In the eyes of popular opinion today, the world-view enjoying most appeal is the “scientific” one, and if we wish to declare somebody worthless, with the force of one word, we tag him “unscientific.” The “scientific” world-view (based on intelligence) furnishes its owner, as I will now describe, something like the following scene: He sits and observes the world. Whatever he sees, remains inferior to his own thinking subject, for he analyzes whatever phenomena he sees producing an equation as the (...) outcome, made up of ever more inferior numbers, in the extreme case of material quarks. Just like his spectator position is passive, idle, so also the reality he sees is entirely passive; all genuine action .. (shrink)

Contemporary commentators on Emerson often assume that the American essayist has been successfully rehabilitated as a philosopher. If we consider seriously his claims to philosophy from a contemporary perspective, however, we must also deal with the treatments of his philosophy critically. This is because philosophy, in itself, is a critical discipline, and every philosophical treatment of Emersonian thought deserves to be treated on the same footing with that of any other classical thinker.Joseph Urbas’s Emerson’s Metaphysics joins David Van Leer’s Emerson’s (...) Epistemology and Gustaf Van Gromphout’s Emerson’s Ethics as thematic, ambitiously titled attempts at providing general accounts of the different... (shrink)

In this article, it will be my aim to outline the key features of Emerson’s original conception of Bildung, with special reference to the links, first, between the American essayist and Wilhelm von Humboldt, and second, Emerson and John Dewey. After introductory notes on how to map out Emersonian Bildung in relation to the available philosophical commentaries, I delineate some of the chief meanings of Bildung, showing how Emersonian self-culture aligns with Humboldtian Bildung. Second, I draw out concrete implications for (...) educational practice from an Emersonian view of self-culture vis-à-vis comparisons with Dewey. In addition to Bildung qua self-culture, another basic sense of Emersonian Bildung is education, and Emerson often deals with educational themes in his treatments of self-culture. In the final section, I return to the specifics of Emerson’s sense of Bildung, saying a few words on the alleged elitism of the term, and in particular, its neglected religious overtones. This section serves t... (shrink)

In this article, it will be my aim to outline the key features of Emerson’s original conception of Bildung, with special reference to the links, first, between the American essayist and Wilhelm von Humboldt, and second, Emerson and John Dewey. After introductory notes on how to map out Emersonian Bildung in relation to the available philosophical commentaries, I delineate some of the chief meanings of Bildung, showing how Emersonian self-culture aligns with Humboldtian Bildung. Second, I draw out concrete implications for (...) educational practice from an Emersonian view of self-culture vis-à-vis comparisons with Dewey. In addition to Bildung qua self-culture, another basic sense of Emersonian Bildung is education, and Emerson often deals with educational themes in his treatments of self-culture. In the final section, I return to the specifics of Emerson’s sense of Bildung, saying a few words on the alleged elitism of the term, and in particular, its neglected religious overtones. This section serves the purpose of distinguishing Emerson’s view not only from related accounts of Bildung, but also from the secondary commentaries available. (shrink)

This timely anthology contains five pieces of republished poetry (and one original poem) and eleven essays of varying length taking mostly contemporary stances on—and thus hoping to spur the on-going reception into the twenty-first century of—the work of Ralph Waldo Emerson. The assortment of the texts is heterogeneous, yet showing a slight philosophical emphasis: among the eleven essays, half a dozen are by authors trained in philosophy, a couple by literary scholars, and another couple by poets. The prose pieces are (...) previously unpublished, excluding the classical essays by Robert C. Pollock (published originally in 1958) and John J. McDermott (1980), as well as John Lysaker's thought-provoking meditation "Taking.. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Philosophically, there is a book which was a tremendous experience for me: Eino Kaila's hychology of the Person ality _ His thesis that man lives strictly according to his needs - negative and positive - was shattering to me, but terribly true. And I built on this ground. Ingmar Bergman J 1. This introductory essay is neither intended to be a full presentation nor to be a critical evaluation of the contributions to philosophy made by Eino Kaila. Kaila's (...) work will speak to the reader through the four papers here published in English translation from the German. They belong in the tra dition of the Vienna Circle and of logical empiricism. They cover, however, only one period or sector of Kaila's rich and varied life-work. This is the sector best integrated into the mainstream of contemporary philosophic thinking. The primary aim of this essay is to portray an impressive intellectual personality and to make a modest contribution to Finnish and Scandinavian intellectual history. Much of its content may be thought to be of 'local' relevance only. But considering the position which Kaila held in his country and considering his decisive influence on the development of philosophy in Finland, I hope that this local background will also interest an international circle of readers. (shrink)

Finland is internationally known as one of the leading centers of twentieth century analytic philosophy. This volume offers for the first time an overall survey of the Finnish analytic school. The rise of this trend is illustrated by original articles of Edward Westermarck, Eino Kaila, Georg Henrik von Wright, and Jaakko Hintikka. Contributions of Finnish philosophers are then systematically discussed in the fields of logic, philosophy of language, philosophy of science, history of philosophy, ethics and social philosophy. Metaphilosophical reflections (...) on the nature of philosophy are highlighted by the Finnish dialogue between analytic philosophy, phenomenology, pragmatism, and critical theory. (shrink)

This paper focuses on a topical issue - the idea of ‘justice in education’ – developed by Krassimir Stojanov, among other recent educational justice theorists. Justice in education has to ask ‘educational questions about education’, which means that educational justice theory should be capable of dealing with educational practices, and constellations that are asymmetrical interaction orders. This requires, from the perspective of a child, criteria to distinguish between justified and unjustified educative demands towards responsibility and autonomy. This paper analyses forms (...) of recognition as a legitimate summons that enables the individual’s autonomy. It also analyses the illegitimate demands that emerge from Stojanov’s innovative idea to combine the forms of misrecognition with the concepts of epistemic injustice. The second chapter of this paper introduces the challenges related to the recognitive justice as justice in education. The examination of Dietrich Benner’s recent critique of recognition theory illuminates these challenges in two ways: first, it is shown that there can be something negatively experienced, but the result of productive disruptions that the educator need to produce, which are out of the scope of recognition theory. Second, the recognitive justice paradigm ignores elementary pedagogical conditions and requirements, ‘the pedagogical knowledge’ and its methods, and is therefore unable to fully grasp the legitimate educational authority. This paper concludes with a synthesis that finds the crucial elements from the recognition theory to justice in education and critically assessing Benner’s claims. Overall, the paper offers potential for further development in justice in education. (shrink)

This comment on Sven Ove Hansson's article on the history of the journal Theoria elaborates and corrects Hansson's characterisation of the political standpoint of the Finnish philosopher Eino Kaila as "sympathetic towards the German regime". Although not an easy question, particularly considering Kaila's unfortunate publications during the Second World War, it is argued that the characterisation is plainly wrong if it refers to the mid-1930s.

American pragmatism was, in the beginning of the twentieth century, a major movement not only in its home country but also in other parts of the globe as well, largely (but not exclusively) thanks to William James’s (1842–1910) international activity. In Europe, Italian and French philosophers, in particular, established their own pragmatist “schools,” and pragmatism also spread to the northern parts of the continent, including Germany and the Scandinavian countries. Even in the relatively remote Finland, Jamesian pragmatism rapidly became well (...) known. James’s ideas were discussed in meetings and publications by a number of philosophers and other scholars, and several Finnish translations of James’s works appeared.. (shrink)

Emancipatory aesthetics : Eino Krohn as a critic of art and literature.

Eino Kaila's thought occupies a curious position within the logical empiricist movement. Along with Hans Reichenbach, Herbert Feigl, and the early Moritz Schlick, Kaila advocates a realist approach towards science and the project of a “scientific world conception”. This realist approach was chiefly directed at both Kantianism and Poincaréan conventionalism. The case in point was the theory of measurement. According to Kaila, the foundations of physical reality are characterized by the existence of invariant systems of relations, which he called (...) structures. In a certain sense, these invariant structures, he maintained, are constituted in the act of measuring. By “constitution”, however, Kaila meant neither the dependency of the objects of measurement on a priori concepts (or Kantian categories) nor their being effected by conventional stipulations in a Poincaréan sense. He held that invariant structures are, quite literally, real: they exist prior to and independently of our theoretical capacity. By executing measurements, invariant structures are detected and objectively determinable by laws of nature. (shrink)

Finland is internationally known as one of the leading centers of twentieth century analytic philosophy. This volume offers for the first time an overall survey of the Finnish analytic school. The rise of this trend is illustrated by original articles of Edward Westermarck, Eino Kaila, Georg Henrik von Wright, and Jaakko Hintikka. Contributions of Finnish philosophers are then systematically discussed in the fields of logic, philosophy of language, philosophy of science, history of philosophy, ethics and social philosophy. Metaphilosophical reflections (...) on the nature of philosophy are highlighted by the Finnish dialogue between analytic philosophy, phenomenology, pragmatism, and critical theory. (shrink)

Eino Kaila’s recently translated Human Knowledge: A Classic Statement of Logical Empiricism from 1939 is an important document both in the history of analytic philosophy and the history of logical empiricism in particular. Kaila discusses all the relevant topics that featured in the discussions of the Vienna Circle in the early 1930s and provides a neat summary with his own historical narrative and critical remarks.