Discusses the nature of thought and volition, examines past philosophical theories, and clarifies the relation between will and freedom.

_Reflective Authenticity: Rethinking the Project of Modernity_ is a challenging consideration of what remains of ambitious Enlightenment ideas such as democracy, freedom and universality in the wake of relativist, postmodern thought. Do clashes over gender, race and culture mean that universal notions such as justice or rights no longer apply outside our own communities? Do our actions lose their authenticity if we act on principles that transcend the confines of our particular communities? Alessandro Ferrara proposes a path out of this (...) impasse via the notion of reflective authenticity. Drawing on Aristotle, Kants concept of reflective judgement and Heideggers theory of reflexive self-grounding, _Reflective Authenticity: Rethinking the Project of Modernity_ takes a fresh look at the state of Critical Theory today and the sustainability of postmodern politics. (shrink)

The culture of authenticity -- The enchanted garden -- The modern worldview -- Romanticism and the ideal of authenticity -- The heart of darkness -- De-centering the subject -- Story-shaped selves -- Authenticity in context.

As people look for a way to ground their judgments of moral, political, aesthetic claims in the face of the postmodernists who claim nothing can be grounded, Reflective Authenticity attempts to rescue some of the critical ideals of the Enlightenment without falling prey to those who say that the Enlightenment's tenets of objectivity, reason, liberalism makes this impossible and in the face of multiculturalism, difference, and the death of subject, are outdated. Alessandro Ferrara suggests that the notion of reflective authenticity (...) offers the key to a new kind of exemplary universalism which, different from the generalizing universalism typical of modern thought, does not fall under the critique of foundationalism articulated by postmodernist thinkers. (shrink)

What is the value of having medical students engage in creative production as part of their learning? Creating something new requires medical students to take risks and even to fail--something they tend to be neither accustomed to nor comfortable with doing. “Making stuff” can help students prepare for such failures in a controlled environment that doesn’t threaten their professional identities. Furthermore, doing so can facilitate students becoming resilient and creative problem-solvers who strive to find new ways to address vexing questions. (...) Though creating something new can be fun, this is not the main outcome of interest. Rather, the principle reason we recommend devoting precious curricular time to creative endeavors is because it helps medical students become better doctors. (shrink)