Solidarity could be defined in the broad sense either as a means or as an end. Considered as an end, solidarity is the motive of any virtuous action based on altruistic reasons, such as helping others to rescue someone in order to prevent a harmful situation. E. g. contributing to lift and rescue a heavy person, lying unconscious in the street on the floor, who is being handled by rescuers, but who might be needing an additional person, could express the (...) value of solidarity as an end, since an answer to others request for help is given in the situation of emergency and risk, without having a particular obligation to help. Solidarity as a means (to an end, not an end), could be understood as a property of dependency of a set of parts to a whole (in solidum), as when in a family or a professional group, individual and collective roles and responsibilities are melt together to some extent.This idea of benefiting others could be understood either as a way of sharing together moral sentiments as love, social virtues as friendship and shared commitments and common economic and educational interests, in a limited community circle, that of the family. Even if the division of labour is not simply based on patriarchal authority, mutual consent of family members to rules and to a common circle of interests, those of the family, resemble to a egoism of the group, and not yet to truly social and altruistic values. Solidarity as cohesion of human beings, by the means of "interchangeability of ideas, services, goods, of workforce, virtues and vices", is solidarity limited to the constitution of a process of exchange that is a means that could be used to different ends. (shrink)

F. Nietzsche does interesting indications on the anthropological foundation of language in his lessons on classical rhetoric, at the University of Basel in 1874. Many quotations of Gerber and Humboldt, and older notions, drawn from the Aristotle's Rhetoric are discussed in this dissertation. Many studies highlighted Nietzsche's attempts during thirty years (1976-2006) to draw a consistent anthropological foundation of the language. Some of them shed light on the metaphor, described from the point of view of anthropology, as an innovative perspective (...) on the philosophy of rhetoric. Would metaphor be a verbal vehicles for conveying scientific and philosophical concepts by attaching unusual importance to the veracity or the truthfulness of a claim? Is that in contradiction to any conceptual truth? Some interpreters suggest that metaphors seen as linguistic products fail to explain the unnatural way meaning is transmitted from the unconscious musicality of language. If imperceptible bonds move the meaning of a word in the musicality of language, then to transmit a message by non verbal means or metaphors relates to a subjectively felt musicality of language. Meaning is expressed, not because there are words with fixed meaning in a conventional way, but because the word is seen in the first place as an action. Living language, seen as metaphorical by essence, is a view shared by German idealism, on the so-called origins of language. A consequence of this view on language is a wide reinterpretation of the reason, from the point of view of a rhetorical turn. Schopenhauer, Von Hartmann and Lichtenberg are some thinkers who pointed out the possibility of a pan-psychist notion of reason that inspired Nietzsche, and later Piaget (e. g. his theory of analogy is built on similar roots). A first part of this dissertation presents the historical genesis of doctrines that don't see language as an innate substratum of the conscious mind, but as rhetorical and conditioned by environment in the wide sense. In the second part, we read the main arguments of contemporary studies in cognitive sciences, discovering new structural similarities compared to the 19th Century views of Nietzsche. In the third part, we discuss the form of poetic imagination regarding a relation between metaphor and melancholy in Greek empirical medicine. (shrink)

Part of education as interactive exercise is related to a community of practitioners, a dialogue based philosophy of morals which supposes ethical normative characteristics of the discourse. This normative layer can be interpreted either in relation to the lifeworld, i. e. to the understanding of the good life. Alternatively, it can be realized in relation to some cultural rights, since a mutual recognition based ethics, aiming at highlighting culture as necessary feature of human dignity, can explain an ultimate goal of (...) higher education as global and universal education. Since the whole set of human rights should be seen as an indivisible system of basic limits to individual and collective freedom, a right based approach would be the other main perspective, certainly relevant in the context of the African continent, as it is worldwide. Furthermore a right based understanding is a much ignored aspect of human rights, although intimately related to basic interests of the higher education system from either the point of view of the national education systems, or as private universities and it is also related to non-governmental organisations understanding of the general aim of higher education development, where international organizations could help in the implementation of these cultural rights based good practices. In the first section we first develop briefly a normative ethical model of education based on the transformative model of the ethics of discourse compared to other possible classical models based on merit, then we will present cultural rights, reminding us some aspects of cultural rights related to higher education, and address the relevance for the African context of a contextual reflection on these rights. (shrink)

The claim of this paper is to present Spinoza’s view on self-esteem and positive reciprocity, which replaces the human being in a monistic psycho-dynamical affective framework, instead of a dualistic pedestal above nature. Without naturalising the human being in an eliminative materialistic view as many recent neuro-scientific conceptions of the mind do, Spinoza finds an important entry point in a panpsychist and holistic perspective, presenting the complexity of the human being, which is not reducible to the psycho-physiological conditions of life. (...) From a panpsychist point of view, qualities and values emerge from the world, in a situation similar to what could be seen in animism, or early childhood psychology, where the original distance between the mind and the exterior thing is reduced ad minima, and both can even interrelate in a confusing manner. Human reality is nevertheless a social reality, it supposes a basis for shared competencies, that we will present as grounded on the one hand of the sustaining character of the essence of the animal-man as will-to-power. Negatively speaking we all share same asocial tendencies and affects. This aspect is not only negative but it is also a will to develop and master the environment, because values have an onto-metaphysical immanent dimension in nature, not because there is an individual bottom-up will to survive, but rather a will to live in harmony with the surrounding world. On the other hand, we shall see that Spinoza understood and described perfectly the power of the mind over the power of the affects, as a co-constituting dimension, which is alienating natural dependencies, leaving an inner space for the objectification of ethical values, not related to mere compensation mechanisms. (shrink)

Poetry and Ethics: Inventing Possibilities in Which We Are Moved to Action and How We Live Together, Obiora Ike / Andrea Grieder / Ignace Haaz (Eds.), Global Series No. 16, Geneva: Globethics Publications, 2018, pp. 247-262.

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...) very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

In the following text we would like to present the philosophical discussion on untrusting lies, which introduces a space for innocent lie understood as figurative manipulation of the speech: a poetic trope that we would argue could not only be generously used to help us tolerating our sometime deceiving human condition—which is global and universally ours, that of the finitude of human capacity of knowledge and ethical action—but also to maximise our capacity for knowledge formation and adaptation to values. Concepts (...) formation and communication relates to a collective interplay of different interiorized images, before it comes to the exterior in some well-chosen expressions, in self-mastered way; their origin remain in a mentally latent process of selection of content and ideas, as possible solutions of in a games of compatible propositions. These unconscious materials of our life relies on our capacity to identify and quickly switch between different spans, that enable us to focus on complex sets data, all depending very much on figurative manipulations, that should not be confounded with blameworthy and misleading representations. (shrink)

An inter-disciplinary enquiry concerning Europe, Europeans and Europeanity across time, based on proceedings of the 10th world congress of the International Society for the Study of European Ideas convened at the University of Malta. -/- Originally published in: Frendo, Henry (2010): The European Mind: Narrative and Identity : Proceedings of the X World Congress of the International Society for the Study of European Ideas, University of Malta, 24th-29th July 2006. International Society for the Study of European Ideas. Malta University Press.

Le présent ouvrage fait suite aux deux précédents volumes de l’auteur : (2015) Droit des affaires en Afrique subsaharienne et économie planétaire, et (2016) : Démocratie électorale en Afrique subsaharienne Entre droit, pouvoir et argent, publiés par les Éditions Globethics. Bien que Pascal Mukonde convoque le thème du contrat du point de vue strictement juridique et dans le contexte du droit africain en RD. Congo, sur une ligne de recherche systématique (p.75), nous souhaitons mentionner comme préliminaire, la place de l’éthique (...) vis-à-vis des concepts juridiques, dans ce livre centré sur la notion de contrat. Le contrat est en effet un concept central dans l’histoire de la philosophie, partagé entre les normes du droit et un type de collaboration politique. Il est intéressant de comparer la valeur éthique du concept de partenariat, dans l’expression « contrat de partenariat », que nous mettons par hypothèse en rapport avec une finalité de développement, car parmi les risques d’un contrat de partenariat, en particulier entre le public et le privé, il n’est pas seulement question de risques économiques : il y a aussi celui éthique de réputation, par exemple lorsqu’il y a corruption des agents (cf. ci-dessous p. 130), c’est-à-dire des obstacles au développement liés au caractère non transparent des pratiques. (shrink)

Warum muss Strafe sein? Die Beiträge betreffen zunächst aktuelle Strafbegründungstheorien, insbesondere solche, die in der Strafe einen Tadel sehen. Eine klare Unterscheidbarkeit zwischen absoluten und relativen Straftheorien wird heute nicht selten bezweifelt.

The fear of the largely unknown consequences of being exposed to coronavirus should have brought a more dynamic interplay of beliefs and opinions for those who in the footsteps of J.S. Mill believe that the limits of power, which can be legitimately exercised by society over the individual, is to prevent harm to others. It is surprising that not much debate or critical interaction has taken place on the choice of locking down most of the populace in 185 countries after (...) the outbreak of COVID-19. The general lockdown, instead of testing and isolating the sick, can be seen as ‘a gross usurpation upon the liberty of private life.’ The axiological and ethical question confronting philosophers relates to the type and degree of authority needed during this period. As Mill claims, no general basic liberties can be respected overall without some previous and gradual evolution, that is, before other more specific liberties have met sustainable social practice. This essay reviews some of the problematic situations highlighting that no society is free or can achieve the objective of a fairly pluralistic set of values without a given social practice of these values, and shows how this logic of spreading of values unfolds in the context of the Coronavirus crisis. (shrink)

Promise keeping and the virtue of integrity are understandable only if the sense of justice and of injustice doesn't come from nature but results from education and of some of the most inventive human conventions. We comment this argument that we find in the Treatise of Nature, book III and present how it impacts the notion of retribution and punishment in general.

This chapter as the whole book are a result of a Globethics conference in March 2018 at the Catholic University of East Africa (CUEA) in Kenya, focused on the integration of Ethics in Higher Education. The book captures the potential for sharing of knowledge, and triggering interdisciplinary collaboration and research across a wide variety of issues ranging from research practice, religion, entrepreneurship, leadership, fundraising and corruption. While some of the chapters focus on the understanding of ethics and its relationship with (...) the various other aspects of life, others concentrate on the methods and strategies of effectively teaching ethics. Our chapter is concerned by the ways research practices and the value of integrity might be at risk, in very limited situations. We have good hope that responsible answers and proportionate reason-based actions in confronting some of these risks - as with plagiarism - can protect the giving virtues necessary for dynamical and effective research processes, which are all ultimately built on the value of trust. (shrink)

The latest news from our planet is threatening: climate change, pollution, forest loss, species extinctions. All these words are frightening and there is no sign of improvement. Simple logic leads to the conclusion that humanity has to react, for its own survival. But at the scale of a human being, it is less obvious. Organizing one’s daily life in order to preserve the environment implies self-questioning, changing habits, sacrificing some comfort. In one word, it is an effort. Then, what justifies (...) such an effort? The personal choice to act in order to preserve our environment is often made by simple altruism. This choice is based on our love for other human beings: our love for the others grounds our effort. Our moral values, our ethical reflections and our religious beliefs are the deep core of these choices. “This is my commandment, that you love one another as I have loved you.” (John 15.12 NRSV). This Charter shows the moral and religious values that can help us react regarding the current environmental crisis and it should empower us to transcend the ideas of effort and sacrifice in order to consider the respect of the shared house, in a prophetic fulfillment of the being. (shrink)

Le modèle de la justice comme équité est élaboré sur des éléments centraux (en particulier: le consentement éclairé des citoyens). Les fonctions de ce modèle chez Rawls sont: un accord rationnel autour de libertés individuelles, un principe raisonnable de maximisation de la stabilité sociale et la fondation de principes, acceptables du point de vue des personnes défavorisées. Notre objectif consiste à mettre à l'épreuve une semblable conception de la justice politique libérale, avec sa composante la moins libérale : la balance (...) à partir de laquelle il est bon de punir. Constatant que la criminalisation est l'intrusion la plus importante de l'Etat dans la sphère autonome de l'individu, l'éthique ausculte les principes normatifs du droit pénal. Justifier une peine amène à des finalités de rétribution et de prévention, qui sont véhiculées par la signification de " punir ". Notre méthode se veut une pesée éthique de la signification des idées et des mots ; notre objectif général est une discussion de ce qu'est une évaluation normative par des principes et des règles. Notre approche de Rawls consiste à repositionner le cadre de ce qui peut être légitimement interdit, face à la liberté discrétionnaire de l'individu. (shrink)

Selon une psychologie empiriste, aucune vie mentale inconsciente n'existe ; la conscience devrait être vue comme intérieure au sujet. Au contraire, la psychologie idéaliste soutient une philosophie de l'inconscient (et non pas de l'inconscience). La multiplicité et la finalité ne sont pas représentables comme des produits de l'évolution ou du destin des individus ; notre image du monde est conscience du monde. Nietzsche (1874), le premier, réagit contre cette thèse ; il y voit un tourbillon de consciences étroites : "l'homme (...) historique qui se laisse transformer en miroir historique." La psychologie idéaliste tendrait-elle vers une idolâtrie de l'histoire ? Il nous semble qu'une éthique et une philosophie sociale idéalistes, bâties sur les principes du droit, aident à former des hypothèses plausibles, notamment celle d'une solidarité inconsciente. L'expérience moniste d'unité entre notre représentation et notre volonté peut plaider pour une compréhension du monde sur le terrain de valeurs axiologiques, sans maladie historique. Elle explique une soif universelle de culture et de religion. Réexaminons l'utilité et l'inconvénient d'élargir la reconnaissance réciproque des sujets, vers un don de soi au monde. (shrink)

This book aims at six important conceptual tools developed by philosophers. The author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. These concepts are: 1. Ethics and realism: elucidation of the distinction between understanding and explanation – the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology – the lightning rod type of normativity. 3. Bright light on self-identity and positive reciprocity – the reciprocity type of normativity. (...) 4. The virtue of generosity and its importance for inclusive education – the divine will type of normativity. 5. Ethical education as normative philosophical perspective. The normativity of self-transformation in education. 6. Aesthetics as expression of human freedom and concern for the whole world in which we live. (shrink)

This book on the topic of ethics and poetry consists of contributions from different continents on the subject of applied ethics related to poetry. It should gather a favourable reception from philosophers, ethicists, theologians and anthropologists from Africa, Asia, Europe and Latin America and allows for a comparison of the healing power of words from various religious, spiritual and philosophical traditions. The first part of this book presents original poems that express ethical emotions and aphorism related to a philosophical questioning (...) of the grounding of our values for life. The poems are written by twelve authors coming from four continents, for whom poetic emotions are sources of artistic inspiration and that can be used for conflict resolution. In the second part, which features short essays, nine authors tackle how poems, symbolic representations, metaphorical narratives and lies impact the space of possibilities, in which we are moved to action, knowledge formation, and how we imagine the world together. (shrink)

Criminal law exists in order to punish people for their culpable misconducts, whenever there is a culpable wrong one should criminalize and punish. A distinctive moral voice: the criminal wrong that we don’t find beyond is revealed and any normative ethical enquiry should point out, as a specific axiological and moral category related to such evil conducts. Why not suppose an unconscious genesis of it in the sensitive faculties, because there is a constitution of what man is, learned through history? (...) Eduard von Hartmann thinks that the normative role of self-control functions in different moral principles. This is valid also in criminal ethics. Thinking the process what begins to be morally relevant, as morally criminal is presented as “ruse of the conscious will”: pre ethically, by specific psychological drives, and metaphysically by character formation. (shrink)

Avant de peser les limites du pouvoir politique, l'auteur développe la thèse selon laquelle une société humaine doit réfléchir sur l'instance qui devrait être considérée comme souveraine. La réflexion sur le rapport entre puissance politique et puissance juridique est dérivée. Si le pouvoir politique constituait seul l'attribut de la souveraineté, alors les règles de la société seraient toujours bien faites. Dans une société idéale la seule force directrice des règles suffit sans force coercitive.

L'éthique classique hérite avec Diogène de Sinope de l'idée maîtresse de simplicité, dont l'individu peut faire l'expérience dans l'existence, et dont la jarre est le symbole. L'école cynique, dont Diogène est le représentant, enseigne une pratique de l'absence de souffrance (apathia), caractérisitique d'une simplicité déterminée par la contrainte ou acquise par l'exercice volontaire de l'abandon de certains traits propres à notre identité locale, de ce qui nous entraîne à nous abuser nous-mêmes, et donc à nous décevoir sur le long terme; (...) c'est une réflexion et un engagement personnel vers une utopie, où nous nous attacherions à l'essentiel dans la vie. Ce qui est simple pour moi, devrait l'être aussi pour autrui, ce qui ne veut pas dire qu'il ne faille pas faire un effort pour réaliser une vie bonne, puisque l'homme est traversé par des désirs et des besoins, ceci depuis l'enfance. Nietzsche parle de Diogène comme d'un premier cosmopolite et bon Européen, puisque le cynique a saisi certaines composantes éthiques classiques de base, qui traverseront l'histoire des éthiques ultérieures non seulement de la Grèce et de la Macédoine, mais préfigurant une ligne directrice de l'éthique chrétienne, ayant des accents d'une sagesse hindoue et bouddhiste ancienne de l'Orient. (shrink)