This is the first full-length biography in more than fifty years of Immanuel Kant, one of the giants amongst the pantheon of Western philosophers as well as the one with the most powerful and broad influence on contemporary philosophy. It is well known that Kant spent his entire life in an isolated part of Prussia living the life of a typical university professor. This has given rise to the view that Kant was a pure thinker with no life of his (...) own, or at least none worth considering seriously. In this biography, Manfred Kuehn debunks that myth once and for all. Taking account of the most recent scholarship Professor Kuehn allows the reader to follow the same journey that Kant himself took in emerging as a central figure in modern philosophy. (shrink)

The interpretation of Kant's Critical philosophy as a version of traditional idealism has a long history. In spite of Kant's and his commentators’ various attempts to distinguish between traditional and transcendental idealism, his philosophy continues to be construed as committed to various features usually associated with the traditional idealist project. As a result, most often, the accusation is that his Critical philosophy makes too strong metaphysical and epistemological claims.In his The Revolutionary Kant, Graham Bird engages in a systematic and thorough (...) evaluation of the traditionalist interpretation, as part of perhaps the most comprehensive and compelling defence of a revolutionary reading of Kant's thought. In the third part of this special issue, the exchanges between, on the one hand, Graham Bird and, on the other, Gary Banham, Gordon Brittan, Manfred Kuehn, Adrian Moore and Kenneth Westphal focus on specific aspects of Bird's interpretation of Kant's first Critique. More exactly, the emphasis is on specific aspects of Bird's interpretation of the Introduction, Analytic of Principles and Transcendental Dialectic of Kant's first Critique.The second part of the special issue is devoted to discussions of particular topics in Bird's construal of the remaining significant parts of the first Critique, namely, of the Transcendental Aesthetic and the Analytic of Concepts. Written by Sorin Baiasu and Michelle Grier, these articles examine specific issues in these two remaining parts of the Critique, from the perspective of the debate between the traditionalist and revolutionary interpretation. The special issue begins with an Introduction by the guest co-editors. This provides a summary of the exchanges between Bird and his critics, with a particular focus on the debates stemming from the differences between traditional and revolutionary interpretations of Kant. (shrink)

An examination of the relation between war and politics, by one of the twentieth century’s most influential thinkers From 1971 until 1984 at the College de France, Michel Foucault gave a series of lectures ranging freely and conversationally over the range of his research. In Society Must Be Defended , Foucault deals with the emergence in the early seventeenth century of a new understanding of war as the permanent basis of all institutions of power, a hidden presence within society that (...) could be deciphered by an historical analysis. Tracing this development, Foucault outlines the genealogy of power and knowledge that had become his dominant concern. (shrink)

Schopenhauer’s invective is legendary among philosophers, and is unmatched in the historical canon. But these complaints are themselves worthy of careful consideration: they are rooted in Schopenhauer’s philosophy of language, which itself reflects the structure of his metaphysics. This short chapter argues that Schopenhauer’s vitriol rewards philosophical attention; not because it expresses his critical take on Fichte, Hegel, Herbart, Schelling, and Schleiermacher, but because it neatly illustrates his philosophy of language. Schopenhauer’s epithets are not merely spiteful slurs; instead, they reflect (...) deep-seated theoretical and methodological commitments to transparency of exposition. (shrink)

... PREFACE Paul Gochet (Liege) "[...] une entite physique ne peut etre envisagee que comme une sorte de concretisation, de consolidation locale dans un ...

In lieu of an abstract, here is a brief excerpt of the content:Hume and Tetens Manfred Kuehn Kant was neither the only nor even the first German philosopher who publicly responded to Hume. Indeed, there were many. But there were none who came as close to appreciatingHume as didJohann Nicolaus Tetens, who, in his two main works, the Über die allgemeine speculativische Philosophie or On General Speculative Philosophy (1775), and the Philosophische Versuche über die menschliche Natur und ihre Entwicklung or (...) Philosophical Essays on Human Nature and itsDevelopment (1?7), not only argued that Hume was a philosophical force to be reckoned with, but also seemed to think that philosophical progress wasimpossiblewithoutan extensionandfurtherdevelopment ofHumean views. This alone would make him an interesting figure in the history of the reception of Hume's philosophy, but, since Tetens is one ofthe most important representatives ofempiricism in eighteenthcentury Germany, and since he put forward ideas that demonstrably influenced Kant, he is perhaps still more interesting. In any case, it is most regrettable that he still is so little studied in Germany today, and that he is almost completely unknown in English-speaking countries. Though Lewis White Beck has offered an interesting discussion of Tetens' critique ofHume in his book on Early German Philosophy, and though some Anglo-American Kant scholars are somewhat aware of Tetens' influence upon Kant, his name is almost never mentioned by philosophical scholars concerned with Hume. If this paper were to remind them of Tetens and his possible importance for the discussion ofissues raised by Hume, I would be very happy. Nevertheless, I must admit to an ulterior motive, for I am not interested in the relationship ofTetens and Hume per se, but rather in how Tetens' discussion ofHume might have influenced Kant's conception of "Hume's problem." My question is: "What could Kant have learned from Tetens about Hume in 1777, that is, about four years before the publication of his Critique ofPure Reason?" To this end, I shall first briefly review the evidence for Kant's study of Tetens; secondly say something about Tetens' discussion of the self; thirdly sketch his theory ofthe causal principle as a special case ofhis laws of association; fourthly represent an important part of his theory of objectiveornecessarytruth; andfinallytryto showhowall ofthismight be significant for our understanding of the development of Kant's position vis a vis Hume. Volume XV Number 2 365 MANFRED KUEHN IL Johann Georg Hamann, always interestedinliterarygossip and always ready to spread it, wrote to Johann Gottfried Herder on May 12, 1779 that Kant was writing on his Critique, and that he had "always open on his desk" Tetens' work. Two years earlier, on October 12, 1777, he had already told him that Kant was "said to be very full of... Tetens." Hamann, mischievous as he could be, not only wanted to bring Kant's former student up to date on the work of his teacher, but clearly also made a comment on Kant's originality. But there are other indications that Kant carefully studied Tetens between 1777 and 1781. Thus, Kant's correspondence with Herz in 1778 contains references to Tetens as having said things of importance, and his reflections of the period also mention him. One ofthe most telling indications ofhis rather close reading ofTetens is to be found in one ofhis letters to the publisher of his first Critique: On October 15, 1780 he writes to him that he would prefer not to have the book set in the type of Tetens' Essays because the latter is "really tiring" to his eyes. That Tetens' work did not only tire his eyes, but also stimulated his thoughts can be seen from one of his preparatory manuscripts to his Prolegomena of 1783, for there Kant suggested that Tetens could have given people occasion to think about the very problem of the Critique. Though he considered Tetens' attempt concerning the possibility of a priori knowledge as failed, he also viewed it as one of the most important attempts in that direction.??. It is well known that Kant himselfclaimed that "Hume's problem" was what first woke him from his dogmatic slumber. Though there is no similar pronouncement by Tetens, it is clear that he not only knew Hume well, but... (shrink)

‘Philosophical dialogue’ indicates both a form of philosophical inquiry and its corresponding literary genre. In its written form, it typically features two or more characters who engage in a discussion concerning morals, knowledge, as well as a variety of topics that can be widely labelled as ‘philosophical’. Our philosophical dialogue takes place in Krakow, Poland. It is a rainy morning and two strangers are waiting at a tram stop. One of them is dressed neatly, and cannot stop fidgeting with his (...) closed umbrella. The other was caught unprepared by the morning downpour and water is dripping from his worn, soaked jacket. (shrink)

Michel Weber, Éléments de routine ayurvédique. Autonomie, rituel et ascèse, Les Éditions Chromatika, 2021. (978-2-930517-82-7 ; pdf 978-2-930517-83-4 ; 104 pp., 14€) -/- L’Ayurvéda propose une philosophie de vie qui articule un vaste système métaphysique (une cosmologie théorique) avec une visée thérapeutique profonde (une anthropologie pratique). -/- À la croisée de la théorie et de la pratique, on trouve la routine (« dinacharya ») dont le but est de susciter l’individuation et la solidarité, c’est-à-dire l’autonomie (de chacun) respectueuse de la (...) communauté (de tous). Ce faisant, elle constitue une ascèse dont l’efficacité a été longuement éprouvée et rarement égalée. (shrink)

This paper describes the local context of Kant’s scientific education. It provides an informed sense of what Kant’s scientific training was like by presenting each relevant member of the philosophy faculty at the university in Königsberg where Kant was a student, and the scientific activities each one was engaged in. On the basis of this picture, it is argued that Kant’s relationship with one of his teachers, Martin Knutzen, may have been much more negative or critical than is typically supposed. (...) This evaluation has important implications especially for understanding Kant’s early works in natural philosophy. (shrink)

Among educational theorists and philosophers there is growing interest in the work of Jacques Derrida and his philosophy of deconstruction. This important new book demonstrates how his work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.

This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness, and more.

Business majors were tested for their attitudes toward the teaching of business ethics in university business education. Respondents indicated that they considered ethics an important part of a business curriculum and that they preferred integrating ethics into a number of different courses rather than taking a separate compulsory or elective ethics course. Ethical business practices were seen by respondents as increasing profit and return on investment and creating a positive work environment and public perception of the organization.

Parkinson´s disease (PD) is a neurodegenerative disorder characterized by motor symptoms following dopaminergic depletion in the substantia nigra. Besides motor impairments however, several non-motor detriments can have the potential to considerably impact subjectively perceived quality of life in patients. Particularly emotion recognition of facial expressions has been shown to be affected in PD, and especially the perception of negative emotions like fear, anger or disgust is impaired. While emotion processing generally refers to automatic implicit as well as conscious explicit processing, (...) the focus of most previous studies in PD was on explicit recognition of emotions only, while largely ignoring implicit processing deficits. Deep brain stimulation of the subthalamic nucleus (STN-DBS) is widely accepted as therapeutic measure in the treatment of PD and has been shown to advantageously influence motor problems. Among various concomitant non-motor effects of STN-DBS, modulation of facial emotion recognition under subthalamic stimulation has been investigated in previous studies with rather heterogeneous results. While there seems to be consensus regarding the processing of disgust which significantly deteriorates under STN stimulation, findings concerning emotions like fear or happiness report heterogeneous data and seem to depend on various experimental settings and measurements. In the present review, we summarized previous investigations focusing on STN-DBS influence on recognition of facial emotional expressions in patients suffering from PD. In a first step, we provide a synopsis of disturbances and problems in facial emotion processing observed in patients with PD. Secondly, we present findings of STN-DBS influence on facial emotion recognition and especially highlight different impacts of stimulation on implicit and explicit emotional processing. (shrink)

This paper is based on the linguistic and cultural experiences of three francophone writers: Ahmadou Kourouma (Abidjan, Ivory Coast), Suzanne Dracius (Martinique), and Barry Jean Ancelet (Louisiana, United States). Their testimonies are discussed in the opening section. A reading of Jacques Derrida's Monolingualism of the Other; or, The Prosthesis of Origin, enables us to analyze the experiences of these three writers, “whose relation to the French language is as vexed and varied as Derrida's own Algerian inheritance” (in the words of (...) an anonymous reviewer). It leads, in the next section, to a discussion of the impossibility of absolute monolingualism demanded by “linguistic imperialism,” the multiplicity inherent in any language, and the violence of a language which claims to be unique, while serving some ideology or power. In the last part, I address the double interdict to which Derrida believes education must respond, and the double entitlement for which it is responsible. (shrink)

This is the first full-length biography in more than fifty years of Immanuel Kant, one of the giants amongst the pantheon of Western philosophers as well as the one with the most powerful and broad influence on contemporary philosophy. It is well known that Kant spent his entire life in an isolated part of Prussia living the life of a typical university professor. This has given rise to the view that Kant was a pure thinker with no life of his (...) own, or at least none worth considering seriously. In this biography, Manfred Kuehn debunks that myth once and for all. Taking account of the most recent scholarship Professor Kuehn allows the reader to follow the same journey that Kant himself took in emerging as a central figure in modern philosophy. (shrink)

This is the first full-length biography in more than fifty years of Immanuel Kant, one of the giants amongst the pantheon of Western philosophers as well as the one with the most powerful and broad influence on contemporary philosophy. It is well known that Kant spent his entire life in an isolated part of Prussia living the life of a typical university professor. This has given rise to the view that Kant was a pure thinker with no life of his (...) own, or at least none worth considering seriously. In this biography, Manfred Kuehn debunks that myth once and for all. Taking account of the most recent scholarship Professor Kuehn allows the reader to follow the same journey that Kant himself took in emerging as a central figure in modern philosophy. (shrink)

This monumental work features the most important German philosophers, jurists, pedagogues, literary critics, doctors, historians, and others whose work has philosophical significance who lived and wrote in the eighteenth century, covering the period between 1701 and 1801. The Dictionary includes work by philosophers whose mother tongue was German, were published in German or who lived in Germany for an extended period of time. Since historic borders are different from today's, the Dictionary includes authors born or who lived in places such (...) as Strasbourg, Danzig, Koenisberg, or Austria. Swiss philosophers are also covered. These philosophers published in German, Latin, French, and Hebrew. Since German philosophy cannot be understood without the influence of French and English philosophers, the work also includes translators and editors. Each entry aims to give the reader insight into the philosophers' life and contribution to the world of thought. Bibliographical references will help with further research. The entries include a biographical sketch, analysis of doctrines with emphasis on historical context, subsequent influences, and bibliography of further works and secondary literature. (shrink)

Originally published under title: Dictionary of eighteenth-century German philosophers: London: Continuum, 2010.

This first book-length collection on Levinas and education gathers new texts written especially for this volume by an international group of scholars well known for their work in philosophy, educational theory, and on Levinas. It provides an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness and more, as its contributing authors address some fundamental educational issues such as: what it means to be a teacher; what it means to learn from a teacher; the role of (...) language in the curriculum; literature, ethics, and education; moral education and human relations in schools; ethics of responsibility and philosophical-pedagogical discourse; educational hospitality and interculturalism; unconditional responsibility and education; educating for participatory democratic citizenship; the pedagogy of peace; logic, rationality, and ethics; connecting teaching to spirituality. Levinas always insisted that his aim was not to provide "a program," and accordingly, it is not the intent of the authors to look in Levinas's texts for a set of guidelines, rules, or precepts to be applied to education. Rather, this study invites educators, and researchers in philosophy and philosophy of education, to a thoughtful and critical reading of Levinas, and to engage with his unique style of analysis and questioning as they uncover with these authors the necessity and the possibility of thinking education anew in terms of ethics, justice, responsibility, hope and faith. (shrink)

This volume is a wonderful introduction to Foucault and a testimony to the deep humanity of the man himself.

First published: 2010; Previous edition: 2012..

Il y a des questions concernant le droit auxquelles il n'est pas possible de répondre par la simple analyse du droit en vigueur et que pourtant ni les juristes, ni les philosophes ne peuvent éviter. Ce sont celles qui font l'objet de la philosophie du droit. Elles concernent notamment la définition du droit et d'abord celle du droit en vigueur lui-même, des rapports que le droit entretien avec d'autres phénomènes, comme le pouvoir, la force ou la morale, la possibilité d'une (...) science du droit, la structure du système juridique ou encore la spécificité du raisonnement juridique et des concepts employés par les juristes. (shrink)