The significance which any human action carries for normative reasoning is held to include its causal preconditions as well as its causal consequences. That claim is defended against a series of natural objections. The point is then extended from actions to preferences via discussion of Barry and Dworkin. The grounds for excluding nosy preferences from aggregation must involve appeal not just to rights and intention but also to the consequences of acting on them. But then some of the features in (...) virtue of which nosy preferences are held to be objectionable will also be present in any other preference. (shrink)

By the early 80s, kids were already trawling the message boards of the Internet for perverse kicks. Well before Star Ways Kid or "flash mobs," one of the first online fads was the "Purity Test," a series of questions to rate your moral purity, from the raunchy to the absurd.The tests would be printed out, brought to school, and pored over with friends in the back of the gym during recess. Then kids would modify the original with their own prurient (...) additions before sending it along. Eventually, the tests became bloated thousand-question Franken-tests that took hours to complete.Doing the test with friends was like playing an endless, filthy, wildly enlightening game of "Did You Ever?"--and because it was a standardized test, you could compare your scores. Assuming everyone was being honest--which they weren't. The Purity Test will offer both a humorous history and analysis of the Purity Test as well as several versions of the test to take at home. (shrink)

Decolonisation of theology can be undertaken by engaging African proverbs and idioms. Pentecostalism, although the African Christian phenomenon is exploding, also needs to be decolonised in order to break itself of the western shackles of stereotyping Christianity as a western civilisation. The historical development of Pentecostalism, highlighting the heresies that invaded it, is examined, expanded and explained to support the notion that, indeed, the Setswana proverb: Maši ke phepa ke le nosi, selabe se tla le motsaya kgamelo, is a powerful (...) tool to show that Pentecostal faith in its original form was unadulterated, but that the misunderstandings were brought along by certain Pentecostal teachers. The hermeneutical principle of inculturation is referred to as a way of justifying the usage of African proverbs in order to express and simplify theological concepts. Exegesis of 1 Peter 2:2 is undertaken to make an appeal that Pentecostal theology cannot be thrown out as it is a pure milk to be desired for spiritual maturity. This Petrine text is referred to as a basis that doctrinal purity within Pentecostalism should be a goal to be desired. The original Pentecostal initiative has been historically invaded and tinted by dissenting voices promoting some questionable beliefs and practices; however, its originality remains evangelically and fundamentally oriented. CONTRIBUTION: This article contributes towards the journal's vision of multidisciplinary theological perspective using hermeneutical studies and the literature to express the truth experienced in a context but embedded within a text. The article also contributes to the ongoing discourse on decolonisation of theology, especially within the Pentecostal Christianity. (shrink)

This paper begins with a discussion the role of less-than-admirable epistemic emotions in our respectable, indeed admirable inquiries: nosiness, obsessiveness, wishful thinking, denial, partisanship. The explanation for their desirable effect is Mandevillian: because of the division of epistemic labour individual epistemic vices can lead to shared knowledge. In fact it is sometimes essential to it.

Although nature of science and nature of scientific inquiry are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry which is scientific knowledge whereas NOSI is more related to the process of SI. Lederman et al. determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry and NOSI to 24 6th and 7th graders. The core of the program was guided inquiry (...) in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in “scientific investigations all begin with a question” and “there is no single scientific method,” and “explanations are developed from data and what is already known” aspects. It was concluded that the science camp program was effective in teaching NOSI. (shrink)

Nowadays there is a general acknowledgment of the importance of place in Italian crime novels. In Caponapoli, Massimo Siviero articulates a narrative way in which he approaches the structures, city, and the built environment to reflect the society, cultural relations, transformations and dysfunctions of contemporary Naples. Joe Pazienza, the private detective, has been seen by him recently before he was a reporter. When hired by his first client, Nada Mormile, someone with all the requirements of the dark lady in the (...) right place, he immediately smells “serious” trouble. There is a strange message full of threats at stake, and the construction sites of a substantial building, soon found “suicidal” with his head inside a bag. There is also someone who does not appreciate Joe’s new job as too nosy and goes out of his way to make him understand. Also, there is the Caponapoli. The health complex around which all the mysteries of a violent and fascinating city seem to gather. (shrink)

I discuss a large number of emotions that are relevant to performance at epistemic tasks. My central concern is the possibility that it is not the emotions that are most relevant to success of these tasks but associated virtues. I present cases in which it does seem to be the emotions rather than the virtues that are doing the work. I end of the paper by mentioning the connections between desirable and undesirable epistemic emotions.

Vrednovanje i ocjenjivanje u nastavi Glazbene kulture važna je sastavnica odgojno-obrazovnog procesa koja sa sobom nosi razne poteškoće i subjektivnost. U nastavi Glazbene kulture realiziraju se različite glazbene aktivnosti i sadržaji, koji su više ili manje specifični te se navedeno odražava i na vrednovanje i ocjenjivanje. Navedene aktivnosti i sadržaji u okviru Kurikuluma nastavnog predmeta Glazbena kultura za osnovne škole i Glazbena umjetnost za gimnazije organizirane su u okviru tri domene/nastavna područja: Slušanje i upoznavanje glazbe, Izražavanje glazbom i uz glazbu (...) i Glazba u kontekstu. U radu je prikazano istraživanje provedeno tijekom 2019. godine, a koje je obuhvatilo 269 ispitanika, tj. 30 osnovnoškolskih učitelja Glazbene kulture i 239 učenika osmih razreda. Istraživanje je provedeno u Osječko-baranjskoj i Požeško-slavonskoj županiji te je obuhvatilo učitelje Glazbene kulture i učenike osmih razreda šest osnovnih škola od kojih se četiri nalaze u urbanom, a dvije u ruralnom području. Cilj ovog istraživanja bio je doznati stavove učenika i učitelja o vrednovanju i ocjenjivanju u nastavi Glazbene kulture, utvrditi moguću povezanost sociodemografskih varijabla i mišljenja učitelja i učenika te utvrditi na koji se način provodi ocjenjivanje u nastavi Glazbene kulture. Slušanje glazbe i pjevanje su aktivnosti koje se, prema mišljenju i učitelja i učenika, najčešće vrednuju i ocjenjuju u nastavi Glazbene kulture. Ujedno, učitelji u većoj mjeri smatraju da provode individualno i skupno ocjenjivanje nego li to smatraju učenici. Utvrđeno je da učitelji najčešće ocjenjivanje provode tako što tijekom svakog sata prate učenike, skloni su učenike ocijeniti odmah na satu i najčešće usmeno. Utvrđeno je da su učitelji i učenici mišljenja da učenik ne treba imati razvijene glazbene sposobnosti za ocjenu ‘odličan’ u predmetu Glazbena kultura. S obzirom na povezanost sociodemografskih varijabla i mišljenja ispitanika o vrednovanju i ocjenjivanju, pokazalo se kako su područje na kojemu se nalazi škola i spol značajni prediktori učeničkih stavova, dok se kod učitelja nijedna varijabla nije pokazala prediktorskom. Evaluation and grading in the teaching of Music Culture is an important component of the educational process that carries various difficulties and subjectivity with it. In the course of Music Culture, various music activities and contents are realized, which are more or less specific and also reflect on the evaluation and evaluation. The activities and contents of the Curriculum for the Elementary School Music Culture and High School Musical Arts curricula are organized within three domains/teaching areas: Listening and learning about music, Expressing music and with music, and Music in context. The research was conducted in 2019 and included 269 respondents, i.e. 30 elementary music teachers and 239 eighth grade students. The survey was conducted in Osijek-Baranja and Pozega-Slavonia counties and it included Music teachers and eighth grade students from six primary schools, four of whom are in urban and two in rural areas. The aim of this research was to find out students’ and teachers’ views on evaluation and assessment and to determine the possible correlation of sociodemographic variables and teachers’ and students’ opinions on evaluation and assessment in Music Culture teaching and to determine how the assessment is conducted in Music Culture teaching. Listening to music and singing are activities that, in the opinion of both teachers and students, are most commonly evaluated and graded in teaching Music Culture. At the same time, teachers are more likely to carry out individual and group assessments than students. Teachers usually conduct their assessment by monitoring students every class, they tend to evaluate students during class and most often orally. Teachers and students think that student should not have the developed musical skills to score excellently in Music Culture. Considering the correlation between sociodemographic variables and the respondents’ opinions on evaluation and grading, it was shown that the area in which school is located and gender are significant predictors of students’ attitudes, while in the teachers no variables proved to be predictive. (shrink)

Wychodząc od studiów postkolonialnych oraz od studiów nad postzależnością, autorka tekstu proponuje kategorię dyslokacji postzależnościowej, którą definiuje jako strategię narracyjną, polegającą na ulokowaniu postaci na styku dwóch przestrzeni, z których jedna nosi ślady historii lokalnej, naznaczonej sytuacją zdominowania, druga zaś jest przestrzenią odblokowanej historii. W części analitycznej autorka identyfikuje obecność dyslokacji postzależnościowej w dwóch tekstach: My zdes’ emigranty (1991) Manueli Gretkowskiej oraz Una primavera per a Domenico Guarini (1980) katalońskiej autorki Carme Riery. Bohaterki tych tekstów zwracają się ku kulturze europejskiej, (...) noszącej cechy uniwersalnego rezerwuaru wiedzy i epistemologicznego fundamentu, w poszukiwaniu zasobów, które nadadzą sens ich tożsamościowej metamorfozie. Dyslokacja postzależnościowa pozwala zarazem uchwycić specyficzne pozycjonowanie się podmiotu wobec historii lokalnej. (shrink)

Da li se vrlina moze nauciti je pitanje oko koga su se lomila koplja u previranju i borbi za prevlast izmedju sofistike i starohelenske etike kao dva osnovna principa antickog duha. Dva velika predstavnika ovih suprotstavljenih principa Platon i Protagora sucelili su svoje argumente u dijalogu koji nosi naziv velikog sofiste. U ovoj filosofskoj borbi paradoksalno Protagora koji tvrdi da se vrlina moze nauciti dolazi do stava da vrlina nije znanje, a Platon koji brani starohelenski princip da je vrlina urodjena (...) tvrdi da je vrlina znanje. Platon resenje ovog velikog spora dva anticka principa vidi u filosofskoj teoretizaciji starohelenske mitske slike svijeta. (shrink)

Martha C. Nussbaum w oparciu o teorię sprawności tworzy wizję powszechnego ładu politycznego opartego na szacunku i tolerancji. Czy rzeczywiście jej teoria może stać się podstawą międzynarodowego liberalizmu politycznego? Wszak nosi ona wyraźne cechy opcji światpoglądowej – etyki moralnej autonomii jednostki. W dyskusji z Lindą Barclay Nussbuam odcina się od takiej interpretacji. Podkreśla pluralistyczny i uniwersalistyczny charakter swoich rozwiązań. Chce, aby konsensus oparty na teorii sprawności przekroczył bariery kultur, religii i narodowości. Stawia więc cele ambitniejsze niż sam Rawls, czołowy polityczny (...) liberał. Wskazuje też inne, poza Rawlsem, źródła idei liberalizmu politycznego. Piętnuje dostrzegany u Berlina i Raza brak szacunku wobec religii. (shrink)

Danas su nastavnici suočeni s brojnim izazovima, posebice u Hrvatskoj u kojoj je u tijeku provođenje opsežne reforme obrazovanja. Reforma obrazovanja stavila je u prvi plan drugačiju paradigmu procesa podučavanja i učenja koja zahtijeva od nastavnika neka nova znanja i vještine. Studije i analize pokazale su kako su upravo nastavnici najvažniji faktor ostvarenja obrazovnih ciljeva učenika. Pored stručnih kompetencija, za razvoj znanja, umijeća i stavova učenika od velike su važnosti i pedagoško-psihološko-didaktičko-metodičke kompetencije nastavnika. U ovom se radu uz pomoć podataka (...) prikupljenih upitnikom na uzorku od 115 studenata željelo detektirati u kojoj su mjeri studenti dviju visokoškolskih institucija – Fakulteta hrvatskih studija i Hrvatskog katoličkog sveučilišta – zadovoljni inicijalnom nastavničkom naobrazbom te smatraju li je pogodnom i dovoljnom za izazove koje nosi njihovo buduće zanimanje. Rezultati provedenog istraživanja pokazuju da su studenti u prosjeku zadovoljni kvalitetom studija i nastavničke naobrazbe te da preferiraju postojeći model stjecanja pedagoških kompetencija uz predmetni studij. Rezultati istraživanja analizirani su u kontekstu ispitivanja potrebe za sadržajnim i praktičnim osmišljavanjem novog načina stjecanja nastavničkih kompetencija, odnosno dorađivanjem ili proširivanjem studija nastavničke naobrazbe. Today, teachers are faced with numerous challenges, especially in Croatia, where extensive educational reform is underway. Education reform has placed a new teaching and learning paradigm in the foreground that demands new knowledge and skills from teachers. Studies and analyses show that teachers are the most important factor in reaching pupils’ educational goals. In additional to professional competencies, pedagogical, psychological, didactic, and methodical teacher competencies are of great importance to the development of knowledge. Using survey data from a sample of 115 students, this paper examines the extent to which students of two institutions of higher education – the Faculty of Croatian Studies and the Catholic University of Croatia – are satisfied with their initial teacher education, and whether they consider it appropriate and sufficient for the challenges their future careers hold. The results of this research show that students are, on average, satisfied with the quality of their studies and teacher education, as well as that they prefer the existing pedagogical competency attainment model that is added to the regular subject study. The research results are analysed in the context of examining the need for a new design of such programmes, their refinement or expansion of teacher education study programmes. (shrink)

Drawing on Levinas, the author seeks to explore the question of being and responsibility, as a relation between ontology and ethics, from the perspective of a meta-position that would enable a critique of the classical West European ontological tradition with its strongly cosmocentric, anthropocentric, and egocentric character. The main purpose of the paper is to examine whether there is in West European thought a possibility to found the ethics of responsibility on overcoming the ontology of being. More precisely, the author (...) seeks to show that in contemporary Western philosophy the significance and validity of the classical ontological principle are declining when it gets separated from the ethos of philosophy itself. Moreover, a gradual shift from the impersonal being to the ontology of the personality takes place. This ontology of the personality is grounded in the Other. It withdraws from the game of consciousness which represents being. The personality thus understood, in Levinas' words, carries within itself vested responsibility, because in the personality there lie the infinite and transcendence. Oslanjajuci se na Levinasa, autor pokusava da pitanje bivstvovanja i odgovornosti, kao odnosa ontologije i etike, razmotri iz perspektive jednog meta stava koji bi omogucio kritiku klasicne zapadnoevropske ontoloske tradicije koja ima naglasen kosmocentricki, antropocentricki i egocentricki karakter. Glavni cilj ovog rada jeste da ispita postoji li u zapadnoevropskom misljenju mogucnost otvaranja za etiku odgovornosti preko savladjivanja ontologije bivstvovanja. Tacnije, pokazivanje kako u savremenoj zapadnoj filozofiji opada znacenje i vazenje klasicnog ontoloskog nacela kada se odvoji od ethosa same filosofije, i kako dolazi do jednog postepenog okreta od bezlicnog bivstvovanja prema ontologiji licnosti. Ta ontologija licnosti se temelji u Drugom. Ona se povlaci iz igre svesti koja odigrava i predstavlja bivstvo. Tako shvacena licnost, kako bi rekao Levinas, u sebi nosi polozenu odgovornost, jer je u licnosti prisutno ono beskonacno i transcendencija.. (shrink)

The text deals with the recently renewed issue of?antiphilosophy? in the self-understanding of some prominent contemporary continental philosophers but not only them, such as Alain Badiou and Slavoj Zizek, both referring to the psychoanalyst and theoretician of discourse Jacques Lacan. Starting with a metaphorical analysis of the verdict made by Marx of?merely interpretive? character of philosophy in relation to?the study of real world? and with his comparison of philosophy with?masturbation?, the text addresses new appeals to?antiphilosophy? as samples of a token (...) or rather, as cases of a syndrome connected with Jocasta?s rationalization of Oedipus? curse. It was her discourse based on general rules of rationality with which she unconsciously attempted to avoid the confrontation with the truth of an event which had already occurred. In the text, presuppositions and consequences of such an analogy between ancient and contemporary philosophical material are discussed in order to show-on the basis of arguing that the unconscious is located within rational processes that subjects undertake in order to respond to rational needs -that contemporary discussion about?antiphilosophy? by left-wing philosophers bears unacknowledged tendencies to unconsciously reduce Marx? algorithm of?realization of philosophy? to the Hegelian negation of the negation and to integrate it into the discourse of academic philosophy. Tema teksta je nedavno iznova pokrenuto pitanje "antifilozofije" u samorazumijevanju nekih prominentnih suvremenih evropskih filozofa, ali ne samo njih, kao sto su Alain Badiou i Slavoj Zizek koji se obojica pozivaju na psihoanaliticara i teoreticara diskursa Jacquesa Lacana. Polazeci od metaforicke analize Marxovog iskaza o "puko interpretativnom" karakteru filozofije u odnosu na "studij stvarnog zivota" i od njegove usporedbe filozofije s masturbacijom, tekst se obraca novim pozivanjima na "antifilozofiju" tretirajuci ih kao primjerke jednog tipa, ili radije kao slucajeve jednog sindroma, povezanog s Jokastinom racionalizacijom Edipovog prokletstva; njezin diskurs utemeljen na opcim pravilima racionalnosti nesvjesni je pokusaj izbjegavanja susreta s istinom dogadjaja koji se vec dogodio. U tekstu se ispituju pretpostavke i posljedice takve analogije izmedju antickog i suvremenog tekstualnog materijala s ciljem da se pokaze - na temelju argumenta da je nesvjesno locirano unutar racionalnih procesa koje subjekt poduzima da bi udovoljio racionalnim potrebama - da suvremeno razumijevanje "antifilozofije" nosi u sebi neprepoznate tendencije na lijevom krilu suvremene filozofije da se Marxov algoritam ozbiljenja filozofije reducira na Hegelovu negaciju negacije i integrira u diskurs akademske filozofije. (shrink)

The aim of the paper is to explore the discourse strategies of the Party of Labor of Albania to eliminate its enemies in the early years of establishing communism in the country. The contention is that PLA and its leaders made possible the elimination of thousands of people by normalizing the process. The enemies of the party were declared enemies of the people and as such, they had to disappear in one way or another, so that the integrity of the (...) body politics could be preserved. The class enemy was considered a parasite that should be eliminated in the name of social prophylaxis. By using discourse analyses the paper will investigate the discursive strategies followed by the communist party and its leader when addressing the class enemy. Speeches of Enver Hoxha in Party Congresses, Plenums, and gatherings with people will be analyzed. Only by normalizing the process of elimination of everyone who was depicted as an enemy, did the communist party make possible the elimination of thousands of people. Normalization is understood as the standardization of the procedure so that everyone knew in advance what would happen if someone had to be declared an enemy of the people. The paper will analyze the vocabulary used to portray the class enemy and his/her destiny in specific cases. The study has analyzed the speeches given to justify the elimination of Patër Anton Harapi, Lef Nosi, Maliq Bej Bushat, dom Lazër Shantoja, dom Ndre Zadeja, and the sabotage group of the Maliqi swamp. The analysis covers the period immediately after the end of the IIWW when communists seized the power. (shrink)

Jak czytamy na czwartej stronie okładki recenzowanej książki, „niezależna filozofia przyrody uznaje wyniki pozytywnej nauki oraz teorii nauki jako refleksji nad nią, zadaje jednak pytanie, czym jest owa przyroda, która jest przedmiotem techniczno-praktycznych i etyczno-praktycznych sytuacji". Książka składa się ze Wstępu i 6 nierównej objętości rozdziałów. Mimo, że nosi tytuł Naturphilosophie, sugerujący, że jest ona systematycznym wykładem filozofii przyrody, faktycznie stanowi wprowadzenie do tego rodzaju filozofii. Autor przedstawia w niej panorama współczesnych poglądów na filozofię, szczególnie na metafizyki, i przeprowadza gruntowną (...) ich krytykę. Ogólną tezą autora jest stwierdzenie, że nauki przyrodnicze programowo odcinają się od filozofii, odrzucając szczególnie pojęcie celowości. W praktyce jednak posługują się terminologią teleologiczną, w czym ujawnia się bądź ich niekonsekwencja, bądź ograniczenie. Autor jest zdania, że w poglądach wielu filozofujących fizyków kryje się niczym nie podbudowany platonizm, i jest skłonny przyznać w wielu przypadkach rację Arystotelesowi, którego w sposób nieuzasadniony współcześnie wielu kwestionuje. (shrink)

Jak czytamy na czwartej stronie okładki recenzowanej książki, „niezależna filozofia przyrody uznaje wyniki pozytywnej nauki oraz teorii nauki jako refleksji nad nią, zadaje jednak pytanie, czym jest owa przyroda, która jest przedmiotem techniczno-praktycznych i etyczno-praktycznych sytuacji". Książka składa się ze Wstępu i 6 nierównej objętości rozdziałów. Mimo, że nosi tytuł Naturphilosophie, sugerujący, że jest ona systematycznym wykładem filozofii przyrody, faktycznie stanowi wprowadzenie do tego rodzaju filozofii. Autor przedstawia w niej panorama współczesnych poglądów na filozofię, szczególnie na metafizyki, i przeprowadza gruntowną (...) ich krytykę. Ogólną tezą autora jest stwierdzenie, że nauki przyrodnicze programowo odcinają się od filozofii, odrzucając szczególnie pojęcie celowości. W praktyce jednak posługują się terminologią teleologiczną, w czym ujawnia się bądź ich niekonsekwencja, bądź ograniczenie. Autor jest zdania, że w poglądach wielu filozofujących fizyków kryje się niczym nie podbudowany platonizm, i jest skłonny przyznać w wielu przypadkach rację Arystotelesowi, którego w sposób nieuzasadniony współcześnie wielu kwestionuje. (shrink)

Krytyka tez zwartych w mojej książce Religia jako idolatria, przedstawiona w polemikach autorstwa Błażeja Gębury i Marcina Iwanickiego, jest zasadniczo nietrafna. Głównym powodem jest to, że Autorzy zarzutów nie przedstawili żadnego historycznego przykładu zjawiska religijnego niebędącego idolatrią. Odwołując się jedynie do przykładów logicznie możliwych, nie podali warunków, jakie musiałyby zostać spełnione, aby ów akt mógł zostać urzeczywistniony; tymczasem podstawowym z nich jest zmiana ontycznego i epistemicznego statusu człowieka jako istoty zdolnej bezpośrednio obcować z Bogiem. Również podane przez Polemistów bardziej szczegółowe (...) argumenty nie obalają tezy o nieuchronnej idolatryczności religii. Jeśli bowiem Bóg przyjmuje wszystkie akty czci, składane Mu w dziejach, to należy Go oskarżyć o łamanie elementarnych zasad moralnych, trudno bowiem zaakceptować krwawe ofiary składane Mu z ludzi i zwierząt. Z kolei „religia zero” jest niemożliwa do spełnienia; z jednej strony okazuje się fenomenem całkowicie prywatnym, z drugiej — oznacza poznanie Boga na sposób ludzki. Podobnie nieświadomy akt czci jest doznaniem estetycznym, a nie religijnym; teistyczna interpretacja tego aktu nosi znamiona przemocy symbolicznej, a także redukuje doświadczenia religijne do poczucia piękna. Nie ma też wątpliwości, że postulowany przez Polemistów dystans ontyczny jako konieczny warunek religii nieidolatrycznej w rzeczywistości ją uniemożliwia, ponieważ nawet Bóg nie jest w stanie objawić się nam takim, jaki jest, lecz musi się dostosować do naszych ograniczeń poznawczych; może się zatem objawić jedynie jako nie-Bóg. Z tego powodu każdy akt religijny jest nieuchronnie idolatryczny; nie oznacza to jednak nadużycia słowa „idolatria” do zjawisk religijnych, lecz właściwy opis ich natury. Mimo to nie należy całkowicie eliminować religii z życia społecznego; dopóki bowiem ludzie religijni nikogo nie krzywdzą i nie próbują narzucać swoich idoli innym osobom, mają prawo bez przeszkód w nie wierzyć, a nawet je czcić. (shrink)

Tekst ponuja interpretacijo kontra verze Kant—Constant. Kontroverze, ki jo je začel Constant v svojem spisu iz leta 1797, Des Reacton politiques, Kant pa seje nanjo odzval s kratkim tekstom "O domnevni pravici lagati iz človekoljubja", ki nosi isto letnico. Vprašanje "pravice do laži" zadeva tako problematiko prava kot problematiko etike, in v zadevnem tekstu se ga avtorica loteva z obeh perspektiv.