoxes with important repercussions upon managerial practice; and they show that those problems can be overcome by integrating and partially renewing its assumptions and conceptual tools, in the light of a fresher philosophical framework. Shortcomings and solutions are discussed with reference to a specific case study: Venice as an experientially rewarding and authentic tourist destination during the Covid19 crisis, but also as a World Heritage property whose management entails difficult choices. The fruitfulness of the paradigm revision is shown also by integrating the conceptual toolkit of Experiential Marketing with three relatively new notions, deriving from a new realist framework: independence, attrition and perception. (shrink)

Stanisław Kamiński (1919-1986) was a philosopher, philosopher of science and historian of science. He defended in 1949 at the Catholic University in Lublin (KUL) his PhD thesis on Frege's axiomatic system of the sentence logic in the light of the contemporary methodology of deductive science. Since 1957 he was the head of the Chair of Methodology (the first one in Poland, founded in 1952 by J. Iwanicki) at the KUL, since 1965 the associate and since 1970 the full professor of (...) KUL. He was for many years the dean of the Faculty of Philosophy KUL where he developed the methodological foundations of the »Lublin-school of philosophy«. The main interests of S. Kamiński (1919-1986) was history of science and logic, general and special methodology, methodology of philosophy and (medieval) semiotics. Himself he saw his main achievements in the domain of the theory of science and the methodology of classical philosophy, especially in the studies of the method and language of metaphysics; he gave a methodological description of general metaphysics, philosophical anthropology, ethics, philosophy of religion, philosophy of history and studies on religion (religiology); he investigated the beginnings of the mathematical induction in the Middle Ages and in modern times, modern history of the theory of definition (Th. Hobbes, B. Pascal, J. Locke, E. B. de Condillac, J. D. Gergonne), the theory of argumentation (reasoning), the structure and the evolution of scientific theory, the deductive method (B. Pascal, G. W. Leibniz, G. Frege), the achievements of logic and philosophy in Poland. A characteristic feature of S. Kamiński's philosophical and methodological approach was a specific historicism, consisting of referring to the heritage of the past and at the same time to the latest achievements in logic and philosophy of science. He looked to history for inspiration, for how to solve his own problems and for a partial confirmation of legitimacy of his answers. He also used history to better understand the context of the discussed problems. His methodological interests are characterized by a philosophical and historical approach. He had a broad concept of knowledge and was maximalist both in raising questions and in giving answers. He cultivated the ideal of rational knowledge. In accordance with classical philosophy he saw the substance of person as ens rationale, a being realizing himself in a disinterested search for a theoretical truth, whose highest expression is philosophy. He stressed the epistemological and methodological plurality of knowledge and distinguished (with Kant) a material and formal part of knowledge, assuming that the formal element manifests itself as the logical form in the formal procedures of the (scientific) cognitive processes, that is in the (scientific) method and the (scientific) language. Making many attempts at a methodological characterization of different types of cognition and knowledge he distinguished – besides commonsense knowledge that lies at the bottom of any other type of knowledge – the scientific, philosophical and theological knowledge. None of them can be reduced to other type of knowledge, because each of them has its own problems, goals and methods. At the top there is a kind of sapiential knowledge which is much more than a simple generalization of all particular kinds of knowledge. S. Kamiński indebted his understanding of science to contemporary philosophy and to the classical philosophy. The nature of science was determined by him from the point view of its subject matter, aims, methods, logical structure and genesis. The question of what science is concerned with, i.e. what is its subject matter, is a philosophical question, it presupposes an appropriate understanding of the nature of the world. S. Kamiński opted for a pluralistic approach to the world: the principal object of science is the objective world but so are subjective states of man and products of his mind and his language. The best diagnostic test of the scientific character of science is the scientific method. Also here – rejecting the scientism (i.e. the view, that the scientific method and knowledge is the pattern and the measure of each knowledge) – S. Kamiński takes a pluralistic attitude. Accepting that the scientific method is not simple, that there is not one uncomplicated ideal way of doing science, and that because of the multiplicity of questions and scientific aims it would be difficult to construct one universal scientific method as a uniform set of rules for every kind of science, S. Kamiński assumes that different subject matter and different goals of scientific cognition require different research strategies and types of cognitive procedures. One manifestation of S. Kamiński's methodological pluralism is his antinaturalistic position in the theory of the humanities where he supported the thesis of their methodological autonomy with regard to natural sciences. Closer to the philosophical cognition and knowledge, the humanities do not meet and can not meet the conditions imposed upon the natural sciences, as they differ from them in subject matter (the world of culture) and hence in method (understanding, interpretation) used. The publications of S. Kamiński include over 350 positions. During his life he published three books: Georgonne'a teoria definicji [Georgonne's Theory of Definition], Lublin 1958; Pojęcie nauki i klasyfikacja nauk [Concept of Science and Classification of Sciences], Lublin 1961, 19813; and [together with M. A. Krąpiec] Z teorii i metodologii metafizyki [On the Theory and Methodology of Metaphysics], Lublin 1962. After his death five volumes of Collected Papers have been published: vol. I: Jak filozofować? [How to Philosophize? Studies in Methodology of Classical Philosophy], edited by Tadeusz Szubka, Lublin 1989; vol. II: Filozofia i metoda. Studia z dziejów metod filozofowania [Philosophy and Method. Studies from the History of the Method of Philosophizing], edited by Józef Herbut, Lublin 1993; vol. III: Metoda i język. Studia z semiotyki i metodologii nauk [Method and Language. Studies in Semiotics and Philosophy of Science], edited by Urszula Żegleń, Lublin 1994; vol. IV: Nauka i metoda. Pojęcie nauki i klasyfikacja nauk [Science and Method. Concept of Science and Classification of Sciences], edited by Andrzej Bronk, Lublin 1992); vol. V: Światopogląd - Religia - Teologia [Worldview - Religion - Theology], edited by Monika Walczak and Andrzej Bronk, Lublin 1998. (shrink)

The central concern of this book is to demonstrate how Puritanism was a theme which ran through all Green's biography and political philosophy. It thereby reveals how Green’s connections with Evangelicalism and his known affinities with religious dissent came from his way of conceiving Puritanism. In Green’s eyes, its anti-formalist viewpoint made Puritanism the most suitable tool for avoiding the drawbacks of democracy. The key objective of the book is to illustrate how the philosophy elaborated by Green aimed to encapsulate (...) the best of Puritanism whilst eschewing the dangerous abstractions of both Puritan philosophy and German idealism. It follows that Green’s conception of positive and negative freedom, and his vision of political obligation, stemmed from his effort to revive the Puritan heritage rather than from an ambiguous flirtation with idealism. The book purports to show how the influence of Puritanism in Green’s political thought is an element which can help to integrate the literature in the area, contributing to a better comprehension of a philosopher who, despite being unanimously considered as the founder of the so-called Oxford idealist school, had a very difficult and sometimes obscure connection with idealism. It has been widely argued that Green’s relationship with idealism seemed to be infected by a religious germ which, because it was unrelated to German idealism, gave it a bad taste. This study aims to encourage further investigation into the nature and propagation of that germ in the British idealist School. (shrink)

Introduction. Topology is the most general and most fundamental branch of geometry. Logically its study should precede that of other kinds of geometry. But mathematical knowledge, whether regarded as part of our cultural heritage or as the possession of an individual, does not come into being like a building, from a completed foundation to a limited superstructure, but rather grows like a tree with ever-deepening roots as well as ever-spreading branches. So, historically, systematic studies in topology lagged behind Euclid's (...) elements some 2000 years and were unknown a century ago. There has, however, been considerable activity in this field by the present generation, and a number of modern treatments are available for the specialist. In spite of its fundamental nature, the subject is difficult, and many of its problems remain unsolved even today. This difficulty makes it pedagogically advisable to avoid questions of topology germane to other branches of mathematics and there is a distinct scarcity of material available even to the mathematician, whose main interest lies outside this field. (shrink)