Womit beschäftigt sich die medizinische Wissenschaft? Ich verstehe ja natürlich nichts davon, aber sie beschäftigt sich doch mit dem Menschen. Und die Juristerei, die Gesetzgebung und Rechtsprechung? Auch mit dem Menschen.

In § 60 of the Critique of Judgment, entitled ‘On the doctrine of method of taste,’ Kant suggests that the study of so-called humaniora (ancient Roman and Greek literature) will help one to become a good artist. I will argue that a proper, namely emotional, engagement with humaniora will further the two components of humanity in ourselves: the feeling of sympathy and the ability to communicate feelings. I will discuss two options of how a strengthening of these two (...) components might contribute to the creation of good artworks: it will help one to create artworks that arouse the universal communicable pleasure in the beautiful, or it will help one to create artworks that arouse sympathetic feelings. Siding with the latter option, I will argue that emotions can contribute to the enlivening of aesthetic ideas and, thus, to good art. (shrink)

De snelheid van het moderne leven en de vluchtigheid van beeld en tekst op het scherm brengen ons steeds verder af van alles wat naar reflectie en diepgang tendeert. Geen aspect van het leven blijft onaangetast door de imago-industrie. De strategie van de leugen, de valse vergetelheid en de ontkenning van de dood kunnen alleen door reflectie op het culturele verleden bestreden worden.

The multiple-choice video game Life is Strange was described by its French developers as a metaphor for the inner conflicts experienced by a teenager in trying to become an adult. In psychological work with adolescents, there is a stark similarity between what they experience and some concepts of existentialist philosophy. Sartre’s script for the movie Les Jeux Sont Faits (literally “games are made”) uses the same narrative strategy as Life is Strange—the capacity for the main characters to travel back in (...) time to change their own existence—in order to stimulate philosophical, ethical, and political thinking and also to effectively simulate existential “limit situations.” This article is a dialogue between Sartre’s views and Life is Strange in order to examine to what extent questions such as what is freedom? what is choice? what is autonomy and responsibility? can be interpreted anew in hybrid digital–human—“anthrobotic”—environments. (shrink)

ABSTRACTThis paper explores the role of exemplarity in education through a conceptualisation of two different dimensions of exemplarity in educational practice. Pedagogical exemplarity, which relates to the pedagogical and ethical dimension of educational practice. In other words, this dimension explores the educational moments when someone takes up an exemplary function in educational practice. Didactical exemplarity, which relates to the exemplary function of subject matter or educational content. In other words, this dimension explores the educational moments when something takes up an (...) exemplary function in educational practice. Through an initial conceptual exploration of these two dimensions, via the works of Linda Zagzebski and Martin Wagenschein, the paper sets out to lay the foundation for a deeper understanding of the role of exemplarity in education. (shrink)

ABSTRACTThe role of exemplification and exemplars is receiving increasing attention in educational theory. Usually, this is connected to emulation models in character and moral education. Exemplars in this framework are those who show us how to act and what to do, and inspire us emotionally to improve. In Hannah Arendt’s unfinished work on judgement, the exemplar plays a different role. Instead of functioning as an inspiration for behavioural change, the exemplar inspires thinking. In Men in Dark Times and the lecture (...) series ‘Some questions of moral philosophy’, we find a collection of texts describing in detail some of the intellectual inspirations for Arendt’s work on exemplarity and judgement. In this paper, I will use an exploration of these texts as a starting point for considering the role of exemplarity in the development of educational judgement. (shrink)

It is well-known among historians that rhetoric was at the centre of the studia humaniora in the Italian Renaissance and an important part of education in those times. In this essay the author draws attention to three short tracts discussing the merits of rhetoric from various points of view. Ognibene da Lonigo claims in Oratio de laudibus eloquentiae that rhetoric is absolutely indispensable in all fields of human life. In Filippo Beroaldo’s Declamatio philosophi, medici et oratoris de excellentia disceptantium, (...) the orator gains the victory over his rivals. Both these writers argue mainly by citing ‘authorities’. In his Dialogus de eloquentia, Marcantonio Maioragio tries to argue by rational argument for the higher value of the studia humaniora over an exclusively Christian education. None of the three authors achieves more than plausibility for his claim. The echo of Cicero’s philosophical and rhetorical works is clearly perceptible in all of them. (shrink)

Videnskabsteori handler om krav til videnskabelig viden, og disse krav hviler på forudsætninger, der kan ekspliciteres yderligere. -/- Specielt i dag er der dog brug for en bog, der ikke blot analyserer den klassiske videnskabsteori, men i samme diskurs også forholder sig til de meget forskellige tankegange, der i dag giver sig ud for at være videnskabsteori. -/- Om videnskabelig viden til dem, der ønsker et bedre videnskabsteoretisk overblik, og til dem som ønsker at gå mere i dybden med den (...) egentlige filosofiske videnskabsteori. Bogen henvender sig til studerende og færdige kandidater inden for især samfundsvidenskab og humaniora. -/- Asger Sørensens ambition med bogen er at bidrage til klarhed og fornuft i en verden, hvor ideologisk forblændelse ikke blot sker gennem massemedier og underholdningsindustri, men også gennem en akademisk teoriproduktion, der udvikler og anerkender alle mulige programmer for videnskab. (shrink)

Written Culture in Daghestan. Edited by Moshe Gammer. Series Humaniora, vol. 369. Helsinki: Finnish Academy of Sciences, 2015. Pp. 226, figs. €35.

Steiner stelt dat men in elk tijdperk het 'adieu van de muzen' meende te horen, maar de onwil om de gruwelijkheden van de twintigste eeuw onder ogen te zien, zou de humaniora van vandaag de dag werkelijk ondermijnd hebben.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Islamic Aesthetics: An IntroductionSulejman BostoIslamic Aesthetics: An Introduction. By Oliver Leaman. Edinburgh: Edinburgh University Press. Pp. 216. Hardcover £55.00. Paper £16.99.IIf Islamic Aesthetics: An Introduction by Oliver Leaman falls into your hands,1 you may well find it hard to curb your curiosity and resist the challenge, given that "Islamic [End Page 502] topics" are so much in the forefront these days, especially in relation to global politics, but (...) no less in the widely diverse cultural, theological, philosophical, sociological, and other fields of strictly academic interest. With this conjuncture—along with the inflationary interest of the market in everyday politics and journalism, which is shaped by the crisis that has engulfed the world and the globalization of discord, by ideological conflicts and clashing worldviews, by the economic and political struggle for dominance and power, and by the simplifications resorted to by the media culture of today as it promotes a new type of instant, fast-generated, and easily digested knowledge—issues are frequently vulgarized, reducing serious, unresolved questions of understanding cultures and civilizations to the superficial discourse of stereotypes and prejudices and their manipulation in and by everyday politics.The counter or alternative to this conjuncture and its mundane political motives, which are highly diverse and often marked by opposing interests, ought to be an entirely new cognitive and hermeneutic strategy designed, with regard to the sociocultural and spiritual sciences falling within the term humaniora, both to ensure academic objectivity and methodological dependability and to further a nonviolent hermeneutic openness to the Other—the existential, social, and historical connections and interactions between individuals, societies, cultures, knowledge, belief, and so forth—in which our human lives run their course. This hermeneutic need, however, is not convertible with the new and mutually contradictory developments in globalization—to the extent that globalization means not merely interconnection and political, technological, and economic standardization, but also a leveling down designed to obliterate difference and lead to bland uniformity. To the contrary, this hermeneutic does not mean aspiring to eradicate differences, but rather necessarily involves a dialectic of recognition based on the premise of a nonviolent will for understanding and entente. What is needed, in fact, is a new culture of mutual recognition, for which neither mere spontaneous sympathy for today's much-vaunted "dialogue" nor the moralistic incantations by which public discourse pays lip service to it will be sufficient. Such a culture demands the ability critically to reassess established orders of knowledge, a critique of prevailing clichés and stereotypes, and a positive, systematic knowledge of and familiarity with the material being presented and discussed. In other words, a culture of recognition inevitably presupposes a culture of knowledge, from which alone one may expect cognition, exchange, understanding, and concord.Clearly, knowledge acquired in the domain of historical, cultural, spiritual, or humanist studies, the domain of the social sciences, is not of the same nature as the positivism and objectivism of the natural sciences, nor does it share the latter's universality, since matters concerning our past existence and our creations and inventions, with their historical mutability and temporal nature, their historical, social, or cultural relativity, are resistant to absolute objectivization and reduction to the cognitive norm of unambiguity. If the hermeneutic task, in its encounter with the current historical material of human thought and formation, is faced with the dangers of an adverse, relativistic infinity in which everything is convertible with [End Page 503] everything else, then, in the absence of a uniform criterion of truth and knowledge and its purposes, one must conclude that "unity of sense" or "unity of meaning" is impossible. Despite this danger, the hermeneutic experience—with, as its basis, the unity of experience of understanding to be found in the postulate of human historicality and finitude, which suggests to us the bond between us in the open human "communication through historical time"—invokes the indispensable openness and free flow of the most diverse human expressions, works, and meaningful acts, in which people in their diverse historical groupings and circumstances, social environments and differing experiences, and languages and cultures meet in the same historical, existential play—the transformation of primal chaos into... (shrink)

Den finske filosof Jaakko Hintikka er en af det 20. århundredes mest indflydelsesrige tænkere. Han blev født i 1929 i Vantaa i Finland og studerede filosofi og matematik ved universitetet i Helsinki under Eino Kaila og G.H. von Wright. Kaila er ikke kendt af mange - om end han af sin samtid blev anset som en sand naturfilosof, kyndig i såvel humaniora som naturvidenskab - men von Wright, den finske filosof med det tyskklingende efternavn, ringer måske en klokke. For (...) nu lige at få kongerækken på plads overtog von Wright i en periode Ludwig Wittgensteins professorat i Cambridge og Wittgensteins lærermester (for en tid) var ingen ringere end Lord Bertrand Russell. I begyndelsen af 1950'erne fik Hintikka en stilling på Harvard University og har sidenhen beklædt fornemme professorater blandt andet på Stanford University, Florida State University (samtidig med hans altid faste professorat på universitetet i Helsinki) og Boston University, hvor han stadig virker på fuld tid, selv om han snart passerer de 80. (shrink)

»Yn dyner rechtferdicheyt vorlose my.« Die Semantik der Gerechtigkeit in den vorreformatorischen mittelniederdeutschen Bibelübersetzungen.

Hans Jonas’ “philosophical biology,” although developed several decades ago, is still fundamental to the contemporary reflection upon the meaning of life in a systems thinking perspective. Jonas, in fact, closely examines the reasons of modern science, and especially of Wiener’s Cybernetics and Bertalanffy’s General System Theory, and at the same time points out their basic limits, such as their having a reductionistic attitude to knowledge and ontology. In particular, the philosopher highlights the problematic consequences of scientific reductionism for human nature. (...) As the final result of an overall process of naturalization, the essence of the human being is reduced to its quantitative features only, while the “meaning” of life as such becomes no different from the “fact” of its material consistency. However, the problem is that by such a process, the human being is deprived of his specificity. (shrink)