Schmid divides the book into five main discussions: the historical background of the dialogue; the relation of form and content in a Platonic dialogue and specific structural and aesthetic features of the Laches; the first half of the ...

Interprets Plato's Charmides as a microcosm of Socratic philosophy that presents Plato's vision of the life of critical reason and of its uneasy relation to political life in the ancient city.

ABSTRACT This essay considers definitions of racism which emphasise its behavioural, motivational, and cognitive features. The behavioural definition (‘the failure to give equal consideration, based on the fact of race alone’) is rejected, primarily due to its inability to distinguish between ‘true’and ‘ordinary’racism. It is the former which is morally most objectionable — and which identifies the essence of the racist attitude and belief. The central part of the essay argues in favour of the motivational approach to the definition (‘the (...) infliction of unequal consideration, motivated by the desire to dominate, based on race alone’) and clarifies the way in which racism, thus understood, conflicts with the principle of human equality. Finally, the cognitivist definition (‘unequal consideration, out of a belief in the inferiority of another race’) is also rejected, despite its intuitive appeal. The overall discussion has important implications for moral philosophy. It is shown both that the principle of human equality does not strictly imply equal consideration, and that one may violate the principle of equal perception, yet not deny the principle which, from the perspective of this argument, is the more fundamental element in the principle of human equality, the principle of equal human worth. (shrink)

This essay develops a Kantian theory of sport which addresses: (1) Kant’s categories of aesthetic judgment (2) a comparable analysis applied to athletic volition; (3) aesthetic cognition and experience and athletic volition and experience; (4) ‘free’ and ‘attached’ beauty; (5) Kant’s theory of teleological judgment; (6) the moral concept of a ‘kingdom of ends’ and sportsmanship; (7) the beautiful and the sublime in sport-experience; (8) respect and religious emotion in sport-experience; (9) the Kantian system and philosophical anthropology; and (10) sport (...) and self-knowledge. (shrink)

El problema ecológico no es nuevo, ha acompañado toda la historia reciente de la humanidad. Sin embargo, lo que es nuevo es el alcance que ha tenido desde la modernización tecnológica e industrial de los siglos XIX y XX y que, si los indicios y la información no son engañosos, amenaza con convertirse en un desastre para toda la humanidad en el siglo XXI. El informe de la ONU de la Conferencia sobre el Cambio Climático, del año 2007, y recientemente (...) el desastre nuclear de Fukushima aportan evidencias en esta dirección. ¿Cómo se llegó a esa problemática, cómo evolucionó el saber al respecto y cómo se deja justificar convincentemente la actuación humana y social? ¿Qué puede hacer un individuo para proyectar una vida más sostenible? ¿Qué es el Antropoceno? ¿Es posible construir una sociedad ecológica y solidaria? Estas y otras preguntas se abordan desde la reflexión filosófica en el presente artículo. (shrink)

Golf as Meaningful Play is a philosophical introduction to golf as a sporting practice and source of personal meaning. It addresses topics of interest to both scholars and intellectually curious golfers, including mental aspects of play, the nature of sport, virtues of the game, and golf in film and literature.

Aufgabe einer Philosophie ist es, die theoretische Elemente bereitzustellen, mit deren Hilfe ein Individuum sein Leben selbst gestalten kann. Das Buch beginnt mit einem Bild: Exkursion in die Philosophie (1959 Edward Hopper). Seine Forschungsreise führt zunächst in die Geschichte der Philosophie, um aufzuzeigen, wie tief die Frage der Lebenskunst in ihr verwurzelt ist, bevor sie im Verlauf des 19. und 20. Jahrhunderts fast gänzlich außer Blick geriet. Mit Bezug auf die Herausforderungen der Gegenwart werden dann die Umrisse einer Philosophie der (...) Lebenskunst skizziert.Ein neuerliches Nachdenken über die Moderne bildet den Hintergrund für die Entfaltung der Begriffe der Lebensführung, der Lebensform und des Lebensstils. Über die Frage nach dem »guten Leben« hinaus, die in den neunziger Jahren wieder an Bedeutung gewonnen hat, wird hier die weitgehende nach dem »schönen Leben« gestellt.Die Frage nach dem Subjekt der Lebenskunst wie auch nach dem Verhältnis zwischen dem Selbst und den Anderen wird eingehend erörtert. Eigens thematisiert wird die Hermeneutik der Existenz, die erforderlich ist, um sich »aufs Leben zu verstehen«, sowie die Lehr- und Lernbarkeit dieses Vermögens. Schließlich kommt es Schmid darauf an, die Problemstellung der Ökologie in ihrer Bedeutung für eine neue Lebenskunst herauszustellen und die Grundzüge einer ökologischen Lebenskunst zu entwerfen. Diese Grundlegung einer Philosophie der Lebenskunst möchte einem einst zentralen, dann »vergessenen« Interesse der Philosophie wieder die ihm gebührende Geltung verschaffen. (shrink)

This paper examines Socrates’ theory of the arts in the Gorgias and in the Republic. It shows how that theory changes, as the discussion takes focus first in relation to moderation, then to justice, where it is tied to the idea of a techne of rule, to notions of virtuous work and civic health, and to five levels of ‘art’ represented in the cave. It argues that both Socrates’ vision of a scientific and benevolent political art and Thrasymachus’ sophistic theory (...) of tyrannical rule are undercut in the dialogue, the former by doubts concerning the epistemic closure it seems based on, the latter by the tyrant’s character, which impels him toward self-destructive government. (shrink)

I emphasize four points: Socratic dialectic challenges the interlocutor not only to acquire the correct moral opinions, but to question and think for oneself and to develop one's own moral rationality; it involves anticipatory acts of several types of virtue: courage, moderation, and justice and concern for the common good as opposed to competition and jealousy; what is at stake is not only the topic of the particular exchange, but the opportunity for membership in a rational/educational community; and the fact (...) that Socrates' interlocutors typically reject the opportunity for moral insight and personal growth he makes available to them explains why he cannot be said to possess a techne of moral education, and why he insists that virtue cannot be taught. The process of education through the elenchus is not a matter of correct instruction, but of rational elicitation, which must be responded to by personal choice. Thus Socrates' principles may represent not only beliefs he has tested over many years of dialogue, but also values he has come to through participation in elenctic inquiry, the idealized extension of norms required by and created in the practice of dialectic. Socratic education involves the interlocutor in the confrontation with a self whose irrational attachments of appetite and ego are exposed and must be overcome for the interlocutor to experience catharsis. (shrink)