From Antiphilosophy to Worlds and from Beckett to Wittgenstein, the 110 entries in this dictionary provide detailed explanations and engagements with Badious's key concepts and major interlocutors.

A literary and historical analysis of the structure and meaning of recurrent symbols, images, and actions employed in Plato’s dialogues. In this book, Clinton DeBevoise Corcoran examines the use of place in Plato’s dialogues. Corcoran argues that spatial representations, such as walls, caves, and roads, as well as the creation of eternal patterns and chaotic images in the particular spaces, times, characterizations, and actions of the dialogues, provide clues to Plato’s philosophic project. Throughout the dialogues, the Good serves (...) as an overarching ordering principle for the construction of place and the proper limit of spaces, whether they be here in the world, deep in the underworld, or in the nonspatial ideal realm of the Forms. The Good, since it escapes the limits of space and time, equips Plato with a powerful mythopoetic tool to create settings, frames, and arguments that superimpose different dimensions of reality, allowing worlds to overlap that would otherwise be incommensurable. The Good also serves as a powerful ethical tool for evaluating the order of different spaces. Corcoran explores how Plato uses wrestling and war as metaphors for the mixing of the nonspatial, eternal forms in the world and history, and how he uses spatial images throughout the dialogues to critique Athens’s tragic overreach in the Peloponnesian War. Far from merely an incidental backdrop in the dialogues, place etches the tragic intersection of the mortal and the immortal, good and evil, and Athens’s past, present, and future. (shrink)

The work of creating the future is being done now ─ and much of it is unsustainable in terms of natural and cultural resources. How will the next generation of leadership for environmental sustainability be raised up? Can we imagine sustainable futures, and can we enable transformative leadership to help us realize them? How can we best ensure that the several generations share their particular knowledge? What are the ethical frameworks, methodologies, curricula, and tools necessary for advancing and strengthening education (...) for intergenerational sustainability learning and leadership? In this book, 82 authors from 26 countries across 6 continents seek answers in 32 essays to the many questions related to the intergenerational collaboration that holds promise for creating sustainable futures. The authors themselves represent a diversity of geography, gender, and generation ─ and include the institutions comprising the emerging International Intergenerational Net-work of Centers. They speak to key principles, perspectives, and praxes at the intersection of intergenerational learning and transformative leadership in the context of education for sustainability. A visionary tour de force, this book explores the challenges and complexities of future learning models beyond the UN Decade of Education for Sustainable Development. It provides a timely discourse encompassing intergenerational and cultural dimensions, including ethics. Contributors articulate a deeper understanding of leadership in the post-Enlightenment era. Chapters in the book offer examples cutting across a diverse range of experiences worldwide, making this volume not only refreshing for practitioners, but also invaluable to policy-makers. ─ Dzulkifli Abdul Razak President, International Association of Universities Former Vice-Chancellor, Universiti Sains Malaysia These are critical times for the global community. Big issues are on the table: security, climate change, environmental destabilization, disease, hunger, and others. Actions we take today must embrace lessons from the past, present realities, and the rights and interests of future generations. Indeed, intergenerational learning is vital to education for sustainable development. This book makes a very timely and urgent call, challenging our traditional learning approaches and inviting us to dig deeper, stretch our minds wider, and see farther. ─ Akpezi Ogbuigwe Former Head of Environmental Education and Training, United Nations Environment Programme Executive Chairperson, Anpez Center for Environment and Development, Port Harcourt, Nigeria Achieving sustainable development requires generations, young and old, to engage with and learn from each other, and for leadership to embrace change. That is one of the key messages of this remarkable book. I wish I had this book when I took up the leadership role of my university two decades ago. I wish I could have given this book to my sons as they started their university education. ─ Goolam Mohamedbhai Former Secretary-General, Association of African Universities Honorary President, International Association of Universities. (shrink)

Young people have an enormous stake in the present and future state of Earth. Almost half of the human population is under the age of 25. If young people’s resources of energy, time, and knowledge are misdirected towards violence, terrorism, socially-isolating technologies, and unsustainable consumption, civilization risks destabilization. Yet, there is a powerful opportunity for society if young people can participate positively in all aspects of sustainable development. In order to do so, young people need education, political support, resources, skills, (...) and hope. This volume offers a global perspective on education initiatives by and for young people that promote a transition to sustainability. It includes 38 essays co-authored by 68 contributors from 25 nations, representing a diversity of geography, gender, and generation. "The development of youth leadership has been a central concern of my professional work. Young people have a lot to offer to sustainable development and should participate in planning for our planet’s future. This rich collection of theoretical and practical approaches captures the growing response of young people to this challenge. I am particularly pleased with the attention paid to the role of often-underrepresented regions of the world, to the role of women, and to the Earth Charter in the creating of a peaceful and sustainable future." Julia Marton-Lefèvre, Director General of IUCN (International Union for Conversation of Nature), and former Rector of the University for Peace "This book is a rich, global tapestry depicting the inter-linkages among youth, education and sustainable development. What is particularly interesting is that it shows how education, at all levels, can be a powerful engine for promoting sustainability. This work is an important contribution to the United Nations Decade of Education for Sustainable Development." Goolam Mohamedbhai, Secretary-General, Association of African Universities, and Past President, International Association of Universities "This important and skillfully-prepared book comes at a critical time.... A great strength of this volume is that it blends together theoretical and practical insights regarding education for sustainable development by and for young people. It is written from diverse cultural perspectives from all world regions. Readers, from many fields, especially young people and their teachers, will find it timely and relevant. I hope that it will inspire the younger generation to get involved in seeking solutions to the challenges we face." James Gustave Speth, Former Administrator of the United Nations Development Programme, and Dean Emeritus of the School of Forestry and Environmental Studies at Yale University "It is my hope that you are inspired, as I have been, by Young People, Education, and Sustainable Development: Exploring Principles, Perspectives, and Praxis, for the stories in this volume are full of the possibilities that emerge when we honor and support young people." Ruud Lubbers, Former Prime Minister of The Netherlands, and past United Nations High Commissioner for Refugees. (shrink)

A. NATURAL. HISTORY. OF. THE. SENSES. “This is one of the best books of the year—by any measure you want to apply. It is interesting, informative, very well written. This book can be opened on any page and read with relish.... thoroughly  ...

This chapter contains sections titled: 1 2.

It is one thing for a given proposition to follow or to not follow from a given set of propositions and it is quite another thing for it to be shown either that the given proposition follows or that it does not follow.* Using a formal deduction to show that a conclusion follows and using a countermodel to show that a conclusion does not follow are both traditional practices recognized by Aristotle and used down through the history of logic. These (...) practices presuppose, respectively, a criterion of validity and a criterion of invalidity each of which has been extended and refined by modern logicians: deductions are studied in formal syntax (proof theory) and coun¬termodels are studied in formal semantics (model theory). The purpose of this paper is to compare these two criteria to the corresponding criteria employed in Boole’s first logical work, The Mathematical Analysis of Logic (1847). In particular, this paper presents a detailed study of the relevant metalogical passages and an analysis of Boole’s symbolic derivations. It is well known, of course, that Boole’s logical analysis of compound terms (involving ‘not’, ‘and’, ‘or’, ‘except’, etc.) contributed to the enlargement of the class of propositions and arguments formally treatable in logic. The present study shows, in addition, that Boole made significant contributions to the study of deduc¬tive reasoning. He identified the role of logical axioms (as opposed to inference rules) in formal deductions, he conceived of the idea of an axiomatic deductive sys¬tem (which yields logical truths by itself and which yields consequences when ap¬plied to arbitrary premises). Nevertheless, surprisingly, Boole’s attempt to imple¬ment his idea of an axiomatic deductive system involved striking omissions: Boole does not use his own formal deductions to establish validity. Boole does give symbolic derivations, several of which are vitiated by “Boole’s Solutions Fallacy”: the fallacy of supposing that a solution to an equation is necessarily a logical consequence of the equation. This fallacy seems to have led Boole to confuse equational calculi (i.e., methods for gen-erating solutions) with deduction procedures (i.e., methods for generating consequences). The methodological confusion is closely related to the fact, shown in detail below, that Boole had adopted an unsound criterion of validity. It is also shown that Boole totally ignored the countermodel criterion of invalid¬ity. Careful examination of the text does not reveal with certainty a test for invalidity which was adopted by Boole. However, we have isolated a test that he seems to use in this way and we show that this test is ineffectual in the sense that it does not serve to identify invalid arguments. We go beyond the simple goal stated above. Besides comparing Boole’s earliest criteria of validity and invalidity with those traditionally (and still generally) employed, this paper also investigates the framework and details of THE MATHEMATICAL ANALYSIS OF LOGIC. (shrink)

Introduction : but is it ethics? -- Alterity : the problem of transcendence -- Singularity : the unrepresentable face -- Responsibility : the infinity of the demand -- Ethics : normativity and norms -- Scarce resources? : Levinas, animals, and the environment -- Failures of recognition and the recognition of failure : Levinas and identity politics.

Published with the aid of a grant from the National Endowment for the Humanities. Contains the only complete English-language text of The Concept of Truth in Formalized Languages. Tarski made extensive corrections and revisions of the original translations for this edition, along with new historical remarks. It includes a new preface and a new analytical index for use by philosophers and linguists as well as by historians of mathematics and philosophy.

This is a theoretical treatment of the term "Sha Zhu Pan" (杀猪盘) in Chinese, which translates to “Pig-Butchering” in English. The article critically examines the propagation and validation of "Pig Butchering," an animal metaphor, and its implications for the dehumanisation of victims of online fraud across various discourses. The study provides background information about this type of fraud before investigating its theoretical foundations and linking its emergence to the dehumanisation of fraud victims. The analysis highlights the disparity between academic literature, (...) subjected to rigorous peer-review processes, and sensationalised narratives prevalent in the media. While academic works subject "pig butchering" to critical scrutiny and refrain from endorsing derogatory terms to depict fraud victims, numerous media outlets employ this term uncritically, further worsening the predicament of these victims. "Pig butchering" is firmly rooted in the concept of dehumanisation, and this article underscores how language moulds perceptions of fraud and behaviour, extending to the development of preventive strategies. The role of law enforcement agencies in generating and disseminating materials is also a central theme, emphasising their responsibility as trusted sources of information. We suggest that these agencies should adopt non-victim shaming language to encourage victims to report crimes and alleviate the stigma attached to victimisation. Additionally, the article offers valuable cross-cultural insights by comparing metaphors from Chinese and Nigerian contexts. This comparative analysis enriches our comprehension of the global dimensions of online fraud and its cultural diversities, highlighting the substantial impact of language on perceptions and behaviours. We advocate for a departure from victim-blaming tendencies perpetuated by select media outlets, urging a more compassionate and accurate portrayal of those affected by online fraud. We, therefore, call for a more empathetic and accurate portrayal of individuals affected by online fraud, aligning with the broader objective of promoting understanding and support for these victims. (shrink)

A personal and philosophical account of the ambiguity of erotic love.

In this paper the cognitive, cultural, and linguistic bases for a pattern of conventionalization of two types of iconic handshapes are described. Work on sign languages has shown that handling handshapes and object handshapes express an agentive/non-agentive semantic distinction in many sign languages. H-HSs are used in agentive event descriptions and O-HSs are used in non-agentive event descriptions. In this work, American Sign Language and Italian Sign Language productions are compared as well as the corresponding groups of gesturers in each (...) country using “silent gesture.” While the gesture groups, in general, did not employ an H-HS/O-HS distinction, all participants used iconic handshapes more often in agentive than in no-agent event descriptions; moreover, none of the subjects produced an opposite pattern than the expected one . These effects are argued to be grounded in cognition. In addition, some individual gesturers were observed to produce the H-HS/O-HS opposition for agentive and non-agentive event descriptions—that is, more Italian than American adult gesturers. This effect is argued to be grounded in culture. Finally, the agentive/non-agentive handshape opposition is confirmed for signers of ASL and LIS, but previously unreported cross-linguistic differences were also found across both adult and child sign groups. It is, therefore, concluded that cognitive, cultural, and linguistic factors contribute to the conventionalization of this distinction of handshape type. (shrink)

This paper develops a modal, Sentential logic having "not", "if...Then" and necessity as logical constants. The semantics (system of meanings) of the logic is the most obvious generalization of the usual truth-Functional semantics for sentential logic and its deductive system (system of demonstrations) is an obvious generalization of a suitable (jaskowski-Type) natural deductive system for sentential logic. Let a be a set of sentences and p a sentence. "p is a logical consequence of a" is defined relative to the semantics (...) and "p is demonstrable from a" is defined relative to the deductive system. Main meta-Theorem: p is demonstrable from a if and only if p is a logical consequence of a. Henkin-Type methods are used. The theorems of the logic are exactly those of s5. The deductive system is rigorously developed as a system of linear strings. (shrink)

This volume discusses the importance of a multidimensional and multidisciplinary approach to Christian formation based upon godly love and the imago Dei (Latin, image of God). Grounded biblically and theologically, this interdisciplinary collection offers perspectives drawn from spirituality, ethics, philosophy, psychology, counselling, ecclesiology, physical health sciences, and leadership studies. Contributors address spiritual, emotional, and psychological formation, while highlighting how suffering has the potential to draw one closer to God and others. The book also details vocational development, appropriate stewardship of the (...) physical body, and the ways in which the Eucharist sacramentally contributes to the process of formation. The book concludes with a call for further exploration of additional research trajectories, not the least of which is how Christian formation contributes to the missio Dei, the mission of God. (shrink)

Williamson explains, defends, and applies Kant's theory of emotion. Looking primarily to the Anthropology and the Metaphysics of Morals, she situates Kant's theory of affect within his theory of feeling and focuses on the importance of moral feelings and the moral evaluation of our emotions.

Text of and reflection on the 1981 encounter between Hans-Georg Gadamer and Jacques Derrida, which featured a dialogue between hermeneutics in Germany and post-structuralism in France. <br.

Ferrarese develops our thinking about the social conditions of caring for others, while arguing for an understanding of morality that is materialist and political - always-already political.

We live in turbulent times, our world is changing at accelerating speed. Information is everywhere, but wisdom appears in short supply when trying to address key inter-related challenges of our time such as; runaway climate change, the loss of biodiversity, the depletion of natural resources, the on-going homogenization of culture, and rising inequity. Living in such times has implications for education and learning. This book explores the possibilities of designing and facilitating learning-based change and transitions towards sustainability. In 31 chapters (...) contributors from across the world discuss (re)emerging forms of learning that not only assist in breaking down unsustainable routines, forms of governance, production and consumption, but also can help create ones that are more sustainable. The book has been divided into three parts: re-orienting science and society, re-connecting people and planet and re-imagining education and learning. This is essential reading for educators, educational designers, change agents, researchers, students, policymakers and entrepreneurs alike, who are concerned about the well-being of the planet and convinced of our ability to do better. The content and related issues can be discussed on the blog by editor Arjen Wals: Transformative learning. 'We are living in times of incertitude, complexity, and contestation, but also of connectivity, responsibility, and new opportunities. This book analyses the consequences of these times for learning in formal, non-formal, and informal education. It explores the possibilities offered by the concept of sustainability as a central category of a holistic paradigm which harmonizes human beings with Earth. To change people and to change the world are interdependent processes - this book contributes to both.' Moacir Gadotti, Director of Paulo Freire Institute, São Paulo, Brazil 'I hope you share my excitement about the innovations for sustainability that this book catalogues and analyses. While the ecological news is grim, the human news is not. Even in a time of accelerating change, people are showing their enormous capacities to learn, adapt, restore and protect.' From the Foreword by Juliet Schor, author of ‘True Wealth: how and why millions of Americans are creating a time-rich, ecologically-light, small-scale high-satisfaction economy’ 'This book implies a ‘culture of critical commitment’ in educational thinking and practice - engaged enough to make a real difference to social-ecological resilience and sustainability but reflexively critical enough to learn constantly from experience and to keep options open in working for a sustainability transformation.' From the Afterword by Stephen Sterling, Professor of Sustainability Education, Centre for Sustainable Futures, Plymouth University, United Kingdom. (shrink)

This book provides answers to both normative and metaethical questions in a way that shows the interconnection of both types of questions, and also shows how a complete theory of reasons can be developed by moving back and forth between the two types of questions. It offers an account of the nature of intimate relationships and of the nature of the reasons that intimacy provides, and then uses that account to defend a traditional intuitionist metaethics. The book thus combines attention (...) to the details of the lived moral life – the context in which many of our most pressing moral questions arise, how we deliberate and make moral decisions, the complexities that plague our attempts to know what we ought to do – with theoretical rigor in offering an account of the nature of reasons, how we come to have moral knowledge, and how we can adjudicate between competing positions. (shrink)

Kant stated that there are three mental faculties: cognition, feeling, and desire. The faculty of feeling has received the least scholarly attention, despite its importance in Kant's broader thought, and this volume of new essays is the first to present multiple perspectives on a number of important questions about it. Why does Kant come to believe that feeling must be described as a separate faculty? What is the relationship between feeling and cognition, on the one hand, and desire, on the (...) other? What is the nature of feeling? What do the most discussed Kantian feelings, such as respect and sublimity, tell us about the nature of feeling for Kant? And what about other important feelings that have been overlooked or mischaracterized by commentators, such as enthusiasm and hope? This collaborative and authoritative volume will appeal to Kant scholars, historians of philosophy, and those working on topics in ethics, aesthetics, and emotions. (shrink)

In part I of this paper I argue that on his theory of the mind as the idea of an actually existing body Spinoza is unable to account for the ability of the mind to have adequate knowledge, and I suggest that his theory of the eternity of the mind can be viewed as his solution to this problem. In part II I deal with the question of the meaning of ‘eternity’ in Spinoza, in regard both to God and the (...) human mind, and I sketch a line of thought which I believe may have provided him with further motivation for his theory that a part of the mind is eternal. (shrink)

Showing that a radical feminist analysis cuts across class, race, sexuality, region, and religion, the varied contributors in this collection reveal the global reach of radical feminism and analyze the causes and solutions to patriarchal oppression.

Two nurses diagnosed with opioid addiction launched legal action after being found guilty of unprofessional conduct due to addiction‐related behaviors. When covered by the media, their cases sparked both public and legal controversies. We are curious about the broader discursive framings that led to these strong reactions, and analyze the underlying structures of knowledge and power that shape the issue of opioid addiction in the profession of nursing through a critical discourse analysis of popular media, legal blogs and hearing tribunals. (...) We argue that addiction in nursing is framed as personal choice, as a failure in the moral character of the nurses, as decontextualized from addiction as disease arguments, and as an individualized issue devoid of contextual factors leading to addiction. Our investigation offers a critical case study of a nursing regulatory body that upheld popular assumptions of addiction as an autonomous, rational choice replete with individual‐based consequences – a framing that is inconsistent with evidence‐based practice in health‐care. We put forth this critical interrogation to open up possibilities for counterdiscourses that may promote more nuanced and effective responses to the issue of addiction in nursing. (shrink)

In this paper we prove the completeness of three logical systems I LI, IL2 and IL3. IL1 deals solely with identities {a = b), and its deductions are the direct deductions constructed with the three traditional rules: (T) from a = b and b = c infer a = c, (S) from a = b infer b = a and (A) infer a = a(from anything). IL2 deals solely with identities and inidentities {a ± b) and its deductions include both (...) the direct and the indirect deductions constructed with the three traditional rules. IL3 is a hybrid of IL1 and IL2: its deductions are all direct as in IL1 but it deals with identities and inidentities as in IL2. IL1 and IL2 have a high degree of naturalness. Although the hybrid system IL3 was constructed as an artifact useful in the mathematical study of IL1 and IL2, it nevertheless has some intrinsically interesting aspects. The main motivation for describing and studying such simple systems is pedagogical. In teaching beginning logic one would like to present a system of logic which has the following properties. First, it exemplifies the main ideas of logic: implication, deduction, non-implication, counterargument(or countermodel), logical truth, self-contradiction, consistency,satisfiability, etc. Second, it exemplifies the usual general metaprinciples of logic: contraposition and transitivity of implication, cut laws, completeness,soundness, etc. Third, it is simple enough to be thoroughly grasped by beginners. Fourth, it is obvious enough so that its rules do not appear to be arbitrary or purely conventional. Fifth, it does not invite confusions which must be unlearned later. Sixth, it involves a minimum of presuppositions which are no longer accepted in mainstream contemporary logic. (shrink)