Along the way, she calls upon us to recognize the mysteries that lie at the heart of our lives and the metaphysical reality that gives meaning to life.The ...

Developing a boundary-crossing ethics by paying attention to our stories, myths, and moral intuition.

Let us invoke philosophic license for a moment to suppose you receive the following letter:“Dear Sir:I am taking the liberty of calling upon you to be the judge in a dispute between me and an acquaintance who is no longer a friend. The question at issue is this: Is my creation, umbrellaology, a science? Allow me to explain this situation. For the past eighteen years, assisted by a few faithful disciples, I have been collecting materials on a subject hitherto almost (...) wholly neglected by scientists, the umbrella. The results of my investigations to date are embodied in the nine volumes which I am sending to you under separate cover. Pending their receipt, let me describe to you briefly the nature of their contents and the method I pursued in compiling them. I began on the Island of Manhattan. Proceeding block by block, house by house, family by family and individual by individual I ascertained 1) the number of umbrellas possessed, 2) their size, 3) their weight, 4) their color. Having covered Manhattan after many years, I eventually extended the survey to the other boroughs of the City of New York, and at length completed the entire city. Thus I was ready to carry forward the work to the rest of the state and indeed the rest of the United States and the whole known world. (shrink)

Around the globe people are confronted daily with intransigent problems of space and place. Educators have historically called for place-based or place-conscious education to introduce pedagogies that will address such questions as how to develop sustainable communities and places. These calls for place-conscious education have included liberal humanist approaches that evolved from the work of Wendell Berry (Ball & Lai, 2006) and critical place-based approaches such as those advocated by David Gruenewald (e.g. Gruenewald, 2003a, 2003b). In this paper I will (...) propose a reconceptualized framework of place as a pedagogical practice that draws on contemporary feminist poststructural and postcolonial philosophies as a basis for an alternative place pedagogy for 'global contemporaneity' (Carter, 2006, p. 683). Within this reconceptualized concept of place I will outline three key principles for a reconceptualised place pedagogy: our relationship to place is constituted in stories and other representations; place learning is local and embodied; and deep place learning occurs in a contact zone of contestation. These principles give rise to new emergent arts-based methodologies for developing and practising place-responsive pedagogies. (shrink)

Trusting in someone's cooperation is often connected with the danger of being exploited. So it is important that signals are exchanged which make it probable enough that the potential partner is reliable. Such signals must be too expensive for partners who are planning to abuse the trust they are given but cheap enough for those who wish to initiate a long-term cooperation. In a game theoretical model, it is shown that such signals could consist of presents given before the partnership (...) starts. (edited). (shrink)

In recent years American legislatures and other governing bodies, public and private, have been considering, probably more frequently than ever before, problems associated with the idea of overthrow of government by force and violence. The question usually takes the form of whether Communists believe in and advocate this doctrine; and, if they do, whether they should therefore be penalized in various ways. This issue is and has been central to a series of legal actions which, whatever their ultimate outcome, will (...) constitute a landmark in the history of American jurisprudence. (shrink)

ABSTRACT This is a personal reflection on what I have learnt as an academic, researching, teaching and participating in the public square in Bioethics for over four decades. I describe a helix metaphor for understanding the evolution of values and the current “culture wars” between “progressive” and “conservative” values adherents, the uncertainty people’s “mixed values packages” engender, and disagreement in prioritizing individual rights and the “common good”. I propose, as a way forward, that individual and collective experiences of “amazement, wonder (...) and awe” have the power to enrich our lives, help us to find meaning and sometimes to bridge the secular/religious divide and experience a shared moral universe. They can change our worldview, our decisions regarding values and ethics, and whether we live our lives mainly as just an individual – a “me” – or also as a member of a larger community – a “We”. I summarize in an equation – “The Wonder Equation” – what is necessary to reduce or resolve some current hostile values conflicts in order to facilitate such a transition. It will require revisiting and reaffirming the traditional values we still need as both individuals and societies and accommodating them with certain contemporary “progressive„ values. (shrink)

Onlangs verschenen de eerste vier delen van Martin Heideggers persoonlijke notities en dagboekaantekeningen, de Schwarze Hefte. Hierin stelt Heidegger dat er geen toekomst is voor de filosofie dan via de poëzie van Friedrich Hölderlin. In dit boek vergelijkt Eric Bolle Heideggers filosofie met Hölderlins werk. Hij concludeert dat hoe men ook over Heidegger moge denken, wij niet om zijn verhouding tot Hölderlin heen kunnen. Heidegger ontwerpt op basis van Hölderlins werk nieuwe wegen voor de filosofie. Dit is geen onkritisch boek. (...) Bolle vraagt zich af of er nog andere nieuwe wegen voor de filosofie zijn en bespreekt verschillende?andere aanvangen? met Hölderlin. Daarom besteedt hij niet alleen aandacht aan Heideggers interpretaties van Hölderlin, maar ook aan die van Henrich en Birkenhauer. Tenslotte laat het boek ook een tiental filosofen aan het woord over de aanpak van het boek zelf en maakt zo de weg vrij voor een kritische zelfanalyse."--Back cover. (shrink)

ABSTRACT Whether reverse discrimination is justifiable cannot be determined, it is argued, until what is meant by ‘reverse discrimination’ has been. Recent talk of ‘reverse discrimination’ and ‘discrimination in favour of’ suggests that there are some new sorts of discrimination. But the two qualifications ‘reverse’ and ‘in favour of’ seem often to be confused in so far as it is assumed that reverse discrimination is only in favour of. After noting differences between the use of ‘discrimination’ in fiscal contexts—where the (...) phrase ‘discrimination in favour of’ has an established usage—and in political contexts, a sense of the phrase to fit the latter is proposed: to discriminate in favour of a group is to favour it at the expense of some other group so that the other group is discriminated against. The meaning of the qualification ‘reverse’ is then sought. Ambiguities in the terms ‘reverse’ and ‘compensatory’ are noted. In so far as policies described as being reverse discrimination are genuinely discriminatory, for it is not clear from their characterisation that they need constitute discrimination of any sort, it is only within a historical context that they can be distinguished from the old sort of discrimination. It is thus concluded that there are no new sorts of discrimination. (shrink)

Somerville, Margaret Same-sex marriage creates a clash between upholding the human rights of children with respect to their coming-into being and the family structure in which they will be reared, and the claims of homosexual adults who wish to marry a same-sex partner. It forces us, as a society, to choose whether to give priority to children's rights or to homosexual adults' claims. This problem does not arise with opposite-sex marriage, because children's rights and adult's claims with respect to (...) marriage are consistent with each other. (shrink)

Somerville, Margaret Over the millennia of human history, the idea that children - at least those born into a marriage - had rights with respect to their biological parents was taken for granted and reflected in law and public policy. But with same-sex marriage, which gives same-sex spouses the right to found a family, that is no longer the case. Likewise, children's rights with respect to their biological origins were not an issue when there was no technoscience that could (...) be used to manipulate or change those origins: a baby could only be conceived in vivo through sexual reproduction. But with assisted human reproductive technologies and genetic technologies, that, too, is no longer the case. So, in light of these new realities, what are our obligations, as societies, to children with respect to their biological origins and biological families? What protections do children need and deserve? I propose that the most fundamental human right of all is a child's right to be born from natural human biological origins and that children also have human rights with respect to knowing who their biological parents and families are, and that these rights must be recognized. Children also have a right to be reared within their biological families and to have a mother and a father, unless an exception can be justified as being in the 'best interests' of a particular child. The connection among adoption, the use of new reproductive technologies, and same-sex marriage is that they all unlink child-parent biological bonds. Each context raises one or more of three important issues: children's right to know the identities of their biological parents; children's right to both a mother and a father, preferably their own biological parents; and children's right to come into being with genetic origins that have not been tampered with; that is, 'designing' our children should be prohibited. Such 'designing' would result in losses with implications far beyond those persons directly affected and far beyond the present time. It would undermine the rights to equality and freedom of future generations. Because the liberty and equality of all citizens is at the heart of democratic societal institutions and of the values that democratic societies promote, to create people who are neither free nor equal undermines those institutions and values. In short, not to prohibit 'designer children' would undermine the very foundations of our Western democratic societies. (shrink)

It is known that C. G. J. Jacobi wrote his first two letters to E. E. Kummer in the year 1834. Thanks to a find in the archive of the Mittag-Leffler Institute there is now the missing link , Kummer’s reply letter to Jacobi’s first letter. This letter seems to be the earliest one from Kummer still in existence (at least to a mathematician). Kummer tells in his letter about his situation as a teacher in Liegnitz, gives further a version (...) of his later paper on the summation of slowly convergent series and discusses Euler’s summation formula in connection with the practice of its use in numerical calculations. The article contains the complete texts of the three letters (up to those parts in Kummer’s letter identically contained in his published article) together with a commentary on their contents. (shrink)

The paper presents an analysis of the influence of welfare state regimes on national models of corporate social responsibility. The paper takes its point of departure in Esping-Andersen’s three models of welfare state regimes. These models are extended to provide hypotheses on the role of corporate social responsibility in the provision of welfare goods. The paper exemplifies its points by providing an analysis of the Danish model of CSR, and drawing comparisons to other European models and the American model.