The digital age brings with it novel forms of data flow. As a result, individuals are constantly being monitored while consuming products, services and content. These abilities have given rise to a variety of concerns, which are most often framed using “privacy” and “data protection”-related paradigms. An important, oft-noted yet undertheorized concern is that these dynamics might facilitate the manipulation of subjects; a process in which firms strive to motivate and influence individuals to take specific steps and make particular decisions (...) in a manner considered to be socially unacceptable. That it is important and imperative to battle manipulation carries with it a strong intuitive appeal. Intuition, however, does not always indicate the existence of a sound justification or policy option. For that, a deeper analytic and academic discussion is called for. This Article begins by emphasizing the importance of addressing the manipulation-based argument, which derives from several crucial problems and flaws in the legal and policy setting currently striving to meet the challenges of the digital age. Next, the Article examines whether the manipulation-based concerns are sustainable, or are merely a visceral response to changing technologies which cannot be provided with substantial analytical backing. Here the Article details the reasons for striving to block manipulative conduct and, on the other hand, reasons why legal intervention should be, in the best case, limited. The Article concludes with some general implications of this discussion for the broader themes and future directions of privacy law, while trying to ascertain whether the rise of the manipulation-based discourse will lead to information privacy’s expansion or perhaps its demise. (shrink)

The authors explore the interfaces between different dimensions of moral cognition, bridging economic, Bayesian and reinforcement learning perspectives. The human aversion to harming others cuts across these different interfaces, influencing decisions, judgments, and inferences about morality.

This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored in local (...) epistemologies and sensibilities, (b) foreground educators’ epistemic positioning around alternative knowledges and how they are perceived as sites for cognitive and pedagogical renewal to account for local particularities and conditions and (c) examine inter-epistemic tensions within educators’ reasoning in terms of how they navigate (in)congruencies between the mainstream and Islamic philosophy at the conceptual, pedagogical and practical levels. Findings reveal that educators acknowledge the legitimacy of Islamic ethics and their epistemological/pedagogical significance in intercultural education. However, some factors may problematize educators’ attempts at making use of Islamic ethics including the additional burden of reflecting alternative knowledges while attending to contextual factors (class size, the course’s orientation, exams, time constraints, etc.) and the lack of sufficient training in intercultural education. (shrink)

The modern world is multicultural and multilingual, it creates difficulties for the mutual contacts of the nations with different languages. The problem of overcoming the language barrier in a multilingual world is urgent. One of the best ways to solve this problem is bilingualism: possession of two languages, a native and a second one, generally intermediate language. The choice of the intermediate language is determined by socio-political and socio-economic conditions of contacting people. In a multinational state official language of the (...) country serves as an intermediate language. In the multi-ethnic Russian Federation, Russian language chosen as the intermediate language, by which representatives of different nationalities come into contact with each other. National-Russian bilingualism in the Russian Federation has become a mass phenomenon: all non-Russian population in varying degrees is fluent in Russian language. Further improvement of bilingualism at the present stage is solved in the new format - as an active bilingualism. In an active and harmonious bilingualism, languages distribute responsibilities among themselves: native language and intermediate language perform different public functions and the number of functions is usually not equal, one language performs more functions than the other does. It depends on the status of the language: the higher the status of the language, the more reason a speaker has for its extensive use in different areas of communication. Harmonious bilingualism helps to keep the national identity of each language and makes it possible to operate each of them on an equal footing in a multicultural space. Among the many politically and legally equal languages of the Russian Federation, a special place belongs to the Russian language: it performs a consolidating function, combines the languages of the nations of Great Russia into one united family. Multilingual Russia can be compared with a starry firmament. The more bright stars we can see, the more beautiful the starry sky is. The star of the Russian language in the sky shines especially bright. (shrink)

Comparative study of two languages of different structures has both theoretical and practical significance, enables somebody to identify similar and distinctive features, find universals and unique, helps to penetrate deeper into the inner workings of each of the compared languages and understand their national identity. The subject of our comparative study are languages of different structures - Russian and Bashkir languages - the first refers to a group of inflected, the second - to the group of agglutinative languages. Comparative research (...) of languages of different structures can be carried out in two aspects: theoretical and linguistic. In the first case, the analysis of language material is subjected without restriction at all levels of the language system. Data from these studies can be used in the creation of comparative descriptive grammars in lexicographical work and in the translation business. In the second case only microlanguage is matched, which is represented in the lexical and grammatical minimum of studied second language. Materials of such a compressed comparative analysis used in the practice of language teaching, mainly in teaching a second, non-native language. When a comparative study of languages in linguistic aspect is important direction of comparisons - what language is elected as the original one. Since the formation of national-Russian bilingualism is the subject of study of Russian language, as the source, it is desirable to choose Russian language. In this case, the reference point is the absorption of funds Russian as a second language. Materials of comparative study of two languages gives a clear idea of what linguistic phenomena and their symptoms are identical in them, what is only partially overlap, what is completely different. This knowledge will help to consciously manage the impact of native language on the studied non-native Russian language. In the comparative study of Russian and Bashkir languages done very little, but it is a lot of work has already begun. (shrink)

Ordinary thinking about morality and rationality is inconsistent. To arrive at a view of morality that is as faithful to common thought as consistency will allow we must admit that it is not always irrational to knowingly act against the weight of reasons.

Autor se z hlediska marxistické filozofie a metodologie zabývá revolucí v biologii ve vztahu k filozofii, teoretizací současné biologie, problémem biologické evoluce, druhem jako základní jednotkou evoluce, problémy klasifikace v biologii a v závěru klade otázku : "věk biologie" nebo ekologická katastrofa?

Purpose. This paper aims to show how the views of Kant persist in the modern debate on social justice and to outline the practical and political potential contained in his understanding of a just state system and international justice. To that end, I will present what Kant meant by a just state system and just relationships between states. Then, I will reference his understanding of social justice against three fundamental models of social justice thus far established in the philosophical tradition: (...) the legal, distributive, and contractual justice. Finally, I will explain how the Kantian understanding of social justice is reflected in select modern interpretations of a just state system and justice in international relationships, and how we can grasp the current practice and the expected development of sociopolitical life in the framework of social justice as understood by Kant. Originality. The article presents the theoretical-conceptual and practical-political relevance of the concept of social justice, developed by I. Kant. It was shown that Kant considered justice to be the basis of all correct social relations, both at the level of individual states and in the sphere of international relations. According to Kant, the only just state system is a republic. In his opinion, justice in the field of international relations requires that they be based on the principles of federal unification of individual states. The concept of social justice developed by Kant can be identified as a form of classically understood contractual justice. In addition, Kan’s notion of justice was correlated with the works of modern authors: John Rawls, Robert Nozick and Otfried Höffe, showing identical and different elements in them. Conclusions. The reflections above suffice to assert that the Kantian understanding of social justice primarily involves the following observations: 1. under a relevant contract, interested parties institute a public authority, i.e. a republican state or a federal institution endowed with judicial or executive powers ; 2. the institution of public authority remains fair in dealings with the governed; 3. the public authority has the right to intervene only in the circumstances of threat to the external freedom, equality and independence of the governed individuals; 4. the public authority is responsible only for guaranteeing just relations between individuals and the enforcement of their contracts. Furthermore, Kantian understanding of justice falls within the scope of the classical notion of contractual justice and remains present in the modern debates on justice, as exemplified by the thought of Rawls, Nozick and Höffe. Finally, the Kantian understanding of social justice remains topical and worthy of consideration during the design and the development of current and future solutions for a just public order, both at the national and international level. (shrink)

Haḳdamat Mesilat yesharim, śiḥah 1 -- Mesilat yesharim, śiḥah 2 -- Mesilat yesharim, śiḥah 3.

This book is designed as an introduction to several basic philosophic problems for high school students and college freshmen. The discussion of the uses of language, meaning and reference, truth and verification are clear, simple, and brief. Their purpose is to stimulate questions and further research rather than to provide solutions. This purpose is admirably achieved.--T. D. Z.

These remarkable memoirs were published first in Russian in 1953 and were translated into French in 1964. At last they are available in English in a very readable translation. The author was on friendly terms with Lenin in Geneva from January to June 1904, a period of great stress in Lenin's life when he was writing One Step Forward, Two Steps Back. The human, all too human, side of the great historical figure is vividly and sympathetically portrayed. Lenin was fascinated (...) with violence, but always kept himself at a safe distance from it. His vanity and pride made him incapable of frankness. His ignorance of Shakespeare, Byron, Molière, Schiller, and his enthusiasm for Chernyshevsky's What is to be Done? reflect his intellectual narrowness. He was incapable of grasping a fresh idea, or of respecting any person who disagreed with his convictions. No tactics were too low in settling personal scores. Among his more appealing characteristics one might mention his firm faith in the Russian Revolution, his energy and dedication to his work, his love of music, nature, and physical activity. But the book contains much more than a new and clear-headed insight into Lenin's intellectual development and personality. There are vivid descriptions of many leaders of the Revolution, of the oppressive atmosphere of life in exile, of the discrepancy between hopes and reality. The personality of the author, his fairness, sincerity, and honesty, are stamped on the whole book making it an entertaining and rewarding experience.--T. D. Z. (shrink)

This book is an excellent general introduction to existentialist thought. It organizes the subject-matter under traditional philosophic disciplines beginning with an account of the method and proceeding to ontology, epistemology, ethics, social and religious thought. The author concentrates on the writings of the leading figures in the movement--Kierkegaard, Heidegger, Marcel, Sartre, Jaspers--and delineates the areas of agreement and disagreement among them. The arrangement of materials around traditional problems facilitates the detection of changes in approach, emphasis, and formulation. The most important (...) aspect of the book lies in the attempt to view the movement as a part of the philosophical tradition, to explain the methods and doctrines against which the Existentialists react as well as their heroes in the tradition. The achievements of the movement are measured against its claims, and its major deficiencies are pointed out in the last chapter. Throughout the book the author manages to preserve a clarity and economy that are a welcome contrast to the style of existentialist writings.--T. D. Z. (shrink)

The author's aim is to show that Leontev's ideas are not disconnected, as many critics have held, but form a system that is both logically consistent and interconnected by the "inner logic" of a powerful emotion. To uncover the emotional sources of Leontev's philosophy, half the book is devoted to Leontev's life, and especially his relation to his mother. Since childhood, he feared and loved her, and associated her with religion, refinement, and absolutism. Leontev's first formulation of his doctrine of (...) aestheticism when he returned from the Crimean War probably coincided with his first suspicions of his homosexuality. His unexpected marriage to his former mistress was an attempt to overcome his guilt and weakness. His first ideological work, Byzantism and Slavdom was written under the double strain of his mother's death, and his own experience of fear of death during an illness. Leontev's doctrine of aestheticism when applied to the individual, yields "a poetry of life" beyond good and evil. One's personal life must be maximally original, complex, and unified at whatever cost in happiness to oneself or others. Religious faith is needed to reconcile one with suffering and death. Yet, religion dictates an ethics which conflicts with the aesthetics of life. The constant struggle between the two principles enriches personality and heightens creativity, and must finally end in a heroic total rejection of aesthetics. Applied to society and history, aestheticism demands a society stratified into unequal and hostile classes and unified by ruthless despotism. Such a society was to be most conducive to the development of original personalities. The egalitarian, happiness-orientated West was in decline and sacrificed beauty to banality. Without much confidence in its realization, Leontev advocated "freeze up Russia" to avoid infection from the West.--T. D. Z. (shrink)

The author's thesis is that a formal system of plausible noncertain reasoning is possible. Its basic patterns of inference are: A implies B; B is true; therefore A is more credible, and non-A is more credible is equivalent to A is less credible. From these all other patterns of plausible reasoning are derivable. Such a calculus is to be employed within contexts of alternative hypotheses to pick out the strongest hypothesis. Unfortunately, no measure for credibility is provided. The author tries (...) to relate his system of plausible reasoning to a logic of discovery, but fails to make the relation clear. Sometimes he feels that the former implies the latter, and at other times that the former may be possible without the latter being possible. A "logic" of plausible reasoning, if it were possible, would go a long way in explaining why scientists consider seriously only very few of a great number of possible hypotheses.--T. D. Z. (shrink)

This book is a broad introduction for the general reader to the study of language. Only the first half of the book deals with linguistics proper: phonetics, phonemics, morphology and syntax, problems of meaning, linguistic change, and the classification of languages. The author aims to present only the basic and universally accepted results in each of these areas, and avoids controversial matters as much as possible. Where differences among linguists do exist, he indicates them without elaborating them. The second part (...) of the book is concerned with peripheral matters; such as the place of language in daily life, the problems of learning and translating languages, the employment of mechanical devices in phonetics, translation and recording, the structure of symbolic systems and their application in communications. Each topic is treated concisely, but with clarity, liveliness, and humor. The reader acquires not only a large body of basic information, but also a sense of the importance of language and the study of language.--T. D. Z. (shrink)

This book is designed for an introductory course in logic on the freshman-sophomore level. The approach to logic through set theory is justified by the fundamental importance of set theory in mathematics, and by the fact that most students entering college are acquainted with set theory. The author begins by explaining the basic notions and laws of set theory, and shows how the four standard types of propositions are translated into the notation of set theory. Propositional logic is introduced and (...) related to set theory by interpreting truth-tables in terms of sets and subsets. A simplified first order functional calculus is developed without quantifiers by using an unconventional notation resembling that of set theory as closely as possible. The nature and techniques of deductive proof are treated at length. Beyond these formal topics there are interesting discussions of the application of logical laws in ordinary language arguments, in probability theory, and in circuit theory. The material is organized in units suitable for fifty minute classes with excellent exercises at the end of each unit. Answers are provided to half the questions in the exercises to allow the student to test himself. The book ends with a brief note on scientific discovery and axiomatics.--T. D. Z. (shrink)

The article analyzes the dependence of the phenomenon of education on the type of civilization in space of which the life of the world community takes place. It is based on the interaction of social institutions of the market, science and education. It “proceeds” on the surface by the division of social labor, which generates a specific form of social system of education in dependence on the social division of labor in specific socio-economic conditions. To reproduce effectively its structural and (...) functional parameters, the author suggests resorting to the paradigm of the «life cycle of educational systems in the context of a civilizational approach» based on the use of cognitive analysis. Its advantage is only that the concept «grasps» the phenomenon of education as a whole. This means that the phenomenon of civilization education is studied as a social institution and social system of the industrial society. To analyze the dynamics of knowledge change, two methodological conditions must be used: to apply the civilizational approach and the paradigm of the life cycle of social systems, since this phenomenon has a long-lasting dimension in space and time; the meaning of educational content at each stage of industrial civilization life is distinguished: natural knowledge prevailed at the stage of its origin; at the stage of growth - technical knowledge that corresponded to the essence of civilization itself; at the stage of maturity - scientific knowledge turned into ideologues of social development, which led to the emergence of technocratism and “drove” the planetary community into a dead end; at the stage of decline - technological knowledge led to the loss of mainstream guide of social development and began the catastrophic destruction of the social organism of the planet, which entails a change in the type of civilizational development; the solution is seen in the rise of the planetary community into the space of informational civilization, the transition of education to mastering methodological knowledge corresponds to it. (shrink)

Žižek as comedian: jokes in the service of philosophy.