Results for 'Liberal Arts'

999 found
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  1.  24
    The Liberal Arts, the Radical Enlightenment and the War Against Democracy.Arran Gare - 2012 - In Luciano Boschiero (ed.), On the Purpose of a University Education. North Melbourne: Australian Scholarly Publishing Ltd. pp. 67-102.
    Using Australia to illustrate the case, in this paper it is argued that the transformation of universities into businesses while the undermining of the liberal arts is motivated by either contempt for or outright hostility to democracy. This is associated with a global managerial revolution that is enslaving nations and people to the global market and the corporations that dominate it. The struggle within universities is the site of a struggle to reverse the gains of the Radical Enlightenment, (...)
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  2. The Psychology of Faculty Demoralization in the Liberal Arts: Burnout, Acedia, and the Disintegration of Idealism.Steven James Bartlett - 1994 - New Ideas in Psychology 12 (3):277-289.
    A study of the psychology of demoralization affecting university faculty in the liberal arts. This form of demoralization is not adequately understood in terms of the concept of career burnout. Instead, demoralization that affects university faculty in the liberal arts requires a broadened understanding of the historical and psychological situation in which these professors find themselves today.
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  3. The Loss of Permanent Realities: Demoralization of University Faculty in the Liberal Arts.Steven James Bartlett - 1994 - Methodology and Science: Interdisciplinary Journal for the Empirical Study of the Foundations of Science and Their Methodology 27 (1):25-39.
    This paper examines a largely unrecognized mental disorder that is essentially a disability of values. It is their daily contact with this pathology that leads many university liberal arts faculty to demoralization. The deeply rooted disparity between the world of the traditional liberal arts scholar and today’s college students is not simply a gulf across which communication is difficult, but rather involves a pathological impairment in the majority of students that stems from an exclusionary focus on (...)
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  4.  48
    Science Studies in a Liberal Arts Curriculum.Sean F. Johnston & Mhairi Harvey - 2005 - In Carol Hill & Sean F. Johnston (eds.), Below the Belt: The Founding of a Higher Education Institution. Dumfries, UK: pp. 73-86.
    On the differing practices and assumptions in the academic specialisms of environmental studies and STS.
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  5. Reprobation as Shared Inquiry: Teaching the Liberal Arts in Prison.Joshua A. Miller & Daniel Harold Levine - 2015 - Radical Philosophy Review 18 (2):287-308.
    Respect for victims requires that we have social systems for punishing and condemning (reproving) serious crimes. But, the conditions of social marginalization and political subordination of the communities from which an overwhelming number of prisoners in the United States come place serious barriers in the face of effective reprobation. Mass incarceration makes this problem worse by disrupting and disrespecting entire communities. While humanities education in the prisons is far from a total solution, it is one way to make reprobation meaningful, (...)
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  6. Liberal Neutrality and Moderate Perfectionism.Franz Fan-lun Mang - 2013 - Res Publica 19 (4):297-315.
    (Winner of The Res Publica Essay Prize) This article defends a moderate version of state perfectionism by using Gerald Gaus’s argument for liberal neutrality as a starting point of discussion. Many liberal neutralists reject perfectionism on the grounds of respect for persons, but Gaus has explained more clearly than most neutralists how respect for persons justifies neutrality. Against neutralists, I first argue that the state may promote the good life by appealing to what can be called “the qualified (...)
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  7. Liberal Conduct.Duncan Ivison - 1993 - History of the Human Sciences 6 (3):25-59.
    A philosophical genealogy of the development of liberal 'arts of government' through the work of John Locke and Michel Foucault.
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  8.  51
    Afterimages: (Liberation) Ideology in the Culture Industry.Anton Heinrich Rennesland - 2018 - Talisik: An Undergraduate Journal of Philosophy 5 (2):112-121.
    I argue how one’s afterimage of art has turned ideological due to technology’s heavy influence in the reproduction of and to individuals’ incessant consumption of artworks. Art has the capacity to be historicity’s expression and its antithesis. Its reach has been enlarged due to technology’s democratization of artworks. It should follow that mass production of artworks foster an emancipatory and critical standpoint, yet this fostered instead the reduction of priceless and fine artworks to commodities, easily downloadable and available for public (...)
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  9. Liberating Clocks: Developing a Critical Horology to Rethink the Potential of Clock Time.Michelle Bastian - 2017 - New Formations 1 (92):41-55.
    Across a wide range of cultural forms, including philosophy, cultural theory, literature and art, the figure of the clock has drawn suspicion, censure and outright hostility. In contrast, even while maps have been shown to be complicit with forms of domination, they are also widely recognised as tools that can be critically reworked in the service of more liberatory ends. This paper seeks to counteract the tendency to see clocks in this way, arguing that they have many more interesting possibilities (...)
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  10. WHAT IS ART (Classificatory Disputes, Aesthetic Judgements, Contemporary Art.Ulrich De Balbian - 2017 - Philosophy and Art.
    WHAT is art? Classificatory disputes.. Classificatory disputes about what is art Art historians and philosophers of art have long had classificatory disputes about art regarding whether a particular cultural form or piece of work should be classified as art. Disputes about what does and does not count as art continue to occur today -/- Defining art is difficult if not impossible. Aestheticians and art philosophers often engage in disputes about how to define art. By its original and broadest definition, art (...)
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  11. San Alberto Magno y las bellas artes.David Torrijos-Castrillejo - 2020 - de Medio Aevo 14:117-129.
    This article aims to address the widespread thesis according to which medieval scholastics would not handle the idea of fine art. Based on a suggestion by Anzulewicz, the author shows how Albert the Great did understand the peculiarity of fine arts and put them in close relationship with liberal arts. There are fine arts, such as music, which are sought after for their own sake and can, therefore, be considered as fully liberal. In contrast to (...)
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  12. Augustine's Modification of Liberal Education: Reflections on 'De Doctrina Christiana'.Matthew Walz - 2013 - Arts of Liberty 1 (1):51-97.
    In this article, I first show in what way Augustine's 'De doctrina Christiana' actually concerns liberal education, or at least includes it within its scope. Second, I articulate the new 'modus' of education, its new “mode” or “measure,” presented in 'De doctrina'. Third, I exemplify the modification of education by briefly considering Augustine’s treatment of rhetoric in Book IV of 'De doctrina'. Fourth and finally, I conclude with general remarks that attempt to situate the sort of education of which (...)
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  13.  98
    Let’s Be Liberal: An Alternative to Aesthetic Hedonism.Antonia Peacocke - 2021 - British Journal of Aesthetics 61 (2):163-183.
    Aesthetic value empiricism claims that the aesthetic value of an object is grounded in the value of a certain kind of experience of it. The most popular version of value empiricism, and a dominant view in contemporary philosophical aesthetics more generally, is aesthetic hedonism. Hedonism restricts the grounds of aesthetic value to the pleasure enjoyed in the right kind of experience. But hedonism does not enjoy any clear advantage over a more permissive alternative version of value empiricism. This alternative is (...)
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  14. Independência: libertação da arte na dimensão estética de Herbert Marcuse.Jair Soares - 2018 - Revista Diaphonía.
    Abstract: According to Marcuse, esthetics is an essential component to the process of freedom of consciousness and behavior of individuals. It is, in Hegelian language, to free the absolute spirit. In this sense, art configures itself as fantasy, which makes the “apparent” reveal the essence of things. Essence here is understood not as a metaphysical field, but as an unveiling of questions, within a false truth of the (establishment), in the totality of relationships. In dialectical terms, art manifests itself in (...)
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  15. Individual Style After The End Of Art.Regina Wenninger - 2005 - Postgraduate Journal of Aesthetics 2 (3):105-115.
    In The Transfiguration of the Commonplace (1981)1 Arthur Danto construes individual style as something “given” that belongs to the artist “essentially” and “inseparably.” By contrast, his theory of the end of art, set forth in After the End of Art (1997) and elsewhere,2 suggests the liberation of artists from any stylistic commitments. How do these two theories go together? Can there be individual styles after the end of art? Examining the compatibility between Danto’s end of art thesis and his essentialist (...)
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  16. What is Reality? Walter Benjamin, Roland Barthes, Jacques Derrida, Judith Butler, and the Artist Karin Kneffel on the Deconstruction of the Familiar as Liberation From Determination.Martina Sauer - 2020 - Art Style, Art and Culture International Magazine, Special Issue_6, On the Postmodern Age, Ed. By Martina Sauer 6 (6):101-120.
    What is reality? It is postmodern or poststructuralist philosophers like Roland Barthes, who realized that it only seems that the media present reality in the form of facts, because they actually spread myths. Accordingly, Jacques Derrida made it clear that communication via media is not based on logic, but is characterized by a significant “différance” between a “marque” (trace) of the past and the expectations of the future. Both agreed, that the initial misunderstanding of the concept of reality must be (...)
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  17.  79
    Not-I/Thou: The Other Subject of Art and Architecture.Gavin Keeney - 2014 - Cambridge Scholars Press.
    Not-I/Thou: The Other Subject of Art and Architecture is a series of essays delineating the gray areas and black zones in present-day cultural production. Part One is an implicit critique of neo-liberal capitalism and its assault on the humanities through the pseudo-scientific and pseudo-empirical biases of academic and professional disciplines, while Part Two returns to apparent lost causes in the historical development of modernity and post-modernity, particularly the recourse to artistic production as both a form of mnemonics and periodic (...)
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  18.  47
    What to Study at College and Why.Jennifer K. Uleman - 2015 - LoHud Journal News (Sep 15).
    Op-ed on value of majoring in one of the traditional liberal arts.
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  19. Uselesness: A Panegyric.David C. K. Curry - 2013 - The Good Society 22 (2).
    A defense of the value of studying what Aristotle, in the Politics, refers to as useless things, and thereby a defense of the 'uselessness' of the study of the liberal arts.
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  20. Plato's Massive Open Online Cave?Mark McIntire - unknown
    Abstract: Despite stampeding popularity over the last few years since its creation, serious doubts persist about the fundamental MOOC conceptual model of Massive Open Online Courses as verifiable learning environments especially for liberal arts courses. This paper will defend the valid argument that: All MOOCs, except perhaps those at The University of Edinburgh, as currently construed and deployed, are MOOCs that fail to provide verifiable learning outcomes. No MOOCs that fail to provide verifiable learning outcomes are acceptable (...) arts courses. Therefore, no MOOCs, except perhaps those at The University of Edinburgh, as currently construed and deployed are MOOCs that are acceptable liberal arts courses. This paper will focus only on the complaint that MOOCs, generally, fail to engage and educate liberal arts students with positive, measurable learning outcomes through dialogue. It will be demonstrated that the current underlying conceptual model of MOOCs is inadequate as a global replacement to the traditional liberal arts courses based on dialogue pedagogic modeled in Plato’s Allegory of the Cave. A few highly debatable recommendations will be offered for discussion. (shrink)
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  21. Barbarians at the Door: A Psychological and Historical Profile of Today's College Students.Steven James Bartlett - 1993 - Methodology and Science: Interdisciplinary Journal for the Empirical Study of the Foundations of Science and Their Methodology 26 (1):18-40.
    A psychological and historical study of college students from the standpoint of the psychology and history of American higher education and of liberal arts values.
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  22. Acedia: The Etiology of Work-Engendered Depression.Steven James Bartlett - 1990 - New Ideas in Psychology 8 (3):389-396.
    There has been a general failure among mental health theorists and social psychologists to understand the etiology of work-engendered depression. Yet the condition is increasingly prevalent in highly industrialized societies, where an exclusionary focus upon work, money, and the things that money can buy has displaced values that traditionally exerted a liberating and humanizing influence. Social critics have called the result an impoverishment of the spirit, a state of cultural bankruptcy, and an incapacity for genuine leisure. From a clinical perspective, (...)
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  23. Is Philosophy Impractical? Yes and No, but That's Precisely Why We Need It.Phillips Kristopher - 2017 - In Lee Trepanier (ed.), Why the Humanities Matter Today: In Defense of Liberal Education. London: Lexington Press. pp. 37-64.
    This chapter makes the argument for both the practicality and impracticality of philosophy as it relates to liberal education. An exploration of the history of science in the seventeenth and eighteenth centuries reveals that a study of philosophy cultivates a skill set of logic and critical thinking that are crucial for those who study science and mathematics. It also situates philosophy as a unifying discipline for liberal education and STEM studies (Science, Technology, Engineering, and Mathematics). The study of (...)
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  24. Recipes for Science: An Introduction to Scientific Methods and Reasoning.Angela Potochnik, Matteo Colombo & Cory Wright - 2018 - New York: Routledge.
    There is widespread recognition at universities that a proper understanding of science is needed for all undergraduates. Good jobs are increasingly found in fields related to Science, Technology, Engineering, and Medicine, and science now enters almost all aspects of our daily lives. For these reasons, scientific literacy and an understanding of scientific methodology are a foundational part of any undergraduate education. Recipes for Science provides an accessible introduction to the main concepts and methods of scientific reasoning. With the help of (...)
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  25.  96
    Jezik in javno: reorganizacija trivija v Lockovem Eseju in v Portroyalski logiki.Gregor Kroupa - 2013 - Filozofski Vestnik 34 (3):57-74.
    "Language and its Public Features: Reorganizing the Trivium in Locke's Essay and Port-Royal Logic" The new theory of language in the 17th century coincides with the end the traditional order of disciplines in the trivium (grammar, logic and rhetoric), which in the mediaeval times provided a comprehensive view of the problems of discourse. The article focuses on some key passages in Port-Royal Logic and Locke's Essay that provide us with a typical early modern scheme of linguistic representation, characterised by heavily (...)
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  26.  26
    All Science as Rigorous Science: The Principle of Constructive Mathematizability of Any Theory.Vasil Penchev - 2020 - Logic and Philosophy of Mathematics eJournal 12 (12):1-15.
    A principle, according to which any scientific theory can be mathematized, is investigated. Social science, liberal arts, history, and philosophy are meant first of all. That kind of theory is presupposed to be a consistent text, which can be exhaustedly represented by a certain mathematical structure constructively. In thus used, the term “theory” includes all hypotheses as yet unconfirmed as already rejected. The investigation of the sketch of a possible proof of the principle demonstrates that it should be (...)
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  27. Teaching Philosophy in Central Asia: Effects on Moral and Political Education.Elena Popa - 2019 - Interchange 50 (2):187-203.
    This paper investigates how an introductory philosophy course influences the moral and political development of undergraduate students in a Liberal Arts university in Central Asia. Within a context of rapid changes characteristic of transitional societies—reflected in the organization of higher education—philosophy provides students with the means to reason about moral and political values in a way that overcomes the old ideological tenets as well as contemporary reluctance to theoretical inquiry. Studying philosophy provides a remedy for deficiencies in both (...)
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  28. The Benefits of Comedy: Teaching Ethics Through Shared Laughter.Christine James - 2005 - Academic Exchange Extra (April).
    Over the last three years I have been fortunate to teach an unusual class, one that provides an academic background in ethical and social and political theory using the medium of comedy. I have taught the class at two schools, a private liberal arts college in western Pennsylvania and a public regional state university in southern Georgia. While the schools vary widely in a number of ways, there are characteristics that the students share: the school in Pennsylvania had (...)
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  29. Knowledge, Wisdom, and the Philosopher.Daniel A. Kaufman - 2006 - Philosophy 81 (1):129-151.
    The overarching thesis of this essay is that despite the etymological relationship between the word ‘philosophy’ and wisdom—the word ‘philosophos’, in Greek, means ‘lover of wisdom’—and irrespective of the longstanding tradition of identifying philosophers with ‘wise men’—mainline philosophy, historically, has had little interest in wisdom and has been preoccupied primarily with knowledge. Philosophy, if we are speaking of the mainline tradition, has had and continues to have more in common with the natural and social sciences than it does with the (...)
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  30.  17
    A Durable and Humane Future for Animal Husbandry.Steven Fesmire - 2013 - Animal Welfare Approved Newsletter 5 (4):10-11.
    In Fall 2012, Green Mountain College’s oxen team “Bill and Lou” became the focus of an international animal rights protest. The Guernsey team had plowed the fields of the small Vermont college farm together for a decade. Lou injured a rear leg twice over the summer and eventually became unable to support his own great weight. With administrative support, the college’s farm crew decided to slaughter the team. This was in keeping with an aim of the college’s Farm and Food (...)
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  31.  28
    Immaginazione morale e etica responsabile.Steven Fesmire - 2010 - Ecole 1 (79):44-47.
    Como filosofo che insegna in un Corso di studi ambientali, nutro un respetto profondo per i miei colleghi che lavorano nel settore della formazione in politiche ambientali. Tuttavia non e questo il mio forte: il mio lavoro s'indirizza verso lo sviluppo di un'appropriata psicologia della scelta e verso una riflessione sulle virtu che presiedono a una saggia deliberazione. -/- This article had its inception in an October 2006 presentation titled "Sustainable Dining at a Liberal Arts College" (with Philip (...)
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  32.  79
    Loving Immigrants in America: The Philosophical Power of Stories. [REVIEW]Alexander V. Stehn - 2018 - Radical Philosophy Review 21 (2):365-369.
    BOOK REVIEW: Through fifteen interrelated essays, Daniel Campos’ Loving Immigrants in America reflects upon his experiences as a Latin American immigrant to the United States and develops an experiential philosophy of personal interaction. Building upon previous work, Campos’ implicit conceptual framework comes from Charles S. Peirce’s dual philosophical accounts of the evolution of personality and evolutionary love. But the flesh and blood of the book are Campos’ own personal experiences as an immigrant who has labored for more than twenty years (...)
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  33.  24
    How Museums Make Us Feel: Affective Niche Construction and the Museum of Non-Objective Painting.Jussi A. Saarinen - 2021 - British Journal of Aesthetics 61 (4):543-558.
    Art museums are built to elicit a wide variety of feelings, emotions, and moods from their visitors. While these effects are primarily achieved through the artworks on display, museums commonly deploy numerous other affect-inducing resources as well, including architectural solutions, audio guides, lighting fixtures, and informational texts. Art museums can thus be regarded as spaces that are designed to influence affective experiencing through multiple structures and mechanisms. At face value, this may seem like a somewhat self-evident and trivial statement to (...)
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  34. America's Upside-Down Doctrine of Education: Albert Jay Nock's Theory of What Has Gone Wrong — Or Is It Right?Steven James Bartlett - 2018 - Willamette University Faculty Research Website.
    The American system of education makes important and sometimes unjustified assumptions that were questioned and criticized nearly a hundred years ago by author and educational theorist Albert Jay Nock. This essay discusses Nock’s theory of American education and finds that certain of these assumptions stand greatly in need of the support of evidence.
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  35. Mismeasuring Our Lives: The Case Against Usefulness, Popularity, and the Desire to Influence Others.Steven James Bartlett - 2018 - Willamette University Faculty Research Website.
    This essay revisits the topic of how we should measure the things that matter, at a time when we continue to mismeasure our lives, as we hold fast to outworn myths of usefulness, popularity, and the desire to influence others. /// Three central, unquestioned presumptions have come to govern much of contemporary society, education, and the professions. They are: the high value placed on usefulness, on the passion to achieve popularity, and on the desire to influence others. In this essay, (...)
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  36. The Philosophical Foundations of Ecological Civilization: A Manifesto for the Future.Arran Gare - 2017 - London and New York: Routledge.
    The global ecological crisis is the greatest challenge humanity has ever had to confront, and humanity is failing. The triumph of the neo-liberal agenda, together with a debauched ‘scientism’, has reduced nature and people to nothing but raw materials, instruments and consumers to be efficiently managed in a global market dominated by corporate managers, media moguls and technocrats. The arts and the humanities have been devalued, genuine science has been crippled, and the quest for autonomy and democracy undermined. (...)
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  37. Scientific Rationality, Human Consciousness, and Pro-Religious Ideas.Alfred Gierer - 2019 - In Wissenschaftliches Denken, das Rätsel Bewusstsein und pro-religiöse Ideen. Würzburg, Germany: Königshausen&Neumann. pp. 83-93.
    The essay is an English version of the German article "Wissenschaftliche Rationalität, menschliches Bewusstsein und pro-religiöse Ideen". It discusses immanent versus transcendent concepts in the context of the art of living, as well as the understanding of human consciousness in the context of religion. Science provides us with a far reaching understanding of natural processes, including biological evolution, but also with deep insights into its own intrinsic limitations. This is consistent with more than one interpretation on the “metatheoretical“, that is (...)
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  38. Wissenschaftliches Denken, Das Rätsel Bewusstsein Und Pro-Religiöse Ideen.Alfred Gierer - 2019 - Würzburg, Germany: Königshausen&Neumann.
    Diese Schrift enthält eine Reihe von sieben Artikeln, in der es um die Beziehung der Wissenschaften zu aufgeklärten, liberalen Formen religiöser Vorstellungen geht. Im Gegensatz zu verbreiteten Ansichten zumal des vorigen Jahrhunderts führt die moderne Naturwissenschaft zu einer zwar weitgehenden, aber prinzipiell nicht vollständigen Erklärung der Wirklichkeit. Sie kann die Rätselhaftigkeit der Welt für uns Menschen nicht aufheben; die Grundfähigkeiten des menschlichen Denkens sind schließlich nicht nur Gegenstand der Wissenschaft, sondern auch Voraussetzungen jeder wissenschaftlichen Tätigkeit. Auf der „meta-theoretischen“, nämlich der (...)
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  39. L'etica moderna. Dalla Riforma a Nietzsche.Sergio Cremaschi - 2007 - Roma RM, Italia: Carocci.
    This book tells the story of modern ethics, namely the story of a discourse that, after the Renaissance, went through a methodological revolution giving birth to Grotius’s and Pufendorf’s new science of natural law, leaving room for two centuries of explorations of the possible developments and implications of this new paradigm, up to the crisis of the Eighties of the eighteenth century, a crisis that carried a kind of mitosis, the act of birth of both basic paradigms of the two (...)
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  40.  51
    Načo sú nám humanitné vedy?Lukáš Švihura - 2016 - In Anton Lisnik & Katarína Greňová (eds.), Posolstvo Jána Pavla II. 2016. "Súčasné výzvy a trendy v...". Zborník z medzinárodnej vedeckej konferencie. Ružomberok, Slovensko: pp. 908-912.
    The article is a philosophical reflection of the current status of the humanities in Slovakia. In many areas of our society there is an evident deficit in humanities-science knowledge, reflected also in parliamentary election results in 2016 and having serious consequences on our society. The article therefore suggests the possibility of transposing knowledge of the humanities, particularly philosophy, in the educational process appropriate to the character of a pluralistic liberal democracy in the 21st century.
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  41.  46
    Der letzte Universalismus. Kontingenz, Konflikt und normative Demokratietheorie.Karsten Schubert - 2017 - Schwerpunktbeitrag.
    Die Debatte um die politische Differenz stellt Kontingenz und Konfliktualität als fundamentale Eigenschaften des Politischen heraus. Dies stellt die postfundamentalistische Demokratietheorie, die auf Augenhöhe mit dieser Debatte argumentieren will, vor ein Problem: Durch die Kontingentsetzung aller normativen Begründungen ist zunächst unklar, welche Art von demokratischen Institutionen wie begründet werden kann, und sogar, ob es überhaupt eine von der postfundamentalistischen Sozialontologie ausgehend argumentierende normative Begründung für demokratische Institutionen geben kann. Meine These ist, dass Freiheit, verstanden als kontinuierliche selbstreflexive Kritik, derjenige normative (...)
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  42.  16
    Dave Chappelle's Positive Propaganda.Chris A. Kramer - 2021 - In Mark Ralkowski (ed.), Dave Chappelle and Philosophy. Chicago, IL, USA: pp. 75-88.
    Some of Dave Chappelle’s uses of storytelling about seemingly mundane events, like his experiences with his “white friend Chip” and the police, are examples of what W.E.B. Du Bois calls “Positive Propaganda.” This is in contrast to “Demagoguery,” the sort of propaganda described by Jason Stanley that obstructs empathic recognition of others, and undermines reasonable debate among citizens regarding policies that matter: the justice system, welfare, inequality, and race, for example. Some of Chappelle’s humor, especially in his most recent Netflix (...)
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  43. A Liberal Realist Answer to Debunking Skeptics: The Empirical Case for Realism.Michael Huemer - 2016 - Philosophical Studies 173 (7):1983-2010.
    Debunking skeptics claim that our moral beliefs are formed by processes unsuited to identifying objective facts, such as emotions inculcated by our genes and culture; therefore, they say, even if there are objective moral facts, we probably don’t know them. I argue that the debunking skeptics cannot explain the pervasive trend toward liberalization of values over human history, and that the best explanation is the realist’s: humanity is becoming increasingly liberal because liberalism is the objectively correct moral stance.
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  44.  14
    Der letzte Universalismus. Foucaults Freiheitsdenken und die Begründung von radikaler Demokratie im Postfundamentalismus.Schubert Karsten - 2021 - In Oliver Flügel-Martinsen, Franziska Martinsen & Martin Saar (eds.), Das Politische (in) der Politischen Theorie. Nomos. pp. 43-58.
    Die Debatte um die politische Differenz stellt Kontingenz und Konfliktualität als fundamentale Eigenschaften des Politischen heraus. Dies birgt ein Problem für die postfundamentalistische Demokratietheorie, die auf Augenhöhe mit dieser Debatte argumentieren will: Durch die Kontingentsetzung aller normativen Begründungen ist zunächst unklar, welche Art von demokratischen Institutionen wie begründet werden kann, und sogar, ob es überhaupt eine von der postfundamentalistischen Sozialontologie ausgehend argumentierende normative Begründung für demokratische Institutionen geben kann. Meine These ist, dass Freiheit, verstanden als kontinuierliche selbstreflexive Kritik, derjenige normative (...)
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  45.  77
    Foundations of Ancient Ethics/Grundlagen Der Antiken Ethik.Jörg Hardy & George Rudebusch - 2014 - Göttingen, Germany: Vandenhoek.
    This book is an anthology with the following themes. Non-European Tradition: Bussanich interprets main themes of Hindu ethics, including its roots in ritual sacrifice, its relationship to religious duty, society, individual human well-being, and psychic liberation. To best assess the truth of Hindu ethics, he argues for dialogue with premodern Western thought. Pfister takes up the question of human nature as a case study in Chinese ethics. Is our nature inherently good (as Mengzi argued) or bad (Xunzi’s view)? Pfister ob- (...)
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  46. Craftspersonhood: The Forging of Selfhood Through Making.Jonathan Morgan - manuscript
    This paper examines the unique structures of identity formation within the craftsperson/maker mindset and their relation to Western views of work and labor. The contemporary Maker Movement has its origins not only in the internet revolution, but also in the revival of handicraft during the last several economic recessions. Economic uncertainty drives people toward the ideals and practices of craft as a way to regain a sense of agency and control. One learns how to become an active participant in our (...)
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  47. Faits et valeurs en esthétique: approches et enjeux actuels.Filippo Fimiani, Jacinto Lageira, Barbara Formis & Evangelos Athanassopoulos - 2016 - Nouvelle Revue d'Esthétique 2 (18):5-9.
    Inspired by the text entitled The Collapse of the Fact/Value Dichotomy and Other Essays (2004) of Hilary Putnam, the volume focuses on the theory and practice of knowledge, but one can legitimately extend it to other fields, most especially in aesthetics. Certain observable features in the fields of aesthetics, practice and artistic creation show that old evaluation criteria may now be obsolete. This is because upon further consideration, the definition of value remains opaque : should the artwork be judged according (...)
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  48.  60
    Morte e Renascimento das Utopias.Emanuel Isaque Cordeiro da Silva, Alana Thaís da-Silva & Eduarda Carvalho Fontain - manuscript
    Estamos cansados das utopias. Estamos cansados das utopias literárias e dos devaneios sobre a Cidade ideal: as utopias em ação que foram os totalitarismos do século XX nos nausearam. Os horrores reais de uns nos impedem de sonhar com os outros. Nossas antigas utopias De Platão a Thomas More, de Étienne Cabet a Fourier, as utopias falavam da rejeição do presente e do real: “Existe o mal na comunidade dos homens”. Mas não lhe contrapunham o futuro nem o possível; elas (...)
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  49. Modernity, Postmodernism and Politics (in Places Like South Africa).Hennie Lotter - 1995 - In Deon Rossouw (ed.), Life in a postmodern culture. Human Sciences Research Council Press.
    In this chapter I show that it is possible to interpret an important group of postmodern texts as presenting intellectual and practical challenges with a specific focus that is worth the serious attention of everyone interested in politics. My interpretation shows that a certain strand of postmodern thought is not only consonant with a liberal democratic political morality, but also modifies and extends it in an eminently desirable direction. Such an interpretation has become possible because a significant consensus has (...)
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  50. Johannes Fontana’s Drawing for a Castellus Umbrarum, Udine or Padua, C. 1415–20.Bennett Gilbert - 2014 - Mediaevalia 35 (1):255-277.
    A finished sketch for a light-and-shadow projection device by the Paduan mechanical artisan Johannes de Fontana (c.1395–1455), in his manuscript book of drawings now known as Liber Bellicorum Instrumentorum, depicts a machine for communicating ideas or information through spectacle. The manuscript is fairly well known, and this sketch is just one of many interesting images worthy of study in its 70 leaves. A couple dozen manuscripts of the mechanical arts from this period survive, the best-studied of which fall into (...)
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