Dans les « Concepts fondamentaux de sociologie » (1920), Max Weber distingue entre Vergemeinschaftung (« communautisation ») et Vergesellschaftung (« sociétisation »). Cette terminologie, bien qu’elle évoque l’opposition célèbre de Ferdinand Tönnies entre communauté et société, signale le caractère original de l’approche wébérienne des phénomènes collectifs. Plutôt que de figer des types de collectifs structurellement distincts les uns des autres, Weber analyse des logiques de formation qui se retrouvent et se combinent, à des degrés divers, dans tous les collectifs humains. (...) Un ensemble de manuscrits plus anciens (1910-1914), première mouture d’Économie et société, est consacré pourtant à l’étude de différentes variétés de communautés (domestiques, ethniques, nationales, de marché, etc.). S’appuyant sur ces manuscrits (dont la traduction française est parue en 2019), on confronte ici la compréhension wébérienne des phénomènes communautaires avec divers usages, anciens ou récents, de la notion de « communauté » ou du « commun ». (shrink)

A number of authors now invoke the opposition between political philosophy and social philosophy, whether to account for the specific nature of Marx’s relation to philosophy or to reactualize the project of a critical theory of society. What, the article asks, is the meaning of this distinction? Can it fulfill the requisite conditions that will enable philosophers to address in a pertinent manner the social and political challenges of our time? These are the questions addressed here by Catherine Colliot-Thélène, (...) whose fear is that the distinction in question may lose sight of the crucial question of power, and by Franck Fischbach, who emphasizes the materialist orientation of an approach that seeks to address the political from the perspective of the social. (shrink)

“Reality” is not a category listed in Hegel’s Logic. Hegel is distrustful of the ordinary uses of this term, linked to the empiricist presupposition of a dependence of thought on the given of sensi...

Cette édition numérique a été réalisée à partir d'un support physique, parfois ancien, conservé au sein du dépôt légal de la Bibliothèque nationale de France, conformément à la loi n° 2012-287 du 1er mars 2012 relative à l'exploitation des Livres indisponibles du XXe siècle. Pages de début Introduction Aux sources de la méthodologie wébérienne : la polémique contre l'Ecole historique allemande Max Weber et le marxisme Rationalisation et désenchantement du monde La logique du comprendre Conclusion Textes extraits des œuvres de (...) Max Weber Quelques donnéesbiographiques et bibliographiques Glossaire Pages de fin. (shrink)

Un nouvel intérêt se manifeste en France pour l'œuvre de Max Weber. Des traductions récentes rendent enfin accessibles au public français des textes majeurs jusqu'alors ignorés, tandis que les questions qui traversent cette œuvre, celle des formes de domination, des logiques d'individualisation et de socialisation, des conflits de valeur, imposent leur actualité à une époque où l'expansion planétaire de certains types de rationalité d'origine occidentale va de pair avec la remise en question irréversible des représentations eurocentriques du sens. Le moment (...) est venu d'une lecture philosophique, puisant aux textes et à leur commentaire érudit les moyens d'une reconstitution du programme scientifique wébérien, en le dégageant des mythes d'hier (la " sociologie compréhensive ") comme des distorsions d'aujourd'hui (la " crise de la modernité "), également incapables de renoncer aux postulats téléologiques que Weber n'a cessé de critiquer. Au fil de ses études, Catherine Colliot-Thélène s'y emploie en passant de la question des rationalités à celle des conditions historiques et à la genèse des systèmes juridiques. Instituant les confrontations nécessaires (Marx, Gierke, Schmitt, Elias, Wittgenstein, Habermas, Foucault), elle centre son alternative aux récupérations idéalistes de Weber sur trois concepts : contingence, conduites de vie, puissances de socialisation, dont l'ensemble fait de Weber le pionnier d'un nouvel universalisme sans fondation ni mission. (shrink)

"Human relations? Discovery learning? Community involvement? What would education be like if it were based on what we know about man, and the operation of society? In a major step toward bridging the gap between what we profess philosophically and what we do technically to advance the child's quest for knowledge, Herbert Thelen presents four learning experiences that he believes a child must have to become educated--personal inquiry, group investigation, reflective action, and skill development. He explores the ways in which (...) these experiences can be made educative--can do more, as Thelen says, than housebreak the child or make him clever. Upon publication of the clothbound edition in 1960, Education and the Human Quest was selected by the American Library Association as one of the most significant books of the year"--Cover. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (shrink)

Un nouvel intérêt se manifeste en France pour l'œuvre de Max Weber. Des traductions récentes rendent enfin accessibles au public français des textes majeurs jusqu'alors ignorés, tandis que les questions qui traversent cette œuvre, celle des formes de domination, des logiques d'individualisation et de socialisation, des conflits de valeur, imposent leur actualité à une époque où l'expansion planétaire de certains types de rationalité d'origine occidentale va de pair avec la remise en question irréversible des représentations eurocentriques du sens. Le moment (...) est venu d'une lecture philosophique, puisant aux textes et à leur commentaire érudit les moyens d'une reconstitution du programme scientifique wébérien, en le dégageant des mythes d'hier (la " sociologie compréhensive ") comme des distorsions d'aujourd'hui (la " crise de la modernité "), également incapables de renoncer aux postulats téléologiques que Weber n'a cessé de critiquer. Au fil de ses études, Catherine Colliot-Thélène s'y emploie en passant de la question des rationalités à celle des conditions historiques et à la genèse des systèmes juridiques. Instituant les confrontations nécessaires (Marx, Gierke, Schmitt, Elias, Wittgenstein, Habermas, Foucault), elle centre son alternative aux récupérations idéalistes de Weber sur trois concepts : contingence, conduites de vie, puissances de socialisation, dont l'ensemble fait de Weber le pionnier d'un nouvel universalisme sans fondation ni mission. (shrink)

"Human relations? Discovery learning? Community involvement? What would education be like if it were based on what we know about man, and the operation of society? In a major step toward bridging the gap between what we profess philosophically and what we do technically to advance the child's quest for knowledge, Herbert Thelen presents four learning experiences that he believes a child must have to become educated--personal inquiry, group investigation, reflective action, and skill development. He explores the ways in which (...) these experiences can be made educative--can do more, as Thelen says, than housebreak the child or make him clever. Upon publication of the clothbound edition in 1960, Education and the Human Quest was selected by the American Library Association as one of the most significant books of the year"--Cover. (PsycINFO Database Record (c) 2013 APA, all rights reserved). (shrink)

Top-down dynamical models of cognitive processes, such as the one presented by Thelen et al., are important pieces in understanding the development of cognitive abilities in humans and biological organisms. Unlike standard symbolic computational approaches to cognition, such dynamical models offer the hope that they can be connected with more bottom-up, neurologically inspired dynamical models to provide a complete view of cognition at all levels. We raise some questions about the details of their simulation and about potential limitations of top-down (...) dynamical models. (shrink)

La présente étude part d’une discussion de la thèse exposée par Catherine Colliot-Thélène dans son ouvrage La démocratie sans « demos » selon laquelle la démocratie moderne est « sans demos », composée uniquement de sujets de droits individuels. Appliquée à la construction européenne, cette thèse s’avère féconde, mais aussi problématique. Si elle conduit à sortir des mythes du contrat social et du pouvoir constituant et de poursuivre la démocratisation par la seule garantie du droit subjectif, elle le fait (...) néanmoins en maintenant l’un des axiomes principaux du contractualisme qu’elle réfute, à savoir l’idée que face à l’État seul l’individu est source de droit, non les corps intermédiaires, les communautés et les collectifs. Une autre tradition constitutionnelle fait pourtant plus efficacement l’économie du concept de pouvoir constituant, l’anglaise et l’allemande. Celle-ci développe l’idée d’une « constitution matérielle » ou « réelle », issue des rapports de la pluralité des puissances sociales et non de la volonté du législateur. On postule que cette tradition permet de mieux décrire l’intégration européenne et qu’elle livre des pistes précieuses pour démocratiser l’Europe. (shrink)

The use of multiple means of determination to “triangulate” on the existence and character of a common phenomenon, object, or result has had a long tradition in science but has seldom been a matter of primary focus. As with many traditions, it is traceable to Aristotle, who valued having multiple explanations of a phenomenon, and it may also be involved in his distinction between special objects of sense and common sensibles. It is implicit though not emphasized in the distinction between (...) primary and secondary qualities from Galileo onward. It is arguably one of several conceptions involved in Whewell’s method of the “consilience of inductions” (Laudan 1971) and is to be found in several places in Peirce. (From M. Brewer and B. Collins, eds., (1981); Scientific Inquiry in the Social Sciences (a festschrift for Donald T. Campbell), San Francisco: Jossey-Bass, pp. 123–162.). (shrink)

In the debate on epistemic injustice, it is generally assumed that testimonial injustice as one form of epistemic injustice cannot be committed (fully) deliberately or intentionally because it involves unconscious identity prejudices. Drawing on the case of sexual violence against refugees in European refugee camps, this paper argues that there is a form of testimonial injustice—willful testimonial injustice—that is deliberate. To do so, the paper argues (a) that the hearer intentionally utilizes negative identity prejudices for a particular purpose and (b) (...) that the hearer is aware of the fact that the intentionally used prejudices are in fact prejudices. Furthermore, the paper shows how testimonial injustice relates to recognition failures both in terms of a causal as well as a constitutive claim. In fact, introducing willful testimonial injustice can support the constitutive claim of such a relation that has so far received little attention. Besides arguing for a novel form of testimonial injustice and contributing to the recent debate on the relation between epistemic injustice and recognition failures, this paper is also motivated by the attempt to draw attention to the inhumane conditions for refugees at the border of Europe as well as elsewhere. (shrink)

In early 2020, a number of countries developed and published intensive care triage guidelines for the pandemic. Several of those guidelines, especially in the UK, encouraged the explicit assessment...

International Mindedness (IM) has become an underpinning philosophy of the International Baccalaureate and schools which adopt its programmes. However, the concept of IM is relevant to any school that offers international education given its potential and importance to drive the school’s mindset and mission. The international school market has grown significantly in terms of the number of schools and their diversity. Increasing in popularity are schools that follow the British-based International General Certificate of Secondary Education (IGCSE) and A-level programmes. Moreover, (...) the dgreatest expansion of international schools is now occurring in local markets, in which students are no longer predominantly expatriates but come from the host countries. This study explores the concept of international mindedness in six international schools in Cyprus. Based on data collected from headteachers and teachers, we argue that international mindedness is applicable in various contexts of international schooling and that factors other than the curriculum can affect its development within a school. (shrink)

This volume aimed to highlight narrative identities of European cities or city neighbourhoods that have been overlooked, such as mid-sized cities. These cities are neither small towns nor metropolises, cities that are now unveiling their appeal or specificity. The present special issue thus covers a range of representations of cities. The articles investigate more systematically how different texts deal with various cities from different experiential and fictional perspectives. The issue covers the geographical scope across Europe, from east to west or (...) vice versa, as well as a range of different works of national literature(s), but with a clear emphasis on mid-sized European cities that have until now been deemed as lesser-known, secondary, peripheral, ‘other’ cities that are in the focus of the research of the COST project Writing Urban Places. New Narratives of the European City, within which this journal issue is being published. (shrink)

This paper argues that the existing definition of pandemics is not nuanced enough, because it is predicated solely on the criterion of spread, rather than on the criteria of spread and severity. This definitional challenge is what I call ‘the conflation problem’: there is a conflation of two different realities of global health, namely global health emergencies (i.e., severe communicable diseases that spread across borders) and nonemergencies (i.e., communicable or noncommunicable diseases that spread across borders and that may be severe). (...) To put this argument forth, this paper begins by discussing the existing and internationally accepted definition of pandemics, its requirements, as well as its strengths (section 1). Section 2 then considers the problem with the standard definition of pandemics (i.e., the conflation problem) and some examples of it. Finally, section 3 evaluates some practical implications of the conflation problem to then explore conceptual clarity as the adequate solution. (shrink)

Recent research has shown that the use of astronomy as a chronological problem-solving tool has deep roots in the scholarly practices of the Latin Middle Ages, as is manifest from the writings of Marianus Scotus, Gerland, and other “critical computists” of the eleventh and twelfth centuries. This essay enlarges the existing picture by introducing a hitherto unknown epistolary treatise of the mid-twelfth century. Written in Lotharingia in 1144, this poorly preserved work documents an attempt to reconstruct the timeline of world (...) history via techniques that had emerged within the Latin computus tradition prior to the advent of Greco-Arabic astronomy. Drawing on the so-called computus naturalis, the author performed lunar computations on the basis of observed eclipses and used them to propose new dates for the Creation and the Last Supper. He also relied on a revised estimate of the time and date of the vernal equinox, placing it on 16 March, and gave a detailed account of how this result can be derived from solar observations with a meridian line. By virtue of these methodological features, the Chronology of 1144 represents an important transitional stage between the “critical computists” and the use of eclipse-based dating methods by later scholars such as Giles of Lessines (fl. 1260). (shrink)

Scholars of epistemology have identified two conceptions of epistemic injustice: discriminatory epistemic injustice and distributive epistemic injustice. The former refers to wrongs to one’s capacity as a knower that are the result of identity prejudice. The latter refers to violations of one’s right to know what one is entitled to know. This essay advances a third conception, formative epistemic injustice, which refers to wrongs to one’s capacity as a knower that are the result of or result in malformation—the undue restriction (...) of one’s formative capacities. The author argues that formative epistemic injustice is a distinctly educational wrong and that it brings to light important epistemic injustices that standard accounts of epistemic injustice either downplay or are unable to capture. This third conception of epistemic injustice is an important analytic tool for theorizing both epistemic injustice and educational justice. (shrink)

In the current media landscape, it is becoming increasingly difficult for citizens to rely on trustworthy information, not least because reliable facts are mixed with dubious claims, unsubstantiated opinions, or outright lies. The ability to distinguish factual from other types of mediated information is becoming increasingly crucial, but we know little about how well-equipped citizens are to make these distinctions. In an original survey study conducted in ten European countries, we asked respondents whether they considered six different statements relating to (...) the European Union to be factual or opinion statements. Our results show that citizens have considerable difficulties in correctly identifying both factual information and opinions. Next to pre-existing judgements, we identify media-related, political, and sociodemographic factors that influence categorisation accuracy. We discuss our findings in relation to citizens’ perceptions of journalistic credibility and their information literacy as well as ongoing debates about the effectiveness of fact-checkers on social media. (shrink)

This Commentary offers a critique of an eco-relational approach in robot ethics, highlighting the importance of articulating an ecologically-sensitive ethical orientation that incorporates the entire more-than-human world, including technological entities like forms of artificial intelligence. While the eco-relational approach enhances our understanding of the complex way in which morally significant properties operate on a phenomenological level, it is not without its flaws. In particular, this perspective focuses on ethical concepts when it needs to be rooted in ethical systems, misrepresents the (...) extant literature on relational approaches to moral status, and is insufficiently ecological in a way that would bring machines into the moral universe by way of their location in and importance to the larger environment. At a time when the legal status of robots is being decided before moral questions are settled, it remains important to get the contours of relevant debates right so that the robot ethics discourse brings us closer to developing practical solutions for ethical dilemmas emerging in our increasingly technological age. (shrink)

Dominance feminism and afropessimist theory, despite their critical appearances three decades apart, are undergirded by similar rhetorical strategies, political commitments and argumentative moves. This is the case even as afropessimism’s citational trajectory rarely invokes dominance feminism, and often positions itself as a critique of feminism’s imagined conception of gender as white, one that is thought to be most emphatically announced in the work of scholars like MacKinnon who invest in a gender binary, and in women’s oppressed location in this binary. (...) In this article, I insist on reading dominance feminism and afropessimism together. In so doing, I aspire to challenge afropessimism’s prevailing conception of gender, revealing that while it is often critical of feminist conceptions of gender – particularly conceptualisations of gender that are thought to insist on the shared experiences and positions of women – it actually relies on similar argumentative moves, and even rhetorical seductions, as dominance feminism. (shrink)

Doctors routinely refuse donation offers from prospective living kidney donors with certain comorbidities such as diabetes or obesity out of concern for donor wellbeing. This refusal occurs despite the ongoing shortage of kidney transplants and the superior performance of living donor kidney transplants compared to those from deceased donors. In this paper, we argue that this paternalistic refusal by doctors is unjustified and that, within limits, there should be greater acceptance of such donations. We begin by describing possible weak and (...) strong paternalistic justifications of current conservative donor acceptance guidelines and practices. We then justify our position by outlining the frequently under-recognised benefits and the routinely overestimated harms of such donation, before discussing the need to respect the autonomy of willing donors with certain comorbidities. Finally, we respond to a number of possible objections to our proposal for more liberal kidney donor acceptance criteria. We use the situation in Australia as our case study, but our argument is applicable to comparable situations around the world. (shrink)

In this paper I argue that composer John Cage’s so-called ‘silent piece’, 4’33”, is music. I first defend it against the charge that it does not involve the organization of sound, which has been taken to be a necessary feature of music. I then argue that 4’33” satisfies the only other condition that must be met for it to be music: it bears the right socio-historical connections to its predecessors within its tradition (Western art music). I argue further that one (...) cannot understand the organized sound condition and the socio-historical condition separately and that understanding their interaction has theoretical benefits—not least of which is providing a groundwork for a more culturally inclusive philosophy of music. Finally, I consider a number of outstanding questions concerning the content of the organized sound condition for Western art music in the wake of 4’33”. (shrink)

Across the globe, radical conservative political forces and ideas are influencing and even transforming the landscape of international politics. Yet IR is remarkably ill-equipped to understand and engage these new challenges. Unlike political theory or domestic political analyses, conservatism has no distinctive place in the fields’ defining alternatives of realism, liberalism, Marxism, and constructivism. This paper seeks to provide a point of entry for such engagement by bringing together what may seem the most unlikely of partners: critical theory and the (...) New Right. Important parts of today’s New Right represent self-conscious appropriations of Critical themes and thinkers—turning them to self-declared “reactionary” ends. Developing outside the confines of the academy, these forms of thought have woven insights from across Critical theory into new and mobilizing forms of conservative ideology, seeking to link that ideology to social forces that play increasingly active roles in global politics. Our intention here is not to somehow blame Critical perspectives for the ideas of the New Right, either directly or by association. Rather, we seek to show how an engagement with Critical theory helps us understand the New Right, while also demonstrating some of the direct challenges the New Right poses for critical perspectives. (shrink)

Rescorla explores the relation between Reflection, Conditionalization, and Dutch book arguments in the presence of a weakened concept of sure loss and weakened conditions of self‐transparency for doxastic agents. The literature about Reflection and about Dutch Book arguments, though overlapping, are distinct, and its history illuminates the import of Rescorla's investigation. With examples from a previous debate in the 70s and results about Reflection and Conditionalization in the 80s, I propose a way of seeing the epistemic enterprise in the light (...) of practical requirements to be met by demands for synchronic coherence and probability updating policies. This includes a defense of principles rejected by Rescorla, while allowing for the value of his results in the borderland between theories of cognition and formal epistemology. (shrink)