This paper revisits the main thoughts of the Filipino historian and social critic Renato Constantino on the role of education in the formation of a neocolonial and postcolonial consciousness. It suggests that Constantino’s critical stance towards education embodies a type of philosophizing about education that centers on the problematization of the language of instruction, on the rendering of voice to those in the margins of Philippine society, and on taking a critical stance about education itself. It suggests further that this (...) form of philosophizing about education and its instrumentalities is prospective of a Freirean liberating pedagogy that is inherently nonneutral, critical, dialogical, praxical, and transformative. (shrink)

This paper is mainly a provisional survey of the engagement of the Filipinos with the thoughts of Paulo Freire, a Brazilian educator and philosopher. It presents first the main tenets of Freire’s liberating pedagogy. Then, it explores the Filipinos’ engagement with his ideas. Then, it gives some observations on the said engagement. Finally, it suggests a possible way on how philosophical researches in the Philippines can continually appreciate the relevance of Freire’s liberating pedagogy especially in relating it to a form (...) of Filipino philosophy that is involved in a critique of the society. -/- Keywords: Freire, liberating pedagogy, Philippine education, Filipino philosophy. (shrink)

Frontmatter -- Vorwort -- Inhalt -- 1. Normlogische Begriffe und Prinzipien -- 2. Typen ethischer Theorien -- 3. Nichtkognitivistische Theorien -- 4. Subjektivistische Theorien -- 5. Objektivistische Theorien -- 6. Werterfahrung -- 7. Materiale Fragen der Ethik -- Literatur -- Namen -- Stichwörter -- Backmatter.

As cause we often specify an event the occurrence of which first guaranteed that of the effect. This notion is explicated in a framework of branching worlds in Sections I to V. VI and VII point out its close relations to the concept of an agent's bringing about an event. The topic of the last two sections is the distinction between causes and necessary circumstances. For this purpose conditionals are used, interpreted with respect to branching worlds without a similarity relation (...) between them. (shrink)

Was ist und was leistet Diskursanalyse in den Sozial- und Kulturwissenschaften? Ist sie eine Methode, die explizit vorliegt und - wie andere Methoden - gelehrt und gelernt werden kann?