Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a (...) class='Hi'>21st century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and non-verbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a (...) class='Hi'>21st century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. Keywords: Democratic education, Philosophy for/with Children, Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum, Curriculum development, 21st Century citizenry, critical thinkin. (shrink)

Taking a refreshingly hands-on approach to introductory ethics, A 21st Century Ethical Toolbox provides students with a set of tools to help them understand and make a constructive difference in real-life moral controversies. Thoroughly optimistic, it invites students to approach ethical issues with a reconstructive intent, making room for more and better options than the traditional "pro" and "con" positions that have grown up around tough problems like abortion and animal rights. Ideal for introductory and applied ethics courses, (...) this unique text does not treat ethics as a purely academic, historical, or theoretical subject, but as a wide-ranging and ongoing set of challenges that calls for multiple and interwoven kinds of intelligence. It covers the skills that are most vital to making real progress in ethics, including paying careful attention to the values at stake on all sides of an issue; looking for creative opportunities within difficult problems; critical-thinking skills such as defining key terms and making sure to judge similar cases alike; and learning how to engage in constructive dialogue. Instructors can readily use the experiential and applied activities inspired by this "toolbox" of practical skills to design an interactive and collaborative ethics course. Students can carry these essential skills directly from this book into such projects as campaigning for environmental awareness and staffing local homeless shelters. In addition to his own discussion, Weston includes gripping and provocative short selections from essayists, activists, and philosophers, and also cites his own students. Extensive "Exercises and Notes" sections end each chapter, and a detailed appendix offers instructors advice on how to use the Toolbox in the classroom. (shrink)

This article seeks to explore the relationship between populism, 21st-century socialism, and the emergence of what has been referred to as an ‘ estado delincuente’, in the case of Venezuela. That is, a state structure permeated with transnational organized crime mafias in the executive and the judiciary, in the financial system, the prosecutor’s office, the police, the armed forces, the prison system, state-owned companies, governorships, and city councils, among other state institutions. First, I review conceptual aspects of populism (...) to understand how this served as the basis for creating the postulates of 21st-century socialism, which promoted the institutional destruction of Venezuelan democracy and created the conditions for the unbridled dissemination of state corruption. Second, emblematic cases of white-collar and blood crimes, nepotism and other corrupt activities are discussed to provide an idea of the magnitude of the issues that permeate the state apparatus. To conclude, I provide a critical summary of the consequences of this way of doing politics in contemporary Venezuela. (shrink)

Neuroscience has dramatically increased understanding of how mental states and processes are realized by the brain, thus opening doors for treating the multitude of ways in which minds become dysfunctional. This book explores questions such as when is it permissible to alter a person's memories, influence personality traits or read minds? What can neuroscience tell us about free will, self-control, self-deception and the foundations of morality? The view of neuroethics offered here argues that many of our new powers to read (...) ,alter and control minds are not entirely unparalleled with older ones. They have, however, expanded to include almost all our social, political and ethical decisions. Written primarily for graduate students, this book will appeal to anyone with an interest in the more philosophical and ethical aspects of the neurosciences. (shrink)

This article contends that the evolution toward interdisciplinary collaboration that we are witnessing in the sciences must also occur in the humanities to ensure their very survival. That is, humanists must be open to working with scientists and social scientists interested in similar research questions and vice versa. Digital humanities is a positive first step. Complexity science should be the next step. Even though much of the ground-breaking work in complexity science has been done in the natural sciences and mathematics, (...) it can, if critically adapted, provide the needed metaphor for a broad integration of disciplines, humanistic and otherwise. Given its almost a-disciplinary nature, a complexity approach to the research problems in the humanities necessarily breaks down silos. Moreover, it can restore and reframe the seamless intellectual fabric sought by researchers before the atomization of the various disciplines in the nineteenthcentury academy. (shrink)

Since its beginnings Bioethical analyses and debates have been mostly aimed at discussing the permissibility of new practices such as New Reproductive Technologies (NRTs). NRTs are no longer “new”: they are part of human ordinary life and contribute to human flourishing, allowing people to build families that could have not been built otherwise. Bioethics should take this fact into account and modify its agenda accordingly. NRTs should be regarded not as a matter of “Frontiers Bioethics” but rather of “Everyday Bioethics” (...) even when genetic interventions aimed at “choosing” the identities of future people are at stake. A 21st Century Reproductive Bioethics should be focused on how to improve the right of every human being to access NRTs and not on a general discussion about their permissibility. (shrink)

Regarding the state of contemporary metaphysics, as it has been said, “There’s something in the air.” My goal in this essay is to offer some brief reflections on the state of contemporary metaphysics, otherwise called contemporary “ speculative ” philosophy – the “something in the air” – that has resurfaced within the early part of the 21st century. In order to clarify the nature of the new metaphysics in question I proceed by isolating geographically and topically two main (...) tendencies of thought which appear to constitute it: namely continental realism and continental materialism. I argue that clarifying the nature of these tendencies better characterizes what metaphysics means today. With respect to the possible ambiguity of “continental realism” or “continental materialism ” in the 21st century, a consideration of “ speculative realism” seems necessary if only to position my analysis upon a specific conceptual map. From there I offer thoughts as to how contemporary continental realism and materialism may be said to be defined first and foremost by its engagement with a concept identified as “correlationism,” a central feature of the new metaphysics ’ rejection of the sort of philosophy that has come before it. (shrink)

This work provides a critical look at business practice in the early 21st century and suggests changes that are both practical and normatively superior. Several chapters present a reflection on business ethics from a societal or macro-organizational point of view. It makes a case for the economic and moral superiority of the sustainability capitalism of the European Union over the finance-based model of the United States. Most major themes in business ethics are covered and some new ones are (...) introduced, including the topic of the right way to teach business ethics. The general approach adopted in this volume is Kantian. Alternative approaches are critically evaluated. (shrink)

The article surveys few of the most important philosophical contributions by Christians in the 21st century. Those surveyed include Francis Schaeffer, Alvin Plantinga, Norman Geisler, and Ravi Zacharias.

This volume is a 'stand alone' follow up and companion to the forthcoming volume Metatheory for the 21st-Century: Critical Realism and Integral Theory in Dialogue. Whereas Vol. I is primarily theoretical in its focus, this volume (Vol. II) will build on many of the theoretical foundations laid in Vol. I while applying them more concretely and practically to addressing the complex planetary crises of a new era that many scholars now refer to as 'the Anthropocene.' We live in (...) a time when humanity's powers have become so powerful and ubiquitous that our impact on nature has literally reached tectonic proportions. Welcome to the Anthropocene (Crutzen, 2002): a new epoch marked by the profound and far-reaching causal power of human, social life in shaping the trajectory of Earth system processes, including the climate system. The state of the world is thus profoundly influenced by the shortcomings of our dominant philosophies and metatheories and the collective self-understanding(s) they have produced. A key aim of this volume is thus to develop metatheoretical applications that serve emancipatory praxis toward a flourishing world. This volume will be of interest to upper-undergraduate and post-graduate students of philosophy, sociology and critical realism. (shrink)

1. At its core, education is characterized by a preoccupation with the future. Despite the notable lack of agreement concerning the aims of education (e.g., social mobility, personal development, w...

_Realism for the 21st Century_ is a collection of thirty essays from John Deely—a major figure in contemporary semiotics and an authority on scholastic realism and the works of Charles Sanders Peirce. The volume tracks Deely’s development as a pragmatic realist, featuring his early essays on our relation to the world after Darwinism; crucial articles on logic, semiotics, and objectivity; overviews of philosophy after modernity; and a new essay on “purely objective reality.”.

After the French Revolution, when “Left” and “Right” came to designate the two main political orientations in Europe, “modernity” became the dominant metaphysical horizon within which almost all political questions have been formulated. As Panajotis Kondylis has shown in Konservatismus and other works, earlier “pre-modern” conservative visions lingered on, buried mostly in fading institutions, but their time was up. In the 20th century, the major political ideologies—Bolshevism, fascism, Nazism, liberalism, etc.—have all been alternative modernist proposals for social reconstruction, concerned (...) primarily with how to modernize society in what these ideologies postulate as the most efficient, just and rational way. Most…. (shrink)

This study examined the performance and future predictions for the Middle East produced by 18 global climate models participating in the Intergovernmental Panel on Climate Change Fourth Assessment Report. Under the Special Report on Emission Scenarios A2 emissions scenario the models predict an overall temperature increase of ~1.4 K by mid-century, increasing to almost 4 K by late-century for the Middle East. In terms of precipitation the southernmost portion of the domain experiences a small increase in precipitation due (...) to the Northward movement of the Inter-Tropical Convergence Zone. The largest change however is a decrease in precipitation that occurs in an area covering the Eastern Mediterranean, Turkey, Syria, Northern Iraq, Northeastern Iran and the Caucasus caused by a decrease in storm track activity over the Eastern Mediterranean. Other changes likely to impact the region include a decrease of over 170,000 km 2 in viable rainfed agriculture land by late-century, increases in the length of the dry season that reduces the length of time that the rangelands can be grazed, and changes in the timing of the maximum precipitation in Northern Iran that will impact the growing season, forcing changes in cropping strategy or even crop types. (shrink)

Realism for the 21st Century is a collection of thirty essays from John Deely—a major figure in contemporary semiotics and an authority on scholastic realism and the works of Charles Sanders Peirce. The volume tracks Deely's development as a pragmatic realist, featuring his early essays on our relation to the world after Darwinism; crucial articles on logic, semiotics, and objectivity; overviews of philosophy after modernity; and a new essay on “purely objective reality.”.

We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit of objectivity, humility, clarity, (...) observationalism, contextualism, and pluralism. Besides the new spirit there have been quiet developments in logic and its history and philosophy that could radically improve logic teaching. This lecture expands points which apply equally well in first, second, and third courses, i.e. in “critical thinking”, “deductive logic”, and “symbolic logic”. (shrink)

As the world struggles through the COVID‐19 pandemic, we should also be asking what systems‐level measures will be needed to prevent this or even worse disasters from happening in the future. We argue that the pandemic is merely one of potentially myriad and pleiomorphic future global disasters generated by the same underlying dynamical system. We explain that there are four broad but easily identifiable systemic, pathologically networked conditions that are hurtling civilization toward potential self‐destruction. As long as these conditions are (...) not resolved, we should consider catastrophe as an inevitable emergent endpoint from the dynamics. All four conditions can be reversed with collective action to begin creating an enduring and thriving post‐ COVID‐19 world. This will require maximal application of the precautionary principle. (shrink)

A framework is given for the discussion of blogs as a form of online business protests against objectionable labor practices. Blogs are described and analyzed regarding responsibility and effectiveness. Future research on the morality and effectiveness of blogs and other types of online business protests is detailed.

The organizing theme for this special volume raises a momentous question: What are the implications of 21st century science for nursing care? The two terms the question relates – 21st century science and nursing care – are each of central importance for nursing and in philosophical enquiry about nursing as a practice, profession, or institution. These key terms are also highly charged and open to interpretation, as is the relationship of implication between them. Different interpretations or (...) assumptions will steer the search for an answer in quite different directions.Putting the expectation of an answer in abeyance, this paper probes the question precisely in its openness to interpretation and contestation. In elaborating different ways in which the main terms of the question can be taken, and analysing how different interpretations of or assumptions about them lead to different responses, the paper delineates crucial issues and divisions in nursing and commentary about nursing today. (shrink)

A popular belief sustains that being honest is not profitable. John Baines sustains that morality is a powerful tool for success in life. Morals for the 21st Century is not a simple reformulation of natural morals, but an absolutely new proposal of morals in which the author categorically asserts and presents experiments to the effect that morality is firmly set on scientific premises, for the first time breaking the ideological and theological bases which have always served as their (...) support. The morals proposed by John Baines are situated in the world of the laws of energy, that is, in the strict domain of physics. Every person that complies with this moral code, will be complying with himself: by respecting this moral code, he will be respecting himself: sowing the laws of this moral code in the earth of his being, he will harvest multiplying each grain, proving the benefits of complying with this eternal order of things, without need of fear or faith. "Genuine morals correspond to the harmonization guidelines of the Universe and Nature, so that those who carefully observe their laws will always be successful..." Also available in Spanish, Arabic. (shrink)

How relevant is Foucault's social thought to the world we inhabit today? This collection comprises several essays considering the contemporary relevance of the work of Michel Foucault. While Foucault is best remembered for his historical inquiries into the origins of disciplinary society in a period extending from the 16th to the 19th centuries, it seems that today, under the conditions of global modernity, the relevance of his ideas are called into question. With the increasing ubiquity of markets, the break up (...) of centralized states and the dissolution of national boundaries, together with new scientific and political discourses on biological life, the world of today seems far removed from the bounded, disciplinary societies Foucault described in his most famous books. Yet in recent years, it has become apparent that Foucault's thoughts on modern society have not been exhausted, and, indeed, that much remains to be explored. Within this volume, novel interpretations and thematic developments of key Foucauldian concepts are presented in the works of 24 authors. Prominent among them are new forms of neoliberal economic conduct framed by distinct governmentalities; new critical concepts of biological life reflected in Foucault's analysis of biopower, and new theoretical treatments of the effects of subjectivation. Moreover, included among these theoretical departures are empirical studies of contemporary formations of religion and spiritual practice, consumerism, race and racism, the discourse of genetics and the life sciences, surveillance and incarceration, and new social movements. Drawn from a conference held at the University of Massachusetts, Boston bearing the same title, A Foucault for the 21st Century: Governnentality, Biopolitics and Discipline in the New Millennium both expands our understanding of Foucault's central theoretical legacy, and applies his ideas to a range of contemporary empirical phenomena. (shrink)

This book offers a unique and insightful analysis of Western and Middle Eastern concepts of dignity and illustrates them with examples of everyday life. Dignity in the 21st Century - Middle East and West is unique and insightful for a range of reasons. First, the book is co-authored by scholars from two different cultures (Middle East and West). As a result, the interpretations of dignity covered are broader than those in most Western publications. Second, the ambition of the (...) book is to use examples from everyday life and fiction to debate a range of dignity interpretations supplemented by philosophical and theological theories. Thus, the book is designed to be accessible to a general readership, which is further facilitated because it is published with full open access. Third, the book does not defend one superior theory of dignity, but instead presents six Western approaches and one based on the Koran and then asks whether a common essence can be detected. -/- The answer to the question whether a common essence can be detected between the Koranic interpretation of dignity and the main Western theories (virtue, Kant) is YES. The essence can be seen in dignity as a sense of self-worth, which persons have a duty to develop and respect in themselves and a duty to protect in others. The book ends with two recommendations. First, given the 7 concepts of dignity introduced in the book, meaningful dialogue can only be achieved if conversation partners clarify which variation they are using. Second, future collaborations between philosophers and psychologists might be helpful in moving theoretical knowledge on dignity as a sense of self-worth into practical action. The “scourges” of a sense of self-worth and dignity are identified by psychologists as violence, humiliation, disregard and embarrassment. To know more about how these can be avoided from psychologists, is helpful when protecting a sense of self-worth in others. (shrink)

Human beings have encountered several innovations in all areas of life and have needed to adapt to them because of the changing and transforming world in the 21st century. The new lifestyle of the 21st century has forced people to acquire more than basic life skills, and the education of the 21st century person has emerged as a critical issue. For this purpose, various educational policies have been developed around the world in order to (...) train people who will be able to keep up with the demands and problems of this age. Institutions have revised the curricula to ensure that 21st century people have sufficient knowledge and skills in media, health, communication, technology, finance, etc. Higher education institutions, in particular, are expected to produce graduates who have acquired 21st century skills and are prepared for professional and social life. The same expectation arises in higher religious education, and the students in higher religious education need to graduate with the 21st century skills both for their personal and professional development and for the generations they will raise in later life. This study aims to identify the level of 21st century skills of students in higher religious education. The research reveals the competence of students in the faculty of theology in the dimensions of knowledge, skills, character and meta-learning. Mixed methods research uses sequential explanatory design. Firstly, quantitative data are collected and the general findings were detailed with qualitative data. The quantitative dimension of the study analyses the level of the 21st century skills of students at a descriptive level. The survey method is preferred in this analysis. The qualittaive data are collected through the interview method, using a semi-structured interview form developed by the researchers. The population of the study consists of the students of the Faculty of Theology and Islamic Sciences in Turkey. The sample population of the study consists of undergraduate students at the Faculty of Theology of Necmettin Erbakan University between the 2022-2023 academic years. Sequential and simultaneous mixed method sampling is used in sample selection. Quantitative data are obtained from 216 students who were randomly sampled from the population. Qualitative data are obtained from a total of 10 students (4 male and 6 female students) graduating from different high schools, representing different age groups and education types by maximum diversity sampling. As a result of the research, it is revealed that students of higher religious education are at a good level in terms of knowledge, character and meta-learning dimensions, and at a very good level in terms of 21st century skills dimension. Participants are moderately competent in the health sub-dimension, and are not moderately or poorly competent in any other dimension and sub-dimensions. It is revealed that students who graduated from Imam Hatip High School have higher finance management skills than the others, there is a differentiation in favour of males in the entrepreneurship sub-dimension, and female students are more successful than male students in terms of adaptation skills to the social system. Therefore, qualitative data are obtained from the participants regarding the differentiation in the sub-dimensions of personal finance, health, social cohesion and entrepreneurship, and the quantitative findings of this differentiation were explained through qualitative data. As a result of the interviews conducted to clarify the reasons for the differentiation in the sub-dimensions, family, upbringing environment, society, individual interest and indifference, past experiences and some theological assumptions are the reasons for these differentiations. It is thought that the research will contribute to the steps towards meeting the expectations of higher religious education in Turkey in terms of product and process. As a result, it is recommended that higher religious education programmes should be arranged in line with the goal of developing the 21st century skills, lecturers should include activities that will develop these skills in all courses, and the content of the programmes at all levels should be arranged in a way to gain these skills. (shrink)

By logic I mean the subject Aristotle started in Prior Analytics. Logic studies demonstration and everything necessary for demonstration, and also many things that come to mind in the course of such studies—including axiomatic method as described in my short “Axiomatic method”. By young I mean less than about 40 years old. By logicians I mean people who have dedicated their lives to advancing and criticizing logic: to discovering and establishing new additions and also to clarifying and correcting what has (...) or had been accepted. More specifically, my advice is for people who have already embarked on their careers: from fresh PhDs, instructors, and assistant professors to young professors looking forward to reaping the fruits of their long years of study and research. My advice is for people who have mastered logic and who want to improve their mastery. I would write something very different for students, something along the lines of my “Logic teaching in the 21st century”. Some of the things I recommend you have already done. Please do not think that my recommending something suggests that I think you have not already done it. Moreover, I am fully aware that other retired logicians are as qualified as I to give advice that will help you make the most of your remaining years as an active logician. I hope you seek their advice. I can tell you with certainty that some of their advice will conflict with mine and that some of their advice will serve you better. Temperaments vary; this advice will not be suitable for all temperaments. Be careful whose advice you accept. The lessons of my paper “Critical thinking and pedagogical license” apply here. I recommend that you consider its implications for career decisions. (shrink)

Philosophy for the 21st Century, an introductory anthology, is an extraordinarily comprehensive collection of historical and contemporary readings. It covers all major fields, including not only metaphysics, epistemology, ethics, and philosophy of religion, but also philosophy of science, philosophy of mind, philosophy of language, political philosophy, and philosophy of art. This volume is unique in drawing on the judgments of a new generation of scholars, each of whom has chosen the articles and provided the introduction for one section (...) of the book. These associate editors--Delia Graff, Robin Jeshion, L. A. Paul, Jesse Prinz, Stuart Rachels, Gabriela Sakamoto, David Sosa, and Cynthia A. Stark--are at the forefront of 21st-century philosophy. Their selections include the work of such leading contemporary thinkers as Nancy Cartwright, Saul Kripke, David Lewis, Thomas Nagel, Robert Nozick, Derek Parfit, and Sydney Shoemaker, along with classic works from 2500 years of philosophy. The book has been structured to maximize continuity, and an introductory essay by Simon Blackburn explains the tools of symbolic logic. This groundbreaking volume sets a new standard for introducing students to the importance and fascination of philosophical inquiry. (shrink)

A framework is given for the discussion of blogs as a form of online business protests against objectionable labor practices. Blogs are described and analyzed regarding responsibility and effectiveness. Future research on the morality and effectiveness of blogs and other types of online business protests is detailed.

Counseling Ethics for the 21st Century prepares students to address ethical issues arising in contemporary counseling practice. Drawing on their own clinical and practical experiences, authors Elliot D. Cohen and Gale Spieler Cohen present detailed, realistic, and engaging clinical case studies along with a comprehensive five-step model that can be used to manage the complex ethical problems raised throughout the book. Each chapter focuses on particular virtues in the context of examining a particular counseling issue, including online counseling, (...) digital record keeping, and social media. Students will be empowered to define problems, identify relevant facts, conduct ethical analyses, and make the best decisions for their clients. (shrink)

Located in Kleinbasel close to the Rhine, the Kaskadenkondensator is a place of mediation and experimental, research-and process-based art production with a focus on performance and performative expression. The gallery, founded in 1994, and located on the third floor of the former Sudhaus Warteck Brewery (hence cascade condenser), seeks to develop interactions between artists, theorists and audiences. Eight, maybe, nine or ten 40 litre bags of potting compost lie strewn about the floor of a high-ceilinged white washed hall. Dumped, split (...) open, the soil mixed with iridescent specks of green, blue and red glitter. On the walls hang large black and white photographic images—negative and positive prints barely clean, hardly sharp, scavenged from the world and presented half processed. On a third wall, hangs a framed golden and charcoal surface. Finally, a huge stain of black dye runs down a wall that descends into a sunken quarter of the Kaskadenkondensator gallery space. The results of a collaboration between Oliver Minder and Walter Derungs reflect on themes addressed in the recent Aesthetics in the 21st Century conference held by the department of English, University of Basel. In particular, the joint show questions how an aesthetic experience may be other than a human-world interaction, hinting at the withdrawal and veiling that objects perform, while demanding that different works engage with each other and play out this game under the non-supervisory eyes of a human audience. Things here are becoming—sometimes it’s a movement towards a more complete ontic whole in a projection of finality, other times it’s a dispersal, an atrophy to rather disarrayed entities. Yet, in the moment and place in which the objects are, we take them as here and now. Let’s get to the material of the stuff that Minder and Derungs have assembled. Oliver Minder employs organic materials—potting earth, cuttlefish ink secretion, rice, and insects; yet his works hardly seem natural in the sense of a harmonic relation between material and the form they are constrained into, the objects they are compelled to occupy. For the substrates on, through, or within which these natural materials are mediated are harshly inorganic substances—Plexiglas, safety glass, acrylic resin, boat varnish, spray paint. Minder, thus, generates a conflict within the materiality of his work between two polar opposites—from the human perspective—in the contiguity of materials engaging with each other in a thrown together formation that nonetheless appears to keep the materials and the objects they make in happy accidental relation to each other. Let me expand a little: on the one hand, the things Minder makes query our belief in substance as belonging in a particular domain, an environment suited to precisely that stuff. We are focused on thinking categorically where things belong, both in terms of natural place and natural relations they might extend to each other. Hence, we are driven to think of environment and order. On the other hand, while extracting things from their conventional place and arranging them within awkward constellations that we as observers feel isn’t quite right, Minder manages to persuade the viewer that the materials are nonetheless “doing alright.” So, simultaneous to our awareness of the appropriateness of the world according to our global notions of accord and uniformity, we are forced to accept the local discrepancies of disassociation, inappropriateness and misplacement. The tension between these two vectors generates a vacillation that intensifies Minder’s work. In the Kaskadenkondensator works, then, it is vital to first consider the material of Minder’s works: potting compost—what is it doing here in the first place?—seems to enjoy being “polluted” by sparkly glitter. Glitter has a long history, used in cosmetics by the Egyptians, and in cave paintings, too, earlier made of beetle shells and mica, nowadays glitter is made of plastic cut to minute sizes down to 50 microns. So what’s the point here? Well shiny bits of dust-like material are actually generated from ultra-thin plastic sheets and are normally cut into shapes that fit contiguously on a two-dimensional surface: squares, triangles, hexagons etc. What then appears to be totally random, chaotic decoration, is actually an array of extremely regular identifiable objects. 1 Of course scale has a role to play here. The minuteness of the dimensions means the regularity is beyond our recognition—all we see are the twinkling surfaces of the multi-coloured grains of plastic. In contrast, potting compost, which appears to be unary in its dull unresponsive lumpen disposition, is in fact an amalgam of a variety of organic and inorganic materials: peat, bark, mushroom compost, and sand and perlite, and should perhaps be more proactively exciting to the viewer because of this complexity. Yes; we can (if we care to) identify different textures, different sizes in the mixture of the medium, but I claim that we tend to treat this organic/inorganic assemblage as just a simple substance. Further and crucially important to our consideration here is that the medium is partially contained, but also partially spilling from the split plastic bags in which it is sold in garden centres. That the compost spills out gives it a movement suggesting life; that the bags are cast here and there in a random fashion by Oliver Minder, lying like discarded carcasses, hacked torsos, dismembered bodies, suggests a horrific murder scene, a Tatort. 2 The glitter flourishes in the medium, lies happy and decorative; that is simply what it does, how it is—always already broken, made-for-scattering, designed to be incomplete; the taken-to-be-natural compost, in contrast, cannot rest content but is forced to speak to us metaphorically in its abject overflowing of violence and rupture. While Oliver Minder’s elements in the installation direct our attention to material, Walter Derungs’ works raise questions around seeing and making in photography. There is a simultaneous flicker between the materials and their use in the production of a sense making representation, on the one hand, and on the other the very notion of what is worthy of picturing, framing, representing on the other. Derungs' images are of non-places. Ranging from archaic decaying monster buildings, buildings that have gone far beyond the ravages of a time that we can safely associate with the genteel preservation of a Bernd and Hill Belcher post-industrial decline, to the background “noise” of an urban world that is falling apart, and to which we most of the time seem to pay little attention, and habitually just pass by. In this respect, their non-ness differs somewhat from the conventional association of the term with Marc Augé 3 , where emphasis is on the specifics (if we do care to examine them for their non-placedness) of the spatial or place containment in which movement between multimodal coordinates occurs in supermodern late capitalist post-urban spaces. In other words, we might be in an Augéian non-place and (not) experience—be impervious to—that environment, or we might in Derungs’ manner look out from such a position at the “scenery” around us. I claim scenery, as this is what Derungs seems to do with his partial photography—construct a very purposefully articulated, symmetric, flat world of image. Mostly depopulated, his images construct a space in which the direction of time is uncertain: are these partial structures falling apart, or perhaps terminated in a never-to-be-completed state, or are they a few steps from final completion? Temporal and spatial dimensions figure large in Derungs’ image-making: his world, and perhaps this is in fact the only way for it to be registered photographically, is already image before it is photographed. A key combination of images in this show is a matrix of six black and white negative prints measuring 300 x 215 cm that form the image of a semi-derelict (or is it yet incomplete) church, and adjacent on a perpendicular wall, a single black and white positive print 150 x 250 cm of two bricked-up windows of a late-Victorian industrial building. What are we led to believe that we see here? In the negative print, the conditions of perception 4 are sufficiently reproduced for us to recognise the structure of the building, to distinguish ground and form, to relate some partial elements of narrative, and to recognize symbols such as the alter cross and figure of Christ, a looming crane, a traffic cone, and banks of tiered seating. We piece the image together both from the individual forms which we recognize despite the tonal reversal, and we piece the six prints together as a whole, the matrix of lines between them emphasizing our purview onto the world. While we recognise the forms at work in the image and might possibly relate the negative reversals to other figurations such as Vera Lutter’s camera obscura exposures, we cannot but avoid seeing the partialness of the image in the sponge marks of the developer that was spread by hand across the prints. 5 Derungs’ thus intervenes with our usual conception of photography as the mimetic realist vehicle sine qua non , by exposing the viewer to tonal reversal and incomplete or over developed areas of the print. We thus confront both the idiom of such image making and its raw (chemical) materiality at once in the simultaneity of the recognition of what the image pictures and the recognition that it is in the act of picturing. The church image, taken from the series “BW Negativs 2011,” thus orients us towards how we see things in the world via photographs. The single image of the bricked-up wall presents us with a completely different visuality that relates to a faciality 6 which we cannot easily escape from. We look, or rather try to look with no success, through the face of the windows, through the classic Albertian screen 7 which has already been given to us in the church matrix beside. Yet although we should be able to make more of these concealed windows because they are a positive print, because they are complete, because they approach us on a more realistic scale, reproduced at life size, we cannot. The objects pictured here withdraw from us; furthermore, they merely mock our blindness at not seeing how we look. Blocked up with quite a hint of paned glass behind, one window is blanked out with a white blind, the other simply blankly dark. The apertures look like eyes with teeth in them, or a Dogon mask, or even Man Ray’s Noire et Blanche (1926) if we want to get really perverse. The height of elegant modernist chauvinist beauty thrown against the vacuity of post-industrial decline. Derungs thus catapults us consciously into a world enfolded with and through images, but in such a way that the images themselves become objects that stand resistant to us, impervious to our gaze, indifferent. We—and indeed they—do not attempt to reach out to a real that is beyond, rather the images play in a world that is just theirs, and we can only enter that world if we too submit to their regime: tonal reversal, segmented, partial, inadequate, still, wrenched out of time. In contemplation, in the flood of the image “falling” off the wall, we too become image-object. Perhaps enough has now been said about the works, yet enough can never really be said, we know the image will always exceed the word—let’s accelerate the critique: Derungs’ work continues in a second space partially partitioned from this first room. Opposing three more “BW Negativs” which figure yet more quotidian aspects of the world is Minder’s gold spray paint and cuttlefish secretion mix: things that just shouldn’t work together do in the dialogue between stuff that Derungs and Minder have constructed. Minder makes things; Derungs makes images; together they make objects which inhabit their own world which we can approach and sensually engage with and come to grips with only on those objects’ own terms. This is best summarised by a final work made by Oliver Minder which on a third wall faces these two semi-partitioned spaces. A deep black stain about 100 X 200 cm with streak marks running down a further 2 metres hovers positioned to observe the whole work, and also to be part of this installation, too. This liminal flat suzerain lies in/out of the whole work. The stain of cuttlefish secretion resonates with Derungs’ sponge strokes on the church image; it mirrors the iris of an all-seeing eye; it combines material in situ with the situation itself. Where Minder’s other works have material and medium or substrate upon which the material is exercised, this single black hole is image which sucks everything up into itself. It draws the viewer, who must otherwise look away attentively at the floor work, and imagine horror, or smile at the ironic play of glitter. Look away at the image constructions that suggest how it is we too look to our world. See the play of thing and image in a third area. Or, finally return to the base of the pyramid that triangulates, to realise the stuff-image that unlocks it all for us. Black on white, organic on inorganic, material to substrate, that which in the falling out of one on the other, in its running down the wall simply gives form to both content and expression in one direction, and content and expression to form in another. NOTES In fact, glitter is used as associative forensic evidence: the 20,000 or so varieties are all uniquely identifiable. Joel Sternfeld, Tatorte: Bilder gegen das Vergessen (München: Schirmer/Mosel, 1996). Marc Augé, Non­places: Introduction to an Anthropology of Supermodernity trans. John Howe (London: Verso, 2006). An echo of the uneven paint strokes of light­sensitive chemicals in the paper preparations made by Henry Talbot some 170 years ago in the first sun drawings that also often pictured architectural forms. It was Talbot’s surprising discovery that where a weaker chemical solution was more thinly spread, greater light sensitivity was actualized, yet this virtual image had then to be chemically developed in a second step. Thus, Derungs unevenly finished spongings suggestively trace back to this originary technology (although his sweeps are the stains of uneven development and not those of the initial preparation of light–sensitive material). Umberto Eco, “Critique of the Image” in “Articulations of Cinematic Code” Cinematics 1, 1970. Gilles Deleuze and Felix Guattari, A Thousand Plateaus: Capitalism and Schizophrenia trans. Brian Massumi (Minneapolis: University of Minnesota Press, 2007). Geoffrey Batchen, Burning With Desire: the Conception of Photography (Cambridge, Mass: MIT Press, 1999). (shrink)

This edited volume presents an interdisciplinary and international revaluation of Friedrich Engels as much more than “junior partner” to Karl Marx or “second fiddle” in the Marxist orchestra. The nineteen critical essays in this collection are the work of scholars from Germany, USA, UK, Italy, China, India, Mexico and the Philippines. Together they present and evaluate archival material and scholarly commentary that covers epistemology, political economy, political theory, gender studies, cultural studies, political geography, philosophy of social science and sociological studies (...) of class-conflict. Students, activists and specialists will find fresh consideration of familiar works, such as The Condition of the Working Class in England, The Origin of the Family, Private Property and the State, and The Dialectics of Nature. They will also be able to explore Engels’s less familiar pamphleteering, literary criticism and political commentary through detailed contextualization and careful analysis. Friedrich Engels for the 21st Century: Perspectives and Problems is unique in putting different intellectual and political receptions of Engels’s work into productive conversation, particularly from non-Anglophone scholars, translated here into English. Readers will appreciate why Engels has been so widely celebrated some two hundred years after his birth. (shrink)

This volume brings together about 50 scientists and researchers from the four corners of the world to redefine and anticipate tomorrow's values, and reflect on ...

The 21st century has been revolutionary for the field of clinical genomics, with major advancements and breakthroughs over the years. It is now considered an instrumental tool in clinical and preventive medicine and has been used on a day-to-day basis to complement current clinical practice. However, with advancements in genomics comes greater bioethical concerns, which becomes increasingly complex with more cutting-edge technology. Some of the major ethical concerns include obtaining informed consent, possibility for genetic enhancements and eugenics, genomic (...) equity and potential discrimination and cloning. It is imperative that we appreciate the benefits of genomic medicine in complementing traditional practices, identify and address the ethical concerns with relation to the practice of genomic medicine, and to ensure a common goal of improving human lives. With these in mind, the practice of genomics can have maximum impact in the collective health of the population, with greater benefit to all. (shrink)

Steve Awodey and Erich H. Reck. Completeness and Categoricity: 19th Century Axiomatics to 21st Century Senatics.

This critical volume addresses the question of Rabindranath Tagore's relevance for postmodern and postcolonial discourse in the twenty-first century. The volume includes contributions by leading contemporary scholars on Tagore and analyses Tagore's literature, music, theatre, aesthetics, politics and art against contemporary theoretical developments in postcolonial literature and social theory. The authors take up themes as varied as the implications of Tagore's educational vision for contemporary India; new theoretical interpretations of gender, queer elements, feminism and subalternism in Tagore's literary and (...) social expressions; his language use as a vehicle for a dialogue between positivism, Orientalism and other constructs in the ongoing process of globalization; the nature of the influence of Tagore's music and literature on national and cultural identity formation, particularly in Bengal and Bangladesh; and intersubjectivity and critical modernity in Tagore's art. This volume opens up a space for Tagore's critique and his creative innovations in present theoretical engagements. (shrink)

We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit of objectivity, humility, clarity, (...) observationalism, contextualism, and pluralism. Besides the new spirit there have been quiet developments in logic and its history and philosophy that could radically improve logic teaching. One rather conspicuous example is that the process of refining logical terminology has been productive. Future logic students will no longer be burdened by obscure terminology and they will be able to read, think, talk, and write about logic in a more careful and more rewarding manner. Closely related is increased use and study of variable-enhanced natural language as in “Every proposition x that implies some proposition y that is false also implies some proposition z that is true”. Another welcome development is the culmination of the slow demise of logicism. No longer is the teacher blocked from using examples from arithmetic and algebra fearing that the students had been indoctrinated into thinking that every mathematical truth was a tautology and that every mathematical falsehood was a contradiction. A fifth welcome development is the separation of laws of logic from so-called logical truths, i.e., tautologies. Now we can teach the logical independence of the laws of excluded middle and non-contradiction without fear that students had been indoctrinated into thinking that every logical law was a tautology and that every falsehood of logic was a contradiction. This separation permits the logic teacher to apply logic in the clarification of laws of logic. This lecture expands the above points, which apply equally well in first, second, and third courses, i.e. in “critical thinking”, “deductive logic”, and “symbolic logic”. (shrink)

(1993). A curriculum for the 21st century? Towards a new basis for overcoming academic/vocational divisions 1 . British Journal of Educational Studies: Vol. 41, No. 3, pp. 203-222.