Although no one unified anarchist theory exists, educational approaches can be taken to support the full liberation of the self and the construction of an interconnected community that strives to rid itself of eco-sociocultural oppressions. An anarchist pedagogical approach could be one that is rooted in a love/rage unit of analysis occurring along a spectrum of various types of actions and contributions within a community. Anarchism as a violent destruction of the state is a stereotypical view that has perhaps (...) led to its own early demise as a social movement. Anarchism that embraces adaptation through more inclusive forms of resistance, including a reconstruction for the K?12 classroom context, is one that stands a chance in evolving a society toward love, justice, and empowerment. This article explores those possibilities aiming for accessibility while still honoring core anarchist calls for strong, localized democratic participation and decision-making outside of permanent hierarchies. (shrink)

God is with us, but we often don't see Him at work because we fail to understand who He is or how He works Longtime pastor and director of Open Doors, Kurt Bruner explores knowing God as He is rather than as we wish Him to be. Doing so requires confronting some unsettling questions. We celebrate a God who is nice--who rescues, rewards, and redeems. But what about when He deserts, disciplines, and damns? Is God schizophrenic, moving in and (...) out of opposing personalities? One minute, gentle shepherd; the next, angry judge? How does that reconcile with the image of God popular in evangelical churches--loving, forgiving, and shepherding us? When we worship only part of God we worship a false God. Below the surface--on the level of reality that goes deeper than sentimental feelings--we know that if God is only love, He isn't enough. He must also be absolutely just, dreadfully mighty, and perfectly holy. He needs to reward what is right. But He also must punish what is wrong. He needs to redeem the lost. But He must also thwart the wicked. Yet we seem to prefer the partial phony to the awful reality. Why Isn't God Nice? unfolds why a God of love sometimes seems so unloving. And how a person going through hard times can learn to embrace a God who allows such difficult circumstances. (shrink)

In loving memory of Herbert Marcuse, who in the 1920s heard Husserl and in the 1960s came to be the voice of the rebelling students.

Movies tell stories. Thrilling are especially those situations, when people have to make ethical decisions. Issues of medical ethics crop up not only in hospital series, but often in genres where this subject is hardly to be supposed: comedies, westerns, love stories and gangster movies. Enacting these conflicts means offering a solution, and in doing so films refer to moral values and – at the same time – function as seismographs for the social relevance of bioethical topics. But it (...) is possible that ethical principles of good decision-making fall victims to the drama of the story. Analysis of the portrayed conflict is similar to a case discussion in bioethics and represents a helpful adjunct to the procurement of analytical and communicative competences. (shrink)

From dogs to gods, the science of understanding mysterious minds--including your own. Nothing seems more real than the minds of other people. When you consider what your boss is thinking or whether your spouse is happy, you are admitting them into the "mind club." It's easy to assume other humans can think and feel, but what about a cow, a computer, a corporation? What kinds of mind do they have? Daniel M. Wegner and Kurt Gray are award-winning psychologists who (...) have discovered that minds--while incredibly important--are a matter of perception. Their research opens a trove of new findings, with insights into human behavior that are fascinating, frightening and funny. The Mind Club explains why we love some animals and eat others, why people debate the existence of God so intensely, how good people can be so cruel, and why robots make such poor lovers. By investigating the mind perception of extraordinary targets--animals, machines, comatose people, god--Wegner and Gray explain what it means to have a mind, and why it matters so much. Fusing cutting-edge research and personal anecdotes, The Mind Club explores the moral dimensions of mind perception with wit and compassion, revealing the surprisingly simple basis for what compels us to love and hate, to harm and to protect. (shrink)

This paper argues that the historical conception of knowing as a presentational factive mental state (‘presentationalism’) is not best understood as an alternative to belief-based and knowledge-first epistemology, but rather as an account of epistemic architecture that is compatible with these paradigms. To defend this claim, the paper focuses on a challenge to presentationalism raised by inferential knowledge and argues that the problem can be solved only if presentationalism is understood as I suggest. The paper is structured as follows. §1 (...) explains presentationalism and its recent revival. §2 considers a flat-footed argument that presentationalism cannot get any cases of inferential knowledge right. §3 suggests that this problem can and should be solved by drawing a distinction between two kinds of epistemic priority, and by holding that inferential knowledge can be immediate in an epistemologically significant sense. But §4 argues that this only goes so far, since not all inferential knowledge is alike. This further problem can also be solved, but only if presentationalism is reframed as a proposal about epistemic architecture that does not compete with belief-based and knowledge-first accounts, §5 concludes. (shrink)

s. A: KIuPKB entwickelte in einer einheitIichen Systematik vollstlindige Interpretationen fiir viele Systeme der Modalitatenlogik, die vorber nur syn­ taktisch fixiert waren. Hiermit ergab sich auf dem Wege tiber eine quantoren­ logische Erweiterung des Modalitatensystems S4 zugleich eine Semantik fUr die intuitionistische Priidikatenlogik:. Der vorliegende Ergebnisbericht behandelt im Rahmen der klassischen Priidikatenlogik: zwei Modalitatensysteme, deren aussagenlogische Teile mit den Systemen M von v. WRIGHT und S4 von LEWIS tibereinstimmen. Es gibt verschiedene Moglichkeiten, aussagenlogische Modalitatensysteme quantoren­ logisch zu erweitem. Die hier (...) gewiihlten Erweiterungen sind in einer nabe­ liegenden Weise so vorgenommen, daB die Barcan-Formel (Seite 7) ungiiltig, aber ihre Umkehrung giiltig ist. Fiir die Kripke-Semantik dieser Systeme wird im m. Kapitel ein Voll­ stlindigkeitsbeweis nach den Methoden von KIuPKE [13] durchgefiihrt. Bin einfacherer Vollstiindigkeitsbeweis, der aber wesentIich weniger konstruktiv ist, wird in § 4 in Verallgemeinerung der Methode von HENKIN [7] gegeben. Durch eine Binbettung der intuitionistischen Priidikatenlogik: in das quan­ torenlogische Modalitatensystem S4' flihrt die Semantik des Systems S4' zur Kripke-Semantik der intuitionistischen Priidikatenlogik. Diese Semantik wird im V. Kapitel systematisch behandelt und im VI. Kapitel (iihnlich wie in KIuPKB [J3D mit der Semantik von BETH in Beziehung gebracht. (shrink)

In this paper I examine a dispositional property that has been receiving increased attention in biology, evolvability. First, I identify three compatible but distinct investigative approaches, distinguish two interpretations of evolvability, and treat the difference between dispositions of individuals versus populations. Second, I explore the relevance of philosophical distinctions about dispositions for evolvability, isolating the assumption that dispositions are intrinsically located. I conclude that some instances of evolvability cannot be understood as purely intrinsic to populations and suggest alternative strategies for (...) resolving this difficulty. (shrink)

It is often assumed that engaging in a one‐on‐one dialogue with a tutor is more effective than listening to a lecture or reading a text. Although earlier experiments have not always supported this hypothesis, this may be due in part to allowing the tutors to cover different content than the noninteractive instruction. In 7 experiments, we tested the interaction hypothesis under the constraint that (a) all students covered the same content during instruction, (b) the task domain was qualitative physics, (c) (...) the instruction was in natural language as opposed to mathematical or other formal languages, and (d) the instruction conformed with a widely observed pattern in human tutoring: Graesser, Person, and Magliano's 5‐step frame. In the experiments, we compared 2 kinds of human tutoring (spoken and computer mediated) with 2 kinds of natural‐language‐based computer tutoring (Why2‐Atlas and Why2‐AutoTutor) and 3 control conditions that involved studying texts. The results depended on whether the students' preparation matched the content of the instruction. When novices (students who had not taken college physics) studied content that was written for intermediates (students who had taken college physics), then tutorial dialogue was reliably more beneficial than less interactive instruction, with large effect sizes. When novices studied material written for novices or intermediates studied material written for intermediates, then tutorial dialogue was not reliably more effective than the text‐based control conditions. (shrink)

Judgment and Agency contains Sosa’s latest effort to explain how higher epistemic value of the sort missing from an unwitting clairvoyant’s beliefs might be a special case of performance normativity, with its superior value following from truisms about performance value. This paper argues that the new effort rests on mistaken assumptions about performance normativity. Once these mistaken assumptions are exposed, it becomes clear that higher epistemic value cannot be a mere special case of performance normativity, and its superiority cannot be (...) guaranteed just by truisms about performance value. Sections 1 and 2 set the stage, clarifying the thesis and the relevant features of Sosa’s strategy, and explaining why the strategy requires the mistaken assumptions. Section 3 presents a dilemma for the new account of higher epistemic value. Section 4 deepens the case for one of the horns. Section 5 takes stock and draws some broader morals. (shrink)

Descartes' Meditations on First Philosophy is often a starting point for students of philosophy. It forms the basis for much of Continental thought, metaphysics, and philosophy of religion. Descartes’ text invites readers on a philosophical journey and this brief overview by Kurt Brandhorst is designed to prepare and accompany them. Brandhorst guides first-time readers through Descartes' language and offers pathways to a clear understanding of his method, ideas, and conclusions, while at the same time stimulating serious meditation on this (...) deeply influential philosophical text. (shrink)

This chapter contains sections titled: The Falsity Inherent in Sensory Ideas Descartes, Arnauld, and the Notion of Material Falsity Some Leading Interpretations A New Interpretation Conclusion.

The author comments on the Consensus Statement from the point of view of an ethics consultant in Germany. Since many hospitals in Germany are under considerable competitive pressure, mission statements are becoming more and more important in order to draw a distinction between the different hospital types and to convey the meaning of the corporate identity both internally and externally. The Consensus Statement, which provides basic orientation without going into too much detail, can be a helpful initial document. However, it (...) does not deal with two specific problem areas which are examined more closely in the commentary: the application of risk-of-death algorithms in ICUs and the question of church membership of the caregivers to enable a proper preparation for death. The commentary also reveals certain differences in the discussions taking place in Anglo-Saxon countries and Continental Europe. (shrink)

The Adventure of the Human Intellect presents the latest scholarship on the beginnings of intellectual history on a broad scope, encompassing ten eminent ancient or early civilizations from both the Old and New Worlds. Borrows themes from The Intellectual Adventure of Ancient Man (1946), updating an old topic with a new approach and up-to-date theoretical underpinning, evidence, and scholarship Provides a broad scope of studies, including discussion of highly developed ancient or early civilizations in China, India, West Asia, the Mediterranean, (...) and the Americas Examines the world view of ten ancient or early societies, reconstructed from their own texts, concerning the place of human beings in society and state, in nature and cosmos, in space and time, in life and death, and in relation to those in power and the world of the divine Considers a diversity of sources representing a wide array of particular responses to differing environments, circumstances, and intellectual challenges Reflects a more inclusive and nuanced historiographical attitude with respect to non-elites, gender, and local variations Brings together leading specialists in the field, and is edited by an internationally renowned scholar. (shrink)

Karl Jaspers (1883–1969) is generally known as one of the two great German existentialists together with Martin heidegger (see Article 18), but Jaspers's existentialist approach is very different from that of Heidegger. While Heidegger intends to construct a fundamental ontology of Being by means of phenomenological method and to highlight some fundamental existentials of human being (Dasein), Jaspers rejects every kind of ontology. His existentialist approach is therapeutic: By his philosophizing he intends to appeal to every human being to realize (...) his or her genuine existential possibilities, “possible Existenz” or “true selfhood.” The formative influences on his basic thinking include Plato, Plotinus, hegel (Article 6), schelling (Article 5), nietzsche (Article 11), kierkegaard (Article 9), dilthey (Article 37) and husserl (Article 15). In contrast to Heidegger, Jaspers also developed a political philosophy in the liberal tradition that draws particularly upon the thought of Kant and Max Weber. (shrink)

ZusammenfassungDie Erkenntnistheorie der Wissenschaften ist als selbständige Wissenschaft nur zu begründen, wenn es gelingt, den Begriff der Wissenschaftlichkeit unabhängig von der Untersuchung der Wissenschaften im einzelnen zu bilden. Das ist die Aufgabe, die Wittgenstein in seinem Tractatus logico‐philosophicus zu lösen versuchte, nicht ohne dabei auch einiges Unerkennbare und Spekulative zu berühren. Die Bedeutung des Tractatus ist daher ohne den Begriff der Spekulation nicht zu klären. Die Spekulation und die Grenzen der Spekulation zu untersuchen, ist eine wesentliche vernünftige Aufgabe der Erkenntnistheorie. (...) Sie ist aktuell auch für die Erkenntnistheorie der exakten Wissenschaften, weil sich Physik und Spekulation direkt berühren und einige Physiker von Rang die Darstellung ihrer Wissenschaft kritiklos mit spekulativen Gedanken vermischen.RésuméL'épistémologie des sciences ne peut ětre fondée comme science indépendante que si l'on parvient à délimiter le domaine scientifique indépendamment de tout examen des sciences particulières. C'est le problème que Wittgenstein essaya de résoudre dans son traité logico‐philosophique, non sans d'ailleurs se heurter à quelques inconnaissables ni sans se permettre quelques spéculations. L'importance du » traité « ne peut done ětre dissociée du concept de spéculation. Etudier la spéculation et ses limites est un problème rationnel essentiel de la théorie de la connaissance. Elle est également actuelle pour l'épistémologie des sciences exactes, car physique et spéculation se touchent et quelques physiciens éminents mělent sans critique à l'exposé de leur science des idées spéculatives.A theory of knowledge can only exist as an independent philosophical discipline if we can establish a concept of scientific thought independently of an inquiry into individual sciences. This is the problem, which Wittgenstein tried to solve in his tractatus logico philosophicus, not without touching on some very speculative and unknowable things. For that reason, we cannot understand the significance of the tractatus without the idea of speculation. It is an essential and reasonable problem for the theory of knowledge to determine the nature and the limits of speculation. It is a relevant problem also for the theory of science, since physics and speculation have points of contact and some distinguished physicists have introduced speculative ideas uncritically into scientific exposition. (shrink)

Pt. A. The impasse. The problem of motion -- Classical physics -- Quantum physics -- Event -- pt. B. The other way. Concreteness -- Substance -- Motion -- Time -- The one and the many -- Nature and man.