This volume provides a comprehensive account of Wilhelm Röpke as a liberal political economist and social philosopher. Wilhelm Röpke was a key protagonist of transatlantic neoliberalism, a prominent public intellectual and a gifted international networker. As an original thinker, he always positioned himself at the interface between political economy and social philosophy, as well as between liberalism and conservatism. Röpke’s endeavors to combine these elements into a coherent whole, as well as his embeddedness in European and American intellectual networks (...) of liberal and conservative thinkers, are a central theme throughout the book. The volume includes papers by international experts from a conference in Geneva on the occasion of the 50th anniversary of Röpke’s passing. The first part focuses on new biographical insights into his exile years in Istanbul and Geneva, while the second part discusses his business cycle theory in the context of the Great Depression, and the third part elaborates on his multifaceted social philosophy. Wilhelm Röpke was among the most important thinkers within the classical liberal revival post-WWII, with intriguing tensions between liberalism and conservatism. A highly recommended volume. –– Peter J. Boettke, 2016-2018 President of the Mont Pèlerin Society and Professor of Economics and Philosophy, George Mason University This important collection of papers provides an in-depth assessment of Wilhelm Röpke’s contributions, placing him in the context of his time. A fine contribution. –– Bruce J. Caldwell, Director of the Center for the History of Political Economy and Research Professor of Economics, Duke University. (shrink)

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and guided (...) by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

The post-modern represents a cultural break from the modern. The culture of postmodernity is conditional by information. Meanwhile, postmodernism provides an immanent critique of enlightenment. The focal point of philosophy then is how to communicate and to understand. The Confucian concepts of "Jen" (real humanity), "Tao" (the way), "Huseh" (learning, "chih" (understand), "hsing" (actions) are ground for communication and understanding. "Jen" as real humanity provides a process ontology which makes an open hermeneutical process possible. Through reflection and critique on (...) pre-understanding and prejudice, a condition for communication and understanding is provided. In this sense, Confucianism is relevant to the postmodern problems. (shrink)

Dongchundang Songjoongil (1606-1672) was a scholar who represented Gihoyeahak and Sanlim (山林) influencing the society of Chosŏn dynasty since the middle of 17th century. This report focus on its contemporary purport and reconciliation spirit on the Kyoung (敬) of Dongchundang. The Kyoung is the core idea that elucidates Dongchundang's philosophy and its characteristic. Dongchundang tried to continue to live the life of 'according knowledge and action' (知行一致) and dreamed the world of 'harmonization but not same' (和而不同) which indicates the (...) principle of heaven, meaning the harmony never following suit without reflection and a just and great cause, going through with his original idea through the Kyoung. In addition, Dongchundang expanded the Kyoung from personal existential problems to social ethic practical ones in the viewpoint of more reason than vitality, and aimed to build the ethic kingdom that came the harmony andreconciliation of all the communities together, interacting his subjectivity and the universal. The Kyoung and reconciliation spirit of Dongchundang is the orthodoxy of Dohak(道學), and it made him live moral intention and through real life and summarized the manner and spirit pursuing the just and great cause beyond factions. In this sense, Dongchundang's philosophy is the concentration of the Kyoung and philosophical expression of reconciliation spirit. As the peculiarity of Dongchundang's philosophy is based on the Kyoung, it is the everlasting principle of what one should do and practice in human life. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)

Explores some steps toward non-assimilative encounters in the "global village.".

How do we deal with difference personally, interpersonally, nationally? Can we weave a cohesive social fabric in a religiously plural society without suppressing differences? This collection of significant essays suggests that to truly honour differences in matters of faith and religion we must publicly exercise and celebrate them. The secular/sacred, public/private divisions long considered sacred in the West need to be dismantled if Canada (or any nation state) is to develop a genuine mosaic that embraces fundamental differences instead of a (...) melting pot that marginalizes. An ethics of difference starts with a recognition of difference, not as deviance or deficit that threatens but as otherness to connect with, cherish, and celebrate. The book begins with the suggestion that our inability to come to terms with social plurality is not fundamentally the fault of religious differences, and that a public/private split inadequately deals with matters of basic difference. It then explores how encouraging people to live out their respective faiths may open new possibilities for respectful, honourable, and just negotiations of contemporary dilemmas arising out of the multicultural fabric of Canadian life. Towards an Ethics of Community introduces readers to some of the most challenging and divisive dilemmas we face in this increasingly pluralistic, postmodern world — issues such as family and domestic violence, Aboriginal rights, homosexuality and public policy, and female genital mutilation. This is a book truly global in scope and significance. (shrink)

In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in (...) the fields of education, philosophy, philosophy of education, Philosophy for Children and philosophy of childhood. Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp’s work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp’s ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole. The historical and philosophical nature of this collection means that it will be a vital resource for philosophers and educators. It should also be of great interest to teacher educators and those involved in the study of pragmatism and feminism, as well as the history of education across the globe, particularly in the United States of America. (shrink)

One of the most traditional ways to teach philosophy in secondary school is a historical approach”, which takes a historicist view of philosophy and uses teaching practice based on teacher-centred lessons and textbook study by students. Only recently a debate on different approaches to teach philosophy is developing, considering the discipline as practical and dialogical activity to be fostered in the classroom. What could mean “doing philosophy” in the classroom from an instructional perspective? What are the (...) premises and constraints which allow the transformation of philosophy from a discipline to a community activity? In this paper a teaching model based on cultural-historical theory is proposed and discussed. The model is composed by three level of specification of the activity, from lower to higher, which correspond to three different analysis plans of the philosophical practice in an instructional context. Each level is composed by seven fundamental dimensions which highlight the meanings, the constraints, and the tools implied and developed in philosophizing as socio-cultural activity. Finally, if and how Philosophy for Children should be considered an activity respondent to the model and its educational aims is discussed. (shrink)

In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of 'the community of philosophical inquiry' (CPI) as a way of practicing 'Philosophy for Children' and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp's insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in (...) the fields of education, philosophy, philosophy of education, Philosophy for Children and philosophy of childhood. Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp's work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp's ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole. The historical and philosophical nature of this collection means that it will be a vital resource for philosophers and educators. It should also be of great interest to teacher educators and those involved in the study of pragmatism and feminism, as well as the history of education across the globe, particularly in the United States of America. (shrink)

Democracy, tolerance, fairness, trust, respect, conversation, self, society, individualism, collectivism, autonomy - these are the things that youth workers talk about. But, do they agree with each other on what these all mean? Or, should it matter? It is in the conversations that youth workers have with each other, and the meanings used to help young people in their lives that define these practitioners. But, if they are not precise in their arguments and do not begin questioning the assumptions behind (...) their ideas and language, youth workers risk leaving young people unable to reason, and - as a result - in danger of being taken in by rhetoric, slogans, false promises, and propaganda. This book shows how youth workers can explore the assumptions behind their work. It raises questions about the values they should hold in relating to each other, the nature of these relationships, and what it is to be a person in society. The book will help workers at all levels, encouraging a diversity of philosophical outlook and helping to understand the tensions that do arise in youth work. (shrink)

Volume 52, Issue 10, September 2020, Page 1105-1107.

This collection of essays on communicative theory and praxis from the eminent Merleau-Ponty scholar and translator John O'Neill explores the thesis that the human body is the exemplary ground of all other communicative processes.

The essays in this volume consider, in multiple ways, how philosophies of communication and communication ethics can shape and enhance human communication.

Communication is present among human societies. The philosophy of communication studies the foundational aspects of communication. In this paper, the intention is to study how knowledge, information and ideas can be shared in communication. As a starting point, a simple game of communication is characterised. The simple game shows that it is possible to share knowledge, information and ideas. However, in communication, several different linguistic means of expressions are used. So, we must extend the communication game to include these (...) different kinds of linguistic expressions. Metaphors offer an important class of expressions, which open new lines of thoughts. Metaphors are ‘poetically or rhetorically ambitious use of words,’ where, according to Davidson, the use of them is based on some kind of ‘artistic success’. However, this kind of characterisation does not help us to find a fruitful, semantical analysis for them. Possible worlds semantics offer a natural semantical tool which explains these peculiarities. Especially the identity of individuals becomes relativised to the methods of identification, which can be generalised to all modal contexts. This allows us to generalise the simple communication game. So, this paper explicates one aspect of the very important philosophical topic. (shrink)

Wheeler's contribution in this unique partnership gives a woman's consciousness to the philosophy of sexual equality.

Community-based learning is one way to bring discussions about diversity and inclusion into the philosophy classroom, but it can have unintended, negative consequences if it is not carefully planned. This article is divided into four sections that utilize courses and projects in which I have participated, as both co-architect and instructor, to discuss potential negative outcomes and how to avoid them. The first section introduces the projects and courses. The second section discusses practices that nurture positive relationships between (...) institutions of higher education and communities, and pedagogical strategies to prevent reinforcing negative student perceptions about vulnerable communities. The third section discusses how curricular and pedagogical choices can challenge privilege and power both in the classroom and community experience. The final section focuses on what to do when a student resists the learning experience. I conclude with a brief reflection about the community side of this partnership. (shrink)

The project we highlight in this article stems from our philosophical work on moral disagreements that appear to be—and sometimes are—intractable. Deliberative democratic theorists tout the merits of dialogue as an effective way to bridge differences of values and opinion, ideally resulting in agreement, or perhaps more often resulting in greater mutual understanding. Could dialogue mitigate disagreements about a controversial education policy such as affirmative action? Could it foster greater understanding? We conceived of a project that would simultaneously fulfill two (...) goals that we had as philosophers, education researchers, and aspiring public intellectuals. First, it would allow us to use philosophy in research, grounding our mixed methods research in a philosophically informed framework. The tools and analytic techniques that are particular to philosophers felt uniquely suited for an empirical study concerning political theory. Second, we aimed to use philosophy in the community. We were able to put our own expertise in philosophy and race-conscious education policy to good use by purposefully creating opportunities for diverse community members in our larger metropolitan area to engage in dialogue and deliberation with each other over the issue of affirmative action. (shrink)

To philosophize is to communicate philosophically. From its inception, philosophy has communicated forcefully. Socrates, Plato, and Aristotle talk a lot, and talk ardently. Because philosophy and communication have belonged together from the beginning--and because philosophy comes into its own and solidifies its stance through communication--it is logical that we subject communication to philosophical investigation. This collection of key works of classical, modern, and contemporary philosophers brings communication back into philosophy's orbit. It is the first anthology to (...) gather in a single volume foundational works that address the core questions, concepts, and problems of communication in philosophical terms. The editors have chosen thirty-two selections from the work of Plato, Leibniz, Hegel, Husserl, Heidegger, Wittgenstein, Benjamin, Lacan, Derrida, Sloterdijk, and others. They have organized these texts thematically, rather than historically, in seven sections: consciousness; intersubjective understanding; language; writing and context; difference and subjectivity; gift and exchange; and communicability and community. Taken together, these texts not only lay the foundation for establishing communication as a distinct philosophical topic but also provide an outline of what philosophy of communication might look like. (shrink)

Persons in Community sounds a clear call for African voices to be heard in the global village. It explores the interface between traditional African ethics and contemporary issues, both locally and globally. The contributors to this book offer incisive perspectives on cultural values - such as ubuntu - in a wide range of areas: the workplace and Western capitalism, medical practices, government and political change, gender relationships and HIV/AIDS. What emerges is that there are distinctive and common strands in (...) ethical views from sub-Saharan Africa, which need to be examined, sometimes applauded, and sometimes challenged. (shrink)

Edith Stein’s early phenomenological texts describe community as a special unity that is fully lived through in consciousness. In her later works, unity is described in more theological terms as participation in the communal fullness and wholeness of God or Being. Can these two accounts of community or human belonging be reconciled? I argue that consciousness can bring to the fore the meaning of community, thereby conditioning our lived-experience of community, but it can also, through Heideggerian (...) questioning, uncover that which remains somewhat hidden from consciousness itself: its own ground or condition of possibility, namely, being—a being that is both one and many, unified, communalised, and very diversified. If my reading of Stein is correct, the traditional understanding of the split between Stein’s strictly Husserlian/phenomenological period and her later Christian philosophical period must be renegotiated, at least when it comes to the philosophical problem of community or human togetherness. (shrink)

Volume 51, Issue 14, December 2019, Page 1541-1542.

By comprehensively exploring the theoretical questions raised by professional communication, this book provides an introduction to the philosophy of communication. Key Features: Arranged in three parts encompassing the theory of communication, conflict transformation and the role communication plays within organizations. Examines how agreement is reached through communication, how such agreement is negotiated between different perspectives and how such negotiation produces our organizations. Includes a full range of pedagogical features, including study questions, essay questions. chapter summaries, focus points and suggestions (...) for further reading. Philosophy of Communication is essential reading for all students of the philosophy of communication. (shrink)

This book deals with the relevance of community-based philosophical practices to individual and social empowerment. The authors analyze if it is possible for the inclusive dialogue between people of diverse backgrounds in informal adult education to benefit from the community practice of philosophy. They discuss if the latter can offer a contribution to individual, community and social empowerment. They make use of the dialogical methodology linked to M. Lipman and A.M. Sharp's «Philosophy for Children». The (...) book aims at achieving a critical lens for the analysis and assessment of community practices and for envisioning further possibilities of philosophical inquiry. -/- . (shrink)

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.

In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), (...) and who undeniably made a significant contribution to philosophy for/with children as a global movement. For anyone familiar with Philosophy for Children, they would, no doubt, also be familiar with its founder Matthew Lipman. However, not always acknowledged is that Ann Margaret Sharp, a philosopher of education, was also one of its pioneers who collaborated with Lipman to develop a theory and practice of the community of inquiry as a collaborative pedagogy and method for Philosophy with Children, as well as a pre-college curriculum. Also, not widely known is that the term ‘community of inquiry’ first appeared in an article co-authored by Lipman and Sharp (1978). Lipman credited Sharp with reconstructing the Peircean/Buchlerian notion of community of inquiry into a model of educational practice. Together they extensively developed the community of inquiry as an approach to teaching, said to transform the structure of the classroom in fundamental ways. Gregory and Laverty set the record straight regarding Sharp’s involvement in the development and success of Philosophy for Children as a school program and worldwide movement. Both editors are highly qualified for a project like this. Between them they have written numerous articles, book chapters and books and have co-edited books on philosophy of education, particularly philosophy for/with children. They are also well-respected practitioners who have collaborated with Sharp. (shrink)

The essays assembled in this volume focus on philosophical questions regarding various aspects of communication.

In the course of this article, I address the following question: why does analytic philosophy, which predominates throughout higher education in the United Kingdom, not feature prominently in UK madrasas (Islamic schools)? I provide two responses to this question. The first focuses on a possible intellectual conflict between the types of philosophy that are practiced in madrasas and in mainstream institutions of higher education. The second response focuses on the kind of philosophy that various organizations promote and (...) practice in communities of philosophic inquiry (CPI). These responses illustrate the conceptual and institutional reasons for madrasas’ reluctance toward analytic philosophy. Finally, I offer specific recommendations intended to help facilitate the introduction of analytic philosophy into madrasa curricula in the UK. (shrink)

As concepts, communication and information are very closely related, but they also designate more than their usual conceptual meaning when they are called upon in social theories as well as in philosophical theories about the reality and the truth of social life; information and communication are then designating physical events or event like objects of the observable reality, which will be hereafter described as a procedural ontologization of information. Why do they have this role and how do they play it (...) in contemporary social sciences and philosophy of social sciences? This article questions the scientificity of these concepts in these theoretical contexts. It wants to propose a framework for an epistemology of communication and information that is critical about the cybernetician paradigm in the social sciences. It presents this paradigm’s main features: informational ontology and probabilistic sociality. It offers a critique of this paradigm’s epistemological and methodological pretensions. It finally exposes the basis of an alternative philosophical theory of communication that wants to support the thesis that the cybernetician paradigmatic communication theory is not scientifically productive; and that it cannot be used in social scientific theoretical contexts without being dramatically redesigned and reoriented towards new goals. (shrink)

A social conception of science -- The pursuit of forms -- Beyond the doctrine of signs -- Structures of mediation -- Signs in action -- Prospects of communication -- From a rhetorical point of view.

The point of view expressed in the present research is directed towards the ideational “torsion” from rationalism to the “language-games” drawing up an analysis according to which one can notice the rationalist and post-rationalist aspects in the philosophy of communication, and the consequences of these perspectives, which could be of great interest as regards the philosophical concepts related to communication, to man or to the human community. As a matter of fact, “the torsion” is only apparent; it cannot (...) hold a dramatic change of the thinking range, from “rationalism” to “neo-positivism”, as regards the comment on Habermas’ theory of communication, as compared to Wittgenstein’s ideas about “the language-games” as central elements of human communication. Jürgen Habermas manifest a specific turn in his way of thinking, aiming at the contemporary modulation of the rationalist approach by means of inter-subjectivism orhumanism, and stressing the modulation of the logical approach, by means of “language-games” and “life-forms.”. (shrink)

This article reflects on the ‘Philosophy and Gender’ project, which introduced the pedagogical technique known as the ‘Community of Inquiry’ into an undergraduate Gender and the Law course at the University of Western Australia. The Community of Inquiry is a pedagogy developed by Matthew Lipman in the discipline of Philosophy that facilitates collaborative and democratic philosophical thinking in the context of teaching philosophy in schools. Our project was to see if this pedagogy could advance two (...) objectives in Gender and the Law at undergraduate level: ‘reflexive thinking’ and ‘standpoint thinking’. We conclude that the Communities of Inquiry had a significant influence on the development of ‘reflexive thinking’ but appeared to have limited influence on the development of ‘standpoint thinking’. Here we provide a practitioner reflection on an exploratory new approach to teaching in a tertiary setting, with a view to setting an agenda for more systematic research in the future. (shrink)

The explicit ambition of this collection is to move `beyond' the Universal Pragmatics of Jurgen Habermas.

This paper uses structural analogies to competing political philosophies of human society as a heuristic tool to differentiate between ecological theories and to bring out new aspects of apparently well-known classics of ecological scholarship. These two different areas of knowledge have in common that their objects are ‘societies’, i.e. units composed of individuals, and that contradictory and competing theories about these supra-individual units exist. The benefit of discussing ecological theories in terms of their analogies to political philosophies, in this case (...) liberalism, democratism and conservatism, consists in the fact that political philosophies show clear differences and particularities as regards their approach to the concepts of individuality and intentional action. The method therefore helps to expose peculiarities of ecological theories that are usually considered canonical, as well as hybrid forms, and to differentiate between two different types of theories about functional wholes. The basis of this method is the constitutional-theoretical premise that modern paradigms of socialization structure the ecological discourse. (shrink)

Throughout his philosophical project Michel Serres uses the etymological connections between words to reveal much larger experiential and philosophical links. One such connection is between the words ‘media’ and ‘milieu’. In this paper I show how Serres’ philosophy of communication can be used to think critically about the relationship between media and the environment. The paper provides an introduction to Serres’ mode of thought, focusing on his treatment of communication systems. It explores his articulation of noise, information, and thermodynamics (...) and what this contributes to critical discussions of media ecology. (shrink)

American democracy, while no stranger to internal conflict, has seemingly reached a boiling point regarding political partisanship. Things have gotten so bad that parties rarely talk to each other on important issues, and shutting down the government over ideological disagreements has become a more or less accepted move. Tom Allen, a former U.S. representative from Maine, paints this provocative picture of how the warring political parties in the U.S. government see each other: “Democrats see Republicans as inattentive to evidence and (...) expertise, unconcerned about Americans struggling to get by, and reflexively opposed to government action to deal with our collective challenges. On the other hand, Republicans see.. (shrink)

The paper discusses the philosophy of language and communication based on Immanuel Kant’s transcendental method. Firstly, the basic assumptions of methodical rationalism are presented. Subsequent sections analyse Kant’s intellectual successors: Wilhelm von Humboldt and Ernst Cassirer. Both the intellectuals adopted Kant’s point of views and both treated language as an active, cultural factor participating in the creation of reality. The article ends with a suggestion that the transcendental approach will be present in the 21th-century researches on language and communication.