Romantikken er en sammensat kulturhistorisk og andshistorisk stromning, som brod frem i slutningen af 1700-tallet og kulminerede i den forste tredjedel af 1800-tallet, men havde udlobere helt ind i det 20. arhundrede. Ud over at formulere et sAerligt verdenssyn, der abnede for en dyrkelse af folkelig fortid, for melankolsk livsforelse, dybe trAengsler, anelser, splittelse og higen efter helhed og harmoni og meget andet, var den karakteriseret ved en kritisk reaktion mod to af den tids stAerke stromninger: Den oplysningstid, som i (...) den romantiske kritik ofte blev fremstillet som en kold, reduktionistisk, materialistisk rationalisme, og den endnu koldere materialistiske og rationalistiske modernitet. En ubehagelig fremtid, som romantikerne sa trAenge sig pa med den fremvoksende industrialisering.Givet er det, at romantikkens kosmologi og filosofi blev formuleret blandt tyske intellektuelle i sidste halvdel af 1700-tallet, og at stromningen i forskellig rytme og med varierende styrke spredte sig ud over Europa. Gennemslaget inden for faglige, videnskabelige og kunstneriske omrader varierede dog meget, og pavirkningen af andslivet var hojst forskellig fra land til land. Denne bogs mere end 40 artikler - alle skrevet af forskere pa det nye, store Aarhus Universitet - spreder sig derfor over hele perioden mellem sidste kvartal af 1700-tallet og begyndelsen af 1900-tallet og omhandler alt fra forskning i Frankenstein og Aedle vilde over nationalisme og gymnastik til Florence Nightingale og onde hekse. (shrink)

Looking back on it, it seems almost incredible that so many equally educated, equally sincere compatriots and contemporaries, all drawing from the same limited stock of evidence, should have reached so many totally different conclusions---and always with complete certainty.

The Elephant and the Blind is a book about why we need a new culture of consciousness, and how to get it. A culture of consciousness (or Bewusstseinskultur) is a culture that values and cultivates the mental states of its members in an ethical and evidence-based way.

The first aim of this paper is to prove a topological completeness theorem for a weak version of Stalnaker’s logic KB of knowledge and belief. The weak version of KB is characterized by the assumption that the axioms and rules of KB have to be satisfied with the exception of the axiom (NI) of negative introspection. The proof of a topological completeness theorem for weak KB is based on the fact that nuclei (as defined in the framework of point-free topology) (...) give rise to a profusion of topological belief operators that are compatible with the familiar topological knowledge operator. Thereby a canonical topological model for weak KB can be constructed. For this canonical model a truth lemma for the K and B holds such that a completeness theorem for KB can be proved in the familiar way. The second aim of this paper is to show that the topological interpretation of knowledge K comes along with a complete Heyting algebra of belief operators B that all fit the knowledge operator K in the sense that the pairs (K, B) satisfy all axioms of weak KB. This amounts to a pluralistic relation between knowledge and belief: Knowledge does not fully determine belief, rather it designs a conceptual space for belief operators where different (competing) belief operators coexist. (shrink)

Artificial Intelligence research and regulation seek to balance the benefits of innovation against any potential harms and disruption. However, one unintended consequence of the recent surge in AI research is the potential re-orientation of AI technologies to facilitate criminal acts, term in this chapter AI-Crime. AIC is theoretically feasible thanks to published experiments in automating fraud targeted at social media users, as well as demonstrations of AI-driven manipulation of simulated markets. However, because AIC is still a relatively young and inherently (...) interdisciplinary area—spanning socio-legal studies to formal science—there is little certainty of what an AIC future might look like. This chapter offers the first systematic, interdisciplinary literature analysis of the foreseeable threats of AIC, providing ethicists, policy-makers, and law enforcement organisations with a synthesis of the current problems, and a possible solution space. (shrink)

In this chapter, I consider the unity of self-consciousness and objectivity. Starting from the notion that the objective character and the self-conscious character of thought seem in tension, I discuss Sebastian Rödl’s Self-Consciousness and Objectivity and his thesis that this tension is merely apparent. This resolution suggests an immediate route to absolute idealism. I recall two Hegelian objections against such an immediate route. Against this background, it transpires that the dissolution of the apparent opposition of objectivity and self-consciousness can only (...) be a preliminary step, opening our eyes to an actual opposition animating the pursuit of knowledge: the opposition of knowledge of nature and self-knowledge. This actual opposition cannot be removed as merely apparent and instead has to be sublated through articulation of its speculative unity. I consider two paradigms for the exposition of such a speculative unity: Kant’s account of judgments of beauty, and Hegel’s account of the speculative unity of life and self-consciousness. I close by contrasting these two approaches with Rödl’s characterization, which strikes me as one-sided. Absolute idealism, properly understood, requires us to develop the speculative unity of knowledge of nature and self-knowledge from both sides, showing us that knowledge of nature is self-knowledge, but equally: that self-knowledge requires knowledge of ourselves as nature. (shrink)

Social scientific reasoning (SSR) is essential to social science education and to a democratic society as a whole. Students are challenged to analyze and reason about social problems such as social inequality, crime, and poverty. However, students experience difficulties with SSR. This study addresses the research question: Which design principles can guide teachers in designing lessons that promote social scientific reasoning? In this design-based research, four social science teachers employed a conceptualization of SSR and its levels together with three initial (...) design principles to develop curriculum materials and activities. These design principles and curriculum materials were piloted in two secondary education classes (9th and 10th grades) and evaluated by four social science teachers, four social science teacher educators and 90 students. The study produced six design principles that can promote students’ SSR. In combination with the curriculum materials, those design principles can help develop teachers’ pedagogical content knowledge and guide the design of tasks and units that develop SSR. (shrink)

The conception of property at the basis of Hegel’s conception of abstract right seems committed to a problematic form of “possessive individualism.” It seems to conceive of right as the expression of human mastery over nature and as based upon an irreducible opposition of person and nature, rightful will, and rightless thing. However, this chapter argues that Hegel starts with a form of possessive individualism only to show that it undermines itself. This is evident in the way Hegel unfolds the (...) nature of property as it applies to external things as well as in the way he explains our self-ownership of our own bodies and lives. Hegel develops the idea of property to a point where it reaches a critical limit and encounters the “true right” that life possesses against the “formal” and “abstract right” of property. Ultimately, Hegel’s account suggests that nature should precisely not be treated as a rightless object at our arbitrary disposal but acknowledged as the inorganic body of right. (shrink)

Two principal questions lie at the heart of the philosophy of colour perception. First: how do colour experiences represent the world? Second: do colour representations veridically represent the world? This collection of papers closely examines the various ways in which colour experience may represent the world, and the possibilities regarding the veridicality of these representations. As it turns out, close attention to the above two questions illuminates novel ways of approaching the metaphysics of colour and colour experience. Paper one distinguishes (...) different ways in which colour experience can be veridical or erroneous, and uses these distinctions to motivate realist error theories: a new class of theory regarding the perception of colour. Realist error theories say that colour experience is erroneous regarding the location and/or metaphysics of colour, but is generally veridical regarding the instantiation of colour. I argue that realist error theories provide a new approach to certain tensions between our motivated metaphysics for colour and how experience represents the colours. Paper two falls into two parts. In the first part, I argue that extant subject-dependent theories of colour fail to delineate veridical colour experiences from erroneous colour experiences. In part two, I develop novel subject-dependent theories which successfully delineate veridical colour experiences from erroneous colour experiences. I advocate for mono-minimalism: a view which says that colours are subject-dependent properties which range over at least one standard perceiver in at least one standard condition. Paper three focuses on the distinction between steady and unsteady colours. Extant proposals involve positing that steady colours are subject-independent and unsteady colours are subject-dependent. I argue that the subject-dependent theorist can explain the metaphysical difference between steady and unsteady colours in wholly subject-dependent terms. We can say that steady and unsteady colours are both subject-dependent properties, but steady colours range over a broader range of perceptual conditions compared to unsteady colours. I argue that this bifurcation in the scope of the colours is consistent with the mono-minimalist theory of colour proposed in paper two. (shrink)

Written in the European tradition of Kant's philosophical trilogy on critique and Hegel's concept of ethical life it outlines the great traditions in ethical philosophy: Aristotelian virtue ethics, Kantian ethics, and utilitarianism. It presents modern ethics from Nietzsche, Adorno, and Habermas to Kohlberg's stages of moral development.

The prevalent rule-based perspective on diversity management renders most diversity initiatives more or less uniform, and it therefore also renders the individual in charge of these initiatives replaceable. Against this background, this article argues that an ethical realignment towards a virtue-based perspective, focusing on the diversity manager him- or herself, could help rethink diversity management, and to refashion it into a more impactful shape. The virtue in question is the Aristotelian notion of the virtue of practical wisdom. Making their practical (...) wisdom a selection criterion for the recruitment process is a first step in the direction of upgrading the concept of diversity management. However, it is also important to adjust their working conditions, the design of their role, as well as their autonomy and performance evaluations in a way that allows them to develop, maintain, and practice this phrónēsis. (shrink)

'The Anthem Companion to Georg Simmel' offers the best contemporary work on Georg Simmel, written by the best scholars currently working in this field. Original, authoritative and wide-ranging, the critical assessments of this volume will make it ideal for Simmel students and scholars alike. 'Anthem Companions to Sociology' offer authoritative and comprehensive assessments of major figures in the development of sociology from the last two centuries. Covering the major advancements in sociological thought, these companions offer critical evaluations of key figures (...) in the American and European sociological tradition, and will provide students and scholars with both an in-depth assessment of the makers of sociology and chart their relevance to modern society. (shrink)

This article constitutes a substantial introduction to the thematic issue “Matters.” After introducing briefly the scattered constellation described by some as “new materialism” or “the material turn,” as well as its main concepts and methods, I offer a deconstructive reflection on “the turn” by challenging a series of theoretical gestures meant to coalesce the turn to materiality in contemporary continental philosophy—starting with the exclusion of the much maligned “linguistic turn” and the opposition to an “old” concept of matter presented as (...) passive, inert, and mechanistic. I analyze how these two exclusions—precarious as they may be—allow for a relative coalescence of the new “scene” while betraying its essential heterogeneity and self-inadequacy. I thus interrogate the conditions that make the position of a “new” materialism possible, giving it force and necessity, while questioning what the production of this so-called novelty potentially obfuscates. After raising a series of questions related to new materialism’s conceptuality, I introduce the contributions that make up the thematic issue. I also provide a substantial bibliography to help the reader navigate the material turn as well as its various critiques from the perspectives of philosophical history, object-oriented ontology, social and ethico-political theory, deconstruction, critical race studies, or other perspectives on materialist theory. (shrink)

This book analyzes iconic British children's literature through the lens of formal educational theory, policy, and practice. Examining themes like growth mindset and project-based learning alongside educational philosophers like Plato, Rousseau, and Dewey, the author sheds new light on children’s classics from Alice in Wonderland to Harry Potter.

I argue that colleges should include philosophy courses as general-education requirements. I begin by explaining the prima facie case against general-education requirements and the need for philosophers to defend their courses’ place in the general-education curriculum. Next, I present two arguments for philosophy as a general-education requirement. The first is the Argument from Content: that philosophy courses’ content tends to match the intended nature and purposes of general-education courses. The second is the Argument from Outcomes: that even if philosophy courses (...) didn’t match the intended purposes of general-education courses, they would still be appropriate as general-education requirements, because there is empirical evidence that philosophy courses produce valuable skills and knowledge in students. (shrink)

Cephalos and Kant. A conversation on duties Socrates’s first conversational partner in Plato’s Politeia is Cephalos, the host of the dialogue. But the conversation between Cephalos and Socrates does not appear to be very fruitful. It merely seems to function as the setting of the stage. Nonetheless, what Cephalos has to say about life and old age, about justice and doing one’s duty is far from uninteresting. Indeed, if Cephalos had presented his views to Immanuel Kant, they would have been (...) well received. Kant would have agreed with Cephalos’s emphasis on duties: the duty to speak truthfully; the duty of returning what one has borrowed from another and the duty of gratitude for what one has been given. Kant’s fictional conversation with Cephalos even presents us with some unexpected vistas. (shrink)

Original publisher: London: Burns, Oates, and Washbourne, 1934.

In den drei hier veröffentlichten philosophischen Studien geht es um die Begriffsarbeit des menschlichen Geistes, durch welche er in der Lage ist, die Struktur physischer und geschichtlicher Prozesse zu erfassen.

Since at least the 1960s, responding to changes both in the world and in the Church the project of Catholic university education in the United States and elsewhere has undergone a significant alteration in structure, and subsequently of its own sense of identity, purpose, and mission. Concerns about the integrity of Catholic universities both as Catholic and as university abound and have done for some time. Providing a brief review of some of the existing literature, this paper argues that the (...) contemporary discussion regarding identity and mission for Catholic colleges and universities suffers from a decidedly modern inability to the address first order questions. This failure to properly treat questions pertaining to metaphysics render Catholic institutions of higher learning locked within the superficial plane in terms of how they address their own sense of identity and mission. In response to this, this paper argues that there exists within the Catholic tradition adequate metaphysical richness that can and should more faithfully ground the essence of the Catholic college or university. Drawing on the metaphysical work of such figures as David L. Schindler and others, the author argues that a relational ontology, characterized by an understanding of the metaphysics of gift can not only save the project of Catholic university education but is in fact central to its mission. (shrink)

One defining element of life in any Catholic educational institution, whether it be primary, secondary, or tertiary, is the focus on pastoral care for staff and students. This paper provides a distinctly Catholic definition of the term ‘pastoral care’ and briefly examines the theological foundations that underpin this concept, particularly, in relation to its application in the Catholic university. The paper traces the motif of pastoral care through the Scriptures and, building on insights from St. Pope John Paul II’s Apostolic (...) Constitution on Catholic Universities, Ex Corde Ecclesiae (1990) and the broader theological anthropology of the Vatican II Council. The paper highlights that pastoral care is not something of an extrinsically added offering to students in a Catholic educational institution, but rather something intrinsically built into its fabric. (shrink)

This Element provides an account of Thomas Aquinas's moral philosophy that emphasizes the intrinsic connection between happiness and the human good, human virtue, and the precepts of practical reason. Human beings by nature have an end to which they are directed and concerning which they do not deliberate, namely happiness. Humans achieve this end by performing good human acts, which are produced by the intellect and the will, and perfected by the relevant virtues. These virtuous acts require that the (...) agent grasps the relevant moral principles and uses them in particular cases. (shrink)

For some years now, there has been a dispute in Berlin Pankow about renaming the “Robert-Rössle-Straße.” The pathologist is accused of an opportunistic attitude regarding his behaviour and his scientific work under National Socialism. In his research, especially that on a “pathology of the family,” Robert Rössle is said to have followed the racial-hygienic paradigm of the Nazi era. He is to have used questionable methods and is subject to the reproach of having profited from his adaptation to the system (...) scientifically and as a private citizen. The dispute over the naming of the street can be described as “dissonant memory,” impeding a harmonious culture of remembrance. It is suggested that this dispute – regardless of whether the street is renamed or not – be used productively in the sense of a reflexive historical consciousness to get on Rössle's track and illuminate the factual and personal entanglements of his network from different perspectives. (shrink)

In the United States, hate speech sits at the intersection of ethical and legal debates and has a complex relationship with journalism. The First Amendment provides broad legal protections for hate...

Research in sociology and organization studies has consistently documented the tendency for organizations to develop wrongdoing practices that are at odds with the legal and moral frameworks of society. Often, this wrongdoing acquires a degree of normalization where it is endorsed, encouraged, and accepted throughout the organization. Such normalized wrongdoing can have severe negative effects on the whistleblowing opportunities of employees. While these effects are intuitively easy to understand, we still lack an understanding of the significant variation that exists across (...) situations of normalized wrongdoing and how that variation may affect potential whistleblowers. To advance such an agenda, the paper analyzes 14 whistleblower autobiographies. Building on work on normalized wrongdoing within corruption, fraud, and management studies and Niklas Luhmann’s theories on organization, the analysis finds that normalized wrongdoing in the autobiographies appears in different intensities that depend on the role of management, the benefits organizations obtain from wrongdoing, and the extent to which wrongdoing norms are internalized by employees. The paper builds on these distinctions to suggest a continuum of normalized wrongdoing from ‘weak’ to ‘strong.’ Understanding this variation offers a new set of tools to assess the organizational realities that concerned employees must navigate in when they attempt to resist and address situations of normalized wrongdoing. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:146 BOOK REVIEWS Natural Law Theory: Contemporary Essays. Edited by ROBERT P. GEORGE. Oxford: Clarendon Press, 1992. Pp. 371. $39.95 (cloth). As the editor of this volume, Robert P. George points out in his foreword that this hook is yet another manifestation of the renewed and growing interest in natural law theory. But why this recent increased interest in natural law theory? What purpose is this theory supposed to (...) serve, or in what way do its proponents see it as an improvement on existing theories? First of all, it must be noted, as the variety of essays in this volume makes abundantly clear, that natural law theory, as it is presently conceived, most certainly does not represent anything like a unified, single theory of tightly knit principles and conclusions. In the present volume one can easily see a half-dozen or more different approaches to natural law theory. So different in tone and spirit are some of the essays that one can easily wonder if they have enough in common even to classify them as " family resemblances." But if they all in their different ways do indeed evidence, as the editor claims, an increased awareness of and interest in natural law theory, the question immediately arises, why this increased interest? What problems do the advocates of these theories hope to solve by them or what questions do they think their theories will better address than the theories currently in place? First of all, one may make a division which places the theories, however divers~ among themselves, into two general groups. The first of these groups wishes natural law theory to function as a general approach to morality. For this group natural law does the work of a moral theory. In this group I would place the essays of Joseph Boyle, Robert George, Russell Bittinger, John Finnis, and Hadley Arkes (probably). The second group uses natural law theory as a way of determining the connection between moral law and positive law or legal theory. The essays of Jeffrey Stout, Neil MacCormick, Jeremy Waldron, Michael Moore, Lloyd Weinreb, Joseph Raz, and Ernest Weinrib fall into this second category. In all there are twelve essays in this volume. Space will not permit me to give a detailed analysis and critique of each. At most I can only indicate very briefly some of their more salient features. The book is divided into four parts, the first of which is titled "Natural Law, Practical Reasoning and Morality." In the very illuminating first essay of this section, "Natural Law and the Ethics of Traditions," Joseph Boyle undertakes to clarify the question of the relation of natural law theory to tradition. Certain approaches to moral theory currently popular BOOK REVIEWS 147 which are called virtues ethics, of which Alasdair Macintyre would he an example, claim that natural law theory is tradition-dependent. If Macintyre and other virtues ethicists are correct, then since natural law theory is culture-hound, and since the culture in which it was horn and flourished, medieval culture, has irretrievably retreated into the pages of history, then natural law theory is equally dead, of interest, if at all, only in an antiquarian way. Boyle carefully points out that there is more than one sense of being tradition-dependent. It is true that natural law theory is tradition-dependent in the sense that it did indeed come into existence in a particular historic epoch and that its language and thought do indeed express the period of its flourishing, i.e. the medieval period. But this, Boyle is careful to point out, does not mean that its validity and meaning were exhausted with the end of that culture. Rather the tradition is a living tradition so that its rich resources can continue to be exploited as that tradition is enlarged by its application to present day moral problems. Boyle's conclusion then is that in some senses natural law is indeed dependent on an ancient and medieval tradition, hut not so totally dependent that it has lost all validity for contemporary moral theory. In the contribution by Robert George, "Natural Law and Human Nature," George tries to defend Germain Grisez's version of natural law... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 697 Excellent as Sullivan's book is, it has raised a host of questions which, though it cannot be fairly expected to discuss them at length, much less to resolve, are at the heart of ongoing reflections about the possibility of salvation outside the visible Church. Such questions concern the concrete ways in which God works in the lives of peoples of different religions, the unique and normative (...) role of Christ in the history of salvation, the function of non-Christian religions as mediations of salvation, and so on. And the debate on these issues rages on among Catholic as well as non-Catholic theologians! One wishes that Sullivan had given a fuller account of this debate which is central in interreligious dialogue. More directly connected with the method and approach of the book itself are the questions of dogmatic development and the hermeneutics of doctrines. To put it more concretely, was Leonard Feeney, with whose ironic fate the book opens and ends, simply expressing the ancient doctrine of the deposit of the faith concerning salvation in the Church in a negative and imperfect fashion? Or was he (and more importantly, popes and official teachers of the faith) wrong in affirming the exclusiveness implicit in the formula extra ecclesiam nulla salus (which apparently they did)? H the latter, then the issues of infallible magisterium and dogmatic ' development ' raise their ugly heads, and one has to come to terms with them. The Catholic University of America Washington, D.C. PETER c. PHAN Character. By JOEL KUPPERMAN. Oxford: Oxford University Press, 1991. Pp. vi + 193. The two theses of J. Kupperman's Character are "that character is of central importance to ethics and that ethical philosophy will have to be restructured once this is understood " (p. 3). The argument has three stages: the first three chapters explicate the notion of character and its relationship to the notions of the self and of responsibility; the next two consider the dominant, rival theories in contemporary ethics; the last two address the topics of value and the place of character in ethics. In two appendices, Kupperman applies the substantive conclusions of the work to the issues of moral psychology and the education of character. A brief review cannot communicate the many nuances of argument and the precise and lucid style that distinguish the book. While certain parts of the argument seem problematic, or at least in 698 BOOK REVIEWS need of further development, the work deserves the attention of professional ethicists and of inquisitive non-professionals. The opening chapter offers the following definition of character: "X's character is X's normal pattern of thought and action, especially with respect to concerns and commitments in matter affecting the hap· piness of others or of X, and most especially in relation to moral choices" (p. 17). In the second chapter, Kupperman considers three views: Enduring Self (ES), No Self (NS), and Constructed Self (CS). The ES appears to be seH-evidently true. But what exactly is the self and where is it to he found? It is difficult to fix the abiding " I " amid or behind the flux of our self-experience. On the other hand, even Hume's skepticism concerning the self presumes that " we know where to look " for it. The " I " is simultaneously obvious and elusive, stable and unstable (p. 40). Thus, both the ES and the NS are problematic, The third option is the Constructive Self, Kupperman holds that, as children, we begin with a "protoseH." The full-fledged self is often the result of orientations, habits, and traits of character developed before one has even begun deliberating about the kind of character one would like to have. Like the self, character is constructed mostly through unreflective choices. But this raises questions about responsibility, which is the focus of the third chapter. If we have not willed to be the sorts of persons we now are, how can we be held responsible for who we are or what we do? Actions do not " flow from character like water from a pipe " (p, 59). Over long periods of time and through a reorganization of large portions of our life, we can... (shrink)