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Alfred Stein, em memória de quem esse artigo é dedicado, mantinha, enquanto filósofo da história, a crença em valores absolutos como obsoletos bem como, enquanto filósofo da ética, o convencimento sobre a aleatoriedade relativista-cultural na valoração moral da ação humana. De uma tal valoração aparece indicado reconstruir a ação adequadamente, ou seja, compreendê-la intencionalmente e explicá-la por meio da causalidade. No decorrer desse compreender e desse explicar, se deve fazer uma referência a isso que Stern com, entre outros, Blaise Pascal, (...) chama de “a condição humana” (la condition humaine): o fato de que o humano é um ser consciente de si mesmo, de que ele é determinado por uma vontade de autopreservação, de que ele ama e odeia, de que ele sofre, busca escapar do sofrimento, de que ele sabe de sua mortalidade e, por fim, morre. De maneira semelhante à anthropéia physis de Thukydides, essas condições variantes resultam decorrer de ação bem diferentes e padrões de comportamento, de acordo com as especificidades da situação histórica – parecido com como um balão sobe, sob o efeito da mesma lei da gravidade, uma pedra, entretanto, cai ao chão. Seguindo essa construção compreensivo-explicativa da ação, vêm a sua valoração moral. Esta é, com Stein, guiada pelo princípio da liberdade como de um ser-livre de pressão e pelo princípio da maior minimização possível do sofrimento humano. (shrink)

Bertrand Russell described this study, with its companion volume on Hegel and Marx, as 'a work of first-class importance which ought to be widely read for its masterly criticism of the enemies of democracy, ancient and modern. His (Popper's) attack on Plato, while unorthodox, is in my opinion thoroughly justified. His analysis of Hegel is deadly. Marx is dissected with equal acumen, and given his due share of responsibility for modern misfortunes. The book is a vigorous and profound defence of (...) democracy, timely, very interesting, and very well written'. 'A powerful and important book. It is a criticism of a set of dogmas which underlie the most influential political theories, and in consequence powerfully affect the actual conduct of human affairs. Dr Popper writes with extreme clarity and vigour. His studies in Greek history and Greek thought have obviously been profound and original. Platonic exegesis will never be the same again. Nor, I think, will Marxist exegesis. Readers should not miss studying the notes collected at the end of the two volumes.' - Gilbert Ryle, Mind. (shrink)

Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, _Knowledge-building_ offers the first primer in this fast-growing approach. Through (...) case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics. (shrink)

Kants Ethik zeigt das typische Profil einer klassischen Theorie: Sie präsentiert im Kontext jeder Zeit neue und überraschende Perspektiven. 200 Jahre nach dem Tod Kants ist die AuseinanderSetzung mit seiner Ethik keineswegs auf das philologische oder philosophiehistorische Interesse beschränkt. Vielmehr ist sie eine der wenigen Beispiele für den Sachverhalt, dass mit dem zeitlichen Abstand der Entstehung eines Werks die systematische Bedeutung immer noch zunehmen kann. Heute werden die großen ethischen Themen der Gegenwart, von den Menschenrechten bis zur Bioethik, nicht ohne (...) ausdrücklichen Bezug auf Kants Ethik behandelt. In diesem Band werden Beiträge vorgelegt, die durchgehend ein systematisches Interesse verfolgen. Sie rekonstruieren ausgehend von einem exegetisch gesicherten Ort im Werk Kants die Erträge für die gegenwärtige Philosophie. Mit Kant wird gleichsam über den ursprünglichen Horizont seines Denkens hinausgegangen. Dabei zeigt sich, dass die kantische Ethik nicht nur auf den ihr vertrauten Gebieten von Gerechtigkeit, Autonomie, Verbindlichkeit und Recht Bedeutendes leistet, sondern auch zum Problem der Motivation Lösungsvorschläge bereithält - einem Bereich, der lange Zeit als ihr Schwachpunkt angesehen worden ist. (shrink)

TRANSLATOR’S PREFACE: From 1808 to 1816, Hegel served as professor of philosophy and headmaster of a gymnasium in Nuremberg. He lectured on a wide variety of subjects - from logic and ethics to phenomenology and metaphysics - and prepared a series of notebooks which he used as the basis of his lectures. Students made their individual transcriptions of his oral dictations, and Hegel would revise these, in a steady stream of redactive work over the years. In 1838, seven years after (...) Hegel’s death, the notebooks-cum-transcriptions were found by Karl Rosenkranz, who edited and put them together for publication as Hegel’s Philosophische Propaedeutik. This became Volume 18 of Hegel’s Werke. Rosenkranz wrote a lively foreword to the volume, discussing Hegel’s approach to teaching and his views on the role of philosophy in secondary-school education. To this, Rosenkranz added his own views on the function of philosophy in culture as a whole - and one cannot help feeling that the biting piquancy of his language on these issues carries echoes of numerous talks with Hegel. This translation of the Rosenkranz essay will be incorporated into the text of the first English translation of Hegel’s Philosophical Propaedeutic, now completed and under consideration by a university press. (shrink)