Decentralised ledgers are gaining momentum following the interest of industries and people in smart contracts. Major attention is paid to blockchain applications intended for trading assets that exploit digital cryptographic certificates called tokens. Particularly relevant tokens are the non-fungible tokens (NFTs), namely, unique and non-replicable tokens used to represent the cryptographic counterpart of assets ranging from pieces of art through to licenses and certifications. A relevant consequence of the hard-coded nature of blockchains is the hardness of probing, in particular when (...) advanced searchers involving the capabilities of the smart contracts or the assets digitised by NFTs are required. For this purpose, a formal representation for the operational semantics of smart contracts and of tokens has become particularly urgent, especially in economy and finance, where blockchains become increasingly relevant. Hence, we feel the need to tailor Semantic Web technologies to achieve that semantic representation at least for NFTS. This article reports on an ontology that leverages the Ontology for Agents, Systems, and Integration of Services (“OASIS”) towards the semantic representation of smart contracts responsible for managing ERC721-compliant NFTs and running on the Ethereum blockchain. Called Ether-OASIS, the proposed ontology adopts OASIS and tailors its behaviouristic approach to the Ethereum blockchain by conceiving smart contracts as agents running on the blockchain and, consequently, smart contract interactions as agent commitments. Smart contracts are represented in terms of their actions, purposes and tokens that they manage, thus realising a blockchain that is more usable both by users and automated applications. The ontology is evaluated using standard ontological metrics and applied on a case study concerning the minting and transferring of NFTs that digitise batches of wheat. (shrink)

We consider fragments of the relational logic RL(1) obtained by posing various constraints on the relational terms involving the operator of composition of relations. These fragments allow to express several non classical logics including modal and description logics. We show how relational dual tableaux can be employed to provide decision procedures for each of them.

We describe a relational framework that uniformly supports formalization and automated reasoning in varied propositional modal logics. The proof system we propose is a relational variant of the classical Rasiowa-Sikorski proof system. We introduce a compact graph-based representation of formulae and proofs supporting an efficient implementation of the basic inference engine, as well as of a number of refinements. Completeness and soundness results are shown and a Prolog implementation is described.

We present an OWL 2 ontology, called SaintGall, representing the Saint Gall plan, one of the most ancient documents arrived intact to us. The Saint Gall plan describes the ideal model of a Benedictine monastic complex that inspired the design of many European monasteries. The structural, functional, and architectural specification of an ideal Benedectine monastery is modeled by the SaintGall ontology, which allows one to analyse and model the Monastery architectural type. This work started with the purpose of relating Catania’s (...) San Nicolò l’Arena Benedectine Monastery with the abstract notion of Benedectine monastery, in the ambit of an ontological model based on the renovation works carried out by the architect Giancarlo De Carlo and developed by the same authors. The SaintGall ontology opens a research path aiming at comparing different monastic architectures that can be useful in any intervention of refurbishment or design for a monastery. (shrink)

Marianna PapastephanouUniversity of CyprusSince Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reali...

Although episodes of captive breeding for display and acclimatization purposes date back to the 19th century, systematic breeding for species conservation first became the central mission for European zoological gardens in the interwar period. While most scholars explain this shift as a result of a decline in the global trade of exotic animals, my analysis points to the simultaneous renewed interest in native endangered and extinct species as a catalyst for captive breeding experiments. This article considers the role of zoos (...) in one of the earliest de-extinction projects, namely the breeding back of the Eurasian wild horse. By investigating two breeding programs, those initiated by Tadeusz Vetulani in Poland and the Heck brothers in Germany, my analysis reveals not only the political stakes, but also the different methods employed in these attempts to resurrect the tarpan. More specifically, I explore how scientific ideas about heredity and hybridization, as well as understandings of the porous boundary between domestic and wild horses, paved the way for selective breeding to be mobilized as a means of bringing back the extinct species. This ambitious goal reinvigorated the scientific function of the zoo by making it an experimental ground for undoing extinction, and laid the groundwork for its future role in the emergent wildlife conservation movement. In addition to mapping out knowledge exchange between zoologists, geneticists, and paleontologists, this article traces the circulation of specimens between natural history museums, zoos, and wildlife reserves to underscore the material dimension of ex situ conservation practices. (shrink)

The Depression Anxiety Stress Scales is a set of psychometrically sound scales that is widely used to assess negative emotional states in adults. In this project, we developed the Depression Anxiety Stress Scales for Youth and tested its psychometric properties. Data were collected from 2,121 Australian children and adolescents aged 7–18. This sample was split randomly into a calibration group and a cross-validation group. First, we used Confirmatory Factor Analysis on the calibration group to test the 3-factor DASS model on (...) 40 items we had developed in previous exploratory studies. We then selected the best-performing 21 items based on both statistical and theoretical considerations, guided by the structure and item content of the adult DASS. We cross-validated this new 21-item model in the second half of the sample. Results indicated good fit for the final 21-item 3-factor DASS model in both groups of children and adolescents. Multiple regression analyses showed that when scores on the other DASS-Y scales were held constant, the DASS-Y Depression scale had a strong negative relationship with positive affect and life satisfaction, the DASS-Y Anxiety scale was strongly associated with physiological hyperarousal, and the DASS-Y Stress scale was associated with excessive worrying. However, the relationship between Stress and worrying was only evident from age 10 onwards. Our results show that the core symptoms that define depression, anxiety and stress in children and adolescents are similar to those previously found in adults. The DASS-Y is a public domain instrument that we hope will prove useful in both research and clinical contexts. (shrink)

Traditional medical practices and relationships are changing given the widespread adoption of AI-driven technologies across the various domains of health and healthcare. In many cases, these new technologies are not specific to the field of healthcare. Still, they are existent, ubiquitous, and commercially available systems upskilled to integrate these novel care practices. Given the widespread adoption, coupled with the dramatic changes in practices, new ethical and social issues emerge due to how these systems nudge users into making decisions and changing (...) behaviours. This article discusses how these AI-driven systems pose particular ethical challenges with regards to nudging. To confront these issues, the value sensitive design approach is adopted as a principled methodology that designers can adopt to design these systems to avoid harming and contribute to the social good. The AI for Social Good factors are adopted as the norms constraining maleficence. In contrast, higher-order values specific to AI, such as those from the EU High-Level Expert Group on AI and the United Nations Sustainable Development Goals, are adopted as the values to be promoted as much as possible in design. The use case of Amazon Alexa's Healthcare Skills is used to illustrate this design approach. It provides an exemplar of how designers and engineers can begin to orientate their design programs of these technologies towards the social good. (shrink)

Berichte zur Wissenschaftsgeschichte, EarlyView.

This paper focuses on the relationship between journalism and right wing populist discourses in the context of broadcast news interviews. We analyse a specific feature of question design in which the public is invoked as a source of opinionated positions in adversarial interviewing. Analysing data from a range of socio-political contexts, we identify a shift in adversarial questioning along a scale of ‘soft’ populism, that is the attribution of views and concerns to a generic public ‘in crisis’, to ‘hard’ populism, (...) where interviewers construct hypothetical scenarios in which populist positions are attributed to ‘some people’. We argue that the democratic role of journalists as public watchdogs, holding politicians and public figures accountable on behalf of the public, is challenged by this normalisation of populist moral order discourses in a routine journalistic practice, both drawing on and contributing to the propagation of populist agendas and anti-democratic populist rhetoric. (shrink)

In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and (...) reconsider the current place and potential role of education within the context of global affairs. From this perspective, the antagonistic impulses cultivated by globalisation and some globalist discourse are singled out and targeted via a radicalization of educational orientations. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education. (shrink)

Analytic Philosophy, Volume 62, Issue 3, Page 295-311, September 2021.

The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change‐friendly and context‐sensitive but we argue that it is oblivious to other, non‐purposive kinds (...) of rationality that are indispensable to critical thought. Our suggestion is that there is an aporetic element in critical thought that is missing from contemporary educational positions. We consider some other efforts to redeem the surplus of criticality that performativity fails to take into account and conclude that the aporetic element that we highlight accommodates better than other theories do the significance of thematizing the taken‐for‐granted instead of focusing on problem solving. (shrink)

In this paper, I will focus on a type of confabulation that emerges in relation to questions about mental attitudes whose causes we cannot introspectively access. I argue against two popular views that see confabulations as mainly offering a psychological story about ourselves. On these views, confabulations are the result of either a cause-tracking mechanism or a self-directed mindreading mechanism. In contrast, I propose the view that confabulations are mostly telling a normative story: they are arguments primarily offered to justify (...) one’s attitudes, and they are produced by our argumentative reasoning mechanism driven by the biological goal of presenting ourselves as good reasoners and as reliable sources of information. (shrink)

Healthcare is becoming increasingly automated with the development and deployment of care robots. There are many benefits to care robots but they also pose many challenging ethical issues. This paper takes care robots for the elderly as the subject of analysis, building on previous literature in the domain of the ethics and design of care robots. Using the value sensitive design approach to technology design, this paper extends its application to care robots by integrating the values of care, values that (...) are specific to AI, and higher-scale values such as the United Nations Sustainable Development Goals. The ethical issues specific to care robots for the elderly are discussed at length alongside examples of specific design requirements that work to ameliorate these ethical concerns. (shrink)

Local seed systems remain the fundamental source of seeds for many crops in developing countries. Climate resilience for small holder farmers continues to depend largely on locally available seeds of traditional crop varieties. High rainfall events can have as significant an impact on crop production as increased temperatures and drought. This article analyzes the dynamics of maize diversity over 3 years in a farming community of Yucatán state, Mexico, where elevated levels of precipitation forced farmers in 2012 to reduce maize (...) diversity in their plots. We study how farmers maintained their agroecosystem resilience through seed networks, examining the drivers influencing maize diversity and seed provisioning in the year preceding and following the 2012 climatic disturbance. We found that, under these challenging circumstances, farmers focused their efforts on their most reliable landraces, disregarding hybrids. We show that farmers were able to recover and restore the diversity usually cultivated in the community in the year following the critical climate event. The maize dynamic assessed in this study demonstrates the importance of community level conservation of crop diversity. Understanding farmer management strategies of agrobiodiversity, especially during a challenging climatic period, is necessary to promote a more tailored response to climate change in traditional farming systems. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre’s notion of the ‘practico-inert’ as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at the heart of (...) the contemporary philosophical stance towards education. Generally, philosophy today does not allocate redemptive-political space to education and its practices (such as assessment). Hannah Arendt’s and Alain Badiou’s ideas on knowledge, statistics and everydayness are used here as examples, and the received view is further criticised. Then, another possible connection of philosophy and education is examined, one that would attribute to education a more active, politically operative and central role in philosophy. (shrink)

Cosmopolitan concern for the whole world is often treated as oppositional to particular collectivities, to corresponding sensibilities and to the obligations that follow from them. Tensions revolve around demands made upon the self (depending on the emphasis on the local or the global) and infuse educational discourse accordingly. Culturalism approaches the self as a culturally or multiculturally shaped identity, monopolises the terrain of cosmopolitan debate and narrows the scope of cosmopolitan education only to encouraging hybridity of selfhood and to cultivating (...) respect and tolerance of global diversity. In this article, I discuss Jeremy Waldron’s conception of cosmopolitan selfhood by drawing on the exemplary status attributed to specific manifestations of hybrid identity. What will gradually emerge from my discussion is, hopefully, a broadening of cosmopolitan demands upon the self and an emphasis on the transforming and reforming rather than the forming or informing significance of cosmopolitan education. This trans/re-forming significance is attached to a critical positioning of the subject regarding the ethico-political responsibilities of one’s home (-land, culture, commitments) that often go unnoticed. Doing one’s homework is shown to be a precondition for a cosmopolitanism understood within the order of treatment of, rather than agreement with, the Other. (shrink)

Although still highly controversial, the idea that we can use technology to radically alter our environment in order to mitigate the climate challenges we now face is becoming an ever more discussed approach. This chapter takes up a specific climate engineering technology, carbon capture, usage, and storage (CCUS), and highlights how this technology works and how its governance still needs further work to ensure that it is aligned to the ideal of sustainable development. Given that climate engineering technologies like CCUS (...) have the potential to ameliorate many of the climate issues and support the SDGs, there remains a lacuna of inserting these globally impactful technologies within a normative political framework to respect that proper responsibility is attributed. The aim of the chapter is to examine the concept of accountability, how it has been traditionally understood in the literature, and why a polysemic and multidimensional account of accountability is required if climate engineering technologies like CCUS are actually to support sustainable development. This may serve as a first theoretically informed basis for reflection on how to create a synergy between the responsible deployment of climate engineering innovation and the achievement of the SDGs targets, one that can shed light on how justifications and decisions about sustainable strategies and constraints are managed, taken and communicated. (shrink)

While the notion of risk remains under-theorised in moral philosophy, risk aversion and moralist self-protection appear as dominant cultural tendencies saturating educational orientation and practice. Philosophy of education has responded to the educational emphasis on risk management by exposing the unavoidable and positive presence of risk in any endeavour to learn and teach. Taking such responses into account, I discuss how the theoretical connection of risk and education could be radicalised through an ethical approach combined with epistemological and existential concerns. (...) My aim is to propose an ethics that is sensitive to the difference between risks taken and risks imposed and to the cultural variations of what counts as danger. Finally, I explain how the educational relevance of such an ethics requires a prior questioning of the western understanding of self and world that has functioned as a subtext of the dominant view of risk. (shrink)

New technologies are the source of uncertainties about the applicability of moral and morally connotated concepts. These uncertainties sometimes call for conceptual engineering, but it is not often recognized when this is the case. We take this to be a missed opportunity, as a recognition that different researchers are working on the same kind of project can help solve methodological questions that one is likely to encounter. In this paper, we present three case studies where philosophers of technology implicitly engage (...) in conceptual engineering (without naming it as such). We subsequently reflect on the case studies to find out how these illustrate conceptual engineering as an appropriate method to deal with pressing concerns in the philosophy of technology. We have two main goals. We first want to contribute to the literature on conceptual engineering by presenting concrete examples of conceptual engineering in the philosophy of technology. This is especially relevant, because the technologies that are designed based on the conceptual work done by philosophers of technology potentially have crucial moral and social implications. Secondly, we want to make explicit what choices are made when doing this conceptual work. Making explicit that some of the implicit assumptions are, in fact, debated in the literature allows for reflection on these questions. Ultimately, our hope is that conscious reflection leads to an improvement of the conceptual work done. (shrink)

The pervasiveness of AI-empowered technologies across multiple sectors has led to drastic changes concerning traditional social practices and how we relate to one another. Moreover, market-driven Big Tech corporations are now entering public domains, and concerns have been raised that they may even influence public agenda and research. Therefore, this chapter focuses on assessing and evaluating what kind of business model is desirable to incentivise the AI for Social Good (AI4SG) factors. In particular, the chapter explores the implications of this (...) discourse for SDG #17 (global partnership) and how this goal may encourage Big Tech corporations to strengthen multi-stakeholder partnerships that promote effective public-private and civil society partnerships and the meaningful co-presence of non-market and market values. In doing so, the chapter proposes an analysis of the sociological notion of "social license to operate" (SLO) elaborated in the mining and extractive industry literature and introduces it into the discourse on sustainable digital business models and responsible management of risks in the digital age. This serves to explore how such a social license can be adopted as a practice by digital business models to foster trust, collaboration and coordination among different actors - AI researchers and initiatives, institutions and civil society at large - for the support of SDGs interrelated targets and goals. (shrink)

Adjectives such as “environmental”, “social”, “cosmopolitan”, “relational”, “distributive”, etc. reflect how scholars discern the many faces of justice and put several claims to, and claimants of, justice in perspective. They have also helped related research to focus on some surfaces of justice, that is, on spaces that invite justice, localities and formations, such as the state, social policies, social institutions, etc. within which ethical-political challenges unravel. Diverse philosophical perspectives enable context-specific explorations of (sur)faces of justice. However, I argue, there is (...) more to the concept of justice than what perspectives (considered alone or in their sum total) allow us to view. To theorize how this surplus may be more discernible through stereoscopic rather than perspectival optics I first describe how educational-philosophical perspectives, old and new, discuss just education or education for justice; and then I critique the very notion of perspective on which scholarly work relies. Despite their merits, perspectival framings of justice fail to address the interconnectivity of various (sur)faces of justice. (shrink)

Our ability to deal with abstract concepts is one of the most intriguing faculties of human cognition. Still, we know little about how such concepts are formed, processed, and represented in mind. Current views are presented in their most recent and advanced form in this special issue, and directly compared and discussed in a lively debate, reported at the end of each chapter. The main results are reported in the editors’ introduction.

Though concerned with knowledge, this article begins with unknown political events that are ignored by the culture and educational practices of the societies in whose name the events took place. The questions that these events raise indicate a relation of epistemology with ethics and education that complicates some theoretical and managerial attitudes to knowledge. This relation, along with Richard Smith’s notion of knowingness, will frame an exploration of virtue-epistemologies that contests epistemic exaggerations of the knower as accomplished virtuous character. The (...) article emphasizes the need for a normative epistemology that critically invigorates the educational aim of transmitting knowledge and submits it to ethico-political considerations. (shrink)

At times, weird stories such as the Pizzagate spread surprisingly quickly and widely. In this paper I analyze the mental attitudes of those who seem to take those absurdities seriously: I argue that those stories are often imagined rather than genuinely believed. Then I make room for the claim that often these imaginings are used to support group ideologies. My main contribution is to explain how that support actually happens by showing that motivated cognition can employ imagination as a seemingly (...) rational tool to reinforce and protect ideologies. (shrink)

This article discusses how John Dewey's “Report and Recommendation upon Turkish Education” and some of Dewey's related travel narratives reflect “civilizing mission” imperatives and involve multiple utopian operations that have not yet attracted political-philosophical attention. Such critical attention would reveal Dewey's misjudgments concerning issues of diversity, geopolitics, and global justice. Based on an ethicopolitical reading of the relevant sources, the aim here is to expose developmentalist and colonial vestiges, to raise searching questions, and to obtain a heightened view on the (...) stakes of Dewey's utopianism and progressive pragmatism. The article concludes that the acknowledgment of the Armenian genocide constitutes a major challenge to Dewey scholarship. (shrink)

This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of ‘Being’ and as the result of learners’ engagement with the world in their own, unique, intentional manners. The learners’ intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio‐cultural contexts of the everyday, lived (...) world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them. (shrink)

In the article the key terms including “coach”, “coaching”, “coaching technology” used in the area of educational leadership are investigated. The purpose, tasks and types of coaching in the educational management are determined. The coaching algorithm as a technology targeted at unlocking the potential of university faculty and staff is explained. The emphasis is placed on the use of coaching principles that ensure effective leadership. The immense potential that coaching technology provides for the educational leadership is considered. The role of (...) master programs that offer specialized training for future leaders in different educational environments is outlined. In order to stimulate professional education, leader’s ability to make ethical managerial decisions, develop responsibility, confidence in their own capabilities, the ways of implementing coaching technology in higher education are substantiated. The key competencies and masteries that educational leaders have to acquire are outlined. Today’s schools lack experienced leader that can ensure stability and growth. To understand the problems and challenges that schools in Ukraine are facing, principals in two regions of Ukraine have been served regarding their awareness of the term “coaching” and its practical importance for the effective educational management. It is argued that coaching as a strategy to ensure effective leadership is considered to be a powerful resource for any educational setting. The framework of coaching treats each and every employee as a unique, creative personality, able to independently solve a number of tasks, take initiative, make choices, and realize goals. (shrink)

The automobile has reshaped our conceptions of space and our modes of accessing and penetrating the urban and non-urban territory in multiple ways, revolutionizing how architects perceive the city and contributing significantly to the transformation of the relationship between architecture and the city. Despite the fact that many architects and architectural critics and theorists have been attracted to automobile vision, in the field of history and theory of architecture and urban design, many questions concerning the impact of the automobile on (...) our perception of the city and its territory have not yet been explored in depth. This is surprising when one considers that no other single factor changed the city so drastically during the twentieth century as the pervasive presence of the automobile. The article examines three different cases of architects—John Lautner, Alison and Peter Smithson, and Aldo Rossi—who tried to construct new visual regimes in photography from the car. The main objective is to present how new visual regimes in photography from the car informed in various ways the visual attitudes in their designs of buildings. The interexchange between the ways of capturing the views from the car and the formation of new design methods can explain the necessity to establish a new theoretical framework offering the possibility to historians of architecture and urban design to address in a sharp and concrete way the reciprocal relation between automobile vision and design approaches. (shrink)

Drawing on notions of alienation, reification and rationalization in their book Dialectic of Enlightenment, Adorno and Horkheimer explored the phenomenon of reason as such concerning the subject and the species, and diagnosed the pathologies of occidental societies. Reason provides the means for a vulnerable being to subordinate nature and serve its desire for self-preservation. However, this reason is instrumental since it objectifies the world and reifies other beings in order to render them manipulable. It is a subjective reason because it (...) promotes the subject's own ends and aims at the subject's survival at the expense of the individual's inner world of unconscious desires and instincts and the reconciliation of human beings with the external world. The myth of Ulysses is magnificantly interpreted by Horkheimer and Adorno along such anthropological lines. As I see it, this anthropology inexorably connects the advent of civilization with the reifying power of reason from the start. Against the early Frankfurt School anthropological explanation of reason, I defend the distinction between communicative and strategic rationality that presupposes a different anthropology from the Freudian one that informed the Dialectic of Enlightenment. (shrink)

Responding to Jan Masschelein’s discussion of critical distance and the trivialisation of critique in his ‘How to Conceive of Critical Educational Theory Today?’, I draw attention to the antinomic character of immanence and transcendence—that is, to the way that it entails both non-circumventible necessity and omnipresent risks. I argue that the discourse of critical thinking in education is exemplary of the tensions generated by such consolidated meanings. Through this prism, I aim to offer a nuanced account of ways in which (...) the trivialisation of critique nurtures narcissistic and conformist tendencies that do not leave unaffected any critical philosophical line of thought. To illustrate my critique of contemporary critical education of all persuasions, I deal with an ethics of reading and writing. I suggest that, rather than encouraging cynicism and an abdication of responsibility, this antinomic character of critique should discourage any complacent and one-sided reliance on one’s own tradition. (shrink)

L’article examine les « compositions » de Tchernikhov en liant sa recherche constante de nouvelles formes à la capacité de convertir les « fantaisies » en représentations. Contrairement à Aristote, qui conçoit la mimèsis comme l’équivalent de l’entreprise artistique, Tchernikhov perçoit ses « compositions » comme des actes de dépassement de la mimèsis par la phantasia. Les illustrations visionnaires de ses Fantaisies architecturales expriment son intention de remplacer les mots par des images graphiques. Son approche est fondée sur la croyance (...) que la puissance de l’imagination permet à la langue graphique, qui est par ailleurs internationale, de fonctionner comme un précurseur du progrès. L’objectif de l’article est d’élucider comment Tchernikhov traite la tension entre imagination et réalité et d’examiner dans quelle mesure sa production graphique parvient à surmonter la mimèsis à travers la phantasia. La réponse à ces questions pourrait nous aider à expliquer pourquoi Tchernikhov a souvent été jugé comme inclassable et à évaluer à quel point sa démarche reflète les polarités entre les rationalistes et les constructivistes. L’opposition entre « composition » et « construction » permet de mieux comprendre le positionnement à la fois singulier et fondamental de Tchernikov par rapport au constructivisme. L’article met en évidence le fait que le rôle essentiel de la phantasia pour Tchernikhov découle de la valorisation de la « composition » plutôt que la « construction ». (shrink)

Against narrow understandings of educational research, this article defends the relevance of philosophical anthropology to ethico-political education and contests its lack of space in the philosophy of education. My approximation of this topic begins with comments on philosophical anthropology; proceeds with examples from the history of educational ideas that illustrate what is at stake in placing realism, impossibility and education side by side; and moves to what anthropologically counts as realism or realistic expectations from education. The etymology of the word (...) ‘education’ allows us to unveil educational connections with human nature that demarcate (im)possibility and thematize essentialism. By investigating various questions concerning human nature, philosophical anthropology becomes important for exploring the aims and scope of education in their utopian or anti-utopian framings. (shrink)