A rational moral code must satisfy the condition of completeness. This same condition applies to a set of moral rights, where it takes the form of requiring that all the rights in that set be compossible: that their respective correlatively entailed duties be jointly fulfillable. Such joint fulfillability is guaranteed only by a set of fully differentiated individual domains. And if moral rights are to play any independent role in moral reasoning - any role logically independent of the values that (...) bring persons into conflict - those domains must be determined by rules which are not derived from those values. (shrink)

Health care reforms, in particular the expansion of public and/or private health care benefit coverage to some or all population groups, is becoming an increasingly hot topic for discussion—and in some cases for action—at all levels of government. With almost 16% of Americans estimated to be uninsured for at least part of the year, opinion polls show health care near the top of the general public’s list of concerns. Little wonder that presidential candidates for the 2008 election are incorporating ‘‘universal (...) health care coverage’’ proposals in their campaign platforms. Will ‘‘cradle-to-grave’’ coverage for all become a reality or will they just experience cradle-to-grave debates over this issue? That is essentially one of the questions posed in the following discussion on the role of nonprofit health care organizations in promoting, and operating under, universal health care coverage. (shrink)

Thomas Pogge's Global Resources Dividend relies on a flat tax on the use of natural resources to fund the eradication of world poverty. Hillel Steiner's Global Fund taxes the full rental value of owned natural resources and distributes the proceeds equally. The paper compares the Dividend and the Fund and defends the Global Share, a novel proposal that taxes either use or ownership, does so (when possible) progressively, and distributes the revenue according to a prioritarian rather than a sufficientarian (...) or egalitarian principle. (shrink)

Two of the greatest challenges facing humanity are environmental degradation and the persistence of poverty. Both can be met by instituting a Global Resources Dividend (GRD) that would slow pollution and natural-resource depletion while collecting funds to avert poverty worldwide. Unlike Hillel Steiner's Global Fund, which is presented as a fully just regime governing the use of planetary resources, the GRD is meant as merely a modest but widely acceptable and therefore realistic step toward justice. Paula Casal has (...) set forth various ways in which this step might be improved upon. Solid counter-arguments can be given to her criticisms and suggestions. But to specify the best (effective and realizable) design of an appropriate global institutional mechanism with some confidence, economists, political scientists, jurists, environmental scientists, and activists would need to be drawn in to help think through the immense empirical and political complexities posed by this urgent task. (shrink)

Can there be major dimensions of a poem, a painting, a musical composition created in the absence of God? Or, is God always a real presence in the arts? Steiner passionately argues that a transcendent reality grounds all genuine art and human communication. "A real tour de force.... All the virtues of the author's astounding intelligence and compelling rhetoric are evident from the first sentence onward."—Anthony C. Yu, _Journal of Religion_.

Deliberative democracy is now an influential approach to the study of democracy and political behaviour. Its key proposition is that, in politics, it is not only power that counts, but good discussions and arguments too. This book examines the interplay between the normative and empirical aspects of the deliberative model of democracy. Jürg Steiner presents the main normative controversies in the literature on deliberation, including self-interest, civility and truthfulness. He then summarizes the empirical literature on deliberation and proposes methods (...) by which the level of deliberation can be measured rather than just assumed. Steiner's empirical research is based in the work of various research groups, including experiments with ordinary citizens in the deeply divided societies of Colombia, Bosnia-Herzegovina and Belgium, as well as Finland and the European Union. Steiner draws normative implications from a combination of both normative controversies and empirical findings. (shrink)

Hillel Steiner; III*—Individual Liberty, Proceedings of the Aristotelian Society, Volume 75, Issue 1, 1 June 1975, Pages 33–50, https://doi.org/10.1093/aristote.

“We have no more beginnings,” George Steiner begins in this, his most radical book to date. A far-reaching exploration of the idea of creation in Western thought, literature, religion, and history, this volume can fairly be called a magnum opus. He reflects on the different ways we have of talking about beginnings, on the “core-tiredness” that pervades our end-of-the-millennium spirit, and on the changing grammar of our discussions about the end of Western art and culture. With his well-known elegance (...) of style and intellectual range, Steiner probes deeply into the driving forces of the human spirit and our perception of Western civilization’s lengthening afternoon shadows. Roaming across topics as diverse as the Hebrew Bible, the history of science and mathematics, the ontology of Heidegger, and the poetry of Paul Celan, Steiner examines how the twentieth century has placed in doubt the rationale and credibility of a future tense—the existence of hope. Acknowledging that technology and science may have replaced art and literature as the driving forces in our culture, Steiner warns that this has not happened without a significant loss. The forces of technology and science alone fail to illuminate inevitable human questions regarding value, faith, and meaning. And yet it is difficult to believe that the story out of Genesis has ended, Steiner observes, and he concludes this masterful volume of reflections with an eloquent evocation of the endlessness of beginnings. (shrink)

"Die Gedanken, die ich in diesem Buche mitteile, sollen die Grundstimmung festhalten, die ich in der Weltanschauung Goethes beobachtet habe. Im Lauf vieler Jahre habe ich immer wieder und wieder das Bild dieser Weltanschauung betrachtet. Besonderen Reiz hatte es fur mich, nach den Offenbarungen zu sehen, welche die Natur uber ihr Wesen und ihre Gesetze den feinen Sinnes- und Geistesorganen Goethes gemacht hat. Ich lernte begreifen, warum Goethe diese Offenbarungen als so hohes Gluck empfand, dass er sie zuweilen hoher schatzte (...) als seine Dichtungsgabe. Die Eindrucke, welche Goethe von den Erscheinungen der Natur empfangen hat, muss man kennen, wenn man den vollen Gehalt seiner Dichtungen verstehen will. Die Geheimnisse, die er dem Wesen und Werden der Schopfung abgelauscht hat, leben in seinen kunstlerischen Erzeugnissen und werden nur demjenigen offenbar, der hinhorcht auf die Mitteilungen, die der Dichter uber die Natur macht. Niemand kann in die Tiefen der Goetheschen Kunst hinuntertauchen, dem Goethes Naturbeobachtungen unbekannt sind." [...] Rudolf Steiner war ein osterreichischer Esoteriker und Philosoph. Auf Grundlage seiner Lehre entstand unter anderem die Waldorfpadagogik. Der Verlag der Wissenschaften verlegt historische Literatur bekannter und unbekannter wissenschaftlicher Autoren. Dem interessierten Leser werden so teilweise langst nicht mehr verlegte Werke wieder zugangig gemacht. Das vorliegende Buch ist ein unveranderter Nachdruck der historischen Originalausgabe aus dem Jahr 1897.". (shrink)

Hillel Steiner; X*—Duty-Free Zones, Proceedings of the Aristotelian Society, Volume 96, Issue 1, 1 June 1996, Pages 231–244, https://doi.org/10.1093/aristotelia.

Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation (...) of metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: true human nature as a basis for medical practice; the science of knowing; the mission of reverence; the four temperaments; the bridge between universal spirituality and the physical; the constellation of the supersensible bodies; the invisible human within us: the pathology underlying therapy; cancer and mistletoe, and aspects of psychiatry; case history questions: diagnosis and therapy; anthroposophic medicine in practice: and three case histories. (shrink)

Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation (...) of metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: from pre-science to science; the origin of mathematics; the roots of physics and chemistry, and the urge to experiment; the boundaries of science; understanding organisms: Goethe's method; the quest for archetypal phenomena; light, darkness, and color; the rediscovery of the elements; the nature of warmth; the scale of nature; the function of the ethers in the physical; subnature; the nature of atoms; and the natural and spiritual sciences. (shrink)

Samples of Steiner's work are to be found in this introductory reader in which Andrew Welburn brings together excerpts from Steiner's many talks and writings on Religion. This volume also features an editorial introduction, commentary and notes. Topics include: mysticism and beyond: the importance of prayer; the meaning of sin and grace; rediscovering the Bible; true communion; rediscovering the festivals and the life of the earth; finding one's destiny: walking with Christ; the significance of religion in life and (...) death; Christ's second coming: the truth for our time; universal religion: and the meaning of love. (shrink)

Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation (...) of metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: the evolving human being; cosmos as the source of life; plants and the living earth; farms and the realms of nature; bringing the chemical elements to life; soil and the world of spirit; supporting and regulating life processes; spirits of the elements; nutrition and vitality; responsibility for the future. (shrink)

Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation (...) of metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: the origins and nature of architecture the formative influence of architectural forms the history of architecture in the light of human spiritual evolution new architecture as a means of uniting with spiritual forces art and architecture as manifestations of spiritual realities metamorphosis in architecture aspects of a new form of architecture the first and second Goetheanum buildings the architecture of a community in Dornach the temple is the human being the restoration of the lost temple. (shrink)

Rudolf Steiner's vision of art, as with all forms of human expression, is that it should reflect our human experience of the Divine. This was not intended to suggest vague, mystical fantasy. As one of the few true initiates of the twentieth century, he was able to experience the realms from which humanity and all nature descend into temporal and spatial existence. He was able to speak with confidence of the qualitative and dynamic worlds of soul and spirit, from (...) which all the phenomena we experience spring, including our individual existence. The means by which the living nature of these realms can be expressed is not through rationally expressed concepts--which point only to the material, quantitative perceptions from which they are derived--but through the various forms and languages of art. Through art, human beings express the qualitative experiences of life. But Steiner goes even further. In the more recent history of art, especially that of the West, artistic expression has become less a product of spiritual inspiration and more the expression of personal experience, which is identified with materialistic existence. Naturalistic and realistic representations of the physical world are devoid of spiritual expression. As humanity has descended into a materialized, spiritually void experience of life, art has followed that trend. Today, it is little more than expressions of subjective, sensory views of the world. Modern nonrepresentational art, on the other hand, is an instinctive backlash against that trend, but does not get beyond personal expression. Contemporary art remains sadly isolated from the source of its own being: the world of soul and spirit. Steiner, however, attempts to unite personal human experience with the spiritual source of art, so that artists are spiritually conscious of the realm from which inspired expression descends into human existence. Such artists are neither isolated from the spirit, nor do they act as automatic mediumistic channels, but as a conscious and cooperative instruments of spirit. Human consciousness must come to truly sense some experience of spirit before real progress in art can occur, and this is what Steiner tries to help artists achieve in the lectures and writings collected in this volume. Some of the works in this collection have been unavailable in English for some time. Topics include the being of the arts; Goethe as the founder of a new science of aesthetics; technology and art; new millenniums; the purpose of modern art and architecture; living walls; glass windows; wall colors; moving the circle; the seven planetary symbols in the first Goetheanum; "The Group" statue; and color, faces, and physiognomy. (shrink)

Rudolf Steiner, the often undervalued, multifaceted genius of modern times, contributed much to the regeneration of culture. In addition to his philosophical teachings, he provided ideas for the development of many practical activities including education--both general and special--agriculture, medicine, economics, architecture, science, religion, and the arts. Today there are thousands of schools, clinics, farms, and many other organizations based on his ideas. Steiner's original contribution to human knowledge was based on his ability to conduct spiritual research, the investigation (...) of metaphysical dimensions of existence. With his scientific and philosophical training, he brought a new systematic discipline to the field, allowing for conscious methods and comprehensive results. A natural seer from childhood, he cultivated his spiritual vision to a high degree, enabling him to speak with authority on previously veiled mysteries of life. Topics include: a social basis for education; the spirit of the Waldorf school; educational methods based on anthroposophy; children at play; teaching through the insights of spiritual science; adolescents after the fourteenth year; science, art, religion, and morality; the spiritual basis of education; the role of caring in education; the roots of education and the kingdom of childhood; address at a parents' evening; and education within the broader social context. (shrink)

How has Herbert Rosenfeld contributed to psychoanalysis today? _Rosenfeld in Retrospect_ presents original psychoanalytic papers showing the influence of Herbert Rosenfeld on psychoanalysis today, and reproduces some of Rosenfeld's most important clinical writings. In the first part of this book, _The Conference Papers: Contemporary Developments of Rosenfeld's Work_, the editor brings together papers and discussions by Rosenfeld's well-known contemporaries, Ronald Britton, Michael Feldman, Edna O'Shaughnessy, Hanna Segal and Riccardo Steiner who explore his contribution to psychoanalysis. John Steiner demonstrates (...) the importance of Rosenfeld's classic papers, and critically surveys the more controversial developments in his later work. Part II contains four papers by Rosenfeld, chosen by his colleagues to be his most significant and original contributions. This collection conveys Rosenfeld's liveliness and influence, and will be of interest to all of those attracted to his work. (shrink)

As early as 1884, while tutoring a boy with special needs, Steiner began a lifelong interest in applying spiritual knowledge to the practical aspects of life. Steiner originally published the essay at the core of this book in 1907. It represents his earliest ideas on education, in which he lays out the soul spiritual processes of human development, describing the need to understand how the being of a child develops through successive "births," beginning with the physical body's entry (...) into earthly life, and culminating in the emergence of the I-being with adulthood. Also included here are several early lectures on education (1906-1911). Contents: "The Education of the Child in the Light of Spiritual Science," essay "Teaching from a Foundation of Spiritual Insight," Berlin, May 14, 1906 "Education in the Light of Spiritual Science," Cologne, December 1, 1906 "Education and Spiritual Science," Berlin, January 24, 1907 "Interests, Talent, and Educating Children," Nuremberg, November 14, 1910 "Interests, Talent, and Education," Berlin, January 12, 1911. (shrink)

The Philosophy of Freedom describes Rudolf Steiner's path to freedom. It contains the nonconformist ideals of his youth that result from his study of mathematics, science, and philosophy culminating in a philosophy of life founded upon individualistic truth and ethical individualism. This is the first English translation and the only one sanctioned by Rudolf Steiner himself. Joint translators Prof. and Mrs. R. F. Alfred Hoernlé were selected for their outstanding qualifications. First published in 1916, it is based on (...) the original 1894 German "Die Philosophie der Freiheit". Other translations have been based on the 1918 revised German edition and renamed "The Philosophy Of Spiritual Activity" and "Intuitive Thinking As A Spiritual Path". This original edition includes inspiring passages about individualism that were removed from the book in 1918 and are missing in later translations: "We no longer believe that there is a norm to which we must all strive to conform." "If only we probe deep enough into the very heart of our being, there dwells something noble, something worthy of development." Learn all about Rudolf Steiner's The Philosophy Of Freedom at https: //philosophyoffreedom.com/. (shrink)

9 lectures, Oxford, England, August 16-29, 1922 (CW 305) These lectures follow from those presented in Soul Economy. Given during a conference on spiritual values in education and life and attended by many prominent people of the time, Steiner's Oxford lectures present the principles of Waldorf education at the highest cultural level. The Manchester Guardian reported: "Dr. Steiner's lectures...brought to us in a very vivid way an ideal of humanity in education. He spoke to us about teachers who, (...) freely and unitedly, unrestricted by external prescription, develop their educational methods exclusively out of a thorough knowledge of human nature. He spoke to us about a kind of knowledge needed by the teacher, a knowledge of the being of man and the world, which is at the same time scientific and also penetrates into the most intimate inner life, which is intuitive and artistic." These lectures form one of the best introductions to Waldorf education. Contents: Introduction by Christopher Bamford The Spiritual Ground of Education The Perception of Soul and Spirit The Spiritual Ground of Physical Education The Art of Educating Young Children The Art of Educating Older Boys and Girls Teachers As Artists in Education The Organization of the Waldorf School Moral Teaching & Eurythmy in the Waldorf School Teachers in the Waldorf School German source: Die geistig-seelischen Grundkr fte der Erziehungskunst. Spirituelle Werte in Erziehung und sozialem Leben (GA 305). (shrink)

Localization Wireless Sensor Networks (WSN) represent a research topic with increasing interest due to their numerous applications. However, the viability of these systems is compromised by the attained localization uncertainties once implemented, since the network performance is highly dependent on the sensors location. The Node Location Problem (NLP) aims to obtain the optimal distribution of sensors for a particular environment, a problem already categorized as NP-Hard. Furthermore, localization WSN usually perform a sensor selection for determining which nodes are to be (...) utilized for maximizing the achieved accuracy. This problem, defined as the Sensor Selection Problem (SSP), has also been categorized as NP-Hard. While different metaheuristics have been proposed for attaining a near optimal solution in both problems, no approach has considered the two problems simultaneously, thus resulting in suboptimal solutions since the SSP is biased by the actual node distribution once deployed. In this paper, a combined approach of both problems simultaneously is proposed, thus considering the SSP within the NLP. Furthermore, a novel metaheuristic combining the Black Widow Optimization (BWO) algorithm and the Variable Neighbourhood Descent Chains (VND-Chains) local search, denominated as BWO-VND-Chains, is particularly devised for the first time in the author’s best knowledge for the NLP, resulting in a more efficient and robust optimization technique. Finally, a comparison of different metaheuristic algorithms is proposed over an actual urban scenario, considering different sensor selection criteria in order to attain the best methodology and selection technique. Results show that the newly devised algorithm with the SSP criteria optimization achieves mean localization uncertainties up to 19.66 % lower than traditional methodologies. (shrink)

14 lectures and talks, Ilkley, Yorkshire, August 5-17, 1923 (CW 307) In this fine introduction to Waldorf education, written out of a series of lectures given in 1924, Steiner provides one of the most comprehensive introductions to his pedagogical philosophy, psychology, and practice. Steiner begins by describing the union of science, art, religion and morality, which was the aim of all his work and underlies his concept of education. Against this background, many of the lectures describe a new (...) developmental psychology. On this basis, having established how children's consciousness develops, Steiner discusses how different subjects should be presented so that individuals can grow and flourish inwardly. Only if the child absorbs the right subject in the right way at the right time can the inner freedom so necessary for life in the modern world become second nature. Contents: Introduction by Christopher Bamford Science, Art, Religion, Morality The Principles of Greek Education Greek Education and the Middle Ages Spirit's Relationship to the Body Freeing Volition in the Human Organism Walking, Speaking, Thinking Rhythm, Sleep, Imitation Reading, Writing, Nature Study Arithmetic, Geometry, History Physics, Chemistry, Handwork, Language, Religion Memory, Temperaments, Physical Education, Art Education toward Inner Freedom The Three Eras of Human Religious Education Closing Address Index "Readers of Steiner's lectures printed here will be 'quietly astonished' and 'genuinely enthusiastic.' After an introduction, in which he speaks of reuniting science (intellectual knowledge), art, and morality once again, he turns to the principles of Greek education, in which body, soul, and spirit were still a unity. He then traces the development through the Middle Ages, during which new, evolving elements were added. In our time, he says, we must understand the concrete connection of the spirit with the human being, so that thinking, feeling, and willing can once more become alive. He relates this to the child's developmental stages, as well as the human basics such a sleeping and waking. Then he turns to the specifics of the curriculum: reading, writing, nature study, arithmetic, geometry, history physics, chemistry, crafts, language, and religion. Finally, he turns to memory, the temperaments, physical culture, art, and the actual organization of a Waldorf school--to which this volume is, all in all, one of the best introductions." --Christopher Bamford, from his introduction German source: Gegenw rtiges Geistesleben und Erziehung (GA 307). Previous English edition: Education and Modern Spiritual Life. (shrink)

8 lectures, Stuttgart, June 12-19, 1921 (CW 302) In these eight talks on education for teenaged young people, Steiner addressed the teachers of the first Waldorf school two years after it was first opened. A high school was needed, and Steiner wanted to provide a foundation for study and a guide for teachers already familiar with his approach to the human being, child development, and education based on spiritual science. Steiner's education affirms the being of every child (...) within the world of spirit. This approach works within the context of the child's gradual entry into earthly life, aided by spiritual forces, and children's need for an education that cooperates with those forces. Some of Steiner's remarks may be controversial, but unbiased study will lead to an appreciation of the profound thought and wisdom behind what is presented here. German source: Menschenerkenntnis und Unterrichtsgestaltung (GA 302). (shrink)

The underlying thesis of these lectures, volume XX in the "Foundations of Waldorf Education" series, is that true education must be based on knowledge of the whole human being and that such knowledge cannot be attained without love. On this basis, Steiner presents his understanding of every aspect of child development-bodily, psychological, and spiritual. At the same time, he shows that, to prove worthy of their calling, teachers must begin a process of inner development. In Steiner's view, it (...) is human beings who give value and meaning to the world. Modern education, however, is gradually undermining this meaning. These lectures demonstrate that education can heal that lack of meaning and restore the meaning of humankind for the world. Steiner also discusses the practical, day-to-day operation of the school. He talks about styles of teaching, teacher conferences, parent-teacher meetings, and how Waldorf education is related to the anthroposophic movement. This book, while serving as a good introduction to Steiner's ideas on education, also represents the fruits of four years experience in the Waldorf school. (shrink)

Meister Eckhart escribió textos en alemán y en latín. Pero, fuera del ámbito de los estudios eckhartianos, es conocido sobre todo por su obra alemana. De la obra latina, los textos menos frecuentados son los llamados “sermones latinos”: una serie de notas o borradores que podrían haber servido como material preparatorio para lo que en el _Prologus generalis in Opus tripartitum_ el mismo Eckhart llama el _Opus sermonum_, del que no tenemos más noticia que la del _Prologus_ mencionado. En castellano, (...) el destino de la obra latina de Eckhart no ha sido hasta ahora demasiado afortunado. Pocas son las traducciones. Y, en cuanto a los “sermones latinos”, ninguno ha sido traducido todavía. Ofrecemos la traducción de uno de estos sermones, el XXXVII, en el que Eckhart comenta un texto de Pablo (Efesios 4, 1-6): _Unus deus et pater omnium_. En el estudio preliminar se ofrece (1) una introducción a la obra latina de Eckhart en general y, en particular, a los “sermones latinos” y (2) un comentario del texto traducido. (shrink)

My purpose in this essay is to make some remarks about the Digression of the Theaetetus. I shall argue that one central aim of the Digression is to show that there is a conflict between two ways of life: the life of the philosopher and the life of people get involved in politics. In the first part of this paper I make some considerations on the relationship between the Prologue and the trial of Socrates. In the second part I examine (...) the moral of the Digression from the perspective of Socrates‟ account of Protagoras‟ epistemology. (shrink)

Review of the book "Platão", que é uma tradução feita a partir do original: “A Companion do Plato”, publicado pela Blackwell e organizado Hugh H. Benson.

The aim of this paper is to make a brief discussion about three aspects that characterize the Socrates's Dream in the Theaetetus . First, I comment the function of the Dream in the context of the third definition of knowledge. Them I move on the text and examine some questions concerning the notion of logos in 201 d -202 c . In the last section I discuss the problem of perception of the stoicheia . At this point I refuse the (...) thesis, defended by some interpreters, that Plato puts the stoicheia in the same perceptual condition of the sensibles as they are described in the Theaetetus 184-6.  . (shrink)

Há muita discussão sobre como interpretar o papel do argumento ‘Saber ou não Saber’ em Teeteto 188a-c. Alguns intérpretes supõem que esse papel é dialético e Platão não está comprometido com sua verdade. Outros pensam que o argumento revela a confusão de Platão sobre o tema da opinião falsa à época do Teeteto. Em minha análise, há uma terceira via que faz mais justiça ao que Platão está desenvolvendo em 188a-c. Penso que em 188a-c temos uma versão do princípio platônico (...) da infalibilidade. (shrink)

Open peer commentary on the article “Going Beyond Theory: Constructivism and Empirical Phenomenology” by Urban Kordeš. Upshot: The priority Kordeš gives to empirical phenomenology in the empirical assessment and grounding of constructivism stems from a restrictive conception of experience that has been questioned by other proponents of what he calls the “phenomenological attitude.”.

These lectures are concerned with spiritual forces and influences working in world history and in the karma of human beings. Steiner's penetrating insights into the events and personalities history are one of his major contributions to modern times. Steiner focuses here on the Babylonian and Greek cultures and the connecting threads running between individual personalities and the evolution of humanity as a whole.

An anthology of writings by and about Rudolf Steiner qua economist that documents his search for a deeper understanding of modern economic life. This book throws light on many of the problems that face us today, problems that we cannot solve unless we take hold of the economic life in a conscious, human way and resist the temptation to defer to market forces alone. Though well-known as a seer, the idea of Rudolf Steiner as an economist may seem (...) surprising. Seers do not usually have much concrete to say about economic life, beyond laments about its evils and injunctions that it be guided by some moral dimension. Rudolf Steiner, however, gave many lectures and wrote many articles about modern economic life, which he saw as the arena in which humanity has to find a new relationship to the spirituality that formerly came from above or outside -- from churches and external principles. Today the human being has to find morality within, which one cannot fully do unless one takes hold of the economic realm in a conscious, human way. Whether through concrete references to the meaning and working of money, or in attempting to give a fuller understanding of work or of the significance of market economics in our time, Steiner shows himself to be well versed in the subject. This publication presents a selection of his articles in a context of essays by Christopher Houghton Budd. (shrink)

This narrative scoping review examines ethical practice in educational and school psychology from a bioecological systems’ perspective. A search of four databases yielded 34 articles in the final narrative synthesis. Informed by Bronfenbrenner and Morris’ bioecological systems theory, the ethical experiences of educational and school psychologists were analyzed using the concepts of Process, Person, Context and Time. The complexity, intensity and frequency of ethical dilemmas are reviewed in Process. The demand, resource, and force characteristics impacting on psychologists as Person are (...) reviewed. Within Context, studies identified dilemmas that arose for psychologists across systems. In Time, issues including implications of the Fourth Industrial Revolution on psychologists’ ethical practice with the emergence of Artificial Intelligence are examined. This paper demonstrates the synergies and the interrelated influences on psychologists’ ethical practices arising from a systematic review of their experiences and their professional training needs. (shrink)

La Nueva Ola Feminista ha generado dos reacciones que no son nuevas, pero se ven actualizadas por el carácter masivo y global del movimiento: una instrumentalización del feminismo, configurando lo que Laura Martínez-Jiménez denomina “posfeminismo neoliberal”; y una avanzada de un populismo conservador, que redobla su militancia anti-derechos como parte de su programa ante la crisis neoliberal (como puede observarse en el fallo Dobbs vs. Jackson en Estados Unidos). Objetivos. En este artículo analizaremos ambas reacciones (que en algunas ocasiones son (...) leídas como opuestas) como dos caras distintas pero complementarias de la configuración de lo que denomino el corrimiento del histórico género vs. clase a un actualizado género vs. pueblo. Metodología. Dividiremos el artículo en tres apartados: (a) inscribiremos la Nueva Ola Feminista dentro de los movimientos sociales de reacción a la crisis del capitalismo neoliberal; (b) señalaremos los principales clivajes de la construcción de la oposición género vs. pueblo; (c) criticaremos la interpretación individualista de los derechos de las mujeres desde una apropiación de la Teoría de la Reproducción Social. Resultados y conclusiones. La construcción de la oposición género vs. pueblo se basa en una des-inscripción del feminismo del conjunto de movimientos surgidos al calor de la crisis neoliberal, y en construcción de los derechos de las mujeres como derechos (neo)liberal-individuales. Ante esta operación, es necesario profundizar las perspectivas teóricas (y políticas) que conciben a las demandas de género como parte fundamental de los derechos de la-clase-que-vive-del-trabajo para establecer las condiciones de su reproducción social. (shrink)

In Facing the Future, Belnap et al. reject bivalence and propose double time reference semantics to give a pragmatic response to the following assertion problem: how can we make sense of assertions about future events made at a time when the outcomes of those events are not yet determined? John MacFarlane employs the same semantics, now bolstered with a relative-truth predicate, to accommodate the following apparently conflicting intuitions regarding the truth-value of an uttered future contingent: at the moment of utterance, (...) if asked to evaluate the truth-value of the asserted future contingent one has the intuition that the assertion is neither true nor false, yet later, at the moment of the predicted event, one has the intuition that the assertion was, already, either true or false. Both MacFarlane and Belnap assume that assertions of future contingents have complete propositional content – the traditional propositional contents that, according to him ‘are the contents of assertions and beliefs’. This assumption is challenged. (shrink)