Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions from thirteen (...) countries. Project “ETHOS: Ethical Education in Primary and Pre-primary Schools for a Sustainable and Dialogic Future” is one of the first of these projects. ETHOS was successfully implemented under the Comenius Program from 2012–2014, and afterwards, projects under the Erasmus+ KA2 followed: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment and TRACE – Traditional Children’s Stories for a Common Future. In this article, we will briefly present the projects’ activities, with particular emphasis on materials created for educators, teachers, and students. Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim školama. Uz “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:136 JOURNAL OF THE HISTORY OF PHILOSOPHY 28" 1 JANUARY 199 ~ to the principle of acting for the common good are played down by Grant in her discussion of Locke. Nevertheless, Grant advances the important proposition with respect to the tradition of liberalism as a political doctrine that "Locke's political theory contains two tendencies that are not entirely harmonious." That is, there is an uneasy blend of radical (...) and conservative elements in Lockean liberalism, and "this ambivalent attitude is an expression of the central axis of conflict within liberal theory generally" (204). For those who seek to understand Locke's role as a progenitor of liberalism and the persistence of certain types of arguments and problems which retain their significance for thinkers who identify themselves with that political theory, therefore, John Locke's Liberalism provides an excellent starting point. RICHARD ASHCRAFT Universityof California, Los Angeles Fabio Todesco. Riforma della metafisica e sapere scientifico. Saggio suJ. H. Lambert (z 7281777 ). CoUana di Filosofia, vol. x5. Milan: Franco Angeli, 1987. Pp. 348- L 3o,ooo. Voltaire expressed his view of Wolffian metaphysics in a letter to Prince Frederick of Prussia: "Ce sont des 6clairs au milieu d'une nuit profonde; c'est tout ce qu'on peut esp~rer, je crois, de la m~taphysique. "~ Voltaire's attitude towards metaphysics was not shared by Condillac, who in his Essai sur l'origine des connoissances humaines (1746) distinguishes two kinds of metaphysics: one, ambitious and obscure of itself, pretends to discuss the essences of beings and the inscrutable causes of things; the other, more circumspect, confines itself to the analysis of knowledge, and so provides the only possible basis for a clarification of mind; it is "la science qui contribue le plus ~ rendre l'esprit lumineux, precis et 6tendu, et qui, par cons6"quent, doit le preparer ~ l'6tude de toutes les autres." It started with Locke, and is to be treated with the same exactitude as geometry in order to give a clear and invariable meaning to the words used, and a simple and easy order to the propositions." Maupertuis, who in 1746 became the President of the newly re-founded Berlin Acad~mie Royale des Sciences, hoped for the application of mathematics to metaphysics; nevertheless, he didn't expect the same degree of certitude from the latter as from the former. 3 In 1761 the Berlin Academy proposed a prize question as to whether metaphysics were capable of the same degree of evidence as mathematics. Lambert answered the question by claiming that geometrical demonstrations might be applied to metaphysics. 4 Four years afterwards (January 1765) Lambert was enrolled as a merei Letter of 1 September 1736, in Voltaire'sCorrespondence,ed. Theodore Besterman (Geneva: Librairie E. Droz, 1954), 5: 232. " Oeuw-esPhilosophiquesde Condillac,ed. Georges Le Roy (Paris: P.U.F., 19~7), 1:3. DesDevoirsde l'Acadg, micien, in Histoirede l'AcademieRoyaledesSciencesetBelles-Lettres,~5 vols. (Berlin, 1746-71), 1 (1746): 142-43. 4 "Llber die Methode, die Metaphysik, Theologie und Moral richtiger zu beweisen.... "ed. K. Bopp, Kantstud,en, suppl. 4~ (1918). BOOK REVIEWS a37 ber of the Berlin Academy; in the speech he delivered on that occasion he maintained that the simple concepts first formulated by Locke were the basis of human knowledge. From these simple concepts were drawn axiomata and postulata, the starting points of demonstrations that were necessarily and strictly to follow "l'ordre et le rigueur g~ometrique. ''~ In his own research, Lambert's point of departure was the philosophy of Christian Wolff, who had applied geometrical method to philosophy and provided demonstrations of its propositions, and definitions of all its constituent terms. The result Lambert obtained is very different from that of Wolff's metaphysics, which was constructed by deduction from the most general concept of ens, elaborated through a series of classifications per genera et species. Lambert abandoned this Wolffian system of classification in order to follow the anatomical method introduced by Locke, and by which the fundamental constituent elements of thought might be reached. The metaphysics of Lambert is a reversal of that of Wolff: it is built up from simple ideas derived immediately from sense perception: these simple ideas, being indivisible, are... (shrink)

Nudges involve designing social “choice contexts” to promote what “experts” regard as beneficial for individuals and the society, by making the “right” choices easier. The most common form of nudge...

Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim školama. Uz (...) “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

The philosophical legacy of Antonio Gramsci, co-founder of the Italian Communist Party, represents a significant contribution to Marxist philosophy. Gramsci breathes new life into the Marxist tradition by infusing Marxism with persistent strands of Italian political thought. Not only does Gramsci turn to the Marxist philosophy of Antonio Labriola, but, furthermore, he reaches outside the Marxist tradition to such non-Marxist thinkers as Giambattista Vico, Niccolo Machiavelli, Gaetano Mosca, Giovanni Gentile, and Benedetto Croce. In particular, it is through his (...) encounter with, and reformulation of, Crocean philosophy that Gramsci lays the foundation for his own open-ended critical philosophy which challenges the universalistic pretensions of traditional interpretations of Marxism as a closed system of unalterable scientific laws and immutable truths. (shrink)

According to conventional wisdom, Antonio Gramsci is a political philosopher lacking in, and who avoids, a serious interest in political economy. That is a serious misrepresentation of Gramsci’s works and thought. Equally wrong is the widespread view that anything Gramsci had to say about political economy is to be found in his scattered notes on ‘Americanism and Fordism’. On the contrary, a careful rereading of Gramsci’s Prison Notebooks shows that Marx’s great and unfinished project of the critique of political (...) economy plays a crucial rôle for Gramsci’s efforts to come to grips with the basics of a critical social science that could live up to the aspirations of a ‘scientific socialism’. As Gramsci was fully aware of the everyday battles of ideas in capitalist societies to be fought about the notions and tenets of popular or vulgar political economy, he did the best he could in order to understand and clarify the bases of a ‘critical’ and ‘scientific’ political economy. A political economy that was and still is urgently needed in order to fight the strongest of the strongholds of bourgeois hegemony - the ideas of vulgar economics in everybody’s heads. (shrink)

Antonio Genovesi is known as the thinker who raised a whole generation of Southern Italian intellectuals, among them Francesco Pagano and Gaetano Filangieri. One of the most influential of his works was the notoriously difficult Diceosina, o sia della filosofia del giusto e dell’onesto , a textbook destined for use in the universities. The Diceosina was a powerful, if controversial, attempt to mediate between the history of moral philosophy on the one hand, and the specific problems encountered by eighteenth-century (...) commercial society on the other. In fact, it contained the greater part of Genovesi's political, philosophical, and economic thought; a synthetic guidebook for Neapolitan economic and social development. This essay explores the work's context, rich intellectual origins, and ultimate significance through its long and complicated reception. The cultural and political connotations of Genovesi's Diceosina become particularly evident through an engagement with the works of Ermenegildo Personè, one of the book's most arduous critics. (shrink)

The figure of Antonio Stoppani (1824–91), an Italian priest, geologist and patriot, has re-emerged in the last decade thanks to discussions gravitating around the ‘Anthropocene’ – a term used to designate a proposed geological time unit defined and characterized by the mark left by anthropogenic activities on geological records. Among these discussions, Stoppani is often considered a precursor for popularizing the term ‘Anthropozoic’, which he used to describe and characterize the latest ‘era’ of Earth's geological time. His writings, largely (...) unknown to an international audience before the ‘Anthropocene saga’, have been particularly in the spotlight after Valeria Federighi translated excerpts of his main geological work, Corso di Geologia, originally published in three volumes between 1871 and 1873. In the first edition of Corso di Geologia, namely Note ad un Corso Annual di Geologia, or simply Note, published between 1865 and 1870, Stoppani characterized the Anthropozoic in stratigraphic terms. In particular, Chapter 15 of the second volume of Note (1867) represents the first stratigraphic characterization that the author provides of the Anthropozoic. Our contribution here brings, for the first time, a translation of Chapter 15 to a broader international audience, accompanied by a critical commentary elucidating the broader social, political, religious and scientific context wherein the notion of Anthropozoic emerged in Stoppani's writings. The text of the original document and its translation can be found in the supplementary material tab at https://doi.org/10.1017/S0007087422000590. (shrink)

다마지오는 정신을 탈신체화된 것으로 본 “데카르트의 오류”를 지적하고 정신을 신체화된 것으로 본 “스피노자가 옳았다”고 선언한 바 있다. 내가 보기에 스피노자는 정신이 알 수 있는 것을 신체가 할 수 있는 것을 통해 설명한다는 점에서 분명 체화된 마음의 선구자이지만, 신체가 무엇인지에 대해서는 다마지오와 입장이 다르다. 다마지오는 신체를 항상성 유지를 지향하는 합목적적 통일체로 보는 반면, 스피노자는 각 신체를 실체가 아니라 단지 양태적으로만 구별되는 단위로, 즉 운동 방식에 따른 부분들의 잠정적 통일체로 보는 기계론적 관점에서 벗어나지 않는다. 이 글에서 나는 심신관계(정신은 신체에 대한 관념)와 감정(신체 (...) 상태의 변화), 코나투스(항상성 유지의 경향) 등 스피노자 사상에 대한 다마지오의 신경생물학적 해석의 요점을 짚어보고, 이렇게 해석된 스피노자의 이론이 실은 다마지오가 비판하는 데카르트의 이론과 더 가까우며, 이런 오해의 뿌리에 ‘인간 신체’에 대한 관점 차이가 있음을 보여준다. (shrink)

On the philosophy of Jiddu Krishnamurti, 1895-1986, Indian philosopher.

Through its social and political activism goals, postcolonial feminist theoretical approaches not only focus on individual issues that affect health but encompass the examination of the complex interplay between neocolonialism, neoliberalism, and globalization, in mediating the health of non-Western immigrants and refugees. Postcolonial feminism holds the promise to influence nursing research and practice in the 21st century where health remains a goal to achieve and a commitment for humanity. This is especially relevant for nurses, who act as global citizens and (...) as voices for the voiceless. The commitment of nursing to social justice must be further strengthened by relying on postcolonial theories to address issues of health inequities that arise from marginalization and racialization. In using postcolonial feminist theories, nurse researchers locate the inquiry process within a Gramscian philosophy of praxis that represents knowledge in action. (shrink)

Lakebrink, B. La interpretación existencial del concepto tomista del acto de ser.--Inciarte, F. El problema de la verdad en la filosofía actual y en Santo Tomás.--Millán Puelles, A. El ser y el deber.--Beck, H. Dialéctica materialista y acto de ser tomista.--Pieper, J. La criatura humana.--García López, J. Armonía entre lo natural y lo sobrenatural en Tomás de Aquino.--Gherardini, B. La tradición agustiniana en la síntesis tomista.--Illanes, J. L. La sabiduría teológica.--Clavel, L. La metafísica como instrumento de la ciencia teológica.--García de (...) Haro, R. La noción teológica de ley natural.--Mateo Seco, L. F. Muerte y pecado original en la doctrina de Santo Tomás de Aquino.--Rodríguez, P. La resurrección de Cristo en el pensamiento teológico de Santo Tomás de Aquino.--Haerdelin, A. Dos caminos para aproximarse a la teología sacramentaria de Santo Tomás de Aquino.--Miralles, A. La noción de sacramento en Santo Tomás. (shrink)

CONTENIDO: Fenomenología / Daniel Herrera Restrepo / - La hermenéutica y su naturaleza analógica: necesidad de una hermenéutica analógica / Mauricio Beuchot / - La filosofía analítica / Margarita M. Valdés / - Filosofía de la ciencia en el siglo XX / Ana Rosa Pérez Ransanz / - El liberalismo en la segunda mitad del siglo XX / Jesús Antonio Serrano Sánchez / - Filosofía y cultura / Dora Elvira García G. / - Filosofía e interculturalidad en América Latina: (...) intento de introducción no filosófica / Raúl Fornet-Betancourt. (shrink)

La revolución darwiniana, lejos de ser algo ya superado, como a veces se pretende, aún no ha concluido del todo. Y no ha concluido porque todavía nos falta una adecuada explicación darwinista de uno de los aspectos fundamentales de los seres vivos. Tenemos explicaciones darwinistas de cientos, quizás de miles de rasgos adaptativos, pero aún no contamos con una explicación bien establecida del origen y desarrollo evolutivo de las capacidades cognitivas en aquellos seres vivos que las poseen, y muy en (...) particular del origen y desarrollo evolutivo de la mente humana. Este libro analiza las principales hipótesis que han elaborado los científicos al respecto e intenta obtener algunas conclusiones filosóficas relevantes a partir ellas y de los datos sobre las que se sustentan. Antonio Diéguez es catedrático de Lógica y Filosofía de la Ciencia en la Universidad de Málaga. Sus líneas principales de investigación son la epistemología evolucionista y el realismo científico. Entre sus publicaciones destacan los siguientes libros: la teoría de las ciencias morales en John Stuart Mill (1988), Realismo científico (1998) y Filosofía de la Ciencia (2005), publicado este último por Biblioteca Nueva. (shrink)

In the seven chapters constituting Khedrup Jé's presentation of mind and awareness, he primarily explains the full range of objects, including all phenomena that can be known, and object possessors, things that engage objects, such as consciousness and persons. In the first chapter, Khedrup Jé starts by explaining objects of knowledge. Chapter 2 gives an explanation of various non-valid awarenesses. Chapter 3 explains what it means to be a valid cognizer and divides valid cognizers into various categories. In chapter 4, (...) the first division, valid direct perceivers, is discussed. Chapter 4 further defines the four main categories of direct perceivers: sense direct perceivers, mental direct perceivers, self-knowing direct perceivers, and yogic direct perceivers. In chapter 5, Khedrup Jé gives a brilliant elucidation of this essential teachings of the Buddha. The realizations of the path, explained in chapter 6, are results of valid cognizers. Direct realization of selflessness can only come about by having realized it in a conceptual manner-that is, by generating a valid inference realizing selflessness-first. How to generate this kind of inference is precisely explained in chapter 7. In order to give readers some sense of the two main authors involved here, Khedrup Jé Gelek Palsang and Purbu Chok Jampa Gyatso, whom we mainly rely on for additional explanations, brief biographies of these two eminent Buddhist scholars are given at the close of this introduction. (shrink)

Although Gramsci's notions of hegemony and subalternity may seem outdated in this 21st century, a critical examination of the literature shows that these concepts apply in this global pandemic and political context. Racialization is a form of structural violence. In this paper, I also explore Gramsci's’ notion of engaged intellectuals to support the idea of social and political activism in nursing. Nurse scholars call for the decolonization of the discipline. Gramsci's philosophical approach to hegemony can be extended to racialization in (...) nursing. Gramsci's notions of civil society and state can help nurses to see the structures that create racism in nursing and society. (shrink)

Es ist wahr, die frühe Neuzeit hatte nur einen Descartes. Aber sie hatte hunderte schreibende Gelehrte. Auch solche, die Descartes und allen anderen zeigten, wer was wo schon geschrieben hatte. Solche Universal-Gelehrten dachten an den einzelnen Schreiber, sie halfen ihm absichtlich nicht, die Quellen zu verbergen, sondern sie zu finden. Keine Träumereien an französischen oder schwäbischen Kaminen, sondern effiziente Arbeit am Jesuitenkolleg waren Ziel und Inhalt z.B. der Bibliotheca selecta , in der Antonio Possevino SJ das Bildungsprogramm der Jesuiten (...) mit einem Literaturkanon und allgemeinen Erörterungen zur Bildung und Ausbildung versah. Dieses Handbuch stellt, entgegen gewissen Anzeichen, kein System der Wissenschaften dar, sondern konstruiert deren Gemeinsamkeit mittels der direkten Zwecksetzung zum Seelenheil der Menschen, woraus einerseits die Notwendigkeit einer Psychologie des Lernens, andererseits eine größere Unabhängigkeit der Wissenschaften von einander resultiert. Mit seiner Mischung von humanistischer Gelehrsamkeit, frommer Finalität, Kultur des Individuums und allgemeiner Nützlichkeit ist die Bibliotheca selecta ein Schnittpunkt von Humanismus und Schulweisheit. (shrink)