This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

v. 1. Essays on ethics by the Earl of Shaftesbury, Frances Hutcheson ; Samuel Butler ; Adam Smith ; Jeremy Bentham - v. 2. Essays by Samuel Clarke ; John Balguy ; Richard Price ; John Brown ; John Clarke ; Ralph Cudworth ; John Gay ; Thomas Hobbes ; Henry Home Kames ; John Locke ; John Mandeville ; William Paley ; William Wollaston.

This seminar will investigate the semantics of complex demonstratives, that is phrases like that dog with a blue collar and this table where this or that is followed by an NP. There has been much debate recently on the overall semantic shape of these items, with some theorists (e.g. Braun) claiming that they are directly referential in the sense of Kaplan, some (e.g. King) claiming that they are quantificational, some (e.g. Roberts) claiming that they are to be treated as (...) definites in a dynamic semantics, and some (e.g. Elbourne) claiming that this and that are basically Fregean definite articles. Some of the discussion will involve presupposition and possible worlds semantics: does a sentence of the form That F is G (with speaker demonstration) express a proposition if the object demonstrated is not F ? and does the object demonstrated have to be F at an arbitrary world w in order for the proposition expressed by such a sentence to be true at w? Attention will also be paid to the nature of the proximal and distal features on this and that and their translation equivalents in other languages. (shrink)

The Methodological seminar was conducted by the scientific journal “Philosophy of Education”. The participants of the seminar were Prof. Panos Eliopoulos, Lyudmyla Gorbunova, Mykhailo Boychenko, Olga Gomilko, Mariia Kultaieva, Volodymyr Kovtunets, Sergiy Kurbatov, Anna Laktionova, Tetiana Matusevych, Natalia Radionova, Iryna Stepanenko, Maya Trynyak and Viktor Zinchenko. On March 30, 2016, a methodological seminar was conducted at the Institute of Higher Education NAES of Ukraine. This seminar was devoted to the discussion of educational problems in the area (...) of mass culture, and relative opportunities for the development of individuality. The report «Mass culture, education and the perspective of individuality» was made by Panos Eliopulos, professor of Peloponnese University, a member of journal’s «Філософія освіти. Philosophy of Education” editorial board. The scientists from the Institute of Higher Education, Institute of Philosophy of the National Academy of Sciences of Ukraine, Taras Shevchenko National University of Kyiv, Skovoroda National Pedagogical University of Kharkiv participated in this event. Designated issues were observed primarily from the point of view of the Frankfurt School representatives, as well as representatives of modern critical philosophy of education and critical pedagogy. It was emphasized that T.Adorno’s ideas and ideas of other Frankfurt School members, which were developed in the middle of the last century, continue to be relevant in current socio-cultural contexts. The technical rationalism which became the rationalism of dominance in the context of technological civilization, could not provide the way toward the liberation of man and the development of his or her individuality. Market society with its instrumental rationality leads to homogenization and standardization of mass culture and as a result, we have a semi-education, leading to destruction of personality and social pathologies. The panelists agreed that semi-education reflects the crisis of ideals of education and training as far as a suspension of human emancipation process. Due to suspension of the creative process of a person formation, replacing it by the processes of stereotyping based on mimetic rationality, culture itself loses creative potential. The process of degradation of education and culture in the semi-education eventually leads to its destruction at theoretical level and the elaboration of the practice of anti-education. Only through returning of the individual and maintaining his or her social importance due to the tools of holistic education it is possible to overcome such stereotyping. For Frankfurt School members, and those who share their ideals, true education in its meta-theoretical sense becomes the important factor, contributing to the emancipation of society and individual. This idea is particularly important in the context of contemporary challenges and threats from instrumentalization of approaches to the process of transformation of the Ukrainian culture and education. (shrink)

Philosophical naturalism is the thesis that the entirety of the universe is composed of natural things or processes, and philosophers including Aristotle, Hume, Hegel, Nietzsche, Foucault, Mackie, and Fodor subscribe, in some sense, to it. This elusive commitment has been variously interpreted to mean that everything in the universe is physical or material, or that everything is amenable to scientific investigation, or that nothing is supernatural, or that nothing is known a priori, or that everything is natural in some broader (...) sense of that word. Thus, the thesis is sometimes metaphysical, sometimes epistemological, and sometimes methodological. Indeed, depending on its guise, philosophical naturalism has sometimes seemed a bland and uncontroversial truism, while in others it has seemed a daring, provocative, and, to some, manifestly false view. In this seminar, we will aim to come to grips with philosophical naturalism. Our first project will be to understand different kinds of naturalism, and our second will be to assess whether there is any reason to believe of any of those kinds that it is true. We will attend especially closely to historical and contemporary naturalism in ethics, epistemology, language, and mind. (shrink)

In Four Seminars, Heidegger reviews the entire trajectory of his thought and offers unique perspectives on fundamental aspects of his work.

In 1966-67 Martin Heidegger and Eugen Fink conducted an extraordinary seminar on the fragments of Heraclitus. _Heraclitus Seminar_ records those conversations, documenting the imaginative and experimental character of the multiplicity of interpretations offered and providing an invaluable portrait of Heidegger involved in active discussion and explication. Heidegger's remarks in this seminar illuminate his interpretations not only of pre-Socratic philosophy, but also of figures such as Hegel and Holderllin. At the same time, Heidegger clarifies many late developments in his (...) own understanding of truth, Being, and understanding. Heidegger and Fink, both deeply rooted in the Freiburg phenomenological tradition, offer two competing approaches to the phenomenological reading of the ancient text-a kind of reading that, as Fink says, is "not so much concerned with the philological problematic... as with advancing into the matter itself, that is, toward the matter that must have stood before Heraclitus's spiritual view.". (shrink)

These are lectures prepared for a series of seminars I am invited to give at Princeton’s Philosophy Department in November 2024.

Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this ; second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order or in ways that are disruptive of it ; and (...) third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short. (shrink)

The article reviews the Philosophy of Culture Seminar (lead by V.A. Konev) as a cultural and philosophical phenomenon. The article discusses the seminar’s research program, its basic scientific principles, as well as the content of books published as a result of the seminar. The Philosophy of Culture Seminar became the basis for the formation of a philosophical community in Samara. Thanks to the constant work of the theoretical seminar, Samara philosophers found themselves in a situation (...) of compulsion to fundamental philosophical practices – reading and discussing philosophical texts, polemics, debates. Reading and discussing the fundamental works of contemporary philosophy has become a good school for many Samara philosophers, allowing them to clarify or redevelop their methodological position. The Philosophy of Culture Seminar in Samara gives us an example of how the existence and development of philosophy is possible not only in Russia but in the whole culture, of how a very rich environment of philosophical communication and living philosophical thought are vital for philosophy. (shrink)

Designing a successful graduate seminar should account for more than just the content to be conveyed and the completion of the standard seminar paper. This article dissects the seminar structure, revealing some of what is obscured by the “hidden curriculum” of graduate education, with an eye toward transforming the climate in philosophy. I begin with a brief review of literature on graduate teaching and inclusive teaching in philosophy. I then examine four components of a typical graduate (...) class='Hi'>seminar: the faculty instructor of graduate courses, the graduate students themselves, the material selection, and the course requirements. Reflecting on the graduate seminar compels revisiting learning goals, ensuring inclusivity and accessibility, and adopting a more intentional approach to graduate course design that ties course goals to specific activities and assessments for the life of the professional philosopher. (shrink)

Der erste Teilband des umfangreichen Seminarbandes 84 der Gesamtausgabe gehort in den grossen Kontext von Martin Heideggers Auseinandersetzung mit Immanuel Kant und Gottfried Wilhelm Leibniz. Leibniz ist fur Heidegger von herausragender Bedeutung fur die Geschichte der neuzeitlichen Metaphysik zwischen Descartes und Kant. Im Band 84.1 kommen drei Seminare zu Kant und ein Seminar zu Leibniz erstmals zur Veroffentlichung. Die drei Kant-Seminare befassen sich mit Kants Preisschrift uber die aFortschritte der Metaphysik (Sommer 1931), mit Kants aTranszendentaler Dialektik aus der Kritik (...) der reinen Vernunft im Hinblick und Vorgriff auf Kants praktische Philosophie (Winter 1931/32) und nochmals mit aHauptstucken aus der Kritik der reinen Vernunft (Sommer 1934). Das Leibniz-Seminar (Winter 1935/36) gibt erstmals eine grundlegende und wegweisende Gesamtinterpretation der aMonadologie. (shrink)

Long awaited and eagerly anticipated, this remarkable volume allows English-speaking readers to experience a profound dialogue between the German philosopher Martin Heidegger and the Swiss psychiatrist Medard Boss.

Excerpt: In 1987 Ernst retired from the University of Georgia and moved to Amherst, Massachusetts... Ernst was a welcome addition to my research team at UMass; especially since I had a grant from NSF to develop an interdisciplinary science course based on an explicitly constructivist perspective. After three years and hundreds of hours of discussion a team of faculty from physics, chemistry, biology and science education discovered that while we all used the term "energy" in a mathematically common manner (...) we could not jointly agree on how the concept should be presented. Academics have constructed the disciplines so they cannot be merged. (shrink)

Long awaited and eagerly anticipated, this remarkable volume allows English-speaking readers to experience a profound dialogue between the German philosopher Martin Heidegger and the Swiss psychiatrist Medard Boss. A product of their warm friendship, _Zollikon Seminars_ chronicles an extraordinary exchange of ideas. Heidegger strove to transcend the bounds of philosophy while Boss and his colleagues in the scientific community sought to understand their patients and their world. The result: the best and clearest introduction to Heidegger's philosophy available. Boss approached Heidegger (...) asking for help in reflective thinking on the nature of Heidegger's work. Soon they were holding annual two-week meetings in Boss's home in Zollikon, Switzerland. The protocols from these seminars, recorded by Boss and reviewed, corrected, and supplemented by Heidegger himself, make up one part of this volume. They are augmented by Boss's record of the conversations he had with Heidegger in the days between seminars and by excerpts from the hundreds of letters the philosopher wrote to Boss between 1947 and 1971. (shrink)

The author created a new course, called “Seminar in Public Health Law and Policy in an Interprofessional Setting” to address the need for interprofessional education to equip graduate and professional students for collaborative practice at the systemic and policy levels in the health care and public health fields. Despite important work being done at the clinical practice level, limited existing IPE models examine larger systemic issues. The course is designed specifically to enable students in social work, law, and public (...) health to recognize the reciprocal relationships between policy and interprofessional collaborative practice, including the need for understanding of the impact of team-practice work at the system and policy levels. (shrink)

In this text, the word “anima” is the synonym of the notion of “conscious observer”. The paper discusses subjects from the field of physics and metaphysics in which there is a need to introduce such an observer, according to some authors.

In Four Seminars, Heidegger reviews the entire trajectory of his thought and offers unique perspectives on fundamental aspects of his work. First published in French in 1976, these seminars were translated into German with Heidegger’s approval and reissued in 1986 as part of his Gesamtausgabe, volume 15. Topics considered include the Greek understanding of presence, the ontological difference, the notion of system in German Idealism, the power of naming, the problem of technology, danger, and the event. Heidegger’s engagements with his (...) philosophical forebears—Parmenides, Heraclitus, Kant, and Hegel—continue in surprising dialogues with his contemporaries—Husserl, Marx, and Wittgenstein. While providing important insights into how Heidegger conducted his lectures, these seminars show him in his maturity reflecting back on his philosophical path. An important text for understanding contemporary philosophical debates, Four Seminars provides extraordinarily rich material for students and scholars of Heidegger. (shrink)

Course Description: This course is designed as an upper-level seminar, with heavy emphasis on reading and writing. The reading materials are all from contemporary sources. We will cover topics such as the definitions of 'consciousness,' the neurophysiological basis of consciousness, the explanation of consciousness, and the possibility of forming a unified theory of consciousness. Student participation in class discussion is greatly encouraged.

Catania 20 January 2020 - 9.30 amDepartment of Political and Social Sciences Catania 20 January 2020 - 3.30 p.m.South East Sicily Chamber of Commerce.

A one-credit seminar devoted to theological issues. Can be taken three times for credit. This semester, we'll be discussing Thomas Morris's highly readable book on Pascal and the meaning of life. To give you a quick sense of what this book is about, here are the chapter titles, followed by a few paragraphs from the first chapter.

This paper details a combined graduate/undergraduate course on the Holocaust. This course was designed to cover the legal, social, political, and moral dimensions of the Holocaust, as well as to familiarize students with its significant historical details and persons. Special attention was devoted to the question of why the perpetrators of the Holocaust should be brought to justice, making connections to contemporary forms of prejudice and discrimination and emphasizing that such efforts at justice are not an issue between Jews and (...) Holocaust perpetrators but a matter of upholding the rule of law. The specifics of the legal cases brought against various Nazis in order to try them as war criminals were examined through both modern and contemporary theoretical frameworks (e.g. early legal positivism vs. decisionism), and other key philosophical themes were introduced throughout the term in order to provide frameworks for discussion and critique. The author reviews course requirements and discusses the implicit anti-Semitism expressed by students, concluding with a brief consideration of the value of such a course beyond the classroom. (shrink)

The present volume consists of the protocols of twenty séances held between 1966 and 1973 in which Heidegger was the central figure. They occurred as four seminars, the first three of which were given in Provence, the last one having taken place in Heidegger’s home in Zähringen, a suburb of Freiburg im Breisgau, three years before his death in 1976. Appended to the protocols are two brief texts, the first written in the winter of 1972–73 on part of Parmenides’ Fragment (...) 1 which Heidegger read during the last session of the fourth seminar, on 8 September 1973, and an introduction to the Parmenides interpretation called “The Provenance of Thinking”, which was written at some point between 1973 and the spring of 1976. The two texts were added by the editor of the Gesamtausgabe edition of Heidegger’s Seminare in 1986. The five pages on which they appear contain the only sentences composed by Heidegger himself and are therefore the only ones, in fact, from Heidegger’s own German in Four Seminars. (shrink)

In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national and (...) regional centers, neither approach is formally taught in Israeli universities and colleges. Both thus remain outside the pedagogical mainstream, the University of Haifa—where I teach—being the only institution at which they can be studied at an MA level. I have also established the Israeli Academic Forum for Philosophy with Children, which conducts seminars and offers professional development, etc. (shrink)

This paper describes and discusses a new postgraduate course based on the dialogue-seminar method. The course and the method have been developed within the research area of skill and technology, based at the Royal Institute of Technology in Stockholm. The main features of the course were dialogue and reflection on practice of research inspired by reading of the source texts from the history of science and philosophy written by: Descartes, Leibniz, Diderot, D’Alembert, Gadamer, Galileo and Darwin. The concept of (...) liberal education was of importance in the design of the course. Doctoral students were all adults interested in applying of research in order to improve practices at their own work places. (shrink)