Cultural Pluralism

Pluralism and diversity are largely bound to a humancentric conception of difference, one which fails to consider the plurality of ontologies that constitute reality. The result has been the confinement of the subject of justice to social spaces, and hence the reinforcement of the dichotomous understanding of humanity and nature. This is in part because pluralist theories are largely concerned with one single manifestation of vulnerability: the vulnerability of minority groups. This essay begins by offering a distinctive definition of vulnerability, (...) one that is broad enough to incorporate both universal and dispositional accounts, while being narrow enough to rule out both vitalist and biocentric approaches. I use the notion to examine debates on political pluralism, and I argue that, as they currently stand, pluralist approaches are ill suited for understanding the struggles of Indigenous peoples against colonialism. I defend the view that the normative case for pluralism needs to be grounded in an ecologically aware ethics that can respond to the vulnerability of animate beings who sustain life. (shrink)

This article compares the political philosophies of Michael Oakeshott and Isaiah Berlin, probably the two most important political philosophers in postwar Britain, who, strangely, had very little to do with one another during their illustrious careers. The article focuses on their respective critiques of rationalism and theories of liberal pluralism, arguing that Oakeshott provides the more consistent and philosophically satisfying account in both instances.

Based on onto–epistemological pluralism and social practices this work maintains that the proclamation of cultural neutrality originating in the idea of equality without any distinction of color, sex, language, religion or political opinion, really favors white racism and cultural imperialism of the liberal way of life. This article argues that the process of reasoning which justifies human rights is distorted by particular interests, such as the colonization of American territory in the case of the Declaration of the Good People of (...) Virginia in 1776. As no–one questioned the reasons upon which the false belief that some human beings were classified as inferior or superior according to their physical features, it was reiterated as if it were a truth and, consequently acted upon, thereby fixing this belief in stereotypes. In this article I argue that the present Declaration of Human Rights is the result of continuing inherited presuppositions from the 18th Century. These have not been questioned and have constituted the world in which we live as a racist world in which the liberal tradition has consolidated its political power. (shrink)

"In lieu of an abstract, here is a brief excerpt of the content: -/- This excellent collection, edited by Julian Young, features ten essays on the topic of Nietzsche’s valuation of the individual and the implications this has for notions of community. The book features contributions from some of the most respected contemporary Nietzsche scholars, and each essay displays rigorous analysis while being written in an engaging style. -/- Many of these contributions are evidently written in response to Young’s own (...) provocative reading of Nietzsche as a communitarian thinker in Nietzsche’s Philosophy of Religion (Cambridge: Cambridge University Press, 2006), and Young presents aspects of this reading in the opening essay. He argues that Nietzsche’s “liberal communitarianism” (8) stems from his intellectual inheritance from Wagner of a distinctly Hegelian project, that of synthesizing the need for common meaning with the desire for liberal individual rights. Young provides a close reading of Wagner, identifying the liberal aspect of Wagner’s communitarianism in a form of “soft power” (9)—namely, the capacity to inspire, rather than coerce, the collective toward a shared ideal. This soft power opens the space for reconciliation between the desires of the individual and the goals of the community at large. Young contends that Wagner’s early Hegelianism “appears virtually word for word” in Nietzsche’s Birth of Tragedy (16). More controversially and less convincingly, he extends this liberal communitarianism across Nietzsche’s entire corpus. In particular, for Young, we should understand Nietzsche’s free spirits as “agents of change” (25), exemplary individuals who both establish and question the evaluative boundaries of the collective ethical imperative. -/- Hans Sluga’s chapter investigates Nietzsche’s call for a new “great politics” (32). Drawing comparisons with Plato, Sluga argues that Nietzsche views the lack of a socially recognized order of rank, a corollary of modern democratic pluralism, as the inception of political nihilism. Sluga locates this diagnosis in Human, All Too Human, where Nietzsche’s critique of modern democracy inaugurates his concern with the tensions between political processes and the prospect of cultural flourishing. For Sluga, however, it is in Beyond Good and Evil that Nietzsche floats the possibility of reconciliation between the two, with the prospect of exceptional individuals instigating a new political relationship. Sluga argues that Nietzsche sees the European notion of the nation-state as something that should and will be abolished. While taking Nietzsche’s recommendation to be problematic, Sluga concludes that his diagnosis is profound. [End Page 469] -/- How convincing one takes Sluga’s argument to be depends on the literalness one thinks should be placed on the phrase “great politics.” By Beyond Good and Evil, is it not employed purely as a metaphor? This would accord with Ken Gemes and Chris Sykes’s approach in the following essay. Like Young, Gemes and Sykes emphasize Nietzsche’s kinship with Wagner, identifying the problem of meaning as central to both. Nietzsche is identified as conducting an anthropology of communities’ answers to the problem of meaning, or, rather, their creations of illusions to act as semblances of meaning. In his early works they take Nietzsche to hold that the foundations for the kind of cultural consecration necessary for the provision of collective meaning can be provided through myth, in the place of metaphysics. But, contra Young, Gemes and Sykes argue that Nietzsche develops away from his early communitarianism: first, toward an (ultimately pessimistic) investigation into the possibility of a scientific culture that provides meaning, and then by advocating a narrower individualism. For Gemes and Sykes, then, Nietzsche’s aspiration for communitarian cultural flourishing died at Bayreuth, and with Thus Spoke Zarathustra, Nietzsche makes a final attempt to provide a life-affirming “mythology” (72) for the flourishing of his intended recipients, now of a far more limited scope—namely, only truly exemplary individuals. -/- Here one might wonder whether Nietzsche’s thought of the eternal recurrence might better fit this need for the provision of a mythology. Although Nietzsche marks out Zarathustra as the jewel of his oeuvre (EH P:4), he also declares the eternal recurrence, which receives...". (shrink)

The child’s right to an open future aims at protecting the autonomy of the mature person into which a child will normally develop. The justification of state interventions into parental decisions which unduly restrict the options of the prospective adult has to address the problem that the value of autonomy is highly contested in modern pluralist societies. The article argues that the modern majority culture provides young adults with many more options than traditionalist religious communities. However, the options that can (...) be chosen in faith groups, such as the Amish, do not constitute a subset of the options available in the wider society. Therefore, state policies which pursue the goal of providing every child with the greatest possible set of options cannot be based on a neutralist version of political liberalism. The advocates of a child’s right to an open future must rely on a perfectionist version of liberalism which draws on the ideal of leading an autonomous life. Since liberal perfectionism has problematic implications, the article defends a neutralist position that largely refrains from state interference with the educational authority of fundamentalist religious communities. (shrink)

Using an intersectionalist analysis, Hinther recounts efforts by Canada’s Ukrainian minority to build an ethnically distinct leftist movement. Opposed from without by both left-wing internationalists and right-wing nationalists, and hobbled from within by stubborn gender and generational inequalities, the movement finally lost its radical political momentum and so took up its allotted place in Canada’s polite multicultural mosaic. (Published in the series “Studies in Gender and History,” University of Toronto Press, 2018.).

In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the situation in the Netherlands, Belgium and the United States. I examine in details notions of cultural coherence, the range of parental authority v. a child's interests, as well as the state's role in regulating religious schools.

This paper investigates the possibilities of ordinary people to estabish a moral authority in a subclass of everyday scenarios in the public domain that are characterised by an underdetermination of the obtaining norms and regulations. The paper offers a strategy based on hospitality to challenge the all too common practice of ignoring one’s responsibility as a moral agent and to hide in one’s shell, hoping that others (police power!) will solve one’s problem. The paper begins with a description of a (...) few scenarios in which it is less or more complicated for people to intervene as authorities. The tendency in such scenarios to retreat from one’s responsibility is analysed in terms of a distinction between power and authority, the latter enabling interventions based on a framework of justifying reasons. It is argued that a lack of confidence in the availability of such a framework of justifying reasons might explain the popularity of the current defensive tendency, especially against the background belief that interventions based on power are by default unjustified. An analysis is provided of trust as an attitude that complements authority. No authority, and no framework of justifying reasons, without trust. But a crucial feature of trust is the courage to accept one’s own vulnerability. This insight is used as the stepping stone for the alternative stategey based on hospitality. A sketch is provided of how this might work, involving five steps, the crucial ones being (1) an invitation to the other people in the scenario to compose a plural subject and (2) an offer to take up the responsibility to host this plural subject acknowledging one’s vulnerabilty to the independence of one’s guests. (shrink)

Globalization has made it easier for people to migrate, thus increasing diversity within organizations. One problem with this migration is that 1st and 2nd generation immigrants may prefer different leadership styles than those of the mainstream culture. The purpose of this survey-based quantitative comparative study was to investigate the effects of acculturation on the work-related cultural values and leadership style preferences of Mexican immigrants living in the United States. The research question that guided this study focused on the differences in (...) work-related cultural values and preferred leadership styles between 2 generations of Mexican immigrants, Mexicans, and U.S.-born Caucasians. Two hundred and forty-five participants completed the survey. The researcher used a Likert-type self-assessing questionnaire adapted from existing instruments to measure the work-related cultural values and preferred leadership styles of two generations of Mexican immigrants, native Mexicans, and U.S.-born Caucasians. Statistical tools, such as correlations, Cronbach’s alpha, t-test, and analysis of variance (ANOVA) were used to test measurement reliability and to test for differences in the mean scores of the criterion variables among the 4 groups. The researcher found that, in the aggregate, Mexican immigrants did not acculturate to the mainstream values of the United States, 2nd generation Mexican immigrants’ scores were similar to those of U.S.-born Caucasians in work-related values, and all groups prefer the servant leadership style. Implications for social change may include raising the awareness of human resource managers of the differences and similarities in values and preferences of their staff, which may help improve the relationships between managers and the employees. (shrink)

"Una Pedagogía del Nosotros" pretende mostrar la esencia de la educación como punto de encuentro, compatible con todas las cosmovisiones. La pedagogía del nosotros invita a habitar la educación con originalidad, pero con un criterio más allá de la propia originalidad. Se trata de tener sensibilidad ante el peligro de manipulación, pero también ante el peligro de no educar, por temor a manipular. Los grandes problemas de la Humanidad no se producen por conflictos y crisis, sino por el egocentrismo. Las (...) dificultades, errores, debilidades, conflictos y crisis son humanos, y cuando se gestionan con nosicentrismo, suponen una oportunidad para crecer, pero si se gestionan con egocentrismo, no solo no se resuelven, sino que se agravan, y si se logra un equilibrio de egocentrismos que aporte apariencia de paz, en el fondo, no hay autorrealización porque los sujetos no están sabiendo madurar; simplemente viven para aplacar a su egocentrismo. El nosicentrismo es la maduración original de sí más allá de sí, que tiende a la autorrealización apoteósica entregándose al nosotros-maduro. Para que las comunidades sean vivencias de “nosotros” felices, es primordial que los sujetos se dispongan de forma nosicéntrica en cuerpo, mente y apertura. Cultivando el carácter, desarrollando las competencias y madurando la sensibilidad. De este modo, la unidad de sujetos forma un nosotros-maduro donde cada sí-mismo es más sí-mismo desplegándose hacia fuera, colaborando, sirviendo o dándose sin devorar y sin dejarse devorar. Es un salir para dar o darse, de modo que el sujeto se hace grande haciendo grandes a los demás y se enriquece interiormente, enriqueciendo lo otro. Cuando los sujetos desde su egocentrismo forman un nosotros, en realidad es un falso-nosotros. La educación apertural, libera del falsos-nosotros, cicatriza la originalidad y la despliega por medio de una pedagogía del nosotros-maduro. ¿Y cómo se educa la apertura? Aportando motivos por los que vale la pena abrirse, madurando la conciencia y capacitando al sujeto para una libertad consciente. El sentido es clave para dar, para darse y para saber a quién vale la pena darse por entero, por qué y para qué. ¿Y cómo descubrir el sentido de darse por entero? La clave está en enseñar a cada sujeto a mirar hacia su propio sentido original, que se encuentra en su conciencia. Y así es como realmente uno se hace original y creativo. La educación apertural no es un forzar hacia fuera “porque es bueno”, sino invitar a buscar hacia dentro para reconocerse en su origen y desplegar el sí-mismo original. Pero el sí-mismo no podrá ser plenamente sí-mismo sin el tú, así que será una educación de comunidad, comenzando por la familia. Desde esta interpretación, la acción educativa tiene mucho de acompañar a cada sujeto en la aventura de conocerse a sí mismo, descubrir su propia originalidad y disponerle para que la despliegue con sensibilidad y empatía. No se tratará de imponer desde fuera, sino invitar a sacar; ayudar a crecer. Desde la pedagogía del nosotros se busca el entendimiento de todas las cosmovisiones y de ellas entre sí, para ayudarnos a madurar y habitar en un nosotros-maduro. Así, se considera que lo más práctico es ir al fondo: ¿Cuál es el fin último de la educación? ¿Cuál es la esencia de la autorrealización máxima a la que puede aspirar un sujeto? Para sintetizar la respuesta, se tomará el concepto “apoteosis” del griego apothéōsis “deificación”, “divinización”, “endiosar”. Según cada cosmovisión, la apoteosis supone “estar en la gloria”, disfrutando del máximo bien, al que cada cual aspirará, según sus prioridades vitales: Placer, Poder, Sentido u Originalidad (se explica en el libro). Sea como fuere la cosmovisión del sujeto, el “tú” endiosa, pero es la propia conciencia la que está llamando a ser “dios” y si no se encuentra en el camino de la apoteosis, siente una especie de vacío interior, como que algo no va bien. No termina de vivir colmado; ni cuando prospera con actividades exitosas, ni en una situación general de bienestar, ni en una actitud vital de servicio a los demás, nada colma. La apoteosis es la máxima autorrealización de un sujeto en el “nosotros” o la mejor realización de la Humanidad como “nosotros total”. La educación apoteósica consiste en ayudar a descubrir o redescubrir, en conciencia, el sabor de las alegrías originales de la vida. La pedagogía del nosotros no plantea ninguna fórmula absoluta para educar ni para vivir. Sencillamente se considera el vivir humano como un vivir-con, que sorprende con descubrimientos constantes. Desde la Pedagogía del nosotros todas las instituciones intermedias: familia, escuela, etc., y la sociedad en su conjunto, contribuyen a la educación de cada sujeto, más o menos egocéntrico y más o menos abierto a la aventura de habitar la vida con mayor conciencia. La Pedagogía del nosotros invita a cada sujeto a que apueste toda su existencia a la exploración y experimentación de lo auténtico. Cada sujeto solo puede crecer y desarrollarse, una vez que ha aprendido a vivir en relación con los demás, a reconocer las posibilidades del espacio entre sus “nosotros”. El medio fundamental es el diálogo al que se ha llamado amor, que es lo que sucede cuando dos sujetos comparten en conciencia, algo o todo de sus vidas al mismo tiempo. Dice Antoine de Saint-Exúpery: "amor no es mirarse el uno al otro, sino mirar los dos en la misma dirección". Este compartir en conciencia es convivir en realidad. Dice Buber: "Toda vida real es reunión" y la sociedad, la familia y la escuela tienen la llave para reunirnos y enseñarnos a dialogar. Solo se vive la vida real, la vida auténtica desde la originalidad compartida, cohabitada. Ahí es donde los sujetos pueden ser más sí mismos, creativos y auténticamente felices. (shrink)

In this paper, I defend an epistemological pluralism that moves away from universal and absolute rationality, as well as from a radical and arbitrary relativism, where any criterion is valid for decision making. Such epistemological pluralism maintains that subjects know the world in which they live according to different conceptual schemes. We posit a notion of truth linked to the justification process and practical effectiveness. Then we present the importance of traditional knowledge in the socio-ecological field and relative to complex (...) systems. Finally, we explain the relevance of epistemic equity between traditional and scientific knowledges in order to anticipate consequences and to make decisions less uncertain. (shrink)

This article suggests that an epistemological and ontological pluralist perspective may enable human beings to cooperate each other and live with less injustice. Intercultural cooperation may help for a reformulation of the Human rights in order to consider aspects of different ways of life like the variations of moral, political and judicial norms. I expound that Liberal pluralism does not respond adequately to present day multiculturalism. Additionally, I explain that Human rights are not inclusive norms for all ways of life. (...) -/- I definitely sustain that some communities do not have to agree to live in the same moral world as others, but, that it is indeed necessary to know each other’s differences so as to be able to respect them. (shrink)

A journey through The Mind of Africa offers one a breath-taking scenery of the cultural traditions, practices, and conceptions of African societies. Interlacing his exposition with proverbs and sayings, Abraham offers unique perspectives and interpretations of the Akan culture and conceptual scheme – Akan cultural values, social and political institutions, metaphysical conceptions of man and society – as paradigmatic of the culture and conceptual schemes of African societies. But crucially, Abraham reveals, examines, and rejects, a plethora of unfounded notions about (...) Africans and their cultures – some of these erroneous ideas are often repackaged and recited even in present times. In reading the book, one will come to understand and appreciate the theoretical underpinnings and the practical significance of the African experience. (shrink)

Drawing on select works of Adorno, we will first rehearse his reasons for a rejuvenation of philosophy and apply them to philosophers working on world philosophical traditions. We will then analyse Adorno’s arguments pertaining to the theory–praxis relation to ascertain whether his thought could accommodate a study of world philosophical traditions for the simple reason that they are present in a particular society. Shifting our focus slightly, we reflect upon how current ways of professional philosophizing affect the study of world (...) philosophical traditions. As the example of Māori philosophy demonstrates, current philosophical practices seem to delimit the search for the unconventional in academic philosophy. Through its philosophical appropriation, the so-called unconventional tends to mimic conventional patterns in academic philosophy. We will then attempt to find reasons to critique this process within the Adornoian framework itself. The conclusion draws together different strands of the discussion and delineates some paths to take forward the world philosophies project in an Adornoian spirit. (shrink)

This paper describes demonstrative paradigms in English and Ibibio based on their syntactic and semantic behaviours, especially with English as the language of education in Nigeria. This study is anchored on Chomsky (1986) generative grammar paradigm to explain the structures of demonstratives in the two languages and argues that the structures resemble and differ from each other in some respects and gives possible linguistic implications for Ibibio speakers of English. While data for English were extracted from English grammar texts, those (...) of Ibibio were extracted by the researcher’s native speaker’s knowledge of the language. From the analyses, it is discovered that while demonstrative paradigm in English is a two-way opposition, Ibibio has a three-way opposition. It explains that all demonstratives in English inflect for person and number whereas of the two classes of demonstratives in Ibibio one class inflects for number while the other does not. It establishes that this grammatical unit functions as subject and determiner in the two languages while in Ibibio it further functions as an article and a verb. (shrink)

The public interest in the administration of justice requires access to justice for all. But access to justice must be “meaningful” access. Meaningful access requires procedures, processes, and institutional structures that facilitate communication among participants and decision-makers and ensure that judges and other decision-makers have the resources they need to render fully informed and sound decisions. Working from that premise, which is based on a reconceptualization of the objectives and methods of the justice process, the author proposes numerous specific changes (...) in decision-making processes and practices. These changes are required to achieve a standard of decision-making that is consistent with the public interest in the administration of justice within a constitutional framework under the social and political conditions of the early 21st century. The essay illustrates the application of the principles and methods of legitecture to analysis of problems of institutional design in law. (shrink)

Do liberal states have a moral duty to admit immigrants? According to what has been called the “conventional view”, this question is to be answered in the negative. One of the most prominent critics of the conventional view is Joseph Carens. In the past 30 years Carens’ contributions to the open borders debate have gradually taken on a different complexion. This is explained by the varying “ideality” of his approaches. Sometimes Carens attempts to figure out what states would be obliged (...) to do under otherwise perfectly just conditions (i.e., he attempts to establish an ideal). At other times, he is more interested in what to do, given the (not fully just) world that we actually live in. In my view, the relevance of the ideal/non-ideal theory debate to the open borders debate (and the ethics of migration more generally) has not yet received sufficient attention. My aim in this paper therefore is to show in detail how Carens’ varying approaches affect his critique of the conventional view. To this effect I analyze three of his papers: “Aliens and Citizens: The Case for Open Borders” (1987), “Realistic and Idealistic Approaches to the Ethics of Migration” (1996), and “Who Should get in? The Ethics of Immigration Admissions” (2003). (shrink)

Історія публікації текстів у 1920-х рр., вивчення механізмів «спотворення» їх органами цензури порушує важливі текстологічні проблеми – відтворення оригінального авторського тексту, який часто виявляється захованим за владною розправою редактора та цензора. У цій статті ми подаємо деякі матеріали з Центрального державного архіву вищих органів влади України, які стосуються літературного життя 1927 року. Це документи, які можуть бути цікаві для реконструкції певних аспектів творчості українських письменників, уточнення їхніх біографічних даних. Це заява Володимира Свідзінського щодо видання його книжки «Вересень» (1927) та внутрішня (...) рецензія політредактора на неї. Це уривки статті-передмови Максима Рильського «Міцкевич» до перекладеного ним твору А. Міцкевича «Пан Тадеуш» (1927). Також у статті наведено матеріал щодо вилучення деяких уривків з передмови Андрія Ніковського до повісті Проспера Меріме «Коломба» (1927) та вилучення уривків із двох передмов Михайла Івченка до перевидань збірки оповідань Марка Вовчка (1927) та збірки оповідань Панаса Мирного (1927). (shrink)

Das Potenzial der Philosophie Ernst Cassirers ist keinesfalls erschöpft, sondern vielmehr in systematischer, transdisziplinärer und gesellschaftlich relevanter Perspektive anschlussfähig, um Fragestellungen der Gegenwartsphilosophie und der Wissenschaften zu begegnen. Die Cassirer-Rezeption befindet sich in dieser Hinsicht an der Schwelle des Eintritts in eine neue Phase, die im Lichte eines ‚Neulesens‘ sowie einer zunehmend globalen Vernetzung betrachtet werden kann. Von der Wissensforschung und Wahrnehmungstheorie über neue Gebiete symbolischer Formung wie Film, Geld und Virtualität bis zum spannungsreichen Verhältnis zwischen Demokratie und Mythos: Die (...) Beiträge des Bandes verstehen sich als Aktualisierung von Cassirers Philosophie der Kultur- und Wissensformen im 21. Jahrhundert. (shrink)

The goal of this essay is to explain how Wittgenstein's philosophy may be helpful for understanding and addressing challenges to cross-cultural communication in educational contexts. In particular, the notions of “hinge,” “intellectual distance,” and “grounds” from On Certainty will be helpful for identifying cultural differences. Wittgenstein's dialogical conception of philosophy in Philosophical Investigations will be helpful for addressing that cultural difference in conversation. While here can be no panacea to address all potential sources of confusion, Wittgenstein's philosophy has strong resources (...) that are helpful for curbing some of our human tendencies to misunderstand other people. (shrink)

Стаття розглядає категорії «культура» і «цивілізація» у вимірах сучасної гуманітаристики. Автор відмежовує наукові засади власне культурології (culturology) від культурографії сучасних англо-американських «cultural studies». Проведено розрізнення постнекласичної наукової парадигми. Обґрунтовується база для історичної культурології як окремої галузі науки, котра, власне і вивчає історію культури та цивілізації – з позицій не традиційно-історичної, а культурологічної методології пізнання. Автор пропонує власне розуміння співвідношення динаміки вимірів культури і цивілізації крізь призму картини світу (моделей ментальності). Акцентується важливість інформаційного обміну в культурі, його більша роль у цивілізаційному (...) процесі, аніж соціально-економічні механізми чи ландшафт, котрі, тим не менш, органічно включені в зазначений обмін і можуть суттєво корегувати його динаміку. (shrink)

In a widely publicized lecture in 2008, the Archbishop of Canterbury, Rowan Williams, expressed his concern that the conception of law and democratic citizenship prevailing in England may lead to ghettoization. The problem, in his view, is that the bulk of the convictions and commitments that define a given citizen’s identity are seen as a matter of individual choice and relegated to the private realm. In diagnosing this problem, Williams tacitly distances himself from a privatizing view of democratic politics. In (...) response to the problem, he calls for consideration of the possibility of supplementary jurisdictions, whereby certain legal functions would be delegated to the religious courts of a community. The article is broadly supportive of Williams’ concern to avoid privatization and his emphasis on the importance of openness to learning from other legal codes. However, it finds no convincing case for legally recognizing plural jurisdictions. It concludes that this aim is better served by Seyla Benhabib’s proposal for vibrant, ongoing exchanges between different legal codes, and between such codes and political and cultural beliefs, traditions and practices. (shrink)

This article brings to the fore the shortcomings of the type of pluralism advocated by John Rawls both in Political Liberalism and in The Law of Peoples. It is argued that by postulating that the discrimination between what is and what is not legitimate is dictated by rationality and morality, Rawls’s approach forecloses recognition of the properly political moment. Exclusions are presented as being justified by reason and the antagonistic dimension of politics is not acknowledged. This article also takes issue (...) with Rawls’s ‘realistic utopia’, asserting that despite the reference to ‘decent’ hierarchical societies, it amounts to a universalization of the western liberal model. (shrink)

The aim of The Claims of Culture is to reconcile the many discontents of late modern culture with a continuing commitment to liberal democracy. It does so in face of the separation of the value-spheres of ethics and aesthetics, theology and law, brought about by nature and cognitive rationalism. This led Max Weber to warn that a consequent search for the old gods, allied to the longing for their transcendent power, would lead to a retreat from democracy in the form (...) of a charismatic politics of leadership. Following Max Weber, I emphasize the intrinsic fluidity and heterogeneity of cultural narratives. Responding to the comments of María Herrera Lima, James Bohman and Eduardo Mendieta, this article addresses the common theme of cosmopolitanism and global citizenship. (shrink)

Within the framework of Positive Psychology and Needing Theories, this article reviews cultural practices or perceptions regarding what happiness is and how it can be achieved. Mainly research on Subjective Well-Being (SWB) has identified many cultural differences in the pursuit of happiness, often described as East-West splits along categories such as highly expressed affect vs. quiet affect, self-assertion vs. conformity to social norms, independence vs. interdependence and the like. However, it is the overall goal of this article to show that (...) whatever the normative content of a culture’s or subculture’s view of happiness may be, it involves the same basic psychological needs beyond how people may choose to report or express resulting emotions. In particular, the theory of happiness proposed by the Hellenistic philosopher Epicurus provides broader, more inclusive categories and concepts which can be used to explain and possibly harmonize assumptions from particular traditions. (shrink)

This article presents a detailed methodological outline for teaching culture through project work. It is argued that because project work makes it possible to gain transferrable and applicable knowledge and insight, it is the ideal tool for teaching culture with the aim of achieving real intercultural communicative competence (ICC). Preceding the pedagogical presentation, the term culture is conceptualized as small-c culture/deep culture, that is, as the sociopsychological programming of a given community. This concept is developed with practical examples and conceptualizations (...) for pedagogical implementability. Finally, a project course with American undergraduate students conducted in Germany is briefly presented. This presentation includes project sheets, the methodological rationale of each project, and the observations the participants made during the course. These observations include many aspects of the way German and U.S. American deep culture differ and also shed light on the “truth” behind some German cultural clichés. (shrink)

An education for cultural coherence tends to the child’s well-being through identity construction and maintenance. Critics charge that this sort of education will not bode well for the future autonomy of children. I will argue that culturally coherent education, provided there is no coercion, can lend itself to eventual autonomy and may assist minority children in countering the negative stereotypes and discrimination they face in the larger society. Further, I will argue that few individuals actually possess an entirely coherent identity; (...) rather, most of us possess hybrid identities that lend themselves to multiple, not necessarily conflicting allegiances. (shrink)

The aims of liberalism—which is often confused with value pluralism—are routinely challenged by persons whose primary commitments lie elsewhere. In his weighing the pros and cons of liberal democratic states versus an Islamic state, Ahmad Yousif has offered an impressive challenge to liberals, but in doing so has confused the aims of liberalism with the pre-liberal nation-state ideal. In this article, I will challenge his conclusions by demonstrating the competing aims of liberals without conflating them with the liberal state. Yousif (...) is right to draw attention to the inequities of Western liberal democracies, but I will contend that (a) wherever actually existing liberal democracies fail to show tolerance towards religious minorities, it is not the fault of liberalism, and that (b) Yousif’s counter ideal of an Islamic state is less than ideal. (shrink)

One central objection to philosophical defences of liberal neutrality is that many neutrally justified laws and policies are nonetheless discriminatory as they unilaterally impose costs or confer unearned privileges on the bearers of a particular conception of the good. Call this the false neutrality objection. While liberal neutralists seldom consider this objection to be a serious allegation, and often claim that it rests on a misunderstanding, I argue that it is a serious challenge for proponents of justificatory neutrality. Indeed, a (...) careful examination of recent French and Canadian laws which impede the members of cultural minorities from freely practising their religion reveals that the state can hide its discriminatory aims by cloaking the policies it enacts in neutral language. In order to avoid the problem of false neutrality, I contend, liberal neutralists should defend a combination of neutrality of justification and neutrality of aim, and operationalize neutrality of aim through a practical test that has been a defining feature of American jurisprudence on religious freedom in the last thirty years: the general applicability requirement. (shrink)