The concept of “civilization” is likely to call to mind the “Great Civilizations” of world history. There is an inseparable conceptual link between the latter idea and that of “development” — an evaluative standard which is applied to societies and their material and cultural achievements, whether explicitly or implicitly. In this sense, Parsons talks about development towards Western modernity, thus adopting an explicitly evolutionist perspective; the West appears as one of a variety of great civilizations. The central variable in the (...) process of social evolution is ‘adaptive capacity,’ defined at the macro-level. (shrink)

Le jugement dévalorisant sur la philosophie éclectique introduit par le cercle de l'idéalisme allemand et par la suite défini sous le terme »éclectisme«, a causé un préjudice sérieux à tout un courant de pensée du siècle des lumières allemand. Dans la première partie de l'anamnèse on a mis à jour l'origine du concept historiographique »éclectique« et la manière dont il a été employé ; la deuxième partie développe une critique de la philosophie classique et donne quelques éléments de l'auto-compréhension philosophique (...) de l'éclectique, en particulier chez Chr. Thomasius. (shrink)

Psychoanalysis sets out to solve the riddles and enigmas of the psyche. For Adorno, however, psychoanalysis itself is an enigma. Why, he asks, have both the theory and its therapeutic applications become entangled in insoluble contradictions? Adorno identifies to a certain extent with the great psychoanalytic riddle-solvers, Freud and Ferenczi, as he probes these contradictions. He hopes, however, to move beyond the limits of a theory that reduces all phenomena to psychological factors, so he also approaches the problem as a (...) sociologist. This perspective enables him to describe the static and dynamic aspects of the social structure within which psychoanalysis developed in the first half of the 20th century. And it frees him, furthermore, from the misconception that Freud passed on to most of his followers: the belief that they were pursuing a natural science of the soul, which would generate its own rigorously scientific psychological technique. (shrink)

In this essay I focus on Wittgenstein's discussion of how we understand and feel about people that come from cultures very different from our own. Wittgenstein writes about "guessing thoughts", "regularities", and "common human behaviour" (gemeinsame menschliche Handlungsweise) in this context. I argue that his idea about given forms of life that we should "accept", will be problematic if we want to find a meaningful way of relating to such people with whom we "cannot find our feet" (in die man (...) sich nicht finden kann). (shrink)

Responsibility can cast light on the context of consensus, conflict, and education. In terms of juridical responsibility, the person responds to a defined claim or duty. Education as an alive relationship between unique persons is characterized by existential responsibility - the response to a unique and problematic situation. Depending on which kind of society we are referring to, responsibility will serve society best as juridical responsibility when it is a ‘closed society’ and as existential responsibility when it is an ‘open’ (...) democratic society. Education as such will create the potentiality of provocation of conflicts in any kind of society. (shrink)