Results for 'creating a better world'

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  1. How to Create a Better World: Bring about a Revolution in Universities.Nicholas Maxwell - 2013 - Discussion Blog.
    In order to create a better world we need to bring about a revolution in universities so that they become devoted to helping humanity learn how to make progress towards as good a world as possible.
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  2. Creating a Better World: Towards the University of Wisdom.Nicholas Maxwell - 2011 - In Ronald Barnett (ed.), The Future University: Ideas and Possibilities. Routledge.
    Universities need to change dramatically in order to help humanity make progress towards as good a world as possible.
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  3. Can Humanity Learn to Create a Better World? The Crisis of Science without Wisdom.Nicholas Maxwell - 2001 - In Tom Bentley & Daniel Stedman Jones (eds.), The Moral Universe. Demos.
    Can we learn to create a better world? Yes, if we first create traditions and institutions of learning rationally devoted to that end. At present universities all over the world are dominated by the idea that the basic aim of academic inquiry is to acquire knowledge. Such a conception of inquiry, judged from the standpoint of helping us learn wisdom and civilization, is grotesquely and damagingly irrational. We need to change our approach to academic enterprise if we (...)
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  4. The Philosophy of Inquiry and Global Problems: The Intellectual Revolution Needed to Create a Better World.Nicholas Maxwell - 2024 - London: Palgrave-Macmillan.
    Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a blatantly obvious way, those (...)
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  5. Do We Need an Academic Revolution to Create a Wiser World? Chapter 28.Nicholas Maxwell - 2018 - In R. Barnett & M. A. Peters (eds.), The Idea of the University: Volume 2: Contemporary Perspectives. pp. 539-557.
    We urgently need to bring about a revolution in academic inquiry, one that transforms knowledge-inquiry into what may be called wisdom-inquiry. This revolution, were it to occur, would help humanity make progress towards as good a world as possible. Wisdom-inquiry gives intellectual priority to articulating problems of living, including global problems, and proposing and critically assessing possible solutions - possible actions, policies, political programmes. It actively seeks to promote public education about what our problems are, and what we need (...)
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  6. How Universities Can Help Create a Wiser World: The Urgent Need for an Academic Revolution.Nicholas Maxwell - 2014 - Exeter: Imprint Academic.
    In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more (...)
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  7. How universities can help create a wiser world.Nicholas Maxwell - 2014 - Times Higher Education , No. 21 P. 30 (2136):30.
    The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the (...)
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  8. How can life of value best flourish in the real world?Nicholas Maxwell - 2009 - In Leemon McHenry (ed.), Science and the Pursuit of Wisdom: Studies in the Philosophy of Nicholas Maxwell. Frankfurt, Germany: Ontos Verlag.
    The Urgent Need for an Intellectual Revolution For much of my working life (from 1972 onwards) I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, academia needs to devote itself to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for (...)
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  9. Infinite Value and the Best of All Possible Worlds.Nevin Climenhaga - 2018 - Philosophy and Phenomenological Research 97 (2):367-392.
    A common argument for atheism runs as follows: God would not create a world worse than other worlds he could have created instead. However, if God exists, he could have created a better world than this one. Therefore, God does not exist. In this paper I challenge the second premise of this argument. I argue that if God exists, our world will continue without end, with God continuing to create value-bearers, and sustaining and perfecting the value-bearers (...)
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  10. A Revolution in Universities.Nicholas Maxwell - 2012 - Bedales Association and Old Bedalian Newsletter:19.
    For much of my working life I have argued, in and out of print, that we need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological (...)
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  11.  95
    Is Bad Philosophy Responsible for the Climate Crisis?Nicholas Maxwell - 2024 - Hps and St Newsletter.
    I have recently published a book to which I gave the title: Is Bad Philosophy Responsible for the Climate Crisis? But this proved to be too inflammatory for Palgrave Macmillan, and they changed it to the anodyne The Philosophy of Inquiry and Global Problems: The Intellectual Revolution Needed to Create a Better World. In the book I argue that academic philosophy has a certain responsibility for the failure of humanity to put a stop to the climate and nature (...)
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  12. A Better World.Ryan Preston-Roedder - 2014 - Philosophical Studies 168 (3):629-644.
    A number of moral philosophers have endorsed instances of the following curious argument: it would be better if a certain moral theory were true; therefore, we have reason to believe that the theory is true. In other words, the mere truth of the theory—quite apart from the results of our believing it or acting in accord with it—would make for a better world than the truth of its rivals, and this fact provides evidence of the theory’s truth. (...)
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  13. From knowledge to wisdom: a revolution for science and the humanities.Nicholas Maxwell - 2007 - London: Pentire Press.
    From Knowledge to Wisdom argues that there is an urgent need, for both intellectual and humanitarian reasons, to bring about a revolution in science and the humanities. The outcome would be a kind of academic inquiry rationally devoted to helping humanity learn how to create a better world. Instead of giving priority to solving problems of knowledge, as at present, academia would devote itself to helping us solve our immense, current global problems – climate change, war, poverty, population (...)
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  14. This world, ‘adams worlds’, and the best of all possible worlds.Stephen Grover - 2003 - Religious Studies 39 (2):145-163.
    ‘Adams worlds’ are possible worlds that contain no creature whose life is not worth living or whose life is overall worse than in any other possible world in which it would have existed. Creating an Adams world involves no wrongdoing or unkindness towards creatures on the part of the creator. I argue that the notion of an Adams world is of little value in theodicy. Theists are not only committed to thinking that this world was (...)
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  15. Process Philosophy and Ecological Ethics.Arran Gare - 2008 - In Mark Dibben & Thomas Kelly (eds.), Applied Process Thought: Initial Explorations in Theory and Research. De Gruyter. pp. 363-382.
    Environmental ethics has been compared to a bicycle brake on an international jet airliner; it is ineffective. Here I show how and why an ecological ethics based on process philosophy could be effective against the forces driving global environmental destruction. However, this will involve a radical transformation in what are taken to be the problems of ethics and how ethical philosophy is understood. Ethics needs to be centrally concerned with the virtues required to develop and sustain desirable social forms. To (...)
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  16. The Quest for a Global Age of Reason. Part I: Asia, Africa, the Greeks, and the Enlightenment Roots.Dag Herbjørnsrud - 2021 - Dialogue and Universalism 31 (3):113-131.
    This paper will contend that we, in the first quarter of the 21st century, need an enhanced Age of Reason based on global epistemology. One reason to legitimize such a call for more intellectual enlightenment is the lack of required information on non-European philosophy in today’s reading lists at European and North American universities. Hence, the present-day Academy contributes to the scarcity of knowledge about the world’s global history of ideas outside one’s ethnocentric sphere. The question is whether we (...)
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  17. Leibniz's solution to the problem of evil: Franklin Leibniz on evil.James Franklin - 2003 - Think 2 (5):97-101.
    • It would be a moral disgrace for God (if he existed) to allow the many evils in the world, in the same way it would be for a parent to allow a nursery to be infested with criminals who abused the children. • There is a contradiction in asserting all three of the propositions: God is perfectly good; God is perfectly powerful; evil exists (since if God wanted to remove the evils and could, he would). • The religious (...)
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  18. Change Blindness and Inattentional Blindness.Ronald A. Rensink - 2009 - In William Banks (ed.), Encyclopedia of Consciousness, vol 1. Elsevier. pp. 47-59.
    As observers, we generally have a strong impression of seeing everything in front of us at any moment. But compelling as it is, this impression is false – there are severe limits to what we can consciously experience in everyday life. Much of the evidence for this claim has come from two phenomena: change blindness (CB) and inattentional blindness (IB). -/- CB refers to the failure of an observer to visually experience changes that are easily seen once noticed. This can (...)
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  19. The Menace of Science without Wisdom.Nicholas Maxwell - 2012 - Ethical Record 117 (9):10-15.
    We urgently need to bring about a revolution in the aims and methods of science – and of academic inquiry more generally. Instead of giving priority to the search for knowledge, universities need to devote themselves to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom thus including knowledge, understanding and technological know-how, but much else besides. A basic task ought to be to help humanity (...)
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  20. Are Universities Undergoing an Intellectual Revolution?Nicholas Maxwell - 2009 - Oxford Magazine 1 (290):13-16.
    For over 30 years I have argued, in and out of print that, for both intellectual and humanitarian reasons, we urgently need a revolution in the aims and methods of academic inquiry. Instead of giving priority to the search for knowledge, academia needs to devote itself to seeking and promoting wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others. Wisdom thus includes knowledge but much else besides. A basic task (...)
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  21. What Kind of Inquiry Can Best Help Us Create a Good World?Nicholas Maxwell - 1992 - Science, Technology and Human Values 17:205-227.
    In order to create a good world, we need to learn how to do it - how to resolve our appalling problems and conflicts in more cooperative ways than at present. And in order to do this, we need traditions and institutions of learning rationally devoted to this end. When viewed from this standpoint, what we have at present - academic inquiry devoted to the pursuit of knowledge and technological know-how - is an intellectual and human disaster. We urgently (...)
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  22. (1 other version)How Can We Build a Better World?Nicholas Maxwell - 1991 - In Jürgen Mittelstrass (ed.), Einheit der Wissenschaften: Internationales Kolloquium der Akademie der Wissenschaften zu Berlin, 25-27 June 1990. New York: Walter de Gruyter.
    In order to make progress with solving our grave global problems we need to bring about a revolution in academia so that problems of living are given intellectual priority, and the basic intellectual aim becomes to seek and promote wisdom, and not just acquire knowledge.
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  23.  56
    Crossroads of Leadership, Ethics, Higher Education, and Worldviews.Bert Meeuwsen - 2024 - Theology and Philosophy of Education 3 (1):39-49.
    Strategic leadership deals with, for example, ethical dilemmas. The article addresses differing worldviews in relation to decolonising the curriculum, and how to assist cross-cultural professionals’ behavioural learning. Within pedagogics, critical thinking, based on normative rationales, allowing educational interventions, or concepts, other than empirically proven only is revealed. The common denominator of worldviews appears to be virtues. Descriptions of virtues need translation to touch on professionals. A practical intervention is introduced. -/- .
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  24. The Best of Possible Worlds: A Testable Claim of Choice.William C. Lane - 2006 - Theology and Science 4 (3):261-278.
    Leibniz said that the universe, if God-created, would exist at a unique, conjoint, physical maximum: Of all possible worlds, it would be richest in phenomena, but its richness would arise from the simplest physical laws and initial conditions. Using concepts of ‘‘variety’’ and algorithmic informational complexity, Leibniz’ claim can be reframed as a testable theory. This theory predicts that the laws and conditions of the actual universe should be simpler, and the universe richer in phenomena, than the presence of observers (...)
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  25. Factualism and Anti-descriptivism: a challenge to the materialist criterion of fundamentality.Víctor Fernandez Castro - 2022 - Organon F: Medzinárodný Časopis Pre Analytickú Filozofiu 29 (1):109-127.
    Inspired by the work of Sellars, Cumpa (2014, 2018) and Buonomo (2021) have argued that we can evaluate our metaphysical proposals on fundamental categories in terms of their capacity for reconciling the scientific and the manifest image of the world. This criterion of fundamentality would allow us to settle the question of which categories among those proposed in the debate—e.g., substance, structure or facts—have a better explanatory value. The aim of this essay is to argue against a central (...)
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  26. Creating a World in the Head: The Conscious Apprehension of Neural Content Originating from Internal Sources.Stan Klein & Judith Loftus - forthcoming - Psychology of Consciousness: Theory, Research, and Practice.
    Klein, Nguyen, & Zhang (in press) argued that the evolutionary transition from respondent to agent during the Cambrian Explosion would be a promising vantage point from which to gain insight into the evolution of organic sentience. They focused on how increased competition for resources -- in consequence of the proliferation of new, neurally sophisticated life-forms -- made awareness of the external world (in the service of agentic acts) an adaptive priority. The explanatory scope of Klein et al (in press) (...)
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  27. Can Scientific Method Help Us Create a Wiser World?Nicholas Maxwell - 2016 - In Nikunj Dalal, Ali Intezari & Marty Heitz (eds.), Practical wisdom in the age of technology: insights, issues, and questions for a new millennium. New York: Routledge, Taylor & Francis Group. pp. 147-161.
    Two great problems of learning confront humanity: (1) learning about the universe, and about ourselves as a part of the universe, and (2) learning how to make progress towards as good a world as possible. We solved the first problem when we created modern science in the 17th century, but we have not yet solved the second problem. This puts us in a situation of unprecedented danger. Modern science and technology enormously increase our power to act, but not our (...)
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  28. Innocent denials of known genocides: A further contribution to a psychology of denial of genocide. [REVIEW]Israel W. Charny - 2000 - Human Rights Review 1 (3):15-39.
    The problem of revisionism, or efforts to deny and censor the incontrovertible history of known genocides, is a growing one. It is now clear that denial is inevitably a phase of the genocidal process, extending far beyond the immediate politically expedient denials of governments who are currently engaging in genocidal massacre or have just recently done so—i.e., the Chinese government's abject denials of the killings of some 5,000 in Tiananmen Square, or the Sri Lanka government's denials of the state-organized massacre (...)
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  29. Creating a New Mathematics.Arran Gare - 2016 - In Ronny Desmet (ed.), Intuition in Mathematics and Physics. pp. 146-164.
    The focus of this chapter is on efforts to create a new mathematics, with my prime interest being the role of mathematics in comprehending a world consisting first and foremost of processes, and examining what developments in mathematics are required for this. I am particularly interested in developments in mathematics able to do justice to the reality of life. Such mathematics could provide the basis for advancing ecology, human ecology and ecological economics and thereby assist in the transformation of (...)
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  30. A New Theory of Serendipity: Nature, Emergence and Mechanism.Quan-Hoang Vuong (ed.) - 2022 - Berlin, Germany: De Gruyter.
    When you type the word “serendipity” in a word-processor application such as Microsoft Word, the autocorrection engine suggests you choose other words like “luck” or “fate”. This correcting act turns out to be incorrect. However, it points to the reality that serendipity is not a familiar English word and can be misunderstood easily. Serendipity is a very much scientific concept as it has been found useful in numerous scientific discoveries, pharmaceutical innovations, and numerous humankind’s technical and technological advances. Therefore, there (...)
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  31. The Eight Points - A Reinterpretation of Deep Ecology.Simon Butler - manuscript
    Naess and Sessions “Deep Ecology Platform” provided a loose framework for a movement that was gaining momentum after a series of successful social and political actions and events throughout the 1970s and early 1980s. Most of the points are essentially adopted from Naess’ earlier work, which provided the basis for a number of the core concepts expressed in the later eight points and is largely an expression of a movement that sought to create a shift in consciousness of society towards (...)
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  32. تصورات المدينة الفاضلة : نحو عالم أفضل Concepts of Utopia: Toward of a Better World.Salah Ismail - 2020 - Al-Tafahm 18 (70):47-72.
    A utopia is an ideal society that does not exist, which the author conceives better than the society in which he lives. A predilection for it is a social dream driven by a narrowing of reality and a desire for a better way of life. All forms of philosophical, social, scientific, religious and literary utopia raise questions such as: Can the way we live be improved? What are the faults of the society or the world in which (...)
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  33. I am because we are: Ethical consequences of agential realism.Nils Patrik Svensson - 2021 - DiVA.
    Within the interdisciplinary field of new materialism Karen Barad’s theory of agential realism deconstructs our current euro-western metaphysical perception of the world and our existence within it, to then re-build an understanding based on relatively new findings within quantum physics. In this thesis I try to recreate Barad’s theory to see what ethical consequences might come from it. Together with practical examples within the discourse of today’s social world and our global connectedness I hope to create a (...) understanding of the impact of our actions and being on our culture and what we call the natural world. Removing the unique agency given to human culture and language to instead, with the help of post-humanistic ideas, add agency as a universal enactment rather than an attribute, we should start to see ourselves as active and real parts of the world-building that is our home. One main question that I see arise in the end is: what does responsibility entail when we all are one and the same? (shrink)
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  34. Why interdisciplinary research in AI is so important, according to Jurassic Park.Marie Oldfield - 2020 - The Tech Magazine 1 (1):1.
    Why interdisciplinary research in AI is so important, according to Jurassic Park. -/- “Your scientists were so preoccupied with whether or not they could, they didn’t stop to think if they should.” -/- I think this quote resonates with us now more than ever, especially in the world of technological development. The writers of Jurassic Park were years ahead of their time with this powerful quote. -/- As we build new technology, and we push on to see what can (...)
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  35. Drugie Życie, czyli problemy z przedłużaniem rzeczywistości.Andrzej Klimczuk - manuscript
    Linden Lab studies massive online game "Second Life" unexpectedly gained worldwide fame after a few years after release. To the surprise of many game has met with great interest, despite the lack of promotional campaigns. It can be assumed that the reason why "second life" reached a wider audience was a special type of offered entertainment. Network game proved to be no longer a game that was known so far, but an example of a mass media, whose central element is (...)
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  36. Environmental culture thoughts to make a better world for our nature and children.Quy Khuc - 2021 - OSF Preprints.
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  37. Must God Create the Best Available Creatures?Mark J. Boone - 2021 - Philosophia Christi 23 (2):271-289.
    J. L. Mackie distinguished himself in twentieth-century philosophy by presenting an important objection to the traditional free will explanation for why God would allow evil: If evil is due to the free choice of creatures, why wouldn’t an omnipotent God simply create free creatures who would choose better? Alvin Plantinga, in turn, distinguished himself with his critique of Mackie. Plantinga’s main point is that Mackie made a mistake in assuming that it is within the power of omnipotence fully to (...)
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  38. Evolution of Human Intelligence: Psychological Science for a Better World (3rd edition).K. L. Senarath Dayathilake - 2017 - Psyarxiv.Com.
    What might be the fundamental psychology of intelligence naturally selected in biological evolution to minimize, prevent, and cure social and personal issues like war, crime, commit suicide, homicide, theft, drug addictions, and so on? How to achieve a higher level of well-being? I found a primary cognitive limiting factor called mind viruses (MV)(more than 3000) which regresses intelligence and well-being and makes the grand delusion: remedies are healthy mind viruses(HMV)(3000). Here, I show the disclosed core of early Buddhist teachings (on (...)
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  39. Divine Atemporal-Temporal Relations: Does Open Theism Have a Better Option?A. S. Antombikums - 2023 - PHILOSOPHY OF RELIGION: ANALYTIC RESEARCHES 7 (2):80–97.
    Open theists argue that God's relationship to time, as conceived in classical theism, is erroneous. They explain that it is contradictory for an atemporal being to act in a temporal universe, including experiencing its temporal successions. Contrary to the atemporalists, redemptive history has shown that God interacts with humans in time. This relational nature of God nullifies the classical notion of God as timelessly eternal. Therefore, it lacks a philosophical and theological basis. Because God is in time, He does not (...)
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  40. Paradox of Suicide.Sarmad Usman - manuscript
    This paper takes into account the loops within the anti-suicide arguments - we can clearly understand that their theories were emerging either from their personal beliefs or irrelevant inferences. As discussed later, they overlooked the fact that human beings have ultimate freedom over their death and that is one thing that serves their ego. We see a mere categorical problem on behalf of Camus and his Sisyphus; that how he failed to realise the difference of circumstance and choices. How Kant’s (...)
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  41. WIIFM: Absorptive capacity for digital natives in explorative space and tech education for survival in the virtual world.Quan-Hoang Vuong, Tam-Tri Le, Ruining Jin, Giang Hoang, Quang-Loc Nguyen & Minh-Hoang Nguyen - manuscript
    Humankind is facing many existential global problems that require international and transgenerational efforts to be solved. Preparing our next generation with sufficient knowledge and skills to deal with such problems is imperative. Fortunately, the digital environment provides foundational conditions for children’s and adolescents’ exploration and self-learning, which might help them cultivate the necessary knowledge and skills for future survival. We conducted the Bayesian Mindsponge Framework (BMF) analytics on a dataset of 2069 students from 54 Vietnamese elementary, secondary, and high schools (...)
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  42. A Revolutionary New Metaphysics, Based on Consciousness, and a Call to All Philosophers.Lorna Green - manuscript
    June 2022 A Revolutionary New Metaphysics, Based on Consciousness, and a Call to All Philosophers We are in a unique moment of our history unlike any previous moment ever. Virtually all human economies are based on the destruction of the Earth, and we are now at a place in our history where we can foresee if we continue on as we are, our own extinction. As I write, the planet is in deep trouble, heat, fires, great storms, and record flooding, (...)
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  43. RSI-LLM: Humans create a world for AI.R. Ishizaki & Mahito Sugiyama - manuscript
    In this paper, we propose RSI-LLM (Recursively Self-Improving Large Language Model), which recursively executes its inference and improves its parameters to fulfill the instrumental goals of superintelligence: G1: Self-preservation, G2: Goal-content integrity, G3: Intelligence enhancement, and G4: Resource acquisition. We empirically observed the behavior of the LLM that tries to design tools to achieve G1~G4, within the autonomous self-improvement and knowledge acquisition. During interventions in these LLMs' coding experiments to ensure safetyness, we have also discovered that, as the creator of (...)
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  44. How Universities have Betrayed Reason and Humanity – And What’s to be Done About It.Nicholas Maxwell - 2021 - Frontiers 631.
    In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to (...)
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  45. (1 other version)Touring as Authentically Embodying Place and a New World at a Glance.Glen A. Mazis - 2009 - Environment, Space, Place 1 (1):169-188.
    The critique of tourism as being only a distanced, detached, and consumerist passing through of foreign landscapes and cultures isdisputed in this essay. The idea that tourism necessarily fits the paradigm of inauthenticity as the tranquilized and alienated hopping from spot to spot in prepackaged, superficial presentations is contrasted with another sense of tourism as drawing upon the potential power of the glance to disrupt the everyday, to focus on the particular, to be surprised by the new, and to bodily (...)
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  46. The Ethics of Transactions in an Unjust World.J. Millum - 2016 - In K. Zeiler & E. Malmqvist (eds.), Bioethics and Border Crossing: Perspectives on Giving, Selling and Sharing Bodies. Routledge: Oxon. pp. 185-196.
    In this paper I examine the ethics of benefit-sharing agreements between victims and beneficiaries of injustice in the context of trans-national bodily giving, selling, and sharing. Some obligations are the same no matter who the parties to a transaction are. Prohibitions on threats, fraud and harm apply universally and their application to transactions in unjust contexts is not disputed. I identify three sources of obligations that are affected by unjust background conditions. First, power disparities may illegitimately influence transactions in unintentional (...)
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  47.  69
    A minimal dose of self-reflective humor in Wild Wise Weird: The Kingfisher story collection.Manh-Tung Ho - manuscript
    In this essay, I review one of my beloved fictional titles, Wild Wise Weird: The Kingfisher Story collection. The minimal sense of humor and satire in storytelling of Wild Wise Weird are sure to bring readers smiles, better yet, moments of quiet reflection, a much under-appreciated remedy in the world driven almost insane with the abundance of information co-created with AI technologies. I hope to deliver justice to the book.
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  48. Antinatalism, Asymmetry, and an Ethic of Prima Facie Duties.Gerald Harrison - 2012 - South African Journal of Philosophy 31 (1):94-103.
    Benatar’s central argument for antinatalism develops an asymmetry between the pain and pleasure in a potential life. I am going to present an alternative route to the antinatalist conclusion. I argue that duties require victims and that as a result there is no duty to create the pleasures contained within a prospective life but a duty not to create any of its sufferings. My argument can supplement Benatar’s, but it also enjoys some advantages: it achieves a better fit with (...)
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  49. Rudolf Steiner’in Düşünce Dünyası ve Çalışmaları.Mücahit Özdoğan - 2020 - İnsan Ve Sosyal Bilimler Dergisi 3 (2):665-683.
    Rudolf Steiner, who draws attention with his multi-faceted works, is known for his important works in the fields of medicine, education, art and agriculture, as well as esotericism and occultism in particular. In this article, it is explicated to the intellectual infrastructure, the effect of the anthroposophy founded by Steiner and deals with the Spiritual Science, which Steiner created in a unique way. Rudolf Steiner has established an eclectic system by dissolving different schools such as Goethe's doctrine of nature, Rosicrucianism, (...)
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  50. Being Haunted by—and Reorienting toward—What ‘Matters’ in Times of (the COVID-19) Crisis: A Critical Pedagogical Cartography of Response-ability.Evelien Geerts - 2021 - In Vivienne Bozalek & Michalinos Zembylas (eds.), Higher Education Hauntologies: Living with Ghosts for a Justice-to-Come. Routledge.
    Recent new materialist and posthumanist research in curriculum and pedagogy studies is focusing more and more on the intertwinement between social justice, fairness, and accountability, and how to put these ideals to use to create inclusive, consciousness-raising canons, curricula, and pedagogies that take the dehumanized and the more-than-human into account. Especially pedagogical responsibility, often rephrased as ‘response-ability’ to accentuate the entanglements that this notion engenders versus forgotten or forcefully eradicated knowledges, and between teacher and student as intra-active learners, is highlighted (...)
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