Masaryk’s philosophical approach to reality is largely characterised by its orientation towards the positivism of Auguste Comte, which Masaryk sought to offset with the psychologism of J. S. Mill. The combination of these positivist approaches became the positive starting point for Masaryk’s ethics. But that was not the only influence on his ethics. Masaryk’s German translation of Hume’s book, titled Eine Untersuchung über die Prinzipien der Moral von David Hume (1883), reveals that the main stimuli that shaped Masaryk’s ideas about (...) ethics came from David Hume. Although the need for scientific evidence became a fundamental principle of Masaryk’s thought, the need to objectively anchor ethics in rational theism necessitated in this area a departure from his positivist outlook. Masaryk’s lectures on practical philosophy attest to this fact. The reason for his departure from a positivist stance was due to the metaphysical nature of his concept of psychology. (shrink)

The development of early childhood care, education, and development programs in Indonesia suggests unexpected linkages between democratization, empowerment, and neoliberal policy regimes. Despite the shift to grassroots organizing and to empowerment as a goal of development, in Indonesia there is tremendous continuity in the use of women's work to provide social welfare at the community level. Ethnographic research illuminates the impact on women's work and their own interpretation of programs to empower children.

According to metaphysical coherentism, grounding relations form an interconnected system in which things ground each other and nothing is ungrounded. This potentially viable view’s logical territory remains largely unexplored. In this paper, I describe that territory by articulating four varieties of metaphysical coherentism. I do not argue for any variety in particular. Rather, I aim to show that not all issues which might be raised against coherentism will be equally problematic for all the versions of that view, which features far (...) more nuance and diversity than is typically ascribed to it. (shrink)

Being versus seeming.--Doing versus dreaming.--The aristocracy of service.--Emotion, intellect and action.--Love, fear, hate.--Freedom thru the truth.--The limitations of knowledge.

This paper provides an analysis of the intrinsic/extrinsic distinction, as applied both to properties and to relations. In contrast to other accounts, the approach taken here locates the source of a property’s intrinsicality or extrinsicality in the manner in which that property is ‘logically constituted’, and thus – plausibly – in its nature or essence, rather than in e.g. its modal profile. Another respect in which the present proposal differs from many extant analyses lies in the fact that it does (...) not seek to analyse the ‘global’ distinction between intrinsic and extrinsic properties on the basis of the ‘local’ distinction between having a property intrinsically and having it extrinsically. Instead, the latter distinction is explicated on the basis of the former. (shrink)

Review of Martijn Konings Capital and Time: For a New Critique of Neoliberal Reason. Stanford: Stanford University Press.

The Czech philosopher Jan Patocka (1907-1977), who studied with Husserl and Heidegger, is widely recognized as the most influential thinker to come from postwar Eastern Europe. Refusing to join the Communist party after World War II, he was banned from academia and publication for the rest of his life, except for a brief time following the liberalizations of the Prague spring of 1968. Joining Vaclav Havel and Jiri Hajek as a spokesman for the Chart 77 human-rights declaration of 1977, Patocka (...) was harassed by authorities, arrested, and finally died of a heart attack during prolonged interrogation. Plato and Europe, arguably Patocka’s most important book, consists of a series of lectures delivered in the homes of friends after his last banishment from the academy just three years before his death. Here, he presents his most mature ideas about the history of Western philosophy, arguing that the idea of the care of the soul is fundamental to the philosophical tradition beginning with the Greeks. Explaining how the care of the soul is elaborated as the problem of how human beings may make their world one of truth and justice, Patocka develops this thesis through a treatment of Plato, Democritus, and Aristotle, showing how considerations about the soul are of central importance in their writings. He demonstrates in vivid fashion how this idea forms the spiritual heritage of Europe. (shrink)

'What is real?' has been one of the key questions of philosophy since its beginning in antiquity. But it is not just a question that philosophers ask. This Very Short Introduction discusses what reality is by looking at a variety of arguments, theories, and thought-experiments from philosophy, physics, and cognitive science.

Dealing with conflicts seems to be a great challenge in society today. But not only in society. Higher education displays an air of resoluteness with certainty and security that disguises the conflicts and the fear of conflicts in a substantial number of subjects. If not in a state of denial, higher education avoids taking up conflicts over issues, for learning. The detailed investigation of Tagore’s pedagogical writings, with a focus on the importance of conflicts in education, reveals a genuine embrace (...) of conflicts for education. Conflicts are natural and necessary for the development and change of both the individual and society and the start of a ‘creative imagination’ to solve the problems we face in life. Contradictions in conflicts are not incompatible incongruities that are irreconcilable and mutually exclusive, but to the contrary, in need of each other. Contradictions do not represent different worlds but are substantial parts of one world: together they form a unity. Conflicting forces are necessary to create harmony. Creativity, imagination, love, art, and critical encounters are key elements in Tagore’s practical education aimed at finding similarities among people instead of emphasizing differences. Relations between people over the Identity of people. In other words, we need conflicts to become creative and imaginative human beings. The paper continues discussing conceptual and practical issues that seem necessary to get the teaching of conflicts in education off the ground. On the conceptual level, in particular our dealing with uncertainty and fear, the valuation of conflict and the need for uncertainty-researching education. On a practical level, I propose a certain teaching model, a supportive curriculum, a way of choosing genuine conflicts for education and finally, I argue for specific support and education of teachers, acknowledging the vital role teachers play in delivering the education that we need. (shrink)

It is often asserted that postmodernism emerged from "leftist" Nietzsche-interpretations, but it is rarely explored. The book investigates how Deleuze and Foucault read Nietzsche and apply a hermeneutics of innocence to his philosophy that erases the elitist, anti-democratic, and anti-socialist dimensions. This misreading also affects their own theory and impairs the claim to develop a radical critique. The late Foucault's turn to self-care techniques merges a neo-Nietzschean approach with the ideologies of neoliberalism. Rehmann's critique is not directed against the endeavor (...) to take suggestions from some of Nietzsche's astute intuitions, but rather against the conformism to use him as a symbolic capital without revealing his hierarchical obsession. (shrink)

Starting from an abstract sketch of scenarios for philosophical reception stimulated by disagreement and school rivalry, part one of this chapter highlights the case of an older, marginalized position that tries to reinsert itself into the debate through radical modernization of its terminology and argumentative strategies and thereby triggers various forms of orthodox response. Part two discusses examples for this scenario extracted from some of the remains of the Peripatetic ethical literature of the late Hellenistic era (Critolaus, Arius Didymus). Challenging (...) the traditional picture of contamination and decline in the development of the Peripatetic school, the chapter demonstrates how the reception of Stoic concepts and strategies by Peripatetic modernizers and the subsequent more orthodox approaches created an intellectually fruitful dynamic exemplifying different styles of reception. (shrink)

_Seeking Understanding: The Lifelong Pursuit to Build the Scientific Mind_ explores the multiple ways in which the human mind grows in understanding of the self and the world as an essential dimension of transformative learning along the lifespan.

The epistemic argument against epiphenomenalism aims to prove that even if epiphenomenalism is true, its adherents are not able to justify their inferential beliefs. This would mean that they cannot know that they are right which is a self-stultifying consequence. I elaborate on this problem and then present an updated version of epiphenomenalism based on property dualism. I argue that this position is capable of refuting the conclusion of the epistemic argument even in spite of accepting its essential assumptions. This (...) was made possible by an upgraded property exemplification account of events. I also argue against a view which, if true, gives substantial support to the epistemic argument: that a belief justified by other beliefs is knowledge only if it is caused by those beliefs in virtue of their contents. (shrink)

Bundel filosofische essays over literatuurwetenschap.