Hans Kelsen’s (1881-1973) teaching in law covers studies in such topics as the general theory of law, legal philosophy, the general teaching of law, constitutional, administrative and international law. He was also the author of the Austrian Constitution, designed in 1920. Among many of his publications is the Comment of the Charter of the United Nations, published in 1950 in New York City. Among numerous Hans Kelsen’s publications, translated into many languages, the best known, which has made the greatest impact, (...) is his book ‘Pure Theory of Law’, first published in 1934, and the second edition appeared in 1960 together with attachment ‘The Justice Problem’. In particular, a comprehensive legal and policy issue in 1929 appears in Kelsen’s work ‚On the Nature and Value of Democracy‘. Pure Theory of Law is a theory of positive law, the science that reads positive law only into normative sense. Kelsen eliminates any non-normative approach. His science of law is based on the legal positivism and leads to the neutrality of government valuables and indifferent provisions of individual. Kelsen disclaims any ‘over-positive law’ (Recht präpositives), as well as from the natural law. Therefore, the Pure Theory of Law fits for totalitarian and authoritarian regimes. (shrink)

Lawyers pretend as if the process of application of laws, as well as its outcome, could be an analytic-deductive derivation; especially law students learn that legal decision-making is primarily a logic process. But we know that application of laws depends on analytic-logical as well as on voluntaristic (wilful) elements. Exact relations between these components are unknown and will be unknown. At most German law schools students as the most important imperative tool learn the so called “Auslegung” through the use of (...) theoretical instruments, which do not reflect the interpretation of law practice. These mentioned causes result in irrationality of legal decision-making. In order to achieve more rationality in the process and result of legal decision-making, the contribution makes four suggestions regarding legal methodology and legal education. These proposals consist of few long-term pragmatic approaches to more rationality of legal decision-making. (shrink)

We note an increasing consciousness of weakness of legal methodology taught to law students today: The students get neither real idea nor feeling of legal decision-making as mixture of legal matters, issue of facts, personal inputs, diverging interests, and the interplay with other actors. For minimize these defects it is necessary that law students learn in legal studies the following points: (1) Legal decision-making is a special kind of decision-making and is embedded in all problems of this process. (2) Jurisprudence (...) is a hybrid science: It deals with facts of issue as well with legal matter. (3) Jurisprudence will be understood as transnational science and requires greater cooperation between law schools all over the world. (4) Legal education should focus on general principles and legal tools rather than on detailed rules. (5) Legal theory should demonstrate students our lack of understanding legal decision-making. (6) A realistic legal methodology has to take into account the impossibility of absolute certainty of the correctness of legal decision. (7) It is important to point out that analysis of facts of the case as crucial part of legal methodology requires teaching systems to introduce students in the respective techniques in practice like case studies, projects as well as legal clinics or SASLA-system. (shrink)

A practising lawyer is not always aware of the fact that case decisions are more determined by legal doctrine – attitudes of authoritative lawyers and scientific legal discussion of other forms – than by changes in positive law. Regulations of specific case decisions are directly reliant on the ideas and statements of legal discussions – as one of the factors influencing the decisions of the courts. During the twenty years of independence, the form, content and argumentation of the Lithuanian court (...) judgments has fundamentally changed, especially with regard to the understanding of the courts (the judiciary) in terms of how unrestrained they are when interpreting a legal text and making decisions. The judicial discretion to interpret a legal text is treated diversely in various legal traditions and within the scope of the western legal tradition itself. In common law countries, the competence of a judge to deviate from a legal text or to create their own legal framework is treated with much greater understanding. In civil law tradition, the attempts of judges to take over the functions of the legislature are usually considered more critically. Even the representatives of comparative law emphasise that judges in civil law tradition countries tend to call the creation of legal rules differently – mostly as interpretation of the law. The discussion on the power of judges to create law through its interpretation has been taking place everywhere and at all times. Judicial discretion in decision-making is not due to individual factors such as era, social structure, cultural background, but is determined by some other factors that are not easy to identify. The interpretative activity of the courts is also influenced by the prevailing doctrinal regulations of judicial activity. It is the changes of the Lithuanian legal doctrines that could have encouraged the courts to determine the scope of their activity in the direction of its growth. After the restoration of independence, the Lithuanian legal community began an active discussion on whether legal positivism was the correct form of legal understanding. Studies appeared, in which legal positivism was seen exclusively negatively, reminding that it was specifically this legal concept that had eliminated values from law and was likely to be blamed for the ills of humanity such as the Holocaust or genocide. Numerous publications emerged calling judges to be active and reminding them to check every rule of law in accordance with its consistency with the principles of law and to disapply any rule of law that did not meet this requirement. Almost universally, lawyers (and especially the courts) were encouraged to move from mechanical (a priori improper) application of the law to the creative (a priori the best and aspirational) one. The courts were encouraged: they started to freely interpret legal rules, under which the legislature established their competence; although court judgments have become more reasoned, this did not prevent them from applying speculative or ambivalent arguments; criticism could be expressed to courts due to lengthy processes that are, objectively looking, not required, and for low activity in exercising their powers to prevent abuse of law. Respect for the legislature directly responsible for creating legal rules and taking care of legal protection, judicial recognition that a court should deviate from the legal text or otherwise create new rules only when it is objectively inevitable, and lawyers’ societal openness to discussion on various issues – these can become conceptual prerequisites for higher confidence in the courts. (shrink)

The paper analyses the relevant issue of the relationship of international law and European Union law. Therefore, independent systems of law exist, which inevitably arise the issue of relationship and interaction of these systems. Legal literature analyses the question of the relationship of these two systems of law on the basis of various aspects. The author has chosen the following structure of the paper: first, the general problem of the relationship of international and European Union law is discussed. While describing (...) the problem, the nature of the European Union and international law, as well as the distinguishing features of these systems of law, is analysed. The paper also provides a discussion about the decisions of the Strasbourg court and the Court of Justice of the European Union, which provide the basis of solving the problem of the relationship of these systems of law. In the second part of this paper, the main theories are analysed: the monistic, dualistic and coordination theories, which can be used to answer the issue of interaction of the two systems of law – international law and European Union law. (shrink)

Although people establish norms that enable them to live together, some of these have to be coupled with a system of enforcement. This conforms to broad social contract theory and can also be applied to the international sphere. The international community is also based on a system of norms. However, unlike the domestic context, there is no overreaching authority to direct states on what they should do. Rather it is left to states themselves to police this framework. However, this has (...) resulted in one of the conditions envisaged by social contract theorists, namely a stasis between the command order and the state of nature. This may explain, for instance, the indifference to some modern human rights violations. Hence the current system of International law, with its insistence on the Westphalian principle of equality of states has caused a substantial fracture in the enforcement of international law, particularly when it comes to serious human rights breaches, and caused something akin to the state of nature envisaged by social contract theorists. While it may be practically impossible to provide a command system in the international sphere similar to the one in the domestic life, there is some hope that a revised deontological ethic founded on global integration may provide one impetus for change. (shrink)

Resumo: O presente artigo sistematiza informações sobre a implementação do Programa Jovem de Futuro, PJF, na rede estadual de ensino no Pará, considerando suas implicações para o Direito Humano à Educação, DHE, de acordo com o proposto no Pacto Internacional sobre os Direitos Econômicos, Sociais e Culturais- PIDESC, que demarca quatro indicadores da ação estatal para a asseguramento do direito à Educação. São eles: Disponibilidade, Acessibilidade, Aceitabilidade, Adaptabilidade e, ainda, Controle Social incorporado na matriz de pesquisa. Em diálogo com tais (...) indicadores, coletamos informações em páginas oficiais da Secretaria Estadual de Educação do Pará e do ator privado responsável pela implementação do Programa, o Instituto Unibanco. Procedemos análise de documentos oficiais localizados nas referidas páginas, além de consultar a produção nacional sobre o PJF, com ênfase à sua consolidação no estado do Pará, no período de 2011-2018. A pesquisa de tipo qualitativa, apoiada em revisão bibliográfica, análise documental e coleta de dados de fontes primárias e secundárias, possibilitou a constatação de forte influência do setor privado na educação pública paraense, que direcionou a adoção de modelos de gestão empresarial para a obtenção de melhores resultados educacionais, com controle e monitoramento em todas as etapas do PJF, com sérias consequências ao DHE. Palavras-chave: Direito Humano à Educação; Jovem de Futuro; Instituto Unibanco; Privatização. The Jovem de Futuro program in Pará and the implications for the Human Right to Education – DHE Abstract: The article systematizes information about the implementation of the The Youth with a Future Program - PJF in the state education in Pará, considering its implications for the Human Right to Education - DHE, in accordance with what is proposed in the International Covenant on Economic, Social and Cultural Rights - ICESCR, which outlines four indicators of state action to ensure the right to education. They are: Availability, Accessibility, Acceptability, Adaptability and accountability incorporated in the research matrix. Related with these indicators, we collected information on official pages of the Pará State Department of Education and on the private actor responsible for implementing the Program, Instituto Unibanco. We proceeded to the analysis of official documents located on the referred pages, in addition to consulting the national academic production on the PJF, with emphasis on its consolidation in the state of Pará, in the period 2011-2018. Qualitative research, supported by a bibliographic review, document analysis and data collection from primary and secondary sources, made it possible to verify the strong influence of the private sector on public education in Pará, which led to the adoption of business management models to obtain better results. educational institutions, with control and monitoring at all stages of the PJF, with serious consequences for the DHE. Key-words: Human Right to Education; Future Youth; Unibanco Institute; Privatization. Programa Joven del Futuro en Pará y sus implicaciones al Derecho Humano a la Educación – DHE Resumen: La presente investigación sistematiza informaciones sobre la implementación del Programa Joven del Futuro – PJF en la red estatal de enseñanza de Pará, considerando sus implicaciones al Derecho Humano a la Educación – DHE, de acuerdo con lo propuesto en el Pacto Internacional sobre los Derechos Económicos, Sociales y Culturales – PIDESC, que demarca cuatro indicadores de acción estatal para el aseguramiento del derecho a la Educación. Son ellos: Disponibilidad, Accesibilidad, Aceptabilidad, Adaptabilidad y, aún, Control Social incorporado en la matriz de investigación. En diálogo con tales indicadores, reunimos informaciones en páginas web oficiales de la Secretaria Estadual de Educação do Pará y del actor privado responsable por la implementación del Programa, el Instituto Unibanco. Procedemos el análisis de documentos oficiales localizados en las referidas páginas, así como consultamos la producción nacional sobre el PJF, con énfasis a las consolidaciones en Pará, en el período de 2011 hasta 2018. La investigación de tipo cualitativa, apoyada en revisiones bibliográficas, análisis documentales y recopilación de datos de fuentes primarias y secundarias, posibilitó la constatación de fuerte influencia del sector privado en la educación pública paraense, que direccionó la adopción de modelos de gestión empresarial para la obtención mejores resultados educacionales, con control y monitoreo en todas las etapas del PJF, con serias consecuencias al DHE. Palabras-clave: Derecho Humano a la Educación; Joven del Futuro; Instituto Unibanco; Privatización. Data de registro: 02/05/2022Data de aceite: 26/10/2022. (shrink)

In this article, we explore the concept of African communitarianism and reflect on its potential value for ecojustice education as a localised response to the wider ecological crises that i...

U teoriji holarhijske evolucije Kozmosa Wilber razlikuje četiri temeljna tipa holarhija, shvaćajući da ih je nemoguće svesti na jednu, osnovnu holarhiju. Mapa četiriju kvadranata ukazuje na dimenzionalnost i »dubinskost« njegove kozmologije. Pojmovi »holon« i »holarhija« ključni su pojmovi u Wilberovoj interpetaciji stupnjeva spiralnoga razvoja ljudske svijesti. U teoriji spiralne dinamike društvenoga razvoja Dona Becka i Chrisa Cowana poznati su kao »Memi« – sustavi temeljnih vrijednosti, reprezentanti beskonačnih stupnjeva progresa ili regresa. Na modelu »spiralne dinamike« Wilber interpretira stupnjevanje unutarnje transformacije koja (...) prati razvoj svijesti, posvećujući posebnu pažnju četirima stupnjevima »višega«, transpersonalnog razvoja koje još naziva »psihičkim«, »suptilnim«, »kauzalnim« i »nedvojnim«. To su razine svijesti na kojima um prestaje, a o njima svjedoče mistične, kontemplativne i jogičke tradicije. Na ovome mjestu njegova teorija postaje znanstveno neprihvatljiva i, time, problematičnaIn his theory of a holarchic evolution of Cosmos, Wilber distinguishes four fundamental types of holarchies, realizing that there is no possibility to reduce them to one, basic holarchy. The map of four quadrants indicates dimensionality and profundity of his Cosmology. Notions such as “holon” and “holarchy” represent the key notions in his interpretation of spiral evolution stages of human consciousness. In the theory of spiral dynamics of social development, created by Don Beck and Chris Cowan, they are known as “Memes”– systems of core values, the representatives of infinite stages of progress or regress. By means of a spiral dynamics model, Wilber interprets staging of the inner transformation that accompanies the evolution of consciousness, paying special attention to four stages of a “higher”, transpersonal evolution, which he also calls “psychic”, “subtle”, “causal” and “nondual” stages. These are levels of consciousness where the mind stops and which are testified by various mystic, contemplative and yoga traditions. At this point, his theory becomes scientifically unacceptable and rather problematic. (shrink)

Ova teorija pokušava rasvijetliti kako razumijevamo i rabimo pojam istine. Teorija se nadovezuje na neka gledišta Putnama i Goodmana, no razvija ta gledišta tvrdeći kako se istina sastoji u tome da se iskaz podudara s jednim od sljedećih parametara ili s više njih: kriterij interne konsistentnosti; osjetilni podaci; podaci iz pamćenja; ne-verbalizirana vjerovanja; drugi dijelovi diskursa. Opća kognitivna struktura, koja, prema Rayu Jackendoffu, služi kao točka konvergencije za značenje preneseno jezikom, pozadinsko znanje, opažanje, zaključivanje, itd., identificira se kao (...) medij podudaranja koje rezultira kognitivnim učinkom: »to je istina«. Teorija također tvrdi kako je istina pojam-obitelj, obuhvaćajući različite vrste istine. Ukazuje se na to da istina ima normativnu dimenziju, koja se obrazlaže kao mogućnost izazova tvrdnjama koje pretendiraju na istinitost, što pak pretpostavlja regulativni ideal univerzalne ljudske racionalnosti. (shrink)

Alf Ross je želel izoblikovati »pristno« realistično teorijo prava. To pomeni, da naj bi bila ta sposobna po eni strani razrešiti probleme, s katerimi sta se soočali tako Kelsnova normativistična teorija kot teorija ameriških realistov, po drugi strani pa poustvariti njihove razprave na znanstveni način. Rossova izvirnost tiči v njegovem pojmu pristojnostnih norm, ki jih je pred vsemi drugimi obravnaval kot »konstitutivna pravila«. V nasprotju s trditvami mnogih komentatorjev takšen pojem konstitutivnih norm ni neskladen z Rossovo realistično teorijo (...) prava. V luči njegovih zgodnjih zapisov je mogoče kompetenčne norme razumeti kot racionalizacije, ki lahko izrazijo nagnjenost naslovnikov norm, da določena dejstva prepoznajo kot pravo. Zato je mogoče Rossa šteti za prehodnika postpozitivizma. (shrink)

U ovom radu raspravljamo odnos Rawlsovog političkog liberalizma i istine. Budući da je politički liberalizam teorija koja izbjegava sva kontroverzna epistemološka i metafizička pitanja, jednako tako izbjegava i pitanje svoje istinitosti i koncept istine uopće. Usredotočili smo se na tri autora koji tvrde da politički liberalizam ne može izbjeći pitanje istine. Prvi autor je perfekcionist, Joseph Raz, koji pokušava pokazati da je Rawlsova teorija nekoherentna ukoliko se ne bavi pitanjem istinitosti neke moralne doktrine na kojoj mora počivati. Drugi, (...) David Estlund, tvrdi da je teorija filozofski neodrživa ako se ne poziva na istinitost svog fundamentalnog načela. Treći, Joshua Cohen, pokazuje nemogućnost izbjegavanja nekog koncepta istine ako se u političkoj teoriji pozivamo na vjerovanja i opravdanje. Nastojimo dokazati tvrdnju o praktičko-političkoj i filozofskoj ograničenosti njihove kritike Rawlsove teorije. Temeljna intencija članka je opovrgnuti kritike koje se upućuju Rawlsu te time ojačati njegov prijedlog političkog liberalizma. Pri tome nastojimo i nadopuniti nedorečenosti u Rawlsovom prijedlogu te zbog toga nudimo preciznije određenu sliku političkog liberalizma u odnosu na njegovu izvornu.In this paper we discuss the relation between Rawls’ political liberalism and truth. Since political liberalism is a theory that avoids all controversial epistemological and metaphysical questions, it equally avoids the question of its truth and a concept of truth generally. We are focusing on three authors which claim that political liberalism can not avoid the question of truth. First, Joseph Raz, a perfectionist who claims that Rawls’ political theory is incoherent unless it is not concerned with the truth of some moral doctrine on which it must be derived. Second, David Estlund, who claims that Rawls’ theory is philosophically untenable unless it does not consider its fundamental principle as true one. Third, Joshua Cohen, indicates the impossibility of avoiding some concept of truth if political theory is invoking concepts such as beliefs and justification. We are pointing on theirs practical-political and philosophical limited range in criticizing Rawls’ theory. The basic intention of the article is to confute criticisms addressed to Rawls and, in this way, to strengthen his proposal of political liberalism. At the same time, we try to resolve issues deriving from indeterminacies in Rawls’ proposal. For this reason we offer a picture of political liberalism that is more determinate than his original proposal. (shrink)

Članek obravnava pravno teorijo, ki je prisotna v končnem delu Vebrovega spisa Etika. Prvi poizkus eksaktne logike nagonske pameti. Veber se le mimogrede ukvarja s teorijo prava, vendar njegov prispevek ni zanemarljiv. Vebrova Etika je logika nagonske pameti: Veber, gledano iz čistega predmetnoteoretičnega vidika, ne sestavlja zbirke moralnih zapovedi, ampak namerava orisati najsplošnejša formalna načela, ki določajo pravilnost nagonskega doživetja. Tega, kaj mora posameznik narediti v danem trenutku, logika nagonske pameti ne more povedati, ker je le formalna veda. »Most« med (...) formalnim in materialnim pristopom nravnemu problemu Veber najde v glasu vesti, ki svetuje posamezniku, kaj naj naredi v konkretnem delovanju. V soglasju s tem mora biti državno pravo osnovano na načelih nagonske logike, ker bi bilo drugače brez vsake veljavnosti. Pravo velja, v kolikor je utemeljeno na logiki, ki orisuje imanentna načela človeške narave; cilj prava je pospeševanje čim bolj pravilnega življenja posameznikov in družbe. Z druge strani vsebina tega prava ni enkrat za vselej določena in napisana, ampak vsakič izhaja iz hermenevtike, ki jo posamezniki in družba morajo izvršiti o sebi in o svoji naravi. Etika »zdravega razuma« in »povprečnega človeka« je po Vebru najboljši model za materialno izpopolnenje formalne nagonske logike. (shrink)

The topic of this paper is a presentation of an alternative theory in the field of philosophy of mind, which was created by the development of cognitive sciences and computer technologies of the twentieth century. Of particular importance is Turnig’s machine whose study at the logical level has contributed to new ways of understanding the mental. A theory such as functionalism (Putnam) does not study the mental in the same way as dualists and materialists do in the philosophical tradition. The (...) Mental has to be described in a generally logical manner (“higher level” of description), i.e. its function is described (input-output ratio), and is created by drawing a parallel between man and machine (known as a computer metaphor). (shrink)

U nastavnim programima i udžbenicima filozofije teorija relativnosti zastupljena je u malo navoda, a javlja se uvijek u kontekstu onih dijelova programa filozofije koji se odnose na pojam znanosti i na odnos filozofije i znanosti. Primjereno prirodi filozofije, ti navodi, dakako, ne upućuju na zadatak izlaganja i propitivanja sadržaja i problema teorije relativnosti , nego na filozofske implikacije što ih pojava teorije relativnosti ima na trajni problem odnosafilozofije i znanosti, na filozofiju znanosti, i na razvoj kritičkog pojma znanosti i (...) na teoriju znanosti uopće.U nastavnim programima fizike teorija relativnosti zastupljena je u 3. razredu gimnazije u dvjema sustavno raščlanjenim inačicama . Jasno su naznačeni obvezni sadržaji i izborni sadržaji. Isto je tako i u udžbenicima. Valja naglasiti da su to metodički suvremenokoncipirani, radni i problemski usmjereni udžbenici, koji se ujedno kontinuirano dorađuju i usavršavaju.U ovom pregledu programa i udžbenika autor nije bio u mogućnosti da sa sigurnošću točno utvrdi kada se i u kojem obliku prvi put javljaju sadržaji koji se odnose na teoriju relativnosti. Dijelom je to zato što ne raspolažemo potpunom bibliografijom udžbenika, a ni Zavod za školstvo ne raspolaže potpunim i pouzdanim pregledom svih progama fizike od 1941. godine do danas. Posebno ne za 3. i 4. razred gimnazije, za ono vrijeme kada su škole dijelom samostalno oblikovale te programe »prema zahtjevima struke«. Ostaju tako zadaci za daljnja istraživanja koja će provesti pojedinci i odgovarajuće ustanove .In high school curricula and philosophy textbooks, the theory of relativity is mentioned in veryfew entries, and always in the context of those sections of the philosophy syllabus which refer tothe concept of knowledge and the relationship between philosophy and science. According to thenature of philosophy, these entries certainly do not present and question the subject matter andproblems of the theory of relativity , but lead to the discussionof the philosophical implications of the theory of relativity on the perennial problem of the relationship between philosophyand science, on the philosophy of science, and on the development of the critical concept ofscience and the theory of science in general. In the high school physics curriculum, the theory ofrelativity is included in the 11th grade syllabus in two systematically decomposed versions . Mandatory and optional subject matter is clearly indicated. The same goes for textbooks.It is necessary to stressthat these aremethodologically contemporarily concipated, workandproblemoriented textbooks, which areregularlyimprovedand perfected. In our reviewsofhigh school curricula and textbooks, the authors could not with certainty determine at whattimeand in which form the first contents regardingthe theory of relativitywereincluded. Thisispartly due to the fact that we do not have access to the entirebibliography of the textbooksandthe Institute for Education does not have access to a complete and reliableoverview of allthephysics curricula from1941 to the present.This is particularly true for the junior and senioryearsof high school during the period when schools partially modeled their curricula independentlyaccordingto the »requirementsof the profession«.Asa result,further investigation is requiredwhich will be conducted by individuals and the appropriate institutions. (shrink)

Prema hjumovskoj teoriji motivacije, motivacijski se proces sastoji od dva međusobno nezavisna mentalna stanja , što znači da subjekt ne može biti u potpunosti motiviran na djelovanje ako mu jedno od tih stanja nedostaje. U prvom dijelu članka prikazujem središnja obilježja ove teorije, a potom pokazujem da prihvaćanje Humeove distinkcije između divljih i tihih strasti može biti vrlo koristan alat za obranu ovog modela od nekih standardnih prigovora.

U ovom članku pokušavam pokazati da je Searlova teorija socijalne stvarnosti uglavnom temeljena na njegovom opažanju nekih bitnih značajki demokratskih društava te da nije univerzalno primjenjiva kao što tvrdi. Tvrdim da njegov pojam kolektivnog pristanka ili dogovora, kao temeljni pojam njegove teorije, ne objašnjava zašto diktatorski ili totalitarni režim kao socijalna stvarnost uspijeva preživjeti značajno dugo i kontinuirano stvarati i održavati institucionalne činjenice koje ne bi trebale imati nikakvog temelja u kolektivnom pristanku ili dogovoru.

Istraživanja povijesnog razvoja bioetike rijetko su kao predmet svog interesa imala fenomen bioetičkih institucija.U prvom dijelu rada se iznosi pregled povijesnog razvoja bioetike, nakon čega slijede glavne teze najvažnijih teorija institucija . Središnji dio rada obrađuje teoriju institucija Arnolda Gehlena, prema kojoj su institucije društvene činjenice u kojima se zajednički prihvaćaju i provode životne svrhe, a koje čovjek stvara s ciljem odterećenja od neizvjesnosti vlastite egzistencije, subjektivne motivacije i trajne improvizacije u odlučivanju.U zaključnom dijelu rada analiziraju se mogućnosti i (...) ograničenja aplikacije teorije institucija Arnolda Gehlena u istraživanju razvoja bioetičkih institucija.The research of historical development of bioethics has rarely had the phenomenon of bioethics institutions as the focus of its interest. In the first part of the present paper a historical overview of bioethics is exposed.Subsequently, the major theses of the most important theories of institutions are discussed. The central part of the paper deals with the theory of institutions by Arnold Gehlen. According to that theory, institutions are social constructs in which life purposes are collectively accepted and realized. The man creates those constructs aiming at alleviation from uncertainty of his own existence, subjective motivation, and continuous improvization in decision making.Concluding part of the paper provides an analysis of the potentials and limitations of the application of Arnold Gehlen’s theory of institutions in an attempt of investigating the phenomenon of bioethics institutions. (shrink)