Through an immanent critique of Peter McLaren's recent work, the author demonstrates the strengths and weaknesses of critical-revolutionary paedagogy. This review reveals internal lacks, gaps, and contradictions emerging from within the three main dimensions of McLaren's overarching manifesto including passion, reason, and revolution. Although McLaren is an important voice in linking Marxist political and cultural theory to the practice of education, his work ultimately cannot complete its own project and as such needs further development.

Le Consistoire de Rotterdam ayant condamné plusieurs articles lors de la première parution du Dictionnaire historique et critique, les éditions ultérieures contiendront des « Éclaircissements ». Bayle, par sa maîtrise de l’écriture cryptée, va faire de ces textes, officiellement de justification et d’autocensure, un plaidoyer pour la liberté de philosopher.Dans ses premiers textes, comme les Pensées diverses sur la comète, il a pratiqué un art d’écrire d’autant plus efficace qu’il était presque revendiqué comme tel dans des « Avis aux lecteurs (...) ». Il appartient en effet à une génération d’écrivains qui tente de donner à un certain public quelques clefs de lecture permettant, en contournant la censure, de faire perdre à celle-ci une partie de sa nocivité et de sa raison d’être. Cette « pédagogie » se déploie dans les Nouvelles de la République des Lettres, dans son Dictionnaire. Ce sont ces clefs qui peuvent rendre encore le lecteur contemporain apte à déjouer les pièges de ces étranges « Éclaircissements ».The Rotterdam Consistory having sentenced a few articles on the occasion of the first edition of the Critical and Historical Dictionary, the later editions will contain a few explanations. Bayle, through his mastery of crypted writing will turn those texts – supposed to be of justification and self-censorship – into a plea for the freedom to philosophize.In his first texts, for instance in Several Thoughts on the Comet, he exercized an art of writing all the more efficient as it had been almost claimed as such in « Advices to the readers ». Indeed, he belongs to a generation of writers attempting to give some kind of audience a few keys for reading that should enable, by by-passing censorship, to deprive it of part of its noxiousness and raison d’être. Such a paedagogical approach unfolds itself in the News from the Republic of Letters and his Dictionary. Such keys still enable the contemporary reader to thwart the traps of those strange « Explanations ». (shrink)

Reader of Plato's dialogues realize that while Socrates in the Gorgias criticizes rhetoric in strong terms he nevertheless proves to be a brilliant rhetorician. One wonders why Plato's Socrates sometimes combines persuasive as well as argumentative elements in his philosophical conversations. This paper argues that Socrates uses persuasive elements, when he addresses interlocutors who might be talented but often have difficulties to trust rational arguments and might hesitate to accept them and to act accordingly, even if they agree that the (...) arguments seem to them coherent and plausible. Socrates uses traditional persuasive elements, but transforms them into a pedagogical tool for philosophy. (shrink)

In the past ten years, work by K€olbel, MacFarlane, Richard and others has rekindled old debates on relativism. In this important contribution to those debates, the authors defend a ‘mainstream’ view about the contents of thought and talk that they call Simplicity against the assaults from such ‘analytic relativists’.

Written after his return to Germany in 1949, the articles, essays, and radio talks included in this volume speak to the pressing political, cultural, and ...

In this wide-ranging interview Berth Danermark discusses several things. First, his route into realism via community activism, an interest in the theory and practice of Marx and Engels and the philosophy of Mario Bunge, and inspiration drawn from Herman Hesse. Second, the formation of the Nordic Network for Critical Realism and realism's enduring foothold in Scandinavia. Third, the career trajectory that took him from research on urban planning to the formation of the Swedish Institute for Disability Research (SIDR). He (...) discusses how the well-known introduction to critical realism and applied social science, Explaining Society, came to be written, some misconceptions regarding critical realism and methods, the challenges involved in undertaking disability research and the development of and influences for his work of concepts such as interdisciplinarity and critical methodological pluralism, as well as issues related to transdisciplinary research and professional collaboration. The interview concludes with some advice for researchers. (shrink)

Thermodynamics and Statistical Mechanics are related to one another through the so-called "thermodynamic limit'' in which, roughly speaking the number of particles becomes infinite. At critical points (places of physical discontinuity) this limit fails to be regular. As a result, the "reduction'' of Thermodynamics to Statistical Mechanics fails to hold at such critical phases. This fact is key to understanding an argument due to Craig Callender to the effect that the thermodynamic limit leads to mistakes in Statistical Mechanics. (...) I discuss this argument and argue that the conclusion is misguided. In addition, I discuss an analogous example where a genuine physical discontinuity---the breaking of drops---requires the use of infinite idealizations. (shrink)

This paper suggests that virtue epistemology can help decide how to respond to conflicts between different epistemic goals for social media. It is a contribution to critical epistemology of social media insofar as it supplements system-level consideration with insights from individualist epistemology. In particular, whereas the proposal of critical social epistemology of social media by Joshua Habgood-Coote suggests that conflicts between epistemic goals of social media have to be solved by ethical consideration, I suggest that virtue epistemology can (...) also solve at least some of these conflicts fully within the epistemic realm. (shrink)

This essay considers what is critical in critical phenomenology, and asks what features critical and phenomenological methods share. I suggest three fundamentally significant resonances between the critical and phenomenological enterprises. First is the suggestion that critique, like phenomenology, is an attempt to move beyond a dualism of inside and outside in order to extend into outer regions of what is known. Second is the insistence that what at first appears to be a purely negative endeavor, a (...) finding of limit, is incomplete if, upon finding that limit, it comes to a stop. Just as the reduction is not a means to banish or negate the world, but rather the condition through which it can more fully emerge, critique cannot be merely a cataloguing of the limitations of the present situation. Third is the openness to the possibilities of the world, a wonder or curiosity, that is revealed through the work of description in phenomenology, or Foucault’s characterization of philosophy not as an unmasking, but a making visible of what is visible. Finally I consider critical phenomenology’s futures: How is a newly enlivened kind of scholarship emerging from these two forms of thinking, both of which have been dismissed as outmoded or irrelevant? The new work currently emerging in phenomenology, with its emphasis on its own reflexive self-consideration and decolonization, offers hope that it might yet be capacious enough to simultaneously encompass the revelation of its limitations as well as the expansion of its reach. (shrink)

A critique of contemporary critical theory that traces transformative shifts in the discipline during the twentieth century and argues for a reformulation of critical theory in order to ensure the legacy of its political project.

What does it entail to study the climate crisis from – or consistently with – a critical realist perspective? The paper addresses this question in three steps. First, it considers the boundaries of critical realism in relation to climate crisis research. In this context it identifies climate science as a field that in important respects resonates implicitly with critical realism. Conversely, a book by human ecologist Andreas Malm is introduced as an example of a work that, while (...) sympathetic to critical realism, in key respects contradicts core features of it. Second, to illustrate what an analysis of the crisis informed by critical realism can look like, the paper brings into focus the main causes of the climate crisis – including the capitalist growth imperative, neoliberalism, and consumer culture. Finally, the status quo project, the green growth project and the degrowth project are identified as fundamentally different ways of approaching the climate crisis. (shrink)

Critical notice of Robert Audi's The Good in the Right in which doubts are raised about the epistemological and ethical doctrines it defends. It doubts that an appeal to Kant is a profitable way to defend Rossian normative intuitionism.

‘What distinguishes science from all other human endeavours is that the accounts of the world that our best, mature sciences deliver are strongly supported by evidence and this evidence gives us the strongest reason to believe them.’ That anyway is what is said at the beginning of the advertisement for a conference on induction at a celebrated British seat of learning in 2007. It shows how much critical rationalists still have to do to make known the message of Logik (...) der Forschung concerning what empirical evidence is able to do and what it does. (shrink)

J.L. Schellenberg’s Argument from Divine Hiddenness maintains that if a perfectly loving God exists, then there is no non-resistant non-belief. Given that such nonbelief exists, however, it follows that there is no perfectly loving God. To support the conditional claim, Schellenberg presents conceptual and analogical considerations, which we subject to critical scrutiny. We also evaluate Schellenberg’s claim that the belief that God exists is logically necessary for entering into a relationship with the Divine. Finally, we turn to possible variants (...) of Schellenberg’s case, and argue that the modifications necessary to accommodate our criticismas leave those variants with much less of a sting than originally suggested by his provocative formulation. (shrink)

Background Ethical conflict is a problem with negative consequences, which can compromise the quality and ethical standards of the nursing profession and it is a source of stress for health care practitioners’, especially for nurses. Objectives The main aim of this study was to analyze Spanish critical care nurses’ level of exposure to ethical conflict and its association with sociodemographic, occupational, and COVID-19–related variables. Research Design, Participants, and Research context: This was a quantitative cross-sectional descriptive study conducted among 117 (...) nurses working in critical care units. Data collection tools were sociodemographic, occupational, and COVID-19–related questionnaires and previously validated Spanish version of Ethical Conflict in Nursing Questionnaire-Critical Care Version. Ethical Considerations We obtained permission from the Ethics Committee and participants' informed consent. Findings Data indicates a moderate level of exposure to ethical conflicts. The most frequent ethical conflicts were related to situations about "treatment and clinical procedures." The most intensity of ethical conflicts was related to situations about "treatment and clinical procedures" and "dynamics of the service and working environment." No statistical significance was identified between the socio-demographic variables and level of exposure to ethical conflicts. However, for critical care nurses working in ICU, nurses with perceived worked stress had a higher level of exposure to ethical conflicts. Likewise, critical care nurses whose family/friends were infected with COVID-19 had a higher level of exposure. Conclusions Critical care nurses experience a moderate level of exposure to ethical conflicts which is consistent with the results of previous studies. A deeper understanding of ethical conflicts in conflictive situations allows recognition of the situations that occur in everyday clinical practice, identification of the ethical conflicts, and facilitation of the nurses working in the challenging clinical situation. (shrink)

Topics in Cognitive Science, Volume 14, Issue 1, Page 54-77, January 2022.

Explores the dialectic between mind and heart on an individual, collective and global level, as it pertains to the tensions of the transition to a global ...

Hannah Arendt (1906-1975) is likely to be the first woman to join the canon of the great philosophers. Arendt's work has attracted a huge volume of scholarship. This collection reprints papers from the USA, Germany, France and the UK, where further scholarly work is emerging at an increasing pace. Given that there was vigorous debate of her work in her lifetime, that there have since been several waves of evaluation and re-evaluation, and because a new generation of scholars is now (...) coming to her work, a systematic collection of the critical assessments of her thought is extremely timely. (shrink)

Surveys arguments for/against the existence of a self in Descartes, Hume, Kant, and others. Argues that the self as human perceiving subject persisting through time as a single self, is an unavoidable aspect of the world-perceived. This self is not a substance, this perceiving self never appears as an object-perceived in the world.

This monograph contains the author’s initial reflections on "critical ontology." Conceived primarily as a method of doing philosophy in general and ontology in particular, critical ontology approves of the Kantian critique of knowledge, without, however, endorsing its agnosticism of metaphysics.

This essay on John Dewey, a prominent educator of the 20th century, explores his pedagogical theories and writings that influenced teaching-learning procedures. Dewey's influences are vast and overwhelming in the fields of aesthetics, politics, humanism, and logic. In the center of his educational concept is the child. His democratic leanings and pursuit of liberty, justice, and the value of a child's experience are the roots of Dewey's conception of humanism. Dewey's main concern was the gap between a child's experiences and (...) the expectations put on him. He emphasizes the need of teachers showing sensitivity to the unique differences and needs of their students. A youngster has the potential to be nurtured by a skilled mentor since they are naturally curious, companionable, and productive. As a result, it is the responsibility of the instructor to create a welcoming and productive environment for the students in order to give them excellent educational experiences. These environments are developed by the joint testing of effective teaching and learning strategies by instructors and students. The objective is to promote student independence. Dewey viewed his school as a community where the students are actively involved. This paper focused on Dewey's educational theory, pedagogical considerations, and the links he drew between education, democracy, experience, and society. (shrink)

Ask a philosopher what a proof is, and you’re likely to get an answer hii empaszng one or another regimentationl of that notion in terms of a finite sequence of formalized statements, each of which is either an axiom or is derived from an axiom by certain inference rules. (Wecan call this the formal conception of proof) Ask a mathematician what a proof is, and you will rbbl poay get a different-looking answer. Instead of stressing a partic- l uar regimented (...) notion of proof, the answer the mathematician will give ilikl.. (shrink)

This paper takes up the problem of correlationism from a phenomenological perspective. Speculative realists, such as Quentin Meillassoux and Graham Harman, seek to establish new forms of Continental realism largely because, in their view, phenomenology cannot adequately account for the real. To counter these claims, I will use what I call a “critical phenomenological approach”, which critically delimits the real from the intentional relation, and thus makes possible a phenomenological theory of the real. This approach to realism establishes not (...) only that the real is independent from the intentional relation but also that the intentional relation itself is contingent with regard to the real. Furthermore, it also shows that the human being is exposed to the real in an originary way that calls into question the adequacy of Meillassoux’s and Harman’s forms of realism. (shrink)

In 2012–13, we signed up for Facebook in seven Middle East and North Africa countries and used Facebook advertisements to encourage young people to participate in our survey. Nearly 18,000 individuals responded. Some of the questions in our survey dealing with attitudes about women’s work and cosmetics were adopted from a survey conducted by the Frankfurt School in 1929 in Germany. The German survey had shown that a great number of men, irrespective of their political affiliation harbored highly authoritarian attitudes (...) toward women and that one sign of authoritarianism was men’s attitude toward cosmetics and women’s employment. We wanted to know if the same was true of the contemporary MENA. Our results suggest that lipstick and makeups as well as women’s employment are not just vehicles for sexual objectification of women. In much of MENA world a married woman’s desire to work outside the house, and her pursuit of the accoutrement of beauty and sexual attractiveness, are forms of gender politics, of women’s empowerment, but also of antiauthoritarianism and liberal politics. Our results also suggest that piety among Muslims per se is not an indicator of authoritarianism and that there is a marked gender difference in authoritarianism. Women, it seems, are living a different Islam than men. (shrink)

Constructive (productive) thinking in the critical philosophy of Hermann Cohen differs significantly from the seemingly similar speculative thinking in J. G. Fichte’s Science of Knowledge (Wissenschaftslehre) (1794/95). The fundamental characteristics of scientific thinking in Cohen’s teaching include: purity, focus on the “fact of science”, the origin (Ursprung), the infinitesimal method, continuity, movement, production, correlation, intensive magnitude, interrelation of thinking and being. According to Cohen, scientific thinking can only be pure and generated by the origin. The origin is continuous action (...) (movement) of thinking to separate the united and bind the divided content. In this process, thinking and being are correlative. Infinitely small reality contains thinking and being simultaneously as a union and in a divided form. The infinitesimal method is thinking that continuously carries out a) the operations of opposing itself as pure thinking to the results of its own production; b) the coincidence of itself with the products of its own generation. Infinitesimal thinking seeks to eliminate the difference between self and being. Nevertheless, being constantly retains autonomy. Being does not merge with thinking and is not absorbed by it. In Fichte’s Science of Knowledge pure thinking moves in a logical circle, having no access into real being. In an effort to break out of this circle and find its causality, thinking turns not to the being of the world of phenomena, but to the Absolute I. Such a speculative approach to consciousness, thinking and being has little in common with Cohen’s critical position. (shrink)

Volume 23, Issue 3, June 2024, Page 274-291.

Amending and Defending Critical Contextual Empiricism: Lessons from Medical Research In Science as Social Knowledge (1990) and The Fate of Knowledge (2002), Helen Longino develops a social epistemological theory known as Critical Contextual Empiricism (CCE). While Longino’s work has been generally well-received, there have been a number of criticisms of CCE raised in the philosophical literature in recent years. In this paper I outline the key elements of Longino’s theory and propose several modifications to the four norms offered (...) by the account. The revisions I propose are shaped by a number of developments in the medical context in recent years. The modified norms, which determined whether a particular community produces objective knowledge, are thus: 1. Avenues for Criticism – there must be recognized avenues for criticism, and these avenues must be publicly accessible and require transparent disclosure of all relevant information (including competing interests) from those who present their ideas. It must also be a community requirement that all members present their ideas for critical scrutiny if they wish them to be recognized as knowledge. 2. Responsiveness to Criticism – the community must be responsive to criticism. 3. Shared Public Standards – there must be some shared standards that determine community membership. Outsiders to a particular community are welcome to engage in critical debates as long as they share at least one of the community standards with the target community. 4. Cultivation of Diverse Perspectives – communities must cultivate diverse perspectives, that is, the perspectives of those who express strong dissent. The version of CCE I defend gives the principle of diversity a more central role than the original and provides greater specification of two of the other norms in light of challenges faced by medical researchers in recent years. The medical context provides us with a number of cautionary tales in which knowledge production that appears to meet the original four norms has been seriously compromised by particular social interests. The proposed modifications attempt to address these ‘loopholes’ in a way that is not ad hoc. I argue that the modifications I suggest are in line with the underlying assumptions and goals of CCE. The modified version of CCE also offers resources for defending CCE against the criticisms leveled against it by Miriam Solomon & Alan Richardson, Alvin Goldman and Philip Kitcher as well as one general concern arising out of a recent work by David Michaels. I provide responses to these criticisms in the final section of the paper. Throughout the paper I connect the theoretical work done in social epistemology to the real practice of knowledge-production as is occurs in the medical context. In light of the variety of social pressures influencing contemporary scientific research, and the role of science in shaping public policy, I argue that a rigorous social epistemology such as CCE is indispensable for understanding and assessing contemporary scientific practice. (shrink)

The paper deals with the conception of international order as developed by Axel Honneth within his theory of social recognition. It is a reconstruction as well as an interpretation of the conception, showing the possibilities and limitations of its application on transnational and global levels. The first part sheds light on Honnet’s moral realism with respect to its legitimacy. The second part focuses on the foundations of Honneth’s conception of the international recognition. The third part discusses the need of international (...) recognition as related to political and cultural recognitions. The fourth part shows the insufficiencies of the conception of international recognition on the background of globalization on one hand and the individual/society relationship on the other. The fifth part deals with the transposition of Honneth’s three patterns of recognition from the national level to international and transnational levels. In mapping the tendencies to transnational and global recognitions the sixth part focuses on the important transitory phenomenon of extraterritorial recognition. The hints for further analysis of the theory of recognition on transnational and global levels are given as well. (shrink)