What are the humanities for? The question has perhaps never seemed more urgent. While student numbers have grown in higher education, universities and colleges increasingly have encouraged students to opt for courses in STEM or take programs in applied subjects like business and management. When tertiary learning has taken such a notably utilitarian turn, the humanities are judged to have lost their centrality. Willem B. Drees has no wish nostalgically to prioritize the humanities so as to retrieve some lost high (...) culture. But he does urge us to adopt a clearer conception of the humanities as more than just practical vehicles for profit or education. He argues that these disciplines, while serving society, are also intrinsic to our humanity. His bold ideas about how to think with greater humanistic coherence mark this topical book out as unmissable reading for all those involved in academe, especially those in higher educational policy or leadership positions. (shrink)

Recovers some of the value in the Wittgensteinian period of philosophy, using certain logical systems: Prior's theory of operators and Hilbert's epsilon calculus. This work applies, discursively, the previous largely technical results published in Prolegomena to Formal Logic (Aldershot, Gower 1989) and Intensional Logic (Aldershot, Ashgate 1994) to resolve matters of current interest in philosophy, logic and linguistics - notably attacking a variety of realisms found in comtemporary cognitive science and the philosophy of mathematics.

The interplay between emotion and learning is a continuing source of debate and inquiry in organization studies, attracting an increasing number of important contributions. However, a detailed understanding of the interaction between emotion and learning remains elusive. In an effort to extend the existing debate, this article offers an alternative approach that draws on the tradition of pragmatist philosophy, where emotion and learning can both be defined as dynamic processes that emerge in the relational context of social transactions. The mutually (...) constructing interplay between these two processes is then illustrated with an example of a collaborative project in which anxiety, love, guilt, and hostility are all entangled in the learning process. (shrink)

This paper examines the standard conceptualizations of the notion of hallucination in light of various non-ordinary phenomenological patterns associated with altered states of consciousness induced by psychoactive agents. It is argued that in general, the conceptualizations encountered in the literature do not do justice to the richness and complexity that the psychological phenomenology actually exhibits. A close inspection of this phenomenology reveals some pertinent distinctions which are usually not made in the scientific literature. On the one hand, the discussion is (...) based on first-hand experiences and, on the other hand, it is grounded in empirical and theoretical cognitive investigations of the phenomenology of human consciousness. Theoretically, the discussion is grounded in an approach highlighting the centrality of experience, meaning and action in cognition. (shrink)

The paper offers an outline of Rogers' Person-Centered Approach, of his philo_sophy of human relationships and of his vision of the future world. Although Rogers' undoubtedly attractive project might be too optimistic for the most of contemporary European intellectuals, his ideas show clearly, how an important stream of contemporary psychological thought tries to find a meaningful prospective for modern humans. The author finds Rogers' optimism, his sympathy for humans and his admirable belief in the possibilities of human cooperation even surprising. (...) Roger´s insights contributed to a new understanding of important institutions of our time, as well as of reaching a personality change through empathy, acceptance, open communication and dialogue - preparing the ways for making use of the therapeutic potential of philosophy. (shrink)

Depuis 2008, se sont multipliées, en France mais également dans d’autres pays, des explosions de violence suite à des annonces de fermeture d’usines. C’est avec Žižek que nous tenterons de penser le surgissement de cette violence dans les organisations, ce qui supposera de dépasser la « violence subjective », bien visible et mise en œuvre par des personnes identifiables, pour s’intéresser à une autre forme de violence, « violence objective » qui passe inaperçue tant elle est consubstantielle au capitalisme.

This study offers a panoramic view of the creative, expository, interpretive, dialectic, polemical, didactic and devotional phases of Dvaita philosophy, and its ...