Introduction to the Institutional Logics Perspective -- Precursors to the Institutional Logics Perspective -- Defining the Inter-institutional System -- The Emergence, Stability and Change of the Inter-institutional System -- Micro-Foundations of Institutional Logics -- The Dynamics of Organizational Practices and Identities -- The Emergence and Evolution of Field-Level Logics -- Implications for Future Research.

The familiar problems of democratic capitalism have given way to a deep crisis challenging the basic forms of governance introduced around the late 18th century and then gradually expanded and developed until the late 20th century. Associative Democracy and the Crises of Representative Democracies argues that we are in urgent need of normative guidelines and a strong understanding of a broad range of institutional options and innovative experiments in associative democracy in order to address the structural problems that existing institutional (...) arrangements are confronted with whilst maintaining and strengthening democratic forms of government and governance. The argument is developed against the background of a thorough survey of empirical social scientific studies on the crises of capitalisms and representative democracies. This book focuses primarily on democratic alternatives, though it also works out principles and institutions of democratic socialism as alternatives to capitalism. After introducing the theoretical approach, the book illustrates the ways this framework of analysis can be of use, with particular focus on three issues that are highly topical when it comes to the challenges our institutions are confronted with: democratic governance in relation to ecological crises and uncertainty; the threats to democracy raised by the crisis of political parties and representative party-democracy, and the challenges related to privatization and marketization of public services, particularly in healthcare. The book concludes by exploring opportunities to democratize the economy, locating viable alternatives to capitalism in the tradition of democratic socialism. This urgent and thought-provoking book will be of great interest to academics and students in various disciplines in the humanities and social sciences, including political science, sociology, and economics. (shrink)

The structure of pluralist arguments -- The inadequacy of multiculturalism -- The incompatibility of subsidiarity -- Associative democracy and the corporatist temptation -- Two conceptions of sovereignty -- A positivist pluralism? -- Law as intelligibility -- Pluralist authority -- This unity of life and action -- The personality of associations -- Property, personality, and public justification -- The spectre of intractability.

The subject of the study is the works of contemporary St. Petersburg artists of different generations and creative trends, as well as the forms and features of their communication with each other and with the general as well as professional public. The trends of artistic communication in the city are determined by the activities of such institutions as art and non-art museums, art galleries and exhibition centers, which are a classic form of presentation of contemporary art; alternative venues such as (...) creative spaces and art clusters. The field of attention also includes the attraction of St. Petersburg authors to the organization of small artistic associations, mainly art groups, for example, "Unconquered", "North-7", "Parasites", etc. In addition to works of art, theoretical works and reflections by researchers of contemporary art in St. Petersburg and the spaces of its public presentation are involved. The methodological basis is the analysis of the works of St. Petersburg masters of the beginning of the XXI century in the context of the development of urban institutions of artistic communication. The research is based on theoretical works devoted to the problem of artistic communication and trends in the current art process. Comparative-interpretative and typological methods are used to compare the works of artists and forms of artistic communication. The problem of artistic communication in the field of fine art in St. Petersburg is becoming the subject of a separate study. This area of city life is currently developing quite dynamically, as new art associations, curatorial practices and alternative classical platforms for the presentation of the work of authors belonging to different generations and art movements are emerging. Traditional museums and galleries, as well as creative spaces, art clusters and other often non-core institutions, such as libraries and cafes, are involved in this process. Against this background, the features of St. Petersburg artistic communication crystallize, which is characterized by a desire to organize communities, to fuse realistic traditions and current trends, to escapism and symbolism, as well as an interest in oriental themes and stylistics. (shrink)

In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national and (...) regional centers, neither approach is formally taught in Israeli universities and colleges. Both thus remain outside the pedagogical mainstream, the University of Haifa—where I teach—being the only institution at which they can be studied at an MA level. I have also established the Israeli Academic Forum for Philosophy with Children, which conducts seminars and offers professional development, etc. (shrink)

The article aims at clarifying the historical status and cognitive potentials of such a genre of contemporary historiography of philosophy as biographical encyclopedia (dictionary). Based on extensive bibliographic material, the author demonstrates that in the late XX – early XXI centuries in the English-speaking countries there was a real outbreak of interest in encyclopedias and dictionaries, compiled from personalized articles about the life and works of philosophers of certain epochs, countries, trends, etc. According to the author, the increasing popularity (...) of this genre can be considered as a logical continuation of the historical and biographical turns that took place in the Anglo-American (analytic) philosophy in the 1980s and 1990s, respectively. The author specifically emphasizes that it caused the appearance of a significant number of encyclopedias and dictionaries, which contain the well-known facts as well as the significant elements of scholar novelty. The article also shows that similar tendencies have taken place in the contemporary Ukrainian historiography of philosophy. It is shown that Ukrainian experts also made their own significant contribution to the development of this genre. They have successfully developed a special approach, which presupposes the focus on life and works of the representatives of a particular academic institution. The intellectual value of this approach is demonstrated by the example of the recently published two-volume encyclopedia “Kyiv Theological Academy in Names: 1819-1924”. It contains a systematic and very informative presentation of the biographies of many representatives of the national philosophy, whose activities were associated with this institution. The author also shows that from the perspective of the historiography of philosophy, the general methodological foundations of this encyclopedic research is a matter of special interest. (shrink)

The law commonly conceived as a norm : deficiency of this conception -- On some general hints of this deficiency, and in particular those evinced by the likely origin of the current definitions of law -- The need to distinguish the distinct legal norms from the legal order considered as a whole. The logical impossibility of defining the legal order as a set of norms -- How the unity of a legal order has been sometimes intuited -- How a legal (...) order is not only a set of norms, as it also encompasses other elements -- How such ements are implicitly postulated by the common inquiry into the distinguishing characteristics of law -- Assessment, from this point of view, of the so-called objectivity of law -- The element of sanction -- The expression "the legal order" -- The essential elements of the concept of law. The law as an institution and the law as a precept -- The preceding doctrine on the concept of institution -- My concept of institution and its fundamental characteristics : 1. The objective existence of the institution; 2. Institution and social body; 3. The institution's selfness; 4. The unity of the institution -- Equivalence of the concept of institution and the concept of a legal order -- Evidence for this equivalence based on the doctrine that the law is only "form" -- Mention of some problems that need solving in the light of this equivalence -- Cases in which the original establishment of a law does not depend on norms, but on the emergence of an institution, and the impossibility of reducing the institution to the norms -- The concept of institution and the international legal order -- The institution and the legal relationship: relationships between more persons -- Relationships between persons and things : examples of some of these relationships that, considered more broadly, cab be portrayed as institutions -- The institution and the legal person -- My conception of the law with respect to certain problems relating to : 1. The legal character of state power; 2. The extension of the state personality; 3. The legal relevance of its territory and citizenry -- Critical assessment of some opinions that attach importance to the legal order only insofar as it reflect relationships between persons. Applications to: 1. The legal sanction; 2. The state territory and citizenship; 3. The state bodies; 4. The limits of the legislative function -- Some consequences of my conception with regard to the subjective aspect of the law: the legal relationship; the status of persons; rights in rem; the correlation between rights and obligations; the equal position of subjects -- Recapitulatory remarks -- The plurality of legal orders and the doctrine that reduces all law to state law -- The untenability of this doctrine from a historical and theoretical point of view -- Its untenability with respect to the existing law -- Non-state legal orders; international law -- Ecclesiastical law -- The order of entities that are considered unlawful or are ignored by the state -- Entities that are regulated by the state, but also have an order of their own which is not recognized by the state (private disciplinary orders; the internal organisation of workplaces; so-called unrecognized associations or institutions, etc.) -- Doctrines that confine the concept of a legal order to the order of communities in general and specifically to necessary communities -- The relations between different legal orders. Principles that have to be taken into account with respect to : 1. Original or derivative institutions; 2. The particular or general ends of institutions; 3. Their diverse basis; 4. Simple or complex institutions; 5. Perfect or imperfect; 6. With or without personality; 7. Independent, coordinated or subordinated -- The concept of relevance of one order to another -- The title for this relevance: a. The relation of superiority and correlative dependence between two orders; b. The relation whereby an order presupposes another; c. The relation whereby reciprocally independent orders depend a further one; d. The relevance unilaterally attributed by an order to another on which it depends; e. The relation of succession between orders -- Diverse aspects (existence, content, effectiveness) expressing the relevance an order to another one. Cases in which the existence of an order depends on another: a. Complete subordination of the former to the latter which directly establishes the former or assigns limited autonomy to it. Independence, as far as its existence is concerned, of an order in case of a less expansive subordination (some spheres of the order of the states of a federal state vis-à-vis the latter; the order of states vis-à-vis international law) and general principles; b. In the hypothesis of an order that represents the presupposition of another (state law vis-à-vis international law) -- The relevance of an order to another with respect to its content. Various cases: a. The superior order as the mediated or unmediated source of an inferior order; the superior order (international law, ecclesiastical concordats) which is not the source, and yet affects the content of inferior orders; b. the Superior order about effects the content of more orders subjected to, which however are independent from each other; c. the order of that itself that determines its own content by considering a subjected or independent order : private international law; ecclesiastical law as it refers to civil laws; the law of the state that refers to ecclesiastical law; d. an order that incorporates another -- The relevance of an order to one another with respect to its effects: external and internal effectiveness of an order. Various cases of external effectiveness: a. The relationships between orders where the one partially or totally depends on the other; b. Relationships between more orders that are independent from each other because of a unilateral disposition of one or each of them. Private international law; civil effectiveness of ecclesiastical law; c. Relationships meeting more orders in which one is of the presupposition of the other; d. Relationships between orders that succeed each other -- Diverse extension of the relevance of an order to another. Applications with regard to the problem of so-called natural obligations -- The irrelevance of an order to another; total or partial, reciprocal or unilateral -- A legal order that as such is irrelevant to another, but it is relevant in other respects (orders that are considered unlawful by the state; corporations, de facto institutions) -- Total developments of an order to another: possibility of such an irrelevance also with respect to the order of the state -- Critical assessment of the opposite doctrine. The limitations of the state order; various figures and consequences; examples of matters that are legally indifferent to the state (private disciplinary orders; particular religious orders; the orders of some non-patrimonial associations; etc.) -- The internal orders of the institutions, especially state ones, vis-à-vis the order of other institutions in which they are included. (shrink)

Neither any technological development nor any institutional mechanisms (economical, legal, political etc.) can compensate the lack of ethical persons. Reaching sustainable development and life of quality is possible only on the basis of view which is not trapped, flat and reducing, on the basis of an effort, which ca - founded on temperance and humility (in relation to the nature, self, others and (O)other) - (co)create cooperation, higher order synthesis and synergy of the crafts that are the conditio sine qua (...) non of survival, harmonious world and (decent) existence of a human (as a human) in it. Professor Janez Juhant, University of Ljubljana, Faculty of Theology, the Head of Chair of Philosophy Bojan Zalec, Senior Research Associate, the Head of Institute of Philosophy and Social Ethics, University of Ljubljana, Faculty of Theology. (shrink)

The state of development of modern society can be described as a systemic social crisis. The state of crisis as an integral element of social development becomes familiar to the philosophy and ideology of postmodernism, which allows not only a plurality of views, but also a variety of solutions. In any destructive phenomenon caused by the crisis, the crisis itself can become a necessary moment of the dialectical transition to a new, orderly state of the system, a necessary factor (...) and catalyst for modernization processes. Crisis-free state of development of society - a state that hinders its development. However, while recognizing the important role of crises in development, societies should still have mechanisms in place to protect people from their negative impacts, which should reduce their risks of transition and, by anticipating development trends, possibly reduce the transition process itself. Analyzing the tendency of modern society to sustainable development, it is necessary to clarify that the solution of such a problem should actually be carried out by various actors, civil society associations, research institutions, etc. However, the main part of this task depends on the political power, the main functions of which include ensuring stable development and security in society, as well as the management of society as a whole and its economic, spiritual, political and social spheres in particular. At the same time, political power must not just resolve conflicts and ensure order in society, but, most importantly, find a balance between the common good and the changing aspirations of different social groups to pursue their interests. Thus, the task of overcoming the current crisis depends primarily on the responsibility of political power, especially the state. It is the state that must accumulate all resources and coordinate the actions of business, science, religion, etc. for its effective solution. (shrink)

On November 19, 1985, a seminar on the topic "Mind and the Brain: Philosophical Aspects" was held at the M. V. Lomonosov State University at Moscow. It was organized by the journal Philosophical Sciences [Filosofskie nauki], the Division on Scientific Method and the Philosophical Problems of Natural Science of the Philosophical Society of the USSR, the administration of the "Knowledge" [Znanie] Society of the RSFSR, and the Department of Philosophy of the Natural Science Faculties of Moscow State University. Over (...) three hundred persons participated in the seminar, ranging from students, graduate students, instructors at Moscow State University and other institutions of higher learning, to students at the Moscow University Institute for Advanced Teacher Training, associates the Institute of Philosophy of the USSR Academy of Sciences, the Institute of the History of Natural Science and Technology of the Academy of Sciences, the Academy of Social Sciences attached to the CPSU Central Committee, and the Institute of Philosophy of the Latvian SSR Academy of Sciences, etc., to representatives of the editorial boards of the journals Philosophical Sciences, Problems of Philosophy [Voprosy filosofii], The Moscow University Herald [Vestnik MGU], and members of the Scientific Method Council on Philosophy of the "Knowledge" Society of the RSFSR. The seminar attracted the attention of psychologists, physiologists, physicians, biologists, philosophers, physicists, students of literature, etc. (shrink)

Contrary to the widespread opinion that in the Soviet period the Institute of Philosophy had been a mere citadel of ideological dogmatism, the author shows that even in the most oppressive periods of stagnation not only did the institute resist the imposition of this atmosphere, but it openly refused to take part in any campaign of condemnation or ideological reprisal against nonconformists, whether in philosophy, literature, economics, or politics. The reigning atmosphere in the institute at that time was (...) one of glasnost, open argument, and constructive discussion. And the mediator of such an environment was the institute's Communist Party chapter, which among other positive influences, provided the institute and its associates with real protection from Stalinism, hostility, and societal pressure. While in the country as a whole there had never been a civil society, the institute always possessed and actively displayed the key features of such an institution. The famous wall newspaper published at the institute was one sign of such its civic-social maturity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Past and Future of Environmental Ethics/PhilosophyBryan Norton (bio)About 15 years ago, at one of the first meetings of the group known as the International Society for Environmental Ethics (ISEE) at American Philosophical Association (APA) meetings, I drew an analogy with the field of medical ethics, arguing that environmental ethicists should look beyond philosophy departments and seek liaisons with Schools of Forestry, Schools of Marine Science, and Environmental (...) Studies Programs, and that philosophers should take a more active role in policy discussions and process. At that time, I was actively engaged in the actual policy processes, at the Environmental Protection Agency and other agencies, and perceived that: (a) These agencies desperately needed the kinds of conceptual and normative analysis philosophers could provide; but that (b) Practitioners of environmental policy did not find that the categories and concepts of traditional "metaphysical" approaches to environmental value provided them with useful guidance in policy decision making.My urging gained me some heavy criticism, and even made me some enemies, as leading members of the environmental ethics establishment openly complained that my judgment—in seeing philosophy of environmental protection as needing a basis in analysis of possible actions—had been compromised by "spending too much time inside the beltway."Since those early years, I have watched my colleagues in environmental ethics debate this point, but mainly as a sideline to their metaphysical speculation.In the meantime, my colleagues in medical ethics have populated medical schools, formed liaisons with medical research institutions, and become regular commentators on newscasts about ethically controversial medical issues. Meanwhile, Chris Stone, the legal scholar, had his students do a word search of the Congressional Record over several years, and found almost no references to "environmental ethics."As I see it, there are three differences between the environmental ethics and the medical ethics cases: (1) Philosophers have responded to medical issues by engaging practitioners, while most environmental ethicists have become, at best, "token" members of philosophy departments and, whereas medical ethics practitioners tend to talk about decision criteria [End Page 134] ("informed consent", etc.), environmental ethicist continue to concentrate on the metaphysical foundations of environmental values; (2) The medical profession, beset with public controversies, recognized the need for more ethical discourse about medical choices, and actively embraced philosophers in their programs, whereas most environmental practioners cannot see how philosophical analysis will help them to make better decisions; and (3) Being much wealthier than environmentalists, the medical schools and professionals were able to initiate positions and offer financial support, while environmental ethicists have to compete with other environmental researchers and commentators for small pots of funding.While we can't do much about (3), we can, I assert, do a lot more about (1) and (2). With respect to philosophy departments, the trend may be(and in my view should be) toward developing joint appointments between philosophy departments and policy schools, forestry schools, and environmental studies programs. This will bring philosophers and students into more direct contact with real problems and the language of decision making, rather than metaphysics. And with respect to point (2), I continue to urge environmental philosophers to address real problems, rather than operating on an abstract level and then finding "applications" of these abstractions.Philosophers, in other words, should become more "pragmatic" in their approach to both policy and philosophy. One aspect of this move is the need—after years of thinking of environmental philosophy as environmental ethics—to concentrate on epistemological, not metaphysical, aspects of environmental science and decision making.Let me expand on this last point, because it seems to me to be the most important consideration affecting the future of environmental ethics, at least in the short and medium run. I think the central debates about whether nonhumans have "intrinsic value" will be (and should be) replaced with a vigorous discussion of the epistemology of all environmental values. Recently, two leading environmental philosophers, Baird Callicott and Mark Sagoff, have strongly endorsed what would traditionally be called "non-naturalist" approaches to the epistemology of environmental ethics. For Sagoff, this involved positing "ethical and aesthetic" facts which should guide environmental policy discourse away from any discussion of the utilitarian benefits of an improved... (shrink)

OBJECTIVE: Following two randomized controlled trials that demonstrated reduced mortality and better neurological outcome in cardiac arrest patients, mild therapeutic hypothermia was implemented in many intensive care units. Up to now, no large observational studies have confirmed the beneficial effects of mild therapeutic hypothermia. DESIGN: Internet-based survey combined with a retrospective, observational study. PATIENTS: All patients admitted to an intensive care unit in The Netherlands after cardiac arrest from January 1, 1999 until January 1, 2009. DATA SOURCE: Dutch National Intensive (...) Care Evaluation database. METHODS: The moment of implementation of mild therapeutic hypothermia for each hospital participating in the Dutch National Intensive Care Evaluation database was determined with an Internet survey. To compare mortality before and after implementation of mild therapeutic hypothermia, the odds ratio adjusted for Simplified Acute Physiology Score II score, age, gender, propensity score, and in- or out-of-hospital cardiac arrest was calculated. Patients were excluded if 1) they were admitted to an intensive care unit that did not respond to the survey, 2) they were admitted within 3 months after implementation of mild therapeutic hypothermia, 3) they had a Glasgow Coma Scale score of >8, or 4) they did not satisfy the Simplified Acute Physiology Score II inclusion criteria. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: A total of 13,962 patients were admitted to an intensive care unit following cardiac arrest. In total 8,645 patients were excluded, 5,544 because of a Glasgow Coma Scale score of >8. Of the resultant 5,317 patients, 1,547 patients were treated before and 3,770 patients after implementation of mild therapeutic hypothermia. Patients admitted after implementation of mild therapeutic hypothermia had lower minimal and maximal temperatures (p < .0001) during the first 24 hrs on the intensive care unit compared to patients admitted before implementation of mild therapeutic hypothermia. The adjusted odds ratio of the hospital mortality of patients treated after implementation of mild therapeutic hypothermia was 0.80 (95% confidence interval of 0.65-0.98, p = .029). CONCLUSION: The results of this retrospective, observational survey suggest that implementation of mild therapeutic hypothermia in Dutch intensive care units is associated with a 20% relative reduction of hospital mortality in cardiac arrest patients. (shrink)

PREFACE WORD The Tanzimat period, which was the starting point of reform movements in many areas such as social, political, economic, military, etc., in which steps were taken towards Westernization, is considered to be an important milestone in drawing the fate of the Ottoman Empire. In this longest century of the empire, when many things were rushed, education partially received its share of change and reform. However, since the field of education was under the control of religious institutions such as (...) the Şeyhülislâmlık and the Nezâresi Evkâf-ı Hümâyun, the changes and reforms in this field remained limited. Regarding philosophy, which is the subject of our study, we can say in advance that philosophical movements in the West, the ideas of philosophers and philosophical education in the Western sense began to enter our country in the post-Tanzimat period. It is noteworthy that during this period when the Ottoman Empire became acquainted with Western philosophy, philosophy in the West experienced a period of crisis. In the period preceding this acquaintance, philosophy education in our country was carried out in a style loyal to the tradition of Islamic philosophy, and the break in this tradition occurred with the Tanzimat. One of the most widely debated issues from the Tanzimat to the present day has been whether or not a philosophical tradition unique to us can be established. Issues such as whether a philosophy built on our own culture and values can provide us with the opportunity to raise philosophers who are considered philosophers in the Western sense, and the level of competence and proficiency of Turkish in terms of creating a philosophical language on the way to realizing this opportunity, and efforts to establish a deep-rooted tradition continue to stand before us. In this study, from a holistic perspective, the changes in philosophical paradigms in certain periods from Tanzimat to the present day have been tried to be determined chronologically and problematically. The fact that the movements that emerged with Tanzimat were broken in certain periods, such as 1915, 1933 and 1960, and left their place to different movements, and the changes in our country in parallel with the change in the perception of philosophy in the world have been tried to be revealed in this study, and as a result of the study, results that have not been expressed so far have been reached. Again, whether the perception of philosophy has changed in society along with the change in philosophy in higher education is among the topics investigated in this study. For example, the fact that professors such as Mehmet İzzet, Niyazi Berkes and Necati Öner, who studied philosophy, regretfully admitted that it was embarrassing to say "I am studying philosophy", and instead took refuge in evasive answers such as "I am studying at the Faculty of Literature, I am studying at the Faculty of Language and History", clearly shows how the difficulty of doing philosophy in Turkey is at a high level with these prejudices. From the times when philosophy was identified with irreligion and atheism, and philosophers were seen as useless people who only criticized and did not produce solutions, to the present situation, the paths taken and the obstacles overcome make us hopeful for the bright future of philosophy in Turkey. In the Dârülfünun, which was de facto established in 1863 and opened and closed many times, philosophy courses were able to find a wide place in the curriculum after 1900 and especially after 1916. However, the contribution of philosophy courses and departments, which have been a significant part of the academy since 1916 both as a field of research and education, to the establishment and development of the longed-for original philosophical thought is currently the subject of a separate discussion. Indeed, philosophy departments have never escaped the criticism that they teach Western thought, transfer Western intellectual currents, ignore social values, and provide an exclusively Western and unproductive education. Our study, which deals with the processes of change and transition in philosophy education in Turkey and the debates on these processes, consists of three chapters and three appendices. In the first part, the studies in the field of philosophy from Tanzimat to the Republic are discussed theoretically and a general framework is tried to be drawn about the establishment of philosophy in Turkey. The topics covered in this section are mainly philosophy education until the establishment of the first university in 1863 under the name Dârülfünun and its closure and reopening in 1900 under the name Dârülfünun-ı Şâhâne. As is known, after a long period of trial and error, Dârülfünun was reformed under the name "Dârülfünun-ı Osmânî" in 1908 during the Second Constitutional Monarchy. Reforms in the field of education continued unabated, and with the university reforms in 1915 and 1933, philosophy departments also underwent significant change and transformation. Especially German faculty members, who were influential in these reforms, played an active role in the restructuring of the philosophy department. Apart from universities, philosophical activities were also carried out in non-governmental organizations, newspapers and journals. In particular, the philosophers who tried to become an association under the name of the Turkish Philosophical Society are today actively working under the name of the Philosophical Society of Turkey and the Turkish Philosophical Association. In this part of our study, in addition to these issues, the philosophers of the Republican period, which we have identified as four generations, and their philosophical attitudes and behaviors are evaluated together with the aspects reflected and not reflected in their works, and the interaction between the similarities and differences between the general characteristics of the generations and the philosophical atmosphere in the country is tried to be analyzed. The similarities and differences between the generations are analyzed since they are the main factors that determine and govern the course of philosophy in Turkey. The second chapter is devoted to "Philosophical Disciplines in Purgatory in the Republican Era". In this section, the disciplines of history of science, logic, Islamic philosophy and philosophy of religion, which we characterize as disciplines in limbo because their place in philosophy departments has always been controversial, are analyzed. In the third and final chapter, under the title "Philosophical Problems and Movements in the Republican Era", the problem of establishing the practical implications of the philosophical issues discussed in the first two chapters on the theoretical level, the question of whether Turkish can be the language of philosophy, Western philosophical movements in Turkey and their representatives are discussed. This chapter concludes with the main purpose of the study, which is to discuss the problems of philosophy in Turkey, suggestions for solutions and future perspectives. We have tried to enrich our research with three appendices that are considered to be complementary to these three chapters. The first appendix contains interviews with twelve senior professors who retired after teaching philosophy in Turkey for many years. These senior professors were asked questions about the changes in the view of philosophy in Turkey, philosophy education in higher education, their perceptions of philosophy, etc., and an important historical note was made with their answers based on their experiences. In this respect, we believe that these interviews will serve as an important source and reference for future generations and the social sciences community. Although the speeches of these professors contain many important discourses, messages and references, we have chosen one motto phrase to carry in the title. On this occasion, we would like to express our gratitude to our esteemed professors for sharing their vast knowledge and experience in the field of philosophy with us. In the second appendix, the short life stories and works of about a hundred professors in the field of philosophy in the Republican period are included. Although this information is sometimes easily obtained through the internet, biographical books or the works of the professors themselves, sometimes, after a very long and laborious work, original information has been reached, which is expressed for the first time in this study. Sometimes the capture of a very small detail required great efforts. In the third and final appendix, the names and periods of the senior philosophers of the Republican period are listed chronologically. (shrink)

In this paper, I criticize the thesis that value-laden approaches in American philosophy of science were marginalized in the 1960s through the editorial policy at Philosophy of Science and funding practices at the National Science Foundation. I argue that there is no available evidence of any normative restriction on philosophy of science as a domain of inquiry which excluded research on the relation between science and society. Instead, I claim that the absence of any exemplary, professional philosopher (...) who discussed the relation between science and society sufficed to narrow the focus of philosophers of science, given the institutional stabilization of the domain within professional philosophy from 1959 onwards. (shrink)

1995 became decisive for Ukrainian religious studies in its breakthrough in the world arena. About the Ukrainian Association of Religious Studies learned in many countries. She has been in contact with well-known international religious scholarships, for example, the Society for the Scientific Study of Religion, the International Academy for Freedom of Religion and Belief, the International Association of History the International Association for the History of Religions, the New York Academy of Sciences, and others.

She has always existed and is more than a citizen of multiverses,‭ ‬most likely the ground of all.‭ ‬In the West she was introduced around C.570‭ ‬and since then many individuals have searched for her,‭ ‬tried to become familiar with her and created all sorts of,‭ ‬frequently ridiculous,‭ ‬things in her name. Once someone has a passion for her it cannot be extinguished but increases.‭ ‬Objectively this need for her is referred to as‭ ‘‬love of wisdom‭’‬,‭ ‬the need for wisdom,‭ (...) ‬while personally it is a need of some individuals. -/- This passion and need has become institutionalized and it has developed a discourse and became a socio-cultural practice of its own.‭ ‬Fairly recently it has even become a discipline at,‭ ‬mostly higher,‭ ‬institutions of learning.‭ ‬Previously those searching for and attempting to interact with her came from many walks of life and all kinds of professions,‭ ‬while in the last century or so many people began to live off her as they are remunerated for talking about,‭ ‬about the history of searching for and investigating her and saying all sorts of things about her. -/- Many things are done in her name and all sorts of neologisms are fabricated to label them,‭ ‬such as analytic,‭ ‬continental,‭ ‬idealism,‭ ‬rationalism,‭ ‬empiricism,‭ ‬and all these labels are again specified and specified ad infinitum with terms such as materialism,‭ ‬physicalism,‭ ‬weak naturalism,‭ ‬speculative and new realism,‭ ‬etc. -/- Individuals from many other disciplines and areas of life,‭ ‬such as sociology,‭ ‬the arts,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬sport,‭ ‬etc got on the bandwagon so that we now have a philosophy or love of wisdom,‭ ‬epistemologies,‭ ‬ontologies etc of everything under the sun.‭ ‬Even if you were to write some theses or do some study you will stipulate your epistemology,‭ ‬ontology,‭ ‬methodology,‭ ‬etc.‭ ‬Just as those who live off philosophy become involved in every area of humanity and all its socio-cultural practices produce so-called peer reviewed publications,‭ ‬articles,‭ ‬essays and books on philosophy of art,‭ ‬sport,‭ ‬humanities,‭ ‬cognitive sciences,‭ ‬religion,‭ ‬gods,‭ ‬sex,‭ ‬rock‭ ‘‬n roll,‭ ‬language,‭ ‬words,‭ ‬ideas,‭ ‬how words and ideas and concepts do their thing,‭ ‬etc,‭ ‬etc.‭ -/- The way these subject-matter are treated will usually consists of some form of reasoning,‭ ‬the use of arguments or argumentation and some kind of logic and a process that resembles the features,‭ ‬steps,‭ ‬stages and processes of theorizing,‭ ‬the construction and development of models,‭ ‬short term,‭ ‬medium or large theories.‭ ‬The latter is often presented in the form of entire‭ ‘‬metaphysical‭’ ‬and speculative systems such as those of Plato,‭ ‬Aristotle,‭ ‬Kant,‭ ‬Hegel,‭ ‬Marx,‭ ‬Husserl,‭ ‬Habermas et al.‭ ‬While Socrates and to some extent the later Wittgenstein attempted to be more authentic to the original principles of trying to follow and developed the ideal of identifying,‭ ‬capturing by verbal interaction‭ (‬be it discourse,‭ ‬or dialogue‭) ‬and becoming one‭ (‬like mystics of all religions who are passionate about‭ ‘‬the one‭’‬,‭ ‬the Beloved,‭ ‬the one Real Self,‭ ‬etc and attempt to become one,‭ ‬united with or‭ ‘‬oned‭’ ‬with their object or subject of desire‭) ‬with Sophos‭ – ‬by exploring and investigating or applying and executing practical use of language,‭ ‬and thereby to uncover and capture her. -/- The effects of the institutionalization of the discipline are far-reaching and the professionalization of the role of philosopher as a‭ ‘‬profession‭’‬,‭ ‬an employee of an institution and a representative of the status quo are discussed in a number of articles being cited. -/- The methods of the philosophical discourse vary,‭ ‬first of all between the so-called Continental and Anglophone Analytic philosophies,‭ ‬its movements,‭ ‬schools and institutions,‭ ‬such as research universities,‭ ‬journals,‭ ‬communities and book publishers.‭ ‬It seems as if increasingly philosophizing employs some of the stages and steps of the processes of theorizing.‭ ‬Other aspects of her methods are heuristic devices,‭ ‬the use of metaphors and analogies,‭ ‬philosophical logic,‭ ‬informal and other types of logic,‭ ‬arguments and argumentation.‭ ‬This involves the creation of fallacies in thinking and reasoning and the causing of all sorts of fallacies or crooked thinking. -/- The nature and changes of philosophical subject-matter are discussed as the socio-cultural practice lost most of its traditional‭ ‘‬objects‭’ ‬with the social and cultural differentiation of other,‭ ‬specialized disciplines.‭ ‬In turn the discourse attempts to fabricate other subject-matter,‭ ‬for example the development of so-called Experimental Philosophy,‭ ‬inter-disciplinary studies such as cognitive sciences and philosophies or meta-level explorations of and speculations about other disciplines,‭ ‬professions and domains‭ (‬for example normative,‭ ‬instrumental and subjective aesthetic‭ – ‬this the terminology and distinctions according to the working class obsessive Critical Theory of the so-called Frankfurt Schule.‭ ‬One always wonders what degree of personal experience their educated,‭ ‬middle class academics have of‭ ‘‬the working class‭’‬,‭ ‬whatever that is meant to be‭?)) ‬of human activity.‭ ‬Such as philosophy of medicine,‭ ‬sport,‭ ‬art,‭ ‬religion,‭ ‬just name it and it is bound to exist.‭ -/- Another‭ ‘‬extension‭’ ‬of or interest in‭ ‘‬philosophy‭’ ‬is that of certain individuals,‭ ‬schools or movements in other disciplines,‭ ‬for example social‭ ‘‬sciences‭’ ‬such as sociology and supporters of the above mentioned‭ ‘‬Schule‭’‬.‭ ‬They frequently use philosophical words such as ontology,‭ ‬epistemology,‭ ‬multi-dimensional,‭ ‬many-levels,‭ ‬contexts assumptions,‭ ‬pre-suppositions,‭ ‬immanent,‭ ‬transcendent,‭ ‬etc.‭ ‬Is this intended to be an extension of philosophy and the doing of philosophizing or merely cognitive bias of the form‭ ‘‬authority bias‭’‬.‭ ‬In this case the authority being‭ ‘‬the discipline of philosophy‭’‬,‭ ‬as well as the‭ ’‬use of the word philosophy‭ ‬and terms from the philosophical discourse‭’‬.‭. (shrink)

The article aims at clarifying the historical status and cognitive potentials of such a genre of contemporary historiography of philosophy as biographical encyclopedia. Based on extensive bibliographic material, the author demonstrates that in the late XX – early XXI centuries in the English-speaking countries there was a real outbreak of interest in encyclopedias and dictionaries, compiled from personalized articles about the life and works of philosophers of certain epochs, countries, trends, etc. According to the author, the increasing popularity of (...) this genre can be considered as a logical continuation of the historical and biographical turns that took place in the Anglo-American philosophy in the 1980s and 1990s, respectively. The author specifically emphasizes that it caused the appearance of a significant number of encyclopedias and dictionaries, which contain the well-known facts as well as the significant elements of scholar novelty. The article also shows that similar tendencies have taken place in the contemporary Ukrainian historiography of philosophy. It is shown that Ukrainian experts also made their own significant contribution to the development of this genre. They have successfully developed a special approach, which presupposes the focus on life and works of the representatives of a particular academic institution. The intellectual value of this approach is demonstrated by the example of the recently published two-volume encyclopedia “Kyiv Theological Academy in Names: 1819-1924”. It contains a systematic and very informative presentation of the biographies of many representatives of the national philosophy, whose activities were associated with this institution. The author also shows that from the perspective of the historiography of philosophy, the general methodological foundations of this encyclopedic research is a matter of special interest. (shrink)

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 editions. This (...) update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

Description: With major themes like "the knowledge of good and evil," "knowing that YHWH is your God," knowing that Jesus is the Christ, and the goal of developing Israel into a "wise and discerning people," Scripture clearly stresses human knowledge and the consequences of error. We too long for confidence in our understanding, the assurance that our most basic knowledge is not ultimately incorrect. Biblical Knowing assesses what Israel knew, but more importantly, how she was meant to know--introducing a comprehensive (...) Scriptural epistemology, firmly rooted in the Scripture's own presentation of important epistemological events in the story of Israel. Because modern philosophy has also made authoritative claims about knowledge, Biblical Knowing engages contemporary academic views of knowledge (e.g., Reformed Epistemology, scientific epistemology, Virtue Epistemology, etc.) and recent philosophical method (e.g., Analytic Theology), assessing them for points of fittedness with or departure from Scripture's own epistemology. Additionally, Biblical Knowing explores what proper knowing looks like in the task of theology itself, in the teaching and preaching of the church, and in the context of counseling.Endorsements: "Dru Johnson attends carefully to Scripture to elucidate the dimensions of human knowing it exemplifies throughout. He compares biblical knowing favorably with scientific epistemology in a Polanyian vein, and he contrasts it with the myopic preoccupation with propositions in Anglo-American analytic philosophy. Johnson taps his multi-disciplinary expertise to bring Christian scholars a valuable study that itself calls us to listening and participation in order to see a broader reality."--Esther L. MeekAssociate Professor of PhilosophyGeneva College"Dru Johnson's Biblical Knowing is a superb introduction to the latest currents in scholarship seeking to elucidate the philosophical content of Scripture. Johnson focuses on biblical approaches to human knowledge, arguing that Scripture shies away from propositional affirmations in favor of phenomenal experience as constitutive of knowledge. In doing so he defends rigor and clarity as biblical values, but boldly insists that these can be no less present in biblical stories about gaining knowledge than in the discursive arguments of later traditions. This is an excellent work that deserves careful attention, opening up new horizons in both philosophy and biblical studies."--Yoram Hazonyauthor of The Philosophy of Hebrew Scripture"Biblical Knowing makes a significant contribution to a fresh opening up of the relationship between Scripture and philosophy. This is no easy task, requiring the author to navigate philosophy, biblical studies, and theology. Dru does this masterfully. The result is a lucid, accessible text, and yet one that makes an original contribution. It is the sort of book that I have been waiting for when teaching epistemology and I suspect that many professors will have the same experience."--from the foreword by Craig G. BartholomewH. Evan Runner Professor of PhilosophyRedeemer University CollegeAbout the Contributor(s): Dru Johnson is an Assistant Professor of Biblical Studies at The King's College in New York City. He is also the Templeton Associate Research Fellow in Analytic Theology at the Institute for Advanced Studies at the Shalem Center in Jerusalem, Israel. (shrink)

The urgency of the research topic is that the attempt, through the prism of higher education in Ukraine, is to outline the factors and opportunities for forming a positive image of a modern teacher as the basis for the competitiveness of a higher educational institution. The purpose of the article is: rethinking the teacher’s image in conditions of growing demands and increasing competitiveness among higher education institutions. The objectives of the study are to summarize the data of the investigated problem (...) and to develop a model for the development of theoretical aspects of forming a teacher’s positive image in the context of the growth of the status of the university, and an analysis of the interdependence of the teacher’s image and his professional competence, practical skills, and the ability to associate theory with practice. The research methodology is general scientific and special-disciplinary methods of scientific research. In particular, the methods of theoretical generalization, analogy and abstraction are used to clarify the conditions, specifics and realities of the modern educational process, in particular – in higher educational institutions; deduction and induction, analysis and synthesis – to identify systemic problems of Ukrainian universities the needs satisfaction of educational services users; the synthesis of progressive ideas on designing ways to enhance the teacher’s positive image in the context of the growth of the status of higher education institutions. Also, special-disciplinary methods of scientific research are used: comparison, systematization and grouping – to generalize the model of development of theoretical aspects of creating of a positive image of the teacher in the context of the formation of the image of the university; analytical – in the analysis of the interdependence of the teacher's image and his professional competence, practical skills and ability to associate theory with practice, etc. The result of the study is a theoretical understanding of the teacher’s image in the context of the formation of the competitiveness of a higher educational institution. The result of the analysis is the constant, systematic improvement of their own professional competencies. And only under this condition, the teacher will be able to rely on the authority and respect among students and colleagues. It is noted that the current state of higher education dictates the necessity of finding new ways of solving problems of increasing the efficiency of not only training, preparation of a specialist in the labor market, but also the efficiency of the activity of a higher educational establishment in conditions of autonomy. Conclusion. The positive image of the teacher, and in general the educational institution, will increase the authority of the professions and specialties of higher education. And philosophy itself should assume responsibility for the formation of the future teacher, since since ancient times, philosophy has been, is and will be the reason for the comprehension of wisdom. The image of a modern teacher largely depends on his professional competence in practical skills and the ability to instruct students to study the theory in close relationship with practice. After all, knowledge becomes effective only in the applied aspect, in particular, when applying the principle of “theory-practice-theory". (shrink)

Paris : Societas Artistarum : Association pour la recherche et la publication d’études sur la Faculté des arts.

The issue of the institution is not addressed systematically anywhere in the literature on Foucault, although it is everywhere to be found in Foucault's writings._ Foucault and the Critique of Institutions_ not only interprets the work of Foucault but also applies it to the question of the institution. Foucault is a master at analyzing the web of social relations that effectively shape the modern individual. While these social relations are smaller and finer than institutions, institutions are, by Foucault's account, saturated (...) with such relations. This study is the first sustained account to follow up the implications of Foucault's provocative theses about power for the analysis of institutions. _Foucault and the Critique of Institutions _offers a set of preliminary essays that raise basic questions about the theoretical character of Foucault's thought and then several groups of other essays that go on to take up the practical issues raised by his work. Joseph Margolis and Jitendra Mohanty address one of the most complex problems posed by Foucault's texts: his status as a philosopher. Mark Poster explores the problem of the "self" in Foucault, while Judith Butler focuses her searching investigation of the self on its gendered nature. Joseph Rouse examines the functioning of the natural sciences within the institutional setting of the university and the academic profession, while Chuck Dyke and Mary Schmelzer present vigorous critiques of the normalizing power of the university. Robert Moore and Mark Yount offer original studies of the implications of Foucault's work for the workplace, labor law, and affirmative action. Finally, John Caputo studies Foucault's famous history of madness and raises the question of the possibility of exercising a "healing" and not merely a "normalizing" power in the mental hospital and the church. (shrink)

Call “epistocracy” a political regime in which the experts, those who know best, rule; and call “the epistocratic claim” the assertion that the experts’ superior knowledge or reliability is “a warrant for their having political authority over others.” Most of us oppose epistocracy and think the epistocratic claim is false. But why is it mistaken? Contemporary discussions of this question focus on two answers. According to the first, expertise could, in principle, be a warrant for authority. What bars the successful (...) justification of epistocracy is that the relevant kind of expertise does not exist in politics (either because there are no procedure-independent standards of right or wrong in politics, or because, though such standards exist, no one knows better than anyone else what they require). This skeptical position comes, however, at a significant cost: Without the assumption that some political decisions are better than others, and that some people know better than others what these decisions are, it is difficult to make sense of much of our political practice, including how we criticize politicians and choose among candidates for office. The second answer accepts that there is expertise of the relevant sort in politics. It argues, however, that such expertise does not justify political authority because political justifications are subject to special “acceptability requirements.” Since claims to expertise are normally not acceptable to all qualified (reasonable etc.) points of view, they cannot function as premises in the justification of political authority, and the epistocratic claim fails. Yet as a number of critics have pointed out, this (broadly Rawlsian) strategy faces significant problems: it is at least unclear whether the strategy in fact bars all epistocratic conclusions whether there is any principled way to draw the distinction between qualified and non-qualified points of views on which it depends; and whether principled defenses for it are available and internally consistent. This article outlines a third and previously largely overlooked answer, which resists the epistocratic claim without either denying the existence of expertise in politics or invoking special acceptability requirements for political justifications. The only plausible argument for the epistocratic claim, this article argues, focuses on the compensatory role that the expert’s authority plays in correcting the subject’s relative unreliability or other agential shortcomings. The expert’s authority is thus justified only if the subject, by adopting a policy of obeying the expert’s directives, does not face problems that are very similar to the ones that the expert’s authority was meant to solve in the first place. If, for instance, the subject finds it no easier to reliably identify what the expert’s directives require of him than to reliably assess and act on the reasons with which the expert is meant to help him, then the expert’s directives lack the compensatory value that would justify her authority. But if some widely accepted empirical conjectures about politics in a pluralistic political community are correct, then citizens normally either have no reason to adopt a policy of obeying experts, or the experts with regard to whom they have reason to adopt such a policy differ, so that no expert has the kind of general authority over the polity that we associate with political rule. (We may call this the “non-compensation argument” against epistocracy.) The argument is important both because it helps shed light on the proper relation between authority and expertise in general, and because it shows that we can normally reject the epistocratic claim without adopting either the skeptical or the Rawlsian strategy, thus undercutting whatever support these views derive from the mistaken perception that they are necessary for resisting the threat of epistocracy. Finally, because the anti-epistocratic constraints it introduces apply only to justifications of the subjects’ duty to obey, but not to the existence or activities of political institutions as such, the compensation argument can accommodate our anti-epistocratic intuitions without excluding epistemic considerations from the design of political institutions more generally. (shrink)

Our hypothesis is that ecological transformation involves socio-environmental communities formed through joint action on a material environment, which can be set as a conjonction of practices between senses and meanings — giving birth to landscapes, life environments and matter of all kinds — analyzed in the context of solidarities — as well as conflicts of territoriality, in which human collectives associate with living matter and the environment to fight against other uses of space or to implement new ways of seeing (...) nature. The environment as a collective work then becomes a self-sustaining call to action, which enhances the skills and legitimacy of the actors (citizens, formal and informal collectives) and their role in socio-ecological transition. We thus witness emerging environmental citizenships of a new kind that deviate from political militancy and testify to civic engagement in ordinary practices, a collective environmentalism that contributes to public action and democracy. What we call ordinary environmentalism includes environmental alliances and socio-environmental communities (with cats and cockroaches, mushrooms and noise interpretation, narrating, creating music, etc.) that have hitherto been considered negligible and we emphasize their value in democratizing the co-production of everyday and ordinary environments. One way to do this is to admit – as many scholars in the field of biosemiotics have done – that nature is made up of « signs, interpretations and meanings » (Wheeler 2014: 375) and to increase our knowledge of an aesthetic experience related to nature. We will deploy these issues on a theoretical level through the conceptual expression of environmental forms and the concept of immunity. Based on an interdisciplinary research, the related fieldwork includes a hundred non-directive interviews and observations conducted in several French cities (Paris, Rennes, Lyon), in specific neighborhoods such as the public housing district of Blosne in Rennes and the Croix-Rousse district in Lyon, or with specific associations to reflect the role of public institutions in the socio-natural arrangements of groups of inhabitants in the cities of France. (shrink)

Maria Gołaszewska (1926–2015), a Polish philosopher, was associated throughout her life with Poland’s oldest academic institution, the Jagiellonian University in Cracow. She was a student of the phenomenologist Roman Ingarden, himself a student of Edmund Husserl. During the postwar and communist years in Poland, Gołaszewska conducted research focusing on issues related to art and aesthetics. She created her own conception of empirically and anthropologically oriented aesthetics, which I believe is a prime example of a theory that accounts for the perspective (...) of gender, and in this sense should be acknowledged as an important contribution to contemporary gender-sensitive/feminist philosophy. In the article, I present Gołaszewska’s life, academic career, and philosophy as a cognitively valuable response to feminist philosophy’s search for a suitable description of women’s experiences related to art and aesthetic perception. (shrink)

Through a close reading of the works of the Ancient Greek Cynics , the Marquis de Sade , and Friedrich Nietzsche , this dissertation explores "ethics of destruction" that undermine set goals and determinate approaches to the world and that confront dominant social-historical institutions while privileging an approach to philosophy as a way of living and of relating to the world. Ethics of destruction affirm difference and irreducible singularities and undermine inherited beliefs and traditions; they reject prescribed social values (...) set on universality, transcendence, and fixity, and embrace singularity, indeterminacy, and transformation. ;The ethics of destruction described in this dissertation involve practices that oppose any domination and that attempt to do justice to what is "hidden and forbidden" and "ex-communicated" in the name of what has been constructed as life. The Cynics, Sade, and Nietzsche engaged in different ethics of destruction that led them towards transforming themselves and towards "becoming tyche," "becoming chaos," or "becoming fatum" respectively. These ethics privilege the multiple, unlimited, and indeterminate at the basis of something that can no longer be called "ontology" but that can be designated as "ways of living." They also accentuate the permeation and stratification of an unlimited, or rather an ungraspable, multiplicity of sensations, feelings, emotions, events, interpretations, etc., at the basis of what can no longer be called "epistemology" but that can be designated as "ways of relating to the world." The particular ways of living and of relating to the world associated with ethics of destruction are shown to privilege practices that open pathways towards "multiplicity.". (shrink)

continent. 2.1 (2012): 40–43. Lance Olsen is a professor of Writing and Literature at the University of Utah, Chair of the FC2 Board of directors, and, most importantly, author or editor of over twenty books of and about innovative literature. He is one of the true champions of prose as a viable contemporary art form. He has just published Architectures of Possibility (written with Trevor Dodge), a book that—as Olsen's works often do—exceeds the usual boundaries of its genre as it (...) explores his interests in narrative theory and pedagogy. The book is a kind of “anti-textbook;” a performative polemic against the stale, conservative and monolithic conception of the literary that so often dominates institutional discourse around creative writing. The following interview takes the occasion of AoP's publication as a chance to speak with Olsen about the book itself as well as to engage with larger, unanswerable, questions about the futures and intersections of literature and education. —Ben Segal INTERVIEW: 1) First, I want to start before the beginning, with the title. I’m really fascinated by the concept it conjures. Can you say something about innovative/experimental/(choose your adjective) literature in relation to both ideas around architecture and possibility? Innovative or experimental are tremendously fraught adjectives, needless to say. But for the purposes of my book, they modify a fiction concerned with the questions: What is fiction? What can it do, and how, and why? Now, of course, what looks “innovative” or “experimental” to one at 17 may not be what looks “innovative” or “experimental” to one at 27 or 57, and what looks “innovative” or “experimental” in 1812 may not be what looks “innovative” or “experimental” in 2012. A certain existential and historical perspectivism is always at work. But I think it’s fair to say that innovative and experimental usually refer to a narrativity that includes a self-reflective awareness of and engagement with theoretical inquiry, concerns, and obsessions, as well as a sense of being in conversation with fiction across space and time. One can't create challenging writing in a vacuum; it has to challenge in relation to something. So contemporary writers interested in the subject are not only in pursuit of the innovative, but are also always-already writing subsequent to it—writing, that is, in its long wake. Architectures of Possibility conceives of creativity as a possibility space, a locale just outside our comfort zones where we can and should take multiple chances in order to imagine in new ways, explore fresh strategies for finding and cultivating ideas, re-view what it is we’re doing and why, better understand what Samuel Beckett meant when he wrote: “Try again. Fail again. Fail better.” It reminds us that there are other ways of narrating our worlds and ourselves than those we have inherited from the entertainment industry, the government, academia, previous writing, and so on. 2) AoP seems to be directed at several audiences (and purposes) simultaneously. What I mean is that it seems at times a polemic in favor of innovative literature, at other times a creative writing textbook, and still other times a guide to the network of publishers, journals, and programs that make up the current world of non-mainstream literary art in the U.S. In my mind, Architectures is a theorized anti-textbook about writing. Most textbooks on the subject (think of Janet Burroway’s Writing Fiction: A Guide to Narrative Craft , taught in most creative-writing classroom across the country) orchestrate how to construct conventional stories. They instruct from a place of power how to generate familiar stories that are repeated so often that many of us begin to take them as the primary model for narrativity, if not unconsciously as a kind of truth. The result, as Brian Kiteley points out in 3 A.M. Epiphany (one of the only other alternative textbooks about innovative writing around, by the way, and a tremendous repository of exercises), is merely competent texts. Architectures problematizes that gesture by outlining what conventional narrativity looks like, urging writers to think about its ideology of form as well as content, and invites them to imagine writing, not as a set of relatively stable conventions, but, rather, as a possibility space where everything can and should be thought, tried, challenged. It thereby rhymes with Roland Barthes’s definition of literature: the question minus the answer—which is to say Architectures poses complications to the act of writing rather than solutions. 3) One of the most notable things about the book is the use of interviews. This is also one of the reasons that I think the book works so well for a variety of audiences—that anyone with even a passing interest in the state and future of literature will have an interest in your conversation with people like Ben Marcus, Samuel Delany, and Lydia Davis. I was hoping you could just talk a little about how you chose these subjects to interview, how you edited the interview material, and which answers you received struck you the most. Experimentalism , like realism , wants to appear in the plural. The idea of gathering more than forty interviews (with the help of my awesome collaborator, Trevor Dodge, himself a fine innovative author) represents an attempt to suggest that: the wide, rich, exciting opportunities inherent in the term. There are interviews with younger writers, elder statesmen in the field, publishers, editors, hypermedia artists, comic book makers, and so on: Joe Wenderoth, Carole Maso, Scott McCloud, Nick Montfort, Kathy Acker, et al. Trevor and I decided to do flash interviews: short, concentrated Q&As, each focusing on a particular troubling of writing. We only lightly edited the results to match the manuscript’s overall style, and every interview arrived as a surprise housing several unexpected insights. Three brief examples: Michael Mejia, when asked about what he dreads when setting about writing: “Dread is an interesting word here. I associate it less with loathing or aversion, I suppose, than with a kind of productive fear. Do I dread a project’s failure? Sure, who doesn’t? Who wants to waste time on something that comes to nothing, or is unreadable? But then, what do these terms mean, and who or what defines a work as a ‘failure,’ as ‘waste,’ as ‘unreadable’? Should a work actually try to interrogate and exceed these conceptual limitations? My tendency is to write into dread in order to reveal to myself, as much as to any reader that may come after, the varied complacencies that make other, mostly more conventional writings, readable. It’s at the frontier between readability (security) and unreadability (terror) that I want to live creatively.” Carole Maso, when asked what she’d like a sentence to accomplish: “I think a sentence can if allowed carry emotional and intellectual states as they flee, as they come and go, an escaping essence difficult to hold in other ways. In this way I think the sentence can work as a phrase of music does, sounding something large and elusive in us. Alternatively it can provide sometimes a stability, an essence, a moment of being. Unlike music the sentence also of course carries language with all its potential for meaning making and memory traces and association with it as well. I probably love the accretion of sentences most—those patterns, that shimmer, that resonance.” Shelley Jackson, when asked what is innovative about the innovative: “The purpose of the innovative is, I think, to wake us up. We are not quite alive, most of the time; we occupy a sort of cartoon version of our lives, its lines made smooth by repetition. Writing can open the seams in that world, reintroduce us to the real lives that we have forgotten. Maybe all good writing is innovative in some sense, in that it shows or tells or makes you feel something you never felt before—something for which you have no cartoon ready.” 4) You talk a little about N. Katherine Hayles’s concept of Media Specific Analysis and propose the supplemental notion of Medium Specific Generation—basically taking Hayles and applying her thought from the perspective of the writer. I’ve been trying to develop somewhat related theoretical frameworks, so I was really excited to come upon this section of the book. I’m wondering if you can talk a little more about this idea and, in general, about the potentials that you see as being opened up by writers engaging with and exploiting different media as literary platforms? “Lulled into somnolence by five hundred years of print,” Hayles urges in her (at least for me) transformative 2004 essay, “Print is Flat, Code is Deep,” “literary analysis should awaken to the importance of media-specific analysis, a mode of critical attention which recognizes that all texts are instantiated and that the nature of the medium in which they are instantiated matters.” She goes on to argue critics should learn to become more attuned to the materiality of the medium under investigation—which is to say a story isn’t a story isn’t a story. Rather, the “same” story remediated through film is intrinsically different from that story remediated through conventionally printed books is intrinsically different from that story remediated through hypermedia. “Materiality,” Hayles goes on, “is reconceptualized as the interplay between a text’s physical characteristics and its signifying strategies, a move that entwines instantiation and signification at the outset.” My point in Architectures is simply to emphasize Media Specific Generation: the idea that when writing you should be cognizant, not only of the thematics of the text you are working on, and, as it were, the internal components of its narrativity (character, language, plot, etc.), but also of the material embodiment those components take, and, perhaps more important, the material embodiment those components can take. The idea that the way texts matter matters isn’t something usually addressed in any significant way in creative-writing classrooms and textbooks. It may almost go without saying such experimentation with typography, layout, and white space has a long tradition—certainly one that tracks back at least as far as Guillaume Apollinaire’s early twentieth-century Calligrammes , Laurence Sterne’s textually ribald eighteenth-century Tristram Shandy , although one could arguably plot a hypothetical trajectory that reaches to ancient Greek romances like Achilles Tatius’ second-century Leucippe and Clitophon . Experiments into atomic materiality and digital immateriality bracket the definition of “book” at the same time they highlight Michael Martone’s prediction of its present future as increasingly viral, collaborative, and ephemeral. Or, as Matthew Battles points out: the future of the “book” has already arrived, and it is “ethereal and networked” rather than “an immutable brick.”While conventional writing and reading practices are conceptualized as private, individual, relatively fixed experiences, many of the new forms indicate that writing and reading—from production through dissemination—are rapidly becoming public, collective, incrementally unfixed experiences. That strikes me as an astonishing set of opportunities for a writer to investigate. 5) Another concept you elaborate in AoP is that of limit texts, basically texts that, once you read them, change what you imagine as the shape/horizon/potential of literature. You provide a fantastic reading list of limit texts at the end of AoP. I was hoping you could talk about a few of them in terms of how they specifically operate as limit texts for you—how they expand your understanding of what literature could be or do. Karl Jaspers coined the word Grenzsituationen (border/limit situations) to describe existential moments accompanied by anxiety in which the human mind is forced to confront the restrictions of its existing forms—moments that make us abandon, fleetingly, the securities of our limitedness and enter new realms of self-consciousness. Death, for example. Limit texts are a variety of disturbance that carries various elements of narrativity to their brink so the reader can never quite imagine them in the same terms again. Once you’ve taken one down from the shelf, you’ll never be able to put it back up again. They won’t leave you alone. They will continue to work on your imagination long after you’ve read them. Simply by being in the world, they ask us to embrace difficulty, freedom, radical skepticism. One of the most important for me is Samuel Beckett’s The Unnamable . Instead of establishing conventional setting and building traditional character, from its first words it unsettles both: “Where now? Who now? When now?” That first trio of question marks broadcasts the thematics of the writing (“novel” may be too strong a word) that will follow: it is all about a voice (or, perhaps, voices, about the grammatical mistake of the first-person pronoun), a consciousness (maybe, again, too strong a word), often genderless, removed from place and chronology and socioeconomic reality, hovering in a state of perpetual aporia. All it knows is what it doesn’t know, and its not-knowing is blackly, sardonically comic. The Unnamable is the embodiment of an unreliable narrator—a subject position that can’t trust itself, let alone be trusted by a reader. It contradicts, takes back, digresses, undoes what it just did, forgets, lies, hallucinates gloriously. The language is abstract, disembodied, devoid of sensory data, grayish rather than painterly in texture. Without knowing this passage is from a novel, a reader might well conclude s/he were reading a patch of (anti-)Cartesian philosophy. It might be helpful to conceive of what Beckett is doing as post-genre writing, then, or perhaps what Raymond Federman referred to as critifiction—a mode that blurs conventional distinctions between theory and narrative. In completely different register, and much more recently, Anne Carson’s Nox blew me away. It takes the form of an elegy for her older brother, whom she didn’t know well and who died unexpectedly while on the run from the law in Europe. The thing itself arrives in a box that simulates a thick book, as well as the brother’s textual coffin. Open it, and inside you discover, not a codex, but an accordioned series of “pages” that folds out into an arrangement that suggests an ancient scroll (Carson is, perhaps illuminatingly, a professor of classics) made up of shards of her brother’s letters, old photographs, tickets, Carson’s observations, Catullus’ poem 101 (the one addressed to the Roman poet’s dead brother, a doubling of Carson’s situation), and extensive dictionary entries on all the words that compose that poem. The aggregate produces a collage about the impossibilities of aggregates, the impossibilities of understanding fully, of capturing absences in language. At times Nox feels less an example of what most readers consider a book than something closer to a three-dimensional work of assemblage art. It’s a beautiful mechanism for contemplating Media Specific Analysis, for urging us all to be more extreme. 6) Finally, I want to talk a little about pedagogy and institutions. I’m less interested in questions like “Are MFA programs good for writers?” than in questions about how your role as teacher informs your understanding of literature and your writing practice. I’m also very curious about your take on how commercially marginal literary art is largely patronized by large state institutions and at the same time often imagines itself as a critical and even possibly revolutionary practice. How have your own positions within universities and university-affiliated organizations shaped your thinking about them and about innovative literature? I can imagine in many ways it might make you even more critical. And (I know, another ‘and’...) how does AoP (especially given its relation to Rebel Yell , your previous text on creative writing) reflect your personal history and experience as a teacher and member of communities that are largely defined by institutions? In the classroom, I try to generate the pedagogical field I would have liked to have inhabited as a student, but didn’t. Roland Barthes has a lovely line about this: “We need to substitute for the magisterial [classroom] space of the past (the word delivered by the master from the pulpit above with the audience below, the flock, the sheep, the herd)—a less upright, less Euclidean space where no one, neither teacher nor students, would ever be in his final place.” Easier said than done, of course, but an important life project for all who think of themselves as educators. My own classroom, my own writing, and Architectures of Possibility itself attempt to create the sort of possibility space where, as I mentioned at the outset of our interview, everything should be thought, tried, challenged; where everything rhymes with Roland Barthes’s definition of literature: the question minus the answer. I’m not sure I could write what I’m writing now without the conversations I have almost daily with my students, the conversations they have with each other, the conversations we all have with the texts we study. Especially in light of the paradigm shift over the last, say, quarter century from academia as intellectual exploration to academia as McDonaldized trade school, the irony isn’t lost on me concerning the discrepancy between the safe harbor innovative authors find there and the cultural critiques those authors launch through their writing and pedagogical work. In 2001, I quit my full professorship at one institution precisely because of my disappointment over what had happened to the learning environment there. I had no intentions of reentering the field. In 2007, however, the University of Utah approached me, and I found myself in an environment much more hospitable to the sort of work I want to do—teaching experimental narrative theory and practice. It isn’t by any means a simple irony. One could easily argue innovative writing and pedagogy represents the trace of the paradigm Barthes suggests, and that trace is tremendously productive in all kinds of ways. Innovative writing has never and will never change the world in any large, macrocosmic way. But we’ve all had our lives changed, one by one, by an encounter with a difficult, rich, resonant piece of prose, poetry, music, art, you name it. We’ve all had our lives changed at the ahistorical, microcosmic moment by a class we’ve taken, a teacher we’ve studied with, to such an extent that we became, quite literally, different people. I just came across a stunning set of sentences from Derrida on the topic: “What is education? The death of the parents.” That’s what we’re all up to in the innovative, be it in written texts or the texts we call our classrooms or the texts we call our politics: trying to disrupt what both can and can’t be disrupted, trying to undo what both can and can’t be undone, continuously. (shrink)

"Si le "jargon de l'authenticité" a sans doute rendu nombre de phénoménologies incapables de penser l'histoire et le politique, Merleau-Ponty a su le faire au coeur des textes étrangement les moins commentés, dans leur lien même, ceux des cours au Collège de France de 1954-1955: L'Institution et La Passivité. Des cours que cet ouvrage se propose enfin de relire, en discussion serrée avec l'ensemble de l'oeuvre merleau-pontienne, tant celle qui les précède que celle qui leur succède, pour la dévoiler autrement. (...) Cela, en trois temps, qui sont autant de "lectures de Merleau-Ponty", et de portes d'entrée dans son oeuvre la moins connue. Trois temps formant les parties de cet ouvrage qui suivent l'élaboration du concept merleau-pontien d'institution dans son rapport même à la passivité, sans chronologie fixe, et sans voeu de systématicité, mais en tentant d'être fidèle à la rédaction même de ces notes de cours d'une rare densité. Des cours qui foisonnent de références, tant à son oeuvre propre qu'aux nombreux auteurs avec lesquels Merleau-Ponty dialogue, tissant ainsi de nouveaux liens thématiques, et n'hésitant pas, par exemple, au coeur même d'un chapitre sur le vivant, à évoquer la question de la révolution marxiste. De Ruyer, Gesell, Lévi-Strauss, Alquié, Lachièze-Rey, à Sartre et Freud, etc., ce sont autant de dialogues qui éclairent en effet l'oeuvre et l'auto-critique de Merleau-Ponty, qui se confronte ici, mieux que nulle part ailleurs, à l'échec de son oeuvre passée, comme au contexte de l'époque. Plutôt qu'une exégèse ou qu'une interprétation orthodoxe, il s'agit au fond de continuer la pensée de Merleau-Ponty en questionnant ses dilemmes, ceux de la praxis mais aussi et en amont ceux de la méthode entre analogie et métaphore, en puisant à des essais qu'il aura en partie abandonnés, et qui nous semblent pourtant les plus prometteurs. D'où le pluriel, encore, de ces lectures."--Page 4 of cover. (shrink)

By helping to introduce the relatively new concept of institutional racism into Britain, Sir Michael and Ann Dummett expanded the concept of racism beyond the limited sense it had been given in the 1940s and 1950s when racism tended to be associated with the scientific concept of race and when the focus tended to fall on the intent to harm or speak harm of a group that was identified as a race by science. They recognised that ‘race’ was primarily a (...) political and not a scientific concept. This led them in a different direction from that taken by the next generation of mainstream philosophers working in this area, such as Kwame Anthony Appiah, who adopted the UNESCO approach of highlighting the scientific deficiencies of the concept of race. However, although they both succeeded in developing ways to break through the forms of self-deception that allow institutional racism to go unnoticed and at the same time offered instructive insights into the ways politicians hide behind the racism of others, I argue that they failed to see, as clearly as Sartre and Fanon did, that the conception of institutional racism necessitates a structural changes in society beyond anything they contemplated. (shrink)

L’ouvrage de M. Pestieau, intéressant et substantiel, s’articule autour de trois thèmes on ne peut plus actuels: la fragmentation des nations, la mondialisation de l’économie et l’impact de ces deux phénomènes sur la souveraineté de l’État et la santé des institutions démocratiques. Concernant le premier thème, l’auteur aborde entre autres les questions du nationalisme, du multiculturalisme et du droit de sécession. Au sujet du second, l’auteur traite des effets de la mondialisation sur l’emploi et la répartition des richesses, de l’aide (...) au développement, de la pertinence des interventions économiques de l’État, de la constitution de grands blocs économiques, etc. Enfin, considérant les défis soulevés par les deux thèmes précédents, l’auteur fait le point sur la démocratisation des institutions et associations internationales, le fédéralisme, le patriotisme constitutionnel et le nationalisme culturel. Sur toutes ces questions, le propos se veut général et universel, mais les cas du Canada et du Québec servent souvent d’exemples. Accompagne cette ambitieuse table des matières, une bibliographie considérable que l’auteur semble tout à fait maîtriser. (shrink)

William Gerber’s study of American liberalism is a valuable compendium of the varied, changing, and often conflicting uses of that "slippery" word, liberalism, in the United States, past and present, and in antecedent Western political thought. But Gerber identifies himself as having "set his sights on trying to build an adequate definition of liberalism". The problem is introduced by chapter 1, which asks if liberalism is dying or already dead, and by chapter 2, which asks why liberalism has not brought (...) about the "millennium" it promised. Chapter 3 calls attention to the "Difficulty of Isolating the Essence of the Liberal Viewpoint" from many competing claims, and stipulates three criteria. 1) The definition should encompass only those features of liberalism with which all experts are in agreement. This requirement leads Gerber to extensive and sometimes strained marshalling of quotations showing the frequency of disagreement among liberals with regard to those beliefs commonly associated with liberalism: freedom, majority rule, improvement of society, preference for change, perfectibility, progress, etc. 2) The definition should be exclusive to liberalism and encompass no tenets shared by other than liberals. 3) The definition should be value-neutral. Understandably, these criteria result in a definition of liberalism at a high level of abstraction: "Liberalism is the belief that individuals and institutions, including governments, should so act—or refrain from acting—as to liberate as many individuals as possible from as many shackles as possible without overturning basic social machinery". In chapters 4-8 the "pedigree" of American liberalism is traced from Hammurabi, Moses, Buddha, Laotse, and Jesus to the ancient Greeks and Romans, the Enlightenment and the Glorious Revolution, to 19th century British liberalism. Chapters 6-8 examine American liberalism before 1900, from 1900 to 1945, and since World War II. Chapters 9-11 discuss the stand of liberals on political, economic, and social issues, and chapter 12 looks to the future of liberalism. (shrink)

The Philadelphia Association is always linked with the name of R. D. Laing, one of its founders, but very little is known about its unorthodox contribution to the development of psychoanalysis. Founded in 1965, it took as its aim the relief of mental illnesss of all desciptions, in particular schizophrenia. At its inception it was a focus for people, with a diversity of backgrounds and interests, concerned with 'mental illness' and how society defines it. Its members - who included psychoanalysis, (...) psychiatrists and artists - developed a philosophical critique of psychoanalysis grounded in phenomenology, and an 'anti-psychiatry' critique of the institutional treatment of the mentally ill. They favoured the setting up of therapeutic community households of which the best known was Kingsley Hall. The PA was then very much part of the counter culture - it staged, for example, the famous Dialectics of Liberation Congress at London's Roundhouse in 1967. The psychotherapists who currently belong to the Philadelphia Association continue to work with community households and to offer a psychotherapy training. Here the authors share their innovative and distinctive approach on a number of interrelated themes: the herapeutic community and differend ways it can be understood; work with deeply regresed patients; the concept of identity in a social context; the debate between Lacan and Derrida on Poe's 'The Purloined Letter'; the phenomenology of knowledge and transference and authority. Together, they offer a cogent critique of many psychiatric and psychonalaytic assumptions. The contributors are Robin Cooper, Joseph friedman, Steven Gans, John Heaton, Chris Oakley, Haya Oakley and Paul Zeal. They are all psychotherapists and members of the Philadelphia Association. (shrink)

Not for the academic value of some of the situational events, often with a comprehensive, decisive, Yan'an new philosophy will the home of its columns. Will establish a new philosophy, a lot of grand strategy is one of the actions in Yan'an. This paper examines a new philosophy will be the basic process, an analysis of its membership and the subsequent effects, assessing its characteristics in the formation of contemporary Chinese culture, the unique role, made ​​a number (...) of issues need to be further explored. This paper shows that the new philosophy will not academics, but the educational organization. It is the ideology of expert training, knowledge and control of legal rights, the implementation of the regulatory action of self-sufficiency and closed culture strategy. New philosophy will be mainly in the construction and maintenance of highly exclusive mode of thinking to make contributions, as the full value of its effect remains to be thorough and reasonable debate. Some situational events, which have been neglected by academics, may be of significant importance. The Yan'an New Philosophy Association is an example. Its establishment was one of the ambitious strategic actions of the CCP in Yan'an. This paper examines the process of the YNPA's establishment, analyses the composition of its membership, assesses its unique effect on the formation of contemporary Chinese ideology, and raises some issues that are in need of further research. This study shows that the YNPA was an educational institution instead of an academic society, and that the experts in ideology it produced had exclusive power in the cultural domain and implemented the party's cultural policies. We can see that the YNPA greatly contributed to the construction and maintenance of a high degree of cultural exclusivity. A full picture of this association, however, requires much more in-depth studies. (shrink)

The author discusses the possibility of spreading of the contextualism principles into the field of philosophy of science. He argues that, while discovering science in all of its aspects (viz. cultural, institutional, economic, communicative, etc.), philosophy of science identifies the relevant contexts for justifying the genesis, development, and reproduction of knowledge. Meanwhile, there is a complex interaction between philosophical and scientific analysis of these contexts. The author claims this process gives raise for a conflict which comes from the (...) contextualization of science and the philosophical analysis of these contexts. The author shows that the resolution of these conflict could open new prospects for the modern philosophy of science. (shrink)

In this issue, the founder of the Donetsk regional branch of the Ukrainian Association of Religious Studies, theologian, candidate of historical sciences, senior researcher of the Department of Religious Studies of the GS Skovoroda Institute of Philosophy of the National Academy of Sciences of Ukraine, President of the Center for Religious Studies member of the Expert Council on Freedom of Conscience and Religious Organizations under the Ministry of Culture of Ukraine, member of the Strategic Council under the Minister of (...) Culture and Information Policy of Ukraine. I. Kozlovsky worked for more than 25 years in the Donetsk Regional State Administration as a chief specialist and head of the department for religions, in the early 1990s he established the College of Religious Studies at Donetsk Open University, which was later transformed into the Faculty of Philosophy and Religious Studies of the State University of Information. intelligence, and has done much to promote interfaith and interreligious dialogue and cooperation in the Donetsk region, whose religious map is very diverse. At the beginning of the Russian-Ukrainian war, I. Kozlovsky became one of the organizers of the interfaith prayer marathon "Prayer for Ukraine", which took place in Donetsk from early March to November 2014, which was attended by members of the Donetsk branch of the UAR. Until 2016, some members of the UAR, led by I. Kozlovsky, who still remained in the occupied territories, collected data on the state of religious freedom in Donetsk and the region. In 2016, I. Kozlovsky was imprisoned by a terrorist group of the so-called "Donetsk People's Republic" and was held captive for almost 2 years. (shrink)

This book offers a philosophical approach to religion that acknowledges both the diversity of religions and the many and varied dimensions of the religious life. Rather than restricting itself to Christian theism, it covers a wide range of religious traditions, examining their beliefs in the context of the actual practice of the religious life. After outlining the aims of religion, the book focuses on claims to knowledge. What kinds of knowledge do religions purport to offer? In what idiom is it (...) couched? From what sources do devotees draw their claims to knowledge? Are these sources reliable? Rather than trying to settle age-old questions about religious belief, the book offers its readers a set of criteria with which they can make informed decisions in matters of faith. Gregory W. Dawes is Associate Professor in Philosophy at the University of Otago, New Zealand. He completed his first graduate degree at the Pontifical Biblical Institute in Rome before returning to New Zealand to complete PhD degrees in both biblical studies and philosophy. His previous books include The Historical Jesus Question, Theism and Explanation, and Galileo and the Conflict between Religion and Science. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:372 BOOK REVIEWS This understanding, moreover, gives ontological validity to the communication of idioms, which Morris surprisingly sees as accomplishing nothing but" muddying the water" (p. 49). As God, the Son is omniscient, immutable, all-powerful, etc., but in his new mode of existence as man, he is truly ignorant, passible, and limited. Existing as man, the Son experiences all that pertains to historioolly conditioned humanity. In the Incarnation the (...) "·who", the person, remains the same, but the manner of the experience of the " Who " is distinctly different-divine and human-without confusion, change, division, or separation. The mystery obviously remains, but it is meaningful and coherent. (For a more complete presentation of these arguments see the author's : Does God Change? : The Word's Becoming in the Incarnation, Still River: St. Bede's, 1985). As stated at the outset, Morris presents a thorough and provocative study which should be read and studied by scholars. While he aptly critiques his opponents, he fails to challenge their understanding of the incarnational notion of "become" and the ensuing union. Rather, he himself presupposes that the Incarnation implies a compositional union of natures which in turn leads to an unresolvable incompatibility between the divine and human attributes in Christ. Morris may have been aided had he been more acquainted with the early Christological controversies and councils. Nevertheless, Morris has clearly raised many important contemporary Christological issues and has admirably attempted to provide answers which are faithful both to the Christian tradition and to human i~ea..'\On and logic. Mother of God Community, Washington, D.O. THOMAS WEINaNDY O.F.M., Cap. Community: A Trinity of Models. By FRANK G. KmKPATRICK. Washington, D.C.: Georgetown University Press, 1986. Pp. 248. Cloth $17.95; paper $10.95. In recent years the pathology of atomistic individualism has been variously described by the Council Fathers of Vahlcan II, liberationist and feminist theologians, Stanley Hauer.was, and countless other theological and secular critics. According to Frank Kirkpatrick, therapeutic intervention will not be effective in the long run unless it is based upon an alternative conceptual "model" of human oommunity. Of course, Kirkpa.tric.k has something specific in mind. Not just any alternative will do. Marxian models of human association, for example, are prone to BOOK REVIEWS 373 totalitarianism and the denial of proper individuality. Thus, he offers what he calls "the mutual/personal model of community" as "a substantial grounding for a Christian vision of community congruent with liberationist and feminist concerns " (vii). Western culture has generated a welter of perspectives on the nature and ground of human association. Within this motley, Kirkpatrick discerns three models of oommunity which have shaped Western social philosophy and religious thought. The book de~crihes these traditional models by identifying their controlling metaphors, accounts of human nature and its fulfillment, and the social, economic, and political practices and institutions they undergird. The author appraises the strengths and weaknesses of the models and attempts to reconcile their positive features within the Christian vision of Koinonia. The first model is "the atomistic/contractarian" wherein persons are regarded as "independent atoms rationally contracting with each other for the terms of their enforced relationship" (2). Kirkpatrick locates its sources in the thought of Hobbes, Locke, Bentham, James Mill, Adam Smith, and Rousseau. Observing that the individualism of this tradition has always flourished in America, Kirkpatrick surveys some of its c001temporary expressions in the work of George Gilder, F. A. Hayek, Michael N·ovak, Robert Nozick, and John Rawls. The fruits of the atomistic/ contracta.rian model are, to Kirkpatrick's taste, mostly bad-isolation, alienation, oppression, injustice-and are ineongruent with Christian Koinonia. His second model, " the organic/functional," views persons as "organs, interdependent and functionally related to each other within a larger organism" (2). Conceived by Edmund Burke, this model became fully formed and viable in the thought of Hegel and Marx, and was instrumental in the analyses of sociologists such as Ferdinand Tonnies and Charles H. Cooley. Kirkpatrick is troubled by this model's tendency to view human relationships exhaustively in terms of co-operativ.e function. He worries that there is an insufficient" sense of individual difference and self-identity to... (shrink)

This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting (...) materials for philosophy in schools, the making of the Australasian journal, and more recent events. Our purpose is to create further interest in exploring this complex and rich history. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

Two complete eBooks for one low price! Created and compiled by the publisher, this Philosophy & Ethics bundle brings together two important titles in one, e-only bundle. With this special bundle, you’ll get the complete text of the following two titles: _Philosophy For Dummies_ _Philosophy For Dummies_ is for anyone who has ever entertained a question about life and this world. In a conversational tone, the book's author – a modern-day scholar and lecturer – brings the greatest wisdom of (...) the past into the challenges that we face now. This refreshingly different guide explains philosophical fundamentals and explores some of the strangest and deepest questions ever posed to human beings, such as: How do we know anything? What does the word _good_ mean? Are we ever really free? Do human beings have souls? Is there life after death? Is there a God? Is happiness really possible in our world? _Ethics For Dummies_ An easy-to-grasp guide to addressing the principles of ethics and applying them to daily life How do you define "good" versus "evil?" Do you know the difference between moral "truth" and moral relativity? Whether or not you know Aristotle from Hume, _Ethics For Dummies_ will get you comfortable with the centuries-old study of ethical philosophy quickly and effectively! _Ethics For Dummies_ is a practical, friendly guide that takes the headache out of the often-confusing subject of ethics. In plain English, it examines the controversial facets of ethical thought, explores the problem of evil, demystifies the writings and theories of such great thinkers through the ages as Aristotle, Confucius, Descartes, Kant, Nietzsche, and so much more. You’ll learn how to apply the concepts and theories of ethical philosophy to your everyday life. Whether you're currently enrolled in an ethics course or are interested in living a good life but are vexed with ethical complexities_, Ethics For Dummies_ has you covered! About the Author of _Philosophy For Dummies_ Tom Morris, Ph.D., author of True Success and other books, taught philosophy at Notre Dame University for 15 years and currently heads the Morris Institute for Human Values. About the Authors of _Ethics For Dummies_ Christopher Panza, PhD, is an associate professor of philosophy at Drury University and coauthor of Existentialism For Dummies. Adam Potthast, PhD, is an assistant professor of philosophy at Missouri University of Science and Technology. (shrink)

The scientificity of the research should be evaluated according to the methodology used in the study. However, these are usually the research areas or the institutions that are classified as scientific or non-scientific. Because of various reasons, it may turn out that the scientific institutions are not producing science, while the “non-scientists” are doing real science. In the extreme case, the official science system is entirely corrupt, consisting of fraudsters, while the real scientists have been expelled from academic institutions. Since (...) 2016-2017, there has been much talk about the “post-truth era” and the politicians who are “denying science”. However, simultaneously, many complaints about the corruption of science appeared. The outsider cannot tell who is telling the truth as it may be the case that the science fraudsters are defending themselves and these politicians are aware of the corruption. It is also untrue that the censoring or suppression of science started from 2016-2017. Suppression of science because of political and ideological reasons was present already long ago, and during the last few years, it has been increasing. The picture is highly complicated as there are many pretenders, false accusations, etc. For example, because of political reasons, someone may be set up as a pseudoscientist, the real scientist may be expelled using political accusations, justified criticism may be labelled as political pressure, etc. There is something like an inner information war ongoing in and around science. The classical philosophy of science seems unable to handle it because every formal rule can be misapplied. Science, as a whole, may be unable to persist. (shrink)

A category theoretic generalization of the theory of algebraizable deductive systems of Blok and Pigozzi is developed. The theory of institutions of Goguen and Burstall is used to provide the underlying framework which replaces and generalizes the universal algebraic framework based on the notion of a deductive system. The notion of a term π-institution is introduced first. Then the notions of quasi-equivalence, strong quasi-equivalence and deductive equivalence are defined for π-institutions. Necessary and sufficient conditions are given for the quasi-equivalence and (...) the deductive equivalence of two term π-institutions, based on the relationship between their categories of theories. The results carry over without any complications to institutions, via their associated π-institutions. The π-institution associated with a deductive system and the institution of equational logic are examined in some detail and serve to illustrate the general theory. (shrink)