THIS ESSAY PRESENTS A PARTICULAR HISTORY OF DETROIT, ONE THAT, BY analyzing the sites and uses of unshared social power, provides an ethical analysis of the processes by which Detroit has become the poorest big city in the United States. Of necessity this story must weave together a variety of elements: economic forces and the theories that justify them, public policies and the politics that underlie them, white racism, sexism, and the spirit of resistance that found its voice in the (...) streets, in radical philosophic and economic theories, in union activism, and in some Christian churches. In this history can be heard the voices of Martin Luther King Jr. and Malcolm X, the liberal cry for civil rights, and the radical demand for workers' rights. Today, as these same destructive economic and political choices reach into the homes of Detroit's and other cities' white suburbanites, these Detroit voices prophetically challenge business as usual. (shrink)

This paper aims to analyze the poem "Psychology of Composition" by João Cabral de Melo Neto, seeking to comprehend poetry and poetic creation through the phenomenon of language as understood by Martin Heidegger.

En este artículo, nuestro principal objetivo consiste en dilucidar cómo la escritura de Gloria Anzaldúa puede ser estudiada, a partir de atender su obra más conocida: Borderlands / La Frontera: The New Mestiza, como un tejido de vida. Será este texto, en su tercera edición (2007), en el que trabajamos fundamentalmente para comprender la escritura de Gloria Anzaldúa, y, también, para entender por qué pudo tardar tanto tiempo en terminar su tesis doctoral. Consideramos que la raíz de tal (...) demora se debió a que, para ella, el escribir representaba una acción cuyo sentido provenía de asimilar todo lo vivido por ella. Escritura entrañable, entonces, donde las tripas y el tejido vivo del cuerpo hacían viable la existencia de una escritura viva y orgánica, más que intelectual y cabalmente organizada. (shrink)

This chapter contains sections titled: References.

Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into (...) question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming. (shrink)

Durante la estancia de la corte de Felipe V en Sevilla entre los años de 1729 a 1733, la ciudad agonizante tanto social como económicamente tras perder la hegemonía universal que le hizo ser Puerta de las Américas, vive un período de esplendor que le hace soñar por ese tiempo con las glorias de tiempos pasados. La estancia de la corte exalta el sentimiento religioso del pueblo fiel, se sigue luchando por la definición dogmática de la Inmaculada Concepción, los reyes (...) participan en ceremonias litúrgicas catedralicias y es el propio Felipe V el que consigue la finalización de la urna barroca de Laureano de Pina para venerar el cuerpo incorrupto de Fernando III beatificado en 1671 y cuyo estreno tuvo lugar el 14 de mayo de 1729 en una ceremonia claramente barroquizante y definida por un cronista contemporáneo como “la función mas prodigiosa que ha habido en los siglos”. (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)

Draws from Latina feminism, existential phenomenology, and race theory to explore the concept of selfhood. This original study intertwining Latina feminism, existential phenomenology, and race theory offers a new philosophical approach to understanding selfhood and identity. Focusing on writings by Gloría Anzaldúa, María Lugones, and Linda Martín Alcoff, Mariana Ortega articulates a phenomenology that introduces a conception of selfhood as both multiple and singular. Her Latina feminist phenomenological approach can account for identities belonging simultaneously to different worlds, including immigrants, (...) exiles, and inhabitants of borderlands. Ortega’s project forges new directions not only in Latina feminist thinking on such issues as borders, mestizaje, marginality, resistance, and identity politics, but also connects this analysis to the existential phenomenology of Martin Heidegger and to such concepts as being-in-the-world, authenticity, and intersubjectivity. The pairing of the personal and the political in Ortega’s work is illustrative of the primacy of lived experience in the development of theoretical understandings of who we are. In addition to bringing to light central metaphysical issues regarding the temporality and continuity of the self, Ortega models a practice of philosophy that draws from work in other disciplines and that recognizes the important contributions of Latina feminists and other theorists of color to philosophical pursuits. Mariana Ortega is Professor of Philosophy at John Carroll University and coeditor (with Linda Martín Alcoff) of Constructing the Nation: A Race and Nationalism Reader, also published by SUNY Press. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Where the “They” LiesFeminist Reflection on Pedagogical InnovationAndrea Janae SholtzAs feminist philosophers attempt to articulate problems of marginalization based on race, class, gender, sexuality, we navigate a complex and confusing set of paradigms of exclusion and inclusion. A significant barrier is that binary logic is difficult to eradicate even in calls for greater inclusivity, and the language and mentality of “us” versus “them,” where “them” indicates an imposing force, (...) social institution, or privileged section of the population “doing” something to the “us” remains. Pedagogically, this poses a difficulty in that, often, we are teaching not the marginalized but those who may feel themselves implicated as the “They.” Either as male, white, financially well-off, American, politically conservative, or some combination thereof, students who are presented with these critical materials many times bridle under the supposed accusing eye of the text. Closing the distance from the immediate rejection of the material and to a genuine encounter is the key issue. The question is how can one thoughtfully model critical practice that engages students rather than constructing them as the “They”?What is the nature of the “They”? How can references to the “They” be anything other than gross generalizations? Martin Heidegger has a robust conceptual understanding of the “They” as an existential possibility of Dasein. Dasein initially, and for the most part, understands itself as composed of everyday interpretations of the world indicative of the “they-self.” Significantly, everydayness also constitutes a mode of relating to others, that of indifference or passing each other by (Heidegger 1996, 116). Heidegger calls this the [End Page 72] inauthentic mode of Dasein, juxtaposing this to Dasein’s authentic existence, which is not simply a move toward a greater individuality but toward the “We.” Aside from providing a theoretical platform for discussing the problematic of the “us/them” binary, the transformation in attunement that leads beyond the “They” toward the “We” has important ethical implications, which I will link to feminist Gloria Anzaldúa’s understanding of mestiza consciousness. Their similarity consists in the emphasis on a new mode of thinking as a necessary condition for moving away from the superficiality of thought that hinders us from truly encountering each other and our world/s.Heidegger argues that we are indebted to a philosophical legacy that takes the subject as the primary basis of analysis, separating it from the surrounding world to determine its traits and characteristics. We are unable to see that a “subject without a world ‘is’ not initially and is also never given” (Heidegger 1996, 109). The “who” of Dasein is never reached, because we fail to think through what it actually means to be in the world. In Being and Time, chapter 4, “Being-in-the-world as Being-With and Being a Self: the They,” Heidegger discusses Dasein as a relational Self. Making sense of the inextricable link between these terms clarifies the “who of Dasein,” and, by association, who the “They” is.Dasein is, first and foremost, Being-in-the-world, where world indicates the referential totality of significance. We are never in the world in isolation, therefore Mitdasein (Being-with-others) is implicit to Being-in-the-world and an existential condition of Dasein. Dasein shares a world (now a Mitwelt) irrevocably. Sharing a world with others seems so obvious that we do not take the time to interrogate what it actually entails. This, in turn, conceals the very effort to understand the “who” of Dasein, requiring analysis of how we are with other Daseins.Heidegger begins by interrogating everyday existence. Heidegger says that deficiency and averageness characterize everyday being with one another and misleads us to interpret Mitdasein as a pure objective presence of several subjects, dividing “us” from them. The subject of everydayness is the “They.” The “They” is typically understood as not myself, but this is where one would be mistaken in terms of Heidegger’s analysis. In a passage crucial to understanding Mitdasein, Heidegger writes, “The ‘others’ does not mean everybody else but me—those from whom the I distinguishes itself. They are, rather, those from whom one mostly does not distinguish oneself, those among whom one is, too” (Heidegger... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Valerius Maximus and the Rhetoric of the New NobilityPatrick SinclairW. Martin Bloomer. Valerius Maximus and the Rhetoric of the New Nobility. Chapel Hill: University of North Carolina Press, 1992. viii + 287 pp. Cloth, $39.95.A new book on an imperfectly understood and neglected author is always welcome, and without a doubt this one makes a valuable contribution to our understanding of Valerius within the cultural and social conditions (...) in which he lived. The virtue of Bloomer’s work over earlier studies lies in his impulse to view Valerius’ collection of exempla as conditioned by the needs of its readers. Bloomer correctly emphasizes that Valerius’ stories largely derive from a common stock of episodes and anecdotes that was cultivated throughout the education system and especially by the declaimers. Bloomer scrutinizes the rhetorical structure Valerius gives to his individual exempla and his work as a whole, since it is in this structure that one sees the authentic stamp of Valerius’ own interests and, presumably, those of his readership. Bloomer sets out to use the evidence for Valerius’ method of organization, his handling of politically sensitive subjects, and his overt statements of his purpose to interpret Valerius’ work within its cultural context. But there are signs that Bloomer’s methodology may be at odds with itself—a conflict, moreover, that arises from and reflects the current rift among professional classicists about the relationship of traditional philological methods of analysis to the newer criteria of cultural studies (a subject much too large to address in this review).Bloomer has organized his book into six chapters with titled subdivisions, a bibliography, and an index. The first two introductory chapters are the most successful in reconciling methodologies. In chapter 1 Bloomer sketches what we know of the life of Valerius, describes his work, and characterizes the milieu in and for which Facta et Dicta Memorabilia was composed. Bloomer’s initial description of Valerius’ endeavor as one of “culling 967 stories from various authors and arranging them under categorical headings” (1) catches the ancient author in what is his most significant activity for Bloomer: excerpting, abstracting, shaping, and labeling exemplary anecdotes for the uses of declaimers. Bloomer discusses the scanty autobiographical information Valerius supplies at 2.6.8, but he is more interested in discerning the type of audience which must have been interested in Valerius’ collection of exempla. Bloomer’s view is that Valerius [End Page 151] wrote for “students and practitioners of declamation” (1), for whom he “provided a stock of rhetorical illustrations” and whom he taught by the example of his text how to “introduce, join and conclude such stories” (2). One might well have compared the no less exemplary habits of M. Porcius Latro, the elder Seneca’s paragon of declaimers in his generation. Latro (“Pilferer”?) controlled in his memory a prodigious cache of rhetorical structuring devices, including epiphonemata, enthymemes, commonplaces, and sententiae, and he regularly rehearsed these for deployment in his declamations (Controv. 1 praef. 23). More mention of Valerius’ relation to “flesh and blood” declaimers like Latro would give a fuller picture of his historical context.Bloomer identifies Valerius’ subject as the “classical past,” through which he conveys “the sensation of human nature observed, condensed, and communicated, all in an elevated if at times abstract Latin prose style.” Valerius’ work attests to the success of declamation at Rome, and it serves the practical needs of its readers in its attempt to alleviate the burden of acquiring a compendious knowledge of classical texts by serving as an abbreviated “vehicle of instruction and acculturation into the elite of Tiberian Rome” (4). Now tailoring oneself to the political and cultural climate of Tiberian Rome could involve a certain amount of risk and require a large measure of compromise, to judge by the accounts of the ancient historians. Tacitus documents several declaimers who rose socially through Sejanus’ sponsorship (e.g., Junius Otho and Bruttedius Niger, Ann. 3.66). After the fall of Sejanus, an eques Romanus named M. Terentius drew the conclusion that “tibi [sc. Tiberio] summum rerum iudicium di dedere, nobis obsequii gloria relicta est” (Tac. Ann. 6.8.4; Dio 58.19). This was the lesson of those... (shrink)

Proponents of the extended mind have suggested that phenomenal transparency may be important to the way we evaluate putative cases of cognitive extension. In particular, it has been suggested that in order for a bio-external resource to count as part of the machinery of the mind, it must qualify as a form of transparent equipment or transparent technology. The present paper challenges this claim. It also challenges the idea that phenomenological properties can be used to settle disputes regarding the constitutional (...) status of bio-external resources in episodes of extended cognizing. Rather than regard phenomenal transparency as a criterion for cognitive extension, we suggest that transparency is a feature of situations that support the ascription of certain cognitive/mental dispositional properties to both ourselves and others. By directing attention to the forces and factors that motivate disposition ascriptions, we arrive at a clearer picture of the role of transparency in arguments for extended cognition and the extended mind. As it turns out, transparency is neither necessary nor sufficient for cognitive extension, but this does not mean that it is entirely irrelevant to our understanding of the circumstances in which episodes of extended cognizing are apt to arise. (shrink)

This article is an interpretation of Alejandro Vallega’s “decolonial aesthetics,” focusing on his book Latin American Philosophy: From Identity to Radical Exteriority. This interpretation situates decolonial aesthetics in relation to figures in the history of Latin American Philosophy, and the work of Aníbal Quijano, Enrique Dussel, Linda Martín Alcoff, and Gloria Anzaldúa. It also explores the determination of decolonial aesthetics as an aesthetics of liberation.

In the Anthropocene, the fact that human activity is enmeshed with the existence and actions of every kind of other being is inescapable. As a result, the planetary ecological crisis has brought forth an urgent need to rethink understandings of human action. One response holds that the transformations necessary to tackle today’s crises will emerge from the distinctive capacity of human beings to transcend their environment. Another school of thought calls for seeing action as composite, produced by distributed networks of (...) human and nonhuman agents. Yet the first of these is open to charges of human exceptionalism, while the second, according to its critics, lacks effective political traction. Martin Crowley argues that a new conception of political agency is necessary to break this impasse. Engaging with thinkers such as Bruno Latour, Bernard Stiegler, and Catherine Malabou, Crowley proposes an original account of agency as both distributed and decisive. Challenging the prevailing view of agency as exclusively human, he explores how a politics that incorporates nonhuman agency can intervene in the real world, examining timely issues such as climate-related migration and digital-algorithmic politics. A major intervention into ongoing debates in posthumanism, political ecology, and political theory, Accidental Agents reshapes our understanding of political agency in and for a more-than-human world. (shrink)

In the current paper, we re-examine the concept of strong admissibility, as was originally introduced by Baroni and Giacomin. We examine the formal properties of strong admissibility, both in its e...

Entrepreneurship education is increasingly becoming a focal strategy for promoting entrepreneurship, particularly to foster entrepreneurial intentions and startups. However, learning and support are equally important after startup for novice entrepreneurs to gain a good level of confidence to manage their business and achieve the desired outcomes. Using a sample of 189 young self-employed individuals in Uganda, this study examines the differential impact of mentoring and self-efficacy on the achievement of intangible outcomes of entrepreneurship including satisfaction of need for autonomy, work (...) satisfaction and the intention to stay in self-employment. We found self-efficacy to mediate the effects of mentoring on these intangible outcomes. In addition, the results showed substantial gender differences. Whereas women’s satisfaction of the need for autonomy and intention to stay in self-employment were strongly associated with the direct effects of mentoring, their male counterparts seemed to benefit more if mentoring resulted in increased self-efficacy. Overall, our findings suggest that whereas mentoring improves the competence of small business owners and consequently achievement of superior outcomes, mentoring should also focus on boosting self-efficacy which in turn is essential for the application of the entrepreneurial competencies. (shrink)

This paper contributes to the discussion of the moral demandingness of Kantian ethics by critically discussing an argument that is currently popular among Kantians. The argument from the system of duties holds that (a) in the Kantian system of duties the demandingness of our duty of beneficence is internally moderated by other moral prescriptions, such as the indirect duty to secure happiness, duties to oneself and special obligations. Furthermore, proponents of this argument claim (b) that via these prescriptions Kant’s system (...) of duties incorporates into morality what current debates on (over-)demandingness call happiness and personal projects. These two claims are in conjunction supposed to establish that Kant’s ethics, at least when it comes to beneficence, is not plagued by the problem of excessive moral demands. We show that claims (a) and (b) are mistaken given what Kant says about beneficence, the application of imperfect duties and about emergencies. We finally argue that special obligations towards loved ones, a class of obligations largely overlooked by advocates of the system of duties, are the most promising candidates for internal moderation. These duties are, however, of a narrow scope. (shrink)

This paper contributes to the debate about how the overdemandingness objection applies to Kant's ethics. I first look at the versions of the overdemandingness objections Kant himself levels against other ethicists and ethical principles and I discuss in what sense he acknowledges overdemandingness as a problem. Then I argue that, according to Kant's own standards, introspection about the moral worthiness of one's actions can constitute forms of moral overdemandingness. Self-scrutiny and Kant's well-known claim that we can never be certain that (...) we acted for the right reason jeopardize agents’ deserved happiness. Furthermore, self-scrutiny can constitute an activity Kant himself criticizes under the labels of “micrology” and “fantastic virtue”. The demandingness of critical self-scrutiny has not yet received due attention in the overdemandingness debate since this debate is focused on duties we have towards others. (shrink)

. Science at the interface with society is regarded with mistrust among parts of the public. Scientific judgments on matters of practical concern are not infrequently suspected of being incompetent and biased. I discuss two proposals for remedying this deficiency. The first aims at strengthening the independence of science and suggests increasing the distance to political and economic powers. The drawback is that this runs the risk of locking science in an academic ivory tower. The second proposal favors “counter-politicization” in (...) that research is strongly focused on projects “in the public interest,” that is, on projects whose expected results will benefit all those concerned by these results. The disadvantage is that the future use of research findings cannot be delineated reliably in advance. I argue that the underlying problem is the perceived lack of relevance and reliability and that pluralism is an important step toward its solution. Pluralism serves to stimulate a more inclusive research agenda and strengthens the well-testedness of scientific approaches. However, pluralism also prevents the emergence of clear-cut practical suggestions. Accordingly, pluralism is part of the solution to the credibility crisis of science, but also part of the problem. In order for science to be suitable as a guide for practice, the leeway of scientific options needs to be narrowed – in spite of uncertainty in epistemic respect. This reduction can be achieved by appeal to criteria that do not focus on the epistemic credentials of the suggestions but on their appropriateness in practical respect. (shrink)

Earlier in this century, many philosophers of science (for example, Rudolf Carnap) drew a fairly sharp distinction between theory and observation, between theoretical terms like 'mass' and 'electron', and observation terms like 'measures three meters in length' and 'is _2° Celsius'. By simply looking at our instruments we can ascertain what numbers our measurements yield. Creatures like mass are different: we determine mass by calculation; we never directly observe a mass. Nor an electron: this term is introduced in order to (...) explain what we observe. This (once standard) distinction between theory and observation was eventually found to be wanting. First, if the distinction holds, it is difficult to see what can characterize the relationship between theory :md observation. How can theoretical terms explain that which is itself in no way theorized? The second point leads out of the first: are not the instruments that provide us with observational material themselves creatures of theory? Is it really possible to have an observation language that is entirely barren of theory? The theory-Iadenness of observation languages is now an accept ed feature of the logic of science. Many regard such dependence of observation on theory as a virtue. If our instruments of observation do not derive their meaning from theories, whence comes that meaning? Surely - in science - we have nothing else but theories to tell us what to try to observe. (shrink)

Discussion of sexuality in African cultures has a long history, but since the 1990s ethical reflections on homosexuality on the continent have often degenerated into furors and provoked a spate of anti-gay legislation in several countries. Refutations of homophobic dispositions encounter as barrier a pervasive belief in African cultures, that childbearing for community replenishment is a cherished moral duty. Several philosophers consider these to be exaggerated inhibitions that unjustifiably impede social acceptance of homosexuality, and have proposed as a solution what (...) they consider to be self-justifying political-moral principles, that terminate in value-pluralistic ideas such as the acceptance of the equality of sexual orientations and vindication of the right to the freedom to choose and satisfy sexual desire. I question the adequacy of such self-justificatory normative principles and consider the solutions they proffer as depreciating the moral point of the African pro-natalist position. Consequently, I develop a moral argument grounded in the ontology of Kwame Gyekye’s moderate communitarian theory of personhood as the most persuasive justification for homosexuality. (shrink)

I discuss the problem that Kant’s ethics seems to be incapable of capturing our strong intuition that emergencies create a context for actions that is very different from other cases of helping and from other opportunities to further obligatory ends. I argue that if we pay attention to how Kant grounds beneficence we see that distress and emergency function as constitutive concerns. They are vital to establishing the duty of beneficence in the first place, and they also guide the application (...) of duties to specific cases. Kant’s conception of imperfect duties to others, when understood correctly, offers a way to understand why emergencies are morally important, but also why other factors have a place in our moral reasoning. (shrink)

The fundamental question whether, or in which sense, science informs us about the real world has pervaded the history of thought since antiquity. Is what science tells us about the world determined unambiguously by facts or does the content of any scientific theory in some way depend on the human condition? "Sokal`s hoax" added a new dimension to this controversial debate, which very quickly came to been known as "Science Wars". "Knowledge and the World" examines and reviews the broad range (...) of philosophical positions on this issue, stretching from realism to relativism, to expound the epistemic merits of science, and to address the central question: in which sense can science justifiably claim to provide a truthful portrait of reality? This book addresses everyone interested in the philosophy and history of science, and in particular in the interplay between the social and natural sciences. (shrink)

The first case of COVID-19 infection in Africa was recorded in Egypt on 14 February 2020. Following this, several projections of the possible devastating effect that the virus can have on the population of African countries were made in the Western media. This paper presents evidence for Africa’s successful responses to the COVID-19 pandemic and under-reporting or misrepresentation of these successes in Western media. It proceeds to argue for accounting for these successes in terms of Africa’s communitarian way of life (...) and conceptions of self, duty, and rights; and that a particular orientation in theorizing on global justice can highlight the injustices inherent in the misrepresentation of these successes and contribute shared perspectives to formulating a framework of values and concepts that would facilitate the implementation of global policy goals for justice. The paper is thus grounded in a rejection of the insular tenets of theorizing prevalent in the global justice debate and to persistent inclinations in Western scholarship to the thinking that theorizing in the African context that draws inspiration from the cultural past has little to contribute to the quest for justice globally. On the contrary, it argues that reflexive critique of cultural history is a necessary source of normative ideals that can foster tolerant coexistence and a cooperative endeavour toward shared conceptions of justice in the contemporary world. (shrink)

Media increasingly accuse firms of exploiting suppliers, and these allegations often result in lurid headlines that threaten the reputations and therefore business successes of these firms. Neither has the phenomenon of supplier exploitation been investigated from a rigorous, ethical standpoint, nor have answers been provided regarding why some firms pursue exploitative approaches. By systemically contrasting economic liberalism and just prices as two divergent perspectives on supplier exploitation, we introduce a distinction of common business practice and unethical supplier exploitation. Since supplier (...) exploitation is based on power, we elucidate several levels of power as antecedents and investigate the role of ethical climate as a moderator. This study extends Victor and Cullen’s ethical climate matrix according to a supply chain dimension and is summarized in an integrated, conceptual model of five propositions for future theory testing. Results provide a frame of reference for executives and scholars, who can now delineate unethical exploitation and understand important antecedents of the phenomenon better. (shrink)

NINE Morality and Prospection -- TEN Prospection Gone Awry: Depression -- ELEVEN Creativity and Aging: What We Can Make With What We Have Left -- Afterword -- Author Index -- Subject Index.

Given the various shortcomings of classical phenomenological methods identified by critical and liberatory theorists, this paper considers what phenomenology has to offer theorists of multiply marginalized experience. The paper begins with an account of the major reasons for which Latinx feminists such as Linda Martín Alcoff, Jacqueline Martinez, and Mariana Ortega have found a phenomenological approach useful in their projects. This account reveals that though Latinx feminist phenomenologists have found useful resources for theorizing multiply marginalized theory and identity in (...) the classical texts of phenomenology, experiences unique to those subjected to marginalization remain significantly underdeveloped or absent from classical accounts. Taking seriously the primacy of lived experiences of ‘rupture’, this paper argues, is therefore necessary in the development of a phenomenological approach that does justice to life in the borderlands and the lived experience of being-between-worlds. Informed by the work of Latinx feminist theorists such as Gloria Anzaldúa and María Lugones, this paper closes with a proposed critical feminist phenomenological approach that centers the moment of ‘rupture’ described in such work. Ultimately, this paper argues that the communication and documentation of these ruptures in the form of phenomenological description allows for the examination and interrogation of sedimented logics of oppression on the way to liberatory ends. (shrink)

Part I: The sun of reason. From the Greeks to the age of reason -- Kant: reason as critique; the critique of reason -- Hegel and Marx: dialectical reason -- Reason in crisis -- Part II: Reason's eclipse and return. The critique of instrumental reason: Horkheimer, Marcuse, and Adorno -- Habermas and the communicative turn -- Habermas and his critics.

In recent years, the ideas of the mathematician Bernhard Riemann have come to the fore as one of Deleuze's principal sources of inspiration in regard to his engagements with mathematics, and the history of mathematics. Nevertheless, some relevant aspects and implications of Deleuze's philosophical reception and appropriation of Riemann's thought remain unexplored. In the first part of the paper I will begin by reconsidering the first explicit mention of Riemann in Deleuze's work, namely, in the second chapter of Bergsonism. In (...) this context, as I intend to show first, Deleuze's synthesis of some key features of the Riemannian theory of multiplicities is entirely dependent, both textually and conceptually, on his reading of another prominent figure in the history of mathematics: Hermann Weyl. This aspect has been largely underestimated, if not entirely neglected. However, as I attempt to bring out in the second part of the paper, reframing the understanding of Deleuze's philosophical engagement with Riemann's mathematics through the Riemann–Weyl conjunction can allow us to disclose some unexplored aspects of Deleuze's further elaboration of his theory of multiplicities and profound confrontation with contemporary science. This finally permits delineation of a correlation between Deleuze's plane of immanence and the contemporary physico-mathematical space of fundamental interactions. (shrink)

This conceptual article introduces behavioral perspectives into the governance arena and undertakes a psychological assessment of managerial decision making in organizations by elaborating on the treatment of trust and pride in the extant literature. While trust is conceived by governance scholars as a device for monitoring relationships with others, we argue that authentic pride, contrary to hubris, could operate as an attribute of emotional self-regulation allowing corporate leaders to govern the social behavior of their own self. Contrasting the features of (...) trust and authentic pride, we advance several propositions to capture their relevance and simultaneous importance as viable governance mechanisms in light of a manager's level of cognitive moral reasoning. Our study builds a unified theoretical framework of governance which integrates human agency, psychological states, and moral judgment to foster a deeper understanding of complex self-regulatory processes that are activated by decision makers in the execution of their roles. (shrink)

This paper analyzes Kant’s notorious claim that psychology cannot become a science “properly so-called”. Contrary to widespread opinion, he does not hold any of the following three implausible views: psychological phenomena cannot be mathematized, they cannot be explained in by reference to mathematical causal laws, and they cannot be dealt with in causal terms at all. Instead of claiming something about psychological phenomena, Kant argues against a specific conception of psychology: the then popular introspective psychologies. Only this reading explains why (...) he is also concerned with the possibility of psychological experiments, and it does justice to how he himself treats phenomena of thinking, willing, and so on. (shrink)

Historical Epistemology: On the Diversity and Change of Epistemic Values in Science. Historical epistemology involves the claim that the system of scientific knowledge is not determined by the observations but is also subject to epistemic requirements that may change in the historical process of doing research. As a result, the system of knowledge is path‐dependent in that its shape is contingent on epistemic choices made at certain historical points. I attempt to elaborate this approach by drawing attention to the double (...) role of epistemic values. First, such values create relations of significance and thereby contribute to directing research into certain avenues. Second, they are also important in the process of confirmation in that they entail that certain forms of agreement with the facts are superior and preferable to other such forms. Some epistemic orientations and reorientations can be reconstructed as arising from an interaction with nature, but others are based on commitments to the kind of knowledge we appreciate. The epistemic authority of science is created in large measure by rules of the scientific community that express how to deal with knowledge claims. (shrink)