he following is an essay by Emmanuel Levinas, newly translated by Mendel Kranz, concerning Jewish culture and education, Hebrew studies, and Zionism. The essay was first published in 1954 in the United States by The Alliance Review, a small journal affiliated with the Alliance israélite universelle, and has since been almost entirely forgotten. In 2011–2012, it was republished in French by Denis Poizat based on the original draft found in the Alliance archives. Preceding Levinas’s essay is a preface (...) by Kranz that situates it at the intersection of Levinas’s postwar project for Judaism, his relation to Zionism, and the colonial backdrop of the ENIO—three issues that are rarely considered together in Levinas scholarship. Poizat also provides some commentary on the question of education and the similarities between this and other essays by Levinas. (shrink)

Based on several cases, this article develops a thought inspired by the Journal of Philosophy of Education’s special issue on the Educational Value of Monuments (55.3). The article is a reflection about the locations which make statues able to be transformed materially and semiotically, and which provoke discussion about what is to be learnt by understanding the monument as a fragment and semiophore. I argue that the monument—located in a specific place which makes its contextual meaning—represents fragments, in Latin fractures (...) or cracks, as an expression of the violence inflicted on an imaginary whole. Defining and accepting a monument as a fragment allows us to understand each change that may happen to it—including removal or relocation—as an incentive to learn about the meanings of new wholes and to consciously respond to them. On the one hand, this can effectively stop mimetic pressures to reproduce aggression towards monuments. On the other, it can create a ground for shaping an ethical attitude of co-responsibility for a common world that is not exclusively human. The strictly educational sense of the proposed redefinition of the monument would be to radicalize sensitivity to its inherent feature, which is its fragmentary nature, resulting in the fragility of the heritage it co-creates in the space of commonality. In the proposed understanding of the monument, apart from the emphasis on significant fragmentation, an important role is played by the decisive abandonment of the anthropocentric perspective. In the new perspective of the common world, the monument becomes an ephemeral heritage, and its most current educational value seems to lie there. (shrink)

In order to explore the nature and possible reality of consciousness, a universe was created in the laboratory according to Procedure 347:B of the Unified Universe Creation Manual. This universe was allowed to evolve without further intervention through the stage in which biological-type life formed, and additionally beyond that point to life forms of complexity such that consciousness was deemed a possibility by the researchers. The behaviour of these possibly conscious beings was noted, both externally and internally. Before the universe (...) was sacrificed, a random sample of the beings was removed and autopsied according to Provision 472-B of the Consciousness Inspection Handbook, version 5472. Both the behavioural and physical data are consistent with the existence of a primitive form of consciousness. (shrink)

The author argues, Contra hume, That "the motives of human action are not related to the action in the way in which the causes of the sort of physical behaviour to which hume refers are related to that behaviour." the author contends this because he is opposed to the consequence of hume's theory that "moral appraisal presupposes 'necessity' or determinism." he concludes that we do have to explain morality in terms of human motives, But that a different sort of causality (...) is involved here than in the physical world. (staff). (shrink)

It is commonly held that moral judgements are implicitly general — or universalizable — in that if anyone is morally obligated to perform or refrain from some action, everyone in relevantly similar circumstances is similarly obligated. I undertake here to show that David Hume fully subscribed to this thesis and that because of the way it is related to his conceptions of obligation and what he terms the practicality of morals he is pushed to insist that the moral sentiments of (...) human beings across space and time are much more uniform than he knew them to be. My discussion places Hume in the historical context of the controversy about 'the general foundation of morals' referred to near the beginning of the second Enquiry, and it is part of my thesis that Hume's moral philosophy can be understood only in terms of arguments and counter-arguments developed by other contributors to the controversy. (shrink)

This intervention study explored the effects of a newly developed intergenerational encounter program on cross-generational age stereotyping. Based on a biographical-narrative approach, participants were invited to share ideas about existential questions of life. Therefore, the dyadic Life Story Interview had been translated into a group format, consisting of 10 90-min sessions. Analyses verified that LSEP participants of both generations showed more favorable CGAS immediately after, but also 3 months after the program end. Such change in CGAS was absent in a (...) control group. The LSEP-driven short- and long-term effects on CGAS could be partially explained by two program benefits, the feeling of comfort with and the experience of learning from the other generation. (shrink)

The topic of instrumentalism has engaged many scholars of contemporary educational thought. One can distinguish the positions of anti-instrumentalism from those that stress noninstrumental values of education, both conceived in the context of neoliberal/neoconservative and consumption-driven reality. In this text, Maria Mendel enters into this engagement from the perspective of the current political consumption of memory. While taking up the problem of the role public pedagogy plays in contemporary nation-states — especially in the current turn toward the past — (...) Mendel focuses on both educational and sociopolitical issues in the context of what she calls “retroactive instrumentalism.” When return to the past is the “principle of the contemporary,” she argues, instrumentalism does not necessarily result from intentional planning ex ante. If education is broadly understood as a practice of public space formation, it may be composed of experiences that do not have to be “traditionally” purposeful and oriented toward the future. They may gain their instrumental character ex post. To illustrate this possibility, Mendel analyzes snippets of Polish reality concerning the construction of “the good nation.” Many of the elements of public pedagogy in this case contain unifications that pertain directly to the instrumental character of the learning experiences employed by a society as it transforms into a nation. The instrumentalism of those elements is discovered post factum. In its ontological dimension, then, education may gain or solidify its instrumental character ex post. Based on the analysis proposed in this text, one could say that when instrumentality is retroactive, it becomes displaced intentionality — that is, it provides an instrumental story that disguises the intentions of the one writing the narrative. Mendel concludes by using the Aristotelian notion of phantasia, which regards “being without a matter,” to encourage productive thought about how to create public narratives that are free of instrumentalism. This grounds a version of public pedagogy that is oriented toward the animation of people's active imagining and thus becoming public. By epistemologically shifting learning into a public space, such public pedagogy serves to recultivate society and humanity as plurality, diversity, and coproduction of the public. (shrink)

The precessional frequency of a gyroscope in a reference frame that orbits about a gravitational body is compared between Einstein's tensor formulation of general relativity and the author's quaternion generalization—obtained from a factorization of the tensor form. The difference in predictions then suggests an experiment that could choose which of these formulations of general relativity is more valid in the analysis of gyroscopic motion.

The concept of heterotopia challenges political theory, which has often focused on utopic thinking. Foucault describes a heterotopia as a heterogenous space that juxtaposes in a single real place several spaces, several sites that are in themselves incompatible. Streets, squares and parks form heterotopias when their utopic purity as public space is juxtaposed with the private spaces created by the cardboard boxes and other temporary shelters of homeless people. Since citizenship has traditionally been thought of as participation in a democratic (...) public sphere, how do heterotopias of homelessness challenge the ideas about citizenship? Based on narrative research with homeless people in Poland, I show how the homeless conceive of their marginality. Their participation or non-participation in democracy is not hidden but, on the contrary, very visible in public spaces where they are included as excluded. (shrink)

Following the practice of human beings everywhere historians distinguish the real or most significant cause of an occurrence or state of affairs from ‘less important considerations’, ‘precipitating circumstances’, or ‘mere conditions’. I shall term claims that some phenomenon is most basically to be attributed to some one of the factors causally necessary for its occurrence attributive causal explanations or causal attributions and discuss here the extent to which moral convictions are constitutive of them.

The most general expression of electromagnetic theory is examined in the light of (1) Faraday's interpretation of the field as a potentiality for the force of charged matter to act upon a test body, and (2) Einstein's view of the field equations as an example of a covariant expression of special relativity. Faraday's original interpretation, in which all physical variables must be expressible as nonsingular fields, implies a particular generalization of the standard forms of the conservation equations and leads to (...) a removal of the problem of the infinite self-energy of point sources. A further generalization of the mathematical expression of electromagnetism occurs when it is asserted that the form of the laws must be compatible with the symmetry requirements of the irreducible representations of the Poincaré group. This yields a factorization of the vector field equations, giving a set of two uncoupled two-component spinor equations. It is shown that the latter lead to twice as many conservation equations for electromagnetism, compared with the vector formalism, thus making extra predictions that are not made in the latter formalism. It is shown that the extra conservation equations reveal themselves only when incorporating the requirements of Faraday's interpretation of the field solutions. (shrink)

The first part of this paper examines conditions in accord with Einstein's criterion of regularity on the field solutions everywhere that would correspond to the existence of a black hole star, following from solutions of his (nonvacuum) field equations. ‘Black hole’ is defined here as a star whose matter is so condensed as to correspond to a complete family of spatially closed geodesics. The condition imposed is that the angular momentum of a test body in each of the closed geodesics (...) is a constant of the motion. The second part of the paper examines the implications in the problem of the condensed star of a generalized (factorized) version of the metrical field equations, discovered earlier by the author. It is found that in general relativity stars should naturally pulsate, and in its succeeding cycles the gravitational radius of the star is attenuated by a factor exp(−0.349T), where T is the pulsation period. Conditions are discussed for the possibility that the (relatively) regular emissions of radiation from a pulsar may be dynamically rooted in a (smaller) part of the pulsation cycle when the star is out of the black hole state (less dense → open geodesics)—when radiation would be emitted to the outside world—and the (greater) part of the cycle when it is in the black hole state (more dense → closed geodesics)—when radiation would not be emitted. (shrink)