After integrating the main lines of argumentation developed in the special issue, this paper makes a balance of the question on the public role of the university. Furthermore, the paper focuses on the discussion underlying the articles collected in the issue. A distinction is made between “comprehending” the past and present of the university on the one hand and “justifying” the university and its public role on the other hand. In view of this distinction, it is argued that the question (...) concerning the value of a idea of the university and its public role is related to the question of democracy. The question is, however, not only whether we live in a democracy, but whether we may still speak of a “commitment to democracy”. An inquiry into the meaningfulness of a “idea” of the university arises directly from this question. At this point, the viewpoint of Derrida is introduced to discuss the question of the democracy and university of the future. (shrink)

Contemporary scholarship accents incipient theurgical practice for Plotinus; this lends a certain urgency to the question of his acceptance of magic. While use of magic recorded in Porphyry's Vita Plotini has received considerable attention, far less has been done to analyze actual discussion in the Enneads. Examination of key passages brings to light the context for discussion of magic, particularly issues of sympathy, prayer, astrology and divination. Equally important is Plotinus' understanding of the cosmos and role of the heavenly bodies. (...) Plotinus' affirmation of the highest part of the soul as undescended, together with the claim that our soul has a common origin with the World Soul in Soul-Hypostasis, is significant for the relative unimportance he attributes to the role and effect of magic. (shrink)

El artículo estudia los argumentos de Agustín, para señalar su aportación al concepto de Sophia/Sapientia. Presenta el uso de I Co 1, 24 antes de Agustín, examinando el argumento y las conclusiones de trin 5-7, y proporciona la identidad de los compañeros pronicenos de Agustín en su exposición.

This article focuses on Justin Martyr’s apologetical intent in his use of the term ‘logos’, recognizing ambiguity and word-play. The lengthy, complex discussions of Justin’s use of ‘logos’ , have neglected the apologetical aspect. The author highlights the epistemological character of Justin’s central part/whole argument. Accordingly, both the position which understands Justin affirming a general revelation that gives more than partial access to truth outside of Christ , as well as one which affirms an unbridgeable chasm in knowledge of truth (...) between Christians and unbelievers is rejected. While only Christ, as ‘logos’, gives the complete revelation of God, Justin denies that this truth was totally veiled to unbelievers; they are without excuse in unjustly persecuting Christians.”. (shrink)

In Metaphysics as a guide to morals Arthur Schopenhauer is one of Iris Murdoch’s guiding stars. She explores and explains his philosophy in several chapters. A close reading of her comments on Schopenhauer, including her interpretation of Wittgenstein’s famous riddle, reveals her layered thoughts on his philosophical system. Although in general Murdoch is attracted by Schopenhauer’s ‘cheerful pessimism’, it turns out that she is critical of his deterministic world view, and of what she considers a rigid asceticism. Relatedly, she claims (...) that there is a lack of scope for moral progress in Schopenhauer’s philosophy. However, it can be argued that Schopenhauer leaves more room for moral improvement than Murdoch acknowledges. His concept of compassion, understood as practical mysticism, hints at the possibility of moral development, in tune with Murdoch’s own line of thinking. (shrink)

Plato has received his share of bad press in this century. A number of significant schools of thought, like existentialism and phenomenology, have openly expressed impatience with Platonic ‘essentialism.’ He has even been blamed for fascism. Perhaps the problem goes back to Nietzsche’s call, at the turn of the century, to be true to the earth, our common mother. His message was aimed at otherworldly, pious Christians who, with a spiritualism worthy of the Platonists, regarded contemplative thought as the way (...) to truth. Like a doubleedged sword Nietzsche’s call was also directed against metaphysics, dogmatism and intellectualism, the fruits of which he confronted in the weighty tomes for which German scholars then were justifiably renowned. It is not surprising that in the Soviet empire, built on Marxist-Leninist atheism, Nietzsche’s words fell on receptive ears. Not only were philosophers who dared openly to identify themselves as ‘Platonist’ or ‘idealist’ banned, exiled or executed. The teaching of classical antiquity, too, was almost entirely removed from the curriculum; the ancients could be considered only from a highly restricted point of view, via Democritus, Lucretius, or Aristotle. (shrink)

Iris Murdoch gebruikt in haar moraalfilosofie veelvuldig visuele metaforen. Murdochs opvatting is dat goed kijken tot juist handelen leidt. Een goede mens is, zo bezien, iemand die met een aandachtsvolle blik de wereld beschouwt. Bij het aanleren en opbrengen van aandacht ziet Murdoch een belangrijke rol weggelegd voor kunst, met name voor schilderkunst en literatuur. Het is de vraag of die rol ook kan worden gespeeld door een kunstvorm die Murdoch niet noemt: filmkunst. Hoe een film een argument kan zijn (...) voor een murdochiaanse aandachtsfilosofie wordt in het onderhavige opstel uiteengezet aan de hand van de klassieker To kill a mockingbird. (shrink)

This article is a response to Ole Martin Skilleås's "Knowledge and Imagination in Fiction and Biography." The first section of the article summarizes the line of the argument in four theses: (1) What is real is more influential than what is made up; (2) there is no metaphysical chasm between autobiographers and us; (3) (auto)biographies are not just empirical; and (4) the moral lesson of a fiction need not be accepted. In the second section each of these theses is criticized. (...) This criticism leads to the conclusion that we should welcome (auto)biographical texts in our moral investigations, but not at the cost of fictional texts. This conclusion is coupled with a proposal to formulate criteria to distinguish texts that matter from those that do not. (shrink)

A core idea underlying nudging is that it helps individuals to achieve their own goals, yet many nudges actually aim at collective goals or specifically target the benefit of others. An example is nudging healthcare workers to be vaccinated against influenza. I distinguish between self‐regarding nudges, which primarily benefit the nudgee, and other‐regarding nudges, which mainly benefit others, and argue that the default justificatory reason to legitimize self‐regarding nudges, namely the ‘as judged by themselves’ standard, does not apply and that (...) we need to look for other justifications. I examine several possible moral justifications to support strong other‐regarding nudges, namely beneficence, the harm principle and solidarity. (shrink)

A survey conducted in 1985 at the party conferences of the Belgian ecology parties Agalev and Ecolo, allows to brush an empirically based picture of the militants and the internal functioning of these parties. The "new middle class" background of the militants, the stratarchic order in the cadre party, the manifest links with the socalled "new social movements" and the specific brand of a new left-libertarian ideology all point to the new and different character of these parties, in comparison tothe (...) established Belgian parties. (shrink)

Since the French Revolution the relationship between the Catholic church and modernity has always been very troublesome. First I will describe how the church saw its own position with regard to modernity and how its stance evolved. In a second stage, I will then focus on how modernity `framed' Catholicism: this I will refer to as the modernity and modernization of Catholicism. The insights obtained will be used in a third part in order to get a better understanding of the (...) present and future situation of the church. I will round off with some conclusions concerning Catholic intellectuals and Catholic intellectual traditions from 1800 onwards. (shrink)

Drawing on recent scholarship, with essays by a selection of international scholars, this volume throws new light on the literary persona of Peter Abelard, one of the most diversely gifted people of the Middle Ages.

In an environment where astrology was widely respected, Plotinus accepted the role of heavenly bodies in answering prayer. Considering them divine, he denied them the use of memory (iv 4, 6-8); how then could he explain response to prayer received after an interval of time? Plotinus was also concerned to deny attributing intentionality in any response given, for good or evil, since that would make the astral deities responsible also for morally dubious answers. In his treatment of the issue in (...) this passage, Plotinus draws on a lengthy earlier discussion of the role of memory in the soul’s thinking and knowing (iv 3, 25-iv 4, 12), as associated primarily with that which exists in time and is characterized by αἴσθησις, i.e., the lower soul belonging to the composite living being (iv 3, 25.12-14; iv 4, 16-17). If astral deities have bodies, these are of a highly refined fiery nature, and can be affected only inasmuch as they participate in the cosmic circuit. What suppliants may regard as intentional response must therefore be understood as the effect of a type of ‘linking’ of the universe as a living organism in which all parts are coordinated in an interrelationship characterized by sympathy. This is why answers to prayer represent no more than the unintended reaction of natural forces in the universe, the very same forces also responsible for effective use of magic. If Plotinus does not assign much value to prayer, he does recognize that, as with magic, such incantations may have a harmful effect, if only for the lower soul. He therefore warns the wise person to guard against such outcomes by focusing the soul in its contemplation of what is higher, i.e., its inner life. (shrink)

PREFACE On the completion of this thesis it is a privilege to express my gratitude to all those who have contributed to, and also share in the joy of this ...

The act of drawing a line or uttering a word is often seen as integral to the process of making art. This is especially obvious in music and the visual arts, but applies to literature, performance, and other arts as well. These collected essays, written by scholars from diverse fields, take a historical view of the richness of creation out of nothing (creatio ex nihilo) in order to draw out debates, sometimes implicit and sometimes formally stated, about the production and (...) reproduction of cultural meaning in a period of great change and novelty, between the beginnings of the medieval intellectual tradition and the imprint of the Enlightenment. The authors pose the following questions: Do tradition and creativity conflict with one another, or are they complementary? What are the tensions between composition and live performance? What is the role of the audience in perceiving the object of art? Are such objects fixed or flexible? What about the status of the event? Is the event part of creation, in the sense that it disturbs the still waters of historical continuity? These and other questions build on the foundation of Roland Barthes' concept of Degree Zero, offering new insights into what it means to create"--Back cover. (shrink)

In overviewing the empirical evidence gathered on and the literature written about New Social Movements in Belgium this article tries to buttress three general propositions. First, the NSM' highlight a general tendency among social movements today of a thoroughgoing dissociation of the mobilizational potential on the one hand and organizational power on the other hand. Second, the NSM's in Belgium have helped substantially in raising participation levels, broadening the action repertoire of the citizens and changing the nature ofparticipation. Third, although (...) participation levels in Belgium are still beneath the West-European averages, the NSM's consitute in Belgium - with the New Right as their direct opponent - a new cleavage line in an altogether weakening system of cleavages. (shrink)

_Varieties of the Self_ discusses human perspectives of the Paraclete (founded in 1129) on sacrifice, intentionality, and views on body and soul. The anthropological approach connects different works written by Peter Abelard to views on the individual within this community.

Collaboration for nursing is a core competence and therefore educational interventions are essentials for collaborative skills. To identify such interventions, we carried out a study to understand nursing students' collaborative process. A narrative inquiry method was used to explore the collaborative process of first‐year undergraduate nursing students. The analysis was conducted on field notes from 70 h of observation of 87 nursing students' collaboration during skills lab activities. It also included transcriptions of four focus group discussions with 11 students. The (...) results are presented as a sequential process of (1) navigating in unfamiliar territory, (2) navigating together to cope, and (3) navigating together towards independency and the future nursing profession. We identified a transition from teacher‐led assistance and guidance to student interdependency and reciprocal learning, ending with student‐led assistance supporting independency. In line with Vygotsky's theory of zone of proximal development, different scaffolding interventions are needed depending on where the students are in the collaborative process. (shrink)

Well-known Augustinian scholars have complained about unresolved issues and the nature of argumentation of De Trinitate 6. In this book Augustine examines the role of 1 Cor. 1:24, Christum […] dei sapientiam in anti-Arian polemic, and critiques what may be considered quasi-relational predication of divine wisdom. The present essay surveys recent scholarship on book 6, with special attention to the commentary of M. Carreker, affirming the role of logic in this book. It examines Augustine’s understanding of the genitive in the (...) key phrase, sapientia dei, and recognizes that, in spite of his critique, Augustine goes out of his way in affirming the Nicene argument in order to do justice to the longstanding patristic tradition appropriating wisdom for Christ as God’s Son. (shrink)

Plato has received his share of bad press in this century. A number of significant schools of thought, like existentialism and phenomenology, have openly expressed impatience with Platonic ‘essentialism.’ He has even been blamed for fascism. Perhaps the problem goes back to Nietzsche’s call, at the turn of the century, to be true to the earth, our common mother. His message was aimed at otherworldly, pious Christians who, with a spiritualism worthy of the Platonists, regarded contemplative thought as the way (...) to truth. Like a doubleedged sword Nietzsche’s call was also directed against metaphysics, dogmatism and intellectualism, the fruits of which he confronted in the weighty tomes for which German scholars then were justifiably renowned. It is not surprising that in the Soviet empire, built on Marxist-Leninist atheism, Nietzsche’s words fell on receptive ears. Not only were philosophers who dared openly to identify themselves as ‘Platonist’ or ‘idealist’ banned, exiled or executed. The teaching of classical antiquity, too, was almost entirely removed from the curriculum; the ancients could be considered only from a highly restricted point of view, via Democritus, Lucretius, or Aristotle. (shrink)

Nudging is considered a promising approach for behavioural change. At the same time, nudging has raised ethical concerns, specifically in relation to the impact of nudges on autonomous choice. A complexity is that in this debate authors may appeal to different understandings or dimensions of autonomy. Clarifying the different conceptualisations of autonomy in ethical debates around nudging would help to advance our understanding of the ethics of nudging. A literature review of these considerations was conducted in order to identify and (...) differentiate between the conceptualisations of autonomy. In 33 articles on the ethics of nudging, we identified 280 autonomy considerations, which we labelled with 790 unique autonomy codes and grouped under 61 unique super-codes. Finally, we formulated three general conceptualisations of autonomy. Freedom of choice refers to the availability of options and the environment in which individuals have to make choices. Agency involves an individual's capacity to deliberate and determine what to choose. Self-constitution relates to someone's identity and self-chosen goals. In the debate about the ethics of nudging, authors refer to different senses of autonomy. Clarifying these conceptualisations contributes to a better understanding of how nudges can undermine or, on the other hand, strengthen autonomy. (shrink)

Returning to the origins of education, Becoming Pedagogue explores its role in today's society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge-tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson's work evokes real and free aspects of educational experiences and events. (...) Through a close reading of French philosopher Henri Bergson's major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching. (shrink)

A core idea underlying nudging is that it helps individuals to achieve their own goals, yet many nudges actually aim at collective goals or specifically target the benefit of others. An example is nudging healthcare workers to be vaccinated against influenza. I distinguish between self‐regarding nudges, which primarily benefit the nudgee, and other‐regarding nudges, which mainly benefit others, and argue that the default justificatory reason to legitimize self‐regarding nudges, namely the ‘as judged by themselves’ standard, does not apply and that (...) we need to look for other justifications. I examine several possible moral justifications to support strong other‐regarding nudges, namely beneficence, the harm principle and solidarity. (shrink)

The American Journal of Bioethics, Volume 12, Issue 2, Page 16-17, February 2012.

Stimulating responsible conduct of research is considered important within universities and research organizations. In this contribution, we investigated if there are gender differences regarding three aspects: students’ attitudes towards integrity related issues, self-reported misconduct, and suspicions of misconduct and willingness to report fellow students. A questionnaire was sent to 1266 first year starting master students in the life sciences. Male students were significantly more likely to report not doing their fair share in group work and putting their name on work (...) without checking it. No significant differences were found regarding attitude and suspecting and reporting other students. (shrink)

Trainers often use information from previous learning sessions to design or redesign a course. Although universities conducted numerous research integrity training in the past decades, information on what works and what does not work in research integrity training are still scattered. The latest meta-reviews offer trainers some information about effective teaching and learning activities. Yet they lack information to determine which activities are plausible for specific target groups and learning outcomes and thus do not support course design decisions in the (...) best possible manner. This article wants to change this status quo and outlines an easy-to-use taxonomy for research integrity training based on Kirkpatrick’s four levels of evaluation to foster mutual exchange and improve research integrity course design. By describing the taxonomy for research integrity training (TRIT) in detail and outlining three European projects, their intended training effects before the project started, their learning outcomes, teaching and learning activities, and their assessment instruments, this article introduces a unified approach. This article gives practitioners references to identify didactical interrelations and impacts and (knowledge) gaps in how to (re-)design an RI course. The suggested taxonomy is easy to use and enables an increase in tailored and evidence-based (re-)designs of research integrity training. (shrink)