Nietzsche is famous for rejecting a great many standard philosophical methods. He does this on the basis of critical assessments of these methods. Nietzsche's historical critiques are justly famous but the question of what his new philosophy is often not explored. The important issue is what Nietzsche believed were some of the possibilities left for philosophy if his criticisms of previous philosophies were correct. This book is called the 'Reclamation of Philosophy' because Nietzsche is engaged in a task of reappropriating (...) certain characteristics of past philosophies into his work. He reclaims philosophical reflection as practiced by French moralists, some Presocratic philosophers, and some German thinkers. As a mature writer he is no longer interested in philosophy simply as a place to display skill in analytic or logical reasoning. He is interested in a philosophy which can address the cultural and personal issues of people constructing themselves in their world. He is particularly interested in using philosophical talents to help to discover the values implicit in practices and assumptions which people hold. These 'values' are not just moral and aesthetic they are also epistemologically relevant. Nietzsche's Reclamation of Philosophy elucidates what Nietzsche has to say about value; particularly what he has to say about moral value, by looking at his views of aesthetic value. (shrink)

Nietzsche has the reputation of being a virulent misogynist, so why are feminists interested in his philosophy? The essays in this volume provide answers to this question from a variety of feminist perspectives. The organization of the volume into two sets of essays, "Nietzsche's Use of Woman" and "Feminists' Use of Nietzsche," reflects the two general approaches taken to the issue of Nietzsche and woman. First, many debates have focused on how to interpret Nietzsche's remarks about women and femininity. Are (...) all of Nietzsche's comments to be read literally, or is he being ironic, perhaps even parodying and subverting stereotypes about women? Second, is his philosophy useful to feminist theory? Can we separate his philosophy from his seemingly derogatory remarks about women? Can feminists use his criticisms of truth, objectivity, reason, and the autonomous subject to challenge the exclusion of women from the history of philosophy? Some view his critiques of dualism and essentialism as well as his perspectivism and social constructivism as adumbrating later feminist positions. Others find troubling his privileging of masculinity and paradigms of domination; they see Nietzsche's sexual dualism as countering otherwise transgressive themes. Contributors are Debra Bergoffen, Maudmarie Clark, Daniel Conway, Jacques Derrida, Jean Graybeal, Kathleen Higgins, Luce Irigaray, Sarah Kofman, Tamsin Lorraine, Kelly Oliver, David Owen, Marilyn Pearsall, Ofelia Schutte, Linda Singer, Lynne Tirrell, and Kathleen Wininger. (shrink)

I argue that the default interpretation of “aesthetics” should be global aesthetics, and that aestheticians should take as standard preparation for work in the field some basic knowledge of aesthetics in various cultural traditions. I consider some of the obstacles that interfere with a move in this direction and some of the steps that might encourage a more inclusive self-conception of the field.

Introducing Philosophy: A Text with Integrated Readings, Tenth Edition, is an exciting, accessible, and thorough introduction to the core problems of philosophy and the many ways in which they are, and have been, answered. The authors combine substantial selections from significant works in the history of philosophy with excerpts from current philosophy, clarifying the readings and providing context with their own detailed commentary and explanation. Spanning 2,500 years, the selections range from the oldest known fragments to cutting-edge contemporary essays. Organized (...) topically, the chapters present alternative perspectives--including analytic, continental, feminist, and non-Western viewpoints--alongside the historical works of major Western philosophers.PEDAGOGICAL FEATURES:* Discussion questions, a summary, and a bibliography with suggestions for further reading at the end of each chapter* Questions at the end of each subsection* Marginal quotations from the featured readings* Key philosophical terms, boldfaced in the text and collected at the end of each chapter* A glossary at the end of the book. (shrink)

Banks face a dilemma in choosing between maximising profits and facilitating the sustainable use of resources within a carbon-constrained future. This study provides empirical evidence on this dilemma, investigating whether a bank loan announcement for a firm with high carbon risk conveys information to investors about the firm’s carbon risk exposure collected through a bank’s pre-loan screening and ongoing monitoring. We use a sample of 120 bank loan announcements for ASX-listed firms over the period 2009–2015. We measure high carbon risk (...) exposure based on whether firms meet the reporting threshold of the NGER scheme. We document positive and significant excess loan announcement returns for loan renewals for high carbon risk firms, but not for loan initiations. Further, we document a more significant loan announcement return for renewals with favourable term revisions. Finally, we find no evidence that the market differentiates between domestic and foreign lenders. Taken together, our results suggest that investors perceive that banks incorporate carbon risk considerations into their lending decisions. Our results highlight the value of banks as financial intermediaries given the information asymmetry surrounding firms’ carbon risk exposure, and more generally the need to extend modern banking theory to consider issues such as the impact of banks’ CSR reputation on lending decisions. (shrink)

A COMPANION TO AESTHETICS This second edition of A Companion to Aesthetics examines questions that were among the earliest discussed by ancient philosophers, such as the nature of beauty and the relation between morality and art, while also addressing a host of new issues prompted by recent developments in the arts and in philosophy, including coverage of non-Western art traditions and of everyday and environmental aesthetics. The volume also canvases debates regarding the nature of representation, the relation between art and (...) truth, and the criteria for interpretation, which are among the most hotly discussed topics in contemporary philosophy. In this extensively revised and updated edition, 168 alphabetically arranged articles provide comprehensive treatment of the main topics and writers in aesthetics. Major additions include historical overviews from the prehistoric to the present and a section on the individual arts. A Companion to Aesthetics will serve students of philosophy, literary criticism, and cultural studies - as well as the educated general reader - both as a work of reference and, with its many substantial essays, as a guide to the best thinking about the arts from the ancient Greeks to the dawn of the twenty-first century. (shrink)

An examination of crucial questions about the relationship between rationality and femininity.

Circumstances in which someone has died might be particularly prone to the use of kitsch, but gestures that are arguably kitschy can be among the most appropriate ways to express sympathy. Although showing respect for the deceased and the bereaved does require some concern for aesthetic suitability, a certain amount of kitsch may be virtually unavoidable in these contexts, and we should learn to live with that.

Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to stand in for intelligence analysts. Classrooms, however, are ethically complex spaces, with students considered vulnerable populations, and become even more complex when layering multiple goals, activities, tools, and stakeholders over those traditionally present. This does not necessarily mean one must shy away from academia-intelligence agency partnerships in classrooms, but that these must be conducted (...) carefully and reflexively. This paper hopes to contribute to this conversation by describing one purposeful classroom encounter that occurred between a professor, students, and intelligence practitioners in the fall of 2015 at North Carolina State University: an experiment conducted as part of a graduate-level political science class that involved students working with a prototype analytic technology, a type of participatory sensing/self-tracking device, developed by the National Security Agency. This experiment opened up the following questions that this paper will explore: What social, ethical, and pedagogical considerations arise with the deployment of a prototype intelligence technology in the college classroom, and how can they be addressed? How can academia-intelligence agency collaboration in the classroom be conducted in ways that provide benefits to all parties, while minimizing disruptions and negative consequences? This paper will discuss the experimental findings in the context of ethical perspectives involved in values in design and participatory/self-tracking data practices, and discuss lessons learned for the ethics of future academia-intelligence agency partnerships in the classroom. (shrink)

The Limits of Cosmopolis addresses the question of how human life is organized: Is it possible to be a «citizen of the world»? Is there a difference between avowing that identity for oneself and morally and ethically making a commitment to others? What are the implications for communication - for a real dialogue of cultures?

This essay explores Emerson’s reflections on self-reliance with particular reference to Emerson’s understanding of the concept of self-reliance, his view of ‘conformity’ as the major obstacle to self-reliance, and the moral significance of his thought. The essay is based on the premise that Emerson’s philosophy of self-reliance, self-reference and self-responsibility has a relevance and an application to our contemporary lives which are often conducted through subtle shades of compliance and acquiescence to popular opinion and prevailing fashions of thought and behaviour.

Grown out of the process of planning and publishing Dewey’s collected works at the Center for Dewey Studies, Southern Illinois University, this checklist provides the first exhaustive compilation of works about Dewey. It is an indispensable starting point for future scholarly study of any facet of Dewey’s career. It contains well over two thousand entries. It is structured in four major sections: published items about Dewey, unpublished items about Dewey, reviews of Dewey’s works, and reviews of works about Dewey. The (...) checklist not only gives the student easy access to writ­ings about Dewey but also reveals the major shifts and interests of modern scholarship. (shrink)

Nel corso degli ultimi 20 anni c’è stata una espansione globale in materia di istruzione dottorale e in particolare di ‘dottorati professionali’. Difficoltà nell’avanzamento e nel completamento diventano sempre più il centro dell’attenzione per tutti i tipi di dottorato. È stato riconosciuto che una serie di fattori al di là di quelli prettamente demografici potrebbe influire sulla possibilità di completare gli studi. C’è ancora molto da imparare sul motivo per cui l’avanzamento e il completamento del dottorato sono così impegnativi. In (...) questo articolo vorremmo mettere in evidenza un settore che sembra trascurato dalla ricerca: l’esperienza emotivamente complessa del percorso di dottorato.Offriamo un contributo al dibattito su ciò che è necessario per facilitare il successo e intrinsecamente un soddisfacente avanzamento all’interno di un programma di dottorato professionale. Noi sosteniamo che una maggiore attenzione debba essere prestata al cammino esperienziale di studenti di dottorato dal momento che essi hanno il difficile compito di integrare la loro vita personale, professionale e accademica. Il nostro interesse per le risorse emotive di cui gli studenti possono avvalersi durante il loro percorso di dottorato è iniziato con la progettazione e lo sviluppo del nostro primo dottorato professionale in materia di sanità e cura. Attraverso la nostra iniziale esperienza con due gruppi di studenti, abbiamo riflettuto sullo sviluppo del dottorato professionale, in generale, e trasversalmente a diverse altre discipline, per comprendere meglio come facilitare una buona esperienza di dottorato e una conclusione nei tempi.L’importanza di partecipare all’esperienza emotiva all’interno del complesso percorso di dottorato professionale ci ha portato al concetto di ‘nourished scholarship’ . Si definisce la nozione di ‘nourished scholarship’ come un percorso di apprendimento che lega i valori personali, significativi e attuali, allo sviluppo e al contributo professionale. Tale nutrimento emotivo è caratterizzato da una soddisfacente esperienza di scambio tra il sé, l’apprendimento e la comunità di pratica/studio. La nostra opinione è che tale nutrimento emotivo sia una risorsa fondamentale da cui gli studenti attingono al momento di negoziare le sfide complesse del percorso professionale di dottorato. Al fine di illustrare il significato di ‘nourished scholarship’ descriviamo alcune delle sue dimensioni emotive chiave. Queste dimensioni possono essere agevolate in vari modi, ma qui ne segnaliamo uno in particolare: il sostegno reciproco e la supervisione di gruppo facilitata. Al fine di illustrare le dimensioni della ‘nourished scholarship’ quindi noi riflettiamo su un caso specifico, quello di una coorte di studenti di dottorato professionale. Sono state estratte alcune loro esperienze per illustrare sette dimensioni che sono importanti per contribuire all’esperienza di ‘nourished scholarship’ come una risorsa di sostegno:- Sperimentare i benefici di appartenenza- Aiutarsi vicendevolmente a contenere l’ansia- Vivere la crescente fiducia- Accettare comunanza e unicità- Miglioramento personale, identità professionale e accademica attraverso la chiarificazione dei valori- Sperimentare i benefici di relazionarsi ad una più ampia comunità scientifica- Accettare i ritmi dei tempi in cui ricevere dei tempi attivi.Inoltre, in questo articolo si riflette su come la particolare struttura del programma di dottorato è stata in grado di sostenere lo sviluppo di queste risorse. Ci sono state tre caratteristiche chiave che crediamo siano state fondamentali nel modo in cui il programma è stato progettato e realizzato:a) ‘Cohortness’ in cui gli studenti si impegnano con il programma come un gruppo in viaggio.b) Supervisione di coorte: anche se tutti studiavano diversi argomenti, si è formato un gruppo insieme a due facilitatori accademici per discutere il processo, l’esperienza del percorso e il loro apprendimento.c) Una strategia di valutazione flessibile che permette agli studenti di progredire in modo personale e non lineare.Il valore potenziale di questo articolo per i programmi educativi è che fornisce un quadro per focalizzare l’attenzione sull’importanza del percorso emotivo e sui modi per sostenere la motivazione degli studenti e la resilienza. Noi crediamo che questo quadro abbia un potenziale trasferibile ad altre situazioni in cui tali risorse emotive possono essere importanti.During the past 20 years there has been a global expansion in doctoral education and in particular professional doctorates. Difficulties with progression and completion have increasingly become the focus of attention within both academic and professional contexts. It has been acknowledged that a range of factors, beyond demographics, could be influential in whether students are able to sustain their studies to completion. In this paper we stress the importance of conceptualising professional doctoral studies as a personal, professional and academic journey that is sustained by emotional factors that may need more explicit attention. As such, our contribution is the delineation of a phenomenon that we call ‘nourished scholarship’. We wish to illustrate how such ‘nourished scholarship’ functions as a resource for sustaining motivation and integration through the doctoral journey. We offer seven dimensions that a doctoral programme needs to embody in order to facilitate ‘nourished scholarship’: belonging, containing anxiety, growing confidence, commonality and uniqueness, values clarification, scholarly community, and negotiating the rhythms of receptive and active times. We illustrate these dimensions in the context of a professional doctorate programme that emphasises ‘cohort supervision’ as the primary resource for facilitating such nourished scholarship. We believe that this notion has transferable potential to other provisions where such emotional resources may be important. (shrink)

This brief and inexpensive paperback provides an introduction to some of the world's great philosophical traditions through original sources. It can be used as a supplement to a traditional western-oriented textbook, or it can stand-alone. Organized by culture (Africa, China, Japan, Native American, Latin America, Arabia, Persia, India, the West), each self-contained chapter is edited by an expert in the area. The editors' extensive introductions to the selections are designed for readers with no previous study of philosophy. Each chapter also (...) contains a pronunciation key, glossary, area map, and suggestions for further readings. An alternate table of contents is provided for world civilization courses. (shrink)

The essays in this collection examine the influence of Gaita's ethical thought in a broad sense, beyond academic philosophy, especially within Australian society and culture where it has been most significant. Through his various works, including his acclaimed biography, Romulus: My Father, Gaita's ethical thought has had a considerable impact on the intellectual and cultural life of Australia.

La conviction que la modernité occidentale soit un monde sécularisé, athée, dans lequel la religion ne domine plus la sphère publique, n’est qu’une présomption. Autrement dit : une transformation, à partir d’un monde où le sens réside en dehors de lui, vers un monde où le sens se situe en lui-même. Si nous suivons la pensée du philosophe français Jean-Luc Nancy, présentée dans ses livres Le Sens du Monde et La déclosion, nous devons penser le monde non pas comme ayant (...) un sens en soi, mais comme étant le sens lui-même. Vivre dans un monde laïque signifie vivre dans un monde qui est sens, un monde devenu responsable pour soi-même mais qui ne s’enferme pas sur soi-même. Nancy, s’inspirant de Martin Heidegger, affirme que, dans un monde laïque, il n’est plus question de savoir si le monde a un sens, mais si le monde est sens. Pour être athée aujourd’hui, conclut Nancy, nous n’avons plus à faire à la question « pourquoi est-il quelque chose en général ? », mais à la réponse « il y a quelque chose, et cela en soi fait sens ». (shrink)

Činjenica da je zapadna modernost obilježena sekulariziranim svijetom, ateističkim svijetom u kojem religija više ne vlada javnom sferom, uzima se zdravo za gotovo. Drugim riječima, preobrazbom iz svijeta gdje smisao leži izvan tog svijeta, u svijet gdje je smisao smješten u njemu samome. Ako pratimo tijek misli francuskog filozofa Jean-Luc Nancya predstavljen u njegovim djelima The Sense of the World i Dis-Enclosure, moramo poimati svijet ne kao nešto što ima smisao u sebi samome, nego kao nešto što jest sâm smisao. (...) Živjeti u sekulariziranom svijetu znači živjeti u svijetu koji jest smisao, svijetu koji je postao odgovoran za sebe ali se u sebe ne zatvara. Nancy, pritom inspiriran Martinom Heideggerom, tvrdi da u sekulariziranom svijetu više nije upitno ima li svijet smisla, nego da svijet jest smisao. Ako danas želimo biti ateisti, zaključuje Nancy, više se ne moramo suočiti s pitanjem »Zašto, općenito, nešto jest?«, nego s odgovorom »Nešto jest, i to sâmo čini smisao«. (shrink)

How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. (...) We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project. (shrink)

Perfect for readers eager to acquire a basic familiarity with the history of philosophy but intimidated by the task, A Passion for Wisdom is a lively, accessible, and highly enjoyable tour of the world's great ideas.

In the second edition of this groundbreaking text in non-Western philosophy, fifteen experts introduce some of the great philosophical traditions in the world. The dozen essays collected here unveil exciting, sophisticated philosophical traditions that are too often neglected in the western world. The contributors include the leading scholars in their fields, but they write for students coming to these concepts for the first time. Building on revisions and updates to the original essays on China, India, Japan, and the Americas, this (...) new edition also considers three philosophical traditions for the first time--Jewish, Buddhist, and South Pacific (M ori) philosophy. (shrink)

The recognition is growing: truly addressing the problems of the 21st century requires going beyond small tweaks and modest reforms to business as usual--it requires "changing the system." But what does this mean? And what would it entail? The New Systems Reader highlights some of the most thoughtful, substantive, and promising answers to these questions, drawing on the work and ideas of some of the world's key thinkers and activists on systemic change. Amid the failure of traditional politics and policies (...) to address our fundamental challenges, an increasing number of thoughtful proposals and real-world models suggest new possibilities, this book convenes an essential conversation about the future we want. (shrink)

This article describes a team-taught environmental studies course called Animal Metaphors. Focusing on animal metaphors in literature and film, the course emphasizes various cognitive and perceptual biases that lead humans to place ourselves above and beyond nature, making us more likely to engage in practices destructive to the environment. Whereas the first iteration of the course underscored various ways in which humans are less rational or moral than we imagine, the new iteration shifted more of the focus to what inspires (...) and motivates humans, gives us emotional resilience, and best creates conditions for mental well-being as we cooperate and collaborate. This seemed an appropriate tack to take in an age commonly referred to as the “Anthropocene.” We thus continued to examine our status as evolved animals while also calling more attention to spiritual or ecstatic experience, music, humor, and the uniquely human ability for shared intentionality. (shrink)

Confucius condemned Zheng 鄭 and Wei 衛 music, which had widespread popular appeal. He may have expected music to display fundamental patterns in the natural world and thriving human relationships, tasks that could be compromised by irregular and relatively complicated music like that of Zheng and Wei. He was also convinced that Zheng and Wei music would motivate undisciplined behavior in listeners. A third consideration may have been that even if some benefits of participation would derive from music that included (...) innovations, traditional forms should be preferred because they would further bonds between generations and encourage a sense of community by emphasizing shared inheritance. Confucius seems unaware that innovation can help keep musical traditions alive, but he may have recognized that well-known music facilitates kinds of engagement that novel music cannot. Such engagement was key to what Confucius sought from music and would be reason enough for his judgment. (shrink)