The compatibility between Western democracy and other cultures, and the desirability of democracy, are two important problems in democratic theory. Following an insight from John Rawls’s later philosophy, and using some key passages in Mencius, I will show the compatibility between a ‘thin’ version of liberal democracy and Confucianism. Moreover, elaborating on Mencius’s ideas of the responsibility of government for the physical and moral well-being of the people, the respectability of the government and the ruling elite, and the competence-based limited (...) political participation, I shall explore the Mencian criticisms of some ‘thick’ democratic ideas. Through the discussion in this paper, I hope to show the relevance of Confucianism to contemporary political philosophy and society. (shrink)

This article is an attempt to formulate a clear definition of the concept of crisis of Western sciences introduced by Husserl in his last work. The attempt will be based on a reading of the Krisis, which will stress its underlying continuity with Husserl’s life-long concerns about the theoretical insufficiency of positive sciences, and downplay the novelty of the idea of crisis itself within Husserl’s work. After insisting on the fact that, according to Husserl, only an account of the shortcomings (...) of the scientificity of Western sciences can justify the claim that they are undergoing a crisis, it will be argued that the common definition of the crisis of the sciences as the loss of their significance for life rests on a misunderstanding. The crisis of Western sciences will be characterized, instead, as the repercussion of the crisis of the scientificity of philosophy on the scientificity of positive sciences. The loss of significance of scientific knowledge for our existence will in turn appear as a further, inevitable consequence of the uprooting of the sciences from the soil of a universal philosophy culminating in metaphysics, and thus, as a phenomenon deeply intertwined with the crisis of Western sciences, but not identical to it. (shrink)

The endeavour to locate value in moral progress faces various substantive as well as more formal challenges. This paper focuses on challenges of the latter kind. After some preliminaries, Section 3 introduces two general kinds of “evaluative moral progress-claims”, and outlines a possible novel analysis of a descriptive notion of moral progress. While Section 4 discusses certain logical features of betterness in light of recent work in value theory which are pertinent to the notion of moral progress, Sections 5 and (...) 6 outline the ambiguous character of “making moral progress”. (shrink)

The purpose of the article is to reveal the anthropologization of Dasein-psyche’s being by methods of neurophilosophy. The anthropologization of Dasein-psyche’s being by methods of neurophilosophy allows considering the noogenesis from the perspective of philosophical traditions, which is much richer in comparison with the history of scientific knowledge about the psychology of meanings. The being of Dasein-psyche in the meaning of "philosopher’s soul" was firstly mentioned by Plato in "Phaedo". The anthropologization of Dasein-psyche’s being reveals the ontological orientation and limits (...) of the being of Dasein-psyche within the being of Dasein-the-One, as well as the intellect, knowledge and techne, as the arete existentials. Theoretical basis of the study is built on Heidegger’s fundamental ontology and methods of neurophilosophy. Originality lies in exploring Dasein-psyche through the neurophilosophical approach. In the context, Dasein-psyche is revealed as a part of the whole or the image, created from Dasein-Y-Matter as a paradigm. It is formed by the factors and causes of complication, as well as by the experience of being of the previous states of matter. Conclusions. In conclusion, the anthropologization of Dasein-psyche’s being by methods of neurophilosophy allows considering the noogenesis from the perspective of philosophical traditions. The essence of a person is revealed as the arete existentials, which require further rethinking and clarification. (shrink)

Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is eudaimonistic, aiming at self‐affirmation, full humanity and wellbeing; (2) that the flourishing of individuals depends on their personal resources, namely, their conatus, power, vitality or capacity (...) to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, eudaimonistic ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. (shrink)

The emotional state of war-affected populations has become a central concern for international policy-makers in the last decade. Growing interest in war trauma is influenced by contemporary Anglo-American emotionology, or emotional norms, which tends to pathologize ordinary responses to distress, including anger related to survival strategies. The article critically analyses the ascendancy of a therapeutic security paradigm in international politics, which seeks to explain the prevailing political, economic and social conditions in terms of cycles of emotional dysfunctionalism. The article contends (...) that international therapeutic governance pathologizes waraffected populations as emotionally dysfunctional and problematizes their right to self-government, leading to extensive external intervention. However, international therapeutic governance may be detrimental to postwar recovery as well legitimizing a denial of self-government. (shrink)

The practice of social studies continues to be a complicated scientific endeavor. From an epistemological point of view, the social sciences, unlike the natural sciences, do not conform to the predominant definition of science. The existing differences among expositions of “science,” “inquiry,” and “studies” lie with the contested role of the intellectual who is embarked on understanding the social realm. The “maturity” of the social sciences is usually discussed in the context of objectivity and rationality. But continuing epistemological debates would (...) be insufficient without reference to the scholar as a human studying humans. The philosophy of science has focused mainly on the procedures of knowledge accumulation, neglecting social context and its implications for inquiry. To address this neglect, this essay sets out first to retrace doubts about the role of the scholar that emerged with the institutionalization of the social sciences at the outset of the twentieth century and then to rethink these issues in terms of recent scientific developments. What surfaces is a new, participatory role for scholars that demands responsible contextualization and a broader conception of causal stories. (shrink)

This paper is a comparative study of Alfred Schutz and Jose Ortega y Gasset, with special attention to their respective characterization of social reality. For this purpose, the author draws on the explicit references Schutz and Ortega directed towards one another and develops a critical comparison of their theoretical systems. In addition to the reciprocal references which appear in their published works, valuable documentary evidence is provided by Schutz's letters and, first and foremost, by his marginal notes preserved in his (...) own copy of Ortega y Gasset's Man and People. As far as the critical comparison of Schutz's and Ortega's theories is concerned, the weight of the discussion falls on Ortega's Man and People. A careful reading of this essay allows us to successively invoke the key components of Schutz's phenomenological characterization of the structures of the life-world. According to this strategy, and after some preliminary sections devoted to contextual, biographical, and sociocultural matters, the following topics are comparatively discussed: (1) the philosophical foundations of sociology, with particular attention to Ortega's doctrine of the Other as potential danger; (2) the taken-for-granted dimensions of the social world; (3) the multiple spheres of reality, and their structuration around the fundamental core of the radical reality of the I (for Ortega) or the paramount reality of everyday life, as the intersubjective world of culture (for Schutz); (4) the influence of pragmatism on their theoretical systems; (5) their strikingly similar characterization of the perspectivist stratification of the social world; (6) the inexhaustible complexity of the problem of intersubjectivity. Obviously, the common influence of Husserl, Weber, Scheler, and Bergson casts light upon the comparative consideration of any of these issues. (shrink)

Adorno’s extended conception of ‘culture industry’ renders the usual criticism of his views as ‘elitist’ meaningless. The same expansion creates, however, logical strains and contradictions in his analysis of the character and function of the culture industry: a strain in its ‘psychosocial’ and ‘status compulsion’ interpretation. In his late work Adorno attempts to solve this contradiction, but at a heavy price, by creating a conceptual barrier between pleasure and happiness.

Liberal democracy is often considered to be unstable, consisting of two markedly different ideals that remain in tension. Yet the thesis regarding the alleged insta...

European intellectuals diagnosed the end of the nineteenth century as “the sickness of an age.” Schopenhauer's pessimistic books suddenly became popular; Nietzsche announced the “death of god”; and Max Nordeau's Degeneration was an international best seller. To be sure, this mood of despair was initially limited to a handful of poets and philosophers. But once the outbreak of World War I revealed what “the treacherous years were all the while making for and meaning,” the sense that the West had somehow (...) been betrayed by its own most fundamental accomplishments and beliefs was globalized. Thomas Mann's Magic Mountain captured the idea neatly by describing Europe as a tuberculosis sanatorium behind whose walls splendid accomplishment rapidly rotted toward calamity. Spengler's Decay of the West and the early volumes of Toynbee's Study of History argued that decline was inevitable. As Europeans lost faith in their ability to erect The Heavenly City Of The Eighteenth Century Philosophers [Becker, 1932], the era of “enlightenment optimism” gave way to Auden's “Age of Anxiety.” If, as T.S. Eliot put it in East Coker, “the quiet-voiced elders” bequeathed us “merely a receipt for deceit,” then, to cite again W.B. Yeats’ famous poem, it became increasingly obvious that “things fall apart, the center cannot hold.” “[F]ollowing some rough beast” that “slouches toward Bethlehem to be born,” modern civilization began a desperate search for new values that could orient society in an unexpected world. (shrink)

In this paper I shall examine how the pragmatists regarded the context of a single self in time (the problem of personal development over the life course) and the context of a single self in social space (the problem not only of surrounding individuals but also of surrounding and fundamentally different groups). After a quick glance at the ontologies of the earlier pragmatists, I discuss the problems of individual development and social difference as they emerged society-wide during and after the (...) first pragmatist generation. Having specified these problems, I can set the second pragmatist generation in the context they provide. The paper concludes with a discussion of the centrality of accounts of development and difference in a processualized social ontology. (shrink)

The article deals with a role of mass culture in term of the theory of the culture industry by M. Horkheimer and T. Adorno and the theory of communicative action by J. Habermas, who continues research of the Frankfurt school. It is known that Habermas says about two types of rationality — communicative and structural. The lifeworld and the system correspond them. Usually, culture correspond to lifeworld because it helps people`s socialization. Also it is a place for communication and finding (...) new meanings. However, a place of mass culture is very controver- sial. In particular, it is necessary to distinguish between popular and mass culture, because these definitions have been used as interchangeable for a long time. Popular culture is still an area of meanings. Moreover, it has the potential for protest. From this point of view, it is clearly part of the life world. But mass culture as a «cultural industry» is not so unambiguous. It is worth considering its characteristics and role in people’s life more detail. Above all, one cannot help paying attention to masses. Already in the last century, H. Arendt characterized them as an atomized and isolated group of people, and they are not united by any common ideas. After all, even in the modern world it is possible to see that they do not have and do not want to search for any ideas or meanings. Masses are a direct consumers of mass culture. It is consumerism that the characteristic feature of modernity. Therefore, mass culture is inseparably connected with the market. On the one hand, it sells entertainments, and on the other hand, it generates new consumers, because it is related to advertising. In the same way, mass culture is connected with agitation and propaganda. Thus, it is possible to speak about its connection with politics. The market and politics correspond to the system and are guided by strategic rationality. This fact gives reason to talk about mass culture as a strategic tool. Such culture with no meanings leads to a crisis in society. (shrink)

ABSTRACT Notwithstanding recent controversies involving echo chambers and social media, “post-truth” has always been central to philosophical investigations of what is knowable and good. The internal tension of the term offers a choice: to gasp in feigned astonishment at the hell-in-a-handbasket state of public discourse, or to reflect critically on what is beyond, after, or other than the truth. In this essay, we approach post-truth via elements of narrative, biography, and myth, portraying Friedrich Nietzsche's polytropic figure, Zarathustra, as he might (...) have spoken to the contemporary moment. We demonstrate how Zarathustra affords access to the idea that truth and life are inextricable in the human condition. To temper this tension, we depict a character whose disposition toward post-truth spans from certainty and doubt to exuberance and despair. Our hope is to indicate how, for the humans of Motley Cow, post-truth is ubiquitous, institutional, and infrastructural. (shrink)

Throughout his life, Cornelius Castoriadis displayed an unwavering commitment to democracy. He militated for it and developed concepts to elucidate its significance for human freedom. Yet are the concepts Castoriadis developed enough to explain the depth of his aforementioned commitment? In this essay, I try to imagine how Castoriadis would have addressed Roberto Michels’s ‘iron law of oligarchy’ thesis. I find that Castoriadis’s concepts can help us question the normative value Michels assigned to oligarchy, but they fail to explain how (...) he could have remained so committed to democracy when oligarchy seems ineluctable. Such a commitment, I argue, ultimately rests on an existential decision, the roots of which cannot be rationally explained. (shrink)

Richard Rorty suggests that we should stop looking for something common to us all, for universal justifi cations and truth. Rorty argues that focusing on a single truth sooner or later serves those who claim that there is a proper, true model of living. In the end, they use violence and cause pain, as they are driven by the idea that everyone should accept their truth. In this article I shall argue that such reasoning is not justifi ed and whether (...) we are universalists or constructivists, our actions may be the same and cause pain. At the same time, having the same beliefs will not stop us from acting differently. What matters is how we use a particular concept in accordance with our interests and not the concept itself. I shall also argue that dialog can help to prevent violence and that while Rorty is right, there are also a number of problems with that proposition. (shrink)

Carl Sagan famously lamented how “we live in a society exquisitely dependent on science and technology, in which hardly anyone knows about science and technology. This is a clear prescription for disaster”. One might add that in contemporary societies, people know about the philosophy of science and technology even less.

Education is commonly considered to be a transformational practice that contributes both to forging the personality of individuals and to promoting social entanglements. For this reason, education always has a normative character that rests on a particular concept of what humanity and society should be. However, educational policies and practices are frequently unaware of these theoretical presuppositions, and for this reason, they frequently appear to act in a naïve and superficial manner. This is particularly the case for citizenship education, which, (...) if superficially implemented, risks being distorted into a form of civic education that reproduces established norms and social relations, without promoting any meaningful social change. Thus, the first part of this article aims to deepen the notion of citizenship, in particular by studying what the concept of ‘consensus’ means, conceiving of it not as a synonym of social resignation, but rather as a collective conspiracy towards a common political project. Accordingly, the article defines the basic characteristics that education should always possess to effectively promote a democratic and participative citizenship education. In particular, it identifies five constitutive contrasts in relation to the ways in which information is transmitted, reasoned, emotionally perceived, and then discussed and countered both by individuals and society. The article therefore presents an overall theory of education, seen as a momentous practice of dialogue and common action that opens the way for a democracy in progress. (shrink)

The article reveals the nature of barbarism, the criteria of modern barbarism and its faces, studies reasons and specifics of neovarvarization and massivization in modern society, highlights the main features of a barbarian human and a mass-man, analyzes the phenomenon of aggression as a major sign of barbarism, reveals the nature of human evil, deep roots of aggression and sado-masochistic tendencies in the relationship of people to each other and to nature. Based on a synergistic approach to understanding of social (...) processes, the author puts forward and justifies the idea that the growth of aggression, cruelty, violence and armed conflicts in today's world is a cascade of bifurcations of society, which is characteristic of transition of the society from one type to another. It is shown that in modern society there are all signs of barbarism, moreover, there is a purposeful policy of massivization and barbarizing the population in the interests of certain power structures with the aim of facilitating the process of manipulation by the masses. The degradation of modern culture, the main function of which at all times was to contain the aggressive principle in man, which is one of the main signs of barbarism, led to the spread of aggression and barbarism in all spheres of life, at all levels: from personal to interstate and universal. The author sees the favorable way of human development in the return of people to their lost spiritual and psycho-physical integrity, in which the spirit, the return to himself, to the man of the heart – homo cardiacus and not to his animal or technical origin is dominated, and in the transition to such type of civilization in which Hi-Tech and a significant transformation of consciousness and psychosphere of the Earth will be connected harmonically. (shrink)

Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify (...) and describe the mechanisms for the construction of the self in our current context, highlighting the fact that technologies, in themselves and regardless of the use we make of them, hide implications. Taking this into account, we show to what extent the current development of the self presents shades, conflicts and tangible risks from an educational perspective. We finally conclude that it is essential to promote an education on technology that goes beyond the use regulation in which, up to now, it has been solely focused on. (shrink)