ABSTRACTAs a comment on the debate between Dave Elder-Vass and Leigh Price, I propose a dialogue between Bhaskar and Habermas. If we could introduce critical realism into critical theory, we might...

In this essay, I first analyze the extension of hermeneutical interpretation in the Heideggerian sense to products of contemporary technology which are components of our “lifeworld”. Products of technology, such as airplanes, laptops, cellular phones, washing machines, or vacuum cleaners might be compared with what Heidegger calls the “Ready-to-hand” (das Zuhandene) with regard to utilitarian objects such as a hammer, planer, needle and door handle in Being and Time. Our life with our equipment, which represents the “Ready-to-hand” in Heidegger's sense (...) of the word, is determined by temporalization (Zeitigung) which cannot be separated and isolated from the wholeness of things in the world. In the second part of my paper, I explore the positive achievement of material hermeneutics (Don Ihde) with regard to its extension to technoscience and the discussion of how such hermeneutics can contribute to the preservation of our threatened lifeworld, but also to explore the possibilities of how technical inventions, medical innovations could improve our way of life. (shrink)

In 1968, Jürgen Habermas claimed that, in an advanced technological society, the emancipatory force of knowledge can only be regained by actively recovering the ‘forgotten experience of reflection’. In this article, we argue that, in the contemporary situation, critical reflection requires a deliberative ambiance, a process of mutual learning, a consciously organised process of deliberative and distributed reflection. And this especially applies, we argue, to critical reflection concerning a specific subset of technologies which are actually oriented towards optimising human cognition. (...) In order to create a deliberative ambiance, fostering critical upstream reflection on emerging technologies, we developed the concept of a mutual learning exercise. Building on a number of case studies, we analyse what an MLE involves, both practically and conceptually, focussing on key aspects such as ambiance and expertise, the role of ‘genres of the imagination’ and the profiles of various ‘subcultures of debate’. Ideally, an MLE becomes a contemporary version of the Socratic agora, providing a stage where multiple and sometimes unexpected voices and perspectives mutually challenge each other, in order to strength-en the societal robustness and responsiveness of emerg-ing technologies. (shrink)

Among others, the term problem plays a major role in the various attempts to characterize interdisciplinarity or transdisciplinarity, as used synonymously in this paper. Interdisciplinarity is regarded as problem solving among science, technology and society and as problem orientation beyond disciplinary constraints. The point of departure of this paper is that the discourse and practice of ID have problems with the problem. The objective here is to shed some light on the vague notion of problem in order to advocate a (...) specific type of interdisciplinarity: problem-oriented interdisciplinarity. The outline is as follows: Taking an ex negativo approach, I will show what problem-oriented ID does not mean. Using references to well-established distinctions in philosophy of science, I will show three other types of ID that should not be placed under the umbrella term problem-oriented ID : object-oriented ID, theory-oriented ID, and method-oriented ID. Different philosophical thought traditions can be related to these distinguishable meanings. I will then clarify the notion of problem by looking at three systematic elements: an undesired state, a desired state, and the barriers in getting from the one to the other. These three elements include three related kinds of knowledge: systems, target, and transformation knowledge. This paper elaborates further methodological and epistemological elements of problem-oriented ID. It concludes by stressing that problem-oriented ID is the most needed as well as the most challenging type of ID. (shrink)

An explicit philosophy and meta-philosophy of positivism, empiricism and popperianism is provided. Early popperianism is argued to be essentially a form of empiricism, the deviations from empiricism are traced. In contrast, the meta-philosophy and philosophy of an evolutionary naturalistic realism is developed and it is shown how the maximal conflict of this doctrine with all forms of empiricism at the meta-philosophical level both accounts for the form of its development at the philosophical level and its defense against attack from nonrealist (...) quarters. Following an earlier article on realism of similar theme (Synthese 26 (1974), 409) this paper then further explores the ramifications of a thoroughgoing realist position. (shrink)

Legal restrictions of the right to self-determination increasingly pretend to be compatible with the liberal concept of autonomy: they act upon a ‘soft’ or autonomy-orientated paternalistic rationale. Conventional liberal critique of paternalism turns out to be insensitive to the intricate normative problems following from ‘soft’ or ‘libertarian’ paternalism. In fact, these autonomy-oriented forms of paternalism could actually be even more problematic and may infringe liberty rights even more intensely than hard paternalistic regulation. This paper contributes to the systematic differentiation of (...) soft and hard paternalism by discussing the (legal) concept of autonomy and elaborates the moral and legal limits of autonomy-orientated paternalism. (shrink)

Life sciences and emerging technologies raise a plethora of issues. Besides practical, bioethical and policy issues, they have broader, cultural implications as well, affecting and reflecting our zeitgeist and world-view, challenging our understanding of life, nature and ourselves as human beings, and reframing the human condition on a planetary scale. In accordance with the aims and scope of the journal, LSSP aims to foster engaged scholarship into the societal dimensions of emerging life sciences (Chadwick and Zwart 2013) and via this (...) thematic series, the journal provides a podium for authors who intend to address concrete issues from a ‘continental philosophical’ perspective, which may in- clude (post)phenomenology, hermeneutics, dialectics, (post)structuralism, psychoanalysis, critical theory and similar approaches. The series aims to contribute to a diagnostics of the present and a prognostics of the future, focusing on critical normative challenges (such as embodiment, intimate technologies, social justice, biopower, nanomedicine, human enhancement and the anthropocene) and building on the work of key authors such as Hegel (1830), Heidegger (1953, 1953/1954), Bachelard (1938), Canguilhem (1975), Lacan (1966, 1969-1970/1991), Habermas (1968), Serres (1972), Foucault (1969), Žižek (2006/2009), Stiegler (2010), Sloterdijk (2001, 2009) and others, but targeting con- crete up-to-date events and case studies against the backdrop of broader developments within the techno-scientific culture. (shrink)

With the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of the concept of competence as it is being used (...) in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach.We begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept of competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education. (shrink)

Taking as its exegetic point of departure Peirce's outline of a semiotic theory of cognition from the mid 1890s, this paper explores the relevance of this outline to a theory of learning and also to a broader, normative vision of education. Firstly, besides providing for fallibilism in philosophical inquiry Peirce's outline accords with critical strategies of his fellow pragmatists, such as William James's detection of the ‘psychologist's fallacy’ and John Dewey's rejection of the ‘philosophical fallacy’. It is pointed out that (...) this merit of Peirce's outline is due to his abstract and often neglected notion of a prespecialised scientific intelligence. Secondly, the paper shows that Peirce's semiotic approach to prescientific learning processes conditioning all kinds of theoretical activity may indeed complement James's and Dewey's contributions: giving careful attention to the work of linguistic and paralinguistic signs in such learning processes Peirce's analysis captures indexical and iconic aspects, as well as symbolic aspects of linguistic interaction and experientially constrained dialogue. Following Peirce's analysis the paper considers how the iconicity of linguistic structure, ostensive acts and the practical situatedness of language use are pre‐conditions of experiential learning in every day life as well as in scientific learning. It is also shown how this semiotic analysis is connected with Peirce's important notion of abduction. Finally, it is pointed out that a broader vision of education may issue from Peirce's semiotic analysis and that such a vision would emphasise that the life experience of individuals entering educational institutions should be made to bear on the objectives as well as the teaching practices of educational institutions. (shrink)

An experiment, in the standard scientific sense of the term, is a procedure in which some object of study is subjected to interventions that aim at obtaining a predictable outcome or at least predictable aspects of the outcome. The distinction between an experiment and a non-experimental observation is important since they are tailored to different epistemic needs. Experimentation has its origin in pre-scientific technological experiments that were undertaken in order to find the best technological means to achieve chosen ends. Important (...) parts of the methodological arsenal of modern experimental science can be traced back to this pre-scientific, technological tradition. It is claimed that experimentation involves a unique combination of acting and observing, a combination whose unique epistemological properties have not yet been fully clarified. (shrink)

After describing the disorder of psychopathy, I examine the theories and the evidence concerning the psychopaths’ deficient moral capacities. I first examine whether or not psychopaths can pass tests of moral knowledge. Most of the evidence suggests that they can. If there is a lack of moral understanding, then it has to be due to an incapacity that affects not their declarative knowledge of moral norms, but their deeper understanding of them. I then examine two suggestions: it is their deficient (...) practical reason or their stunted emotions that are at fault. The evidence supports both explanations. I conclude with an overview of the debate concerning whether they are morally or legally responsible for their actions. (shrink)

This contribution is a critical and constructive engage ment with discourse ethics. First, it clarifies why discourse ethics has difficulties with the grounding and application of moral norms. Second, it turns to a positive appropriation of the formal and proce dural aspects of discourse ethics. The goal is the elaboration of an ethics that is able to incorporate the material aspects of goods and the formal dimension of ethical validity and consensuability. Every morality is the formal application of some substantive (...) good. Every ethical perspective demands its evaluation in terms of its uni versability. In order to achieve this mediation, it is suggested that we must incorporate not only the historical dimension of moral systems, but also the role of critical consciousness and the negativity embod ied by those who are victims of the existing consensus. The essay con cludes with six points that need to be considered when formulating a material ethics that is universalizable and, most importantly, that can address the massive poverty and dehumanization of those excluded from the present community of communication. Key Words: application • consensual • corporeality • discourse ethics • formal • grounding • intersubjective • Kantian • liberation • ethics • material • phronesis • procedural • validity. (shrink)

Among the classical pragmatists Charles Sanders Peirce is often regarded as the most removed from practical affairs; he is seen as the most ‘scientific’. The aim of this article is to show his practical usefulness in daily affairs in determining that ‘which is the case’. The abductive inference had a pivotal role in his pragmatist theory of inquiry. As Umberto Eco has shown, abduction is as equally central in the writing of detective stories as it is in the making of (...) science. Recently, abduction has gained a renewed interest not only in the idea that science is basically ‘conjectural’ (Ginzburg and Popper), but also in different versions of critical realism. Here abduction gains interest as a ‘theoretical inference’ of special concern for the social sciences. An overview of various usages of abduction, from Eco to Bhaskar, is followed by a critical pragmatist assessment. (shrink)

'Ethics of Behavior Control. A new foundation' Do we need a new ethics? Or even an 'ethics of behavior control'? Partly founded by Immanuel Kant, but no longer valid in all its aspects? If there are values and norms, which of them can survive the so called "decay of values"? And if there are limits of ethcis, for example caused by (social) system conditions, arises the question of how to legitimate new ethical challenges and demands. Last not least: Can ethics (...) be absorbed by anthropology and / or philosophy of history? (shrink)

Der Wissenschaftskonzeption der "kritischen Theorie" der zu verändernden Gesellschaft wird im wesentlichen zugestimmt. Sie wird verteidigt insbesondere gegen ein Selbstverständnis der Geistes- und Sozialwissenschaften, das sich im Namen der "Freiheit von Forschung und Lehre" auf einen Begriff "der" interesse- bzw. wertfreien Wissenschaft zurückzieht. Andererseits will der Autor die genannte Konzeption ergänzen bzw. präzisieren: Zwar stellt die Einheit von Theorie und Praxis ein Postulat philosophischer Reflexion dar, letztere erweist aber auf ihrer höchsten Stufe das politisch interessierte Engagement und das wissenschaftliche Interesse (...) an entdogmatisierender Reflexion jedes Engagements unter den Bedingungen menschlicher Endlichkeit als polar-entgegengesetzte, auseinandertretende Momente. (shrink)

In this paper I want to show that a main theme of Neurath’s philosophical work was the formulation of a radically empiricist theory of science. His approach, dubbed "encyclopedism", can be characterized by the following five theses: scientific knowledge is (1) fallible, (2) pluralistic, (3) holistic, (4) can be systematized only locally, and (5) does not give us a faithful description of the real world. (4) is to be considered as the most original thesis of encyclopedism and is discussed in (...) detail. (shrink)

Since the Enlightenment, critique has played an overarching role in how Western society understands itself and its basic institutions. However, opinions differ widely concerning the understanding and evaluation of critique. To understand such differences and clarify a viable understanding of critique, the article turns to Kant’s critical philosophy, inaugurating the “age of criticism”. While generalizing and making critique unavoidable, Kant coins an unambiguously positive understanding of critique as an affirmative, immanent activity. Not only does this positive conception prevail in the (...) critique of pure and practical reason and the critique of judgment; these modalities of critique set the agenda for three major strands of critique in contemporary thought, culminating in among others Husserl, Popper, Habermas, Honneth, and Foucault. Critique affirms and challenges cognition and its rationality, formulates ethical ideals that regulate social interaction, and further articulates normative guidelines underway in the ongoing experimentations of a post-natural history of human nature. In contradistinction to esoteric Platonic theory, philosophy at the threshold of modernity becomes closely linked to an outward-looking critique that examines and pictures what human forms of life are in the process of making of themselves and challenges them, by reflecting upon what they can and what they should make of themselves. As a very widely diffused practice, however, critique may also become a self-affirming overarching end in itself. (shrink)

semantic minimalism and moderte contextualism.

The requirement that theoretical and empirical research is to sustainably benefit not only the nominal researcher, but also the other research participants, is deeply embedded in the conceptual-analytical framework of Psychology from the Standpoint of the Subject and its co-researcher principle. PSS research is thus to be of emancipatory relevance to those others the researcher comes to collaborate with. Meanwhile, the question of how this requirement can be prospectively integrated into the design of a research project remains subject to debate. (...) This question emerges as particularly difficult to tackle in research projects that engage in co-research with young children: How can a researcher ensure that the young children s-he works togethe with benefit from the research project? Based on the critical analysis of an earlier research project implemented by the author, the contribution at hand suggests that PSS’ foundational notion of emancipatory relevance needs to be revisited. It argues that if a research project is to sustainably benefit young co-researchers, the technical relevance of the expected mutual emancipation should as well be explicitly considered in the project design. A discussion of recent methodological developments in child-targeted Participatory Design and Human-Computer Interaction serve as inspiration for this conceptual specification. The contribution thereby invites co-research to further investigate how emancipatory relevance cannot only to be methodologically attained via dissemination of research results and conceptual developments, but also via the actual research process it attempts to engage the co-researchers in irrespective of their age. (shrink)

This paper points out the way in which ‘educational’ and ‘communicative action’ are to be related. It is shown that earlier attempts to put Habermas’ ideas to use have led to a dead end because they do not realize clearly that the new basic notion introduced by Habermas, namely ‘communicative action’, is the expression of a ‘communicative turn’. It is argued that Habermas' concept expresses a radical new attempt to grasp the intersubjective character of social action. Next implications of this (...) communicative turn for the concept of education as a social praxis are indicated. Education can be conceived of as a praxis responding to the vulnerability of a communicative self. (shrink)

The paper suggests a critique of scientism by revealing the existential genesis of knowledge-constitutive interests in scientific research. This scenario of overcoming scientism is spelled out in terms of the doctrine of cognitive existentialism. On the doctrine?s central claim, a knowledge-constitutive interest is not fixed and determined by a strongly situated epistemic position that is distinguished by invariant norms of theorizing, methodological devices, cognitive aims, goals, and values. In reflecting upon its situated transcendence, scientific research has a potentiality for discarding (...) that form of objectivist realism which is pre-supposed by the ideology of scientism. The paper develops arguments against the essentialist picture of scientific research shared by philosophers as different as Heidegger and Habermas. (shrink)

O artigo começa dando uma visão panorâmica do processo pelo qual se passou, na modernidade, da libertação da palavra à industrialização da palavra, esboçando algumas reações a esse desenvolvimento, em particular a de Heidegger. Prossegue pelo exame detalhado da regra de verbalização do inconsciente, sobre a qual repousa a clínica freudiana, mostrando os limites teóricos e clínicos desse tipo de comunicação entre o analista e o analisando. Passa, em seguida, ao estudo da comunicação não-verbal, característica da clínica winnicottiana dos psicóticos, (...) para concluir: 1) que certos modos do inconsciente são comunicáveis, mas não verbalizáveis, 2) que a crise da comunicação verbal, detectada por Winnicott na psicanálise, apresenta paralelos notáveis com a crítica de Heidegger da palavra gramaticalmente - isto é, ciberneticamente - correta, como o único meio de falar sobre os seres humanos e seus assuntos.The article starts by giving an overview of the process by which the liberation of speech became the industrialization of speech in Modern Times, outlining some reactions to it, such as the one formulated by Heidegger. It continues with a detailed study of the rule for verbalization of the unconscious, upon which the Freudian psychoanalysis is founded, showing theoretical and clinical limits of this kind of communication between the analyst and the analyzand. It goes over to the examination of the different modes of non-verbal communication, characteristic of the Winnicottian clinic of psychotics, in order to conclude 1) that some modes of the unconscious are communicable, but not verbalizable; 2) that the crises of verbal communication, detected by Winnicott in psychoanalysis, exhibits noteworthy parallels to the Heideggerian critique of the grammatically, that is, cibernatically correct language as the only means of talking about human beings and affairs. (shrink)

Summary Research is regarded as transformations of complexes composed of knowledge, problems and (hardware and software) instruments. Sequences of such transformations are embedded in human settings in which they are given directions. Problems and the work of solving them are divided into empirical and theoretical ones. In an advanced science like physics empirical and theoretical work are interrelated by means of flows of problem-generating information. Empirical and theoretical researchers work also on problems of their own making. Residuals of knowledge which (...) cannot be systematized at the same rate as it is produced as well as clashes between new and old knowledge are potential starting points of new lines of research. (shrink)

Modern democratic polities regularly operate at several political levels. In the case of the EU at the level of the member-states and the EU itself, and in addition at federal, regional, and municipal levels. Is there any democratic rule to determine which level is more legitimate than the others? The article argues that from a majoritarian perspective there is none. Individual citizens may have quite different preferences with regard to the level that is of particular political importance for them. The (...) article critically analyses different concepts, from sovereignty to demos, subsidiarity, and the judicial review of competences, and tries to show that none of them can provide a solution to the dilemma. Instead, democratic theory has to assume that in the co-evolutionary process of institutions and societies at different political levels, the question of the final say has to be left open. (shrink)

Kysymys siitä, onko tiede ja voiko se olla arvovapaata, on herättänyt vilkasta ja jopa kiivastakin keskustelua. Erityisen polttava tämä kysymys on ihmistieteissä. Yhdessä ääripäässä on kuva tieteellisestä tutkimuksesta kaikenlaisten eettisten ja yhteiskunnallisten kysymysten yläpuolella olevana intressittömänä toimintana. Toisessa päässä on väite, ettei tiede voi koskaan olla arvovapaata vaan että tieteellinen tutkimus ja sen tulokset ovat läpeensä arvojen värittämiä. Näiden välille mahtuu monenlaisia maltillisempia välittäviä kantoja.

The multidisciplinary provenance of bioethics leads to a variety of discursive styles and ways of reasoning, making the discipline vulnerable to criticism and unwieldy to the setting of solid theoretical foundations. Applied ethics belongs to a group of disciplines that resort to deliberation rather than formal argumentation, therefore employing both factual and value propositions, as well as emotions, intuitions and other non logical elements. Deliberation is thus enriched to the point where ethical discourse becomes substantial rather than purely analytical. Caution (...) must be exercised to avoid this formal permissiveness from accepting empty and incorrigible statements that are but flatus voci since they can neither be supported nor falsified. It is therefore suggested that deliberation in bioethics should comply with three sets of conditions: (1) Be understandable, truthful, honest and pertinent, as suggested by communicative ethics; (2) Allow for second order, thick judgements as suggested by pragmatism; (3) Abide by additional criteria as here proposed: Doxastic propositions should be bolstered by a cognitive element; statements should be specific and proportional to the issue at hand, and they should be arguable and coherent. (shrink)

Critique is a concept that is constantly used as an instrument for agreement or disagreement, for reflection and discussion. There is a difference, however, between critique as a historically grounded phenomenon and critique as a utopian conception not situated in any particular socio-historical context. Educational theory resists reduction to empirical science partly because of its utopian character. Thus tensions that arise within it concerning its individual, social and emancipatory aims mean that it always has a double aspect of being both (...) utopian and socially grounded at the same time. In general there is a tension within the practice of education between upbringing, on the one hand, and self-emancipation on the other, which is reflected at the level of educational theory in the distinction between normative-utopian and dogmatic-empirical elements. Even a utopian critique, however, must make use of the social and historical materials available in order to function, and thus it becomes itself historically situated. This unavoidable situation is one that must be embraced by a self-consciously utopian form of theorising. Just like other theories of society, the theory of education has two possibilities for self-definition. It can be conceived of either as a utopian or as a factual theory. In the latter case, it follows social contingency passively, giving itself over to the ‘destiny of Being’ in order to await the ‘result’. But it can also be interested and take part in social processes, and thus contribute to the opening out of thought and culture to utopian considerations. Educational critique, even in the utopian sense, however, has to recognise its own dogmatic elements in order to function as critique. It is thus self-evident that critique without dogmatism is not only impossible but also senseless. Similarly, educational dogmatism, although it apparently excludes critique by definition, must contain within itself the possibility of new forms of critique based on its own assumptions. Its very reliance on empirical methods to address the solution of unquestioned problems can itself subvert the dogmatic normative assumptions on which that empirical enquiry is based. (shrink)

Debates about scientific (though rarely about otherforms of) knowledge, research policies or academic trainingoften involve a controversy about whether scientificknowledge possesses just “instrumental” value or also “intrinsic” value. Questioning this common simpleopposition, I scrutinize the issues involved in terms of agreater variety of structural types of values attributableto (scientific) knowledge. (Intermittently, I address thepuzzling habit of attributing “intrinsic” value to quitedifferent things, e.g. also to nature, in environmentalethics.) After some remarks on relevant broader philosophicaldebates about scientific knowledge, I pave a (...) path throughthe (terminological) thicket of structural types of values. Our initial simple opposition is shown to conflate thedistinctions intrinsic/extrinsic and instrumental (or justuseful)/final. Next, I consider the value(s) of knowledgeand knowing in general and their possible value components(like the values of truth and justifiedness). After havingdiscussed the types of value of everyday knowledge,especially its functional and constitutive value (notionsintroduced earlier), I argue that these can or should alsobe attributed to scientific knowledge, thus departing fromboth objectivist and sociological views of science. One could say that I offer a certain defense of theintrinsic value of scientific knowing (and the inherentvalue of scientific knowledge) and some importantdifferentiations of its “instrumental values”. I alsocaution (in relation with my puzzle) against drawing hastymoral conclusions. (shrink)

Publication du Groupe de Recherche en Épistémologie Comparée Directeur: Robert Nadeau Département de philosophie, Université du Québec à Montréal..

Börje Holmberg; A Paradigm for Research in Education, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 19–33, https://doi.org/10.1111/.

Inter-godsdienstige verhoudinge was nog altyd problematies. Teologie van godsdiens en teologie van godsdienste is die wyse waarop die Christendom oor die teenwoordigheid en aard van ander godsdienste besin. Die kerkhervormers het ook 'n bepaalde verstaan van die bestaan van en verhouding tussen die Christendom en nie-Christelike godsdienste gehad. Hierdie bydrae probeer aantoon hoe die kerkhervormers verskil het in hulle benadering tot ander godsdienste. Martin Luther en Philipp Melanchthon het die moontlikheid van verhoudinge met ander godsdienste, in besonder Jode en Moslems (...) voorgestaan, al was dit dan ook net n momentele mening van Luther. Daarmee verteenwoordig hulle n kategorie van 'moontlikheid'. Johannes Calvyn was meer afwysend teenoor die gedagte van moontlikheid van heil binne ander godsdienste en behoort daarom tot die kategorie van 'geslotenheid'. Die kerkhervormer Theodore Bibliander was oop vir gesprek en positief oor verhoudinge met Moslems alhoewel hy nie gedink het dat heil en verlossing buite die Christendom moontlik is nie. Vir Bibliander het verhouding met ander begin, met kennis van die ander. Hy verteenwoordig die kategorie van 'openheid'. Die kerkhervormers se verstaan van die verhouding met ander godsdienste lewer n bydrae tot n huidige besinning oor inter-godsdienstige verhoudinge. (shrink)

Adrianus van Selms as protestantse Teoloog. Van Selms het in 1938 vanaf Nederland na Suid-Afrika toe gekom om Semitiese Tale te doseer in die Fakulteit Lettere en Wysbegeerte aan die Universiteit van Pretoria. Hy het ook deeltyds in die Fakulteit Teologie doseer. Die Universiteit van Pretoria het hom as een van denkleiers van die 20ste eeu aan die universiteit erken. Hy het geslagte van teologiese studente beïnvloed tydens sy amptelike dienstydperk aan die universiteit, vanaf 1938 tot 1971. Meer as 300 (...) publikasies staan agter sy naam. Behalwe vir werk wat hy op die terrein van die Semitiese Tale gelewer het, het hy ook verskeie kommentare oor Ou-Testamentiese boeke geskryf. Verder was hy ook aktief as prediker in die kerk en het ook 'n uitsonderlike bydrae tot die kategesemateriaal van die Kerk gelewer. As teoloog het Van Selms aansluiting gevind by die reformatoriese tradisie van die 16de eeu. As eksegeet het hy die uitdaging aanvaar om die Bybelse tekste te lees in die erkenning van die historiese afstand wat die hedendaagse leser van die oorspronklike tekste skei. Hy is sodoende gekonfronteer met die knaende probleem van die benadering tot die Bybelse tekste: dogmaties of histories-krities? Deur as eksegeet sy eie dogmatikus te word, het hy die twee benaderings nie apart gehou nie, maar tot 'n eenheid gebring en op die manier 'n hervorming in die beoefening van die teologie verteenwoordig. Hy aanvaar met hierdie werkswyse die verantwoordelikheid vir die erfenis van die Kerkhervorming vir die kerk van sy dag. Die hoofstuk ontwikkel langs die verwagtinge wat aan die amp van predikant in die reformatoriese tradisie gestel word: teologie, prediking, kategese en herdelike sorg. (shrink)

In hierdie hoofstuk word Luther se teologiese denke oor die huwelik en seksualiteit bespreek. Luther se invloed op teologiese denke oor die huwelik word aangetoon. Die hoofstuk wys daarop dat sedert Luther tot vandag, seksuele verskille 'n belangrike kwessie is wanneer daar vanuit 'n teologiese perspektief oor die huwelk nagedink word. 'n Hermeneutiek van suspisie word gebruik om die skeppingsorde teologie sowel as die begrip 'mens as geskape na die beeld van God', wat tradisioneel gebruik word in die nadenke oor (...) die huwelik, te interpreteer. (shrink)

Science is considered as an open system that constitutes a sub-entity of the total system "society" and whose functions include the production, systematization, communication and application of knowledge. Since this system is made up of individuals and groups, its functions are dependent on psychological factors. This fact serves as a starting point for a psychology of science, which can contribute to optimizing scientific practice by treating the heuristic, organizational, technological, and normative aspects of scientific activity.

From the Kantian idea of “Kingdom of Ends,” we enter in this work in critical discussion with some possible developments of this idea in contemporary ethics and political philosophy, mainly that of Jürgen Habermas, to finally arrive at an own original proposal inspired by the also Kantian idea of “discordant harmony”.

During 2017, churches with their roots in the 16th-century Reformation, will be celebrating the legacy of the Reformation. It affords theologians and churches the opportunity to reflect on the principles of the Reformation and its relevance at the start of the 21st century. This contribution reflects on the question of the necessity of church reformation, based on three texts from different periods in the history of the church. Firstly and primarily, Calvin's 'De necessitate reformandae ecclesiae' of 1543 sheds light on (...) the issues the 16th century reformers were faced with and why they believed the church needed reformation. Calvin had a very clear view on the necessity of church reformation, but that it should also come to some conclusion once the liturgy and doctrine are in order. The question of church reformation is then further discussed in the light of two other texts, one from Jodocus van Lodenstein and Karl Barth. All agree on the necessity of church reformation, but differ in terms of theological and practical implications. The contribution concludes with a few remarks on the modern maxim 'ecclesia semper reformanda'. (shrink)

Gedurende 2017 herdenk Lutherse en Calvinistiese kerke die Kerkhervorming wat 500 jaar gelede plaasgevind het. Hierdie hoofstuk fokus op Johannes Calvyn se eerste publikasies, dit wil sê publikasies wat verskyn het voordat hy met sy bediening in Genève begin het. Die fokus val op die drie belangrikste publikasies in hierdie periode, te wete sy 'Kommentaar op Seneca se De Clementia', die 'De Psychopannychia' en die eerste uitgawe van sy 'Christianae Religionis Institutio'. In hierdie eerste drie publikasies is 'n jeugdige Calvyn (...) aan die woord. Ten spyte daarvan is die publikasies omvangryk en is dit duidelik dat Calvyn vroeg in sy lewe oor omvangryke kennis en insig beskik het. Die vroegste publikasies word somtyds as van minder belang geag. In hierdie bydrae word die stelling gemaak dat die publikasies van groot belang is omdat Calvyn talle van die gedagtes wat later in sy werke na vore kom, reeds in sy vroeë werke aan die orde gestel het. (shrink)

This paper has two aims, as an exposition of Jürgen Habermas's response to the work of Michel Foucault, and to engage in and assess this debate between two influential contemporary schools of Continental philosophy. Habermas locates Foucault's project in the history of several attempts at a totalizing critique of reason, attempts which are trapped in a performative self?contradiction. Habermas also argues that Foucault is still caught up in the conceptual straitjacket of the philosophy of the subject which his theory was (...) meant to overcome. He shows that Foucault's central notion of power is used in two different and ultimately irreconcilable ways ? as a transcendental as well as an empirical concept. Much of Habermas's critique is justified and could, indeed, be extended to Foucault's anti?realist relativism, but Habermas's own defence of rationalism is not without difficulties of its own. Thus his notion of knowledge?guiding interests commits him to a form of anti?realism and a transcendental concept of instrumental power which is almost as problematic in its consequences as the anti?realism of Foucault. (shrink)

ABSTRACT: Though Habermas explicitly rejected psychoanalysis as a model for a critical theory of society, it seems to have continued to shape his thought beyond the publication of Knowledge and Human Interests. The conceptual framework underlying his more recent social theory would also be indebted to the psychoanalytical paradigm. This thesis is developed through the idea of the pathology of society, which represents the cornerstone of a specifically critical theory of society. In his demonstration, the author establishes a structural relationship (...) between psychical and social organization, and between individual pathology and the diagnostic of modern societies. (shrink)

Este artigo tem como pretensão reconstituir o argumento da interpretação crítica de Habermas sobre a filosofia nietzschiana, focando, sobretudo, o posfácio, escrito em 1968, a uma coletânea de textos de Nietzsche sobre teoria do conhecimento. A minha intenção é apresentar a gênese da interpretação, dezessete anos mais tarde, em o Discurso Filosófico da Modernidade, (1985), onde Nietzsche é apontado, por Habermas, como sendo o ponto de inflexão (Drehscheibe) da modernidade, que gerou, dessa forma, “um discurso irracional, metafisicamente desfigurado”, base da (...) pós-modernidade. Porém, como o posfácio é contemporâneo da obra Conhecimento e Interesse, (1968), na qual há um capítulo dedicado a Nietzsche que, em muito o complementa, resolvi utilizar este material com o objetivo de me auxiliar nesta interpretação. (shrink)