In the mid-1950s, the Hungarian Ministry of Foreign Affairs made an effort to break free of the isolation brought about by the military defeat and communist takeover after WWII. One of the main priorities of Hungarian foreign policy was the developing world, including Africa. Although the revolution and subsequent reprisals of 1956 temporarily halted the opening up, at the end of the decade Hungary launched a new diplomatic offensive. Ethiopia, which symbolized African independence and power, was among the main targets. (...) In spite of the setbacks and challenges, and thanks to the determination of Hungarian diplomats, Hungarian-Ethiopian relations were normalized in 1959–60. This paper examines this process by analyzing documents from the Hungarian National Archive and explains why establishing diplomatic connections proved valuable to both parties. (shrink)

This article focuses on the relationship between democracy and the notwithstanding clause in s.33 of the Canadian Charter of Rights and Freedoms. A number of scholars argue that s.33 is inherently ‘democratic’, as it is an assertion of legislative supremacy. The most influential such theory is Jeremy Waldron’s. This article offers a democracy-based critique of Waldron’s democracy-based account of the notwithstanding clause. The argument that the notwithstanding clause is necessarily ‘democratic’ ignores the constitution of the legislature through elections and the (...) risk of self-dealing by the legislative branch, adopts an idealistic view of legislatures at odds with the reality of executive dominance and party discipline, and over-relies on the assumption that the electorate will ensure retrospective accountability for misuse of s.33. Contrary to Waldron and those who have adopted his arguments in Canada in the context of the Charter, the article argues we can be democrats and have faith in the capacities of legislators and voters while still maintaining skepticism about the uses to which the notwithstanding clause may be put. In short, s.33 is not inherently democratic. The political morality of each use of the notwithstanding clause—including whether it helps or harms democracy—must be assessed on a case-by-case basis. (shrink)

The article highlights the conceptual issues related to Kant’s analysis of the soul, a concept of utmost importance for the metaphysics and psychology of German academic philosophy (Schulphilosophie) of the Enlightenment was significantly dependent on the developed and systematically presented philosophical and scientific ideas and concepts of Christian Wolff. Kantian philosophy, its themes, and conceptual language were formed in the crucible of Wolfean discourse, and from the early 1770s in the struggle against it, which led to the emergence of a (...) new, critical philosophy – transcendental idealism, in which the problem of the soul, consciousness, and self-awareness became fundamental. It is this issue that was thoroughly covered in the «Critique of Pure Reason» and other works that were published later, after the first Critique. The article draws attention to Kant’s Lectures, which, on the one hand, demonstrate his critical attitude towards the so-called Wolfians, their metaphysics, and psychology, and, on the other hand, the lecture materials illustrate Kant's new conceptual position, and, what is important, develop, supplement and clarify it. The sources of Kant’s lectures are highlighted, taking into account the fact that we have at our disposal lecture notes, the authors of which are either unknown or, if known, their authorship is still somewhat doubtful, since they are notes that different people have rewritten. The article analyses lecture notes on psychology, the authors of which are more or less well-known, and experts recognize these notes as quite valid. The conceptual content of these lectures allows us to look at Kant’s understanding of the problem of the soul in a somewhat broader context compared to the «Critique of Pure Reason», where this problem is analyzed in connection with the paralogisms of reason and the transcendental deduction of categories. In his lectures on psychology, Kant draws attention to the problem of the interaction of the soul with the human body, the «location of the soul», linking it not so much to the organs of the human body (for example, the head) as to the location of a person as a bodily being in the world makes all acts of consciousness, self-awareness, and sense perception possible. Kant emphasizes the basic importance of such a spatial location of a person for the soul, as something that belongs to a person with a certain integrity, and not a separate organ, to act properly, to perform its cognitive functions. The article analyses the problem of existence, which is important for critical philosophy, its various modalities, and predication, with a special emphasis on the problem of the existence of metaphysical objects - the soul, God, and the world as a whole. (shrink)

Dr. Viktor Dörfler combines his background in developing and implementing AI with scholarly research on knowledge and cultivating talent to address misconceptions about AI. The Element explains what AI can and cannot do, carefully delineating facts from beliefs or wishful thinking. Filled with examples, this practical Element is thought-provoking. The purpose is to help CEOs figure out how to make the best use of AI, suggesting how to extract AI’s greatest value through appropriate task allocation between human experts and (...) AI. The author challenges the attribution of characteristics like understanding, thinking, and creativity to AI, supporting his argument with the ideas of the finest AI philosophers. He also discusses in depth one of the most sensitive AI-related topics: ethics. The readers are encouraged to make up their own minds about AI and draw their own conclusions rather than accepting opinions from people with vested interests or an agenda. (shrink)

Discoverers of “market failures” as well as advocates of the general efficiency of a “true, unhampered market” sometimes seem to disregard the fundamental fact that there is no such thing as a “market as such.” What we call a market is always a system of social interaction characterized by a specific institutional framework, that is, by a set of rules defining certain restrictions on the behavior of the market participants, whether these rules are informal, enforced by private sanctions, or formal, (...) enforced by a particular agency, the “protective state,” in J. M. Buchanan's terminology. (shrink)

We paraphrase Descartes’ famous dictum in the area of AI ethics where the “I doubt and therefore I am” is suggested as a necessary aspect of morality. Therefore AI, which cannot doubt itself, cannot possess moral agency. Of course, this is not the end of the story. We explore various aspects of the human mind that substantially differ from AI, which includes the sensory grounding of our knowing, the act of understanding, and the significance of being able to doubt ourselves. (...) The foundation of our argument is the discipline of ethics, one of the oldest and largest knowledge projects of human history, yet, we seem only to be beginning to get a grasp of it. After a couple of thousand years of studying the ethics of humans, we (humans) arrived at a point where moral psychology suggests that our moral decisions are intuitive, and all the models from ethics become relevant only when we explain ourselves. This recognition has a major impact on what and how we can do regarding AI ethics. We do not offer a solution, we explore some ideas and leave the problem open, but we hope somewhat better understood than before our study. (shrink)

The article explores digital literacy practices in children’s everyday lives at Norwegian preschools and some of the ways in which young children appropriate basic digital literacy skills through guided participation in situated activities. Building on an ethnomethodological perspective, the analyses are based on 70 hours of video recordings documenting the activities in which 45 children, aged 5-6, and eight preschool teachers participated. Through the detailed analysis of two categorization activities – identifying geometrical shapes and identifying feelings/thoughts –the use of digital (...) tools in the social organization of the activities are examined. The article finds that children’s digital literacy activities encompass visual, verbal, audio and embodied competencies that are made relevant, and thus accessible for learning, in interaction between the children and between the adults and children in the form of norms and guidelines for what constitutes correct categorizations (geometrical shapes and green and red feelings) in the situated activities, and that are appropriated and actualized by the children in interaction with their peers. The findings also show how the categorization practices in preschools deal with symbols and labels in ways that create and sustain socially organized ways of knowing, seeing and acting upon the world. Digital media are embedded in routines, procedures and socialites that are part of these categorization practices; they are part of how children are instructed to experience, interpret, understand and act in the world. Moreover, the different technologies created different conditions for the children’s participation. It was found that peer interaction was part of the digital literacy activities that involved such mobile technologies as smartphones and tablets, while when using non-mobile technologies, e.g. smartboards, the activities were structured more as ‘classic’ classroom activities, primarily guided by the teacher and the didactic material presented through the smartboard. (shrink)

ObjectiveTo examine subjective and objective socioeconomic status as predictors, cognitive abilities as confounders, and personal control perceptions as mediators of health behaviours.DesignA cross-sectional study including 197 participants aged 30–50 years, recruited from the crowd-working platform, Prolific.Main Outcome MeasureThe Good Health Practices Scale, a 16-item inventory of health behaviours.ResultsSSES was the most important predictor of health behaviours. Among the OSES indicators, education, but not income, predicted health behaviours. Intelligence and memory were negatively correlated with health-promoting behaviours, and the effect of memory (...) was upheld in the multivariate model. Personal control perceptions did not act as mediators.ConclusionSSES predicted health behaviours beyond OSES. The effect of socioeconomic indicators was not confounded by cognitive abilities. Surprisingly, cognitive abilities were negatively associated with health-promoting behaviours. Future research should emphasise SSES as a predictor of health behaviours. Delineating the psychological mechanisms linking SSES with health behaviours would be a valuable contribution toward improved understanding of socioeconomic disparities in health behaviours. (shrink)

We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher (...) degree and at least BA in philosophy, facilitated the majority of the dialogues and mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about whether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains. (shrink)

Purpose. Institutionalism is gaining strength as a dominant point of view on the world. Its philosophical basis is the postulate of the uncertainty of the development, which comes to replace the neoclassical certainty characteristic of industrial society. The postulate of uncertainty is closely connected with the idea of subjectivization and individualization of post-industrial society. All these were very important components of the new paradigm, although they do not exhaust the problem. In the heart of postmodernism is a mass identity as (...) a spiritual substance, while the more recently mass of people to realize themselves as natural and social beings. Person has absolute freedom in the acceptance and rejection of culture and civilization; it is pluralistic in their actions and in their consciousness. It is the subject of history and it should be creative, fluent mastering all the achievements of culture. Methodology. The dialogue system of the Postmodern, which is the basis of human communication with another person, human with society is a model of convergent formation of the world community and world economy. The same model of rationalism and adequate industrial society is a monologue, which is easily builds a bridge to violence, even if it is carried out in the name of the man behind him and the pathos of the exaltation of man as the bearer of unlimited creation possibilities. However, it is very important not just to modify rationalism, and to understand the origins of civilization. Scientific novelty. The postmodern era begins is not easy. Modern defending, using all their reserves: public thirst for justice, the priority of rationality, monologist public agencies and politicians in contrast to the dialogic postmodern imperative modality in the spiritual existence of man instead the freedom. Finally, the world of the story is set a trap – the anthropological paradigm of the globalization ideology formation. In this paradigm, people see materialistic rational measure of space and society building, i.e. the natural and social being, not a spiritual person. All this was evident in the course of transformation in Ukraine. Its main weakness is obvious. This narrows the field of mass participation in the market or by the adopted symbolism, the field of subjectivity. The population is invited to wait and endure, i.e. plays the role of the object of political and economic manipulation. Even more unacceptable monopolization of subjectivity government, for which everything is regarded as a subject of state regulation. Conclusions. For civilization of cardinal feature is the treatment of the person as the subject of history. The need for the development of civilization to increase the degree of subjectivity in an economy where people can express themselves freely and responsibly through a system of private property relations: economic entity is the subject of property. Policy enhancing the role of human rights and the development of the principle of subjectivity means deepening the democratic foundations of the state structure. In the social sphere the subjectivity is expressed in the individualization of the social existence of man and the personification of public relations and it is implemented through the mechanisms of liberal institutions. It seems that the civilizational unity of the economy, democratic state and liberal society has the value of a scientific paradigm. Whatever the great cultural peaks of the postmodern, the main processes of a new society formed at its foot: in the area of formation of public consciousness and public preferences with the mass participation of the individual in the economy, in the field of state-building and the formation of social institutions on the principles of Amateur participation. (shrink)

Purpose. Institutionalism is gaining strength as a dominant point of view on the world. Its philosophical basis is the postulate of the uncertainty of the development, which comes to replace the neoclassical certainty characteristic of industrial society. The postulate of uncertainty is closely connected with the idea of subjectivization and individualization of post-industrial society. All these were very important components of the new paradigm, although they do not exhaust the problem. In the heart of postmodernism is a mass identity as (...) a spiritual substance, while the more recently mass of people to realize themselves as natural and social beings. Person has absolute freedom in the acceptance and rejection of culture and civilization; it is pluralistic in their actions and in their consciousness. It is the subject of history and it should be creative, fluent mastering all the achievements of culture. Methodology. The dialogue system of the Postmodern, which is the basis of human communication with another person, human with society is a model of convergent formation of the world community and world economy. The same model of rationalism and adequate industrial society is a monologue, which is easily builds a bridge to violence, even if it is carried out in the name of the man behind him and the pathos of the exaltation of man as the bearer of unlimited creation possibilities. However, it is very important not just to modify rationalism, and to understand the origins of civilization. Scientific novelty. The postmodern era begins is not easy. Modern defending, using all their reserves: public thirst for justice, the priority of rationality, monologist public agencies and politicians in contrast to the dialogic postmodern imperative modality in the spiritual existence of man instead the freedom. Finally, the world of the story is set a trap – the anthropological paradigm of the globalization ideology formation. In this paradigm, people see materialistic rational measure of space and society building, i.e. the natural and social being, not a spiritual person. All this was evident in the course of transformation in Ukraine. Its main weakness is obvious. This narrows the field of mass participation in the market or by the adopted symbolism, the field of subjectivity. The population is invited to wait and endure, i.e. plays the role of the object of political and economic manipulation. Even more unacceptable monopolization of subjectivity government, for which everything is regarded as a subject of state regulation. Conclusions. For civilization of cardinal feature is the treatment of the person as the subject of history. The need for the development of civilization to increase the degree of subjectivity in an economy where people can express themselves freely and responsibly through a system of private property relations: economic entity is the subject of property. Policy enhancing the role of human rights and the development of the principle of subjectivity means deepening the democratic foundations of the state structure. In the social sphere the subjectivity is expressed in the individualization of the social existence of man and the personification of public relations and it is implemented through the mechanisms of liberal institutions. It seems that the civilizational unity of the economy, democratic state and liberal society has the value of a scientific paradigm. Whatever the great cultural peaks of the postmodern, the main processes of a new society formed at its foot: in the area of formation of public consciousness and public preferences with the mass participation of the individual in the economy, in the field of state-building and the formation of social institutions on the principles of Amateur participation. (shrink)

Journal of Philosophy of Education, EarlyView.

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)

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)

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...) school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)

Donation after circulatory determination of death (DCDD) is an accepted practice in the United States, but heart procurement under these circumstances has been debated. Although the practice is experiencing a resurgence due to the recently completed trials using ex vivo perfusion systems, interest in thoracoabdominal normothermic regional perfusion (TA-NRP), wherein the organs are reanimated in situ prior to procurement, has raised many ethical questions. We outline practical, ethical, and equity considerations to ensure transplant programs make well-informed decisions about TA-NRP. We (...) present a multidisciplinary analysis of the relevant ethical issues arising from DCDD-NRP heart procurement, including application of the Dead Donor Rule and the Uniform Definition of Death Act, and provide recommendations to facilitate ethical analysis and input from all interested parties. We also recommend informed consent, as distinct from typical “authorization,” for cadaveric organ donation using TA-NRP. (shrink)

The aim of this paper is to contribute to the development of a theory of economic freedom. In this endeavor, we build our framework on the Hayekian notion of freedom because it explicitly embodies the obvious link between freedom and the state: freedom is an absence of state coercion except for that which enforces abstract, general rules known beforehand. We derive two propositions from this Hayekian thesis and elaborate on them, leading to a categorization of government actions from the viewpoint (...) of economic freedom in which the criterion against which coercive governmental actions must be evaluated is the rule of law, meaning a government’s reliance on general, abstract rules. As an implication, our framework allows us to argue for the imperative differentiation between “efficiency” and “economic freedom” as two separate criteria against which government actions can and must be evaluated. We also show that our framework may help explain the process through which economic freedom enhances growth. (shrink)

Sociological theories of space have so far not provided an in-depth analysis of online spaces. The paper addresses this issue by means of Löw’s relational theory of space. As this theory mainly focuses on material spaces, it is necessary to embrace the phenomenological perspective in order to apply it to the virtual realm. More recent phenomenological research has highlighted the ongoing mediatization or virtualization of the life-world. These theories, and presence research more generally, are useful for examining the layers of (...) virtual presence. This paper focuses on two emblematic types of spaces: multiplayer online role-playing games and Skype video chats. The first represents an online version of a Schutzian finite province of meaning, while Skyping is an example of how the paramount reality of everyday life expands into the virtual realm. Albeit differently, actors in both cases constitute hybrid, virtual-material spaces with various forms and degrees of virtual presence. User experiences in these spaces are in line with contemporary sociological diagnoses indicating the vanishing experience of living in space and the general tendency of late modernity to question previous social forms of modernity. (shrink)

Félix Guattari mentioned an ‘ecology of the virtual’. This notion is developed in this article along two dimensions. The first dimension, which is conceptual, relates the mental or subjective ecology of The Three Ecologies to the ‘functors’ of Schizoanalytic Cartographies. The other dimension takes into consideration today’s context in Brazil, especially Amerindian struggles. I focus on how Guattari’s thinking of the virtual, in dialogue with other contemporary authors, opens the way to heterogenetic processes, with their own ecopolitical consequences.

The presence of Indians fundamentally altered the political, social and economic landscape of sugar producing nations. In most cases, race, which was used as an important signifier of difference by the colonising power, left these states with a colonial legacy of division and derision which they continue to endure and navigate in such diverse locations as the Caribbean, the West Indies, Fiji, Mauritius and parts of Africa. In the quest for recognition, equality and political status that allows the girmitiyas to (...) celebrate their past, embrace their present and imagine a future where they are enmeshed in the fabric of a new Fiji entail understanding why the declaration of girmit day on May 15th is such a powerful symbolic gesture on the part of the new coalition government. (shrink)

In the paper all countable Boolean algebras with m distinguished. ideals having countably-categorical elementary theory are described and constructed. From the obtained characterization it follows that all countably-categorical elementary theories of Boolean algebras with distinguished ideals are finite-axiomatizable, decidable and, consequently, their countable models are strongly constructivizable.

1. köt. A Marx előtti filozófia története.--2. köt. Marxtól Lening.--3. köt. Lenintől napjainkig.

Purpose – The purpose of this study is to improve our understanding of bracketing, one of the most central philosophical and theoretical constructs of phenomenology, as a theory of mind. Furthermore, we wanted to showcase how this theoretical construct can be implemented as a methodological tool. -/- Design/methodology/approach – In this study we have adopted an approach similar to a qualitative metasynthesis, comparing the emergent patterns of two empirical projects, seeking synergies and contradictions and looking for additional insights from new (...) emerging patterns. -/- Findings – On a philosophical level, we have found that bracketing, as a theoretical construct, is not about the achievement of objectivity; quite to the contrary, it embraces subjectivity and puts it centre-stage. On a theoretical level, we have achieved a better understanding of Husserl’s phenomenology, as a theory of mind. On a methodological level, we have achieved a powerful way of supplementing and/or clarifying research findings, by using a theoretical construct as a methodological tool. -/- Originality/value – Our paper contributes to the phenomenology literature at a philosophical, theoretical and methodological level, by offering a better understanding and a novel implementation of one of the central theoretical constructs of phenomenology. (shrink)

This paper examines the overwhelming desire of transnational adoptees to establish a connection with their origins in order to both come to terms with the past and develop an understanding of their identity. It considers the ethical ramifications of the commodification of human bodies. It is suggested that the idea of displacement is most helpful in approaching questions of transnational adoption. In this way, we can look at transnational adoption as a 'beginning' - one that disappears into the present moment, (...) becoming the constitutive reality underlying Derrida's concern with displacement - rather than its origin. For, what does the quest for a return to the point of origin entail? Transnational adoptees, when they embark on the journey of reclaiming their past, of coming to terms with their sense of loss, realise that there is no simple comfort in returning - that they are inevitably caught in the two worlds in which they co-exist. It is through this recognition of the traces that are contained in them, through this displacement, that they are able to negotiate identity. (shrink)

The concept of race is traced to the quest for the origins of language and the manner in which that led to the idea that a separate language indicated a separate racial origin. The Orientalist desire to know and dominate the other and to regard him or her as sub-human necessitated the invention of race. The notion of race is further traced through the slave trade and its contemporary usage in ‘race studies’.

This paper outlines a bicontextual account of fictional reports. A fictional report is a report on something that happens in a fiction, and a bicontextual account is an account that relativizes truth to two contexts. The proposal is motivated by two considerations. First, it explains the intuitive truth conditions of fictional reports without postulating hidden fiction operators. Second, it handles the problem of indexicals in fictional reports better than the standard accounts.

In this chapter we offer a reflection on the notion of sample representativeness from an interpretivist-qualitative perspective. Specifically we are looking into the idea of learning about a phenomenon through examining extraordinary individuals characterized by that phenomenon; to describe them we use the term ‘extraordinary’ as a noun, thereby building on Howard Gardner’s notion of ‘extraordinary minds’ (Gardner, 1997). We are looking at the ‘extraordinary’ in their professional socio-historical contexts, as the phenomena we are interested in cannot be divorced from (...) the contexts in which they are embedded. In this particular book chapter we are interested in the phenomenon of creativity, and the two research projects on which we base our argument are also concerned with creativity. However, we do not see any reason why similar considerations could not be made in other areas – but we do not suggest that a simple generalizability is possible. -/- The basis of our reflection are two research projects we have done in the past: In the first one, we conducted ‘insider interviews’ (the second-named author used to be a chef in Michelin-starred restaurants) with 18 extraordinary chefs in order to gain a better understanding of how creativity manifests itself socio-culturally in the culinary domain (Cousins, O’Gorman, & Stierand, 2010; Stierand, 2015; Stierand & Dörfler, 2012b, 2016; Stierand, Dörfler, & MacBryde, 2014; Stierand & Lynch, 2008). In the second one, we interviewed 20 extraordinary scientists, including 17 Nobel Laureates in order to gain a better understanding of cognitive complexity and how cognitive complexity is manifested in the socio-cultural acceptance of creative outcomes in the scientific world (Dörfler & Eden, 2014a, 2014b, 2017). -/- We have presented our research at various conferences, and, perhaps as we were so passionate about it, we have received a great deal of interest from others, mainly PhD students and early career researchers, who were keen to undertake similar research projects. But, although we believe that the methodological journey we have taken can be an excellent path to very interesting and meaningful research, we cannot wholeheartedly recommend it to junior colleagues, knowing the difficulties they will face when trying to justify their findings and methodological choices and the uncertain profits in the form of publication of the results (see an excellent overview of the difficulties and profits in Lebuda, 2014). We made our initial methodological choices, i.e. interviewing extraordinary chefs and scientists, purely intuitively that is, we just knew that the insights we could gain from these people would potentially lead to excellent findings. However, this is not an acceptable justification in the academic world. Therefore, we started to develop a framework for conducting this type of research, but we are not quite there yet. This reflection chapter is a midway point for taking stock of the convincing arguments we have developed over time and of the problems we still need to solve. (shrink)

How will religion develop in the 21st century? How optimistic can her outlook be on her future? What will be the meaning of global religious change in the coming decades? Despite being very advanced in the West, the answers to these questions remain problematic. In the famous work, "Returning the Sacred: Arguments for the Future of Religion," D. Bell noted that in the late eighteenth and early nineteenth centuries, most thinkers expected that religion would disappear in the twentieth century. At (...) the turn of the nineteenth and twentieth centuries, many sociologists believed that sociologists believed that "At least since the Enlightenment, most Western intellectuals have expected the death of religion as fervently as the ancient Jews of the coming of the Messiah," reminds American religious scholars R. Stark and R. Bindbridge. and the social sciences were particularly distinguished in the prediction of the inevitable triumph of rationality over “prejudice.” The most celebrated figures in sociology, anthropology, and psychology unanimously expressed the belief that their children, or indeed grandchildren, would witness a new era in which, from Freud, the infantile illusions of religion humanity will outgrow ”. (shrink)

At the end of the twentieth century. the realization that the inexhaustibility of the conflict-related nature of religion affects not only the less affected by the modernization of the civilizational habitats of the planet, but also the main regional actors of this process, is gaining more and more strength. After the advent of S. Huntington's work, even the most consistent critiques of the theory of collision of civilizations as the main conflict axis of contemporary global development are still forced to (...) recognize the seriousness of the religious factor and release him some part of the space in their own theoretical constructions and in their understanding of the present. (shrink)

The question of the nature of postcommunist religious change is highly discursive. First and foremost, where exactly is the focus of change? Serious research suggests that they are the least obvious where there is a mass attraction for sacred and individual conversion to religion. Indeed, after the overthrow of the Berlin Wall, the proportion of citizens of the countries of the former "socialist camp" who declare their own religiosity has increased, at times quite substantially. However, an increase in the number (...) of declaring their own religiosity is due to factors that are, in fact, outside religion. In addition, we must take into account the unreliability of Soviet sociological research, which deprives us of a serious comparative basis and the ability to confidently measure the extent of change. But at least two things can be said here confidently: firstly, the former USSR, and especially its "national outskirts", have never been countries of "mass atheism," and secondly, in those communist countries where the study of the religiosity of the population was carried out systematically and were deprived of ideological pressure, significant changes in the level of religious declarations did not occur. (shrink)

The state and changes in the religiosity of the population of post-Soviet Ukraine, it must be admitted, was studied too superficially by sociological methods. There were virtually no large-scale large-scale projects that purposefully investigated the religiosity of Ukrainians in its dynamics for many years by the standards generally used in modern sociology of religion. But the inclusion of Ukraine in international sociological research programs on the study of values ​​and religious and behavioral orientations, national projects aimed at obtaining a socio-political, (...) socio-demographic, socio-cultural portrait of the population of Ukraine, which would also include the study of his attitude to religion, research represented on the Ukrainian scale, nevertheless give a certain idea of ​​religiosity in Ukraine in recent years and tendencies of its development in comparison with other ymi countries. (shrink)