Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that (...) it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price. (shrink)

English summary: The account of the fate of Stephen takes up a large part in the Acts of the Apostles. Being the first martyr, Stephen became a Saint and the patron of many churches. There is, however, a modern exegetical tradition which blames Stephen himself for his violent death. Against this, Haaker emphasises the psychological and historical plausibility of Luke's account. The volume reflects the drama of the biblical narrative of Stephen and provides incisive examples of its reception history until (...) the 20th century. German description: Der Sammelband dokumentiert die Tagungen der Kulturhermeneutischen Sozietat e. V. der Jahre 2009 bis 2011, bei denen der Diskurs uber Emotionen und Verhalten im Zentrum stand. In den Zusammenhangen der philosophischen und theologischen Ethik werden Artikulationsformen der Moral, Entwicklungen der Theoriebildung und Probleme der Normativitat erortert. Mit Beitragen von Stefan Beyerle, Volker Caysa, Ferdinand Fellmann, Stephan Gratzel, Peter Fischer, Bernd Harbeck-Pingel, Susanne Klinger, Michael Roth, Friedrike Schick und Albrecht Scriba. (shrink)

Daoist Identity is an exploration of the various means by which Daoists over the centuries have created an identity for themselves. Using modern sociological studies of identity formation as its foundation, it brings together a representative sample of in-depth analyses by eminent American and Japanese scholars in the field. The discussion begins with critical examinations of the ways identity was found among the early movements of the Way of Great Peace and the Celestial Masters. The role of sacred texts and (...) literary culture in Daoist identity formation is discussed. The volume then focuses on lineage formation and the increasing role of popular religious practices, such as spirit-writing, in modern Daoism since the Song dynasty. Finally it discusses the Daoist adaptation and reinterpretation of Buddhist rites, such as the feeding of souls in hell and the use of ritual gestures, and the changes made in contemporary Daoism in relation to traditional rites and popular practices. Contributors: Asano Haruji, Suzanne Cahill, M. Csikszentmihalyi, Edward L. Davis, Terry F. Kleeman, Livia Kohn, Mabuchi Masaya, Maruyama Hiroshi, Mitamura Keiko, Mori Yuria, Peter Nickerson, Charles D. Orzech, Harold D. Roth, Shiga Ichiko, Tsuchiya Masaaki. (shrink)

Daoist Identity is an exploration of the various means by which Daoists over the centuries have created an identity for themselves. Using modern sociological studies of identity formation as its foundation, it brings together a representative sample of in-depth analyses by eminent American and Japanese scholars in the field. The discussion begins with critical examinations of the ways identity was found among the early movements of the Way of Great Peace and the Celestial Masters. The role of sacred texts and (...) literary culture in Daoist identity formation is discussed. The volume then focuses on lineage formation and the increasing role of popular religious practices, such as spirit-writing, in modern Daoism since the Song dynasty. Finally it discusses the Daoist adaptation and reinterpretation of Buddhist rites, such as the feeding of souls in hell and the use of ritual gestures, and the changes made in contemporary Daoism in relation to traditional rites and popular practices. Contributors: Asano Haruji, Suzanne Cahill, M. Csikszentmihalyi, Edward L. Davis, Terry F. Kleeman, Livia Kohn, Mabuchi Masaya, Maruyama Hiroshi, Mitamura Keiko, Mori Yuria, Peter Nickerson, Charles D. Orzech, Harold D. Roth, Shiga Ichiko, Tsuchiya Masaaki. (shrink)

A suggestion famously made by Peter Winch and carried through to present discussions holds that what constitutes the social as a kind consists of something shared – rules or practices commonly learned, internalized, or otherwise acquired by all members belonging to a society. This essays argues against the explanatory efficacy of appeals to this shared something as constitutive of a social kind by examining a violation of social norms or rules, viz., mistakes. I argue that an asymmetric relation exists (...) between the notion of mistakes and that of the social. In particular, mistakes do not presuppose a concept of the social, but the concept of the social requires prior specification of a category of mistakes. But no such prior specification proves possible. The very notion of a mistake is so inchoate that it makes it impossible to provide the kind of regimentation required for a rule-governed domain. Thus, there may be recognized mistakes even in the absence of a unified system or common knowledge of norms.Later writers attempt to avoid Winch's over-strong assumption that something shared and internal constitutes the social but cannot. Extending recent work by Stephen Turner, I argue that ``the social'' is not a domain that is susceptible to lawlike treatment, but rather a heterogeneous, motley collection. For absent the assumption of a shared something, no social object exists to be explained. So, I conclude, we have at present no clear way of marking out the social as a coherent or unified domain of inquiry. (shrink)

Remembering forgetting : Maladies de la Mémoire in nineteenth-century France -- Dying of the past : medical studies of nostalgia in nineteenth-century France -- Hysterical remembering -- Trauma, representation, and historical consciousness -- Trauma : a dystopia of the spirit -- Falling into history : Freud's case of 'Frau Emmy von N.' -- Why Freud haunts us -- Why Warburg now? -- Classic postmodernism : Keith Jenkins -- Ebb tide : Frank Ankersmit -- The art of losing oneself : Anne (...) Carson and decreation -- Inquiry as hope : Richard Rorty -- Photographic ambivalence -- Why photography matters to the theory of history -- Ordinary film : Péter Forgács's The Maelstrom -- Graves of the insane, decorated -- On a certain blindness in teaching -- Beyond critical thinking -- Good and risky : on the promise of a liberal education. (shrink)

The article starts from an examination of the authorship of the ‘Geleitwort’, the programmatic statement which appeared in the Archiv für Sozialwissenschaft when it came under new editors in 1904. Recently scholars have begun to view it as an important text by Max Weber recovered from obscurity, but this is a mistake. Examination of major contemporary works by Weber and Werner Sombart – the obvious co-author – as well as the first public disclosure of an entirely new MS. by Weber, (...) show that in all probability the text was drafted by Sombart and then revised fairly lightly by Weber. This story of a combined, if unequal, authorship leads into two broader seams of intellectual history: the relationship between Weber and Sombart, and the history of the Archiv as a journal. An unusual starting point thus casts fresh and unexpected light on some of the most central figures and episodes in German social science at the beginning of the 20th century, not least Weber's seminal essay on “Objectivity” in social science. ☆ This paper relies on intellectual interchange and the generosity of colleagues to a quite unusual degree. I note three particular debts: to Prof. Friedrich Lenger, for a copy of Sombart's important 1897 essay on ‘Social Scientific Journals’; to Prof. Guenther Roth for letter transcripts bearing on the Archiv from and to Edgar Jaffé, and for showing me in draft his ground-breaking work ‘Edgar Jaffé and Else von Richthofen: a biographical essay based on the family archive of Christopher Jeffrey’ [hereafter ‘Biographical Essay]; and to Dr. Edith Hanke and Prof. Rainer Lepsius (on behalf of the Max Weber Gesamtausgabe). Dr. Hanke brought to my notice the existence of the MS. which I have called Weber's draft Editorial Notice (see §.IV below), and Prof. Lepsius then gave permission for me to see and to cite from this document. — Some abbreviations: AfSS for Archiv für Sozialwissenschaft und Sozialpolitik; AfGS for Archiv für Soziale Gesetzgebung und Statistik; Lebensbild for Marianne Weber, Max Weber. Ein Lebensbild [1926] (Tübingen, 1989); MWG for Max Weber Gesamtausgabe ed. Horst Baier et al. (Tübingen, 1984-). Letters by Weber within the MWG are cited as Briefe; ‘Nachlaß Max Weber’ for unpublished letters in the Geheimes Staatsarchiv Preußischer Kulturbesitz, VI. HA Nachlaß Max Weber. (shrink)

Platonic Noise brings classical and contemporary writings into conversation to enrich our experience of modern life and politics. Drawing on writers as diverse as Plato, Homer, Nietzsche, Borges, Don DeLillo, and Philip Roth, Peter Euben shows us the relevance of both popular literature and ancient Greek thought to current questions of loss, mourning, and democracy--all while arguing for the redeeming qualities of political and intellectual work and making an original case against presentism.Juxtaposing ancient and contemporary texts, politics, and (...) culture, Euben reflects on a remarkable range of recent issues and controversies. He discusses Stoic cosmopolitanism and globalization, takes a critical look at Nietzsche's own efforts to make the Greeks speak to the issues of his day, examines a Greek tragedy through Hannah Arendt's eyes, compares the role of comedy in ancient Athens and contemporary America, analyzes political theory as a reaction to an acute sense of loss, and considers questions of agency and morality.Platonic Noise makes a case for reading political theory and politics through literature. Working as much through example as through explicit argument, Euben casts the literary memory of Athenian democracy as a crucial cultural resource and a presence in contemporary political and theoretical debates. In so doing, he reasserts the moral value of what we used to call participatory democracy and the practical value of seeing ourselves with the help of insights from long-gone Greeks. (shrink)

Platonic Noise brings classical and contemporary writings into conversation to enrich our experience of modern life and politics. Drawing on writers as diverse as Plato, Homer, Nietzsche, Borges, Don DeLillo, and Philip Roth, Peter Euben shows us the relevance of both popular literature and ancient Greek thought to current questions of loss, mourning, and democracy--all while arguing for the redeeming qualities of political and intellectual work and making an original case against presentism. Juxtaposing ancient and contemporary texts, politics, (...) and culture, Euben reflects on a remarkable range of recent issues and controversies. He discusses Stoic cosmopolitanism and globalization, takes a critical look at Nietzsche's own efforts to make the Greeks speak to the issues of his day, examines a Greek tragedy through Hannah Arendt's eyes, compares the role of comedy in ancient Athens and contemporary America, analyzes political theory as a reaction to an acute sense of loss, and considers questions of agency and morality. Platonic Noise makes a case for reading political theory and politics through literature. Working as much through example as through explicit argument, Euben casts the literary memory of Athenian democracy as a crucial cultural resource and a presence in contemporary political and theoretical debates. In so doing, he reasserts the moral value of what we used to call participatory democracy and the practical value of seeing ourselves with the help of insights from long-gone Greeks. (shrink)

_From the president of Wesleyan University, an illuminating history of the student, spanning from antiquity to Zoom “[Roth] has a clear vision for what it ought to mean to be a student: Learn what you love to do, get better at it, and then share it with others.”—David Perry, _Washington Post__ In this sweeping book, Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very (...) different contexts, from the sixth century BCE to the present. Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom. In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them. (shrink)

This book develops a philosophical structure for historical explanation that resolves disputes about the scientific status of history that have persisted since the nineteenth century. It does this by showing why historical explanations must take the form of a narrative and by making their logic explicit. The books formulates a unique positive account of the logic of narrative explanations. This logic reveals how the rational evaluation of narrative explanation becomes possible. The book also develops a nonrealist (irrealist) metaphysics and epistemology (...) of history--that is, it argues that there exists no one fixed past but many pasts. It includes a novel reading of Kuhn's The Structure of Scientific Revolutions, displaying how Kuhn offers a narrative explanation of theory change in science. The book situates narrative explanations within a naturalistic framework. Naturalism regards all canons of rational inquiry as evolving and contingent. The book also argues for the general philosophical significance of historical explanation. The first four chapters defuse methodological and the metaphysical objections to narrative explanations. The final three chapters explore how narrative explanations relate to other sciences. It will be of interest to researchers in historiography, theory of history, philosophy of history, philosophy of science, philosophy of social science, and epistemology"--Provided by publisher. (shrink)

Shadow pictures radically changed the modern understanding of pictorial concepts. Tim Otto Roth’s broadly based cultural history traces the consequences of this revolution of methods of vision and image production in the sciences and the arts. By means of abundant image and text sources he develops a picture theory based on physics and projective geometry. This definitive book comprising 500 pages provides a generally understandable and vivid insight in the history of shadowgraphs from the 19th century until the present (...) age. A crucial role play scientific processes as the X-ray technique, but also the artistic examination of space and body. (shrink)

Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively (...) little has been written on Kant’s contribution to education theory. Recently, however, internationally recognized Kant scholars such as Paul Guyer, Manfred Kuehn, Richard Velkley, Robert Louden, Susan Shell, and others have begun to turn their attention to Kant’s writings on education and the role of education in cultivating moral character. _Kant and Education: Interpretations and Commentary_ has gathered these scholars together with the aim of filling this perceived void in Kant scholarship. All of the essays contained within this volume will examine either Kant’s ideas on education through an historical analysis of his texts; or the importance and relevance of his moral philosophy, political philosophy, and/or aesthetics in contemporary education theory. (shrink)

Motion and mobility -- Becoming -- Difference -- Life -- Time -- Violence.