Th. W. Adorno’s aesthetics represents a comprehensive reflection on a number of important topics in aesthetic research. Among them is the issue of the aesthetic experience generated by the beauty of nature. In the perspective of Adorno’s theory, the experience of natural beauty is described as a quality that forms in an immanent relation to the historical and social reality of humans. In the first place, one can observe the fundamental dependence of natural beauty on the degree of social domination (...) of nature. By failing to reflect on this social mediation, the experience of natural beauty appears to be immediate and creates the deceptive fantasy of the primordial form of nature. At the same time, however, Adorno uncovers a positive potential in the experience of natural beauty – it lies in the ability to transcend a power-based subjectivity that reduces reality to the substrate of the domination. By means of the transcendence of subjectivity, the experience of natural beauty opens up the possibility to perceive and approach reality in the unreduced fullness of its qualities while also anticipating a reconciliation of man with nature in an allegorical way. The aim of my study is to describe the sketched aspects of the experience of natural beauty. (shrink)

In 1931, the young Kurt Gödel published his First Incompleteness Theorem, which tells us that, for any sufficiently rich theory of arithmetic, there are some arithmetical truths the theory cannot prove. This remarkable result is among the most intriguing in logic. Gödel also outlined an equally significant Second Incompleteness Theorem. How are these Theorems established, and why do they matter? Peter Smith answers these questions by presenting an unusual variety of proofs for the First Theorem, showing how to prove (...) the Second Theorem, and exploring a family of related results. The formal explanations are interwoven with discussions of the wider significance of the two Theorems. This book will be accessible to philosophy students with a limited formal background. It is equally suitable for mathematics students taking a first course in mathematical logic. (shrink)

In this compelling and timely treatise, cultural theorist and educator Peter Trifonas puts forth the first book-length study of Jacques Derrida's 'educational texts:' that is, those writings most explicitly concerned with the ethics and politics of the historico-philosophical structures constituting the scene of teaching. The text examines how deconstruction allows us to re-think the socio-historical and ethico-philosophical aspects of pedagogical practices and policies, including pedagogical theories that have had direct bearing on the ethical and cultural ideals forming the reason (...) of Western educational systems and the exclusion of its 'Others.'. (shrink)

This book examines what makes someone an evil person and how evil people are different from merely bad people. Rather than focusing on the "problem of evil" that occupies philosophers of religion, Barry looks instead to moral psychology—the intersection of ethics and psychology. He provides both a philosophical account of what evil people are like and considers the implications of that account for social, legal, and criminal institutions. He also engages in traditional philosophical reasoning strongly informed by psychological research, especially (...) abnormal and social psychology. In response to the popularity of phrases like "the axis of evil" and the ease with which politicians and others describe their opponents as "evil," Barry sets out to make clear just what it is to be an evil person. (shrink)

Demography plays a large role in cultural evolution through its effects on the effective rate of innovation. If we assume that useful inventions are rare, then small isolated societies will have low rates of invention. In small populations, complex technology will tend to be lost as a result of random loss or incomplete transmission (the Tasmanian effect). Large populations have more inventors and are more resistant to loss by chance. If human populations can grow freely, then a population-technology-population positive feedback (...) should occur such that human societies reach a stable growth path on which the rate of growth of technology is limited by the rate of invention. This scenario fits the Holocene to a first approximation, but the late Pleistocene is a great puzzle. Large-brained hominins existed in Africa and west Eurasia for perhaps 50,000 years with, at best, slow rates of technical innovation. The most sophisticated societies of the last glacial period appear after 50,000 years ago and were apparently restricted to west and north-central Eurasia and North Africa. These patterns have no simple, commonly accepted explanation. We argue that increased high-frequency climate change around 70,000–50,000 years ago may have tipped the balance between humans and their competitor-predators, such as lions and wolves, in favor of humans. At the same time, technically sophisticated hunters would tend to overharvest their prey. Perhaps the ephemeral appearance of complex tools and symbolic artifacts in Africa after 00,000 years ago resulted from hunting inventions that allowed human populations to expand temporarily before prey overexploitation led to human population and technology collapse. Sustained human populations of moderate size using distinctively advanced Upper Paleolithic artifacts may have existed in west Eurasia because cold, continental northeastern Eurasia–Beringia acted as a protected reserve for prey populations. (shrink)

Ongoing advances in paleoclimatology and paleoecology are producing an ever more detailed picture of the environments in which our species evolved. This picture is important to understanding the processes by which our large brain evolved. Our large brain and its productions—toolmaking, complex social institutions, language, art, religion—are our most striking differences from our closest living relatives. Indeed, humans are unique in the animal world for our brain size relative to body mass and in the elaboration of our cultures. We are (...) also the world’s dominant organism (Vitousek et al. 1997). We achieved our present anatomy and behavioral repertoire very recently. Fossil material attributable to our species goes back perhaps 200,000 years and artifacts that strike us as representing fully modern behavioral capacities are only about 50,000 years old (Klein 1999; McBrearty and Brooks 2000), about which time anatomically modern humans spread from Africa to Eurasia (Lahr and Foley 1994). Our ecological dominance began with the evolution of agriculture starting about 10,000 years ago. Explaining the late coming of human brains is a major evolutionary puzzle. Most important animal adaptations are old. Eyes, internal skeletons, adaptations for terrestrial life and for flight all date back hundreds of millions of years. Given that big brains and culture were such an overwhelming success for us why didn’t they evolve long ago? (shrink)

Experiences that are self-generated and independent of sensory stimulations permeate our whole life. This theme issue examines their similarities and differences, systematizes the literature from an integrative perspective, critically discusses state-of-the-art empirical findings and proposes new theoretical approaches. The aim of the theme issue is to foster interaction between the different disciplines and research directions involved and to explore the prospects of a unificatory account of offline perception in general.

Drawing comparisons with other art forms, this book examines the role of aesthetic features in silent reading, such as narrative structure, and the core experience of reading a novel as a story rather than a scholarly exercise. Focuses on the experience of the art form known as the novel Uses the more common perspective of a reader who reads to be told a story, rather than for scholarly or critical analysis Draws comparisons with experience of the other arts, music in (...) particular Explores the different effects of a range of narrative approaches. (shrink)

This book examines the religious, social, and political thought of Simone Weil in the context of the rigorous philosophical thinking out of which it grew. It also explores illuminating parallels between these ideas and ideas that were simultaneously being developed by Ludwig Wittgenstein. Simone Weil developed a conception of the relation between human beings and nature which made it difficult for her to explain mutual understanding and justice. Her wrestling with this difficulty coincided with a considerable sharpening of her religious (...) sensibility, and led to a new concept of the natural and social orders involving a supernatural dimension, within which the concepts of beauty and justice are paramount. Professor Winch provides a fresh perspective on the complete span of Simone Weil's work, and discusses the fundamental difficulties of tracing the dividing line between philosophy and religion. (shrink)

images. But clearly, it only begs the deeper questions.

Modern political conflict characteristically reflects and represents deep-seated but also unacknowledged and un-analyzed disagreements about what it means to be 'objective'. In defending this proposition, Peter J. Steinberger seeks to reaffirm the idea of rationalism in politics by examining important problems of public life explicitly in the light of established philosophical doctrine. The Politics of Objectivity invokes, thereby, an age-old, though now widely ignored, tradition of western thought according to which all political thinking is inevitably embedded in and underwritten (...) by larger structures of metaphysical inquiry. Building on earlier studies of the idea of the state, and focusing on highly contested practices of objectivity in judgement, this book suggests that political conflict is an essentially discursive enterprise deeply implicated in the rational pursuit of theories about how things in the world really are. (shrink)

What is business ethics? How can we mediate between private interests and moral demands? What are the moral core responsibilities in quality management? What is enlightened egoism and why is it one of the best ethical theories for business? The Essence of Business Ethics is an invaluable reference source for MBA students and managers, whether on a short course or as a reference work for the bookshelf. It is intended to focus upon the core of the subject and is an (...) ideal summary for undergraduates, postgraduates, other students and aspiring managers wishing to improve their knowledge and skills. (shrink)

This is a critique of Nietzsche's theory of culture that proposes an alternative paradigm allowing a defense of the humanities against such Nietzschians as Leo Strauss and Derrida.

Context: The current situation in philosophy of science includes central, ongoing debates about realism and anti-realism. The same question has been central to the theorising of radical constructivism and, in particular, to its implications for educational theory. However the constructivist literature does not make significant contact with the most important, mainstream philosophical discussions. Problem: Despite its overwhelming influence among educationalists, I suggest that the “radical constructivism” of Ernst Glasersfeld is an example of fashionable but thoroughly problematic doctrines that can have (...) little benefit for practical pedagogy or teacher education. My critique has a positive goal: it is important to understand why constructivism has generated such severe polarization and disputation. A symptom of the problem is the concern with the most abstruse and obdurate problems of philosophy that have no conceivable bearing on educational practice or anything else, for that matter. The diagnosis is confirmed by those pedagogical recommendations that are allegedly derived from radical constructivism that are touted as revolutionary but are platitudes of common sense. I suggest that, ironically, this observation itself provides some pedagogical insight. Method: The approach adopted for the topic is critical, philosophical analysis of the various claims and theses of radical constructivism in the light of philosophy of science and psychology. Results: The findings of the paper are that central theoretical claims of constructivism are couched in an unclear and unnecessary jargon that obscures the implausibility or banality of these claims. Implications: The value of the paper lies in providing an analysis and critique of central, influential claims of radical constructivism both in relation to issues in epistemology and also in relation to the alleged bearing of these claims on pedagogy. It is suggested that, contrary to the claims of radical constructivists, there are few if any implications for practice and applications. (shrink)

Since its first publication in 1992, _New Perspectives on Historical Writing_ has become a key reference work used by students and researchers interested in the most important developments in the methodology and practice of history. For this new edition, the book has been thoroughly revised and updated and includes an entirely new chapter on environmental history. Peter Burke is joined here by a distinguished group of internationally renowned historians, including Robert Darnton, Ivan Gaskell, Richard Grove, Giovanni Levi, Roy Porter, (...) Gwyn Prins, Joan Scott, Jim Sharpe, Richard Tuck, and Henk Wesseling. The contributions examine a wide range of interdisciplinary areas of historical research, including women’s history, history "from below," the history of reading, oral history, the history of the body, microhistory, the history of events, the history of images, and political history. (shrink)

Critical Thinking : A Methodology for Interpreting Information 'deconstructs' common errors in thinking and teaches students to become smarter consumers of research results. Written to complement a textbook or a collection of readings, this brief methods book strengthens students' ability to interpret information whenever and wherever data are used. It includes a wide range of examples along with end of chapter exercises for further discussion. This book will be a coursebook for the undergraduate social science courses where critical thinking, numeracy, (...) and data literacy are common learning objectives"--Provided by publisher. (shrink)

Wo liegt der Anfang der Bewegung, die unser Leben ist? Was steuert die Menschen in ihrem Verhalten? Wie kommt es zu unseren Handlungen? Die Menschen konnen ihrem Handeln ein inneres geistiges Geschehen vorschalten: das Uberlegen, und dann aus der Uberlegung so handeln, wie sie es tun. Der Beginn beim Uberlegen fuhrt allerdings schnell auf etwas Elementareres, darauf, dass die Menschen Wesen sind, die etwas wollen. Das Uberlegen ist in allem auf ein vorgangiges, anderweitig bestimmtes Wollen bezogen und in seinen Ergebnissen (...) von diesem Wollen abhangig. Tatsachlich liegt, so Peter Stemmer in seinem neuen Buch, die Substanz des menschlichen Lebens nicht im Uberlegen, sondern im Wollen. Wenn aber das Wollen die Ergebnisse des Uberlegens und damit das Handeln bestimmt, was bestimmt dann die Ausrichtung des Wollens? Warum wollen wir, was wir wollen? (shrink)