ZusammenfassungObwohl Edward Saids Einfluss auf die Nahoststudien, und darüber hinaus auf die Sozial-, Geistes- und Kulturwissenschaften, aus vielen Perspektiven als glänzender Triumph oder als Tragödie betrachtet worden ist, stellen nur wenige die erstaunliche Reichweite und Durschlagskraft seines Werks Orientalismus in der akademischen Welt in Frage. Ich möchte hier die Rolle Saids sowie die durch seine Arbeiten beförderte postkoloniale Lehrmeinung untersuchen, mithin auch die Art und Weise, wie der Westen bisher mit dem geistigen Krieg umgeht, den triumphalistische MuslimeEine Bemerkung zum (...) Triumphalismus. Das ist eine ungebräuchliche Bezeichnung derjenigen, die glauben, ihre Gruppe sei allen anderen überlegen und solle zum Beweis ihrer Überlegenheit über diese herrschen: „Wir haben recht, unser Glaube ist wahr, weil wir über euch triumphieren werden.“ In Bezug auf den Islam ist damit eine Form der Religiosität gemeint, die glaubt, es sei ihre Bestimmung, die ganze Welt Allahs Willen zu unterwerfen; die Welt sei geteilt in den Dar al-Harb und den Dar al-Islam und dieser solle jenen ersetzen; im Idealfall stellten die Muslime die Ungläubigen vor die Wahl zwischen Konversion, Tod und Unterordnung. Moderne Demokratien, die auf der Trennung von Kirche und Staat beruhen, erfordern eine offizielle Absage an triumphalistische Religiosität. mit dem erklärten Ziel führen, demokratischen Verfassungen den Dar al-Islam zu oktroyieren. (shrink)

Explores the metaphysical, epistemological, and hermeneutical theories of Schelling’s final system concerning the nature and meaning of religious mythology.

_Explores the metaphysical, epistemological, and hermeneutical theories of Schelling’s final system concerning the nature and meaning of religious mythology._.

This inquiry is addressed to two questions: (1) what if any logical relations might exist between the concepts of desire and action (as they and the distinctions to which they commit us are ensconced in ordinary parlance), and (2) what if any causal or significant non-causal (i.e., material) relations might ever exist between instances of desire and action? -/- It is held that any credible move to deal with such questions must initially, and at some length, specify the employment conditions (...) for the terms 'want' and 'desire'. This is accomplished in the first two chapters wherein a set of premises is generated for the argument of the inquiry which is presented in full and concluded in the third and final chapter. Premises generated devolve from treatment of the following major topics: (a) the grammar of 'want' and 'desire', (b) the ontological status of wants, (c) first-person and third-person want ascriptions, (d) the sorts of things which may be desired (desiderabilia), (e) wants and lacks, (f) wants and wishes, (g) the 'conflicts' of desires and reason and desire, (h) four major candidates for logical relations between wants and acts, (i) the issue of causation, and (j) the placement of Desire in an adequate ontology of persons. -/- It is argued that every major candidate for a logical relation between wants and acts (or our warrant for believing that such a connection exists) breaks down upon analysis; that little warrant exists for construing wants as causes of acts; that wants and acts are related in significant non-logical and non-causal (i.e., material) respects; and that any fully adequate theory of human action must undertake ontology, placing the category of Desire squarely in the foreground. This project represents neither a general theory of desire nor a general theory of human action. It is rather conceived as a propaedeutic to any such inquiry. It is essentially revisionist in intent, setting out on the one hand to challenge existing claims about wants and acts and, on the other hand, proposing a more satisfactory approach to the issue. In no sense is it suggested that recent Anglo-American contributions are without merit. It is rather argued that they are often inadequate contributions vis-a-vis the larger requirements for an adequate theory of human action. (shrink)

This article examines the chemistry of race at the turn of the nineteenth century. Physicians, philosophers, and intellectuals from Benjamin Rush to Everard Home defined the skin color of Africans as resulting from the changes of the body's humors. Radical physicians like Benjamin Rush believed that he could “cure” African slaves of what he identified as indicative of sickness, their skin color, as they were essentially sick white people in his mind. Overall, the study seeks to explain the medical and (...) chemical understanding of race and the potential for “curing” blackness. Often these cures were linked to balancing and unblocking the fluids. A justification for these ideas comes from cases where people seemed to have spontaneously turned black and experiments where black people were turned white. (shrink)

Drawing upon concepts from actor‐network theory (ANT), this article explores how the principle of symmetry can provide alternative readings of the translations of the prescribed into the enacted curriculum, without reducing understanding to explanation. The paper explores the contrasting ways in which the prescribed curriculum is translated into the enacted curriculum as certain organisations, individuals and artefacts become enrolled through networks of school and college. It points to the ways in which a position which eschews conventional distinctions e.g. between the (...) human and non‐human, and enacts an anti‐foundationalist ontology provides the basis for a radical materialist understanding of the multiplicity of educational practices. (shrink)

In considering two extended examples of educational reform efforts, this discussion traces relations that become visible through analytic approaches associated with actor‐network theory . The strategy here is to present multiple readings of the two examples. The first reading adopts an ANT approach to follow ways that all actors—human and non‐human entities, including the entity that is taken to be ‘educational reform’—are performed into being through the play of linkages among heterogeneous elements. Then, further readings focus not only on the (...) material practices that become enacted and distributed, but also on the otherings that occur: the various fluid spaces and ambivalent belongings that create actor‐network but also escape them. For educational research, particularly in educational reform and policy, it is argued that ANT analyses are particularly useful to examine the complex enactments in these dynamics. That is, ANT can illuminate movements of ordering and disordering that occur through minute socio‐material connections in educational interventions. ANT readings also can discern, within these attempts to order people and practices, the spaces of flux and instability that enable and protect alternate possibilities. (shrink)

In this interview, C. P. Goodman invites British Polanyi scholar Richard T. Allen to reflect on his interest in Polanyi’s philosophical ideas and share what he believes is valuable in his thought.

This essay introduces a running symposium on the work of Richard Rorty and its legacy fifteen years after his passing. The arc of Rorty's thought defines a trajectory through American pragmatism, tracing a variation unimagined until he expressed it. His work raised Anglophone philosophers’ interest in American pragmatism as never before and also focused the interest of the whole world on American pragmatism as never before, even though the result was to define a pragmatism saturated with nominalism and suppressing (...) the most original qualities of the sources that he celebrated. (shrink)

Papers addressing the role which human motivation plays in a wide range of specialties including clinical psychology, internal medicine, sports psychology, ...

Sociomaterial theories, including actor–network theory (ANT), materialist feminism and posthumanism, are sometimes argued to not be addressing or unable to address sufficiently the political and are therefore dismissed as irrelevant to educational research. Through an extended discussion of writers across the social sciences, this article seeks to counter such a view. Drawing specifically on the work of Latour on the nature of critique and on examples of political analysis from writers such as Barad, Bennett, Braidotti, Marres and Whatmore, we suggest (...) that sociomaterialist approaches to the more-than-human open up extended understandings and productive alternative practices of politics. While recognising that this is a work in progress and not without difficulties and challenges, we argue that there is much to be gained for educational researchers from engaging with such approaches. (shrink)

This book, a member of the Series in Affective Science, is a unique interdisciplinary sequence of articles on the cognitive neuroscience of emotion by some of ...

In the months preceding the writing of this review, bioethics has been in the news a great deal. In congressional and public policy debates surrounding stem cell research, human cloning, and the Human Genome Project, bioethics and bioethicists have gained national attention and been subject to public scrutiny. Commentators have asked who these self-appointed moral experts are to tell us what is right and wrong.

Errata slip inserted. Bibliography: p. 137-140.

Richard Wagner (1813-1883) zählt zu den herausragendsten Komponisten der Welt überhaupt und gilt aufgrund seiner musikalischen Interpretationen als ein Erneuerer der europäischen Musiklandschaft. Er fühlte eine enge Verbindung zu Ludwig van Beethoven, da eben sein Werk für die Entscheidung verantwortlich war, sich der Musik zuzuwenden. Das vorliegende Werk ist eine Hommage an den deutschen Künstler und erschien zu seinem einhundersten Geburtsjahr 1870. Es handelt sich hierbei um die englische Übersetzung der deutschen Originalfassung.

Richard Allen; Emotion, Religion and Education, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 181–194, https://doi.org/10.1111/j.146.

Richard Allen; Emotion, Religion and Education, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 181–194, https://doi.org/10.1111/j.146.

As organizational leaders worry about the appalling low percentage of people who feel engaged in their work, academics are trying to understand what causes an increase in engagement. We collected survey data from 231 team members from two organizations. We examined the impact of team members’ emotional intelligence (EI) and their perception of shared personal vision, shared positive mood, and perceived organizational support (POS) on the members’ degree of organizational engagement. We found shared vision, shared mood, and POS have a (...) direct, positive association with engagement. In addition, shared vision and POS interact with EI to positively influence engagement. Besides highlighting the importance of shared personal vision, positive mood, and POS, our study contributes to the emergent understanding of EI by revealing EI’s amplifying effect on shared vision and POS in relation to engagement. We conclude by discussing the research and practical implications of this study. (shrink)

This is the first full exploration of the implications of Wittgenstein's philosophy for understanding the arts and cultural criticism. These original essays by philosophers and critics address key philosophical topics in the study of the arts and culture, such as humanism, criticism, psychology, painting, film and ethics. All exemplify Wittgenstein's method of conceptual investigation and highlight his notion of philosophy as a cure.

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