t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

Hegel’s definition of ‘free will’ and ‘person’ gets over a phenomenological or psychological definition of these concepts. My essay explains how Hegel justifies the placing of his theory of free will in a philosophy of Mind analyzing the concept of ‘recognition’ in the Phenomenology as a section of the Encyclopedia of Philosophical Sciences as well as the main steps of The practical Spirit, the second part of the section Psychology. With regard to this last science my essay clarifies the essential (...) differences between freedom of the will and freedom of choice. These differences only explain how the free will could develop as objective Spirit in the third science involved by Hegel towards a proper definition of freedom, i.e. the philosophy of Right. In the philosophy of Right as a part of Hegel’s System of philosophical sciences the free will finds its own adequate reality and the concept of a person can be explained without the mistakes caused by a phenomenological or psychological approach to it. Against some interpretations which identify Hegel’s definition of free will with communitarian practices, the final part of my essay focuses on the importance of the concept of a person to explain the general structure of the philosophy of Right. (shrink)

Hegel’s dispute with Schleiermacher in Berlin had as its premise his reception of Schleiermacher’s Reden über die Religion. My intention is to clarify the history of this reception by arguing that Hegel’s Frankfurt early writings already contain clues as to his reading of Schleiermacher’s work. Differently from previous interpretations, however, I will not support the hypothesis that, during his Frankfurt period, Hegel was influenced by Schleiermacher’s foundations of religion. My contention is that, from the very beginning, Hegel opposed Schleiermacher’s concepts (...) of positivity and polemics as specific features of the Christian religion. This view is confirmed if we analyze the works that Hegel wrote in the Jena period, such as Differenz des Fichte’schen und Schelling’schen Systems der Philosophie, Glauben und Wissen and Phänomenologie des Geistes. My aim is to demonstrate that these works typify Schleiermacher’s approach to the Christian religion, and in so doing, to confute the idea that Hegel’s view on the above-mentioned approach changed over the years. A final aspect that I consider is the enduring nature of Hegel’s conception of the significance of the Reden – an aspect that emerges on analyzing some crucial sentences in the Grundlinien der Philosophie des Rechts. (shrink)

Nei Pensieri sulla vera valutazione delle forze vive Kant stabilisce il concetto di “mondo” per mezzo di una definizione wolffiana. Nonostante questa recezione, Kant non condivide con Wolff e i wolffiani principi fondanti della cosmologia in quanto sapere metafisico. Il contributo chiarisce come Kant metta in evidenza l'inadeguatezza della definizione wolffiana rispetto a problemi basilari della cosmologia, come la possibilità di dimostrare l'unicità del mondo e l'unità dell'universo. A differenza di precedenti interpretazioni, il contributo sostiene che Kant prova a ovviare (...) a questa inadeguatezza proponendo un riesame del concetto di luogo e una nuova concezione delle relazioni esterne della sostanza. In riferimento a questo tema il contributo offre una nuova interpretazione delle riflessioni di Kant sulla dimensionalità dell'estensione mostrandone la rilevanza per comprendere la sua prima concezione dello spazio. (shrink)

Hegel’s political philosophy regards the “corporation” as both a civil society association and an institution guaranteed under the constitution. The present article focuses on the concept of corporation as an institution of the ‘internal constitution’ by analysing some of the writings which go back to Hegel’s Heidelberg and Berlin phases, namely the Heidelberg review of the Proceedings of the Estates Assembly of the Kingdom of Württemberg, 1815–1816, his first lectures on the Philosophy of Rights, and the Elements of the Philosophy (...) of Rights. Notwithstanding the analysis shows that Hegel’s sophisticated constitutional culture is informed directly by, and developed along with, his involvement in the Württemberg’s political debates, yet his idea of State administration is far more elaborate than the constitutions of nineteenth-century German States which it does not, in fact, intend to merely reproduce. I shall argue that Hegel’s account of corporation is based on his specific understanding of European history and the related conceptualization of institution as a guarantee of freedom. Both history and theory are necessary tools to frame and comprehend the philosopher’s discussion of corporation, whose civil and institutional nature is essential to conceive the connection established between the government of civil society and legislative power. I contend that the role that Hegel attributes to corporations cannot be interpreted as an idea reflecting or inherited from the history of the German states, and that rather it represents the key to understanding his concept of patriotism and model of political representation via the assemblies of estates. From this perspective, it appears clear that the Hegelian theory of corporation is at the center of the philosopher’s diagnosis on the crisis and evolution of the modern State. (shrink)

The United Nations' designation of 1979 as the International Year of the Child marked the first global effort undertaken to heighten awareness of the special needs of children. Activities initiated during this special year were designed to promote purposive and collaborative actions for the benefit of children throughout the world. Michigan State University's celebration of the International Year of the Child was held from Septem ber 1979 through June 1980. A variety of activities focused attention on the multiplicity of factors (...) affecting the welfare of today's children as well as the children of the future. Many people involved with the university were concerned that benefits to children continue beyond the official time allocated to the celebration. The series Child Nurturance is one response to this concern. The first five volumes of Child Nurturance reflect directly the activities held on the Michigan State University campus and consist of original contributions from guest speakers and invited contributors. Subsequent biennial volumes will present original contributions from individuals representing such fields as anthropology, biology, education, human ecology, psychology, philosophy, sociology, and medicine. We hope the material presented in these volumes will promote greater understanding of children and encourage interdisciplinary inquiry into the individual, family, societal and cultural variables which influence their welfare and development. We would. like to express both our thanks and our admiration for who not only typed the camera-ready copy for each of Margaret Burritt the volumes, but also served as general manager of the entire project. (shrink)

Dans la première partie de L'unique fondement possible d'une démonstration de l'existence de Dieu (1763), Kant propose un argument de type ontologique qu'il avait déjà formulé dans ses écrits de 1755. La présente contribution voudrait examiner continuité et changements dans les différentes formulations. Contrairement à ce que soutiennent d'autres chercheurs, j'entends montrer que l'argument de Kant se présente, dès le départ, comme une alternative à celui des auteurs de la tradition wolffienne. Cette innovation comporte certaines difficultés théoriques qui apparaissent clairement (...) dans le texte de 1763. Tout en confirmant la conviction que l'argument ontologique de la tradition wolffienne n'est pas démonstratif, Kant estime ne pas disposer d’un argument alternatif complet, mais seulement de son fondement. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

The purpose of this article is to analyze the variability of the "Self-made-man" idea in the context of the Christian Middle Ages in its primarily historical and philosophical presentation. Research is based on the historical and philosophical analysis of the medieval philosophy presented foremost by the works of Aurelius Augustine, P. Abelard, Thomas Aquinas, and also by the modern researches of this epoch. Theoretical basis. Historical, comparative, and hermeneutic methods became fundamental for this research. Originality. The conducted analysis allowed to (...) draw a conclusion that, despite the still existing view of the Middle Ages as a kind of an ideological gap in the formation of the self-determination idea, the Christian philosophy of this period not only does not reject but also gives essentially the universal character of the ancient intention to recognize the individual’s right to self-determination and self-government, makes it not only religiously acceptable but also obligatory. Conclusions. Despite to general theocentrism, providentialism and fatalism of Christian medieval philosophy and culture in general, at its epicenter there is a man of a special type, focused on preserving spiritual autonomy and identity in the social dimensions of their existence, and at the same time, on personal responsibility for their own destiny. Such focus became a logical and somewhat unexpected result of the complex interaction of numerous factors of medieval culture, as well as the ideas and intentions inherited from Antiquity. In particular, the idea that a person who does not act freely cannot be morally responsible for what he does, as well as the intentions of the ancient sage to autonomy, autarky, and apoliticism. In the Middle Ages, this intention became essentially universal, as it became a right, even an obligation of every Christian to be free, at least from the worldly, in determining and realizing his own destiny. The gradual compromise recognition that personal salvation is possible only as a result of synergy, i.e. the co-participation of God’s grace and human freedom, legitimizes and strengthens its focus on active personal efforts and personal responsibility for one’s own salvation, in fact for one’s own destiny. All this in historical perspective was found in its radicalized and purified from all sorts of mystical and religious layers of expression in the idea of "Self-made-man". (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

Purpose. The research is aimed at understanding the philosophical and journalistic heritage of M. Scheler during 1914-1919. "The philosophy of war" is regarded as the middle link between the phenomenological and anthropological stages of its philosophical evolution. The theoretical and methodological basis of the study is the philosophical legacy of Max Scheler, as well as the work of domestic and Western researchers devoted to this issue. Problems of Weltkriegsphilosophie become comprehensible based on the historical, logical and comparative principles of historical (...) and philosophical analysis, which allowed to theoretically reconstruct the cultural and historical context, philosophical sources and ideological intentions of the German philosopher. Originality. For the first time in domestic historical and philosophical thought, it proved that the works by Max Scheler of the First World War played an outstanding role in the formation of philosophical anthropology as a separate philosophical trend. Conclusions. The basis of the Weltkriegsphilosophie by Max Scheler is the philosophical comprehension of the war in which the thinker tries to see the high sacral meaning, where the sacrifices that the nation brings to the altar of victory are not in vain: the nation is rallying this sacrifice, its readiness for it. According to Scheler, war is the most effective means of forming the so-called "love communities", to which he refers combat brotherhood, family and nation as a "collective personality", which recognizes itself through war. The philosopher is disappointed to some part with militaristic enthusiasm in his later military journalistic works and calls for a spiritual and moral renewal of Europe, fed from Christian roots. At the heart of this renewal should be the principle of personal solidarity, based on the Christian idea of love. However, Catholic universalism is an insufficient means for the formation of a "love community" and a new man who is co-creator of God that constitutes the main core of the philosophical anthropology of Max Scheler, which emerges in the 20s of the twentieth century. Based on this, the article affirms the existence in Sheler’s works of an intermediate stage between his phenomenology and philosophical anthropology – Weltkriegsphilosophie. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

Moral philosophers have often felt the need of a concept which would cover all those cases where we are prevented from achieving our ends through no fault of our own: a criterion for saying when failure is not blameworthy. The deontologists thought we were not to blame for actions done in genuine ignorance of the facts. Kant declared in a famous passage that we were not morally responsible for failures due to the “niggardliness of stepmother nature.” In this article I (...) want to introduce into moral philosophy a new concept for clarifying the failures for which we are not to blame: the notion of scarcity, taken from economic theory. (shrink)

George V. Walsh examines the differences and similarities between Immanuel Kant and Ayn Rand in the area of metaphysics. He presents Kant's premises and conclusions on the major issues and provides a detailed discussion of Rand's criticisms of Kant. Walsh argues that Rand has seriously misread Kant on several points. Her interpretation—that Kant saw our sensory grasp of the world as "delusion," rather than knowledge—resembles that of Arthur Schopenhauer, except that the latter declares Kant's doctrine worthy of praise instead of (...) condemnation. (shrink)