Der Arbeitsbegriff Hegels ist mehrdeutig: Er umfasst den Bereich der ökonomischen Arbeit ebenso wie die Arbeit, die den Geist der Menschheit in der Geschichte, der Kunst und der Gesellschaft hervorbringt und entwickelt. Die Gemeinsamkeit dieser unterschiedlichen Arbeitsbegriffe liegt nach Hegel darin, dass sie von der menschlichen Existenz nicht wegzudenken sind. Beide bestimmen den vernünftigen Zugriff der Menschen auf ihre Umwelt in der gleichen Weise: Die Menschen formulieren Zwecke, die sie an ihre Umwelt herantragen und durch geeignete Mittel zu verwirklichen suchen, (...) gleich, ob diese Zwecke ökonomisch, kulturell oder moralisch bestimmt sind. Darüber, dass die zweckmäßige Bestimmung als Form der Bestimmung und Gestaltung der Welt im Geist der Menschheit insgesamt verstanden wird, wird die ökonomische mit der moralischen Arbeit vermittelt und Arbeit bei Hegel so insgesamt zum Ausdruck von Selbstbestimmung. Hegel vertritt damit einen Arbeitsbegriff, der für die Moderne prototypisch ist. Dass Arbeit frei mache, ist nicht nur die in grausamer Weise ideologisch umgesetzte Devise der Nationalsozialisten, sondern ein Gedanke, der eine Grundannahme der normativen Ideale der Moderne im gesamten politischen Spektrum darstellt. Diese Problematik aufnehmend, nimmt die Autorin die Hegelsche Intention einer vernünftigen Begründung des Verhältnisses der Menschen zu sich selbst, zu einander und zu ihrer Umwelt ernst und befragt seinen Arbeitsbegriff nach den Grenzen vernünftiger Begründbarkeit. Sie unterstellt dabei, dass die kritische Aufarbeitung nicht nur der Auslegung eines ‚Klassikers‘ dient, sondern einen Begriff zu klären vermag, an dem auch unsere Gegenwart sich messen lassen muss. (shrink)

Students and philosophers alike often find Dooyeweerd’s writings unclear and inaccessible, and the ideas expressed in them obscure and difficult to grasp. In this paper I will first explore the issue of unclarity in Dooyeweerd’s work—for example, what makes Dooyeweerdian writings difficult to understand? Why is it that his meaning is often unclear? And does this imply that something is wrong with his writings? Second, and as a case in point regarding unclarity in Dooyeweerd’s work, I will examine an important (...) distinction drawn in Reformational philosophy, namely, between naive experience and theoretical thinking. In his paper “The Amsterdam Philosophy: A Preliminary Critique,” philosopher and theologian John Frame criticizes Dooyeweerd for his unclear writings and for drawing an implausibly sharp distinction between naive experience and theoretical thinking. Assessing Frame’s critique will serve as a framework for the discussion of these two related issues. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education for Social Change–Constructing an Activist Music Education by Juliet HessMartin BergerJuliet Hess, Music Education for Social Change–Constructing an Activist Music Education (New York, Routledge, 2019)Juliet Hess’s book is written with great passion and composed for a very good reason. It is published in troubling times when music educators are looking for new perspectives on old problems and in search of a revived relevance for the subject. (...) Although music educators appear to be better qualified for their jobs than ever before, there is still an underlying concern that we have lost the positive political influence on society we might have had in the past, that our contributions to enhancing tolerance and social justice are at stake again, and that our voices are not being heard. Or, in other words, that we lack relevance if we do not act.Juliet Hess raises her voice, reclaiming this relevance at a time when “[h]ate continually manifests in both new and familiar ways” and “the presence of oppression is consistent across time.”1 According to her, rising-up against oppressive ideologies, injustices, and material violence is imperative and urgent. Hess calls on finding ways for music education to contribute to resistance and hails concepts that allow educators to devise a distinctly anti-oppressive pedagogy. Her purpose is to offer a framework for what she calls an “activist music education,” a pedagogy that “aims to address the sexism, racism, Islamophobia, anti-Semitism, heterosexism, cisgenderism, classism, ableism, anti-immigrant [End Page 207] sentiments, and other oppressions so prevalent in our society.”2 Inspired by the impact of their musicking, Hess conducts interviews with twenty activist musicians, exploring common themes, perceptions, values, philosophies, and ideas. All individuals interviewed are involved in social change movements across the United States and Canada. Hess positions them as “catalysts for change in music education,”3 providing “a means to conceptualize activist music education for school music.”4 Activism and music, says Hess, are “enmeshed and inextricably connected,”5 since both intrinsically involve exploring historical, political, social, and cultural contexts.Inspired by the relevance of activist music to a society, Hess is in search of a similar meaning for music education. As a result, she sketches a possible K-12 curriculum with three essential goals: fostering connection with Others, honoring and sharing lived experience, and enabling critical reflection on the world.6 In search of a conceptualization for her idea, Hess draws mainly on Freirian and critical pedagogy as a theoretical framework, placing lived experience at the center of education, and with conscientization and praxis being her key terms.7 According to Hess, praxis, defined as “the integration of thoughtful reflection and action,”8 is fundamental to any kind of transformation, while conscientization refers to processes through which learners “become aware and reflect upon the conditions that shape their lives.”9 Although Hess acknowledges the valuable scholarly contribution to critical pedagogy in the past, she remains careful in its application, urging music educators to “avert any dogmatic implementation.”10 As a result, she suggests a “tri-faceted pedagogy for future activism,”11 which is connective, communicative, and critical: “a pedagogy of community, based on activist musicians’ emphasis on connectivity, a pedagogy of expression rooted in honoring lived experiences and sharing them through music, and a pedagogy of noticing that emerges from activist-musicians’ work on critical thinking.”12 This combination will, according to her, set “the conditions for future activism among youth and offers a possible practical enactment of critical pedagogy for music education.”13 A valuable and most inspiring read!Although I strongly agree with the intention of this book, I do have some questions. The dream of a classroom that exercises social criticism both through thinking about music and through musicking itself has always been an aspiration. Scholars have regularly encouraged music educators to be public intellectuals and agents of change, ideally striving for social justice (or at the very least for social awareness), and preparing learners to be global citizens, able to think critically and ready to engage with the world.14 It is widely agreed that “music education deserves to be seen as a serious form of cultural... (shrink)

propose an interpretation of the concept of legal validity as a Kantian category so that the question about the ultimate foundation for the validity of a legal order does not arise, since it makes sense to ask about the reasons for the validity of specific legal norms, but it is illegitimate to apply this concept to the totality of norms of a legal system. Thus, the basic norm is not to be conceived as the final grounding of legal validity but (...) as the ultimate transcendental condition for the cognition of it. I also reformulate the Kelsenian concept of effectiveness in terms of the apriori condition that guarantees the existence of legal systems as the objects of study of the science of law. (shrink)

This letter responds to the essay “Securing the Trustworthiness of the FDA to Build Public Trust in Vaccines,” by Leah Z. Rand, Daniel P. Carpenter, Aaron S. Kesselheim, Anushka Bhaskar, Jonathan J. Darrow, and William B. Feldman, in the special report “Time to Rebuild: Essays on Trust in Health Care and Science,” in the September‐October 2023 issue of the Hastings Center Report.

SummaryA major manuscript by nineteenth-century American writer-naturalist Henry David Thoreau was published for the first time in 1993. The Dispersion of Seeds is a study of ecological dynamics in forests in and around Concord, Massachusetts. Drafted by Thoreau just before his premature death in 1862, it emphasizes plant-animal mutualism in the dispersion of oak seed, as a fundamental factor in forest succession patterns. If Thoreau had lived to publish this study, it is likely that his pioneering role in the history (...) of ecology would be considerably enhanced. This paper explores dimensions of Thoreau's science that are revealed for the first time in this new publication. (shrink)

Ce travail a pour but de fournir des repères permettant d’évaluer dans quelles circonstances une séparation judiciaire parents-enfant doit être décidée. L’auteur, chef de service en psychiatrie de l’enfant au CHU de Saint-Étienne (hôpital Bellevue), décrit quatre profils à haut risque, qui montrent bien comment, quand une séparation est mise en place trop tardivement, ou alors quand elle est mal gérée, avec notamment des contacts parents-enfant insuffisamment protégés, on aboutit à des résultats dont le coût humain, financier, et social est (...) catastrophique : déficience intellectuelle (77 % des enfants adressés au service), échec scolaire, troubles graves du comportement avec violence, etc. Pour aider à y voir plus clair, il propose avec son équipe trois sortes de jalons : les premiers concernent la structuration psychique des parents, les deuxièmes la manière dont la pathologie parentale se manifeste dans l’interaction parents-enfant, et les troisièmes la manière dont l’enfant réagit face à la pathologie parentale. Enfin, il décrit les facteurs qui empêchent l’utilisation de ces jalons, principalement l’ancienneté de la loi de 1970 sur « l’assistance éducative », l’idéologie du lien familial, l’absence d’évaluation des actions menées, et la peur face à certains parents très violents. (shrink)

Pour un pédopsychiatre, le concept de médiation est indissociable de celui d’intérêt de l’enfant, ce terme étant défini comme la protection de la sécurité et du développement affectif et intellectuel de l’enfant. Dans les situations de divorce concernant des enfants petits, il est donc indispensable que les professionnels impliqués aient des connaissances précises concernant les besoins d’un nourrisson, et en particulier qu’ils soient familiers avec la théorie et la clinique de l’attachement. Quant aux visites médiatisées qui sont nécessaires dans certaines (...) situations complexes en protection de l’enfance, elles sont clairement hors du champ de la médiation familiale. (shrink)

This essay intends to discuss two concepts: The concept of practices as praxeological items in contrast to labour as a concept of critical theory. The self making of subjects is influenced by social and juridical conditions and institutions. However, practical theories have not yet sufficiently addressed the aspect. The author shows how labour in critical theory determined the relation between individuals, their labour and social and juridical institutions and asks whether both concepts may be understood as complementing one another.

Au Québec, la formation des professionnels qui travaillent en protection de l’enfance s’appuie fortement sur la théorie et la clinique de l’attachement. Le but général de cette formation est d’éviter que les enfants concernés évoluent à l’âge adulte vers une situation d’exclusion sociale, d’errance, d’internement psychiatrique, ou de violence. Les outils utilisés pour l’évaluation initiale et l’intervention qui peut s’en suivre, reposent sur la même théorie. Une comparaison est effectuée avec le dispositif français.

The emergence of post-conviction DNA testing has had profound effects on the American criminal justice system. Although changes in the formal legal landscape are readily noticeable, the DNA exonerations have also produced other consequences that may have potentially more significance. To comprehend and assess the influence of post-conviction DNA testing one must examine more than just the law on the books. After some introductory material, Part I of this essay looks at repercussions DNA exonerations are having on the basic operation (...) of the criminal justice system, Part II examines new statutes that govern procedures for post-conviction DNA testing requests, and Part III briefly considers how these current developments may affect Supreme Court jurisprudence.Post-conviction DNA testing has evolved in little more than a decade. Before 2000, only two states, New York and Illinois, had statutes that authorized post-conviction DNA testing. In other jurisdictions, no formally authorized procedures existed that allowed inmates to make requests for DNA testing of crime scene evidence. (shrink)

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

One obvious result of DNA exonerations has been the enactment of legislation regulating postconviction DNA testing. But the impact on our criminal justice system goes beyond formal statutory change. The DNA exonerations are changing attitudes towards the death penalty, are focusing attention on how forensic laboratories operate, and are leading to the stricter scrutiny of forensic science.

Kant entwickelt in der Schrift uber 'Die Religion innerhalb der Grenzen der blossen Vernunft' den Begriff eines "ethischen gemeinen Wesens," das allein auf der moralischen Willensbestimmung seiner Glieder, nicht jedoch auf der burgerlich ..