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An Answer to the Question: What Is Enlightenment?

In James Schmidt (ed.), What is Enlightenment?: Eighteenth-Century Answers and Twentieth-Century Questions. University of California Press (1996)

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  1. Morality, Politics and Mytho-Poetic Discourse in the Oldest System-Programme for German Idealism: The Rousseauian Answer to a Contemporary Question. [REVIEW]Philip Andrew Quadrio - 2011 - Sophia 50 (4):625-640.
    This paper considers the relation between mytho-poetic narrative and practical philosophy in an Idealist/Romantic fragment, usually attributed to Hegel, known as the ‘System-programme’. Like many works of the young Hegel, the text seeks political reform through a reform of religion and suggests that for politics to be truly motivating reason must be embedded in mytho-poetic discourse. This Hegelian ‘reform’ is in the service of a new, sensuous, practical rationality and a motivating political praxis. The paper places these issues in the (...)
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  • Freedom and the Dynamics of the Self and the 'Other'; Re-Constructing the Debate Between Tagore and Gandhi.Bindu Puri - 2013 - Sophia 52 (2):335-357.
    Tagore and Gandhi shared a relationship across 26 years. They argued about many things including the means for the attainment of swaraj/freedom. In terms of this central concern with the nature of freedom they came fairly close to an issue that has perhaps dominated the (European) Enlightenment. For the Enlightenment has sought to clarify what is meant by individual freedom and attempted to secure such freedom to the individual. This article argues that the Tagore-Gandhi debate can perhaps be reconstructed around (...)
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  • Towards a Philosophy of Academic Publishing.Michael A. Peters, Petar Jandrić, Ruth Irwin, Kirsten Locke, Nesta Devine, Richard Heraud, Andrew Gibbons, Tina Besley, Jayne White, Daniella Forster, Liz Jackson, Elizabeth Grierson, Carl Mika, Georgina Stewart, Marek Tesar, Susanne Brighouse, Sonja Arndt, George Lazaroiu, Ramona Mihaila, Catherine Legg & Leon Benade - 2016 - Educational Philosophy and Theory 48 (14):1401-1425.
    This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper (...)
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  • Objectivity in Science: New Perspectives From Science and Technology Studies.Flavia Padovani, Alan Richardson & Jonathan Y. Tsou (eds.) - 2015 - Boston Studies in the Philosophy and History of Science, vol. 310. Springer.
    This highly multidisciplinary collection discusses an increasingly important topic among scholars in science and technology studies: objectivity in science. It features eleven essays on scientific objectivity from a variety of perspectives, including philosophy of science, history of science, and feminist philosophy. Topics addressed in the book include the nature and value of scientific objectivity, the history of objectivity, and objectivity in scientific journals and communities. Taken individually, the essays supply new methodological tools for theorizing what is valuable in the pursuit (...)
  • Against the Grain of Modernity: The Politics of Difference and the Conservation of ?Race? [REVIEW]Lucius Outlaw - 1992 - Man and World 25 (3-4):443-468.
  • Problematizing Disciplinarity, Transdisciplinary Problematics.Peter Osborne - 2015 - Theory, Culture and Society 32 (5-6):3-35.
    This article situates current debates about transdisciplinarity within the deeper history of academic disciplinarity, in its difference from the notions of inter- and multi-disciplinarity. It offers a brief typology and history of established conceptions of transdisciplinarity within science and technology studies. It then goes on to raise the question of the conceptual structure of transdisciplinary generality in the humanities, with respect to the incorporation of the 19th- and 20th-century German and French philosophical traditions into the anglophone humanities, under the name (...)
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  • Foucault and the Imperatives of Education: Critique and Self-Creation in a Non-Foundational World. [REVIEW]Mark Olssen - 2006 - Studies in Philosophy and Education 25 (3):245-271.
    This article outlines Foucault’s conception of critique in relation to his writings on Kant. In that Kant saw Enlightenment as a process of release from the status of immaturity in that we accept someone else’s authority to lead us in areas where the use of reason is called for, it is claimed in this article that Foucault’s notion of critique reveals his own conception of maturity. Whereas Kant sees maturity as the rule of self by self through reason, Foucault sees (...)
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  • From Secular Temporality to Post-Secular Timelessness: Trekking the Past's Future and Future's Past.Greg Melleuish & Susanna Rizzo - 2013 - Telos: Critical Theory of the Contemporary 2013 (163):39-60.
    ExcerptIt can be argued that we are currently living in a time characterized by a widespread perception of “discontinuity,” of a rupture in historical continuity. This rupture appears to have been brought about by the alleged demise of the secular paradigm, underpinning the Enlightenment project of modernity, caused by the outbreak of religious fervor and spirituality at the dawn of the new millennium. The perceived rupture in the natural progression of secular modernity has led to the questioning of the assumed (...)
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  • Resistance in Intellectual History and Political Thought.Iain McDaniel - 2018 - History of European Ideas 44 (4):397-403.
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  • What Should We Eat? Biopolitics, Ethics, and Nutritional Scientism.Christopher R. Mayes & Donald B. Thompson - 2015 - Journal of Bioethical Inquiry 12 (4):587-599.
    Public health advocates, government agencies, and commercial organizations increasingly use nutritional science to guide food choice and diet as a way of promoting health, preventing disease, or marketing products. We argue that in many instances such references to nutritional science can be characterized as nutritional scientism. We examine three manifestations of nutritional scientism: the simplification of complex science to increase the persuasiveness of dietary guidance, superficial and honorific references to science in order to justify cultural or ideological views about food (...)
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  • Two Readings of Kant’s Enlightenment: Gendering Chatterjee’s Global Dialogue with Foucault.Kanchana Mahadevan - 2018 - Culture and Dialogue 6 (1):77-95.
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  • Контроверсійні підвалини комунікативних стратегій: Історико-філософський аспект.Svitlana Loznytsia - 2020 - Multiversum. Philosophical Almanac 2 (1):100-122.
    У статті здійснюється історико-філософський розгляд контроверсійних підвалин комунікативних стратегій, де під контроверсіями розуміється принцип суперечності діалогу як такого, а під комунікативними стратегіями – діалог як «раціональна комунікація», тобто комунікація з наперед заданою метою. Показано зв’язок між морально-етичною настановою історичних періодів та принципом діалогу, притаманного цій добі. Виявлено, що принцип діалогу, запроваджений ще у добу Античності як спосіб знаходження порозуміння, знайшов своє продовження у диспутах середньовічних університетів та жанру діалогу доби Відродження. Водночас індивідуалізм доби Відродження, раціональна настанова Просвітництва та наукові дослідження (...)
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  • Toward a Sociology of Finitude: Life, Death, and the Question of Limits.Roi Livne - forthcoming - Theory and Society.
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  • Kant and the Two Principles of Publicity.Jüri Lipping - 2019 - The European Legacy 25 (2):115-133.
    ABSTRACTThe aim of this article is to argue that the principle of “publicity” constitutes a fundamental idea in Kant’s political thought. Publicity provides a central insight that binds together various strands of Kant’s political writings, and moreover, it offers a much-needed cornerstone for a systematic exposition of his nonexistent political philosophy. Apart from some eminent examples, publicity has been a rather neglected topic in the ever-expanding literature on Kant’s political ideas. Revisiting this notion will make us more attentive to his (...)
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  • Letting the Truth Out: Children, Naive Truth, and Deflationism.Brian Lightbody - 2019 - Kriterion - Journal of Philosophy 33 (3):17-42.
    In their recent paper, “Epistemology for Beginners: Two to Five-Year-Old Children’s Representation of Falsity,” Olivier Mascaro and Olivier Morin study the ontogeny of a naïve understanding of truth in humans. Their paper is fascinating for several reasons, but most striking is their claim (given a rather optimistic reading of epistemology) that toddlers as young as two can, at times, recognize false from true assertions. Their Optimistic Epistemology Hypothesis holds that children seem to have an innate capacity to represent a state (...)
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  • Knowledge From Vice: Deeply Social Epistemology.Neil Levy & Mark Alfano - 2020 - Mind 129 (515):887-915.
    In the past two decades, epistemologists have significantly expanded the focus of their field. To the traditional question that has dominated the debate — under what conditions does belief amount to knowledge? — they have added questions about testimony, epistemic virtues and vices, epistemic trust, and more. This broadening of the range of epistemic concern has coincided with an expansion in conceptions of epistemic agency beyond the individualism characteristic of most earlier epistemology. We believe that these developments have not gone (...)
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  • Gert J.J. Biesta, Beyond Learning: Democratic Education for a Human Future: Paradigm Publishers, Boulder, CO, 2006.Megan J. Laverty - 2009 - Studies in Philosophy and Education 28 (6):569-576.
  • How Does Historical Faith Complement Immanuel Kant’s Philosophy of Religion?Tomasz Kupś - 2020 - Diametros 18 (69):1-19.
    A shift away from exclusionary moral reductionism can be discerned in modern interpretations of Kant’s philosophy of religion. Consequently, at least since the 1970s, historical faith has been appreciated as a necessary and desirable element of Kant’s philosophy of religion. One of the reasons prompting Kant to include historical faith in his system of the philosophy of religion is what commentators on Kant’s philosophy call the ‘moral gap’ as there is a disproportion between the limited competence of man as a (...)
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  • Self-Directedness and the Question of Autonomy: From Counterfeit Education to Critical and Transformative Adult Learning.Wojciech Kruszelnicki - 2019 - Studies in Philosophy and Education 39 (2):187-203.
    The aim of this paper is to introduce a correction into the notion of self-directed adult learning by way of conjoining it with philosophically elaborated notions of autonomy, self-reflectiveness, and maturity. The basic premise of this intervention is that in andragogical theorizing, learners’ self-directedness ought not to be thought as obvious and thus beyond question. Since adult selves are not transparent but socially, culturally, and discoursively constructed, adult educators are encouraged to think of themselves as facilitators of adult learners’ self-awareness (...)
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  • “To Love the Rest of His Thoughts as Myself” – Translating Mendelssohn’s Singular Bildung.Yuval Kremnitzer - 2021 - Naharaim 15 (2):201-220.
    The conceptual history of Bildung, the German term for self-formation, encapsulates the ethical revolution of modern German thought, associated with the Kantian moment and its aftermath. Reshaped in modernity to respond to a post-Kantian, critical sensibility, the modern term emphasizes the reflexive, active process of self-formation, in contrast with the medieval theological sensibility which emphasized the receptive imprint of the image of God. In this article, I unpack Moses Mendelsohn’s idiosyncratic notion of Bildung. I show that what is unique, indeed, (...)
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  • The Present's Historical Task: Kracauer as Reader of Collingwood.James Kent - 2016 - Critical Horizons 17 (3-4):338-357.
    Siegfried Kracauer's reading of the work of R.G. Collingwood illuminates the crisis point in the relation between philosophy, history and how the present is thought. In this paper I argue that Kracauer's dismissal of Collingwood illuminates a misunderstanding of the latter's philosophical project, and takes no account of a certain affinity between the two thinkers. Collingwood not only shared Kracauer's view that a philosophically oriented historical investigation of the past might offer some hope for the present, but also had a (...)
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  • Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization.Daan Keij - 2020 - Studies in Philosophy and Education 40 (1):67-80.
    This article assesses Bernard Stiegler’s critique of infantilization. Contemporary education—and society in general—would no longer develop children into adults, but would keep them in their childish state. Stiegler’s critique is explicitly inspired by Enlightenment ideals, characterized by a positive notion of maturity and a negative notion of childhood and immaturity. Infantilization is for Stiegler therefore immediately a negative development. However, Stiegler’s works also contain a positive understanding of childhood and of the extension of childish characteristics into adulthood. The main thesis (...)
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  • Science of Religion and Theology: An Existential Approach.George Karuvelil - 2012 - Zygon 47 (2):415-437.
    Abstract Stephen Jay Gould's NOMA (nonoverlapping magisteria) theory was meant to be an alternative to the traditional “conflict model” regarding the relationship between science and religion. But NOMA has been plagued with problems from the beginning. The problem most acutely felt was that of demarcating the disciplines of science and theology. This paper is an attempt to retain the insights of NOMA and the conflict model, while eliminating their shortcomings. It acknowledges with the conflict model that the conflict is real, (...)
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  • Phronesis and Transformative Learning: A Joint Challenge for Moral Philosophy and Educational Theory.Vasiliki Karavakou - 2018 - Philosophy Study 8 (8).
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  • Wildly Wise in the Terrible Moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education.Viktor Johansson - 2019 - Educational Philosophy and Theory 51 (5):519-530.
    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly (...)
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  • Children's Participation: An Arendtian Criticism.Sharon Jessop - 2011 - Educational Philosophy and Theory 43 (9):979-996.
    Hannah Arendt's critique of education in 1950s USA provides an important way of understanding the development of citizenship education. Her theory on the nature of childhood and her concepts of natality and authority give insight into both the directions of current policies and practices, and the possible future states into which these elements may crystallise. It is argued that education for citizenship is an expression of the hope that children will ‘save’ us from ourselves and that there are two distinct (...)
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  • From Kant to Sade: A Fragment of the History of Philosophy in the Dialectic of Enlightenment.David James - 2018 - British Journal for the History of Philosophy 26 (3):557-577.
    In this paper, I set out to consider the extent to which Horkheimer and Adorno's account of the transition from Kant's philosophy to key features of the novels of the Marquis de Sade in the Second Excursus of their Dialectic of Enlightenment can be viewed as a fragment of the ‘history of philosophy’ and to explain this account in a way that allows us to ask whether it succeeds in establishing a necessary connection between Kant's philosophy and Sade's novels. In (...)
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  • The Individualist? The autonomy of reason in Kant’s philosophy and educational views.Liz Jackson - 2007 - Studies in Philosophy and Education 26 (4):335-344.
    Immanuel Kant is often viewed by educational theorists as an individualist, who put education on “an individual track,” paving the way for political liberal conceptions of education such as that of John Rawls. One can easily find evidence for such a view, in “Answer to the Question: ‘What is Enlightenment?’,” as well as in his more metaphysical, moral inquiries. However, the place of reason in Kant’s philosophy––what I call the “autonomy of reason”––spells out a negative rather than positive conception of (...)
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  • Knowledge, Education and Aesthetics.Mark Jackson - 2017 - Educational Philosophy and Theory 49 (13):1267-1276.
    The philosophy of Immanuel Kant has been important in education theory, especially in the historical context of the Enlightenment and its legacies on contemporary understandings of global education. Particular reference is given to Kant’s writing on Enlightenment thinking and especially to his 1803 Über Pädagogik/Lectures on pedagogy whose groundwork tends to be thought from an empirical anthropology. This paper aims to question education, though from the perspective of a Kantian understanding of aesthetic experience, a perspective developed initially from my reading (...)
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  • Academic Freedom of Students.Liz Jackson - 2021 - Educational Philosophy and Theory 53 (11):1108-1115.
    Academic freedom is often regarded as an absolute value of higher education institutions. Traditionally, its value is related to such topics as tenure, and the need for academic work to be free from undue political influence and other pressures that can challenge time-consuming research processes. However, when an analysis of student freedom begins with arguments about free research and free speech, undergirded as they generally are by liberal political philosophy, other considerations, related to broader views of freedom, can slip through (...)
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  • Educating For and Through Nature: A Merleau-Pontian Approach.Ruyu Hung - 2007 - Studies in Philosophy and Education 27 (5):355-367.
    This paper aims to explore the relationship between humans and nature and the implied intimacy, so-call ‘ecophilia,’ in light of the French philosopher Maurice Merleau-Ponty. It is revealed from the Merleau-Pontian view of body and nature that there may be a more harmonious relationship between humankind and nature than the commonly assumed, and an alternative understanding of education may thus arise. Following an introduction, this paper falls into three parts: an exploration of the meaning of nature, the corporeality of the (...)
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  • Ethical Influence in Health Promotion: Some Blind Spots in the Liberal Approach.Thomas Hove - 2014 - Public Health Ethics 7 (2):134-143.
    Health communication researchers and practitioners continue to debate about the types of influence that are appropriate in health promotion. A widely held assumption is that health campaigns and communicators should respect the autonomy of their audiences, and that the most appropriate way to do so is to persuade them by means of truthful substantive information. This approach to ethical persuasion, though, suffers from certain blind spots. To account for circumstances when respecting autonomy might take a back seat to other ethical (...)
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  • Anonymity and Commitment: How Do Kierkegaard and Dreyfus Fare in the Era of Facebook and “Post-Truth”?Soraj Hongladarom - 2019 - AI and Society 34 (2):289-299.
    This paper looks at the situation first described by Dreyfus :369–378, 2002) in his seminal paper, in order to find out whether and, if so, to what extent the use of Internet in education is still characterized by anonymity and commitment in today’s social media and ‘post-truth’ era. Current form of web technology provides an occasion for us to rethink what the Press and the Public, two main Kierkegaardian themes, actually consist in. The very ease and rapidity of how information (...)
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  • Preface to an Ethics of Education as a Practice in its Own Right.Pádraig Hogan - 2010 - Ethics and Education 5 (2):85-98.
    Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as to appear a quite natural (...)
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  • Husserl’s Crisis and Our Crisis.Robert Hanna - 2014 - International Journal of Philosophical Studies 22 (5):752-770.
  • The Discourse and Nature of Creativity and Innovation: Ways of Relating to the Novel.Lars Geer Hammershøj - 2017 - Educational Philosophy and Theory 49 (14):1313-1325.
    In the discourse of the knowledge-based economy, the link between creativity and innovation is usually taken for granted. However, not only is this link of recent date, it joins together two diametrically opposed concepts: the economic concept of innovation and the humanistic concept of creativity. In research too, there is a lack of enquiry into the nature of the processes of creativity and innovation and into how these processes are similar yet different. Building on the original insights of Henri Poincaré (...)
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  • An Antinomy of Political Judgment: Kant, Arendt, and the Role of Purposiveness in Reflective Judgment.Avery Goldman - 2010 - Continental Philosophy Review 43 (3):331-352.
    This article builds on Arendt’s development of a Kantian politics from out of the conception of reflective judgment in the Critique of Judgment. Arendt looks to Kant’s analysis of the beautiful to explain how political thought can be conceived. And yet Arendt describes such Kantian reflection as an empirical undertaking that justifies itself only in relation to the abstract principle of the moral law. The problem for such an account is that the autonomy of the moral law appears to be (...)
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  • Deliberative Democracy, the Public Sphere and the Internet.Antje Gimmler - 2001 - Philosophy and Social Criticism 27 (4):21-39.
    The internet could be an efficient political instrument if it were seen as part of a democracy where free and open discourse within a vital public sphere plays a decisive role. The model of deliberative democracy, as developed by Jürgen Habermas and Seyla Benhabib, serves this concept of democracy best. The paper explores first the model of deliberative democracy as a ‘two-track model’ in which representative democracy is backed by the public sphere and a developing civil society. Secondly, it outlines (...)
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  • Reason, Religion, and Postsecular Liberal-Democratic Epistemology.Ryan Gillespie - 2014 - Philosophy and Rhetoric 47 (1):1-24.
    ABSTRACT Reason, religion, and public culture have been of significant interest recently, with critics reevaluating modernity's conception of secularism and calling for a “postsecular” public discourse. Simultaneously, one sees rising religious fundamentalisms and a growing style of antirationalism in public debate. These conditions make a reconceptualization of public reason necessary. The main goals of this article are to establish agnostic public reason as the conceptual guide and normative ethic for public debate in liberal democracies by considering the secular/religious reason boundary (...)
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  • What is Anti-Enlightenment?Diana Gasparyan - 2016 - Revista de Filosofia Aurora 28 (44):607.
    It is well known that postmodern philosophy primarily focuses on the experience of re-thinking of the ideals of the Enlightenment. An extensive Post-Enlightenment turns into Anti-Enlightenment development is, in fact, the true underlying concept lying at the heart of this philosophy. In other words, postmodern philosophy primarily focuses on the experience of re-thinking of the ideals of the Enlightenment. However the point from which the Enlightenment is being criticized can be described fairly accurately. Ultimately, the prefix “anti” can be interpreted (...)
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  • A Critique of the Universalisability of Critical Human Rights Theory: The Displacement of Immanuel Kant. [REVIEW]Mark F. N. Franke - 2013 - Human Rights Review 14 (4):367-385.
    While the critically oriented writings of Immanuel Kant remain the key theoretical grounds from which universalists challenge reduction of international rights law and protection to the practical particularities of sovereign states, Kant’s theory can be read as also a crucial argument for a human rights regime ordered around sovereign states and citizens. Consequently, universalists may be tempted to push Kant’s thinking to greater critical examination of ‘the human’ and its properties. However, such a move to more theoretical rigour in critique (...)
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  • Kant on the Highest Moral-Physical Good: The Social Aspect of Kant's Moral Philosophy.Paul Formosa - 2010 - Kantian Review 15 (1):1-36.
    Kant identifies the “highest moral-physical good” as that combination of “good living” and “true humanity” which best harmonises in a “good meal in good company”. Why does Kant privilege the dinner party in this way? By examining Kant’s accounts of enlightenment, cosmopolitanism, love and respect, and gratitude and friendship, the answer to this question becomes clear. Kant’s moral ideal is that of an enlightened and just cosmopolitan human being who feels and acts with respect and love for all persons and (...)
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  • From Self-Reliance to That Which Relies: Emerson and Critique as Self-Criticism.Niklas Forsberg - 2019 - Educational Philosophy and Theory 51 (5):498-507.
    How is one to navigate between a thinking grounded in the individual and a claim for communality? In Emerson, this kind of difficulty comes into view in familiar sentences such as Speak your latent conviction, and it shall be the universal sense.’ How does the relationship between the personal and the universal look and function? In this paper, it is argued that Emerson may bring us clarity regarding the difficulties we are facing when it comes to questions about how we (...)
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  • Freedom, Normativity, and Concepts: Adorno Contra Brandom on the Path From Kant.Samuel Ferns - 2022 - Critical Horizons 23 (1):55-77.
    ABSTRACT Robert Brandom reads from Kant an account of reasoning and concept use centred upon normativity and autonomous freedom in the act of judgement. I claim that this reading is flawed because it screens from view another aspect of Kant’s reflections on freedom and reason. By comparing Brandom’s interpretation of Kant with that of Theodor W. Adorno, highlighting their contrasting views of the relation between transcendental and empirical, I contend that Brandom unduly conflates freedom and normativity and thereby takes the (...)
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  • Paradoxical Bedfellows: Nihilism and Human Rights. [REVIEW]Andrew Fagan - 2005 - Human Rights Review 6 (3):80-101.
    This article identifies and considers the existence of a manifest, though often overlooked, paradox contained within the doctrine of human rights. The principal justifications for human rights are based upon the identification of variously conceived human characteristics, or attributes of human agency. Nevertheless, human rights have all too often been required to protect some human beings from being seriously harmed by other human beings. The justification for human rights envisages a single, universal community of human beings, whereas the actual application (...)
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  • What Is Professional Integrity?Andreas Eriksen - 2015 - Etikk I Praksis - Nordic Journal of Applied Ethics 9 (2):3-17.
    What is professional integrity and what makes it so important? Policies are designed to promote it and decisions are justified in its name. This paper identifies two competing conceptions of professional integrity and argues that, on their own, both are deficient. In response, this paper develops a third, interpretive view, in which professional integrity is conceived as the virtue of being good on the word of the practice. Professions ask for the public’s trust and in doing so, generate a set (...)
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  • Reason and Revelation: Kant and the Problem of Authority. [REVIEW]Phil Enns - 2007 - International Journal for Philosophy of Religion 62 (2):103 - 114.
    This paper explores the significance of authority for Kant’s understanding of the relationship between reason and revelation. Beginning with the separation of the faculties of Theology and Philosophy in Conflict, it will be shown that Kant sees a clear distinction between the authority of reason and that of revelation. However, when one turns to Religion, it is also clear that Kant sees an important, perhaps necessary, relationship between the two. Drawing on a variety of texts, in particular those concerning the (...)
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  • Foucault on psychagogy and the politics of education.Nick Dorzweiler - 2021 - Contemporary Political Theory 20 (3):547-567.
    For the past half-century, critical pedagogy has represented perhaps the most influential response to traditional ‘banking’ models of education and the political obedience and social conformity they are purported to engender. Precisely because of its lasting impact, however, it has tended to overshadow other possible visions of the critical political potential of education. In this article, I trace the origins and development of a distinctive yet under-discussed concept in Michel Foucault’s late ethical work – psychagogy – to pursue an alternative (...)
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  • Who Guards the Guardians? Kant, Hamann, and the Violence of Public Reasoners.Charles M. Djordjevic - 2019 - Philosophical Journal of Conflict and Violence 3 (2).
    This paper examines one of the most potent contemporaneous criticisms of the German Enlightenment (circa 1790) as well as the lessons that can be learned from such criticism. Specifically, it examines Kant's famous essay, “An Answer to the Question: What is Enlightenment,” and Hamman's objection drawn mainly from his “Letter to Christian Jacob Kraus.” It further argues Hamann’s criticisms are foresighted, especially when read against the subsequent dark imperil history of the ‘West' as seen in post-colonial theory.
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  • The Epistemic Value of Expert Autonomy.Finnur Dellsén - 2018 - Philosophy and Phenomenological Research (2):344-361.
    According to an influential Enlightenment ideal, one shouldn't rely epistemically on other people's say-so, at least not if one is in a position to evaluate the relevant evidence for oneself. However, in much recent work in social epistemology, we are urged to dispense with this ideal, which is seen as stemming from a misguided focus on isolated individuals to the exclusion of groups and communities. In this paper, I argue that that an emphasis on the social nature of inquiry should (...)
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