This article is an edited transcript of the roundtable entitled “What is Philo-Performance?” that took place in Paris on 28 June 2014, within the framework of the “Theatre, Performance, Philosophy International Conference: Crossings and Transfers in Anglo-American Thought”. The conference was organized by Julien Alliot, Flore Garcin-Marrou, Liza Kharoubi and Anna Street from the LAPS, a French research group on performance philosophy.

This article examines a set of letters and observational reports that passed between Ludwig of Württemberg and Wilhelm of Hesse in response to the nova of 1572. Discussing the terminology used in this debate, it demonstrates that the terms “star” and “comet” were not unambiguous for sixteenth-century authors. A consideration of the relationship between accuracy of observation and the accuracy of the conclusions drawn from them, judged in the terms of twentieth-century astronomy, shows that those observers with the best instruments (...) did not always have the best understanding of what they had observed. Finally, the role played by theology in facilitating interpretations that did not accord with Aristotelian physics is highlighted. (shrink)

In this paper, I consider pedagogical moments when the project of pedagogy is to _not understand_, as understanding would entail complicity with dehumanization. I explore the slipperiness of understanding and parse when understanding is helpful and when it reinscribes structures of dehumanization. I examine when it might be important in music education pedagogy to foster a refusal to understand, specifically in cases of extreme suffering that might occur in projects of dehumanization, atrocity, and genocide. Then, I explore the ethics embedded (...) in different forms of understanding and consider why not understanding is sometimes the ethical path and tease out the complexities of such refusals to understand. Subsequently, I focus on what music might contribute to this pedagogical approach. I then explore and critique empathy and the project of empathy in education. Ultimately, I consider the role of discomfort in music education to facilitate these kinds of refusals. I center the work of several scholars in this discussion: Sherene Razack (Dark threats and White knights: The Somalia Affair, peacekeeping, and the new imperialism University of Toronto Press Toronto, ON, 2004, Rev Educ Pedag Cult Stud 29 (4): 375-394, 2007), Megan Boler (Feeling power: Emotions and education. Routledge, New York, NY, 1999), Jennifer Geddes (Hypatia 18 (1):104-115, 2003), Charlotte Delbo (_Auschwitz and after_. Yale University Press, New Haven, 1995/2014), Hannah Arendt (Eichmann in Jerusalem: A report on the banality of evil. Penguin Books, New York, NY, 1963/2006), Marie Hållander (Ethics Educ 10(2): 175-185, 2015, Stud Philos Educ 38: 467–480, 2019), Barbara Applebaum (Being White, being good: White complicity, White moral responsibility, and social justice pedagogy. Lexington Books, New York 2010, White educators negotiating complicity: Roadblocks paved with good intentions. Lexington Books, New York, NY, 2022), and Liora Gubkin (Teach Theol Relig 18(2): 103–120, 2015). (shrink)

We are all immersed in a sea of social norms, but they are sometimes tricky to observe with any clarity. They are often invisible to us and emerge only when they are not observed. Social norms are important to understand because they are both limiting of our freedom, such as gendered and racialized norms, and at the same time the very conditions of our agency. Social Goodness presents an original, externalist answer to the question of the source or origin of (...) social role normativity. Rather than grounding social normativity in the attitudes of persons, the book argues for an externalism that roots social role normativity in the social world itself: in its positions, institutions, and larger architecture. The core insight of externalism is that the function or structural feature of an enterprise or activity can bring with it normative demands quite independently of the attitudes of those who engage with it. According to the artisanal model, just as a carpenter, ceramicist, or chef is responsive to and evaluable under a set of artisanal norms or techniques, so too is a mother and or an academic or a President. The source of normativity is this technique or expertise, independent of the preferences, endorsements, or recognitive attitudes of individuals. The artisanal model for social role normativity has resources to explain both the "stickiness" or persistence of social norms and our ability to criticize existing norms and to engage in normative self-creation--to create new normative selves. The artisanal model also has resources to capture and express the social situatedness, locality, and materiality of social roles. The relational ontology of social roles, implicit in the artisanal model, provides a useful frame to consider both hierarchical and oppressive social relations. (shrink)

Cet ouvrage est une réédition numérique d’un livre paru au XXe siècle, désormais indisponible dans son format d’origine.

Introduction -- Repression, ignorance, and undone science -- The epistemic dimension of the political opportunity structure -- The politics of meaning: from frames to design conflicts -- The organizational forms of counterpublic knowledge -- Institutional change, industrial transitions, and regime resistance politics -- Contemporary change: liberalization and epistemic modernization -- Conclusion.

La querelle du matérialisme fait figure d'un moment oublié de la vie intellectuelle européenne. Une enquête historique fait réémerger son impact majeur : philosophie, science, religion, politique s'y nouent en révélant des lignes de clivage à multiples facettes dans la société moderne en formation.

Judith Shklar was a formative political thinker whose oeuvre defies traditional labels, and whose legacy is subtle but substantial. Her work emerged, as one observer has pointed out, between the "end of ideology" discussions of the 1950s and the early 1990s discussion of the "end of history." Shklar contributed significantly to American political thought by arguing for a new, more skeptical and stripped-down version of liberalism that intends to bring political theory and real-life experiences closer together. This book is the (...) first to comprehensively explore how Shklar's ideas emerged, how her political theory developed, and the impact and legacy she left behind."--Publisher's website. (shrink)

This was the last and most important and comprehensive work of Charlotte Mason, (founder of the Parents’ National Educational Union).

Keine ausführliche Beschreibung für "Gleichberechtigung der Geschlechter im künftigen Elternrecht. (Reichsverfassung Artikel 119)" verfügbar.

La crise écologique planétaire a des racines philosophiques fortes : elle questionne nos habitudes, notre modèle de société, mais également notre système de croyances et nos représentations du monde. Comprendre les enjeux profonds de cette crise nous plonge dans l'histoire de nos représentations de la nature et de l'humain. À l'attentisme ambiant, l'auteure oppose l'élaboration collective d'un nouveau sol écophilosophique qui serve d'humus pour l'émergence d'une civilisation "soutenable".

This book explains that the natural and only quite wholesome way of teaching is to let the child's desire for knowledge operate in the schoolboy and guide the teacher. This means that without foregoing discipline, nor cutting ourselves off from tradition, we must continue experiments already being started in our elementary schools. These are based on the chastening fact that children learn best before we adults begin to teach them at all: and hence that however uncongenial the task may be, (...) we must conform our teaching methods to those of Nature. The attempt has often been made before. But in this book there is a rare combination of intuitive insight and practical sagacity. The author refused to believe that the collapse of the desire for knowledge between seven and seventeen years of age is inevitable. (shrink)

Platon ist nach Homer der antike Autor mit der reichhaltigsten Rezeption vom Altertum über das Mittelalter bis in die Neuzeit. Gleichwohl und gerade aus diesem Grund ist diese bisher allenfalls bruchstückhaft aufgearbeitet worden. Die Autoren versuchen, diesem alten Ziel geisteswissenschaftlicher Forschung auf neuen Wegen näherzukommen, indem sie eine informationswissenschaftliche Perspektive auf Platon und seine Rezeption anwenden. Dazu sind innovative Methoden der Paraphrasensuche entwickelt worden, um diese auch als Methode altertumswissenschaftlich und kulturwissenschaftlich interessierter Forschung zu etablieren.

Plato's most magisterial dialogue, the Republic, takes up the question "what is justice," and its central image is an imaginary city constructed in speech designed to aid in this inquiry. In Book V of the Republic, Socrates tells his interlocutors that they have completed the "Male Drama," of the city in speech and that it is now time for them to take up the "Female." The "Female Drama" is Socrates name for the action of the central books of the Republic: (...) V-VII. Much has been made of what this transition in the Republic signifies for political questions. The Republic is not only concerned with politics or political justice, however. Like all of the images and arguments in the Republic, the Female Drama of the city in speech has meaning both for political and individual justice, but there has been no systematic inquiry into the central books of the Republic for their meaning for individual justice. That is the ambition of this book. On the level of moral psychology, Thomas argues that while the Male Drama of Books II-IV presents images of fully formed versions of the psychological activities that come together to define justice in a human life, the Female Drama explores the modes of potentiality and becoming necessary for those psychological activities to come into being. More specifically, Books V-VII explore the three modes of potentiality necessary for the development of justice: genesis, trophe, and paideia. (shrink)

Cognitive‐enhancing drugs are prescribed to patients with psychiatric disorders, such as attention deficit hyperactivity disorder (ADHD) and Alzheimer's disease, to treat cognitive deficits. This chapter discusses the use of pharmacological agents to improve the cognition of both those with cognitive impairments and of the general population, as well as some of the benefits, risks, and ethical issues associated with the use of cognitive‐enhancing drugs. The chapter also talks about a survey run by the journal Nature, which was prompted by a (...) commentary by the authors of this chapter, that asked readers for their views on the issues surrounding cognitive enhancement. It can be seen that the ethical issues surrounding the use of cognitive‐enhancing drugs are complex and require discussion among different groups. With the development of new drugs and methods of enhancing cognition, such as brain stimulation, the need for further research and discussion is likely to become more pressing. (shrink)

The issue of shifting scales between the microscopic and the macroscopic dimensions is a recurrent one in the history of science, and in particular the history of microscopy. But it took on new dimensions in the context of early twentieth-century microscophysics, with the progressive realisation that the physical laws governing the macroscopic world were not always adequate for describing the sub-microscopic one. The paper focuses on the researches of Jean Perrin in the 1900s, in particular his use of Brownian motion (...) to produce evidence of the existence of atoms and in favour of the kinetic theory. His results were described by many contemporaries, and subsequently by historians, as the first direct proof of atomic and molecular reality. The paper examines the different strategies developed by Perrin for bridging the macro and sub-microphysical realms and making the latter accessible to the senses; even though neither atoms nor molecules were ever actually seen, and in fact very few visual representations were shown and published in connection with these experiments. This case provides a good example of how visualizing, representing and convincing could be interwoven in the production of evidence about the sub-microphysical realm circa 1900.Keywords: Jean Perrin; Brownian motion; Ultramicroscope; Evidence; Atom; Atomism. (shrink)

In a criminal trial, a judge or jury needs to reason about what happened based on the available evidence, often including statistical evidence. While a probabilistic approach is suitable for analysing the statistical evidence, a judge or jury may be more inclined to use a narrative or argumentative approach when considering the case as a whole. In this paper we propose a combination of two approaches, combining Bayesian networks with scenarios. Whereas a Bayesian network is a popular tool for analysing (...) parts of a case, constructing and understanding a network for an entire case is not straightforward. We propose an explanation method for understanding a Bayesian network in terms of scenarios. This method builds on a previously proposed construction method, which we slightly adapt with the use of scenario schemes for the purpose of explaining. The resulting structure is explained in terms of scenarios, scenario quality and evidential support. A probabilistic interpretation of scenario quality is provided using the concept of scenario schemes. Finally, the method is evaluated by means of a case study. (shrink)

According to Seungbae Park, two versions of the pessimistic induction argument against scientific realism, what he calls the "absolute" and "relative" versions, each fail for the same reason. Depending on whether their respective premises refer to distant or recent past theories, either each premise is implausible, or the conclusion does not probably follow from them. I suggest that Park has misconstrued the sort of argument his pessimist interlocutors rely on. When properly recast, the absolute and relative versions of the argument (...) become deductive rather than inductive. The result in each case is an argument that, contra Park, has both a plausible premise and a conclusion that follows from it. (shrink)

Das Buch widmet sich Komparatistischen Studien der interkulturellen Germanistik zu den Beziehungen zwischen Literaturen und anderen Künsten, Gattungen, Medien aus Mitteleuropa und aus anderen Kontinenten mit dem Ziel der Entwicklung einer Pluralität von Perspektiven auf gemeinsame Gegenstände 'Komparativer Ästhetik(en)'.

Den sthetischen Kategorien "Umriss" und "Kontur" kommt innerhalb sthetischer und erkenntnistheoretischer Diskussionen verschiedenster Epochen zentrale Bedeutung zu. Besonders an Epochenschwellen werden Reflexionen ber die erkenntnistheoretischen und produktions- wie wirkungs sthetischen Implikationen von Umrissph nomenen als Medium kunsttheoretischer Abgrenzung ausgestaltet. Anhand der Problemgeschichte dieser Kategorien ergeben sich Diagramme einer Geschichte sthetischen Denkens in seinen Konstanten, Br chen und Modifikationsmechanismen. Die Dissertation zeichnet die Geschichte der sthetischen Denkfigur 'Kontur' in signifikanten Stationen nach, von der antiken Wahrnehmungstheorie und berlieferungen zur Entstehung der Kunst (...) ber die Kunsttheorie der italienischen Renaissance und des franz sischen Klassizismus hin zum Hauptteil der Studie, deren Schwerpunkt die Entwicklung der deutschsprachigen Kunstliteratur bildet: von den Anf ngen bei Rivius und Sandrart ber Winckelmann und die Kunsttheorie von Klassik, Fr hromantik und Realismus bis zu Rilkes Rodin-Studien. Die der Studie zugrundeliegende Dissertation wurde mit dem Scherer-Preis 2012 der Richard M. Meyer-Stiftung ausgezeichnet (Nachwuchspreis f r deutsche Philologie). (shrink)

ABSTRACT When does a state of affairs constitute a harm to someone? Comparative accounts say that being worse off constitutes harm. The temporal version of the comparative account is seldom taken seriously, due to apparently fatal counterexamples. I defend the temporal version against these counterexamples, and show that it is in fact more plausible than the prominent counterfactual version of the account. Non-comparative accounts say that being badly off constitutes harm. However, neither the temporal comparative account nor the non-comparative account (...) can correctly classify all harms. I argue that we should combine them into a hybrid account of harm. The hybrid account is extensionally adequate and presents a unified view on the nature of harm. (shrink)

In a criminal trial, evidence is used to draw conclusions about what happened concerning a supposed crime. Traditionally, the three main approaches to modeling reasoning with evidence are argumentative, narrative and probabilistic approaches. Integrating these three approaches could arguably enhance the communication between an expert and a judge or jury. In previous work, techniques were proposed to represent narratives in a Bayesian network and to use narratives as a basis for systematizing the construction of a Bayesian network for a legal (...) case. In this paper, these techniques are combined to form a design method for constructing a Bayesian network based on narratives. This design method is evaluated by means of an extensive case study concerning the notorious Dutch case of the Anjum murders. (shrink)

This study explored the perceptions of ethics among long-term care employees (N275) in order to test two hypotheses. A cohort cross-sectional survey examined employees’ perceptions of an ethics environment, racial-ethnic, and position disparities (HO1; ANOVA), and, secondarily, ethics in relationship to select, research-grounded work features measured as manage disagreements, effectiveness, work satisfaction, and opinions of care, the latter including intention to remain (HO2; Pearson Correlations). Established questionnaires with robust psychometrics were employed. Response rate was 51%. Non-significant differences between sample and (...) population on key variables supported extrapolation of results. Statistically significant differences between racial–ethnic (p < 0.03; F 2.42) and work positions (p <0.0001; F 6.24) were revealed on ethics (3.16; HO1). Statistically significant relationships (p <0.0001; r = 0.26–0.68; HO2) between ethics and employees’ work features also were found, confirming both hypotheses. Perceptions of ethics based on racial-ethnic and position disparities, as well as the robust links with employee work features, offered potential avenues for decreasing disparities at work and improving the quality of long-term care. Noted further on ethics item scoring were relatively low scores indicating less involvement in, and access to, ethics discussions and decisions. In contrast, the literature review substantiated the importance of empowerment and retention, which were enhanced by employee involvement in work, notably, discussions and decisions. Thus, implications of ethics committees in long-term care sites as ways to potentially enhance employees’ work and quality of care, especially work satisfaction and retention, were explored; relevant concerns raised by the Covid pandemic were, briefly, discussed. (shrink)

Salve Spinoza! Von S. Hessing.--Lasset uns gutmachen das Unrecht, von D. Ben Gurion.--Spinoza und die Ewigkeit der Seele, von I. Brucar.--Das Lamm Benedikt Spinoza, von C. Brunner.--Fünf Szenen aus dem Leben Spinozas, von F. Droop.-Die Gestalt, von S. Dubnow.--Der gotische Jude, von C. Gebhardt.--Die Bedeutung der Affectenlehre Spinozas, von V. Gherasim.--Der Lebensphilosoph Spinoza, von M. Grunwald.--Über das vermeintlich Unmoralische von Spinozas politischer Theorie, von H. F. Hallett.--Die Glückseligkeit des freien Menschen, von S. Hessing.--Der Missverstandene, von J. Klatzkin.--Der jüdische Charakter der (...) Lehre Spinozas, von J. Klausner.--Ein Bekenntnis, von M. Marcianu.--Spinoza und das Ideal des Menschen, von I. Myslicki.--Spinozaverehrung eines Nichtspinozisten, von I. Niemirower.--Eine Spinozahuldigung, von I. Petrovici.--Der Lichtstrahl Spinozas, von R. Rolland.--Spinozas Bibelkritik und Gottesbegriff, von K. Sass.--Vom grundlegenden Dualismus in Spinozas System, von C. Siegel.--Der Jude Spinoza, von N. Sokolow.--Der Schriftsteller Spinoza, von A. Zweig.--Äusserungen von: A. Einstein, S. Freud und J. Wasserman. (shrink)

With Hegel’s metaphysics attracting renewed attention, it is time to address a long-standing criticism: Scholars from Marx to Popper and Habermas have worried that Hegel’s metaphysics has anti-individualist and authoritarian implications, which are particularly pronounced in his Philosophy of History, since Hegel identifies historical progress with reason imposing itself on individuals. Rather than proposing an alternative non-metaphysical conception of reason, as Pippin or Brandom have done, this article argues that critics are broadly right in their metaphysical reading of Hegel’s central (...) concepts. However, they are mistaken about what Hegel’s approach entails, when one examines the specific types of states discussed by the philosopher in his Philosophy of History. Even on a traditional metaphysical reading, Hegel is not only non-authoritarian; he also makes a powerful argument concerning freedom, whereupon the freest society involves collective oversight and the shaping of social structures so as to ensure that they benefit everybody. (shrink)

Picking up on Marx’s and Hegel’s analyses of human beings as social and individual, the article shows that what is at stake is not merely the possibility of individuality, but also the correct conception of the universal good. Both Marx and Hegel suppose that individuals must be social or political as individuals, which means, at least in Hegel’s case, that particular interests must form part of the universal good. The good and the rational is not something that requires sacrificing one’s (...) interests for the community or denying one’s particular character so as to become an equal rational agent. Very much to the contrary, the rational or the common good is nothing but the harmonious structuring of particular interests. While Section I introduces Marx’s and Hegel’s conceptions of individual and social beings, Sections II and III discuss their respective views of individuality, and Sections IV and V discuss the notion of a universal good containing individual interests. (shrink)