The paper presents an analysis and interpretation of axiology and ethics as seen by the writer and philosopher Ayn Rand. The author follows the assumption that, in a situation where indifference is observed with regard to values (cf. Simmel, Sloterdijk), a return of philosophical reasoning to the idea of objectivity of values could be worthwhile. Therefore, he examines a specific type of axiological objectivism that can be found in Rand’s work. In the present paper, the suggested comparison with (...) Baden neo-Kantism as well as phenomenological axiology serves to capture the specifics of Rand’s axiological approach. These lie in placing emphasis on such a relationship between facts and values in which values result from the facts of reality, as well as in the very understanding of the objectivity of values that Rand identifies with long-term life goals and identifies them as an objective necessity for an individual’s life. Following the analysis of Rand’s axiology, the author focuses on her understanding of ethics, which he places in contrast to Kant’s deontology, as well as morality, which he views through the prism of a business relationship based on the exchange of values. The aim of the paper is to, by means of an analysis and interpretation of Rand’s ideas, show that objective values can be understood as a necessary prerequisite for consequential ethics and an individual living a happy life without being anchored in transcendence or social consensus. (shrink)

This book treats values as the basis for all of philosophy, an approach distinct from critiquing theories of value and far rarer. “First Philosophy,” the effort to justify the foundations for a system of philosophy, is one of the main issues that divide philosophers today. McDonald’s philosophy of values is a comprehensive attempt to replace philosophies of “existence,” “being,” “experience,” the “subject,” or “language,” with a philosophy that locates value as most basic. This (...) transformation is a radical move within Western philosophy as a whole, since it has never been done in such a thoroughgoing way. Hugh P. McDonald makes a comprehensive case against first philosophy as metaphysical, by mounting a case against all metaphysical systems of philosophy. _Radical Axiology: A First Philosophy of Values _is a fresh start for a rebirth of philosophy. While other movements debate the “death of philosophy,” this book radically re-evaluates the direction of philosophy by discovering values at the basis of all philosophy. This reorientation addresses the question of what the love of wisdom can mean for us today. (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 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. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

_Better Consciousness: Schopenhauer's Philosophy of Value_ reassesses Schopenhauer's aesthetics and ethics and their contemporary relevance. Features a collection of new essays from leading Schopenhauer scholars Explores a relatively neglected area of Schopenhauer's philosophy Offers a new perspective on a great thinker who crystallized the pessimism of the nineteenth century and has many points of contact with twenty-first century thought.

This is a comprehensive and appreciative account of Dewey’s philosophy of value. It succeeds in rectifying certain current misconceptions of Dewey’s aims and contributions to moral philosophy, and in clearly presenting a coherent theory of value. Gouinlock begins his account by laying stress upon Dewey’s Experience and Nature as a key to Dewey’s thought. Chapter 1 is devoted to this task. It is held that "Dewey develops and articulates an inclusive philosophy by characterizing such things as art, (...) science, and value with a common set of concepts denoting the generic traits of experience." There is also a discussion of Dewey’s philosophic method and the uses and abuses of experience. Chapter 2 deals with man and nature and Dewey’s critical response to bifurcation between mind and body, and the relation between individual and society. Chapter 3 begins with Nature and Value. Here one finds a good discussion of ends-in-view and values. A great stress is laid on Dewey’s use of metaphysical concepts in value analysis, in particular the needed stress on the inclusive unity of means and end. (shrink)

Editor's contribution to the edited volume, Better Consciousness: Schopenhauer's Philosophy of Value, which reassesses Schopenhauer's aesthetics and ethics and their contemporary relevance.

A posthumous volume in which Parker offers a rich and variegated contribution to ethical theory. Parker identifies value with the assuagement of desire. And he resolutely acknowledges the implication of this definition: value judgments are "lyrical"-that is, expressive of the speaker's wishes, attitudes, etc. Although the book adds little to recent discussions of non-cognitivist ethics, Parker defends his position with a warmth and insight seldom found in more analytical treatments.--A. C. P.

This chapter contains sections titled: References.

Originally published in 1933, this book was developed from a dissertation written at Cambridge University in 1929. The text provides a concise discussion regarding the nature of value and value theories, taking the view that an understanding of value is 'a no less necessary part of the equipment of every competent philosopher, than is epistemology'. This book will be of importance to anyone with an interest in theories of value and the history of philosophy.

Feminist philosophy of science appears to present problems for the ideal of value-free science. These difficulties also challenge a traditional understanding of the objectivity of science. However, feminist philosophers of science have good reasons for desiring to retain some concept of objectivity. The present essay considers several recent and influential feminist approaches to the role of social and political values in science, with particular focus on feminist empiricism and feminist standpoint theory. The similarities and difference, as well as (...) the strengths and weaknesses of these approaches are explored. The essay concludes with suggestions for future research in the area of feminist epistemology and philosophy of science. (shrink)

This is an exploration in depth of the social theory of the Russian-born thinker Pitirim A. Sorokin, who played a large role in American thought. Sorokin's contributions to theories of culture, social change, modernity, and dialectics are evaluated in this wide-ranging study. The book emphasizes the place of values in the comparative study of civilizations. This volume includes a translationby Lawrence T. Nichols of Sorokin's essay in Russian on Tolstoy as philosopher, as well as a chapter by Nichols on (...) Tolstoy and Sorokin. In this book, Palmer Talbutt, Jr. examines his former teacher, Sorokin, within intellectual, educational, and cultural contexts. The work will be of especial interest to scholars in social philosophy, the philosophy of the social sciences, philosophy of culture, and comparative cultural studies. (shrink)

This study delves into the significant ethical criteria in the context of global standards. It addresses the moral wrongdoings and adverse side effects associated with global value chains as discussed in the business ethics literature. The methodology involves theoretical application and synthesis. The study employs ethical principles from deontology, consequentialism, and political cosmopolitanism to establish normative criteria such as “injustice and harm to others” and “bad outcomes.” It further investigates how these criteria should influence consumers' decisions, actions, and responsibilities. These (...) criteria are then used to examine the moral wrongdoings and negative effects mentioned in global standards. The study explores how global standards implicitly express consumers' roles in governing global value chains. It scrutinizes consumers' actions and decisions by applying ethical frameworks to global standards. The study outlines consumers' individual and political responsibilities in achieving the goals of global standards. The research findings have implications for governments, consumers, and organizations in practicing shared responsibility. The aim of this research is to provide normative guidance for responsible actions. (shrink)

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in (...) traditional cultures; what integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

Introductory Remarks IN A MAJOR WORK planned for the near future I will attempt to develop a non-formal ethics of Values on the broadest possible basis of ...

This book brings together eleven case studies of inductive risk-the chance that scientific inference is incorrect-that range over a wide variety of scientific contexts and fields. The chapters are designed to illustrate the pervasiveness of inductive risk, assist scientists and policymakers in responding to it, and productively move theoretical discussions of the topic forward.

Needs, Values, Truth brings together of some of the most important and influential writings by a leading contemporary philosopher, drawn from twenty-five years of his work in the broad area of the philosophy of value. The author ranges between problems of ethics, meta-ethics, philosophy of mind, and philosophy of logic and language, looking at questions relating to meaning, truth and objectivity in judgements of value. For this third edition he has added a new essay on incommensurability, (...) in addition to making minor revisions to the existing text. The volume will stand as a definitive summation of his work in this area. (shrink)

This volume addresses three major themes regarding recipes: their nature and identity; their relationship to territory, producers, consumers and places of production. The first part looks at taxonomies of recipes, the relationship between recipes and their source, and how recipes have changed over time, including case studies that look at unsourced recipes through to recipes for foods that are very highly processed. The second part identifies the constitutive relationships that characterize recipes, between territory, producers, consumers, places and spaces of production. (...) The third part studies the values and norms guiding the naming, production and consumption of recipes, scrutinising the cultural appropriation of recipes, how to stake authority in claiming a recipe, and the interplay between aesthetics and ethics in recipe making. With contributors ranging across disciplines including philosophy, law and history, and including established academics such as Carolyn Korsmeyer and food writers such as Rachel Laudan this volume will be of vital importance for those looking to understand how archival material forms our understanding of eating habits and culture throughout history. (shrink)

This article is intended as a contribution to the current debates about the relationship between politics and the philosophy of science in the Vienna Circle. I reconsider this issue by shifting the focus from philosophy of science as theory to philosophy of science as practice. From this perspective I take as a starting point the Vienna Circle’s scientific world-conception and emphasize its practical nature: I reinterpret its tenets as a set of recommendations that express the particular epistemological (...) attitude in which both the Vienna Circle’s (doing) philosophy of science and its political engagement were rooted. -/- Regarding politics, and referring to new primary sources, I reconstruct how the scientific world-conception placed the Vienna Circle within a neoliberal-socialist political network that pursued concrete political aims. In light of my reconstruction I shall argue that neither the Vienna Circle’s alleged ethical noncognitivism nor its alleged adhesion to the Weberian ideal of a value-free science rules out the possibility of ascribing to the Vienna Circle a politically engaged philosophy of science: the case of the Vienna Circle shows how philosophy of science, as a public activity, can itself become a form of political engagement, even without necessarily entailing a theory of objective values. (shrink)

BackgroundIn the Netherlands, patients have the legal right to make a request for euthanasia to their physician. However, it is not clear what it means in a moral sense for a physician to receive a request for euthanasia. The aim of this study is to explore the moral values of physicians regarding requests for euthanasia. MethodsSemi-structured interviews were conducted with nine primary healthcare physicians involved in decision-making about euthanasia. The data were inductively analyzed which lead to the emergence of (...) themes, one of which was about values regarding end-of-life decisions.ResultsFour clusters of values related to euthanasia requests are described: values related to 1) the patient; 2) the family; 3) the physician; and 4) life and death. The data show that the participants value patient autonomy as a necessary but not sufficient condition for meeting a euthanasia request. A good relationship with the patient and the family are important. For the physician, the values physician autonomy, responsibility, understanding the patient and relief of suffering play a role. Life as an intrinsic good and a peaceful death are also important values.ConclusionThis study shows that next to patient autonomy and the relationship with the patient and the family, it is important for the participants to act in accordance with their professional values and to do justice to values related to life and death. The awareness of going against the intrinsic value of life is crucial, even if performing euthanasia may result in a feeling of relief or gratitude afterwards. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and (...) democratization of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)