The purpose of this paper is to show that genuine dialogue is a refined human achievement and probably the most valid criterion on the basis of which we can evaluate educational or social policy and practice. The paper explores the prerequisites of dialogue in the language games, the common certainties, the rules of logic and the variety of common virtues; defends dialogue as a normative concept and interprets the principles of dialogue as extensions of its prerequisite virtues. Finally, it examines (...) the social conditions that are conducive to dialogue and those that frustrate it. (shrink)

Patroni, Steve Review of: Oh! What a lovely war, directed by Richard Attenborough.

Patroni, Steve Review of: Wanting, by Richard Flanagan, Vintage Paperback by Random House, 2009.

El presente texto es una indagación teórica sobre un tema que a pesar de su antigüedad mantiene plena vigencia: la «meritocracia», definida por el Diccionario de la lengua española como: «Sistema de gobierno en que los puestos de responsabilidad se adjudican en función de los méritos personales». El objetivo esencial de este abordaje es mostrar el surgimiento y evolución de este término, sus variaciones a lo largo de su desarrollo conceptual, su estrecha vinculación con determinadas teorías jurídicas y sus actuales (...) repercusiones sociales y políticas. Tratándose de una indagación teórica, el método básico asumido fue la recopilación bibliográfica y documental. Entre los resultados más destacables cabe precisar que el concepto de «meritocracia» ha sido objeto a lo largo de su evolución histórica de diversos y hasta contradictorios enfoques. En lo que respecta a las principales conclusiones hay que señalar que la meritocracia puede ser utilizada para enmascarar procesos excluyentes. (shrink)

The process of artistic creation represents a research subject that involves diverse theoretical and methodological challenges. Thus, for example, the question of the epistemological dimension of artistic creation poses itself and of whether philosophical investigation of the processes of creation demands a special epistemology that goes beyond the classical theory of knowledge. In this article both questions are answered in the positive. At the same time it is argued that the philosophical investigation must go beyond a purely conceptual and theoretical (...) level, because the concrete processes of creation point to discrete aspects of activity that are theoretically demanding. For this reason an analysis of methodological approaches is essential where it concerns an approach to the artistic praxis. Both the theoretical and the practical research problems thus compell aesthetics to a closer interleaving with empirical social science and the theory of practice. (shrink)

Tasos Kazepides; On Educational Aims, Curriculum Objectives and the Preparation of Teachers, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006.

Tasos Kazepides; Educating, Socialising and Indoctrinating, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 155–165, https://doi.org/.

Tasos Kazepides; Human Nature in its Educational Dimensions, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 55–63, https://doi.org/1.

Tasos Kazepides; Is Religious Education Possible? A rejoinder to W. D. Hudson, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 259–26.

In this paper I distinguish between education and its prerequisites and try to defend the ontological and epistemological priority of the latter. This distinction parallels Wittgenstein's distinctions between knowledge and its river-bed, justification and its grounds, explaining and showing, learning and acquisition. With respect to moral thinking and education, I argue that the fundamental moral principles occupy a position akin to that of the river-bed propositions; that these principles are embedded in ordinary human activities and forms of life and, therefore, (...) ought to be taught by example and by practice and not by abstract moral thinking or contrived moral dilemmas, as some rationalist moral theorists sugges‡. (shrink)

W D Hudson; Educating, Socialising and Indoctrination: a reply to Tasos Kazepides, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 16.

W D Hudson; Educating, Socialising and Indoctrination: a reply to Tasos Kazepides, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 16.

W D Hudson; Educating, Socialising and Indoctrination: a reply to Tasos Kazepides, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 16.

Die Sculpturen des Vaticanischen Museums, im Auftrage und unter Mitwirkung des kaiserlick deutschen archaeologischen Instituts beschrieben von Walter Amerlung. Berlin: In Kommission bei Georg Reimer. Vol. I., 1903; Vol. II., 1908. Text, 8vo, pp. x + 935, 768. Plates, 4to, 121 + 83. M. 50 per vol.Guida illustrata del Museo Nazionale di Napoli; approvata dal Ministero della Pubblica Istruzione. Compilata da D. Bassi, E. Gábrici, L. Mariani, O. Maruchhi, G. Patroni, G. de Petra, A. Sogliano; per cura di A. Ruesch. (...) Naples: Richter & Co.; Munich: Buchholz, 1908. 8vo. Pp. 500. 129 illustrations in the text. Lire 25. (shrink)

In a recent essay, Tasos Kazepides has used the later Wittgenstein’s account of religious beliefs as either ‘superstitions’ or non-rational to condemn such beliefs as ‘doctrines’. By this term he means teachings which close minds to alternative truth-claims. In this paper we criticise his interpretation and use of Wittgenstein and argue that, far from closing minds, an appropriate education in religious beliefs can open minds to possible realms of existence unconsidered in other subjects of the curriculum.

In a recent essay, Tasos Kazepides has used the later Wittgenstein’s account of religious beliefs as either ‘superstitions’ or non-rational to condemn such beliefs as ‘doctrines’. By this term he means teachings which close minds to alternative truth-claims. In this paper we criticise his interpretation and use of Wittgenstein and argue that, far from closing minds, an appropriate education in religious beliefs can open minds to possible realms of existence unconsidered in other subjects of the curriculum.

In a recent essay, Tasos Kazepides has used the later Wittgenstein’s account of religious beliefs as either ‘superstitions’ or non-rational to condemn such beliefs as ‘doctrines’. By this term he means teachings which close minds to alternative truth-claims. In this paper we criticise his interpretation and use of Wittgenstein and argue that, far from closing minds, an appropriate education in religious beliefs can open minds to possible realms of existence unconsidered in other subjects of the curriculum.

Martial wrote about himself and his participation in the everyday life of Rome more than any other extant poet of the post-Augustan Principate. More particularly, dozens of his epigrams describe the life of the ordinary client and his treatment by great and often arrogant patrons. Unfortunately for social and literary historians, however, Martial was writing satirical epigrams, not autobiography. Consequently, his poetry cannot be taken at face value as a direct reflection of Roman life. With regard to literary patronage, the (...) difficulties of interpretation have allowed modern scholars to reach diametrically opposed conclusions. One editor and commentator baldly labelled Martial ‘a chronic beggar’ who ‘despite his numerous friends and the many patroni to whom he paid court,…dragged on a hand-to-mouth existence’. In a recent and more detailed study, on the other hand, Martial is portrayed as a man of independent means, who looked to his powerful amici not for financial support so much as for help in publicizing his work and for protection in literary squabbles. (shrink)

Die Sculpturen des Vaticanischen Museums, im Auftrage und unter Mitwirkung des kaiserlick deutschen archaeologischen Instituts beschrieben von Walter Amerlung. Berlin: In Kommission bei Georg Reimer. Vol. I., 1903; Vol. II., 1908. Text, 8vo, pp. x + 935, 768. Plates, 4to, 121 + 83. M. 50 per vol.Guida illustrata del Museo Nazionale di Napoli; approvata dal Ministero della Pubblica Istruzione. Compilata da D. Bassi, E. Gábrici, L. Mariani, O. Maruchhi, G. Patroni, G. de Petra, A. Sogliano; per cura di A. Ruesch. (...) Naples: Richter & Co.; Munich: Buchholz, 1908. 8vo. Pp. 500. 129 illustrations in the text. Lire 25. (shrink)