Il volume raccoglie saggi dedicati alla Fenomenologia dello spirito di G.W.F. Hegel e ad alcune sue principali interpretazioni. A scritti dal taglio più nettamente storiografico che ne ricostruiscono le influenze in autori quali Marx, Gentile, Heidegger, Kojève, Paci, Lacan e Brandom, si affiancano contributi volti a ricostruire alcuni nodi categoriali che, sollecitati dal testo hegeliano, hanno segnato le riflessioni etiche, teoretiche, filosofico-politiche e psicoanalitiche successive: dialettica, cultura, negazione, desiderio, corpo, fenomeno, riconoscimento. Questa raccolta non intende quindi né riproporre la lettera (...) del testo hegeliano, né avanzare una sua specifica interpretazione. Piuttosto, gli autori hanno condiviso lo sforzo di illustrare in actu exercito le possibilità di movimento tra questi due estremi – testo e interpretazione – tra cui la cultura filosofica si muove. Attraverso questo movimento la Fenomenologia dello spirito continua a produrre filosofia, ossia ad essere occasione e strumento per la comprensione del “proprio tempo col pensiero”. (shrink)

The Critical Naturalism Manifesto is a common platform put forward as a basis for broad discussions around the problems faced by critical theory today. We are living in a time, e.g. a pandemic time, when present-day challenges exert immense pressure on social critique. This means that models of social critique should not be discussed from the point of view of their normative justification or political effects alone, but also with reference to their ability to tackle contemporary problematic issues (like the (...) dismantlement of the welfare state, the environmental catastrophe, and the sanitary crisis). With this manifesto, we invite varying practices of philosophical, artistic and scientific social critique to take seriously the enormous challenges our societies face with regard to inner and outer nature. We first identity eleven theses of critical naturalism which contemporary critical theory should take into consideration. We then identify the historical crises and catastrophes that critical naturalism seeks to respond to, dispelling the prejudices against naturalism in contemporary critical thought, and considering alternative answers to these questions such as social constructivism, accelerationism, xenofeminism, flat ontologism, and monist world ecology. By sketching the notions of nature and naturalism, we anchor critical naturalism in the history of materialism and critical theory, understood initially as that of the Frankfurt School, but expanded and enriched by other approaches to social critique. Finally, we sketch models and projects of critical naturalism, which are exemplary fragments of varying ways to practice naturalist social critique. (shrink)

In this letter to the editor, the author responds to articles by G. Testa and colleagues, "Living Donation and Cosmetic Surgery: A Double Standard in Medical Ethics?" and by L. Friedman Ross and colleagues, "Different Standards Are Not Double Standards: All Elective Surgery Patients Are Not Alike," which were published in the Summer 2012 issue of The Journal of Clinical Ethics.

7 lectures, Torquay, UK, August 12-20, 1924 (CW 311) These seven intimate, aphoristic talks were presented to a small group on Steiner's final visit to England. Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education. Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their (...) teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education. These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination. Here is one of the best introductions to Waldorf education, straight from the man who started it all. German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311). ∞ ∞ ∞ SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England. (shrink)

Response to commentaries on keynote article.

John Buridan was a fourteenth-century philosopher who enjoyed an enormous reputation for about two hundred years, was then totally neglected, and is now being 'rediscovered' through his relevance to contemporary work in philosophical logic. The final chapter of Buridan's Sophismata deals with problems about self-reference, and in particular with the semantic paradoxes. He offers his own distinctive solution to the well-known 'Liar Paradox' and introduces a number of other paradoxes that will be unfamiliar to most logicians. Buridan also moves on (...) from these problems to more general questions about the nature of propositions, the criteria of their truth and falsity and the concepts of validity and knowledge. This edition of that chapter is intended to make Buridan's ideas and arguments accessible to a wider range of readers. The volume should interest many philosophers, linguists and logicians, who are increasingly finding in medieval work striking anticipations of their own concerns. (shrink)

According to the prevailing sentiment, changing the past is logically impossible. The prevailing sentiment is wrong. In this paper, I argue that the claim that changing the past entails a contradiction ultimately rests upon an empirical assumption, and so the conclusion that changing the past is logically impossible is to be resisted. I then present and discuss a model of time which drops the empirical assumption and coherently models changing the past. Finally, I defend the model, and changing the past, (...) against objections. (shrink)

This original and lively book uses texts from ancient medicine, epic, lyric, tragedy, historiography, philosophy, and religion to explore the influence of Greek ideas on health and disease on Greek thought. Fundamental issues are deeply implicated: causation and responsibility, purification and pollution, the mind-body relationship and gender differences, authority and the expert, reality and appearances, good government, and good and evil themselves.

In this paper I will argue that the latter group [of Non-Humeans] is correct. My argument focuses on practical deliberation and has two parts. I will discuss two different problems that arise for the Humean Theory and suggest that while taken individually each problem appears to have a solution, for each problem the solution Humeans offer precludes solving the other problem. I will suggest that to see these difficulties we must take seriously the thought that we can only understand an (...) agent’s reasons for her action by looking at her actual or possible practical deliberation. (shrink)

In ‘Wittgenstein on Language and Rules’, Professor N. Malcolm took us to task for misinterpreting Wittgenstein's arguments on the relationship between the concept of following a rule and the concept of community agreement on what counts as following a given rule. Not that we denied that there are any grammatical connections between these concepts. On the contrary, we emphasized that a rule and an act in accord with it make contact in language. Moreover we argued that agreement in judgments and (...) in definitions is indeed necessary for a shared language. But we denied that the concept of a language is so tightly interwoven with the concept of a community of speakers as to preclude its applicabilty to someone whose use of signs is not shared by others. Malcolm holds that ‘This is an unwitting reduction of Wittgenstein's originality. That human agreement is necessary for “shared” language is not so striking a thought as that it is essential for language simpliciter.’ Though less striking, we believe that it has the merit of being a true thought. We shall once more try to show both that it is correct, and that it is a correct account of Wittgenstein's arguments. (shrink)

Dealing with the nature of historical knowledge, this book is concerned with both philosophical and historical questions. It involves considerations as various as statistical hypothesis testing, componential analysis and the problem of the Synoptic Gospels. --.

The purpose of this note is to acknowledge a gap in a previous paper, "The complexity of revision," and to provide a corrected version of the argument.

The study of continuous group actions is ubiquitous in mathematics, and perhaps the most general kinds of actions for which we can hope to prove theorems in just ZFC are those where a Polish group acts on a Polish space.For this general class we can find works such as [29] that build on ideas from ergodic theory and examine actions of locally compact groups in both the measure theoretic and topological contexts. On the other hand a text in model theory, (...) such as [12], will typically consider issues bearing on the actions by the symmetric group of all permutations of the integers. More generally [1] shows that the orbit equivalence relations induced by closed subgroups of the infinite symmetric group can be reduced to the isomorphism relation on corresponding classes of countable models.This paper considers a third category formed by the continuous actions of separable Banach spaces on Polish spaces. These examples cannot be subsumed under the two earlier headings, and it is known from [10] that theBorel cardinalitiesof the quotient spaces that arise from such actions are incomparable with the equivalence relations induced by the symmetric group or any locally compact Polish group action.One of the first things to be addressed concerns the complexity of these equivalence relations. This question forappears in [1]. (shrink)