This chapter contains sections titled: The Concept of “Schools” Main Schools of Historiography Towards a Theory of the History of Historiography Bibliography.

In lieu of an abstract, here is a brief excerpt of the content:Report on the Tenth European Network of Buddhist-Christian Studies Conference:History as a Challenge to Buddhism and ChristianityJohn O’Grady, Elizabeth J. Harris, and Jonathan A. SeitzThe Tenth Conference of the European Network of Buddhist-Christian Studies (ENBCS) brought together between sixty and seventy people at the Oude Abdij, Drongen, Belgium, between 27 June and 1 July 2013, to examine the theme “History as a Challenge to Buddhism and Christianity.” It was (...) a collaborative effort between the ENBCS and the Katholieke Universiteit Leuven. The 2011 ENBCS conference had focused on whether hope was a relevant concept for Buddhists and Christians. The choice of history as a theme complemented this. It also resonated with a research concern of both KU Leuven and the Network.Five key themes were chosen for examination: the traditional Christian and Buddhist conceptions of history; Jesus and the Buddha: fact and fiction; Buddhist and Christian historiography; dangerous memory in Christianity and Buddhism; and permitting historical consciousness in Buddhism and Christianity. Each was approached from a Buddhist and a Christian perspective. An opening lecture addressed the theme “Modern Historical Consciousness and the Challenge to Religion.” In addition, eighteen research papers on Buddhist-Christian relations were given in parallel sessions on Friday evening and Saturday morning. These covered topics as various as the writings of Edmund Pezet (Pierre Gillet), Paul Knitter’s understanding of Buddhist-Christian double belonging (Achim Riggert), Keiji Nishitani and the death of God (Jonatan Navarro Estrada), the encounter of Zen Buddhism and Christianity in the works of D. T. Suzuki (Mariusz Rucki), Buddhist-Christian encounters by Han Yong Woon (Seung Chul Kim), and “Liberating the Conflict from ‘History’ in Sri Lanka” (Jude Lal Fernando).Perry Schmidt-Leukel (Münster, Germany), in the opening lecture, discussed [End Page 189] seven challenges that modern historical consciousness was posing to religion: the challenge of falsification (when historical evidence, for example, showed some doctrines cherished by believers were not taught by the founder), the challenge of uncertainty or methodological doubt, the challenge of methodological naturalism (should a natural explanation be considered more probable than a supernatural one?), the challenge of the distance between past and present, the challenge of change (religions are not static), the challenge of demystification, and the challenge of relativity (the writing of history is perspectival, conditioned by context). He stressed that it would be a blessing to religion if these challenges were faced and, throughout the conference, encouraged other speakers to face them.The first theme was tackled by Mark Blum (Berkeley, USA) from a Buddhist perspective and Jan-Olav Henriksen (Norwegian School of Theology) from a Christian perspective. In a magisterial historical and geographical survey of the Buddhist tradition, Blum first noted that no one had unearthed a traditional notion of Buddhist history in the early texts. The theme of decline and reformation had been taken from Indian cosmology, but with a Buddhist twist and the conviction that it was pointless to talk about beginnings. And in the growth of the Mahāyāna tradition, a dehistoricization of the Buddha had occurred in the belief that the Buddha’s dharma-body was his only “real” body.Henriksen argued that Christian salvation history had its origin in the narrative of the Fall, an event for which there was no historical evidence, and developed into a history of God’s call (election) to all people that they should be brought together in community. It was a history that was linked with the divine logos, a force that Christian theology has seen as deeply interwoven into creation from the beginning of time and that was made human in Jesus.Terrence Merrigan (KU Leuven, Belgium), giving a Christian perspective on the second theme, distinguished three quests or attempts to reach the historical Jesus. The first, from 1774 to 1906, sought to uncover the Jesus that had been obscured by dogma. It imploded with the realization that separating “core” from “myth” was impossible, and conditioned a reactive “no-quest” in the first half of the twentieth century. A “new quest” arose in the 1950s, initiated by Käsemann’s reaction to the theologies of Barth and Bultmann. A further quest that appealed to archaeology and the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 64.4 (2003) 599-618 [Access article in PDF] The "Herbert Butterfield Problem" and its Resolution Keith C. Sewell Dordt College Herbert Butterfield (1900-1979) 1 published The Whig Interpretation of History in 1931, a year after he became a Lecturer in the University of Cambridge. 2 He became Professor of Modern History in the university in 1944, the same year in which he published The (...) Englishman and His History. 3 This discussion addresses what J.G.A. Pocock referred to as das Herbert Butter-fieldproblem—that is, the problem of ascertaining the precise relationship between the arguments presented in these volumes. 4The Whig Interpretation of History of 1931 (hereafter, The Whig Interpretation) was a sustained critique of the motivation, methods and fallacious conclusions of the "Whig" practice of staging historiographical narratives anachronistically so as to produce a ratification of the present, or justification of a position currently espoused by the author. 5 The term "Whig," as Butterfield used it in 1931, referred to the nineteenth-century school of historiography that praised "progress," "protestantism," and "liberty" and that generally attributed the triumph of such principles to the beliefs and activities of generations of Whig politicians. 6 [End Page 599]The Whig Interpretation argued that the judgments concerning both progressive and reactionary individuals and movements in Whig historiography were anachronistic, in that they were based on general propositions held by the Whig historian in the present. To correct this error Butterfield argued that historiography should not be based upon any general propositions. Basing historiographical narratives on general propositions purporting to be of universal and unchanging validity was seen as inevitably placing them on an anachronistic basis. In The Whig Interpretation Butterfield required the historian to represent past "life itself " but to avoid doing so on the basis of a view or "interpretation" of past human experience and action. Historiographical narration should be free of any interpretative standpoint and equally open to any possible subsequent interpretation. For Butterfield "the historian carries us away from the world of general ideas. It is not for him to give a philosophical explanation of what happens in time and space"; "any history that he writes ought to be as capable of varied philosophical interpretation as life itself seems to be... the historian's explanation... is not a piece of general reasoning," and "if at any point we need further elucidation all that he can do is to take us into greater detail." 7 It seems appropriate to refer to this as Butterfield's "neutrality postulate." Butterfield subsequently used the term "technical history" to denote this methodological concept. 8As might be expected, such a neutrality postulate was replete with problems, however valid Butterfield's strictures towards Whig historiographical anachronism. How is the historian to abridge for the purposes of narration and explanation without interpreting? Butterfield argued that we are right to demand of the historian that "he shall not change the meaning and purport of the historical story in the mere act of abridging it." No theory should intrude. As the detailed complexity is abridged, there should be no loss of "the purport and tenor of the whole." 9 Abridgment was to be accomplished without interpretative perspective, even though sympathy and imagination are indispensable. 10 Such was Butterfield's prescribed antidote. Yet the exercise he recommended requires more than a specific statement of the concrete, the individual, and the particular. It also requires a general idea of the "meaning" of "the whole" that the historian is called upon not to distort. Indeed, Butterfield drew attention to the basis of his historical thinking when he asserted that while historical research does not provide proof of the existence of a providential order, it nevertheless provides evidence of how profound and mysterious are its workings. 11In The Whig Interpretation no attempt was made to reconcile the advocacy of a non-interpretative neutrality dealing exclusively with the individual, the [End Page 600] concrete and the particular, and Butterfield's actual belief in a providential order to which the historical process is subject. After 1931... (shrink)

This book examines the criticism that modern business schools face and how these obstacles have evolved throughout history. Through historical, resource, and professional school contexts, it sheds light on the operating environment of the business school and the challenges endemic to various university-based professional schools, exploring the likelihood that potential interventions will result in success or failure. Business schools are often accused of inhibiting the practice of business by producing research that is irrelevant and does not address (...) real concerns facing managers. This book investigates these accusations by outlining the historical values on which academic institutions are based, the resources and funding available today, and comparisons to other professional schools which undergo a similar level of scrutiny. This extensive coverage will help academics, administrators, faculty, and policy makers with the tools to understand better the ill-will towards business schools in today's university structure, and ultimately to deliver on the benefits they provide to stakeholders. (shrink)

One of Kant’s famous questions about being human asks, “What may I hope?” This question places individual life within an encompassing horizon of human history and speculates on the possibility of perspectives beyond death. In our time mortality is generally repressed, though the development of personal consciousness is closely linked to realization of one’s finitude. This raises especially urgent questions for children, and they are left to deal with them alone. From the time awareness begins, knowledge that death can occur (...) at any moment is one of the a priori determinants of being alive; that is, life is structured in advance by its future pastness. . According to Max Scheler, death reveals itself as a necessary and manifest constituent of all possible inner experiences in the life process. The cultural and individual interpretations of death’s meaning and consequences derived from this insight opened up an ample space for imagined possibilities of “continued existence,” which affected approaches to life. In our research project “Inochi – The Concept of Life after Death in Children’s Construction of the World. A German-Japanese Comparison,” carried out with German and Japanese research support, we examine concepts developed within the community of inquiry concerning “the individual’s afterlife” as soul, angel, animal, star, etc. In this we want to examine whether a globalized media environment leads to a cultural convergence in children’s ideas, and whether there are differences between views of girls and boys. Relevance of ideas about death is seen in the example of Japanese children who, believing in reincarnation chose “killing oneself” with relative frequency as a problem-solving strategy. Our contribution will present children’s imaginings using the drawings they created within this framework, since these can be interpreted as expressions of “narrative philosophizing,” especially for the Japanese children. Here we follow Mark Johnson who says” Human beings are imaginative synthesizing animals” . These imaginations make up a large part of our understanding, not just our beliefs, but rather our socially constructed way of being in and inhabiting a world. (shrink)

Recent crises in Europe and beyond have renewed a longstanding debate on the status and treatment of refugees. Hannah Arendt famously questioned the limits of universalistic human rights discourse based on the widespread phenomena of statelessness and displacement that emerged during and after World War II. In this paper, we analyze recent patterns of inclusion and exclusion of refugees in Italy through the lens of Arendtian narrative and theorizing. We consider three cases of interaction between families, schools, and other (...) public institutions in light of the shifting normative framework before and during the war in Ukraine. Two major insights emerge from this analysis. From a pedagogical point of view, the most promising educational practices with refugees are those centered on enabling their agency and corresponding experiences of "natality". From an ethical-political perspective, these practices highlight a latent tension between the universalistic scope of human rights enshrined in the human rights declarations and their structural dependence on the particular norms and procedures enacted by nation states. The understanding and teaching of human rights within our political communities is inseparable from the practices that engage with refugees. In this sense, our practices of inclusion and exclusion affect the understanding of national borders as a barrier or threshold with other political communities, but also the interpretation of our own ethical-political principles. (shrink)

Salafism is one of the most important issues of the last few centuries. There are intense discussions on the issues related to Salafism, its emergence, how it was first used by whom and in what sense. Discussions about Salafism are sometimes experienced in relation to whether this concept corresponds to a mentality or to a sect, and sometimes this phenomenon is brought up in relation to a number of important names that have taken place in the history of Islamic (...) thought. Ibn Taymiyya (d. 728/1328) emerges as the most frequently mentioned name in this context. Therefore, in this article, we have examined how Salafism/Salafiyya concept is used in the works of Ibn Taymiyya who is accepted as the theorist and the most powerful representative of Salafism. We have discussed the issue in a comprehensive manner by including the concept of Salaf, which is one of the most used concepts of Ibn Taymiyya. When we consider Ibn Taymiyya's use of the concepts of Salaf and Salafiyya, the concept of Salaf is seen to be used much more than the concept of Salafiyya. Thus, the concept of Salaf in the thought of Ibn Taymiyya refers to the Islamic society that lived in the early centuries and the conception of religion revealed by this society. The concept of Salafiyya, however, appears to have been used in a way that reflects a mentality and a way of thinking rather than a particular school or sect.Summary: Sects are human made structures that emerged with the institutionalization of differentiations in the conception of religion. The production of systematic theology and fiqh, the formation of its own literature, its dissemination and dissociation from other systems of thought are the most important turning points for the emergence of sects. One of the most important variables that determine the formation process of sects is the mentality of sect. It is known that the sects come into the realm of existence when the mindsets with the implicit reference system become visible. Therefore, there is a mentality on which every sect is based, but not every mentality has come to the point of being a sect. While some mentalities have influenced different sects in different shades, some of them have been confronted with only one sect.In fact, Salafism is one of the ways of thinking which is a mindset and it is a subject of important debates about whether it is a sect. Although the use of salafiyya is seen in the literature in the past, the fact that Salafism felt its existence as a kind of religion or mentality was realized in the 18th and 19th centuries. It is also known that the discussions about the definition of Salafism have started since these periods. From the second half of the 20th century, Salafism began to take a place in the agenda of both the Islamic world and the West. This has naturally led to efforts to define Salafism. Thus, Salafism is subjected to attempts to identify and associate with structures, such as denomination, ideology, religious understanding and mentality. In this direction, it is seen that Salafism is tried to be defined by establishing close link with the structures, such as Ahl al-Sunnah, Ahl-i Hadith, Hanbalism and Wahhabism or by reducing them directly to one of these structures. Thus, Salafism is sometimes backed up to the early stages of Islamic thought and sometimes associated with multilayered structures, such as the Ahl al-Sunnah, which embodies many political-mythic and fiqh structures.In line with the efforts of defining Salafism, it is also seen that many names that have had a say in classical Islamic thought or have been mentioned in modern times have been brought to the agenda. In addition to the names, such as Ahmad ibn Hanbal, Ibn Taymiyya, Ibn Qayyim al-Jawziyya, the names of Emir al-Saneyani, Muhammad ibn Abd al-Wahhab, Muhammad al-Shawkani, Shaykh Abdulaziz ibn Baz and Muhammad Nasir al-din al-Albani are frequently mentioned in this process. It should be noted that there is a special place of Ibn Taymiyya among these names. Ibn Taymiyya took the place of both in history of Islamic thought and Ahl al-Hadith-Hanbalite tradition and made a name for himself in the context of many subjects. It is claimed that Ibn Taymiyya, who was the theorist of the Hanbalite conception of religion, and the missionary of the New Hanbalism, was also the founding figure and the most important representative of Salafism. In modern times, most of those who declare ideas about Salafism place Ibn Taymiyya at the center of Salafism and present him as the founding name of this mentality. However, the question of what kind of relationship between the mentality called Salafism and Ibn Taymiyya's world of thought and religion is not the subject of academic studies. However, the works of Ibn Taymiyya, who is an author of a very velocity, should be analyzed from this point of view and all kinds of words about Ibn Taymiyya-Salafism relationship should be left behind this effort. Our study, which aims to fulfill this gap, was designed to explain topics, such as whether the concept of salafiyya was used in the works of Ibn Taymiyya, whether and how the past was used, and the extent to which the meaning attributed to the salafiyya coincided with the current Salafism. Understanding of the concept of the salafiyya in the works of Ibn Taymiyya depends on the explanation of how the term salaf was derived and used by Ibn Taymiyya. When the works of Ibn Taymiyya are scanned, it is seen that he used the word salaf much more than the word salafiyya. In fact, the word of salafiyya, which Ibn Taymiyya has rarely included, has been placed in some places in a way that refers to the meaning field of the word salaf. When we consider the use of the word salaf in the works of Ibn Taymiyya, we first see the generations who lived in the early historical periods of Islamic thought and the conception of religion which these generations have revealed. Other names that have taken place in the history of Islamic thought have similar opinions about the generation of the predecessors and the religious understanding of this generation. In other words, according to the general opinion of the predecessor, especially the first three centuries came to mind. However, it is seen that Ibn Taymiyya made some attempts to periodize both the generation of the predecessors and to define the understanding of religion of this generation. Nevertheless, Ibn Taymiyya could not provide a clear picture on this issue, and he occasionally contradicted his findings regarding his involvement in the predecessor generation. Nevertheless, he generally adopted generalizations and an attitude to limit the meaning of the predecessor to the first generations. The word salafiyya, which Ibn Taymiyya placed on the meaning of the word salaf, is used less compared to the word salaf and is given in more complete terms. This indicates that the main factor that influenced Ibn Taymiyya's salafi thought was salaf, not salafiyya as a systematic structure. These findings make it necessary to reconsider the claims of Salafism being a sect and it is being represented at the time of Ibn Taymiyya. (shrink)

ABSTRACT David Roberts’ History of the Present asks what comes after the grand narratives of European modernity. Progress is over, but without a past and with no assured future, the present remains in conceptual limbo. For Roberts, we are entering a new stage of a global cultural modernity marked by the end of European modernism. Taking a fresh look at the contested endings of the modern, Roberts suggests that an extended concept of contemporaneity might replace the (...) problematic dualism of past and present, modernity and post-modernity at the end of the twentieth century. This review article discusses Roberts’ argument with reference to the work of Budapest School members, Ágnes Heller and György Markus, with reference more broadly to seminal theorists such as Georg Lukács, Walter Benjamin, Theodor Adorno, Alain Touraine and Guy Debord, and to writers including Marcel Proust, Heinrich Mann, Aldous Huxley and Michel Houellebecq, in relation to the questions of cultural modernity. (shrink)

Jörn Rüsen is the preeminent German practitioner of "historics," or theory of historiography. Unlike his closest American counterpart, Hayden White, Rüsen places particular emphasis on the historical discipline. The emphasis is embodied in Rüsen's notion of the "disciplinary matrix" of historiography, which embraces five "factors": the cognitive interest of human beings in having an orientation in time; theories or "leading views" concerning the experiences of the past; empirical research methods; forms of representation; and the function of offering (...) orientation to society. Rüsen's account of the disciplinary matrix will remind some readers of the "hermeneutic circle." But Rüsen is far closer to Jürgen Habermas than to Martin Heidegger or Hans-Georg Gadamer, for, like Habermas, he emphasizes the authoritative role of universal rational science.The essay argues that Rüsen's notion of the disciplinary matrix is an important contribution to the understanding of historiography. Combined with his parallel conception of differing "paradigms" of historiography, it helps us to make sense of the history of historiography, and is useful for analyzing and commenting on present-day historiography. The essay also argues for a greater degree of pluralism than seems assumed in Rüsen's view. It suggests that in an age of diversity the rhetorical conception of "topic"--which provides questions to be asked rather than answers--is of special use, and it reinterprets Rüsen's disciplinary matrix in a topical direction. Rüsen rightly suggests that historics has a unifying function. The essay suggests that, given social diversity, only such reflective theory can unite the varied body of historiography. This is one of the reasons why historiographical theory is important now. (shrink)

The concept of marriage has undergone a transition presently when compared with the past. Norms, customs and traditions have also changed. Attitudes, choices and preferences of individuals contribute to these changes accompanied by education and modernization. Equality of women, social changes, and liberalized economy can be a few determinants contributing to the choices and preferences, yet fertility issues remain a nagging problem after marriage. The present trend highlights late marriages, and stress at home and works front for (...) both genders, contributing to instability in marriages. These being certain issues, on one hand, increase in divorce cases, maintenance and custody of children, single parenting is another set of challenges, on the other hand. Hence, marriages are also riskier and those who embark on this journey are the successful lot. This paper primarily aims to identify the perception of youth about marriage as terminologies such as “Live in relationships”, “Friends with benefits”, etc., are in vogue. Secondly, the objective of this paper is also to study if “mid-life crisis” in both the genders accompanied by emotional, physical and psychological issues can be the causal determinants for various issues in marriage. Thirdly, the paper aims to study the causal effects between marriage issues, family laws and the country’s economy as there is a direct nexus between the three forces using appropriate research methodology tools and techniques. (shrink)

The political make-up of the contemporary world changes with such rapidity that few attempts have been made to consider with adequate care, the nature and value of the concept of sovereignty. What exactly is meant when one speaks about the acquisition, preservation, infringement or loss of sovereignty? This book revisits the assumptions underlying the applications of this fundamental category, as well as studying the political discourses in which it has been embedded. Bringing together historians, constitutional lawyers, political philosophers and (...) experts in international relations, Sovereignty in Fragments seeks to dispel the illusion that there is a unitary concept of sovereignty of which one could offer a clear definition. This book will appeal to scholars and advanced students of international relations, international law and the history of political thought. (shrink)

Paradigms of historiography of philosophy in India have being changed since late 19th c. till present, depending on the social and cultural context of the history of Indian philosophy as a part of contemporary Indian culture. This change manifests itself in the conceptions of Indian historians concerning the teaching of Buddhist Mahāyāna school of Yogācāra (4th c. and later). Historians of colonial times, basing themselves on the philosophy of Neovedаntism (S. Radhakrishnan, S. Dasgupta), regarded Buddhism as a derivate (...) of late Vedic culture and Yogācāra as a teaching that reflected - though in an essentially transmuted form - the ideology of Upaniṣads. The latter, according to Neovedantists, was based on the postulate of the existence of the single cosmic soul - Brahman, the true human Self (Ātman) being identical to it. Historians of the late colonial and early postcolonial times (P.T. Raju, D.P. Chattopadhyaya, A.K. Chatterjee, partly also S. Dasgupta) brought Yogācāra closer to the teachings of European idealism, mainly to conceptions of G. Berkeley, G.W.F. Hegel, F. Bradley, J.E. McTaggart, trying to demonstrate a principal identity of fundamental problems in Indian and Western philosophy. At the same time, they brought Yogācāra together with the teaching of Brāhmaṇic school, Advaita Vedānta, regarded as another form of Indian idealism. In later times, following the evolution of contemporary Indian culture and changings in its social and political context, historians like D.J. Kalupahana became to analyze Yogācāra as a kind of philosophy of mind. All these facts show the dependence of strategies of historico-philosophical studies in India on its social, political and cultural context: in the Yogācāra teaching mainly those aspects call attention that a historian sees as the closest to the problematic field of contemporary philosophy. (shrink)

In developing an enactivist phenomenology the analysis of time-consciousness needs to be pushed toward a fully enactivist account. Problem: Varela proposed a neurophenomenology of time-consciousness. I attempt to push this analysis towards a more complete enactivist phenomenology of time-consciousness. Method: I review Varela’s account of time-consciousness, which brings Husserl’s phenomenological analysis of the intrinsic temporal structure of experience into contact with contemporary neuroscience and dynamical systems theory, and pushes it towards a more enactivist conception of consciousness. I argue that Varela’s (...) analysis motivates a closer examination of the phenomenological aspects of the intrinsic temporal structure of experience, understanding it in terms of an action-oriented embodied phenomenology in its most basic manifestation. Results: This fully enactivist phenomenology of time-consciousness continues the analysis initiated by Varela and remains consistent with but also goes beyond Husserl’s later writings on time-consciousness. Implications: This analysis shows that the enactive character of intentionality in general, goes all the way down; it is embedded in the micro-structure of time-consciousness, and this has implications for understanding perception and action. Constructivist content: This account is consistent with Varela’s constructivist approach to cognition. (shrink)

What one can say about the past, present and future of set theory depends on what one expects or at least hopes set theory will accomplish. In order to gauge the early expectations, I begin with a quote from the inaugural lecture in 1903 of my mathematical grandfather, the internationally known Finnish mathematician Ernst Lindelöf. The subject of his lecture was – guess what – Cantor’s set theory. In his conclusion, Lindelöf says of Cantor’s results: For mathematics they (...) have lent new tools and opened up new fields of research, they have thrown entirely new light on the foundations of analysis and brought clarity and order where there was only disorder and contradictions. Thus they have greatly contributed to the harmony that is the essence of mathematics, a harmony a grasp of which is the reward of mathematical research. (Quoted in Olli Lehto, Tieteen aatelia, Otava, Helsinki, 2008, p. 263) We can all agree with the compliments Lindelöf pays to set theory as an impressive specimen of mathematical research, including the theory of infinite cardinals and ordinals. But as far as the foundational role of set theory is concerned, in the perspective of the subsequent century his words read as an example of supreme historical irony. Far from bringing harmony into the foundations of mathematics, problems arising from set theory led to a schism between different schools of thought. Few mathematicians think of set theory as a tool for reaching new results outside set theory.. On the contrary, an interesting rich tradition called reverse mathematics takes significant mathematical results and asks what set-theoretical assumptions are needed to prove them. Set-theoretical paradoxes have greatly increased mathematicians’ concerns about contradictions instead of assuaging them. Many foundationalists would blandly deny that we have even now, more than a hundred years later, reached “clarity and order” about the foundations of analysis. What Lindelöf took to be the results of set theory thus were in reality so many hopes that set theory was expected to fulfill.. (shrink)

This volume features original essays on the philosophy of love. The essays are organized thematically around the past, present, and future of philosophical thinking about love. In section I, the contributors explore what we can learn from the history of philosophical thinking about love. The chapters cover Ancient Greek thinkers, namely Plato and Aristotle, as well as Kierkegaard's critique of preferential love and Erich Fromm's mystic interpretation of sexual relations. Section II covers current conceptions and practices of love. (...) These chapters explore how love changes over time, the process of falling in love, envy in romantic partnerships, and a new interpretation of grand-parental love. Finally, Section III looks at the future of love. These chapters address technological developments related to love, such as algorithm-driven dating apps and robotic companions, as well as the potential of polyamory as a future romantic ideal. This book will be of interest to researchers and advanced students in moral philosophy and social and political philosophy who are working on issues related to philosophy of love. (shrink)

In the 21st century, talent is dynamic, with workplaces being defined by diverse sexual orientations. In this context, a quantitative approach through the lens of a bibliometric technique of citation and co‐citation analyses was applied to study 456 publications on the topic of the transgender workforce from 1988 to 2022, and a co‐word analysis was used to showcase a visual representation of the concept. This research unravels significant lines of output; for instance, it assessed the publication efficiency of authors, (...) journals, institutions, and nations. We obtained three clusters, which are: multilayered workplace discrimination against transgender employees, policies and practices to support transgender employees in the workplace, and the multi‐level impact of negative workplace experiences on transgender employees. Given the volume of literature, it is difficult for bibliometric analyses to unearth the entire knowledge structure of the concept. Therefore, this study attempts to understand the knowledge structure of the transgender workforce from a quantitative perspective. In addition, this study draws from and integrates disciplines like sociology, management, and psychology. Lastly, this research discusses how the concept has evolved over the decade. (shrink)

Summary During the past decade, the cultural restorationist wing of the New Right has sought to impose its own anachronistic and sentimental conception of ?British culture? on schools and colleges. This conception, which is little more than a glib celebration of quintessential ?Englishness?, characterises the national culture in largely monolithic and ethnically undifferen?tiated terms. Concerned about the possible pernicious effects of educational policies inspired by such thinking, we present the findings of a recently completed ethnographic study of (...) 8?11 year?olds? conceptions of British national culture. Our paper considers the extent to which children's understanding of this complex form of collective identity may vary with age, and ethnicity. We conclude by exploring the implications of the findings for anti?racist and multicultural education. (shrink)

Zagorin presents a critique of F. R. Ankersmit's postmodernist philosophy of history as fallacious and opposed to some of the fundamental convictions and intuitions historians feel about their discipline. It questions Ankersmit's conclusion that the overproduction of historical writings and continuing generation of new interpretations has obliterated the past as an object of knowledge. It argues that Ankersmit's attempt, in accord with Hayden White, to aestheticize historiography and regard it as a linguistic construction indistinguishable from literature, must sever (...) it from its necessary grounding in reality and truth. It also rejects as groundless Ankersmit's claim to have deconstructed causality, and concludes that the postmodernist conception trivializes historiography and deprives it of its essential function in education and culture. (shrink)

The aim of the paper is to consider ontological views connected with mathematics and logic of main representatives of Lvov-Warsaw School of Philosophy. In particular views of the following scholars will be presented and discussed: Jan Łukasiewicz, Stanisław Leśniewski, Alfred Tarski, Tadeusz Kotarbiński and Kazimierz Ajdukiewicz. We shall consider also views of Andrzej Mostowski who belonged to the second generation of the school as well as of Leon Chwistek who was not directly the member of this group but whose conceptions (...) are of interest. (shrink)

How do historians, comparative linguists, biblical and textual critics and evolutionary biologists establish beliefs about the past? How do they know the past? This book presents a philosophical analysis of the disciplines that offer scientific knowledge of the past. Using the analytic tools of contemporary epistemology and philosophy of science the book covers such topics as evidence, theory, methodology, explanation, determination and underdetermination, coincidence, contingency and counterfactuals in historiography. Aviezer Tucker's central claim is that historiography (...) as a scientific discipline should be thought of as an effort to explain the evidence of past events. He also emphasizes the similarity between historiographic methodology to Darwinian evolutionary biology. This is an important, fresh approach to historiography and will be read by philosophers, historians and social scientists interested in the methodological foundations of their disciplines. (shrink)

This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War II, (...) mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey’s changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period. (shrink)

Form of Thought and Presentational Gesture in Karl Popper and E. H. Gombrich The paper deals with common elements and differences in Popper and Gombrich, especially concerning their forms of thought and presentational gesture. Among others it considers the model of common sense which was basal for both of them as well as the similarities of searchlight theory (Popper) and some postulates of Gestalt psychology (Gombrich). At the end it analyses their approaches to historiography with special focusing on Gombrich's (...) comments on the concept of social history of art. (shrink)

The late medieval discussion of 'nobility' (= nobilitas, dignitas) defined in philosophical terms (as opposed to other social notions like 'aristocracy'), produced a large number of writings, many of which are still unedited. Nevertheless, modern philosophical historiography (developed throughout the seventeenth century and reaching its first apogee with Hegel) has neglected the conceptual debates on nobility. Perhaps having assumed it to be a dead relic of the 'pre-illuminist' past, historians and philosophers understood 'nobility' as a non-philosophical issue and (...) so it still appears in contemporary scholarship. The first aim of this essay is to draw attention to this issue by presenting a sort of preliminary catalogue of the different types of conceptualizations of 'mobility'. By exploring the meanings and philosophical employment of the expressions 'bene nasci' and 'bene natus', this article also reveals a new aspect of the Aristotelian notion of magnanimity. (shrink)

The paper describes the conception of logic in Polish didactics authored by the Commission of National Education (KEN), an important educational institution of the European Enlightenment. Since the documents of the Commission refer to a vision of science presented by such influential works then as the Encyclopédie ou dictionnaire universel raisonné [Great French Encyclopedia], the paper compares the requirements from the Commission’s programmer with the encyclopaedic entries that entail logical problems broadly understood. It turns out that the Commission, following the (...) Encyclopédie, not only recommended a list of textbooks of logic but also shared its eclectic vision of logic. Although it is characteristic of modernity to take a relative approach to the importance of traditional logic, transformed into science on method, or literally an outline of epistemology, understood according to É. Condillac as a specific form of metaphysics, nevertheless some elements of logic were eclectically made valid. This logic, from the times of I. Kant, has been defined as formal logic. Practical logical skills were preferred to the knowledge of logical theories. At the same time attention was paid to the meaning of natural logical skills, and drills in logical reasoningwhen studying languages and mathematics. Despite preferences for the analytical method they also noticed the importance of synthetic method. It seems also that although the documents of the Commission do not say anything about the teaching of syllogistic issues, in didactic practice inspired by the Encyclopédie in the schools controlled by the Commission, the room was made to teach these problems. Condillac’s book was preferred in the schools controlled by the Commission, nevertheless, it was not, as in the case of other textbooks, a must on the reading list, an obligatory reading matter, therefore it was not published in Poland. The conception of logic presented by the Commission as modelled on the Encyclopédie managed to avoid the one-sidedness of Condillac’s approach, the approach that in fact eliminated the teaching of logic. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Origins and Foundations of Music Education: International Perspectivesed. by Gordon Cox and Robin Sydney StevensEva Verena SchmidGordon Cox and Robin Sydney Stevens, eds., 2ndedn., The Origins and Foundations of Music Education: International Perspectives(London: Bloomsbury Academic, 2017)The Origins and Foundations of Music Educationis a selection of papers, including an introduction and a conclusion, that provides historical information about the origin and foundation of music education in compulsory schooling (...) in eighteen countries from around the world as well as historical narrations up to the present based on this history. This approach follows the prevalent tendency within historical research to explain the present state of the art as a product of the past. The authors were asked to reflect on the implementation of music education in compulsory schooling in various contexts: political, economic, religious, and social. The chapters have been revised and complemented with the latest information. An additional noteworthy contribution is that the editors managed to include new writers so that the book can provide a wide range of viewpoints from countries in Europe, America, Asia, and Africa. Religious diversity, for instance as seen in Jewish and Muslim cultures, has been taken into account. Papers from Israel, Kosovo, Lithuania, and Turkey are the new additions as well as one chapter which is dedicated to Brazil. [End Page 220]This concept is based on the observation of the editors that the roots of music education have been seen predominantly in a national context, as is usually the case when dealing with educational topics. However, recently one can observe a gradual change that is due to globalization.The purpose of the volume is not only to deliver historical information but also to make a contribution to international and comparative music education. The editors express the hope that the book can encourage readers to deepen their international understanding and awareness of the origins and foundations of music education. The goal is also to look for a "successful music education practice in various countries." 1Unfortunately, the editors do not describe what "successful" means for them. Moreover, it is largely impossible to define in general what successful is because it depends on the particular goals one sets.If you undertake an international and comparative approach, you have to clarify potentially confusing terms. The editors define "international education" and "comparative education" according to the Danish scholar Frede V. Nielsen: international education "is concerned with issues of practice and implementation," 2whereas comparative education "aims to provide historical, philosophical or otherwise interpretative explanations of how two or more educational systems have developed, responded to and/or influenced societal change." 3At this point, it would have been more profound to argue the complexity of this approach. Sigrid Abel-Struth, for instance, deems information about other music education systems is not comparative music education. 4She states that the reports are rather "informative-political" than "methodical-scientific." 5Moreover, she refers to Edmund A. Cykler who says that comparative music education should not only collect information in terms of practical and methodical aspects but also compare [!] them systematically in historical, educational, psychological, and aesthetic contexts. 6According to Bernd Clausen comparative music education requires that the researcher has to be conscious of being ethnocentric, that is Eurocentric. 7For him, comparative music education helps to reflect on the use of terms and practices and at the same time to widen the horizon for various solutions to problems. 8He also sees the necessity to reflect on one's own capacity during the process of analysis and description 9because researchers adopt an attitude or a point of view which is influenced by their cultural socialization. 10Unfortunately, these kinds of methodical reflection are missing throughout the collection. As the editors mentioned, the authors were asked not to include their opinions about the facts in the texts. However, a reflection on their own subjectivity and the research circumstances would have greatly helped readers to understand how the facts have to be seen and evaluated. One does not gain [End Page 221]objectivity when one leaves out the genesis of the facts as well as the intention of the researcher in... (shrink)

The following pages, which deal with the pre-history of the concept of history from Homer to Herodotus, first propose to decenter and historicize the Greek experience. After briefly presenting earlier and different experiences, they focus on three figures: the soothsayer, the bard, and the historian. Starting from a series of Mesopotamian oracles , they question the relations between divination and history, conceived as two, certainly different, sciences of the past, but which share the same intellectual space in the (...) hands of the same specialists. The Greek choices were different. Their historiography presupposes the epic, which played the role of a generative matrix. Herodotus wished to rival Homer; what he ultimately became was Herodotus. Writing dominates; prose replaces verse; the Muse, who sees and knows everything, is no longer around. So I would suggest understanding the emblematic word "historia" as a subsititute, which operates as an analogue of the omnivision of the Muse. But before that, Herodotean "invention"- the meeting of Odysseus and the bard Demodocus, where for the first time the fall of Troy is told-can be seen as the beginning, poetically speaking at least, of the category of history. (shrink)

We investigate the concepts of past, present, and future that build upon a modal distinction between a settled past and an open future. The concepts are defined in terms of a pre-causal ordering that is determined by the qualitative differences between alternative possible histories. We look what an event’s past, present, and future look like in the so-called Minkowskian Branching Structures, one in which histories are isomorphic to Minkowski space-time.

In lieu of an abstract, here is a brief excerpt of the content:Jacob Burckhardt, Religion, and the Historiography of “Crisis” and “Transition”Thomas Albert Howard*A great historical subject, the representation of which should be the high point of a historian’s life, must cohere sympathetically and mysteriously to the author’s innermost being.Jacob Burckhardt 1If you are to venture to interpret the past you can do so only out of the fullest exertion of the vigor of the present: only when (...) you can put forth your... qualities in all their strength will you divine what is worth knowing and preserving in the past.Friedrich Nietzsche 2The renowned nineteenth-century Swiss-German historian Jacob Burckhardt (1818–97) was a masterful historian of crises and transitional periods. Two of his major works, The Age of Constantine the Great (1852) and The Civilization of the Renaissance in Italy (1860), bear out this claim. In his Constantine Burckhardt deals with the transition from late pagan antiquity to the early Christian Middle Ages, and in his more famous Renaissance he deals with the transition from the late Middle Ages to the beginnings of secular modernity. In the [End Page 149] latter, as is well known, he established one of the most compelling and creative theses in the history of modern historiography, virtually creating the “idea of the Renaissance” that has long influenced both scholarly and popular conceptions of that period. 3What elicited Burckhardt’s interest in crises and transitions in general and in these two periods of crisis and transition in particular? In this article, I shall argue that there is a strong relationship between Burckhardt’s own historical experience in the early and mid-nineteenth century and his choice of subject and mode of analysis in these two monumental works. In theoretical terms one observes a “dialectical” form of objectivity in the execution of Burckhardt’s historiographical tasks: a structural affinity or kinship between subject (Burckhardt, his historical experience) and object (late antiquity, Renaissance) predisposes Burckhardt to his theme/argument and thus provides a key to understanding the genesis and the character of insights that he offers in these two works. 4 To establish this point I shall focus on the category of religion, on Burckhardt’s own experience of questions of religious truth and skepticism in the nineteenth century, and on his treatment of religion in these two works.The Young Jacob Burckhardt and ReligionReligion is a crucial but often neglected aspect of Jacob Burckhardt’s thought. 5 Like a number of nineteenth-century German intellectuals, Burckhardt was a Pfarrersohn, a “pastor’s son.” 6 He grew up in a profoundly conservative Protestant environment in Basel, nicknamed “pious Basel” for its dogged resistance to the “ideas of 1789” and for its earlier heritage of Reformation and pietist religiosity. During Burckhardt’s youth in fact, his father was a children’s minister and head-deacon (Obersthelfer) before becoming in 1838 the city cathedral’s Antistes, the highest and most prestigious ecclesiastical office in Basel. In short, as his biographer Werner Kaegi has noted, Burckhardt’s early [End Page 150] upbringing and education were strongly shaped by the world of his father, a world of “old Protestant piety.” 7Following his father’s example, Burckhardt started out on the clerical track, studying theology at the University of Basel. However, during his Theologie-studium (1837–39) he experienced a profound crisis of faith brought on by an encounter with German historical biblical criticism and liberal theology represented in the person of W. M. L. de Wette (1780–1848). A radical theologian and biblical scholar, de Wette had wound up in Basel in 1822 after being dismissed from the University of Berlin for holding views considered heterodox and politically threatening by the conservative Prussian government. 8 In a letter to his friend Johannes Riggenbach written in August 1838 Burckhardt tells how de Wette’s critical theology had unseated his faith. “In my eyes,” Burckhardt wrote,de Wette’s system grows in stature every day; one simply must follow him, there is no alternative; but every day a part of our traditional church doctrine melts away under his hand. Today, finally, I realized that he regards the birth of Christ simply as a myth... (shrink)

The present study has two goals: to explore elementary students’ understanding of evidence and the ways they deploy it to construct arguments, and to examine whether eliciting their concept of evidence during argumentation improves students’ evidence-based reasoning. Individual semi-structured interviews were conducted with 4th and 6th graders in a public school in Mexico. We found significant differences between groups regarding the concept of evidence, with better performance in the older group. A positive correlation between the concept (...) of evidence and the quality of evidence-based reasoning was found. Also, three performance profiles were observed after eliciting the concept of evidence when grade was excluded as a factor. Results suggest that the concept of evidence plays an essential role in developing argumentative competence in pre-adolescence. (shrink)

This book investigates how, from the seventeenth century onward, philosophers, philologists and historians described various world "cultures", colonized the past (or national pasts), and thus invented Europe's philosophical nature. In the recent past, critical discussions concerning notions such as "cultural area" and "area studies", as well as their relativizations by means of conceptions that avoid splitting clearly identified areas (inter alia, "third space", "hybridity", "diaspora", or "cosmopolitism"), drew attention to the long history of cultural territorialization. This book attempts (...) to open the history of philosophy to reflexive and globalizing tendencies elaborated in the field of "world history". From the seventeenth century onward, in both modern Europe and North America, historical sciences - notably philosophical historiography and cultural history - colonized both the past (or national pasts) and the "rest" of the world. The contributions gathered in the present volume address both phenomena to the extent that they have been linked with modern historicization of philosophy, sciences, and culture. (shrink)

Over the past few decades, the work of Georg Simmel (1858–1918) has again become of interest. Its reception, however, has been fairly one-sided and selective, mostly because Simmel’s philosophy has been bypassed in favor of his sociological contributions. This article examines Simmel’s explicit reflections on the nature of philosophy. Simmel defines philosophy through three aspects which, according to him, are common to all philosophical schools. First, philosophical reasoning implies the effort to think without preconditions. Second, Simmel maintains that (...) in contrast to other sciences, only philosophy is oriented toward constructing a general view of the world. Third, Simmel claims that philosophical work worthy of the name creates a sphere of a typical way of being in relation to world, a third sphere that is between the personal and the objective. According to Simmel, what has made philosophy’s eminent figures great is that they have advanced a type of thinking and developed it into a particularly interesting form, and this type can still correspond with the way we experience the world. It is significant that these three aspects through which Simmel defines philosophical activity emphasize the forms of questioning, not the contents or objects of thought. Still, he thinks that an interaction with concrete examples is always required in order to make philosophy a meaningful activity. This stance is reflected in the wide variety of topics studied by Simmel himself. In his last works Simmel began to emphasize another aspect of philosophy, its nature as a living movement of thought related to fundamental human limitedness: just as life itself ceaselessly reaches beyond its present form, so philosophy constantly strives to overcome the preconditions of thinking. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Past, Present—and Future Perfect?Taking Psychiatry Beyond Its Single Message MythologiesK. W. M. Fulford (bio)I am grateful to John Sadler and his colleagues for their generous invitation to contribute to this collection marking Philosophy, Psychiatry, & Psychology (PPP)'s thirtieth birthday. True to our editorial tradition of "no nonsense" publishing, the "ask" was a reflection on PPP's past, present and future, limited to 500 words. In fact, (...) one word does it for me—collegiality.Collegiality was our watch word from the start. I still treasure a group photo taken at an early pre-meeting of the Association for the Advancement of Philosophy and Psychiatry (AAPP) convened by Michael Schwartz at his home in 1992, when, among other initiatives, PPP was conceived through transferring our then-nascent journal proposal from a small British publishing house to its current international publisher, the Johns Hopkins University Press. Michael and I had met earlier by phone when he had called the Royal College of Psychiatrists in London to enquire about its recently launched Philosophy Group and (by mere chance) I happened to be standing next to the person who took the call! PPP, with John and myself its founder editors, was subsequently born as, and has remained, a joint venture between our two groups: and Peter Zachar's recent initiative in building closer links with the International Network for Philosophy and Psychiatry (INPP) has taken us an important step towards the vision shared by Michael, John and myself that PPP should grow to reflect and represent a global open society of philosophy and mental health.As a pointer to the future, this global open society was no mere utopian vision but a joint commitment to what we conceived as a necessary ambition. Contemporary disenchantment with the repeated failures of translation of current narrowly empirical models of psychiatry, points to the truth of our German colleague, Paul Hoff's, characterization of the history of psychiatry as a history of serial collapses into single message mythologies. This disenchantment might seem to offer an opportunity for colonial expansion of philosophy into psychiatry (a re-assertion, perhaps, of phenomenology?). But PPP was born out of the "decade of the brain" and has remained throughout an ally of, not competitor to, the neurosciences. [End Page 3] So, while it is true that, with Peter's initiative, and with editorial and other innovations introduced by John, PPP is actively extending its reach (to new areas of philosophy, and to new voices, informed notably by experience as well as by training), this expansion remains a collegial not colonial enlargement of the field. I need hardly point to the challenges presented by the inclusive ambitions of such enlargement (not least to maintaining the highest standards of editorial and peer review). But PPP's collegiality provides the foundation for the work needed to deliver on these challenges. Even if imperfectly realized, this collegiality will help to take us beyond the single message mythologies by which our discipline has too long been hobbled. [End Page 4]K. W. M. Fulford K.W.M. (Bill) Fulford is a Fellow of St Catherine's College and Member of the Philosophy Faculty, University of Oxford; Emeritus Professor of Philosophy and Mental Health, University of Warwick Medical School; and Founder Director of the Collaborating Centre for Values-based Practice, St Catherine's College, Oxford (valuesbasedpractice.org).Copyright © 2023 Johns Hopkins University Press... (shrink)

_Expanding Curriculum Theory, Second Edition_ carries through the major focus of the original volume—to reflect on the influence of Deleuze and Guattari’s concept of "lines of flight" and its application to curriculum theorizing. What is different is that the lines of flight have since shifted and produced expanded understandings of this concept for curriculum theory and for education in general. This edition reflects the impact of events that have contributed to this shift, in particular the logic of school (...) policy changes and reforms in the past decade, and the continued explosion of social media and its effect on the collective understanding of how both "knowledge" and "education" work as forms of repression. The introduction updates the text and puts it into current debates in the field and in the larger socio-economic milieu. New dis/positions are presented that explore central questions circulating within and outside curriculum studies. Exciting scholarship on a range of topics includes notions of desire and commodities, youth culture and violence, new directions in curriculum theory, Eco-Ethical consciousness, new Deleuzian views of normality, the diffusion of technology and lines of flight in transnational curriculum inquiry. (shrink)

In this review article we describe the current scope, methods, and contents of medical ethics education in medical schools in Western English speaking countries (mainly the United Kingdom, the United States, and Australia). We assess the strengths and weaknesses of current medical ethics curricula, and students’ levels of satisfaction with different teaching approaches and their reported difficulties in learning medical ethics concepts and applying them in clinical practice. We identify three main challenges for medical ethics education: counteracting the bad (...) effects of the “hidden curriculum,” teaching students how to apply ethical knowledge and critical thinking to real cases in clinical practice, and shaping future doctors’ right character through ethics education. We suggest ways in which these challenges could be addressed. On the basis of this analysis, we propose practical guidelines for designing, implementing, teaching, and assessing a medical ethics program within a four-year medical course. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Significance of Music for the Moral and Spiritual Cultivation of VirtueDavid CarrIs There any Virtue in Music?Given its time-honored place, along with other arts, in many if not most past and present school curricula it would seem that at least some forms of music have been widely credited with educational value. Beyond the general association of music with high culture and, notwithstanding the evident discipline involved (...) in learning to play musical instruments, however, it is less clear what sort of value this might be. Despite the considerable ethical complexity of much art and the vexed nature of any relationship between the moral and the aesthetic, one may clearly regard very many works of literature, much representational painting, and even some dances as having some moral educational significance. That said, it may be less clear how other arts or art genres—such as music or abstract painting—could be said to have much significant moral import or content (as well as being unreasonably procrustean to insist that they should). Indeed, recalling the well-known point of Richard Peters about the inherently normative character of the concept of education—that it would be hard to regard a man as educated [End Page 103] who had not in some sense been made 'better'1 —one way of posing the present question might be to ask whether, regardless of its potential for pleasure, there is much if any real virtue in music?Plato and Scruton on Music and MoralsThere is, to be sure, a long tradition of reflection on the moral implications of music, and questions about the effects of music on moral development and character are of course raised in several Platonic dialogues. Thus, in one part of the Republic, Plato explores in some detail what he takes to be the effects on character of the various Greek musical modes, arguing for the moral superiority of those that foster courage and self-discipline over those that promote sensuality and self-abandon.2 Such claims also seem mostly consistent with a general Platonic aesthetics that precludes any role for the arts beyond service to a strict morality of individual self-control and social order. There are also, however, other sections of the Republic in which Plato envisages another softer role for music (broadly construed to include also literature and poetry) as a counterbalance to an excess of physical education, which can produce "savagery and hardness."3 Still, to whatever extent Plato might here be trying to have his case and eat it, his explicit claim that only the Dorian and Phrygian modes are suitable for moral consumption are probably more consistent with the broad drift of Platonic aesthetics. Generally, Plato's view appears to be that music—in the narrower rather than broader (Greek) sense—is a kind of ordered affect-charged auditory experience, that some forms of musical order are more conducive to the harmony or balance of the soul than others, and that a healthy human soul or character should in some way reflect the harmony of appropriate or approved forms of music.Although the logical and/or psychological status of such bygone claims is far from easy to evaluate, something of the spirit of Platonic thought on music and virtue seems discernible in more recent writings on the philosophy of music. Thus, Roger Scruton's case for the musical and moral superiority of serious classical works over much latter day popular music would appear to rest mainly on considerations relating to the greater structural order, organization, and complexity of the former over the latter.4 Like Plato, Scruton would seem to regard musical form, order, and organization as directly linked to emotional discipline, so that whereas the classics may be expected to cultivate ordered passion and sensibility, the unmelodic, discordant, and rhythmically unsubtle sounds of much modern popular music can only be expected to engender crude, disorganized, and uncontrolled feelings. Scruton makes much of the decline of dance under the influence of such contemporary musical anarchy, as precisely exhibited in the abandonment of conventions governing the control, for individually and [End Page 104] socially significant purposes, of physical gesture and bodily movement. Hence, although Scruton... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] by Irmgard MerktBeatrice McNamaraIrmgard Merkt, Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] (Regensburg: Conbrio, 2019)Irmgard Merkt, a German music education scholar, is a pioneer of intercultural music education with regard to the development of the concept Schnittstellensansatz, literally “interface approach,” (...) as an initial concept of intercultural music education in the 1980s. Her book Musik–Vielfalt–Integration–Inklusion: Musikdidaktik für die eine Schule [Music–Diversity–Inclusion–Integration: A New Philosophy of Music Education for an Inclusive School] is a new philosophy of music education for schools, in which children and young people with and without disabilities as well as children and young people from the most diverse milieus and cultural backgrounds share a learning space.1 Merkt advocates for a broad concept of inclusion that refers both to the inclusion of children with different skills and abilities on a physiological and psychological level along with the integration of pupils from different cultures of origin. The overriding goal for the author is recategorization,2 which makes the terms “common school,” “school for all” or “inclusive music instruction” obsolete and which allows pupils to attend a kind of school and a kind of music education [End Page 187] that is inherently inclusive. Merkt even goes as far as promoting the dissolution of subject-specific margins of music education and establishing an omnipresence of music in everyday school life instead.3 However, I think it should be pointed out that completely dissolving or dismissing music education into interdisciplinarity or integrating music education into subject groups such as Aesthetic Education,4 would be compliant with attempts made on the level of educational policy in order to reduce the quantity of qualified music teaching within the curriculum.5 Nevertheless, Merkt’s critique of the German school system is nothing short of appropriate in view of the prevalent system-immanent character of exclusion as the recent Programme for International Student Assessment-report of 2018 reveals.6 Furthermore, it is essential to draw conclusions as to the extent to which music instruction can do justice to the diversity of the student body, both on an integrative and on an inclusive level.The first chapter of Musik–Vielfalt–Integration–Inklusion offers an overview of past and present viewpoints on the topic of inclusion. Ensuing, the second chapter outlines the evolution of music education and teacher training in view of students with special needs. Chapter Three focuses on integration, Chapter Four traces the lines of development in the field of intercultural music pedagogy, while in Chapter Five Merkt advocates an encompassing culture of recognition in which educators, learners, and different music cultures are acknowledged to an equal extent. In Chapter Six the author delves into the very beginning of music and its coincidence with the evolution of humanity from homo sapiens to homo musicus through the lens of science and musicology. The seventh chapter of the book constitutes a synopsis of the main ideas which are then amalgamated into the concept of “Mit einer Frage um die Welt” [around the world with one question].A key tenet of Merkt’s publication is decategorization. The term inclusion, going back to its Latin origin of inclusio or includere is bound to the existence of its antonym exclusion. Despite endeavors nowdays to reverse the term’s meaning from reclusion to all-embracing,7 efforts to establish inclusion would not be necessary without exclusionary preconditions. On a terminological level, the expression inclusion implicates that there is an existing dualism between an inclusive or enclosed in-group and an exclusive or excluded out-group. This close and inextricable linkage between the existence of inclusion and exclusion, shows the importance of Merkt’s endeavor of highlighting efforts and development of decategorization, both on a terminological and legislative level, as well as on the ideological level. She is portraying concepts of thinking and acting in view of disability as a recurring process of progression and regression in reference to exclusionary... (shrink)

This book gathers the latest advances in the field of history of science and technology, as presented by leading international researchers at the 8th International Symposium on History of Machines and Mechanisms (HMM), held in Ankara, Turkey on April 18-20, 2024. The Symposium, which was promoted by the permanent commission for the History of Machine and Mechanism Science (MMS) of IFToMM, provided an international forum to present and discuss historical developments in the field of MMS. The contents cover all (...) aspects of the development of MMS from antiquity until the present era and its historiography: modern reviews of past works, engineers in history and their works, the development of theories, history of the design of machines and mechanisms, historical developments of mechanical design and automation, historical developments of teaching, the history of schools of engineering, the education of engineers. The contributions, which were selected by means of a rigorous international peer-review process, highlight numerous exciting ideas that will spur novel research directions and foster multidisciplinary collaborations. (shrink)

Pragmatic genealogies seek to explain ideas by regarding them, primarily, not as answers to philosophical questions, but as practical solutions to practical problems. Here I argue that pragmatic genealogies can inform the formation of philosophical canons. But the rationale for resorting to genealogy in this connection is not the familiar one that genealogy renders the concepts of the present intelligible by relating them to the concerns of the past—the claim is rather the reverse one, that genealogy renders the (...) concepts of the past intelligible by relating them to the concerns of the present: past thinkers can be made to speak to us by revealing how their ideas tie in with our concerns, in the sense of helping us to remedy practical problems we still face in some form. (shrink)

The present study investigated the mediating role of conceptions of learning in the relationship between metacognition and academic outcomes among middle school students. The self-report ‘Learning Conceptions Questionnaire’ (LCQ) and ‘Metacognitive questionnaire on the method of study’ (QMS) were administered to 136 middle school students and their academic outcomes were collected. Correlation analyses revealed that within metacognition only self-assessment was positively correlated with academic outcomes. Mediation analysis indicated that a conception of learning as internal attribution of success and failure (...) was significantly involved as mediator in the relationship between metacognition and academic achievements. The present study permitted to advance our knowledge about the relationship between metacognition and academic achievements and it opened the way to practical implications. (shrink)

The article is based on an analysis of the works of the French historian Pierre Nora, who, trying to find a "true" history, comes to the opposition of history and memory. Outright political agitation and national imperatives are dominated in History, therefore history cannot be correct and objective. Instead of history, the philosopher believes, we should focus on the right memory. But when memory itself has been torn apart, it can only exist on the basis of "memory places" - mnemonic (...) places. The power of memory is preserved now in the places of memory that accumulate and preserve history. Places of memory have lost their physical or geographical meanings. Meaning and sense are made places of memory, important place for history. Due to the nature of the memory places, the multiplicities of their interpretations are the normal. And the past, therefore, became a poly semantic space, focused on the co-presence of many different versions of the interpretation of the same memorial structures (monuments, historical facts and events, texts of the past). Contrasting memory and history, P. Nora concludes about "the tyranny of memory (it is reminiscent of Reeker's statement). In his opinion, at any moment the memory is ready to lift history under itself, to "memorize" it, it deeply and dangerously distorts the meaning of words. Precisely because there is no collective memory, the places of memory appear that designed to compensate for its absence. When the space of memory disappears, mnemonic places appear. It is through mnemonic places (places of memory) as spaces that provide access to traditions, Nora moves from the present to the past. But the noble goal of finding the truth, of recreating traditions, has turned into honoring memory for political purposes, where the past has become the rhetorical construct of the present. Hence, the perception of truth is changing. Now, the truth is not in the "factuality" of the data, but in their "relevance". In the end, Nora makes a rather devastating conclusion for history- that the past has lost its meaning, the present historical consciousness gives meaning to all possible and valid versions of the past, and that official memory (politics of memory) is associated with practices of selective forgetting or memory. (shrink)

The study of social, ethical, and political issues from a naturalistic perspective has been pervasive in social sciences and the humanities in the last decades. This articulation of empirical research with philosophical and normative reflection is increasingly getting attention in academic circles and the public spheres, given the prevalence of urgent needs and challenges that society is facing on a global scale. The contemporary world is full of challenges or what some philosophers have called ‘existential risks’ to humanity. Nuclear wars, (...) natural and/or engineered pandemics, climate change, global totalitarianism, and emergent technologies, are some of the challenges mentioned by many authors devoted to the study of long-term potential risks for the survival of the human species. However, while there are many reasons to be a pessimist about the future of humanity, there is also a lot of ink wasted in showing that the world today is far better than we had in the past and also that there have been many instances of social and moral progress in the last centuries. Some authors have even claimed that “we have made more progress over the last 100 years than in the first 100,000”. According to ‘our world in data’, some of the most relevant advances of humanity in the last centuries have to do with the reduction of poverty and/or inequality, better health and security, the decline of violence and war, and the development of democracy and institutional mechanisms to guarantee individual freedom and rights. Yet, there is a more concrete concern that our world faces nowadays, and requires a particularly detailed analysis. In a few words, the advance in information and communication technologies, the huge volume of people migration because of prevalent instances of global inequality, and the reality of an interconnected world that just mirrors an extensive history of massive human intergroup relations open the question about the feasibility of social and moral progress in the contexts of diverse, multicultural, and unequal societies. This makes it crucial to reflect not only on whether human societies may keep advancing on a path of social progress, but how this can be achieved by addressing the challenges of inequality and potential intergroup conflict. This concern closely relates to the further consolidation of democratic values and the achievement of a more generalized consideration of the equal moral value of human individuals far from group, ethnic, or collective distinctions. This vision of progress follows the moral convictions that have been considered right and worthy to be pursued by most ethical theories explored by philosophers and social scientists so far. This work aims to contribute to the study of the mechanisms and feasibility of social and moral progress grounded on the precept of human equality and is guided by the idea that social and moral progress in a plural world requires the accomplishment of a more democratic and tolerant society. These forms of progress have already been defined by philosophers Allen Buchanan and Russel Powell as inclusivist forms of moral progress. According to these authors, inclusivist moral progress is featured by the transformation of moral judgments, motivations, and norms guided by the rejection of “group-based restrictions on moral standing and moral status” (2018). The work of Buchanan and Powell is fundamental for the argumentation developed in this work since they have pioneered a more complex debate in the field of evolutionary social sciences and philosophical anthropology. In brief, these authors have inquired how human nature, conceptualized by the advances in evolutionary thinking and the empirical sciences, is related to our moral convictions and the possibilities that we have to establish certain forms of social and moral progress. The work of Buchanan and Powell contributes to the debate on moral progress by incorporating empirically-informed concepts and arguments. With this objective in mind, they develop their discussion around a generalized tension between exclusivist and inclusivist forms of moral progress. This tension revolves around the question of whether and to what extent human moral concerns, motivations, and norms, are limited or bounded by social identities, group thinking, or collective values. This question is at the center of this work. In other words, I aim to answer whether and to what extent the nature of our social and moral cognition hinders or enables the development of inclusivist forms of morality and moral progress. As I mentioned so far, the distinction between exclusivist and inclusivist forms of morality has a practical implication and facilitates the reflection on the mechanisms and feasibility of concrete forms of progress based on the precept of human equality, which is the road to progress that we should follow according to most ethical theories. The distinction between exclusivist and inclusivist morality is not used here as a form of summarizing highly divergent descriptive approaches to morality, but as a way to address the practical implications of morality research, particularly around the question of the feasibility of social forms of progress based on the precept of equality and tolerance. My objective then has less to do with offering a conceptualization of human morality or with the proposition of a new ethical perspective. Instead, I aim to identify, from an empirically informed perspective, what enables the achievement of egalitarian forms of social progress, to subsequently offer a normative reflection about what we should do if we want to accomplish such inclusivist forms of progress. This task is of great relevance, having in mind that some theoretical proposals on the matter have claimed that human prosocial behavior and morality are constrained by exclusivist fixed tendencies as a product of our evolutionary history. According to these views, human morality is a group-centered cognitive and behavioral expression that has severe limits in its scope and extent, which hinders in the end the emergence of inclusivist forms of moral concerns and behaviors. These claims align with the philosophical intuition about the ‘dissociation of empathy’, or the fact that human individuals tend to express empathy and sympathy preferably for members of their group whereas their empathic and moral concern and recognition for outgroup individuals tend to be reduced or eliminated in real-life social interactions. Multiple theorists have expressed, however, that these assumptions are wrong for empirical and philosophical reasons, which results in a serious challenge to the conception of human morality as exclusivist by nature. Furthermore, simple intuition and practical experience constantly show us that human individuals can develop and endorse a broad spectrum of moral considerations and adopt an arguably inclusivist stance concerning the kind of persons or agents that deserve moral concern. Moreover, and adopting a historical perspective, the expansion of cultural and commercial exchanges, the consolidation of democracy, the development of welfare states, or the emergence of institutions based on the concept of universal human rights, have partially driven human progress based on the impartial concern for the well-being of persons. These historical instances of cultural evolution and institutional design have shown that it is feasible to promote behaviors and attitudes grounded in impersonal prosocial and inclusivist principles. This optimistic perspective, however, still begs the question of the exact relationship between social, cultural, and historical contexts, and the emergence of certain behavioral expressions of inclusivist morality. This is crucial since a great number of human individuals around the world still do not make part of these instances of social progress, and some authors have suggested that such instances of social and moral progress are particularly favored by the contexts of the WEIRD world, that is the world of Western, Educated, Industrialized, Rich, and Democratic societies. Some of these approaches consider moral inclusivity a ‘luxury good’ and follow the ‘dependency thesis’ according to which the expression of moral inclusivity depends on the presence of very concrete material conditions that trigger inclusivist and impersonal prosocial tendencies that human beings are not able to express in threatening contexts without physical security. This thesis is problematic for various reasons and has led to incomplete explanations about the enabling and causal factors of inclusivist moral progress, as well as unsatisfactory suggestions about what we should do to foster the accomplishment of more generalized instances of progress based on inclusivist concerns. In an attempt to contribute to this debate, the main objective of this thesis is to offer an alternative proposal about the nature of human morality and a more detailed reflection on what we should do if we want to further accomplish such instances of progress. More precisely, this work adopts a particular developmental and constructivist vision of human morality to answer the question of how feasible it is to reach generalized forms of social progress based on the precepts of moral inclusivity. Furthermore, it offers some ideas about what are the most adequate and favorable conditions to foster such progress both at the individual and the collective level. At this point, a preliminary clarification of some starting points is necessary. In the first place, and contrary to what other authors have proposed when debating moral progress from an empirically-based approach, my perspective adopts a radical developmental and constructivist perspective, following particularly the conceptual and empirical ideas of the social-domain theory in moral psychology. From this perspective, morality is a domain of normative and social knowledge that develops and emerges in human interactions. Moral concerns, judgments, and norms are not only the result of the expression of innate adaptive intuitions, nor the product of social conformity and a simple process of mirroring the normativity that communities have established to organize their social life. Human individuals, instead, construct moral concerns and judgments during their situated interactions. More specifically, the constructivist tradition claims that we need to research how moral concerns, judgments, and reasons emerge in social interactions and how human beings construct the content of their moral knowledge in the first place. Based on these ideas, morality is defined here as the result of a constructive process through which human individuals, by the means of constant interactions on a background of mutual respect and recognition, develop evaluative concerns about how we ought to treat others, and how to ‘care’ and ‘respect’ others’ well-being, needs, and vulnerabilities. This developmental-constructivist theory of human psychology contributes to an alternative understanding of the origins of moral variability and informs a very particular normative stance about the most desirable contexts needed for the urgent accomplishment of inclusivist forms of morality in contemporary societies. This is so given that the very same definition of morality adopted presupposes the feature of inclusivity. The main objective of this work is then to argue, based on a developmental perspective, what are the most favorable conditions to foster the development of moral inclusivity and what we should do to accomplish concrete instances of moral progress that truly help us to overcome our most urgent moral challenges. The whole thesis is organized as follows. In part I, I show how received visions about human social evolution have informed conceptions of morality as an adaptive function evolved to solve the challenges of cooperative life. Based on these assumptions, some theories argue that human morality is limited by the boundaries of group thinking, and always obeys the mandates of collective interests and the will of the majority. However, this conception has problematic implications from a normative and ethical perspective. The aim of Chapter 1 is to present this introductory debate in detail. In chapter 2, I consider a relevant amount of scientific evidence that helps to consolidate a more optimistic and inclusivist perspective about the starting conditions of human prosocial behavior. Later, I will summarize some ideas offered to explain the possible evolutionary mechanisms that led to the consolidation of these inclusivist capacities. However, I will also show how evolutionary theories that share the same adaptationist foundations but initially seem relevant to explain the feasibility of moral inclusivity, result incomplete when considering the complexity of moral behavior and its ethical implications. Part II is devoted to presenting a developmental alternative to the adaptationist versions around the starting conditions of morality. In this section, I first summarize the epistemological, conceptual, and empirical basis of a constructivist perspective already proposed by several authors in the last decades. This is the goal of chapter 3. More precisely, I adopt the conceptualization of morality established by the social-domain theory school and clarify its conception of the situated development of moral concerns, motivations, and norms. All these ideas are essential for my argumentation on the feasibility of inclusivist moral progress offered later. Chapter 4 provides a more detailed idea of constructivist thinking about moral development, by analyzing one particular dimension: the development of moral concerns for fairness and the sense of justice in distributive dilemmas. In Part III, I assume a constructivist perspective on morality to contribute to the philosophy of moral progress. In particular, I discuss the implications of such a perspective for the conceptualization of human moral nature and discuss what are the most favorable conditions for moral inclusivity to emerge. Answering that question is of enormous relevance since favoring the transition of human societies towards more inclusivist forms of moral concern and behavior supposes a more generalized accomplishment of our most urgent moral convictions. Previous developmental or culturally-sensible attempts to explore this issue are already on the market. As mentioned before, most authors have approached the topic by situating the cultural evolution and development of (inclusivist) moral progress in the WEIRD world. For instance, some of these authors claim that very concrete material conditions (mostly present in the Western World) have been necessary for triggering inclusivist and impersonal prosocial tendencies that human beings are not able to express in threatening contexts without physical security. Despite their interest in explaining inclusivist morality and the feasibility of inclusivist forms of progress following a naturalistic and culturally situated approach, these theories are problematic for two main reasons. In the first place, most of the authors that explain moral progress tend to focus exclusively on the consolidation of liberal values in the Western world and the underlying adoption of laws, social-epistemic practices, and public narratives about tolerance and inclusivity, as unequivocal signs of inclusivist morality. Nevertheless, there is an enormous distance between the institutional and public support of inclusivist moral values or the construction of public images of tolerance and inclusivity, and the real materialization of impersonal moralities in situated social interactions. Secondly, the variability of human moral behavior is far bigger than most of the theories in moral psychology and moral progress tend to assume. Accordingly, inclusivist and exclusivist forms of morality may develop simultaneously in similar or divergent geographical and socio-ecological environments, including those with harsh conditions such as competition for scarce resources, potential intergroup conflict, and risks of disease transmission. In addition, harsh environmental conditions are usually present in almost all societies around the globe, and the presence of socio-ecological conditions such as physical security and prosperity, predominant in highly resourced populations, do not prevent the existence of exclusivist moral tendencies. My model explores a different perspective on the relationships between cultural, institutional, and historical factors, and the situated development of human morality. This supposes a clear distinction from previous approaches to the matter since it offers a different view on what we should do to pursue further instances of inclusivist social progress. In the fifth chapter, I first analyze the proposals of some defenders of the ‘dependency’ theory. The attention is focused on the ‘Evolutionary Developmental Model’ proposed by Buchanan and Powell (2018). Based on a critique of this approach, I will argue that to explain the evolution and development of human morality in its multiple manifestations, it is essential to put focus on social interactions. This also involves a different perspective on human-environment relations that in line with a constructivist worldview makes an innovative contribution to the philosophy of moral behavior and moral progress. Later, in the sixth chapter, I will define my alternative relational view of inclusivist morality and I will offer my view on how to establish favorable conditions that make inclusivist morality possible. Complementing the constructivist approach, my conception is based on the essential role of equality and individuality and on how moral inclusivity is favored if moral concerns do not develop driven by the accomplishment of group-centered, binding, and communitarian concerns and values. In brief, my relational model suggests that the accomplishment of moral inclusivity not only depends on the overall achievement of certain levels of physical security or economic prosperity. Instead, its development is favored by transforming the interactional contexts in which moral concerns towards autonomy and individuality emerge. In arguing so, I will need to start with a critique of contemporary situated and embodied approaches in ethics. Then, I will show how societies guided by the accomplishment of group-centered values of power, dominance, and relational inequality tend to express exclusivist moral behaviors, while individualistic societies tend to be more inclusivist. Starting from this diagnosis, my final attempt is then to reflect on which are the best conditions for the moral valuation of individuality to emerge and what we should do to promote the accomplishment of moral inclusivity at the societal level. (shrink)

The future has become a problem for the present. Almost every critical issue is now understood and experienced through the prism of the future since this is the primary focus for the playing out of crises. Senses of the Future offers a wide-ranging discussion of theories of the future. It covers the main ideas of the future in modern thought and explores how we should view the future today in light of a plurality of very different and conflicting visions. (...) The key contribution of this book is to bring together the different approaches with an account that is grounded in sociological and philosophical analysis as opposed to visions of the future that are inspired by extreme visions of catastrophe or approaches that see the future as only the continuation of the present. Given a revival of apocalyptical visions of the ‘end times’ and dystopian views of the future of human societies, there is urgent need for a new approach on how we should imagine the future. The author explores the future as a field of tensions that is revealed in narratives, utopian desires, hope, imaginaries, and social struggles concerning the potential possibilities of the present: the future does not just arrive; it has to be fought for. This book is an important contribution to a critical sociology of the future. It is both a work of reconstruction and critique grounded in a historical and philosophical hermeneutics of the future. Table of Contents Chapter One Introduction: Conflicting Visions of the Future Contested Visions of the Future Today Return to the Future Outline of the Chapters References Chapter Two When is the Future? The Problem of Time and the Human Condition Time in the Physical World: Lessons from Physics Has the Future already Begun? Time and History Time, Life, and the Human Condition: Biology, Evolution, and Culture Conclusion References Chapter Three Lessons from the Past: What Does the Past Tell Us about the Future? The Future in the Past Failed Societies and Civilizational Collapse Catastrophes and History Conclusion References Chapter Four Modernity and the Concept of the Future: Utopia, Progress, and Prophecy The Future as Expectation The Future as an Imaginary and the Emergence of Utopianism The Future as Possibility The Future as Experience Conclusion References Chapter Five Ideas of the Future in the Twentieth Century: Futurism, Modernism, Sociology, and Political Theory New Political Ideas of the Future after 1945 Responses to the Future: From Fear of the Future to Futurology Sociological Theory and the Future Conclusion: The New Sociology of the Future References Chapter Six Critical Theory and the Future: The Sources of Transcendence The Intellectual Origins of Critical Theory: A Brief Outline The Idea of the Future in the Critical Theory of the Early Frankfurt School Habermas and the Communication Paradigm The Responsibility Paradigm and Cosmopolitanism: Jonas and Apel Critical Cosmopolitanism and the Idea of the Future Conclusion: Cultural Models and the Future as Possibility References Chapter Seven Conclusion: In The Shadow of the Future Do We Need a Theory of the Future? Are we already in a New Historical Era? AI and a Posthuman Future Struggles for the Future References Index. (shrink)

The paper examines the historiographic element in Hegel's philosophy of history, i.e. how the philosophy is constituted as a narrative whose objective truth is guaranteed through the incorporation of original accounts, which are reflected upon in secondary sources. It is these accounts that the philosophy of history further reflects upon and incorporates as the objective linguistic content of Science. Briefly, philosophy of history is a discourse that reflects upon other discourses and not on historical "events" themselves.

Schemas contribute to adaptation, filtering novelty though knowledge-expectancy structures, the residue of past contingencies and their consequences. Adaptation requires a balance between flexible, dynamic context-sensitivity and the cognitive efficiency that schemas afford in promoting persistent goal pursuit despite distraction. Affects can form and disrupt schemas. Transient affective experiences systematically alter selectivity of attentiveness to the directly experienced present environment, the internal environment, and to the stored experiences of memory. Enduring personal stylistic predispositions, like implicit motives and affective schemas, (...) influence how experience is perceived, responded to, and integrated; they shape memory and influence present experiential patterns, individually and intersubjectively. Such systematic influences are potential sources of error in the study of memory if not mapped; so far, individual personality differences have just been a source of complication in the literature on emotion-congruent perception and memory. I synthesize what findings there are about how personality differences, emotions, and affects contribute to the structuring and integration of perceptions and memories both directly and by way of hot, affectively-anchored schemas. Case studies from experimental and personality psychology highlight a conception of personality and affective experience relevant to memory research and cognitive science. (shrink)

When John Rawls’ A Theory of Justice was published in 1971, it brought a strong, inspiring, and refreshing creative impetus in Anglo-Saxon philosophy. Since then, Rawls’ work has been criticized on several grounds, mainly related to its Kantian formalism. However, ideas and theories are not born and do not exist in a social and political vacuum. Read in different historical contexts they can reveal new meanings and deliver specific messages, which are tailored to specific audiences and political cultures. I argue (...) in my paper that, reflecting this reality and my own life experience, Rawls’ conception of justice and of a well-ordered society always remains actual. An important part of this actuality is revealed in the manner in which the theory inspired Romanian society in its post-communist search for models of citizenship. It is also revealed by the message it delivers to today’s divided and polarized societies, where solidarity has been corroded by neoliberalism and a sense of fairness and reasonableness has been weakened by an increasingly noxious agonistic spirit. (shrink)

This doctoral thesis examines the phenomenon of Filipinization, specifically understood as the ideological construction of a “Filipino identity” or ‘Filipino subject-consciousness” within the highly determinate context provided by the Filipino ilustrado nationalists such as José Rizal, Marcelo H. del Pilar and their fellow propagandists inasmuch as it leads to the nineteenth (19th) century construction of the modern Philippine nation. Utilizing Jacques Derrida’s deconstructive thinking, this study undertakes a genealogical critique engaged on the concrete historical examination of what is meant by (...) the term “Filipino” across a select historical timeline (1864-1898) and the various notions of Filipino identity implied by the different contexts within which the term “Filipino” has been employed. More specifically, it undertakes a selective philosophical excavation of three seminal texts in the history of Filipinization, viz.: 1) the Manifiesto of Padre Jose Burgos; 2) the writings of the Filipino ilustrados in La Solidaridad; and 3) Jose Rizal’s Annotations on Dr. Antonio de Morga’s Sucesos de las Islas Filipinas. -/- The philosophical claim of this work is the idea that Filipinization, taken as the differential construction of Filipino identity, is the effective translation of the colonial epistemic violence of Eurocentric racism and its consequent “horror of absolutism” into the homo-hegemony of Filipino nationalisms. By fetishizing the notion of a carefully constructed and essential “Filipino-identity,” Filipinization and the current nationalist discourses that utilize them, unwittingly, stands complicit with the same colonial violence and hegemony that they wish to combat. This happens precisely when the very structures of colonial oppression, on the ideological and practical levels, are transmogrified into nationalist ideals that assume legal and political power unto themselves in a self-referential and self-legitimating fashion. -/- Three processes will demonstrate the above thesis: first, by examining historical texts and setting itself against established nationalist historiographies, a genealogical analysis of the term “Filipino” reveals it as a pliable signifier whose semantics have evolved through time. From its originary referent in the Spanish criollo (creole), it has come to refer to people who would have been otherwise entirely alien to this class, viz., the mestizos (both Spanish and Chinese), the principalia (native elite), and eventually, the lowland Catholicized natives themselves. The historical hermeneutic of this identity-discourse in Padre José Burgos’ Manifiesto yields the fact that what gives the term “Filipino” its semantic consistency as a class concept is its essential constitution as a Hispanic and Catholic identity. -/- Second, from this semantic identification of the term “Filipino” as a Hispano-Catholic identity, we proceed to clarify the meaning of Filipinization in terms of the nationalist propaganda carried out by the Filipino ilustrados in the fortnightly periodical La Solidaridad. Here, the specific ilustrado construction of Filipino identity as a Spanish citizen (ciudadano Español) is revealed precisely as a political and legal construct that served as the basis for their own politics of social inclusion/exclusion. Filipinization can only be applied to those who have been hispanized and Christianized and never to those tribes who have resisted and remained outside Spanish colonial authority. Filipinization is thus revealed as a process of Hispanization and Christianization whereby the recipients of Spanish colonial hegemony are transformed into the religiously docile bodies of the Spanish Empire. -/- From this highly determinate context, the study proceeds to examine Rizal’s ontological grounding of collective Filipino-ness in the mythological construction of the pre-hispanic past as the source of a unique Filipino ancestrality. In his work on de Morga’s Sucesos, what is revealed is a mythologization that grounds a native, essential Filipino identity within a past unscathed by the Spanish colonial experience. Such mythologization, however, can only be possible through an anachronistic nationalist interpretation of historical data. Here, Filipinization is revealed as an exclusive prerogative, a nationalist program by which Rizal and the ilustrado class can combat the evils and excesses of the Spanish colonial enterprise. Ironically, though, this same struggle for emancipation also became an instrument by which the ilustrado class can retain their unjustified position of power over those who belonged to the colonial underside, thus, securing the possibility of perpetuating their own ilustrado bourgeois class interests. -/- Such discursive complicity is the essence of the myth of Filipinization: it presents nationalist identity discourse as an anti-colonial enterprise while being underlined by an economy of motives designed to cater primarily to the exclusive interests of the elite and ilustrado class. Thus, instead of securing the genuine, inclusive emancipation of all colonial subjects and a more humane existence for the poor and suffering majority, ilustrado nationalism has, ironically, merely reinforced those operative structures of colonial discrimination and oppression when the ilustrados: 1) grounded their racial theory upon the very same discourse of Eurocentric superiority that they are precisely supposed to question and 2) claimed a patrimony over Filipinas as their exclusive sovereign inheritance. These two factors illustrate how the manifest transfer of power from the Spanish Empire to the Philippine sovereign nation (and later as a nation-state) illustrate how Filipinization merely has transmogrified the face of Spanish colonialism into its new, subtle, and worse form in Filipino nationalism. -/- In this vein, the existence of the 19th century modern Philippine nation merely masked and deferred the crisis that was supposed to transfer power from the Spanish Empire to the multitude of the poor and suffering native indio majority. This crisis became all the more difficult to address be-cause of the duplicitous character of the discourse of Filipinization itself. It has not only effectively transferred power into the hands of the nationalist elite but also captured authentic emancipatory discourse within the identity-trap against which it can only hope to get out. This study concludes with the claim about the impossibility of ever escaping and overcoming the epistemic and practical violence necessarily contained within the historical discourse of colonialism. Or simply, we have no language or discourse that would enable us to overcome the complicity of Filipinization with the very (epistemic) violence against which it has set itself. (shrink)

The historicist approach is rarely challenged by art historians, who draw a clear distinction between art history and the present-centred pursuit of art criticism. The notion of the 'period eye' offers a relevant methodology. Bearing this in mind, I examine the nineteenth-century phase in the development of history painting, when artists started to take trouble over the accuracy of historical detail, instead of repeating conventions for portraying classical and biblical subjects. This created an unprecedented situation at the Paris Salon, (...) where such representations of history could be experienced as a collective 'dream-work', in Freud's sense. In France, this new pictorial language dates back to the aftermath of the Revolution, and the activities of the 'Lyon School'. Two artists, Richard and Révoil, were its leading proponents. However their initial closeness has obscured the differences in their approach to the past. Substituting for Freud's 'condensation' and 'displacement' the concepts of 'Resurrection' and 'Restoration', I analyse the pictorial language of the two painters, taking two works as examples. The conclusion is that Révoil, also a collector, was a precursor of the historical museum, which convinces through accumulating objects. Richard, however, employs technical and rhetorical devices to evoke empathetic reactions, and anticipates the illusionism of cinema. (shrink)

This paper outlines the case for a future research program that uses the tools of experimental cognitive science to investigate questions that traditionally fall under the remit of the philosophy of historiography. The central idea is this – the epistemic profile of historians’ representations of the past is largely an empirical matter, determined in no small part by the cognitive processes that produce these representations. However, as the philosophy of historiography is not presently equipped to investigate such (...) cognitive questions, legitimate concerns about evidential quality go largely overlooked. The case of mental state representation provides an excellent illustration of this. Representations of past mental states – the thoughts and fears and knowledge and desires of past agents – play much the same evidential role in historiography as in everyday life, serving in the causal explanation of agents’ behaviors and supporting normative evaluation of those behaviors. However, we have good reason to suspect that the theory of mind processes that support these representations may be more susceptible to error when deployed in the context of historiography than under everyday conditions. This raises worries about the quality of evidence that theory of mind can provide historiography, worries which require experimental cognitive science to properly address. (shrink)