Alexandre Gajevic Sayegh presents an intriguing interdisciplinary exploration of climate justice policy issues. He argues the important point that justice must be a key element of any climate regim...

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Philosophy and the Interpretation of Pop CultureStefán SnaevarrPhilosophy and the Interpretation of Pop Culture, edited by William Irwin and Jorge J. E. Gracia. Lanham, MD: Rowman and Littlefield, 2007, 297 pp., $29.85 paper.There has been quite a boom lately in the market for philosophical books on popular culture. The young American philosopher William Irwin has led the way by starting the fad of "... and philosophy" books; the (...) first one that Irwin edited was Seinfeld and Philosophy. So it is only fitting that he is one of the editors of this volume on philosophical interpretation of popular culture. In contrast to most of the earlier books of this kind, a sizable number of the contributors to this volume belong to the top brass of America's aestheticians: Noël Carrol, Ted Cohen, Carolyn Korsmeyer, and Richard Shusterman, to name but a few. The book is divided into two parts, "Philosophy and Popular Culture" and "Interpretation and Popular Art Forms." These titles are self-explanatory; it might be added that the aforementioned top brass dominates the first part.Irwin provides the book with a witty and well-written introduction, but he operates with a very wide definition of popular culture, classifying movies as such as items of pop culture. However, the medium surely is not the message. The fact that novels can be part of popular culture does not make Joyce's Ulysses a pop cultural object. Irwin's chapter, "Philosophy as/and/of popular culture," is rather two papers in one. One half addresses the concept of popular culture, containing an insightful critical evaluation of, among others, Noël Carroll's concept of mass art. The other half proposes that we can use popular culture to disseminate philosophical ideas to the general public. More so than in the introduction, Irwin is actually rather critical of popular culture in this chapter. He worries about its negative effect on culture in general—no cult of pop culture here. In addition, he rejects the notion of popular culture having the potential of becoming philosophy or its surrogate. He reminds us that Socrates used examples from everyday life and the popular culture of his day to make his philosophical points. In a similar fashion, the popular culture of today can be a stepping stone for philosophers to reach wider audiences. If you cannot beat them, join them! Popular culture could, for instance, be used to warn the public against its own evil aspects. This is an excellent idea, and I could not agree more; I myself often use examples from popular culture in my own lectures with good results. Irwin should expand on this idea and present it in a separate article.Richard Shusterman's chapter does not add much to his earlier writings. It is also somewhat like two articles in one; the first is a criticism of the denigration of pleasure and entertainment as aesthetic values, and the second half is an attempt to bridge the divide between intrinsic value and instrumental value. Both halves [End Page 111] contain some excellent arguments, but popular culture tends to be on the fringe in Shusterman's argument. The focus is on other more traditional, philosophical issues. Perhaps another venue would have been more suitable for this article.In contrast to Shusterman, Caroline Korsmeyer addresses the issues of popular culture in a fairly straightforward manner. Popular culture can be educational, even philosophically so. This claim does not mean that works of popular culture are works of philosophy in the ordinary sense of the word. However, we can "treat philosophy as a success term to refer to works demanding imaginative engagement that results in the recognition... of a philosophical position, such that what is done in philosophy proper that induces a possible conclusion is done in another genre by means appropriate to its appreciation" (31). Given this understanding of philosophy, we can understand works of popular culture as vehicles of philosophy. Korsmeyer maintains that the TV series Angel conveys some of Simone de Beauvoir's ideas from one of her books. Korsmeyer's chapter also contains a delightful discussion of "the probable impossible" and "the possible improbable" in fiction. But... (shrink)

A tale of two commissions -- Disciplining disorder -- Transparent fictions -- Conscientious objections -- A failed experiment -- Stem cells, interrupted.

This essay provides some historical background for, and considers the philosophical importance of, the collection of Anne Berkeley’s letters to Adam Gordon. The primary philosophical significance of the letters is her arguments against the so-called “free thinkers.” She discusses the philosophical view and the behavior of five prominent free-thinkers: Shaftesbury, Bolingbroke, Voltaire, Rousseau, and Hume. Her discussion of Shaftesbury is particularly illuminating and can be read as a commentary on Alciphron III.13-14. Because the work of the other four were published (...) mainly after the Bishop’s death, the letters also show Anne ’s independent lifelong interest in matters theological, philosophical, and moral. (shrink)

A common objection to adaptationist accounts of human emotions is that they ignore the influence of culture. If complex emotions like guilt, shame and romantic jealousy are largely culturally determined, how could they be biological adaptations? Dual inheritance models of gene/culture coevolution provide a potential answer to this question. If complex emotions are developmentally ‘scaffolded' by norms that are transmitted from parent to offspring with reasonably high fidelity, then these emotions can evolve to promote individual reproductive interests. This paper draws (...) on case studies of emotional development to illustrate how complex emotions satisfy these conditions. Many of the norms and parenting strategies influencing emotional development are absorbed during the early stages of life when a child is in primary contact with its parents and before the onset of complex cognition. These conditions make it likely that emotion-governing norms are transmitted vertically and with relatively little cognitive ‘contamination'. ‡Thanks to Mark Colyvan, Paul Griffiths, Alexander Rosenberg, and John Wilkins for helpful comments on previous drafts. †To contact the author, please write to: Department of Philosophy, University of Queensland, Brisbane, Queensland 4072, Australia; e-mail: [email protected]. (shrink)

We are currently witnessing the emergence of a ‘third culture’, driven by unprecedented developments that are changing the playing field. These include advances in AI, big data analysis and robotics. The traditional ‘two cultures’ view (S. P. Snow) distinguishes between the sciences and the humanities. The wisdoms these two cultures offer are separated from each other, with little to no interaction or mutual comprehension. However, over the past two decades, and for the first time in human history, a new, third (...) culture has appeared. This new culture, rooted in new technologies, not only pursues its own form of rationality but also supports advances in the original two cultures, deepening and expanding our individual and collective consciousness so that we can see more and do better. It will eventually give rise to new forms of consciousness based not on biochemical signals, but on copper wires and lithium chips. These new machine intelligences will change the world and force us to realise: we are no longer alone. The human species’ position in the twenty-first century will be fundamentally redefined: not as a conductor leading the orchestra, but a single string player within it. (shrink)

The issue of anxiety has been thoroughly debated in Kierkegaardian scholarship from multiple standpoints and traditions, but not so much when it comes to the hermeneutic undertone. This article is primarily concerned with tackling the concept of anxiety as a hermeneutical concept, or working with it through hermeneutical lenses; nevertheless, the implications go deeper—making a case for an original hermeneutic anxiety, an agonistic trait of hermeneutics. By exploring the hermeneutical dimensions of the Kierkegaardian anxiety we unravel a whole genealogy of (...) the agonistic phenomena—a hermeneutical way that thrives in the paradox. The scope of it all is to break with the conciliatory ways of an epistemic hermeneutics, by regaining the Kierkegaardian hermeneutics of anxiety: preferring the fertile struggle over the passionless synthesis, paradox over soundness and agony over apathy. (shrink)

Clarke and Beck argue that the ANS doesn't represent non-numerical magnitudes because of its second-order character. A sensory integration mechanism can explain this character as well, provided the dumbbell studies involve interference from systems that segment by objects such as the Object Tracking System. Although currently equal hypotheses, I point to several ways the two can be distinguished.

The philosophy of Scottish Enlightenment became popular in Poland at the turn of 18th and 19th centuries due to its conciliatory nature characteristic for the mentality of our philosophers of that epoch. Th e central for that philosophy category of common sense was not identical with the French bon sens opposed both to fi deism of theologians and to metaphysical subtleties of the 17th century philosophical systems. In the period of breakthrough between the Polish Enlightenment and Romanticism the category of (...) common sense, popular sense based upon common experience and intuition acquired an unusual popularity, since it reconciled two intellectual formations – the disappearing one and the succeeding one.The initiators in spreading Scottish philosophy in Poland were the brothers Czartoryski and the following, associated with them thinkers: Karol Sienkiewicz who propagated pre-romantic Ossianism; Krystyn Lach-Szyrma who propagated the ideas of D. Stewart; Michał Wiszniewski, who was a pupil of Th. Reid, this one considered to be a founder of the Scottish school of common sense philosophy; Jan Śniadecki, who declaring himself for the “Scottish School” criticized both Kant and the French materialists. (shrink)

In his reflections on the spatiotemporal structuring of the life-world, Schütz distinguishes between two forms of intersubjectivity among contemporaries. Firstly, he points at actors sharing both space and time and experiencing a direct, immediate face-to-face communication; secondly, he indicates the intersubjectivity of indirect communication, lacking any commonalities of space and time, such as the correspondence by letter. Apart from the strict exchange of thoughts, the alternating writing gives one the chance to relate to the interpretive patterns and relevancies of the (...) correspondent and thereby to understand more clearly the intellectual position of the proponent. Reflecting on the specificity of the situation, Schütz claims: “The written communication forced upon us by the geographical distance between us should at least have the benefit of encouraging us to put our thoughts, as best we can, into a clear and orderly form” (p. 49). The correspondence between Alfred Schütz and Eri. (shrink)

In this essay, Emil Višňovský and Štefan Zolcer outline John Dewey's contribution to democratic theory as presented in his 1916 classic Democracy and Education. The authors begin with a review of the general context of Dewey's conception of democracy, and then focus on particular democratic ideas and concepts as presented in Democracy and Education. This analysis emphasizes not so much the technical elaboration of these ideas and concepts as their philosophical framework and the meanings of democracy for education and education (...) for democracy elaborated by Dewey. Apart from other aspects of Deweyan educational democracy, Višňovský and Zolcer focus on participation as one of its key characteristics, ultimately claiming that the notion of educational democracy Dewey developed in this work is participatory. (shrink)

There are only three distinct temporal relationships between art and theory: either the development of new events precedes theory, or both develop side by side, or theory anticipates the appearance of the new artistic current. This temporal relationship is, to some degree, fundamental in the relationship between both phenomena. If one is dealing with the first case, theories of art serve only to redress a balance. The art-theory introduces nothing in any way new; it serves only to explain an artistic (...) process which has already flowered. At most, largely thanks to critical studies, it helps the public understand the new works unexpectedly arising in the field of art, and plays the role of popularizing these new works, in the best sense of the word. (shrink)

It is not uncommon to hear parents say in discussions they have with their children 'Look at it this way'. And called upon for their advice, counsellors too say something to adults with the significance of 'Try to see it like this'. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at (...) disentangling the issues on a conceptual level. Within the so-called second part of his Philosophical Investigations, Wittgenstein deals with shared practices and with concepts such as 'seeing' and 'seeing as'. What he says there is in terms of content linked with his earlier Tractatus position concerning ethics, a matter which will first be dealt with. After that, the relevant sections of his later work are discussed. Following Cavell, it is concluded that to try to get someone to see what one sees, necessarily presupposes giving it out of one's hands. The passivity this points at highlights what Erziehung in the end comes down to. (shrink)

The remarks which follow deal with the ideas which I developed in more detail in my book: between Experience and Metaphysics. They are inspired principally by the vigorous polemic aroused by the publication several years ago of a work which caused a great uproar in epistemological circles; I am speaking of The Structure of Scientific Revolution by T.S. Kuhn. One could thus consider this essay, as well as my book, as an element to be added to that polemic's dossier. It (...) goes without saying that I am indebted to a great number of those who before me have given their points of view on the question, whether I agree with their opinions or not. (shrink)

This article aims to describe underlying principles of paradigm shifts in clinical medicine by means of analysis of typical examples. Retrospectively, profound shifts of ruling paradigms can be shown in diverse fields such as outcome research, in the redefining of patient's and doctor's autonomies, in the challenges presented by consumer medicine and the free market economy. This has provoked controversy between doctors, patients and the community. The judgement on whether recent shifts in paradigms in medicine have improved the health care (...) delivered today is by no means uncontroversial. Aiming to demonstrate how shifts of paradigms in medicine occur and what consequences can result from such shifts we reflect on the works of Thomas S. Kuhn, the eminent philosopher of science. An analysis of his theories lends important insight into the observed shifts in paradigms. (shrink)

Der vorliegende Tagungsband beruht auf Vorträgen, die am 8./9. Juni 2007 auf dem 3. Kieler insolvenzrechtlichen Symposium der Hanns-Martin Schleyer-Stiftung in Kiel zu aktuellen Fragen des deutschen und internationalen Insolvenzrechts gehalten worden sind. Dabei wurden Fragen zur Auswahl des Insolvenzverwalters, zum Gläubigerschutz im österreichischen Insolvenzverfahren, zur aktuellen Rechtsprechung des BGH, zur Zwangsvollstreckungshandlung, zu neuen Entwicklungen auf dem Gebiet des Eigenkapitalersatzrechts und zu Praxisproblemen des Insolvenzplans untersucht.

Von 1925 bis 1928 wurden im Berliner J. M. Spaeth-Verlag unter der Leitung von Hans Rosenkranz eine Reihe von Werken seinerzeit eher unbekannter, in der Retrospektive jedoch signifikanter Autoren der Zwischenkriegszeit publiziert. Der Beitrag thematisiert Rosenkranz als jungen Verleger und Bewunderer Stefan Zweigs. Er entwirft auf Grundlage der Archivüberlieferung einen neuen Blick auf die Geschichte des Unternehmens und kommentiert das damit verbundene literarische Programm: Welche wichtigen verlegerischen Projekte wurden in jener kurzen Zeit unternommen? Welche Rolle hatte Stefan Zweig (...) für das Zustandekommen einiger Titel und besonders in den letzten Wochen der Verlagsexistenz? Inwiefern lässt sich Programmgestaltung und ökonomische Entwicklung von J. M. Spaeth als paradigmatisch für jüdische Verlage in der Weimarer Republik verstehen? Dazu wird erstmals das Scheitern des Unternehmens während der „Bücherkrise“ Ende der 1920er Jahre aus den Quellen rekonstruiert. (shrink)

Stefan Collini challenges the common claim that universities need to show that they help to make money in order to justify getting more money.

In this article, the principles of appreciative inquiry are used in order to mediate multicultural relations. Using the constructionism theory, I describe and analyze the theoretical articulations adopted to make sense of co-constructing the relationships between different people. I find that, instead of being applied as the sole theoretical foundation, constructionism principles have been incorporated in the appreciative inquiry principles, the effects of which should be the co-constructing of social reality by the interactions of different people. The paper draws on (...) the process that appreciative inquiry perspective works for rebuilding the social relationships. Its main contribution is to show how theoretical complementarities using constructionism theory are promising avenues of research in the field of multiculturalism. (shrink)