In this text I will try to explain the theoretical specificity of critique of political economy. I will primarily found my arguments on the texts of Michael Hein- rich and John Milios. To this I will firstly scatch the theoretical context of economic theories that exited at the time of emergence of critique of political economy. Than, I will present main differences in approach that we can find in Marx?s Capital with repsect to the concepts that are utilised and questions (...) that he tries to answer. In the end I will present the directions of development of the critique of political economy that are realted to this basic insight. nema. (shrink)

In this paper, I take issue with the proposal put forward by Mark Richard in When Truth Gives Out (2008) concerning disputes over issues such as who is rich, what is cool, and other issues of similar ilk. Richard holds that the parties in the dispute can truly disagree on whether a given person is rich, but can be both right, if we assume that they have different standards of wealth. Disputes over what is cool are, according to Richard, trickier, (...) since they can give rise to cases of faultless disagreement in which the two parties disagree, and neither party is wrong, but neither party is right either! My fi rst goal in this paper will be to showthat the distinction between the two types of disagreement, as drawn by Richard, is not well motivated. I will also argue that if he were right about the stronger case (disagreement in which both parties are right), his own account would fail to capture it. He can capture either the idea that they truly disagree, or the idea that they are both right; but he cannot both have his cake and eat it, too.My second goal will be to bring to the foreground some constructive aspects of Richard’s proposal, and in particular the idea that such disagreements involve concepts whose application is not fully determined and whose usage is open to accommodation and negotiation (to use Lewis’s terms, as used by Richard). If we accept that on some occasions, whether a concept applies to a given instance or doesn’t is not yet settled, then arguably there are cases in which neither party is wrong—at least at the time of the dispute. I argue that their disagreement can be genuine only to the extent that it will eventually be settled whether the concept isto apply to a given instance or not, hence the way in which the concept gets shaped up and extended through its future uses makes it possible to determine, retrospectively, which of the two parties got it right. If this is correct, then the putative cases of faultless disagreement really turn upon the openness of the future: what makes them “faultless” is, simply, that there isn’t any matter of fact yet whether the one or the other party is right. (shrink)

This paper is driven by the idea that the contextualism-relativism debate regarding the semantics of value-attributions turns upon certain extra-semantic assumptions that are unwarranted. One is the assumption that the many-place predicate of truth, deployed by compositional semantics, cannot be directly appealed to in theorizing about people's assessments of truth value, but must be supplemented (if not replaced) by a different truth-predicate, obtained through certain "postsemantic" principles. Another is the assumption that semantics assigns to sentences not only truth values (as (...) a function of various parameters, such as contexts, worlds and times), but also semantic contents, and that what context-sensitive expressions contribute to content are certain contextually determined elements. My first aim in this paper will be to show how the two assumptions have shaped two ways of understanding the debate between contextualism and relativism, as regards value-attributions. My second aim will be to show that both assumptions belong outside semantics, and are moreover questionable. (shrink)

We address the issue of the normativity of representation and how Grush might address it for emulations as constituting representations. We then proceed to several more detailed issues concerning the learning of emulations, a possible empirical counterexample to Grush's model, and the choice of Kalman filters as the form of model-based control.

This paper investigates practice, frameworks and philosophy in the field of ecological management, a novel integrative approach to closing the gap between ecological and economic theoretical models and ecological and economic behavior. First, I will present the current status in this emerging field and discuss management in relation to various sub-disciplines, including agroecology, circular economy, industrial ecology, and urban sustainability. This provides a basis to analyze the theoretical frameworks found in profitable, ecologically-based businesses and identify key general features that characterize (...) this approach, notably the relationships between: an enterprise’s diversity and its economic resiliency; zero waste policies and societal and environmental impacts; and affordances of the local environment and business’ long-term economic viability. Finally, the philosophical issues looming behind are discussed, notably problems regarding interdisciplinarity and the relation of ethical frameworks with management. Through use of the model-centered philosophy of science to disentangle some of these conceptual problems, I argue that ecological management has a unique place in sustainable development as an independent exploratory tool for constructing and testing economic and ethical models in the Anthropocene. (shrink)

One of the most important and, at the same time, most controversial issues in metasemantics is the question of what semantics is, and what distinguishes semantic elements (features, properties, phenomena, mechanisms, processes, or whatever) from the rest. The issue is tightly linked with the debate over the semantics-pragmatics distinction, which has been vibrant for a decade or two, but seems to be reaching an impasse. I suggest that this impasse may be due to the failure to recognize a distinct realm (...) that should not be subsumed either under semantics or pragmatics, but may be labeled "prepragmatics". My ultimate goal is to put forward and defend a novel picture of our language architecture, according to which: semantic content is strictly poorer than the lexically encoded content (and therefore does not involve any contextually determined material - not even the reference of demonstratives); pragmatic mechanisms require being able to reason about one's beliefs and intentions and do not affect truth-conditions or truth-value; and, finally, there is a distinct prepragmatic level, which takes into account various kinds of contextual information and makes it possible to evaluate a sentence (as used on a particular occasion) for a truth value. I shall take as a case study, one of the "stumbling stones" in the semantics-pragmatics literature: the case of demonstrative reference. The upshot will be to show that if there is indeed room for a family of linguistic phenomena that are neither semantic nor yet fully pragmatic, the resolution of demonstrative reference is a candidate par excellence to belong there. (shrink)

The concept of respect plays a central role in several recent attempts to re-actualise the programme of a critical social theory. In Axel Honneth's most prominent version of that concept, respect is closely tied to the sphere of law, and it is limited to the recognition of a Kantian-type moral autonomy of the individual. So interpreted, the concept of respect can only have a very limited application in the field of education, where concern for the particular desires, intentions and beliefs (...) of mostly immature persons is at stake.However, more than forty years ago R. S. Peters did develop an extended concept of respect as a central component in education. This concept focuses exactly on those desires, intentions and beliefs, instead of on the very demanding capability of practical reasoning orientated towards the Kantian Categorical Imperative. My task in this paper is to explore the potential of Peters' concept of respect for the identification and description of educational pathologies and ultimately for the founding of a critical theory of education. (shrink)

In this essay Krassimir Stojanov attempts first to reconstruct the “heart” of Jürgen Habermas's discourse ethics, namely the so-called “principle of universalization” of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative validation of norms. Stojanov claims with regard to this account that it could only be implemented if the social actors are involved in a process of education as discursive initiation. After using R. S. Peters's educational (...) theory to distinguish discursive initiation from a traditionalist understanding of educative initiation, he discusses some central social prerequisites for the development of discursive skills in growing individuals; to identify these prerequisites, he draws on Axel Honneth's conception of the intersubjective origins of individuals' development of rational autonomy. In the final part of the essay, Stojanov briefly explores some implications of his elaborated account of discursive initiation and its social preconditions for schooling and pedagogy. (shrink)

This paper argues that there is a class of terms, or uses of terms, that are best accounted for by an expressivist account. We put forward two sets of criteria to distinguish between expressive and factual terms. The first set relies on the action-guiding nature of expressive language. The second set relies on the difference between one's evidence for making an expressive vs. factual statement. We then put those criteria to work to show, first, that the basic evaluative adjectives such (...) as ‘good’ have expressive as well as factual uses and, second, that many adjectives whose primary meanings are factual, such as ‘powerful’, also have expressive uses. (shrink)

Our paper discusses Recanati’s application of the mental files apparatus to reports of beliefs and other attitudes. While mental files appear early on in Recanati’s work on belief-reports, his latest book introduces the concept of indexed files (a.k.a. vicarious files) and puts it to work to explain how we can report other people’s attitudes and to account for opacity phenomena. Our goal is twofold: we show that the approach in Recanati’s Mental Files (Oxford: Oxford University Press, 2012) departs significantly from (...) his earlier proposals as well as from the very spirit of truth-conditional pragmatics; and we argue that the indexed files approach, qua an attempt to provide a semantics for belief-reports, is untenable. -/- . (shrink)

Since Saul Kripke’s Naming and Necessity, the view that there are contingent apriori truths has been surprisingly widespread. In this paper, I argue against that view. My first point is that in general, occurrences of predicates “a priori” and “contingent” are implicitly relativized to some circumstance, involving an agent, a time, a location. My second point is that apriority and necessity coineide when relativized to the same circumstance. That is to say, what is known apriori (by an agent in a (...) circumstance) cannot fail to be the case (in the same circumstance), hence it is necessary. (shrink)

It has long been known (cf. Frege 1918, Castañeda 1968, Anscombe 1975 , Perry 1977, 1979, Lewis 1981) that de se attitudes, that is beliefs, desires, hopes etc. that one has about oneself as oneself,1 are interestingly different fromthe attitudes that one holds in a third-personal mode about some individual, who might or might not turn out to be them. Frege suggested that Dr. Lauben’s belief that he has been wounded is a belief that only Dr. Lauben himself can entertain. (...) Another person’s belief that Dr. Lauben has been wounded would be a different belief, one that would motivate action in a completely different way. This led Frege to the following puzzle.When Dr. Lauben says “I have been wounded”, he cannot be plausibly taken to express his own first-personal belief that he has been wounded, since nobody else can come to have that same belief. So what is, then, the content that he does express, in order to communicate to others that he has been wounded? Different solutions to the puzzle have been proposed, and my chapter may be seen as yet another attempt at addressing this question. I shall show that not only de se attitudes but also de se speech is interestingly different from third-personal attitudes/speech. (shrink)

It has been long known (Perry (1977, 1979), Lewis (1981)) that de se attitudes, such as beliefs and desires that one has about oneself, call for a special treatment in theories of attitudinal content. The aim of this paper is to raise similar concerns for theories of asserted content. The received view, inherited from Kaplan (1989), has it that if Alma says "I am hungry," the asserted content, or what is said, is the proposition that Alma is hungry (at a (...) given time). I argue that the received view has difficulties handing de se assertion, i.e. contents that one expresses using the first person pronoun, to assert something about oneself. I start from the observation that when two speakers say "I am hungry," one may truly report them as having said the same thing. It has often been held that the possibility of such reports comes from the fact that the two speakers are, after all, uttering the same words, and are in this sense "saying the same thing". I argue that this approach fails, and that it is neither necessary nor sufficient to use the same words, or words endowed with the same meaning, in order to be truly reported as same-saying. I also argue that reports of same-saying in the case of de se assertion differ significantly from such reports in the case of two speakers merely implicating the same thing. Finally, I outline a new account of the content of assertion, similar to Lewis's account of de se attitudes. The proposal is, roughly, when Alma says "I am hungry", the asserted content just the property of being hungry, and it is a property that Alma asserts of herself. I then propose to generalize the account to the other cases in a way that departs from Lewis's account, and I close by showing how my proposal handles the cases discussed in the first part of the paper. (shrink)

Open peer commentary on the article “A Computational Constructivist Model as an Anticipatory Learning Mechanism for Coupled Agent–Environment Systems” by Filipo Studzinski Perotto. Upshot: The CALM cognitive agent with its learning mechanism, as presented by the author, can be described as “trivially constructivist.” Probably, at best, it can be seen as a model of the empirical abstraction but not of the reflective abstraction. The “intrinsic motivations” in the simulated agent presented as “evaluative signals” sent from the agent’s “body” to its (...) “mind” can be seen as low-level physiological drives. They cannot account for far more sophisticated intrinsic motivations such as curiosity. (shrink)

As the military dictatorship was being imposed on Poland, Enrico Berlinguer declared: “The model set in motion by the October revolution has run out of steam.” I would add: “The Yugoslav model of that archetype (otherwise progressive and meaningful), symbolized by Stalin's break with Tito in 1948 even though it actually began with Tito's break with Stalin a year or two later, ran out of steam in terms of its ability to generate innovation among the people and to motivate and (...) mobilize them as early as the end of the 1960s.” Ever since then, the Yugoslav system has been caught in a vicious circle. (shrink)

Education, Self-consciousness and Social Action reconstructs the Hegelian concept of education, Bildung, and shows that this concept could serve as a powerful alternative to current psychologist notions of learning. Taking a Hegelian perspective, Stojanov claims that Bildung should be interpreted as growth of mindedness and that such a growth has two central and interrelated components, including the development of self-consciousness toward conceptual self-articulation and the formation of one's capacity for intelligent social action. The interrelation between the two central components of (...) education implies that learning is transformed into education only when it involves the self-consciousness and the identity of the learner. Since both are grounded in the ethical beliefs and values of the individual, transforming learning into education therefore requires that education also address students' everyday ethical assumptions, as well as their articulation and conceptualization. This claim has a number of implications for educational policy and pedagogy; one being that learning and teaching in schools are educative only if they have ethical significance for both students and teachers. Another implication is that the point of departure for educative teaching becomes the actual, everyday ethical beliefs and experiences of the students, rather than fixed curricular contents. Students' encountering with sciences and arts should aim at the conceptual articulation of those beliefs and experiences - an articulation which makes individual's rational autonomy and self-determination possible. Education, Self-consciousness and Social Action will be of great interest to academics, researchers and postgraduate students interested in the philosophy of education. It should also be essential reading for anyone engaged in the study of Hegel's work. (shrink)

Philosophers of language distinguish among the lexical or linguistic meaning of the sentence uttered, what is said by an utterance of the sentence, and speaker's meaning, or what is conveyed by the speaker to her audience. In most views, what is said is the semantic or truth-conditional content of the utterance, and is irreducible either to the linguistic meaning or to the speaker's meaning. I will show that those views account badly for people's intuitions on what is said. I will (...) also argue that no distinguished level of what is said is required, and that the notion of linguistic meaning is the best placed to play the role of what is said. This relies on two points. First, our intuitions on what is said cannot be detached from the ways in which we talk about what is said, and from the semantics of speech reports and indirect discourse in general. Second, besides what is said, there is an equally important notion of what what-is-said is said about, or that about which the speaker is talking. These are, then, the three main ingredients needed for the theory of what is said: linguistic meaning, what is talked about, and a semantic account of reported speech. (shrink)

The objective of Working Group 4 of the COST Action NET4Age-Friendly is to examine existing policies, advocacy, and funding opportunities and to build up relations with policy makers and funding organisations. Also, to synthesize and improve existing knowledge and models to develop from effective business and evaluation models, as well as to guarantee quality and education, proper dissemination and ensure the future of the Action. The Working Group further aims to enable capacity building to improve interdisciplinary participation, to promote knowledge (...) exchange and to foster a cross-European interdisciplinary research capacity, to improve cooperation and co-creation with cross-sectors stakeholders and to introduce and educate students SHAFE implementation and sustainability. To enable the achievement of the objectives of Working Group 4, the Leader of the Working Group, the Chair and Vice-Chair, in close cooperation with the Science Communication Coordinator, developed a template to map the current state of SHAFE policies, funding opportunities and networking in the COST member countries of the Action. On invitation, the Working Group lead received contributions from 37 countries, in a total of 85 Action members. The contributions provide an overview of the diversity of SHAFE policies and opportunities in Europe and beyond. These were not edited or revised and are a result of the main areas of expertise and knowledge of the contributors; thus, gaps in areas or content are possible and these shall be further explored in the following works and reports of this WG. But this preliminary mapping is of huge importance to proceed with the WG activities. In the following chapters, an introduction on the need of SHAFE policies is presented, followed by a summary of the main approaches to be pursued for the next period of work. The deliverable finishes with the opportunities of capacity building, networking and funding that will be relevant to undertake within the frame of Working Group 4 and the total COST Action. The total of country contributions is presented in the annex of this deliverable. (shrink)

This chapter contains sections titled: 1. Social Pathologies as the Focus of the New Critical Theory 2. Respect as a Form of Intersubjective Recognition in Honneth 3. Respect as Recognition of Persons as Independent Centres of Consciousness: R. S. Peters 4. Respect, Discursive Initiation and Cognitive Development 5. Disrespect as Social Pathology in Education Conclusion Notes References.

In this paper, I argue against the view there are contingent a priori truths, and against the related view that there are contingent logical truths. I will suggest that in general, predicates ›a priori‹ and ›contingent‹ are implicitly relativized to circumstances, and argue that apriority entails necessity, whenever the two are relativized to the same circumstance. I will then criticize the idea, inspired by David Kaplan's framework, of contingent contents "knowable under a priori characters." I will also argue, against Kaplan, (...) that sentences of the form »The actual F is F« do not deserve the status of logical truths, since what they express is neither necessary nor a priori. (shrink)

© 2016 Informa UK Limited, trading as Taylor & Francis Group. In this introduction, we first give a brief overview of the debate over multiculturalism in political theory. We then situate Alan Patten’s Equal Recognition in that context by highlighting his major normative thesis, according to which there are reasons of principle, in a liberal democracy, to grant special forms of public recognition and accommodation to cultural minorities. Finally, we present a succinct summary of the nine articles that follow this (...) introduction and that critically engage with Patten’s arguments. (shrink)

The paper’s main purpose is to show that the new recognition paradigm could have a great impact on the philosophy of education. The author demonstrates that impact by a comparative analysis of both Axel Honneth’s theory of intersubjectively founded self-realisation and Robert Brandom’s concept of socially mediated propositional articulation. The focus of the analysis is the question of the social prerequisites and intersubjective mechanisms of the development of propositional thinking as a core dimension of subjectivity. On the ground of the (...) analytic work carried out by the paper some basic features of development-supportive pedagogical interactions can be formulated. (shrink)

The received view about indexicals holds that they are directly referential expressions, and that the semantic contribution of an indexical consists of that thing or individual to which the indexical refers in the context of its utterance. The aim of this paper is to put forward a different picture. I argue that direct reference and indexicality are distinct and separate phenomena, even if they cooccur often. Still, it is the speaker who directly refers to the things that she is talking (...) about, and those things matter for the truth of her utterance. Indexicals, on the other hand, merely help the interpreter identify the speaker's intended reference. Typically, indexicals encode descriptive conditions that the context must meet to make the utterance true. For example, the demonstrative 'this' encodes the condition that the subject matter, ie that about which one is talking, should be salient and proximal to the speaker. The semantic contribution of an indexical, I suggest, consists precisely of such descriptive conditions. I will offer a formal account, dubbed contextual update semantics, and show how it captures the main conceptual motivation and how it handles embedded indexicals, which may seem problematic at a first glance. (shrink)

Cicero’s De divinatione portrays the Stoics as unanimous in advocating both natural and technical divination. I argue that, contrary to this, the earlier leaders of the school like Chrysippus had reasons to consider natural divination to be significantly epistemically inferior to its technical counterpart. The much more favorable treatment of natural divination in De divinatione is likely the result of changes introduced later, probably by Posidonius.

Transformation of the philosophy of science during the last three decades is largely based on the philosophers? insights in the experimental side of science. Central issues in this new field, such as classification of basic elements and types of experimentation, are still developing. Subject of this work will be one of these types, Steinle?s?exploratory experimentation?, and its place in taxonomy of experimentation. After presenting an array of historical cases of experimentation, I analyze Elliott?s systematization of EE subtypes. I will claim (...) that it does not represent development of Steinle?s ideas, although it can be used to improve taxonomy of experimentation in general. Special attention will be dedicated to the development of this taxonomy and understanding forms of experimentation not focused on theory testing - specifically EE. Preobrazaj filozofije nauke tokom poslednje tri decenije dobrim delom zasniva se na uvidu filozofa u eksperimentalnu stranu nauke. Centralne stvari u ovom polju, kao sto su klasifikacija osnovnih elemenata i vrsta eksperimentisanja, jos uvek su u povoju. Predmet rada bice jedna ova vrsta, Stajnleovo?istrazivacko eksperimentisanje?, i njeno mesto u taksonomiji eksperimentisanja. Nakon predstavljanja niza istorijskih slucajeva eksperimentisanja, analiziracu Eliotovu sistematizaciju podvrsta IE. Tvrdicu da ona ne predstavlja razvoj Stajnleovih shvatanja, ali da se moze iskoristiti za unapredjenje opste taksonomije eksperimentisanja. Posebna paznja bice obracena na isprepletanost razvoja taksnomije eksperimentisanja i razumevanja oblika eksperimentisanja koja nemaju za cilj testiranje teorije - specificno IE. (shrink)

This paper attempts to develop an alternative to both classical liberal claims about individual autonomy and communitarian claims about cultural embeddement of the individual. It shows a way to develop a new model of subjectivity through an interpretation at the level of a deeply located, coherent self. This self is the core of personal identity as a pluralisticly structured, decentralized, internalization of Ego - Alter Ego relationships. This concept is clarified by a critical interpretation and reformulation of Jeremy Waldron’s concept (...) of cosmopolitan identities. (shrink)

The paper’s main purpose is to show that the new recognition paradigm could have a great impact on the philosophy of education. The author demonstrates that impact by a comparative analysis of both Axel Honneth’s theory of intersubjectively founded self-realisation and Robert Brandom’s concept of socially mediated propositional articulation. The focus of the analysis is the question of the social prerequisites and intersubjective mechanisms of the development of propositional thinking as a core dimension of subjectivity. On the ground of the (...) analytic work carried out by the paper some basic features of development-supportive pedagogical interactions can be formulated. (shrink)

In recent years we have seen a newfound engagement with Jürgen Habermas's work in philosophy of education, focusing on his conception of argumentative dialogue, or discourse, as the origin of both truth-related epistemic judgments and justifications of moral norms that claim rightness rather than truth. In this article, Krassimir Stojanov first reconstructs the way in which Habermas determines the relation between truth and rightness, and he then shows that moral rightness functions as a “truth-analogue” since moral norms, like true facts, (...) transcend the actual and local practices of their justification. In the case of moral rightness, this transcendence occurs as an infinite process of inclusion of the perspectives and interests of all potentially concerned persons — also (and foremost) the perspectives and interests of those who are strange to each other in their respective values, worldviews, and interests. With this account of “truth-analogue” moral rightness, Habermas conceptualizes a kind of processual and “difference-sensible” universalism, which is very different from the substantialist universalism of some traditional conceptions of education, or Bildung. In the final section, Stojanov shows why including children in their otherness as children in the discursive process of production of moral knowledge, and thus treating them with a kind of epistemic respect, is a constitutive condition for that process. The demand for the discursive inclusion of children follows from the discourse ethics approach, but it requires an enlargement and some corrections of that approach. (shrink)

One of the most promising aspects of Perry 's Reflexive-Referential Theory is its capacity to generate a variety of contents that may be associated with a single utterance, contents that may be used for various explanatory purposes. My concern in this paper is that, as it stands, RRT generates too many contents. The problem is not just that most of those contents will be explanatorily idle, but rather, that nothing in the actual RRT explains why those contents cannot play the (...) roles that their minimally different “neighbors” can play. In Section 1, I discuss two kinds of example that motivate RRT and its multiplicity of contents; the first comes close enough to some of Perry's own examples, but the second is original, and may be therefore viewed as an application of RRT to a problem that has not been discussed by Perry himself. In Section 2, I will show how these examples give rise, in turn, to problems of overgeneration. In other words, just as RRT is able to derive contents that may be used to account for the cases that need explanation, it ought to be able to derive analogous contents that, in turn, give counterintuitive, if not outright wrong predictions. In Section 3, I will tentatively outline a line of response that Perry could take. The overall direction of the paper is thus optimistic, since the problems raised may be viewed as pointing to ways of improving RRT, rather than undermining it. (shrink)

The concept of Bildung, as it has been developed within the framework of the German Idealism, does not refer to any particular social sphere like schooling, teaching, training etc. but to the character, the directions and the mechanisms of human development in general. We can find probably the most elaborated version of the concept of Bildung via human development in the work of G. F. Hegel. That is way I focus in this paper exclusively on Hegel’s concept of Bildung. In (...) the first part of my paper I try to show how Hegel spells out this concept in order to describe the very process of development of humanity within the single person. In the second part of the paper I link the Hegelian concept of Bildung to the pedagogical question of what educative teaching consists in and how we can discriminate between educative and non-educative forms of teaching. This is, so to say, a Hegelian move beyond Hegel who himself did not systematically explore any pedagogical topics. Nevertheless, my claim is that his concept of Bildung has very important pedagogical implications. (shrink)

In the last two decades the old debate concerning reality of science shifted from questions regarding scientific entities to questions regarding scientific structures. I will present and assess advantages and drawback of this new realists? focus on structures, and at the same time analyze the wider picture of development of the scientific realism. The structural realism will be tackled in the form encountered in works of John Worrall and James Ladyman. Special attention will be devoted to the relationship of their (...) solutions to the argument based on the scientific revolutions - the pessimistic meta-induction. I will argue that these realist?s strategies are not sufficiently convincing to steer us to make a leap in ontology and presume the existence of meta-physical structure - in the first place because neither one of them manages to satisfactorily identify a structure, however general, which accumulates in the scientific-theory change. (shrink)

The most widespread statement of political philosophy is presented here in the simplified and trivialised form of “man is X; he must become Y. ” Man must do so at the same time for himself, for his own survival, but also for the good of all, of the Community, of the City: the plurality must absolutely, in any way whatsoever, give way to unity, subject to [sous peine] and under threat of chaos. The essential question found confronting political doctrines, moreover (...) since the prominence of the idea of democracy is the following: how to bring about the existence of a united society across a heterogeneous social body? The response from philosophy articulates itself around three principle schemas: the theoretical construction of a unified community under the order of similar laws to those of nature (Platonic schema); the search for the best regime, which will have as its ultimate end the moderation and perpetual regulation of conflicts, by an optimal combination of freedom and stability (Aristotelian schema); and the theorisation of the “end of politics” by the locating of a “social wrong” inscribed in a structure doomed to collapse by the practical negation of its ideological foundations (Marxian schema and derivatives). The mode of thought which imposes itself here is decisional. Beyond the third schema which constitutes in some way a meta-political critique, and necessitates that it alone has a particular analysis, in the two preceding, man constitutes a kind of material – raw or primary, depending – that philosophy will work on, and sculpt to give it a form that harmonises fully with the Whole that it prescribes. In political philosophy, we always turn more or less around the “Let’s make man” of Hobbes, that is, around the technical transformation of a material given. Or to say it otherwise: the creation of an oeuvre from crude and imperfect elements, an oeuvre thought like a masterpiece – that is to say, one that contains within it an idea of perfection and permanence – but doomed here to serial reproduction. (shrink)

We investigate experimentally whether the perceived offensiveness of slurs survives when they are reported, by comparing Italian slurs and insults in base utterances (Y is an S), direct speech (X said: “Y is an S”), mixed quotation (X said that Y is “an S”), and indirect speech (X said that Y is an S). For all strategies, reporting decreases the perceived offensiveness without removing it. For slurs, but not insults, indirect speech is perceived as more offensive than direct speech. Our (...) hypothesis is that, because slurs constitute hate speech, speakers employ quotation marks to signal their dissociation from slur use. (shrink)

This paper responds to discussions of my book When Truth Gives Out by Michael Lynch, Nenad Miščević, and Isidora Stojanović. Among the topics discussed are: whether relativism is incoherent (because it requires one to think that certain of one’s views are and are not epistemically superior to views one denies); whether and when sentences in which one slurs an individual or group are truth valued; whether relativism about matters of taste gives an account of “faultless disagreement” superior to certain “absolutist” (...) accounts of the matter. (shrink)

This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action.Krassimir Stojanov’s notion of the pathological behaviour patterns of teachers and Charles Bingham’s ‘pitfalls of recognition’ introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition.Their ideas elicit the problems embedded in the theory of recognition and the problems resulting from understanding misrecognition as a challenge for pedagogic action.This article concludes that recognition theory offers (...) pedagogic action a problematic challenge: it is as problematic to follow Honneth’s original ideas as it is to invent new directions in understanding misrecognition as a pedagogical challenge. (shrink)

As part of her argument that relativism and contextualism are nothing but notational variants of each other, Stojanovic holds that contextualism is flexible enough to achieve whatever relativism might do if the matter is what truth-value is assigned to each pair of sentence and context. In this paper, I reply to this statement by arguing that contextualism cannot be made as flexible as relativism without in fact turning it into a version of relativism. The key to my response to (...) Stojanovic is that, while relativism relativizes utterance truth, contextualism does not, so parameters that are not fixed at the context of utterance will be accessible for the relativist, but not for the contextualist. Although the relativity of utterance truth follows as soon as propositional truth is relativized to contexts of assessment, as the relativist does, it is easy to lose sight of this fact if we identify the context of assessment with the assessor’s context. Hence, the point of this paper is that the difference between relativism and contextualism is not one as to whose parameters play a role in determining the sentence’s truth-value. If it were, contextualism could indeed be made just as flexible as relativism. (shrink)

Philosophers, novelists, and intercultural comparisons : Heidegger, Kundera, and Dickens /​ Richard Rorty Lifeworlds, modernity, and philosophical praxis : race, ethnicity, and critical social theory /​ Lucius Outlaw Modern China and the postmodern West /​ David L. Hall From Marxism to post-Marxism /​ Svetozar Stojanović Incommensurability and otherness revisited /​ Richard J. Bernstein Incommensurability, truth, and the conversation between Confucians and Aritotelians about the virtues /​ Alasdair MacIntyre The commensurability of Indian epistemological theories /​ Karl H. Potter Pluralism, relativism, and (...) interaction between cultures /​ Bimal K. Matilal The problem of relativism /​ Jiang Tianji. Between relativism and fundamentalism : hermeneutics as Europe’s mainstream political and moral tradition /​ Ferenc Feher Conceptual schemes and linguistic relativism in relation to Chinese /​ A.C. Graham The origins of the question : four traditional Japanese philosophies of language /​ Thomas P. Kasulis Meaning as imaging : Prolegomena to a Confucian epistemelogy /​ Roger T. Ames On the dual nature of traditional Chinese thought and its modernization /​ Li Zhilin A planetary macroethics for humankind : the need, the apparent difficulty, and the eventual possibility /​ Karl-Otto Apel Reasonable challenges and preconditions of adjudication /​ Antonio S. Cua The French Revolution and the Holocaust : can ethics be ahistorical? /​ Hilary Putnam Tradition and moral progress /​ Joel J. Kupperman The shape of artistic pasts, East and West /​ Arthur C. Danto. Surrealistic distortion of landscape and the reason of the milieu /​ Megumi Sakabe Why art changes /​ Richard Wollheim The transcendental in a comparative context /​ Frederick J. Streng Reflections on religious pluralism in the Indian context /​ Margaret Chatterjee Three enduring achievements of Islamic philosophy /​ Lenn E. Goodman Two dimensions of religion : reflections based on Indian spiritual experience and philosophical traditions /​ G.C. Pande Between nationalism and nomadism : wondering about the languages of philosophy /​ Graham Parkes The discourse of cultural authenticity : Islamist revivalism and enlightenment universalism /​ Aziz Al-Azmeh Traditional political values and ideas : an examination of their relevance to developments in contemporary African political order /​ Kwame Gyekye On the interpretation of traditional cultures /​ Maria L. Herrera. The concept of progress and cultural identity /​ Roop Rekha Verma Moses, Hsüan-tsang, and history /​ Agnes Heller Secularism : sacred and profane /​ Daya Krishna Scientific progress and content loss /​ Larry Laudan A dialectical view of scientific rationality and progress /​ Marcello Pera Scientific progress reconsidered /​ Ilkka Niiniluoto Does progress in science lead to truth? /​ Lorenz Krüger. (shrink)

This article discusses the educational significance of the moral demand for respect. In Ethics and Education, Richard Peters presents a conception of educational respect that was recently taken up by Krassimir Stojanov. This article responds to both Peters' and Stojanov's contributions and proposes another understanding of educational respect: to respect children is to treat them in a way that enables them to see themselves as persons endowed with dignity; that is, as having the equal standing to make claims on others.

This paper focuses on a topical issue - the idea of ‘justice in education’ – developed by Krassimir Stojanov, among other recent educational justice theorists. Justice in education has to ask ‘educational questions about education’, which means that educational justice theory should be capable of dealing with educational practices, and constellations that are asymmetrical interaction orders. This requires, from the perspective of a child, criteria to distinguish between justified and unjustified educative demands towards responsibility and autonomy. This paper analyses forms (...) of recognition as a legitimate summons that enables the individual’s autonomy. It also analyses the illegitimate demands that emerge from Stojanov’s innovative idea to combine the forms of misrecognition with the concepts of epistemic injustice. The second chapter of this paper introduces the challenges related to the recognitive justice as justice in education. The examination of Dietrich Benner’s recent critique of recognition theory illuminates these challenges in two ways: first, it is shown that there can be something negatively experienced, but the result of productive disruptions that the educator need to produce, which are out of the scope of recognition theory. Second, the recognitive justice paradigm ignores elementary pedagogical conditions and requirements, ‘the pedagogical knowledge’ and its methods, and is therefore unable to fully grasp the legitimate educational authority. This paper concludes with a synthesis that finds the crucial elements from the recognition theory to justice in education and critically assessing Benner’s claims. Overall, the paper offers potential for further development in justice in education. (shrink)