Розкрито сутність поняття «рейтинг». Доведено значущість рейтингової оцінки для суб’єктів фінансового ринку, зокрема для страхових компаній, потенційних страхувальників, інвесторів та кредиторів.

In one way or another, the other plays an important role in educational settings. Over the last few decades, the recourse to philosophical phenomenology has proved to be helpful for the discussion of this topic. Coming from this thematic direction, this article focuses on the other in its constitutive function for the construction of identity. Both within the phenomenologist Bernhard Waldenfels’ theory of responsivity as well as in the pedagogue Wilfried Lippitz’ theory of alterity, the other is a structural part (...) of the self. It will be shown that within these theories the possible dangers of an encounter with the other cannot be addressed in an adequate way. However, this is especially important in educational contexts. Therefore, with regard to the philosophies of Jean‐Paul Sartre and Simone de Beauvoir, I would like to present two additional phenomenological approaches from which the pedagogical discussion can benefit. Both Sartre and Beauvoir put great focus on possible obstacles regarding the en‐ counter with the other. Whereas Sartre identifies negativity as an essential part of human existence, Beauvoir enriches these thoughts with an ethical component. Against the background of these philosophies, the other comes into view as a possible source of both objectification and empowerment. Lastly, the article shows that an implementation of these considerations in teacher training can lead to a deeper understanding of the constitution of identity and the inherent possibilities of any interaction with the other. (shrink)

This book offers a critical introduction to the work of American philosopher D. G. Leahy (1937-2014). Leahy's fundamental thinking can be characterized as an absolute creativity in which all creating is 'live' -- a happening occurring now that manifests a supersaturated polyontological actuality that is essentially created by the logic that characterizes it. Leahy leaves behind the categorial presuppositions of modern thought, eclipsing both Cartesian and Hegelian subjectivities and introducing instead an essentially new form of thinking founded in a nondual (...) logic of creation. The new thinking delineates the absolute unicity of existence as a creative interactivity beyond all traditional dichotomies (such as one vs. many, unity vs. plurality, identity vs. change): a fully "digitized" actuality that is nothing but newness, which inherently implies nothing but change. Through this new form of thinking, change itself is revealed to be the very essence of reality and mind. Any reader looking for a quantum leap beyond the thrall of modern and postmodern fixations is invited to hear and apprehend this new thinking that refuses to be conditioned by paradigms, categories, species, genera, walls, bridges, boundaries, or abstractions: an essentially free thinking that embodies creative novelty itself. (shrink)

Locke is the first English philosopher to be considered in this series, and that fact of itself is worthy of attention. Philosophy, of course, like science, knows no frontiers and no national boundaries. Yet it is true to say that Locke’s contribution to philosophy is typically and peculiarly English. His moderation, his emphasis upon experience, his tolerant spirit of compromise, his dislike of mystical extravagance and of metaphysical speculation, even that elusive quality of his which people call his “common sense”, (...) are English traits. His very defects, illogicality leading to inconsistency and an awkward disorderliness of thought so abhorrent to the. (shrink)

The Nature of God explores a perennial problem in the philosophy of religion.

In der vorliegenden Festschrift "Schlusslogische Letztbegründung" stehen zwei von Zeidlers zentralen wissenschaftlichen Forschungsbereichen im Fokus. Zum einen hat Zeidler sich in seiner Beschäftigung mit der transzendentalen und spekulativen Logik durch Herausarbeitung der begründenden Funktion des Schlusses hervorgetan. Zum Anderen führte er intensive Studien zur Thematik der Letztbegründung durch, die letztere als dynamische Form der Selbstbegründung auswiesen. Diese zentralen Thesen, dass der Schluss die logische Form der Begründung sei und Letztbegründung nur als Selbstbegründung möglich ist, führten ihn zu seiner Vollendung der (...) kantischen Transzendentalphilosophie, seinem absoluten Idealismus der Schlusslogischen Letztbegründung. Die Aufsätze lassen sich bezüglich Zeidlers Œuvre in drei Gruppen einteilen: Erstens, die Beiträge die Zeidlers Schriften kontextualisieren und analysieren (Mathisen, Rendl, Schmied-Kowarzik, Meer, Bunte, König, Hoffmann, Breil, Tydeckes). Zweitens, die Beiträge, die sich primär als Kritik an Zeidler verstehen (Flach, Knoppe, Krijnen). Drittens, die Beiträge, die sich der Ergänzung und Weiterentwicklung des zeidlerischen Ansatzes oder bestimmter von ihm aufgeworfenen Fragestellungen annehmen (Blau, Gloy, Hiltscher, Wiedenbach, Gottschlich, Müller, Klein, Dober). Da Zeidler die Transzendentalphilosophie primär als transzendentale Logik versteht, kann der Diskurs um diese als Leitfaden der Rekonstruktion der Beiträge gelten. Selbstverständlich kann in dieser Rezension nicht jeder Beitrag in Gänze gewürdigt werden. Jedoch soll sowohl versucht werden, einen Überblick über die verschiedenen Linien der Rezeption von Zeidler anhand der Beitragsgruppen zu geben, als auch diese Beiträge in ihren Theoriekontext einzubetten. Darüber hinaus sollen Zeidlers Repliken, die in der Festschrift unter dem Titel "Anmerkungen zur Schlusslogischen Letztbegründung" aufgeführt sind, an entsprechender Stelle thematisch zusammengefasst und der Analyse der Beiträge zur Seite gestellt werden. (shrink)

pt. 1. A critique of current educational aims.--pt. 2. Reason.--pt. 3. Education and reason.

R F Dearden; Theory and Practice in Education, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 17–29, https://doi.org/10.1111/j.1467-.

While it might seem prima facie plausible that divine foreknowledge is all that is needed for prophecy, this seems incorrect. To issue a prophecy, God hasto know not just how someone will act, but how someone would act were the prophecy issued. This makes some think that Middle Knowledge is required.I argue that Thomas Flint’s two Middle Knowledge based accounts of prophecy are unsatisfactory, but one of them can be repaired. However the resources needed for repair also yield a sketch (...) of a foreknowledge-only account of prophecy. (shrink)

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.