An interconnected and interdependent world in the age of globalisation invites Christianity to a different understanding of sin, which has been individualistically understood, because individualistic understanding of sin is impotent to address injustice or oppression caused by collective sins, wherein human beings have been collectively involved in. In order to overcome individualistic understanding of sin, this article is critically engaged in the concepts, such as concrete totality, which sees both individuality and socialness as constitutive parts of human beings, tyranny of (...) collective identity through which oppression and injustice is carried out to unspecified others and retreat from truth to omnipotence, which is a concretised example of tyranny of collective identity in a nation-state building of the United States. Retreat from truth to omnipotence means that the United States covers its blamable history with relation to Native Americans and immigrants and justifies the discrimination and exclusion of others using untrue social, political, hygienic and economic reasons. Retreat from truth to omnipotence is not a temporal aberration but a constant repetition in the US history. To address discrimination and exclusion of others necessitates a new understanding of sin, that is, sin of human beings as concrete totality rather than an exclusively individualistic view of sin.Contribution: The article explores a necessity of emphasizing collective dimension of sin to address injustice and oppression caused by tyranny of collective identity in a globalizing world. It provides a theological foundation for building a welcoming political community to immigrants who have been unjustly discriminated or excluded. (shrink)

This research focuses on how children negotiate gender boundaries in middle childhood play. Over a nine-week period, children were observed creating, defining, and altering gender codes in a summer day camp. When girls and boys disregarded pre-described boundaries, they entered an area we refer to as the gender transgression zone. This area of activity, where boys and girls conduct heterosocial relations in hopes of either maintaining or expanding gender boundaries in child culture, is where gender transgression takes place. The study (...) revealed that high-status boys used hegemonic masculinity to regulate both girls' and boys' boundaries by reserving the authority to sanction all gender transgressions. While race and class were salient for girls' homosocial organization and behavior, within this age group they did not appear to influence the boys' status system. (shrink)

John Dewey viewed philosophy as an intelligent means of realizing change, emphasizing the ubiquity of process, context and relations. The revolution in Organizational Behavior known as Process Re-engineering (PR) is an approach to organizational thinking recognizing the importance of process, context and relations at all levels of organizational activity. Because Dewey’s philosophy affords primacy to process and change, context and relations, it is fundamentally aligned with PR. Compelling connections between PR and Dewey’s philosophy are established concerning primacy of process, importance (...) of context, inquiry as experimental, value dimensions of outcomes, work as a means to self-realization, and increasing recognition of the future as an open possibility. While Dewey’s philosophy and PR stand as examples of intelligent understanding and reconstruction of process, recent developments in formal systems ontology point to dangerous consequences resulting from an eclipse of the material conditions of experience through the imposition of a formal architectonic. (shrink)

An extended review essay on Andrew Feenberg's Heidegger and Marcuse that argues that the concept of negation in Hegel is distinct from that in Heidegger which makes such an attempted synthesis problematic.

The hermeneutical tradition represented by Yorck, Heidegger, and Gadamer has distrusted Dilthey as suffering from the two sins of modernism: scientific “positivism” and individualistic and aesthetic “romanticism.” On the one hand, Dilthey’s epistemology is deemed scientistic in accepting the priority of the empirical, the ontic, and consequently scientific inquiry into the physical, biological, and human worlds; on the other hand, his personalist ethos and Goethean humanism, and his pluralistic life- and worldview philosophy are considered excessively aesthetic, culturally liberal, relativistic, and (...) subjective. This essay involves two tasks in response to this negative evaluation of Dilthey that has shaped our current understanding of his philosophical project; first, an interpretation of the issues at stake in Heidegger’s reception of and struggles with Dilthey. These issues touch upon language, historicity, and the nature of hermeneutics. Second, by pursuing this task in light of Guignon’s interpretation of Dilthey and Heidegger, I hope to question and challenge the “overcoming” of Dilthey’s epistemic and life-philosophical hermeneutics in the “ontological” or “philosophical” hermeneutics of Heidegger. (shrink)

The aim of this article is to show how both Jan Patočka and Jürgen Habermas, starting from a reinterpretation of the idea of «lifeworld», engaged a critique of modern civilisation, aiming (with different outcomes) at a redefinition of the concept of political community. In order to achieve this goal, I firstly focus on Patočka’s understanding of modern rational civilisation and its attempt to fix the fracture between «life» and «world». At this stage, I take also advantage of Hans Blumenberg’s distinction (...) between these two terms, in order to better clarify Patočka’s stance on this problem. Secondly, I analyse Habermas’ ideas of lifeworld and system, and their uncoupling in modern societies, as well as the reemergence of this issue in Habermas’ recent works on the European economic and political crisis. Finally, I focus on the very different ways in which Patočka and Habermas tackled the ideas of conflict and crisis in contemporary world, also in view of a possible path out of this crisis through a re-constitution of Europe. (shrink)

This paper presents the concept of the systematisation of praxis and an operational approach to the systematisation of alternative consulting experiences. The essences of this approach have been developed in Latin America after many years of experiences with both popular urban and rural sectors. Taking departure from a concrete example we outline some of the central questions that ought to be discussed during the systematisation process. A real-life case study is proposed: the systematisation of the activities of a development centre (...) in Odsherred, Denmark, to redesign strategies and to recreate actions for the centre's future activities. This centre has carried out community work in the Odsherred region focusing on cultural activities. Finally, methodological reflections are also presented. (shrink)

Enactive cognitive science combines questions in epistemology, ontology, and ethics by conceiving of bodies as open-ended and mutually transforming through activity. While enaction is not a theory of ethics, it can contribute to its foundations. We present a schematization of enactive ideas that underlie traditional distinctions between Being, Knowing, and Doing. Ethics in this scheme begins in the relation between knowing and becoming. Critical of dichotomous thinking, we approach the questions of alterity and ethical reality. Alterity is relevant to the (...) enactive approach, but not in the radical sense of transcendental arguments. We propose difference, instead, as a more generative concept. Following Simondon, we see norms and values manifest in webs of past and future acts together with their potentialities for becoming. We propose a transindividual concept of moral attunement that includes ethical know-how and consciousness raising. Through generative difference and attunement to configurations of becoming, enaction underpins an ethics of participation linking virtue ethics and ethics of care. (shrink)

This article is concerned with the concept of “scientific and technological revolution” as it was elaborated since the late 1950s and early 1960s by the Czechoslovak philosopher Radovan Richta. The aim of this text is to analyze Richta’s theory of revolution, which was a vital part of his STR research project, and to place it within the wider context of the thinking about revolution in post-war Czechoslovakia. The STR theory of revolution is discussed as part of a longer development from (...) the discourse of “national and democratic revolution” in the immediate post-war years and transformations of the theory of revolution under Stalinism and post-Stalinism to Richta’s attempt to renew and rethink the issue of revolution as a part of the reform communist political and social thinking. (shrink)

This article pursues two distinct yet interrelated levels of analysis. Theoretically, the article seeks to destabilize Western narratives of a transition from humanism to anti- and post-humanism in radical scholarship by foregrounding two traditions from Eastern Europe and the Caribbean where the language of the human persisted long after its declared obsolescence in the West. The argument made here is that these divergent narratives of the human were neither wholly contingent nor just a matter of distinct intellectual traditions, but were (...) deeply interwoven with both the history of the Cold War and the legacies of colonialism. On a praxical-political level, the article also engages in a close reading of arguably the major tradition of Marxist humanism in Eastern Europe, that of the Praxis circle in former Yugoslavia. While examining the specific political and theoretical reasons for the persistence of humanism in the writings of Praxis, the article argues that, in the end, their radica.. (shrink)

Se analizan los procesos educativos dentro de los contextos de la guerra, la privatización, y la tendencia general neoliberal en la educación. Específicamente, la autora reflexiona sobre las experiencias de tres colegios en Medellín, Colombia, que se encuentran en el punto de mira de un conflicto social continuo. En contraste con las ideologías prevalecientes y las condiciones sociales que limitan el rango pleno de las posibilidades de los jóvenes para desarrollar su potencial humano y participación en la vida cívica, se (...) plantea un argumento a favor de la democracia crítica basada en la noción Freireiana de la acción dialógica. También se analizan los modelos liberales y los modelos deliberativos de la democracia, fundamentados en las teorías sociales occidentales. Se examinan las teorizaciones de Habermas sobre la democracia en la esfera pública y también aportes post-estructuralistas de la democracia radical. Subrayando la manera en que los modelos progresistas asociados con la democracia transcienden los conflictos inter-personales en un sistema basado en la desigualdad. Así, se trata el tema de la formación de democracia como parte del desarrollo del aprendizaje, moldeado por la perspectiva particular y el contexto socio-económico y político de los alumnos. (shrink)