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  1. Must an Educated Being Be a Human Being?Robert D. Heslep - 2009 - Studies in Philosophy and Education 28 (4):329-349.
    This paper argues that an educated being logically does not have to be a human. Philosophers analyzing the concept of education have reached a consensual notion of the matter; but in applying that idea, they have barely discussed whether or not human beings are the only entities that may be educated. Using their notion as the core of a heuristic conception of education, this paper attempts to show that in some contexts it might make sense to predicate education of certain (...)
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  • Blasting the Past: A Rereading of Walter Benjamin’s Theses on the Philosophy of History.Zarko Cvejic - 2019 - Filozofija I Društvo 30 (3):384-398.
    The text offers a reappraisal of Walter Benjamin’s Theses on the Philosophy of History from the perspective of global politics today and its similarities with the socio-economic and political situation in Europe and the Americas during the 1920s and 30s; more specifically, the impact of crises on the erosion of trust in liberal representative democracy and the concomitant rise of mostly rightwing populist movements and their strongmen leaders, aided to a significant degree by the media, ‘old’ and ‘new’ alike. The (...)
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  • The lost cause of mourning.Richard Boothby - 2013 - Continental Philosophy Review 46 (2):209-221.
    This paper examines the evolution of Jacques Lacan’s concept of mourning from his treatment of Hamlet in Seminar 6, “Desire and Its Interpretation,” to its transformation in the tenth Seminar on “Anxiety.” It is a transformation that occurs in tandem with Lacan’s reconception of anxiety as lack of the lack and his reshaped conception of the objet a as object/cause of desire. The key point is the way that Lacan’s renovated conception upends the common sense notion of mourning, that which (...)
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  • Morality and Cultural Identity.Joseph O. Fashola - 2021 - Dominican University Journal of Humanities 1:65-80.
    From a cultural perspective, the universe is believed to be an active network of forces kept alive by the constant activities of beings. This network shows that beings do not exist in isolation, as one being needs another for its continuous existence. Flora life needs fauna life and fauna life needs flora life. In this same manner, humans need other humans to be truly humans. Therefore, a person is a person through persons. The source of man’s humanity is in his (...)
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  • Odera Oruka in the Twenty-first Century.Reginald M. J. Oduor, Oriare Nyarwath & Francis E. A. Owakah (eds.) - 2017 - Washington, DC: The Council for Research in Values and Philosophy.
    The late Kenyan Prof. H. Odera Oruka (1944-1995), from his base in the Department of Philosophy and Religious Studies at the University of Nairobi, contributed significantly to the growth of contemporary African philosophy, and helped locate African philosophy within the global philosophical discourse. His work in areas such as normative and applied ethics, political philosophy, epistemology, and, most notably, philosophic sagacity, continues to play a pivotal role in the current discourse on African philosophy. Prof. Oruka was also one of the (...)
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  • Honneth and the Struggles for Moral Redemption.Rafael D. Pangilinan - 2010 - Res Cogitans 7 (1):104-128.
    This article explores Axel Honneth’s attempts to reconnect the struggles of workers with the normative content of modernity through Hegel’s intersubjective account of recognition. The importance of Honneth’s writings lies in his attempt to extend Habermas’ account of normative self-constitution to labor via the morally motivated struggles of workers to correct the modern maldistribution of social worth. To this extent, the expansion of ethical life is predicated on the struggles of excluded participants to gain inclusion within the normative content of (...)
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  • Progress.Margaret Meek Lange - forthcoming - Stanford Encyclopedia of Philosophy.
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  • On the Differences between the Classical and the “Western” Marxist Conceptions of Science.Zeyad El Nabolsy - 2022 - Marxism and Sciences 1 (1):193-217.
    This essay aims to provide an account of the differences between what I call the “Classical Marxist” conception of science which was adhered to by Marx and Engels and further developed by Boris Hessen and others on the one hand, and the conception of science which characterizes “Western Marxism” as it developed through the work of the theorists of the Frankfurt School on the other hand. I argue that Western Marxists such as Herbert Marcuse and Max Horkheimer did not in (...)
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