This study looks at the relationship between the two thinkers and demonstrates the viable alternative to Hobbes' orthodoxy that can be found in Kant's political writings. It also shows how Kant anticipated the development of a world-wide political order.

In the 1950s and 1960s Freudian theory was deemed to be a vital part of the sociological tradition, but since then it has fallen from favor, largely because of the simplifications and misinterpretations both by Freud's sociological critics and by his supporters. Chief among such misunderstandings is the tendency to view Freud's social theory as a variant of that of Hobbes, in which a selfish and asocial human nature is made social through the imposition of external constraints; these constraints, as (...) Durkheim stated, eventually are "internalized" into the personalities of social beings. Against such a claim this paper argues that Freud's views differ profoundly from those of Hobbes and that the myth of the Hobbesian Freud has so distorted Freud's most fundamental concepts that their social theoretical significance has been largely obscured. (shrink)

In this volume, thirteen distinguished contributors from the United States, Canada, Britain, and Germany cast light on important aspects of Kant's liberal thinking.

It seems that we should want to avoid becoming intellectually disabled. It is common for philosophers to infer from this that those of us without intellectual disabilities are intrinsically better off than individuals with intellectual disabilities, and that there are consequently stronger moral reasons for others to preserve our lives than to preserve the lives of intellectually disabled individuals. In this article, I argue against this inference from what states we should prefer for ourselves to how much moral reason others (...) have to maintain these states on our behalves. I argue that there is an important sense in which an outcome contributes to our well-being to a certain degree, namely the extent to which others should want it out of care for us, which plays a central role in determining the moral priority of ensuring the outcome for us over ensuring distinct outcomes for others. But an outcome's contribution to our well-being in this sense can come apart from the extent to which we should prefer it for ourselves. (shrink)

This biography of the court scholar Xun Xu explores central areas of intellectual life in third-century China — court lyrics, music, metrology, pitch systems, archeology, and historiography. It clarifies the relevant source texts in order to reveal fierce debates. Besides solving technical puzzles about the material details of court rites, the book unfolds factional struggles that developed into scholarly ones.

This study combines author's experiences as an analyst of post-Soviet politics and religious liberty with personal participation in the founding and public acceptance of a new faith in independent Ukraine during a quarter- century. Theattempt here is not only to describe a specific outcome, but to propose factors that offer explanation for why Ukraine is among the few Communist successor states in which new minority faiths have been relatively successful in achieving full toleration [Biddulph: 2016]. Religious liberty has been described (...) as the “first freedom of all freedoms” [Hertzke: 2013, 4], yet it has been noticeably unachieved globally. A 2007 Pew “Global Attitudes Survey” showed that 90% of respondents world-wide said that it was important to live in a country that enabled them to practice religion freely. Yet a more recent Pew “Forum on Global Restrictions on Religion” found that 70% of the world population reside in countries which have high or very high restrictions on religion either from government actions or from major social hostilities [Grim: 2013, 86]. Religious liberty, therefore, is an almost universal human aspiration, but is one of the more unachieved rights in the world. The Soviet Union successor states have a similar record of lower achievement [Lunkin: 2013; Grim: 2013]. (shrink)

We are probably alone in the universe—a conclusion based on observations of over 4,000 exoplanets and fundamental physical constraints. This article updates earlier arguments with the latest astrophysical results. Since the discovery of exoplanets, theologians have asked with renewed urgency what the presence of extraterrestrial intelligence says about salvation and human purpose, but this is the wrong question. The more urgent question is what their absence says. The “Misanthropic Principle” is the observation that, in a universe fine-tuned for life, the (...) circumstances necessary for intelligence are rare. Rabbis for 2,000 years discussed the existence of ETI using scriptural passages. We examine the traditional Jewish approaches to ETI, including insights on how ETI affects our perception of God, self, free-will, and responsibility. We explore the implications of our probable solitude, and offer a Jewish response to the ethical lessons to be drawn from the absence of ETI. (shrink)

Mistakes and errors happen in most spheres of human life and activity, including in medicine. A mistake can be as simple and benign as the collection of an extra and unnecessary urine sample. Or a mistake can cause serious but reversible harm, such as an overdose of insulin in a patient with diabetes, resulting in hypoglycemia, seizures, and coma. Or a mistake can result in serious and permanent damage for the patient, such as the failure to consider epiglottitis in an (...) initial differential diagnosis, resulting in a chronic vegetative state for a seven-year-old boy. Or a mistake can be an error in judgment that leads to a patient's death. (shrink)

The main aim of this article is to describe central elements of, and the relationships among, three interrelated domains of inquiry. The first domain is Charles Peirce's semiotic theory which offers five concepts of special relevance to the other two domains: primary components of the triadic sign, including the object, representamen, and interpretant; the unceasing process of semiosis, or continuous growth of the developing sign; the three forms of inference, of which Peirce's notion of abduction is of special interest; the (...) element of surprise in experience, and the universal categories of Firstness, Secondness, and Thirdness that ground Peirce's overarching theory. The second domain incorporates the discipline of psychosemiotics, which is defined as the study of how we learn, understand, and use the signs of culture. The article outlines the nature and scope of psychosemiotics and emphasizes its grounding in Peircean semiotics, meaning‐making, and the five concepts listed above. The claim will be made that signs, semiosis, and meaning act through the seven signways outlined in the article and thereby bind the individual into the surrounding physical and cultural environments. The third domain is formal education, for which implications are presented as derived from Peircean theory and viewed through the psychosemiotic lens. In this perspective, all forms of education are semiotic processes grounded in signs and meaning‐making. Further, formal education consists of learning a wide variety of culturally‐valued signs by way of the seven signways and through processes that often differ from a technocratic, standards‐driven, accountability‐oriented approach to learning and instruction. (shrink)

Feuerbach would be the first to recognize the importance of Hegel’s philosophy for the development of his own. He would, indeed, readily acknowledge Hegel as his teacher. It was, for example, to attend the lectures of Hegel that Feuerbach first begged his father to allow him to move from Heidelberg University to Berlin University in 1824. It was at Berlin that Feuerbach became a disciple of Hegel, hearing by 1826 all Hegel’s lectures “with the exception of the Aesthetic” and “his (...) Logic twice even.” We have Feuerbach’s word that those lectures made a great impression on him. He says, in a letter to his brother, that he has “already got to the bottom of what was still dark and not understood” with his former teacher, Daub. Daub, who had introduced him to Hegel in his theology lectures at Heidelberg, was but a pale shadow in comparison with the real thing; for, Feuerbach continues, what had previously “smouldered” in his mind had, after hearing Hegel lecture, “flared up” into an exceptionally bright flame. In short, Feuerbach would readily acknowledge that it was the genius of Hegel that first led him to philosophy. (shrink)