Works by Lafaye, Caroline (exact spelling)

7 found
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  1.  23
    Acceptabilité des inégalités et exigence de justification.Caroline Lafaye & Emmanuel Picavet - 2010 - Filosofia Unisinos 11 (1):2-16.
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  2. Kakvu vrst političkog obrazovanja želimo danas?Caroline Lafaye - 2008 - Synthesis Philosophica 23 (1):149-163.
    Suočujući se sa suvremenim kulturnim i religijskim pluralizmom, povezanim sa zahtjevima prepoznavanja od manjina u multikulturalnim društvima, niti klasični republikanizam niti liberalizam ne daju nam zadovoljavajuću orijentaciju u oblikovanju političkog obrazovanja prilagođenog tom društvenom kontekstu. Obrazovanje će doprinijeti društvenoj pacifikaciji i socijalnim kompromisima samo ako elaboriramo političko obrazovanje koje uzima u obzir i primjereno odgovara na glavni aktualni politički cilj: zajedničko življenje s našim različitostima. U ovome članku istražuje se sadržaj takovog političkog obrazovanja.
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  3.  7
    Le critère d’absence d’envie dans les théories contemporaines de la justice1.Caroline Lafaye - 2006 - Philosophiques 33 (2):419-433.
    The non envy criterium, introduced by Tinbergen and convoqued by some theories of justice, cannot always be used to identify allocations which also satisfy the requirement of Pareto-optimality. This is the reason why it had been neglected for a while. Nevertheless, it is still useful in some contexts we would like to describe. In fact, recent conclusions of normative economy demonstrated that, in some conditions and even in the framework of production, this criterium provide a solution for fair allocations. Precisely, (...)
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  4.  10
    Phénoménologie de l’apparaître esthétique.Caroline Lafaye - 2006 - Laval Théologique et Philosophique 62 (3):511-527.
    Parmi l’abondante littérature consacrée aux esthétiques kantienne et hégélienne, seuls quelques auteurs en ont esquissé une lecture phénoménologique. Prenant pour objet ces textes de l’idéalisme allemand, cette lecture a pu être qualifiée de «paradoxale» et d’«an-historique». Pourtant il est incontestable que l’appréhension désintéressée du beau est corrélative d’un apparaître phénoménal. Dans cette mesure, nous voulons cerner l’intérêt et la pertinence d’une perspective phénoménologique, pour l’analyse de l’appréhension du phénomène et de l’expérience esthétiques comme tels, mais également et de façon immanente (...)
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  5.  8
    Parental Refusal to Terminate Pregnancy in face of a Strongly Negative Prognosis of Neonatal Viability.Caroline Lafaye - 2009 - Ethical Perspectives 16 (4):485-508.
    During the last few years, several maternity departments in Paris hospitals have registered an increasing number of parental refusals to terminate pregnancies on the basis of foetal abnormality. These refusals have provoked disagreement and tension between parents and medical staff within the departments in question. The present contribution will endeavour to advance a number of ethical arguments and an analysis of these moral dilemmas with a view to justifying the need to fully account for the moral preferences of the parents (...)
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  6. Was für eine politische Erziehung brauchen wir heute?Caroline Lafaye - 2008 - Synthesis Philosophica 23 (1):149-163.
    Angesichts der kulturellen und religiösen Vielfalt zeitgenössischer multikultureller Gesellschaften sowie der von ihren Minderheiten erhobenen Forderungen nach Anerkennung geben weder der klassische Republikanismus noch der L iberalismus eine befriedigende Antwort auf die Frage, wie eine dieser neuen sozialen Realität angemessene politische Erziehung auszusehen hätte. Die Schule kann nur dann ihrer Aufgabe gerecht werden und zur Beilegung unvermeidlicher sozialer Konflikte beitragen, wenn politische Erziehung überdacht und geprüft wird, wie sie das Zusammenleben unterschiedlicher Kulturen fördern kann. Der Beitrag untersucht die Inhalte einer (...)
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  7. What Kind of Political Education We Seek Today?Caroline Lafaye - 2008 - Synthesis Philosophica 23 (1):149-163.
    Facing contemporary cultural and religious pluralism, associated to the demands of recognition from minorities, in multicultural societies, neither classical republicanism nor political liberalism gives satisfactory orientation to shape a political education accommodated to this social context. Education will contribute to social pacification and social compromises, only if we elaborate a political education which takes into account and responds properly to the main actual political goal: living together with our differences. In this paper we will explore the content of such political (...)
     
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