In the studies about the origin of G'L which can be translated as “to redeem” or “to stain”, “to contaminate”, it is usually deepened in the Deutero-Isaiah as well as in the Trito-Isaiah. This article intends to do an exegetical analysis of the text, through the Historical-Critical-Literary Method, by describing God as the “redeemer of His people” and as a warrior whose powerful hand will bring justice, and notwithstanding the promise of sending a redeemer to save the people and to (...) establish a new covenant, there will be destruction and calamity beforehand. Those divine interventions are due to the lack of a mediation which can ensure righteousness and justice. (shrink)

How does anything become philosophy? How does anything become philosophically relevant? What is it that makes something, any thing, philosophically relevant? What are the ingredients or components of something philosophical? What must such a thing contain so as to be philosophically relevant? How can one make anything of relevance to the discourse of philosophy? What is it that makes anything and/or thought or idea of and about anything philosophical. and of philosophical relevance? What is the nature, the characteristics and components (...) of the methods, the techniques, approach, questions, etc that enable something to be made philosophy, and philosophically relevant? How is it 4 Quests, questions and questioning 8 Philosophical tools 19 (The many) Aims of philosophizing 24 Individuals & Intersubjectivity 27. (shrink)

This chapter contains sections titled: Born to Be Good? Are There Moral Universals? Is There a Morality Acquisition Device? Morality Without Innateness Appendix: Moral Anti‐nativism and Moral Relativism References.

This chapter contains sections titled: Reply to Devitt and Jackson Reply to Egan Reply to Cowie Reply to Goldman Reply to Sterelny Reply to Prinz Reply to Godfrey‐Smith Reply to Sosa Reply to Bishop References.

This chapter contains sections titled: Notes and References.

This chapter contains sections titled: What is Innateness? The Case for ElimiNativism Good Uses for Bad Concepts Against Premature Elimination References.

This chapter contains sections titled: Introduction The Theory of Reference as Folk Semantics The Theory of Reference as Proto‐Science Metaphysics Before Semantics How Then Do We Do the Metaphysics? Conclusion References.

Jerry Fodor has argued that concept acquisition cannot be a psychological or “rational-causal” process, but can only be a “brute-causal” process of acquisition. This position generates the “doorknob  DOORKNOB” problem: why are concepts typically acquired on the basis of experience with items in their extensions? I argue that Fodor’s taxonomy of causal processes needs supplementation, and characterize a third type: what I call “intelligible-causal processes.” Armed with this new category I present what I regard as a better response than (...) Fodor’s to the doorknob  DOORKNOB problem. (shrink)

This chapter contains sections titled: How Eliminativism Became Embroiled in the Theory of Reference Stich on the Meta‐theory of Reference, and Eliminativism Stich's Way Out The Easy Way Out The Theory of Reference and How Sentences Code for Content Coda Notes and References.

This chapter contains sections titled: I II III IV V References.

This chapter contains sections titled: Stich's Epistemology A Brief Digression: The Role of Intuitions in Epistemology A Critique: The Pragmatic Virtues of Reliabilism Conclusion References.

This chapter contains sections titled: Introduction The Basic Representationalist Model Model‐based Theorizing and Homuncular Functionalism Other Pieces of the Picture “Look, Mr Dalton …” References.

This chapter contains sections titled: Beyond Simulation and the Theory‐Theory A Hybrid Theory of Interpretation and Prediction Innateness on a Hybrid Model The Poverty of the Stimulus Acquisition and General Learning Abilities Optimality, Adaptation, Learning Reprise References.

This chapter contains sections titled: Is Simulation a Natural Category? Simulation and Respects of Similarity Simulation and Motor Cognition Simulation and Face‐based Emotion Attribution Simulation is a Robust and Theoretically Interesting Category References.

While there is an extensive subfield in sociology studying the sources, content, and consequences of collective memory, the study of future projections has been much more fragmentary. In part, this has to do with the challenge of measurement; how do you measure something that has not happened yet? In this article, I argue that future projections can be studied via their externalizations in attitudes, narratives, performance, and material forms. They are particularly evident in what I call “sites of hyperprojectivity,” that (...) is, sites of heightened, future-oriented public debate about possible futures. As a pilot project, I examine contending narratives about possible futures in the online documents of the United Nations Conference on Sustainable Development and the accompanying “People’s Summit,” held in Rio de Janeiro in June 2012. I propose a framework for studying how public interventions into debates about “sustainable futures” and the “green economy” differ on various dimensions of projectivity, including their temporal reach, attention to contingency and causality, and network mapping of future actors. I present a preliminary analysis at the level of narrative and grammar, by analyzing the use of predictive, imperative, and subjunctive verb forms in both programmatic and oppositional texts. I close with a discussion of how different genres of future projection might be put to analytical use in studying processes of interest to social scientists, such as coalition formation, institution building, political mobilization, and policy change. (shrink)

The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the internalization of the (...) view that without evaluation and assessment we cannot know a child’s level or “worth”—and therefore are unable to help him/her if he is “slow in learning.” In contrast, Philosophy for/with Children offers a space for addressing existential questions, some of which deal with urgent social issues. The willingness to make philosophy inquiry an alternative already from an early age seeks to allow the child to challenge him/herself with new and fresh questions. Philosophy for/with Children does not regard children as a “space of lack” (experience, knowledge, values, etc.) The new and fresh philosophical perspective of children demands the presence of a willingness to engage in dialogue and rejection of the fear of the innocent and deep questions of philosophy. Shaking free of the Pedagogy of Fear and restoring honor to children’s questions demands a fundamental conceptual change within education. The replacement of existential certainty as it is depicted by adults in the existing education system with an existential question is a heavy intellectual task that in most cases is viewed as subversive—primarily on the part of the adult. It demands a return to starting points and a willingness to allow children a free and safe educational space in which to ground preliminary and fertile questions about themselves, their lives, their environment, and, most of all, the changing world they discover with the form of originality that is right for them. (shrink)

When Gadamer speaks of the “unavoidability” or “uncircumventability” [Unhintergehbarkeit] of art,Cf. Hans-Georg Gadamer . there are at least two claims involved: he has in mind both the concrete autonomy of a given artwork—its independence from systems of signification and representation—as well as the crucial importance that art bears for any account of human understanding. Yet even if this central significance remains a distinct concern and peculiar inheritance of the continental philosophical tradition as such, it still remains unclear what it would (...) even mean for the question of art to be properly raised, let alone resolved. If anything, art’s significance currently lies in its continuing questionability.In Between Word and Image, Dennis Schmidt attunes the reader to this questionability and ends up bolstering the validity of Gadamer’s claims, broadly carrying the latter’s legacy forward in a number of ways: by extending the inquiry concerning the ontology of the artwork into .. (shrink)

This text deals with a number of topics in philosophy, philosophy of science and philosophy of mind. It includes essays on the laws of nature, biological aspects of the philosophy of mind, and the social aspects of rationality.

Mary's plaintive questions about the “where” of Jesus punctuate the Easter story in John's Gospel. A discovery of the significance of this question of “where” is of prime importance for understanding Johannine theology, Christology, and ethics.

Translation and Annotation of 'Svarajya Siddhi' of Gangadharendra Sarasvati from the nineteenth century. This text is considered one of the five Siddhi texts, the other four being Naishkarmya Siddhi, Advaita Siddhi, Ishta Siddhi, and Brahma Siddhi. These texts have a very great value in Advaita Vedanta.

This article looks at some of the moral implications of the radical reforms in the United Kingdom since the Griffiths Report was first published in 1988. It is suggested that, among others, two outcomes are particularly problematic. These are firstly, findings that care managers (the preferred name in the UK for social workers dealing mainly with adults and older people who require social care support in the community) no longer spend much time with clients, and secondly, suggestions that many aspects (...) of care management practice promote forms of inequality, especially amongst already disadvantaged groups. The article also considers recent studies regarding the opinions of social work practitioners, and it is concluded that ultimately the care management hegemony is difficult to defend from an ethical perspective. (shrink)