Synthetic biology is a new biotechnology that is developing at an impressive pace and attracting a considerable amount of attention from outside the scientific community as well. In this article, two main philosophically and ethically relevant characteristics of this field of research will be laid bare, namely its reliance on mechanistic metaphors to denominate simple forms of life and its appeal to the semantic field of creativity. It is argued that given these characteristics synthetic biology can be understood as a (...) prime example of a kind of human interference with reality that German philosopher Hannah Arendt called “fabrication.” This kind of self-world-relation contrasts to “action,” a relation that introduces, among other things, the idea of an inherent value of the object acted upon. Taking up this latter perspective, one scientific and two ethical challenges to synthetic biology’s take on the realm of life are identified. (shrink)

The earlier much discussed issue of a society's right to educate the young is the starting point for various observations regarding education itself. A distinction is drawn between additive and transformative conceptions of education, the latter seeking to bring about changes to the learner's subjective self as reflected in a tripartite division of entities intended by the phenomenological self. Despite liberal or progressive educators' intuitive preference for the transformative conception, it may be asked whether this may not infringe the learner's (...) rights, however worthy the educator's motives or benign the intended outcomes. This possibility is rejected, however, on grounds of the learner's residual freedom to criticise the educator's values, the necessity of value assumptions as the essential basis of moral freedom and the unpredictability of human perceptions and responses, given the potential gap between the intentions and perceptions of the emitter of language and the understandings of the receiver. (shrink)

A contribution to management philosophy is made here by the development of a postcolonial-storytelling theory, created by drawing together parallel developments in quantum physics and tribal peoples’ storytelling. We argue that these developments resituate the hegemonic relationship of discursive representationalism over material storytelling practices. Implications are two-fold. First, this dissolves inherent dualisms presumed in the concept of interactionamong entities like actor–structure, subject–object and discursive–nondiscursive in favour of a profound ontology of entanglement and intra-action of materiality and discourse, where storytelling is (...) a domain of this discourse. Second, postcolonial phenomena are understood as results of entangled genealogies in which plural voices are present. This implies an understanding and awareness of the intra-action of imperial narratives and material storytelling and antenarrative resistance, and thus the resistance and contestation to imperial and colonising monologic narratives of spatial and temporal alignment. (shrink)

In a historical perspective, what is novel about computer games is that they are not pure games but cultural objects which allow the playful desires identified by Caillois to be fused with craftsmanship, the desire to do a job well for its own sake (Sennett). Play is often defined in opposition to work, for example by Huizinga and Caillois, but craftsmanship has two qualities which can be found in both. Firstly, craftsmanship entails creative attention to the material at hand pleasurably (...) and patiently built up through rehearsal (cf. Sennett on “material consciousness”)—“creative” is used in a sense read from Bergson which is almost synonymous with “possibility-widening”. Secondly, craftsmanship entails the satisfaction of seeing the end result of one's labours. Both qualities are essential to human well-being (Marx, Sennett, Smith). (shrink)

This article reflects on the received view of the rupture which constitutes the beginning of a critical, ethical, political and legal opening, the understanding of which inhabits the cry of, and response to, injustice. It takes the very critique that feeds into, and is distorted by, practical reasoning, as its point of departure. Grasping this rupture as the complementary relation between deconstruction and radical alterity, would entail unreflectively accepting a certain kind of truthfulness—truthfulness as [in]correctness, manifesting in a relationship that (...) involves rootless and controlling movement of making and unmaking of world. In closely reading Wittgenstein and Heidegger on the level of seeing, showing and saying, truthfulness is shown to contain an essential tension between, on the one hand, the Socratic, metaphysically-bound notion of beingness, correctness and meaning-steering and, on the other hand, the pre-Socratic notion of unconcealment (a-lethia), which, pointing even earlier than pre-Socratics into aboriginality, involves attentive letting of gliding in the inexpressible saying of language. While steering is about generating new possibilities of expressibility, gliding is about poetic dwelling, or enduring inexpressibility as a constitutive part of saying. Although aletheia is taken to be the key influence on rootless post-foundational thinking, it is argued that unconcealment involves letting and enduring the presencing inexpressibility of place and home-coming, that is, worlding-rootedness; thus showing Heidegger’s originary politics as the district of the uncanny to be about worlding that attentively lets the presencing inexpressibility of earth be as place. In reading Heidegger’s views on humanism, beginning and language, the argument links inexpressibility—essentially and historically—to the grasping of the belongingness together of world, earth and place, viewing this belongingness as key to both the saying of art and of mortals dwelling together temporally, spatially, materially in a manner always strange to, and nearer than, the steering/controlling of beingness, time, space and place that the very gesture and emergence of critique is captive of and is not capable of attuning to and capturing. Art always estranges the metaphysical cycle of correctness which preserves pain and suffering—a cycle that inhabits a double bind of responding to violence and injustice generated by the violence of metaphysics with metaphysical violence and justice. In showing essential strife within truthfulness itself, Heidegger points to even greater and earlier problematic than the pre-Socratics—to the painful core of inexpressibility between the ontology of steering time, spaces and material—steering places—and the gliding temporality, spatiality and materiality of ontology of place. (shrink)

In his 2010 article, ‘Secular Spirituality and the Logic of Giving Thanks’, John Bishop recalls a striking theme in a recent address by Richard Dawkins in which he appeared to enthusiastically endorse the appropriateness of a ‘naturalised spirituality’ that involved ‘existential gratitude’, and this led him to investigate the notion of a naturalised or secular spirituality with particular reference to Robert Solomon’s Spirituality for the Skeptic (2002). This essay looks to pick up on Bishop’s engagements with both Dawkins and Solomon, (...) but to extend the conversation well beyond them in order to defend the credibility and integrity of secular spirituality in its movement of ontological gratitude. In this way it looks to offer a first sketch of what might be termed a ‘hermeneutics of ontological gratitude’. To this end – and via a distinction between gratitude for existence and life – the essay considers Dawkins’ argument and Solomon’s work in further detail, before turning to consider various other perspectives on the problem including Kenneth Schmitz’s existential Thomist notion of ontological contingency, Hannah Arendt’s concept of primary natality, and Emmanuel Levinas’ sketch of the self in its interiority and economy. My claim is that any serious naturalistic spirituality needs to take into account not only a gratitude for one’s existence per se, but for the whole context of individual and collective being. (shrink)

In this paper I assess the possibility of advancing a modern conception of social justice under neo-Aristotelian lights, focussing primarily on conceptions that assert a fundamental connection between social justice and eudaimonia. After some preliminary remarks on the extent to which a neo-Aristotelian account must stay close to Aristotle’s own, I focus on Martha Nussbaum’s sophisticated neo-Aristotelian approach, which I argue implausibly overworks the aspects of Aristotle’s thought it appeals to. I then outline the shape of a deeper and more (...) general, and as yet unanswered, problem facing neo-Aristotelian accounts: how to justify the claim that the point of a just society is to assist or enable its members to flourish. (shrink)

. A space for ‘who’ – a culture of ‘two’: speculations related to an ‘in-between knowledge’. Ethics and Education: Vol. 7, Creating spaces, pp. 251-260. doi: 10.1080/17449642.2013.767084.

. Possibly preventing catastrophes: Hannah Arendt on democracy, education and judging. Ethics and Education: Vol. 7, Creating spaces, pp. 237-249. doi: 10.1080/17449642.2013.766540.

In this essay, I examine the concept of thinking in Hannah Arendt's writings. Arendt's interest in the experience of thinking allowed her to develop a concept of thinking that is distinct from other forms of mental activity such as cognition and problem solving. For her, thinking is an unending, unpredictable and destructive activity without fixed outcomes. Her understanding of thinking is distinguished from other approaches to thinking that equate it with, for example, problem solving or knowledge. Examples of a ‘problem-solving’, (...) skills-based approach to thinking that place a premium on behavioural change are drawn from the context of the prison. I offer an alternative example of thinking with others from my philosophy classes in the prison. I draw upon Arendt's insights to develop a concept of ‘thinking-in-concert’. Whilst Arendt believes that thinking must be a solitary activity, I argue that the concept of ‘thinking-in-concert’ helps to capture experiences of thinking with others in a manner that is more hesitant and provisional than some descriptions of communities of enquiry or democratic education. The embodied presence of others matters when ‘thinking-in-concert’. I describe this approach as educational as well as conversational. This helps to communicate the way in which we turn towards others and may be pulled up short by them as we strive to think together or experience moments of conversion or insight whilst enjoying the ordinary activity of talking with others. This concept may help us to understand the difference between the experience of thinking, teaching and learning when we are physically present to one another and the experience of virtual learning or teaching. (shrink)

In this article, from the characterization of technoscience of the English historian J. Pickstone and the recognition of the importance of models and modelling in research and teaching of chemistry, the term technochemistry is introduced as a way of chemical knowledge. With the above new possibilities, rethinking the chemistry curriculum is opened.

The article is dedicated to the politico-theological critique of Judaism from the position of Christianity. It shows the affinity of Marx’s early critique of liberal state and of Hannah Arendt’s criticism of formal legalistic thinking in the contemporary judicial treatment of Nazism (and of similar international political crimes). Marx’s critique of nation-state finds its unlikely continuation in Arendt’s critique of international law. The politico-theological argument is explicit in Marx and implicit in Arendt, but both develop the Hegelian criticism of liberal (...) state which shows its reliance on the abstract law, on the one hand, and on the egotistic abstract individual, on the other. The theological undercurrent of the argument is both sign of its limitations, and of the subsisting relevance of the politico-theological framework, even in the similarly novel circumstances of the twentieth century. It is only within and through the theological critique and critique of theology that these issues would stand a chance of resolution. (shrink)

In this paper I draw some distinctions between the terms “cultural diversity” and “plurality” and argue that a radical conception of plurality is needed in order both to re-imagine the boundaries of democratic education and to address more fully the political aspects of conflict that plurality gives rise to. This paper begins with a brief exploration of the usages of the term diversity in European documents that promote intercultural education as a democratic vehicle for overcoming social conflict between different cultural (...) groups. In contradistinction to these usages, this paper calls for a more robust conception of plurality, one that does not simply denote membership in different cultural groupings but is rooted in the human condition and based on a conception of uniqueness. Following the work of Hannah Arendt and feminist philosopher Adriana Cavarero, I explore how the appearance of unique beings in specific contexts can be understood as an eminently political act and I contend that such a view leads to a better educational understanding of conflict and contestation. The paper sketches the contours of democratic plurality along this line of thought and discusses how these new boundaries have implications for education’s relation to democracy. (shrink)

Heidegger’s early works provide his most important contribution to our understanding of being, while his discussion of the effects of technology on that being in his later works is one of his best known contributions. I use his phenomenological approach to understanding the workplace and then, from a range of potential applications, choose to describe the functioning of higher education as a workplace for academic professionals. Heidegger seemingly fails to offer a subtle approach to what is labouring, or to whether (...) there is a substantive difference between labouring and working. To find such approaches I draw upon work of both Marcuse and Arendt which specifically relates to these distinctions. (shrink)

This article draws attention to the contemporary mantra of cosmopolitanism and how it carries altered symbolic representations, new social images and epistemic shifts. The background is the current cosmopolitan turn within the sciences, including within the discipline of education. How can we understand the contemporary makings of this new cosmopolitanism? And what could be the potential pitfalls and possibilities of a discourse that jeopardises the very representations of the social world? The first part of the article portrays the new cosmopolitanism (...) as a metaphor for a way of life, an ideal and an outlook. The second part, however, moves beyond an encyclopedic mapping of the discourse while pointing out how the new cosmopolitanism is a product of—and produces—a common sense, an alldoxa, and a symbolic universe representing and naming the world: It is here held that “cosmopolitanism” is a name carrying symbolic representations with more or less hidden epistemic functions. However, as the name and metaphor assume something which it is not, the new cosmopolitanism carries and inherent paradox. The third part of the article discusses the impossible possibilities of this paradox: In what ways may the inherent contradictions of the new cosmopolitanism affect its making? And what may be the potential pitfalls and possibilities of a discourse contributing to the remaking of the very vision of the social world? (shrink)

Agonistic recognition in education has three interlinked modes of aesthetic experience and self-presentation where one is related to actions in the public realm; one is related to plurality in the way in which it comes into existence in confrontation with others; and one is related to the subject-self, disclosed by ‘thinking. Arendt’s conception of ‘thinking’ is a way of getting to grips with aesthetic self-presentation in education. By action, i.e., by disclosing oneself and by taking initiatives, students and teachers constitute (...) their being. The way Arendt theorizes action (vita activa) makes it essentially unpredictable and destabilizing, which does not seem to fit into what should be expected from education. In the article I will argue that it should have a place by virtue of the debate, challenge and contest it offers. But education should also be defined from a specific kind of contemplation called ‘thinking’ to become the cultivation of a faculty of judgment in education—thinking (vita contemplativa) as a common virtue in education. Arendt’s demarcation between truth and meaning does from the point of view of agonistic recognition in education call for ‘thinking’ as a qualification of political and moral meaning–the ‘taste’ to be established in the individual, by individual judgements but always judged in relation to members of a community. (shrink)

In this paper we try, by drawing on some insights from practical knowledge, to bridge a gap between common conceptions of teaching on the one hand, and of learning on the other. In Western traditions of educational thought and discourse, practical knowledge—i.e. the dynamics of thinking, speaking, acting, and personal writing—is frequently separated from disciplinary knowledge: i.e. the knowledge of academic disciplines. But this separation often fails to recognize an inherent dialectic in teaching and learning. Through fresh explorations of human (...) capacities to act and think, to speak and write, we try to illuminate different aspects of a teacher’s identity, including the teacher’s individuality and the teacher as an agent of an educational institution. The teacher has to present and represent knowledge in education, both as an agent of an institution and as a person. By examining the disclosure and transformation of the self in light of understandings of identity as sameness, or as selfhood, we hope to draw some productive conclusions about the teacher’s self-understanding as the source for personal learning in education. We aim to explore the importance of transformation of the teachers’ self for the quality of learning relationships between the teacher and the always Other student. (shrink)

In this article I respond to James Martel’s essay ‘ Amo: Volu ut sis : Love, willing, and Arendt’s reluctant embrace of sovereignty’. Martel offers us a provocative account of how Arendt might have attenuated her most severe rejections of the concept of sovereignty in light of the necessity of some version of sovereignty in modern times. However, I argue that Martel misreads Arendt, drawing inferences from Arendt’s inner/outer distinction that do not follow from Arendt’s own logic. Instead of this (...) distinction, I claim that Arendt’s rejection of sovereignty must be understood in the context of her affirmation of natality, and that a consistent reading of Arendt reveals an unstinting rejection of sovereignty, for both good and ill. (shrink)

Politics, in an emphatic sense of the term, involves questioning, a sense of importance, rationality and a collective investment in political life. The essay discusses some of the threats against the political imaginary thus understood in contemporary Western societies. Depoliticizing trends are found in political and economic theory and echoed in discussions about political problems of global complexity. The responses to the experiences of political powerlessness include the rise of right wing populism and extremism. To analyse these currents, the essay (...) discusses a notion of Cornelius Castoriadis that has been little developed in political theory: the distinction between validity de facto and validity de jure. It is argued that the category of validity de jure can put into philosophical relief the problems of depoliticization and the sliding scale from populism to terrorism. An increased awareness of the question of validity can further develop a reflexive understanding of distinctions between what is and what ought to be, and thus, to the importance of practicing politcs. (shrink)

In this article, the author argues that it would be valuable to look into less paradigmatic manifestations of forgiveness in schools, that is, pedagogical approaches that acknowledge the complexity of forgiveness in socio-political contexts ? namely, how forgiveness might be ambivalent, intermingled with both positive and negative emotions, and concerned with the standpoints of both the victim who offers forgiveness and the perpetrator who seeks forgiveness. The meaning and value of ambivalent forgiveness is presented through an extended reflection on a (...) vignette from the author's ethnographic research on forgiveness in a troubled society ? his home country, Cyprus. The vignette will highlight the complexity of forgiveness and provide a specific instance where traditional models of interpersonal forgiveness may fail or, at the very least, need to be expanded to account for the socio-political or inter-group dynamics. This article ends with a discussion of the pedagogical implications of the notion of ambivalent forgiveness for troubled societies. (shrink)

There is currently a strong focus on responsible research in relation to the development of nanoscience and nanotechnology. This study presents a series of conversations with nanoresearchers, with the ‘European Commission recommendation on a code of conduct for responsible nanosciences and nanotechnologies research’ (EC-CoC) as its point of departure. Six types of reactions to the document are developed, illustrating the diversity existing within the scientific community in responses towards this kind of new approaches to governance. Three broad notions of responsible (...) nanoresearch are presented. The article concludes by arguing that while the suggestion put forward in the EC-CoC brings the concept of responsible nanoresearch a long way, one crucial element is to be wanted, namely responsible nanoresearch as increased awareness of moral choices. (shrink)

This article argues that, contrary to conventional wisdom, Xunzi’s and Hobbes’s understandings of human nature are qualitatively different, which is responsible for the difference in their respective normative political theory of a civil polity. This article has two main theses: first, where Hobbes’s deepest concern was with human beings’ unsocial passions, Xunzi was most concerned with human beings’ appetitive desires ( yu 欲), material self-interest, and resulting social strife; second, as a result, where Hobbes strove to transform the pathological (anti-)politics (...) of resentment into the politics of recognition by creating rational egalitarian citizenship under the all-encompassing constitutional sovereign power, Xunzi attempted to nourish human beings’ basic appetitive desires ( yu 欲) by instituting a li 禮 ordered civil entity. This article concludes by showing how Confucian civility that Xunzi reconstructed by means of the li 禮 can effectively deal with unsocial passions. (shrink)

As use of the Internet has increased, many issues of trust have arisen. Users wonder: will may privacy be protected if I provide information to this Internet vendor? Will my credit card remain secure? Should I trust that this party will deliver the goods? Will the goods be as described? These questions are not merely academic. A recent Boston Consulting Group study revealed that one out of ten consumers have ordered and paid for items online that never were delivered (Williams, (...) 2001). This year consumers filed around 11 000 complaints with the Federal Trade Commission alleging auction fraud, a figure up from the 107 lodged in 1997. It is no wonder that people are increasingly worried about whom to trust in online interactions. This paper explores the conditions under which online trust thrives and looks at examples of best and worst corporate practices. Online trust issues arise in a wide array of forums - chat rooms, news postings, e-catalogues, and retail transactions, to name a few. This paper focuses primarily on the online retail market, but the analysis applies to informational and entertainment sites as well. (shrink)

In a brief comment in ‘History of the Lie’, his one sustained engagement with Arendt, Derrida criticizes the ‘absence’ of any reference to the ‘problematic of testimony, witnessing, or bearing witness’ in her work, and asserts that she was ‘not interested’ in what ‘distinguishes’ testimony from ‘proof’. This passage links Derrida’s reading of Arendt to a theme that concerns him throughout his later work, specifically the ‘affirmation’ or ‘act of faith’ that ostensibly conditions all human relations, and the possibility of (...) sociality in general. In this article, I claim not only that Arendt did address the problem of testimony or witnessing, and the difference between bearing witness and establishing proof, but also that her consideration of these issues represents an alternative to many of the arguments Derrida develops in his later work, especially his approach to responsibility and judgment, secrecy and memory, and the relation between the self and others. (shrink)

This article, written as a tribute to Paul Ricoeur, examines a number of his own reflections on the topics of life and death.

An influential view of education is that it prepares young people for adult life, usually in the areas of civic engagement, leisure and contemplation. Employment may be a locus for learning some worthwhile skills and knowledge, but it is not itself the possible locus or one of the possible loci of a worthwhile life. This article disputes that view by drawing attention to those aspects of employment that make it potentially an aspect of a worthwhile life. The exercise and development (...) of one's abilities, co-operation with others, self-discovery and the pursuit of excellence are all identified as potential components of a worthwhile life. If such an aspect of life is worth striving for then education should prepare one for it. Objections to this argument are reviewed and ultimately rejected. (shrink)

This paper takes the passing of Peter McHugh as an occasion to examine the intellectual development of his work. The paper is mainly focused on the product of his collaboration with his colleague and friend, Alan Blum. As such, it addresses the tradition of social inquiry, Analysis, which they cofounded. It traces the influence of Harold Garfinkel’s Ethnomethodology on McHugh and on the beginning of Analysis. The collaboration with Blum is examined through a variety of coauthored works but most especially (...) in the two books On the Beginning of Social Inquiry (1974) and Self Reflection in the Arts and Sciences (1984). It also examines the relation of his independent writing before 1974, and since 1984 to the expression of the tradition of inquiry as exemplified in those two texts. The paper builds on some interview material with Peter McHugh and reflects on the influence of Peter the teacher as well as the theorist McHugh. Most especially, through its engagement with this material, it seeks to exemplify the dialectic and living nature of the program called Analysis. (shrink)

I focus on some of Peter McHugh’s most recent papers. This is work that is not yet widely known, some of which has not even been published as yet. I try to show that while the work does not in any way contradict his life-long commitments, it still has the capacity to be not at all predictable.

The five narratives identified by the DEEPEN-project are interpreted in terms of the ancient story of desire, evil, and the sacred, and the modern narratives of alienation and exploitation. The first three narratives of lay ethics do not take stock of what has radically changed in the modern world under the triple and joint evolution of science, religion, and philosophy. The modern narratives, in turn, are in serious need of a post-modern deconstruction. Both critiques express the limits of humanism. They (...) do not imply, however, that these narratives should not be taken seriously. In particular, the enduring presence of three ancient narratives in laypeople’s symbolic thought is highly significant in terms of the role that the logic of the sacred keeps playing in the workings of modern societies. Lay people’s implicit understanding of how modern technology tends towards catastrophe and apocalypse provides the strongest argument for taking these narratives seriously. (shrink)

Reflective thought (critical thinking) is essential to the medical student who hopes to become an effective physician. John Dewey, one of America's foremost educators in the early twentieth century, revolutionized critical thinking and its role in education. In the mid twentieth century Hannah Arendt provided profound insights into the problem of diminishing human agency and political freedom. Taken together, Dewey's insight regarding reflective thought, and Arendt's view of action, speech, and power in the public realm, provide mentors and teachers of (...) medical students guidance in the training of thought and the need for its effective projection at the patient's bedside and in the community. (shrink)

Both modernist and post-modern social criticism of power presuppose that agents frequently consent to power relations, which a political theorist may wish to critique. This raises the question: from what normative position can one critique power which is, as a sociological fact, legitimate in the eyes of those who reproduce it? This paper argues that "symbolic violence" is a useful metaphor for providing such a normative grounding. In order to provide an epistemological basis of critique, it is further argued that (...) social actors have multiple interpretative horizons available to them as part of their everyday social practices. Thus, they are not caught in a preconstituted web of meaning from which there is no escape, as is sometimes implicit in the over-socialized perceptions of agency associated with post-modernism. (shrink)

This article starts from the observation that in classical Athens the discovery of democracy as a normative model of politics has been from the beginning not only a political and a legal but at the same time a philosophical enterprise. Reflections on the concept of criminal law and on the meaning of punishment can greatly benefit from reflections on Athenian democracy as a germ for our contemporary debate on criminal justice in a democracy. Three main characteristics of the Athenian model (...) will be analysed: the self-instituting capacity of a democracy based on participatory and reflective citizenship, political power as the capacity of citizens for co-operating and co-acting with others, and the crime of hubris as one of the key issues in Athenian criminal law. These analyses will lead to the conclusion that one of the key issues of a democratic legal order lies in its capacity of recognizing the fragility of the human condition and of developing workable and effective standards of justice in that context. A relational conception of criminal law and punishment, based on proportionality, reflexivity, mutual respect and responsibility fits best with a democracy under the rule of law. (shrink)

The discipline of anthropology was established in the 19th century to answer one major question, viz., Why are we different? The first answer was provided by anthropologists educated in the biological sciences, principally doctors and anatomists. With the establishment of the anthropological society of Paris in 1839, the first President, Paul Broca, declared in his inaugural address that the task of anthropology was to trace the long evolutionary sweep of humankind from its first appearing to the present. A second answer (...) was provided by pioneers in the social sciences, including Sir Edward Burnett Tylor and Emile Durkheim, each of whom asserted that we learn to be different. Most anthropologists would agree that our differences are results of both our biological inheritance and our personal and social experiences. (shrink)

This paper focuses on how the practitioners of the exact and natural sciences can make a contribution to the project of the social sciences to break free of a reductive Eurocentrism in order to achieve a renewed universalism. Focusing in particular on the last 50 years, the paper: a) describes the 1955–60 turning point that can be perceived in techno-scientific development and its relationship with society; b) analyzes technical developments under the two modes of gigantism and miniaturization, putting them in (...) close relation with the political evolution of the world (Cold War and post-Cold War era) as well as with the phenomena of divergence/convergence among disciplines; c) explains the 'ethical movement in science' namely by introducing the idea of moral revaluation defined by similarity/contrast with the older and now well-accepted concept of scientific revolution; and d) sketches a typology of the scientific community's varied responses to the growing social protests around topics such as nuclear installations, health crises, genetically modified organisms, nanotechnologies and so on. (shrink)

The modern tendency to treat all Greek Golden Age textuality as apolitical and escapist has contributed to the ongoing neglect of the first Western educational text, Hesiod's Works and days. Most commentators have missed the interplay of utopian and dystopian images in Hesiodic poetry for lack of the appropriate conceptual framework. Once the escapist prejudice is overcome, the Hesiodic text appears as the first extant Occidental coupling of political utopianism with emancipatory ethico-political education. Once freed of its dated metaphysical-theological resonances, (...) Hesiodic utopianism is compatible with a renewed political and ethical education for cosmopolitanism and justice because the embarrassingly detailed and teleological element of temporal modern utopias and the equally embarrassing rigid architecture of spatial utopias are absent. There is no strict utopian prediction and the message for change is articulated for the whole of humanity. (shrink)

As the number of intrinsically unknowable technologically produced risks global society faces continues to grow, it is evident that the question of our responsibilities towards future people is of urgent importance. However, the concepts with which this question is generally approached are, it is argued, deficient in comprehending the nature of these risks. In particular, the individualistic language of rights presents severe difficulties. An alternative understanding of responsibility is required, which, it is argued, can be developed from phenomenological and feminist (...) concepts of care. Such concepts privilege an understanding of human beings that is primarily relational rather than individualistic, and show that responsibility is, in the first place, about connection rather than respecting separation. Care, by opening up for us an understanding of the diversity of values that are constitutive of a worthwhile life, also connects us to the future as the future of care. As such, it provides us with ethical resources that can guide us in the face of uncertainty, including general principles of action and the desire for institutions that can articulate them. (shrink)

Here it is shown that 'vacant nature' is deployed as sign in Anglo-American landscape representation of the seventeenth to nineteenth centuries to support a Cartesian imaginary of spatial extension. The referent of this imaginary is variously denoted as 'America' (John Locke), the 'north west' (Jefferson), the 'wilderness' (Ralph Waldo Emerson), and the 'frontier' (Frederick Jackson Turner) but throughout it is essentially the same 'vacant' landscape; its function is to produce a site and space of appearance for an imperial self, an (...) isolate pursuing self-extension through commodity production and consumption. This spatial representation—the predecessor of the abstract space of shopping malls, interstates, commercial advertising, global markets, office buildings, and suburbs—is contrasted with 'place,' a space shaped by topography, collective memory, and ecological constraint. (shrink)

In this article, I explore the way in which proximity and distance have been made relevant to cosmopolitanism and I discuss the significance contemporary theory attributes to border crossing. By employing colonial border crossing and its rationalization as an example, and by drawing from Alain Badiou's critique of political philosophy, I expose some of the problems of facile and faddish approaches to planetary movement. I argue that the real borders to be crossed by true cosmopolitans are internal and, regrettably, traversible, (...) raised at an early age, preserved through education and carried along wherever one goes. Then, I show how this thesis relativizes the drastic choice between cosmopolitanism and patriotism that is imposed by many current theories. By elaborating on Heraclitus's dictum that ‘the citizens must defend the law, as they would defend the wall of the city’, I sketch an account of patriotism that is (a) compatible with, and conducive to, cosmopolitanism as well as (b) mindful of the duplicity of the interplay of proximity and distance. (shrink)

In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...) the basic concept of education. I suggest how this concept should be understood. I propose to look at it as an interplay between the faculties of imagination and judgment. (shrink)

In this article we briefly summarize how converging technologies challenge elements of the existing symbolic order, as shown in the contributions to this special issue. We then identify the vision of ‘life as a do it yourself kit’ as a common denominator in the various forms of convergence and proceed to show how this vision provokes unrest and debate about existing moral frameworks and taboos. We conclude that, just as the problems of the industrial revolution sparked off the now broadly (...) established ideal of sustainability the converging technologies should be governed by the ideal of ‘human sustainability’. The essence of this ideal is formed by the ongoing discussion about the extent to which we may, or should want to, ‘make’ our environment and ourselves, and when it is better to simply accept what is given and what happens to us. (shrink)

Frederick R. Steiner (ed): The Essential Ian McHarg: Writings on Design and Nature, 2006 Content Type Journal Article Pages 1-10 DOI 10.1007/s10806-009-9217-y Authors Ruth Beilin, University of Melbourne Landscape Sociologist, Department of Resource Management and Geography, Melbourne School of Land and Environment Melbourne VIC 3010 Australia Journal Journal of Agricultural and Environmental Ethics Online ISSN 1573-322X Print ISSN 1187-7863.

Arendt’s theoretical influence is generally traced to Heidegger and experientially to the traumatic events that occurred in Europe during the Second World War. Here, we suggest that Arendt’s conception of politics may be usefully enriched via a proto-anthropic principle found in Augustine and adopted by Arendt throughout her writings. By appealing to this anthropic principle; that without a spectator there could be no world; a profound connection is made between the ‘cosmic jackpot’ of life in the universe and the uniquely (...) human activity that takes place in the political realm. By making this connection we suggest that solutions present themselves to a central puzzle arising in Arendt’s thought: namely, what it is that people actually do in the political realm. The first solution directly addresses the issue of content: what people talk about in Arendt’s public space. The second addresses the importance of ‘maintaining’ a space of appearances. The third considers the effect of participating in and observing the public domain. Consequently, we conclude that, for Arendt, action is nothing less than the activity of ‘world-making.’. (shrink)

The first thesis of this article is that the concept of responsibility takes on an unprecedented meaning in the twentieth century resulting from the emergence of a new dimension of the other: to be responsible comes to mean not just to account for oneself in relation to the other, but also to take the other into account, to take care of the other—what I call responsibility towards (the other). The main reason for this change consists in the emergence of global (...) risks and the necessity, as underlined by Hans Jonas, to be responsible for the destiny of the world and future generations. The problem, as explored in the article’s second thesis, is that this implies the existence of a subject who is capable of responsibility. Jonas’s insights on this point are insufficient, since he only recognizes duty as the fundament for his ethics of responsibility and thus neglects the problem of motivation. This is a particularly crucial problem today as we are witnessing the presence of a pathological subject, characterized by a split in his faculties (between doing and imagining, knowing and feeling). To underline this fact, this article makes use of Günther Anders’s reflections, which provide a psycho-anthropological analysis of the subject, showing his pathologies and the necessity, from a moral perspective, to overcome his scission. Finally, this author suggests, as the article’s third thesis, that this overcoming is the necessary fundament for the perception of risk, which in turn reinstates the subject’s perception of his own vulnerability. Responsibility thus finds a motivation, which is neither altruistic nor duty-centred, in the awareness of our own vulnerability and the bond with the destiny of humankind as a whole. (shrink)

This paper takes a phenomenological hermeneutic orientation to explicate and explore the notion of the grey zone of health and illness and seeks to develop the concept through an examination of the case of alcohol consumption. The grey zone is an interpretive area referring to the irremediable zone of ambiguity that haunts even the most apparently resolute discourse. This idea points to an ontological indeterminacy, in the face of which decisions have to be made with regard to the health of (...) a person (e.g., an alcoholic), a system (e.g., the health system), or a society. The fundamental character of this notion will be developed in relation to the discourse on health and the limitations of different disciplinary practices. The case of alcohol consumption will be used to tease out the grey zone embedded in the different kinds of knowledge made available through the disciplinary traditions of medical science, with its emphasis on somatic well-being, and anthropology, with its focus on communal well-being. This tension or grey zone embedded in different knowledge outcomes will be shown to have a discursive parallel with the dialogue between the Athenian, the Spartan, and the Cretan in Plato’s Laws. Making use of the dialogical approach as described by Gadamer, the Athenian’s particular resolution of the tension will be explored as a case study to demonstrate the necessarily particular analysis involved in a grey zone resolution. (shrink)

The paper is an examination of the institutional configuration (historical, Cultural, And political) preventing the development of the public sphere (the sphere of unconstrained communication of autonomous individuals regarding matters of common concern) in tzarist russia and in the soviet union.