Development of the world economy bears numerous negative phenomena, and require constant need to rebalance socioeconomic interests of nations, transnational subjects, and individuals. Socialisation is an important and effective tool for balancing social and individual; however, despite socialisation is evolving rapidly, its scientific and practical potential is not duly uncovered. In the article theoretical and methodological foundations of socialisation of economy is surveyed in the context of globalisation, and etymology, explanations, scope, historical phases of development, theoretical aspects (...) and practical forms of use, consequences and prospects are analysed. The term «socialisation» was determined as a multidisciplinary, used in many scientific fields, increasingly involving various areas of research and is understood as inclusion, adaptation and development of human being in society. It was determined that the economy socialisation is implemented in different fields and semantic structures, contains a large number of methodological tools, is involved at all management levels, and is primarily identified with the increasing role of social component in the life of human resources. The assumptions were made about the future transformation of this category in line with the identified predictive trends. (shrink)

This chapter evaluates two competing views of morally responsible agency. The first view at issue is Vargas’s circumstantialism—on which responsible agency is a function of the agent and her circumstances, and so is highly context sensitive. The second view is McGeer’s scaffolded-responsiveness view, on which responsible agency is constituted by the capacity for responsiveness to reasons directly, and indirectly via sensitivity to the expectations of one’s audience (whose sensitivity may be more developed than one’s own). This chapter defends a version (...) of the scaffolded-responsiveness view, and develops two further claims. Firstly, moral responsibility should not be tied too closely to liability to praise or blame. Secondly, rather than revising our existing concept of responsibility, we would do better to ask what we want the concept of responsibility for. (shrink)

I argue that humans have a duty to socialise with domesticated animals, especially members of farmed animal species: to make efforts to include them in our social lives in circumstances that make friendships possible. Put another way, domesticated animals have a claim to opportunities to befriend humans, in addition to (and constrained by) a basic welfare-related right to socialise with members of their own and other species. This is because i) domesticated animals are in a currently unjust scheme of social (...) cooperation with, and dependence upon, humans; and ii) ongoing human moral attention and ‘social capital’, of which personal friendships are an indispensable source, is critical if their interests are to be represented robustly and their agency enabled in a just interspecies community. I then argue that participation in farmed animal sanctuaries is a promising way to fulfil this duty, lending support to conceptions of sanctuary as just interspecies community. (shrink)

This study identified and characterised Wittgenstein’s socialised epistemology. It examined some arguments against Wittgenstein’s socialised epistemology. It also assessed the strength of Wittgenstein’s socialised epistemology in light of the arguments against it. This was with a view to redirecting epistemology from its endless attempts in refuting radical skepticism to providing a solid ground for knowledge in Wittgenstein’s notion of “forms of life”. The study made use of both primary and secondary sources of data. The primary source comprised a close reading (...) of Plato’s “Theatetus”, Roderick Chisholm’s Theory of Knowledge, D.W. Hamlyn’s The Theory of Knowledge, Ludwig Wittgenstein’s The Blue and Brown Books, Ludwig Wittgenstein’s Philosophical Investigation, and Ludwig Wittgenstein’s On Certainty. The Secondary source included books, journal articles and the Internet. The data collected were subjected to conceptual analysis and philosophical argumentation. The results showed that Wittgenstein’s epistemology was a rejection of the orthodox epistemology, which assumed a representational relationship between words and objects in providing valid basis for knowledge. The study discovered that Wittgenstein treated knowledge as a product of epistemic community. It found out that in spite of its shortcomings Wittgenstein’s epistemology remained a plausible alternative approach to orthodox epistemology. It also discovered that contrary to the criticisms against Wittgenstein’s socialised epistemology, there were numerous merits that made it worth adopting as an approach to the problems of knowledge. The study concluded that rather than endlessly seeking to refute radical skepticism, epistemologists should be contented with knowledge as provided by the form of life embedded in an epistemic community. It also concluded that it was in this form of life that the nature of knowledge could be properly understood and attained as a socialised phenomenon. (shrink)

The success of the mission of the school based largely on teachers, it is important to understand exactly how they see their role in the actualization of this mission. So this article initiates a reflection on how secondary school teachers in Quebec think their educational mission. More specifically, we analyze how the educational mission takes shape in their professional practice. La réussite de la mission de l’école reposant en grande partie sur les enseignants, il importe de cerner avec précision comment (...) ces derniers conçoivent leur rôle dans l’actualisation de cette mission. Ainsi cet article amorce une réflexion sur la manière dont les enseignants du secondaire au Québec, pensent leur mission éducative. Plus particulièrement, nous analysons ici comment cette mission éducative prend forme dans leur pratique professionnelle. (shrink)

Extant research on home literacy practices such as parental reading socialisation have demonstrated positive impacts on children in terms of academic performance. A particular aspect that sparks pedagogic importance is the scaffolding potential of reading at home to the learning of English language in non-native English Language contexts. This study aimed to examine the effects of mother’s involvement in home- reading sessions on students’ English reading skill performance in Bau, Sarawak. Prior to carrying out the intervention of reading at (...) home with their children, 31 mothers of Bidayuh ethnicity voluntarily attended a one-day workshop to orient them to the intervention and the use of logbooks to record details of their shared readings. However, only 18 mothers conducted reading sessions with their children and submitted a total of 21 logbooks detailing the frequency and material selection for reading. Their children, consisting of primary 1 to 4 students were required to sit for a pre-test and a post-test that measure their English language reading proficiency. The test scores were analysed using the paired-sample T-test. There was a significant increase in the students’ post-test scores following the reading intervention. The results revealed that despite the low frequency of mother-child shared reading sessions, the sessions positively affected the students’ reading performance. This finding suggests that parental reading socialisation can facilitate students’ literacy development. However, the use of materials in Bidayuh as a native language as opposed to Malay or English may increase the rural parents’ participation in home-literacy activities, and encourage early literacy in children. (shrink)

La signification est un phénomène social qui ne peut être compris de manière satisfaisante que par rapport à deux entités duales : une communauté et un langage. Elle se manifeste dans la sphère publique en tant que réponse discriminative à un stimulus sémiotique, c'est-à-dire en tant que réaction typique à un stimulus vicariant (qui rend possibles les expériences indirectes). Les modèles ou les schémas d’action sémiotique émergent de la conformité générale des membres d’une communauté à certaines conventions de langage. Si (...) les réactions à un stimulus semblent contingentes ou complètement imprédictibles, on peut en déduire qu’aucune signification n’a été (re)produite. Les significations ne sont pas de propriétés des signes et ne sont pas déterminées causalement par ceux-ci. Par conséquent, elles ne peuvent pas être transférées d’une personne à l’autre en même temps que la transmission des stimuli sémiotiques. Lorsque les membres d’une communauté font l’effort de se conformer – en tant qu’agents rationnels normaux – aux conventions linguistiques en vigueur, ils (re)créent le significations à un niveau syntactique, sémantique et pragmatique, aussi bien au niveau du langage qu’au niveau du métalangage. De plus, ayant en vue les circonstances de la communication, ils préfèrent un certain degré de socialisation des significations véhiculées ; ce degré est situé entre le niveau strictement personnel des idiosyncrasies et le niveau conformiste des significations standardisées. Les communicateurs performants essaient d’éviter les deux extrêmes à la fois, étant suffisamment coopérants pour renforcer les conventions de langage existantes, qui rendent possibles les conventions de langage existantes, tout en rendant possible la compréhension ; en même temps, ils sont suffisamment hétérodoxes pour se rapporter à des significations qui stimulent leur ouverture, leur curiosité et leur flexibilité. (shrink)

En supposant que les manifestations antiracistes des 2 et 13 juin 2020 aient été l’occasion d’une prise de conscience du racisme structurel par les populations majoritaires, notamment en ce qui concerne les violences policières, cet article pose la question de son mécanisme. Le retentissement des manifestations de juin, sur les réseaux sociaux comme dans les « grands » médias, laisserait penser que c’est principalement en fournissant matière à une importante résonance médiatique qu’elles ont permis aux populations majoritaires de prendre conscience (...) du racisme structurel. Mais cette impression est trompeuse : comme l’ont bien montré plusieurs travaux nord-américains sur le sujet, les milieux sociaux fréquentés par les populations majoritaires ne leur permettent pas de remettre en question les habitus qui président aux pratiques responsables du racisme structurel, dans un processus de socialisation que ni la presse, ni la radio, ni la télévision ne sont à même de contrecarrer. Du point de vue de la lutte contre le racisme, il semble plutôt que l’enjeu des manifestations de juin tienne moins à leur résonance médiatique qu’au rôle socialisateur qu’elles ont joué pour les membres des populations majoritaires qui y ont participé : ces manifestations leur ont enfin permis de fréquenter, par deux fois, un milieu susceptible de les pousser à corriger certaines des dispositions qui président aux pratiques responsables du racisme structurel – les multiples charges policières et jets de gaz lacrymogènes ont notamment été l’occasion d’une expérience de terrain riche d’enseignements pour des populations largement disposées à ne voir en la violence policière qu’une violence méritée et/ou anecdotique. -/- Mots-clés : Racisme structurel ; mobilisations antiracistes ; populations majoritaires ; résonance médiatique ; habitus ; resocialisation émancipatrice. (shrink)

Why be moral? Why, in the language of Adam Smith, act on what you think is praiseworthy even when it does not get you praise from other people? Because, answers Smith, you love praiseworthiness. But what is this love of praiseworthiness, and where does it come from? In this article, 1) I argue that we start to love praiseworthiness when we redirect our love of praise away from other people toward the ‘impartial spectator’-aspect of ourselves, and 2) show how this (...) fits with evidence that the rudimentary moral compass which guides us early in childhood needs correction through socialisation to develop into a mature moral conscience. (shrink)

The article proposes systematisation and development of the discourse of the East European methodological traditions regarding application of the systematic approach as a way of subject localisation in psychological research. In particular, the author’s version of systematic localisation of psychological research subjects by means of structural and ontological visualisations has been developed. The procedure proposed for systematic localisation of the researched subject includes four subsequent stages: 1) fixation of the borders and structure of the ontological field which is being studied; (...) 2) segment analysis of the obtained structure; 3) study of specifics and contents of structural and functional ties; 4) visual mapping of genesis of the core processes. The article describes specifics of application of systematic localisation of the subject of research at the example of such researched object as personal socialisation. (shrink)

A strong distinction is often made between personal autonomy and moral autonomy. Personal autonomy involves governing yourself in the pursuit of your own conception of the good. Moral autonomy involves legislating the moral law for yourself. Viewed in this way personal autonomy seems at best marginal and at worst a positive hindrance to moral autonomy, since personal autonomy can conflict with moral autonomy. Given that Kantian approaches to morality are closely aligned with moral autonomy, does that mean that the Kantian (...) must view personal autonomy as a moral hindrance? Can there be a legitimate role for personal autonomy within Kant’s ethical framework? This paper will seek to argue: that personal and moral autonomy need not be seen as in tension or at odds with one another; that Kant defends an attractive weak substantive theory of personal autonomy; that socialisation plays an important role (both positive and negative) in the development of autonomy competences in Kant’s theory; and that personal autonomy (properly understood) has an essential role to play in Kant’s ethical framework. (shrink)

In the quest for a new social turn in philosophy of science, exploring the prospects of a Vygotskian perspective could be of significant interest, especially due to his emphasis on the role of culture and socialisation in the development of cognitive functions. However, a philosophical reassessment of Vygotsky's ideas in general has yet to be done. As a step towards this direction, I attempt to elaborate an approach on scientific representations by drawing inspirations from Vygotsky. Specifically, I work upon (...) Vygotsky’s understanding on the nature and function of concepts, mediation and zone of proximal development. -/- I maintain that scientific representations mediate scientific cognition in a tool-like fashion (like Vygotsky’s signs). Scientific representations are consciously acquired through deliberate inquiry in a specific context, where it turns to be part of a whole system, reflecting the social practices related to scientific inquiry, just scientific concepts do in Vygotsky’s understanding. They surrogate the real processes or effects under study, by conveying some of the features of the represented systems. Vygotsky’s solution to the problem of the ontological status of concepts points to an analogous understanding for abstract models, which should be regarded neither as fictions nor as abstract objects. -/- I elucidate these views by using the examples of the double-helix model of DNA structure and the development of our understanding of the photoelectric effect. (shrink)

Within much contemporary social ontology there is a particular methodology at work. This methodology takes as a starting point two or more asocial or atomic individuals. These individuals are taken to be perfectly functional agents, though outside of all social relations. Following this, combinations of these individuals are considered, to deduce what constitutes a social group. Here I will argue that theories which rely on this methodology are always circular, so long as they purport to describe the formation of all (...) social groups, as they must always presuppose a pre-existing collectivity. Such methodology also produces various distortions in our theories, such as voluntarism. I focus on the workings of Plural Subject Theory as laid out by Margaret Gilbert in On Social Facts. I show that the formation of a plural subject always requires communication, and that communication always requires a pre-existing collectivity. i examine the elements within Plural Subject Theory which protect gilbert from these accusations of circularity, and argue against them. I finalise by suggesting that what Plural Subject Theory, and social ontology in general, requires as a theoretical starting point is not atomic individuals and their combinations, but rather combinations of already socialised or embedded individuals. (shrink)

Irene McMullin’s Existential Flourishing (Cambridge University Press, 2018) weaves together virtue ethics and existential phenomenology: the influence of Heidegger and Levinas, in particular, is clear throughout. This paper provides a summary of McMullin’s elegantly argued position and raises a number of possible concerns, particularly regarding the interaction of Aristotelian and Phenomenological assumptions. I focus specifically on the role of the 2nd-person perspective, on the links between exemplars and socialisation, and on the problem of those who, as Nietzsche put it, (...) “are both evil and happy – a species on which the moralists are silent”. (shrink)

Social networking technologies have become a ubiquitous framework for social interaction, serving to organise much of the individual’s social life. Such technological structuring affects not merely the individual’s psyche (as a psychotechnics), it also affects broader aspects of society (as a socio-technics). While social networking technologies may serve to transform society in positive ways, such technologies also have the potential to significantly encroach upon and (re) construct individual and cultural meaning in ways that must be investigated. Erich Fromm, who psychoanalytically (...) describes humans as a product of their society and the economic systems within that society, may provide insight into the influence of social networking technologies in contemporary society. He sees the relationship between the individual and society as being in a constant state of dynamic change. Utilising Fromm’s psycho-societal insight, social networking technologies are shown to conflate and confuse the relation between Thanatos and Eros – the Thanatos of a lifeless and consumerist agenda-filled mechanisation, and the Eros associated with social engagement. Thanatos and Eros are tied together via social networking technologies. This results in, firstly, social networking technologies functioning predominantly to further capitalist agendas through the monetisation of these technologies – particularly in terms of linking commodity fetishism and the foundational social drive of the individual. Secondly, social networking technologies mechanise human action according to predictable behavioural paths through the use of these technologies, especially in terms of how socialisation is possible via these technologies (shaping how platonic and romantic relationships may take place in the contemporary world). Such a mechanisation of interpersonal engagement contrasts with Erich Fromm’s assertion that interpersonal relations (vis-à-vis love) are not “mere emotion”, but rather represent an interpersonal creative capacity and interplay. Fromm’s psycho-societal insights will show how contemporary individuals may take independent and responsible rational action to establish accountable and psychologically beneficial ways of engaging with others through social networking technologies. (shrink)

. The reasoning behind the reforms to education that began in 2000-2001 in Québec stemmed in part from a need to put the focus on the student’s intellectual development, rather than on overall personal development, as was the case in the 1970s. At this point, has intellectual development truly become a priority in teaching? Without providing a definitive or categorical answer, the author argues that, in some settings, socialization is more important than instruction and, in some subjects, knowledge as a (...) subjective justification takes precedence over strictly epistemological grounds. La réforme de l’éducation entamée en 2000-2001 au Québec a été justifiée en partie par la nécessité de mettre l’accent sur le développement intellectuel de l’élève et non plus, comme ça aurait été le cas dans les années 1970, sur le développement intégral de la personne. Or, aujourd’hui, le développement intellectuel est-il réellement devenu une priorité dans l’enseignement? Sans répondre de manière définitive ou catégorique, l’auteur soutient que dans certains milieux, la socialisation a plus d’importance que l’instruction et que dans certaines matières, la justification subjective de la connaissance prend le dessus sur une justification strictement épistémologique. (shrink)

Do minds and ideas connect, interact, or even depend on each other, and if so, how exactly do they connect and interact? How should we conceive of the mode and process of minds and ideas being in a network and connected in some way, that is, being intersubjective or social? Martin Lenz's study Socializing Minds convincingly shows that, contrary to widespread opinion in philosophy of mind, at least some early modern philosophers, here Spinoza, Locke, and Hume, actually give a positive (...) answer to the first question and present models that respond to the second question, thus addressing what Lenz proposes calling 'the contact problem' and repudiating the idea that mentalism is necessarily bound to individualism. In this comment, I focus on a detail in Lenz's reconstruction of Spinoza's 'metaphysical model' of the intersubjectivity of minds, namely the Aristotelian physical dynamism that would underlie Spinoza's idea of the interaction of minds. While I agree that Spinoza's model of interaction of minds refers to the Aristotelian conception of motion, I argue that the guiding principle in natural motion is best understood not only in terms of contrariety but also in terms of complementarity. Admittedly, my proposal goes beyond Spinoza's model of ideas in contact, and probably beyond Lenz's interpretation of that model, but it might enrich the imagination of the socialising of minds and ideas from a kinetic point of view, which, at least as I understand it, is precisely what Spinoza and Lenz thrive on. (shrink)

The church-funded CARFO or KARFO (Afrikaans Christian Filmmaking Organisation) was established in 1947, and aimed to ‘[socialise] the newly urbanized Afrikaner into a Christian urban society’ (Tomaselli 1985:25; Paleker 2009:45). This initiative was supported and sustained by the Dutch Reformed Church (DRC), which had itself been part of the sociopolitical and ideological fabric of Afrikaans religious life for a while and would guide Afrikaners through tensions between religious conservatism and liberalism and into apartheid. Given Afrikaans cinema’s ties with Christian religious (...) and political conservatism, we explore the role – even the centrality – of the Afrikaans church in cultural activity before 1994, and then after 1994. Here, Afrikaans church is an inclusive term that brings together various denominations of Afrikaans-speaking churches, but which mainly suggests the domination of the DRC. After establishing the role of the Afrikaans church in the way described above, we move towards the primary focus of our study: exploring the representation of clergy in the contemporary Afrikaans film Faan se Trein in order to describe certain theological implications of this representation. With reference to Faan se Trein, our article notes and comments on the shifts that have occurred in clergy representation in Afrikaans cinema over the past decades. Osmer’s four tasks of practical theology, namely, descriptive, interpretive, normative and strategic are used for theological reflection. With due contextual reference to Afrikaans film dramas such as Broer Matie [Brother Matie], Saak van Geloof [A Matter of Faith], Roepman [Stargazer], Stilte [Silence], Suiderkruis [Southern Cross] and Faan se Trein, we arrive at some preliminary conclusions about the representation of clergy in mainly contemporary Afrikaans cinema. (shrink)

It is difficult to advance a point beyond what Keynes himself commented about his own vision in The General Theory of Employment, Interest and Money in 1936 (hereafter TGT) in its Chapter 24. It is also difficult to express a deeper thought than what Skidelsky wrote about Chapter 24 of TGT (cf. Skidelsky, 1997). The purpose of this article is to identify whether Chapter 24 of TGT is the gist of Keynes’s legacy, having set the foundations of macroeconomics in the (...) previous 23 Chapters. Relevant topics included in Chapter 24 are the consequences of full employment, the fate of income distribution, the future of overall wealth, the socialization of investment, saving, expectations, the role of the State in economies, the future of financial markets and the interaction between economics and other disciplines. Indeed this Chapter displays Keynes’s genius as a social philosopher, following the tradition of The Economics Possibilities for our Grandchildren (1930). In Chapter 24 he was taking a glance at his product as did Phillip II when he was observing the construction of his castle El Escorial in XVII Spain. Within his vision, is this piece of work a justification of capitalism? Keynes sees the State as both the spender and the employer of last resort, thereby proposing a new role for the government (Skidelsky, 1998). He also suggests a new role for the private sector and reconsiders the interrelation between the two sectors. He is fully optimistic about this issue, which he considers as evolutionary. In addition, Keynes blurs the distinction between economics and sociology, advancing new interdisciplinary hints in his thinking. Keynes is also concerned on the epistemological role of assumptions in order to obtain defensible conclusions. Thereafter the British economist proposes new methods. He was a neo-realist and was against the inductive method. In addition, it can be stated that TGT is grounded on new psychological laws and motivations, that is, on a new vision of humankind, especially the analyzed chapter. His topics are the bypassing of Classical Economics; the destiny of macroeconomics in both theoretical and policy terms, highlighting new roles for interest rates; savers and rentiers; and the relevance of the concepts of ideas, interests and power. In all these respects Keynes is once again far ahead of his time. Finally a debatable topic dealt with by Keynes in Chapter 24 of TGT is 1 PhD in Economics, Lancaster University, UK; Professor-researcher at ISEC Universidad de Negocios, Mexico City. socialisation of investment. This is in words of Skidelsky, a shift in the balance of social power. Keynes is thus in Chapter 24 of TGT a visionary and an idealist, a reformer, and certainly a trans-generational thinker. When he talks about the passion of thriftiness and the setting of reasonable financial rewards arising from financial instruments he is advancing explications for financial crises in terms of speculation. The open conclusion is that Chapter 24 contains the gist of Keynes’s mature philosophical thinking and legacy, confirming that for him attitudes are one of the most relevant issues in life. In addition, he considers that both social and psychological elements are necessary for a thorough understanding of economic issues and their consequences, such as peace and happiness. Section 1 is an introduction. Section 2 is both a literature review and a summary of Keynes’s general philosophical insights. Section 3 is an analysis of Chapter 24 of TGT in the specific fields of Epistemology, Ethics, Ontology, and Political and Social Philosophy. Section 4 is a conclusion. References are listed at the end of the article. (shrink)

It is difficult to advance a point beyond what Keynes himself commented about his own vision in The General Theory of Employment, Interest and Money in 1936 (hereafter TGT) in its Chapter 24. It is also difficult to express a deeper thought than what Skidelsky wrote about Chapter 24 of TGT (cf. Skidelsky, 1997). The purpose of this article is to identify whether Chapter 24 of TGT is the gist of Keynes’s legacy, having set the foundations of macroeconomics in the (...) previous 23 Chapters. Relevant topics included in Chapter 24 are the consequences of full employment, the fate of income distribution, the future of overall wealth, the socialization of investment, saving, expectations, the role of the State in economies, the future of financial markets and the interaction between economics and other disciplines. Indeed this Chapter displays Keynes’s genius as a social philosopher, following the tradition of The Economics Possibilities for our Grandchildren (1930). In Chapter 24 he was taking a glance at his product as did Phillip II when he was observing the construction of his castle El Escorial in XVII Spain. Within his vision, is this piece of work a justification of capitalism? Keynes sees the State as both the spender and the employer of last resort, thereby proposing a new role for the government (Skidelsky, 1998). He also suggests a new role for the private sector and reconsiders the interrelation between the two sectors. He is fully optimistic about this issue, which he considers as evolutionary. In addition, Keynes blurs the distinction between economics and sociology, advancing new interdisciplinary hints in his thinking. Keynes is also concerned on the epistemological role of assumptions in order to obtain defensible conclusions. Thereafter the British economist proposes new methods. He was a neo-realist and was against the inductive method. In addition, it can be stated that TGT is grounded on new psychological laws and motivations, that is, on a new vision of humankind, especially the analyzed chapter. His topics are the bypassing of Classical Economics; the destiny of macroeconomics in both theoretical and policy terms, highlighting new roles for interest rates; savers and rentiers; and the relevance of the concepts of ideas, interests and power. In all these respects Keynes is once again far ahead of his time. Finally a debatable topic dealt with by Keynes in Chapter 24 of TGT is 1 PhD in Economics, Lancaster University, UK; Professor-researcher at ISEC Universidad de Negocios, Mexico City. socialisation of investment. This is in words of Skidelsky, a shift in the balance of social power. Keynes is thus in Chapter 24 of TGT a visionary and an idealist, a reformer, and certainly a trans-generational thinker. When he talks about the passion of thriftiness and the setting of reasonable financial rewards arising from financial instruments he is advancing explications for financial crises in terms of speculation. The open conclusion is that Chapter 24 contains the gist of Keynes’s mature philosophical thinking and legacy, confirming that for him attitudes are one of the most relevant issues in life. In addition, he considers that both social and psychological elements are necessary for a thorough understanding of economic issues and their consequences, such as peace and happiness. Section 1 is an introduction. Section 2 is both a literature review and a summary of Keynes’s general philosophical insights. Section 3 is an analysis of Chapter 24 of TGT in the specific fields of Epistemology, Ethics, Ontology, and Political and Social Philosophy. Section 4 is a conclusion. References are listed at the end of the article. Keywords: Keynes, philosophy of economics, social philosophy, epistemology, method, ethics, ontology, uncertainty, full employment, income distribution, wealth, euthanasia of the rentier, saving, socialization of investment, O’Donnell, Carabelli, Fitzgibbons, Skidelsky. (shrink)