Universal human values-this is one of the most frequently encountered phrases today; we are constantly coming across it on the pages of newspapers and magazines. Its frequency creates the illusion that its content is intuitively clear, attractive, and shared by everyone. However, the various versions of what is understood by universal human values-the good, truth, beauty, freedom, or civil society, a non-nuclear world, ecological protection, pluralism, etc.-show that this is by no means the case.

The lack of academic religious studies in India has several causes: the choice of the secular University of London as model for the first universities in India in 1857, the secular constitution, the secularist approach of the first prime minister of India, Jawaharlal Nehru, and the explosive relation between major faith traditions. However, with the waning of the Indian secularist framework and the continued power and influence of Hindutva ideology, there is a need to discuss different models for religious studies (...) in India. In this article, the point of departure is Banaras Hindu University, one of the few universities in India that has religious studies, but also a faculty of Hindu theology. The focus is on the history of BHU and the recommendations of several educational commission from the 1930s to the 60s, with a note on recent attempts at BHU of renewing value education. The aim is to highlight one alternative for developing religious studies in India, whose primary goal is the formation of good citizens enabled by a set of universal human values instantiated in local traditions. (shrink)

In Spain before the 1990s there was no clear and explicit comprehensive training for future engineers with regard to social responsibility and social commitment. Following the Spanish university curricular reform, which began in the early 1990s, a number of optional subjects became available to students, concerning science, technology and society (STS), international cooperation, the environment and sustainability. The latest redefinition of the Spanish curriculum in line with the Bologna agreements has reduced the number of non-obligatory subjects, but could lead to (...) improving preparation for social responsibility due to the requirement that the design of curricula and the assessment of students should be based on competencies, some of which include human values and attitudes. (shrink)

This study contributes to the emerging literature on public opinion on a universal basic income not only by investigating the role of basic human values in influencing support for UBI but also by examining the moderating role of welfare state development in the association between basic human values and UBI support. Using the European Social Survey Round 8 in 2016, which has an item asking whether to support UBI and the 21-item measure of human values that (...) is based on the Schwartz theory of basic human values, the results show that individual universalism that is a self-transcendence value is positively and significantly associated with support for UBI, while the other self-transcendence value, benevolence, has a negative relationship with that; the two self-enhancement values, power and achievement, are positively linked to support for UBI. Additionally, in advanced welfare states, people who are more inclined towards individual universalism are more likely to support UBI; by contrast, in underdeveloped welfare states, this relationship is not apparent. (shrink)

Technologies and human values both have important bearing on human life and conditions. Unfortunately, the dialogue between them has remained inadequate, at best. While the discourse on human values recognizes various kinds and layers of values, including values that are universally relevant across societies and cultures, research on the interface between values and technology has predominantly focused on technology’s interactions with society-specific values. This article is an attempt to broaden the scope of this research by specifically taking (...) the case of cremation technologies. Numerous societal, religious and universal values interplay with each other in matters related to death and the dead. Unlike other technologies, an individual can ‘use’ cremation technology only once, that too with limited control over his/her choice. Our empirical research finds that a complex interaction of multiple layers of values shapes the form and trajectory of cremation technology. Tracking the debate on the adoption of... (shrink)

In the health care professions, the meaning of—and implications for—‘dignity’ and ‘value’ are progressively more important, as scholars and practitioners increasingly have to make value judgments when making care decisions. This paper looks at the various arguments for competing sources of human value that medical professionals can consider—human rights, autonomy, and a higher-order moral value—and settles upon a foundational model that is related to the Kantian model that is popular within the medical community: (...) class='Hi'>human value is foundational; human dignity, autonomy, and rights derive from the relational quality of human dignity. Moral dignity is expressed though the relationships we cultivate, the communal ends we pursue, and the rights we enjoy. Correlatively, human dignity is inseparable from its ground, and the relationship between these two is best represented for Kant in the humanities formulation. The foundational model of dignity ensures that human value is non-circularly derived, but is ultimately tied to expressions of individual human dignity that comes from the dignity of morality. Linking Kant’s dignity of humanity to the dignity of morality affords a unique and efficacious response to the discussion of human value. In one sense, dignity is amplificatory, since its worth is inextricable with that of autonomy and the rights afforded to the autonomous. But that isn’t to say that the worth of dignity is merely amplificatory. Rather, human dignity indicates the absolute inner value found in each individual in virtue of being human. That inner worth engenders certain universal rights—derivable from the dignity and fundamental rational appeal of morality—just as it provides for the possibility for a community of beings to seek to live the moral life. (shrink)

This paper tries to evolve a distinctive model of Swedish management from the standpoint of human values. The author attempts to understand the deeper and subtle aspects of the Scandinavian manage ment style and discusses ways to understand different management styles in different cultural contexts and how they can be sustained in an information age where culture-specific values face extinction. His analysis draws on several sources including personal experiences and mythological references. The paper explores the 'deep structure' of the (...) Swedish mind and enumerates 'typical Swedish' values like equality, self-criticism, worship of nature, and their relationship with the Swedish management style. It also articulates the dilemma of the Swedish manager who has to stick to traditional Swedish values at work and at the same time be responsive to universal human values. According to the author, the ideal way to overcome this dilemma is to transcend into pure being by knowing one's real self and then coming out into the world of action to reflect the universal in the relative. (shrink)

Quality of life is an important outcome measure in mental health care. Currently, QoL is mainly measured with paper and pencil questionnaires. To contribute to the evaluation of treatment, and to enhance substantiated policy decisions in the allocation of resources, a web-based, personalized, patient-friendly and easy to administer QoL instrument has been developed: the QoL-ME. While human values play a significant role in shaping future use practices of technologies, it is important to anticipate on them during the design of (...) the QoL-instrument. The value sensitive design approach offers a theory and method for addressing these values in a systematic and principled manner in the design of technologies. While the VSD approach has been applied in the field of somatic care, we extended the VSD approach to the field of mental healthcare with the aim to enable developers of the QoL-instrument to reflect on important human values and anticipate potential value conflicts in its design. We therefore explored how VSD can be used by investigating the human values that are relevant for the design of the QoL-ME. Our exploration reveals that the values autonomy, efficiency, empowerment, universal usability, privacy, redifinition of roles, of responsibilites, reliability, solidarity, surveillance and trust are at stake for the future users of the technology. However, we argue that theoretical reflections on the potential ethical impact of a technology in the design phase can only go so far. To be able to comprehensively evaluate the usability the VSD approach, a supplementary study of the use practices of the technology is needed. (shrink)

The essay begins by the author's recollections of his younger days when people were seldom worried about moral decline in society. Today, however, it has become a real concern. Literature, philosophy, spiritual works are all essentially a celebration of human values. The paper examines the issue of scale of graded values as against that of absolutist universal values. A scrutiny of English literature reveals that some key literary figures in eighteenth-nineteenth century England drew attention to the decline of (...) human values accompanying increasing industrialization. The author discusses his own views on the management and role of human values in it, as also on human values and man's divine nature. He discusses the leader's role and an action programme for human values. The universality of Vedantic monism, and its triple idealism, is suggested as a basis for the regeneration of human values. (shrink)

The truth can be dangerous. It is because they realise this that the Roman Catholic Church forbid cremation. Cremation is, of course, theologically permissible, and in times of epidemic the Church allows it. But in normal times it is forbidden — Why? The reason is that the Church fears the influence of the image associated with it. It is difficult enough for the faithful to accept the notion of bodily resurrection after having seen a burial. But the image of the (...) whole body being consumed by flames and changing within a few minutes to a heap of ashes is an even more powerful apparent contradiction of the theological claim of bodily resurrection at the Day of Judgement. In short, instead of relying only on abstract theological argument, which very likely would not convince their flock in any case, the Church deals with this threat to faith by attacking the concrete image. (shrink)

This article investigates the universal values scale, Schwartz Value Survey (SVS) for its applicability to measure cultural context-specific values. The study establishes a need to construct a new scale by identifying and incorporating Indian culture-specific values in SVS. Deriving data using self-assessment questionnaires from 709 respondents in 2 studies and analysing them using principal component analysis and structural equation modelling, the article reconceptualizes Schwartz’s Portrait Values Questionnaire (PVQ) and the 10 motivational value factors and develops a new (...) 76-item Holistic Values Scale (HVS) to measure Indian values using well-established scale development methods. The article further presents the research and policy implications and future research areas in this domain. (shrink)

Consists of lectures delivered at the Institute on human values, a series of lectures presented at Creighton University in 1968-69. Includes bibliographies.

The present moment in human history is marked by the ever-accelerating movement across the world of materials, peoples, and information, creating various problems but also opportunities as well –especially for the movement of people. Such demographic movement makes multiculturalism a major issue for many societies. Differences between immigrants and the society receiving them tend to create conflict, as another culture encroaching upon one’s own culture is often felt as a threatening challenge to one’s identity. Within any society, identity is (...) constructed in the subjective process of culture. But where two or more cultures come into close contact, a dominance–subordination struggle frequently develops between their respective subjectivities. One solution to such conflict might be found in the legal provision of equality of rights for all members of society, including cultural minorities. But if the legal solution alone is considered, the resources accumulated in cultures as enabling agents for amenable social coexistence would go unused, and tension and conflict will frequently persist. As an intermediate position, cultural subjectivities, whether personal or collective, could be induced to constitute a complex system of federated subjectivities within the general society. Even such a system may not, however, be completely effective. The adoption by all parties of an ethic universally conceived on the minimal basis could meet the urgent need to prevent escalation of conflict, but its ultimate goal would be to prepare a common ground for the development of a global culture incorporating multiple cultures as historically inherited resources for the enrichment of human life. Ethical awareness is what reveals the otherness of the other and also the ontological ground of human life on earth; as ethics and epistemology coincide, a human reason would emerge as the ground of a new global culture, and the world would hopefully become a single Lebensraum for the whole of humanity. (shrink)

Drawing its strength from the UN Charter and UDHR, human rights ethics is a beacon of hope and a promise that requires continuous reaffirmation during these turbulent times. These two documents, with their unwavering faith in ‘fundamental human rights, in the dignity and worth of the human person, in the equal rights of men and women and of nations large and small,’ have shaped our understanding of human rights as global and universal ethics. However, this (...) faith is now being severely tested by four countercurrents: extremism, exclusionism, selectivism, and populism. These countercurrents pose significant and urgent human rights threats that activists, academics, and policymakers must confront by reasserting the basic core values of the UN Charter and UDHR. (shrink)

ABSTRACTIn Western and non‐Western societies, it is a widely held belief that the concept of human rights is, by and large, a Western cultural norm, often at odds with non‐Western cultures and, therefore, not applicable in non‐Western societies. The Universal Draft Declaration on Bioethics and Human Rights reflects this deep‐rooted and popular assumption. By using Chinese culture as an illustration, this article points out the problems of this widespread misconception and stereotypical view of cultures and human (...) rights. It highlights the often ignored positive elements in Chinese cultures that promote and embody universal human values such as human dignity and human rights. It concludes, accordingly, with concrete suggestions on how to modify the Declaration. (shrink)

Se realizó un trabajo de educación en valores humanos con métodos participativos en estudiantes del nuevo modelo formativo de Enfermería de la Universidad de Ciencias Médicas de Camagüey en la Filial de Nuevitas, para la ejecución de la tarea se capacitó a profesores y tutores, objetivo por el cual se diseñó la estrategia educativa. Se enunciaron las dificultades del objeto de investigación, resultado del diagnóstico aplicado, se confirmó la ausencia de estrategia educativa en el uso de métodos participativos con tal (...) fin, y la necesidad del diseño. Se utilizaron las etapas dirigidas a la capacitación, la sensibilización, la planificación, la valoración y el control de la ejecución del sistema de acciones con el colectivo pedagógico para el perfeccionamiento de la educación en valores con estos métodos. A teaching work based on human values with the implementation of participatory methods was carried out for Nursing students of the new training model at the seat of the Medical University of Camagüey in Nuevitas. Tutors and professors were trained to put this task into practice, reason why the teaching strategy was designed. The difficulties of the research object as a result of the applied diagnosis were set out. The lack of a teaching strategy in the use of participatory methods for this purpose, and the need of the design were stated. Stages aimed at training, awareness-raising, planning, assessment and control of the system of actions implementation with the pedagogical team in order to improve values education with these methods, were used. (shrink)

We can speak about individual and social (characteristic for a population) values, but it is difficult to present universal, specifically human values, except for biological needs. The reason of it follows from the fact that superior values, related to two human needs (world model cognition and the meaningful sense of life) depend upon a world-view, in advance accepted and inculcated in us. From this world-view we as its followers draw our notions of good and bad, we shape (...) our ideas on proper human relations and on what for us should be the most important. So what can be of universally human character? It seems that only the possibility of possessing a system of values, of forming its features and defining its components. (shrink)

Volume 39 of the Tanner Lectures on Human Values includes lectures initially scheduled during the academic year 2019-2020. Owing to the global coronavirus pandemic, some were delivered at a later date. The Tanner Lectures are published in an annual volume. In addition to permanent lectures at nine universities, the Tanner Lectures on Human Values funds special one-time lectures at selected higher educational institutions in the United States and around the world.

This article takes up the educational challenge of the framers of the Universal Declaration of Human Rights. Specifically, the author explores the question of: how can we talk about a universal conception of human rights in a way that both respects the need for cultural pluralism and the necessity to protect those rights and freedoms that all people—regardless of differences such as race, class, culture, or religion—are entitled to? What metaphor or metaphors can be useful for (...) us to speak clearly and coherently about the issue of universal human rights in a diverse world? The author examines a prevailing yet problematic metaphor, which Makau Mutua critiques in his well-known essay ‘Savages, Victims and Saviors: The Metaphor of Human Rights.’ He then attempts to articulate some common values that can serve as a foundation for an alternative conception of human rights. Next, he proposes an alternative metaphor—the Buddhist notion of equalizing and exchanging self and other—that more aptly captures the complexity and contradictions of talking about universal human rights. Finally, he turns to the role of education in helping people become familiar with and respect this alternative metaphor. (shrink)

The Tanner Lectures on Human Values is the annual publication of lectures given at Clare Hall, Cambridge University; Brasenose College, Oxford University; Harvard University; Yale University; the University of California; Stanford University; the University of Michigan; and the University of Utah as well as other locations. Established to reflect upon the scholarly and scientific learning relating to human values, the lectureships are international and intercultural, and transcend ethnic, national, religious, and ideological distinctions. This Volume X, first published in (...) 1989, includes: ALBERT O. HIRSCHMAN 'Two Hundred Years of Reactionary Rhetoric: The Case of the Perverse Effect'; ROBERT A. DAHL 'The Pseudodemocratization of the American Presidency'; JAVIER MUGUERZA 'The Alternative of Dissent'; WILLIAM THEODORE DE BARY 'The Trouble with Confucianism'; ANTHONY QUINTON 'The Varieties of Value'; BARRY STROUD 'The Study of Human Nature and the Subjectivity of Value'. (shrink)

The Tanner Lectures on Human Values is the annual publication of the Tanner lectures given at Clare Hall, Cambridge University; Brasenose College, Oxford University; Harvard University; Yale University, the University of California; Stanford University, the University of Michigan; and the University of Utah and other locations. Established to reflect upon the scholarly and scientific learning relating to human values, the lectureships are international and intercultural, and transcend ethnic, national, religious, and ideological distinctions. Appointment as a Tanner lecturer is (...) a recognition of uncommon capabilities and outstanding scholarly or leadership achievement in the field of human values. The lecturers of Volume II, originally published in 1981, examine the sources of our values, seeking in our own experience the resources that will enable us to understand our society more fully. (shrink)

The Tanner Lectures on Human Values is the annual publication of the Tanner Lectures given at Clare Hall, Cambridge University; Brasenose College, Oxford University; Harvard University; Yale University, the University of California; Stanford University, the University of Michigan; and the University of Utah and other locations. Established to reflect upon the scholarly and scientific learning relating to human values, the lectureships are international and intercultural, and transcend ethnic, national, religious, and ideological distinctions. Appointment as a Tanner lecturer is (...) a recognition of uncommon capabilities and outstanding scholarly or leadership achievement in the field of human values. This ten-volume set covers the content of the Lectures between 1980 and 1989. (shrink)

The Tanner Lectures on Human Values, founded July 1, 1978, at Clare Hall, Cambridge University, was established by the American scholar, industrialist, and philanthropist Obert Clark Tanner. Lectureships are awarded to outstanding scholars or leaders in broadly defined fields of human values and transcend ethnic, national, religious, or ideological distinctions. Volume 31 features lectures given during the academic year 2010–2011 at Yale University, The University of Utah, The University of Michigan, Stanford University, Princeton University, and Harvard University. _Contributors: (...) __Rebecca Goldstein, “The Ancient Quarrel: Philosophy and Literature” _ Rebecca Goldstein is a research associate in the Department of Psychology, Harvard University, and an award-winning novelist. _Spike Lee, “America Through My Lens: The Evolving Nature of Race and Class in the Films of Spike Lee” _ Spike Lee, a writer-director, actor, producer, author, and educator who has revolutionized the role of black talent in cinema, is widely regarded as today’s premiere African-American filmmaker. _Susan Neiman, “Victims and Heroes”_ Susan Neiman is the director of the Einstein Forum, an international interdisciplinary think tank in Berlin, and is the author of three books. _Elinor Ostrom, “Frameworks” and “Analyzing 100-Year-Old Irrigation Puzzles”_ Elinor Ostrom is Distinguished Professor, Arthur F. Bentley Professor of Political Science, and senior research director of the Workshop in Political Theory and Policy Analysis, Indiana University, Bloomington. _Robert Putnam, “American Grace: Religious Americans Are Nicer and Happier. Why?”_ and “American Grace: Americans Are Religiously Devout and Religiously Divided, yet Religiously Tolerant. Why?” Robert Putnam is Malkin Professor of Public Policy at Harvard University and has written more than a dozen books. _James Scott, “The Late Neolithic Multispecies Resettlement Camp” and “The Long Golden Age of Barbarians, a.k.a. Non-State Peoples”_ James Scott is the Sterling professor of Political Science and professor of Anthropology and director of the Agrarian Studies Program at Yale University. _Martin Seligman, “Flourish: Positive Psychology and Positive Interventions”_ Martin Seligman is Zellerbach Family Professor of Psychology at the University of Pennsylvania and director of the Positive Psychology Center. He is the author of twenty-one books and more than 250 articles. _Susan Smith, “Moral Maze: Dealings in Debt” and “Ethical Investment?: Attending to Assets”_ Susan Smith, Mistress of Girton College, Cambridge, researches the interdisciplinary world of housing studies. She has published more than 100 scholarly articles. (shrink)

Richard P. Haynes, founding editor of _Agriculture and Human Values_, was an Associate Professor in the Department of Philosophy at the University of Florida. His personal interests in the environmental dimensions of agriculture led him to found the journal in the 1980s with support from the W.K. Kellogg Foundation. Later in life, he published on ethical treatment of lab and farm animals. Haynes understood _Agriculture and Human Values_ as a broadly multidisciplinary and interdisciplinary platform for critical studies of (...) agriculture and food systems. As he took over the editorship of _The Journal of Agricultural and Environmental Ethics_ in the 1990s, he fashioned it as a complementary outlet for more traditionally philosophical studies of environmental and agricultural topics. (shrink)

The Tanner Lectures on Human Values, founded July 1, 1978, at Clare Hall, Cambridge University, was established by the American scholar, industrialist, and philanthropist Obert Clark Tanner. Lectureships are awarded to outstanding scholars or leaders in broadly defined fields of human values and transcend ethnic, national, religious, or ideological distinctions. Volume 33 features lectures given during the academic year 2012-2013 at Stanford University; the University of Michigan; the University of Oxford; the University of California, Berkeley; Harvard University; the (...) University of Utah; and the U.S. Ambassador’s Palace, Paris, France._ William G. Bowen_, “Costs and Productivity in Higher Education” and “Prospects for an Online Fix: Can We Harness Technology in the Service of Our Aspirations?”_ Craig Calhoun_, “The Problematic Public: Revisiting Dewey, Arendt, and Habermas”_ Michael Ignatieff_, “Representation and Responsibility: Ethics and Public Office”_ F. M. Kamm_,_ “_Who Turned the Trolley?” and _“_How Was the Trolley Turned?”_ Claude Lanzmann, “_Resurrection”_ Robert Post, “_Representative Democracy: The Constitutional Theory of Campaign Finance Reform” and _“_Campaign Finance Reform and the First Amendment”_ Michael J. Sandal_, “The Moral Economy of Speculation: Gambling, Finance, and the Common Good”. (shrink)

The Tanner Lectures on Human Values, founded July 1, 1978, at Clare Hall, Cambridge University, was established by the American scholar, industrialist, and philanthropist Obert Clark Tanner. Lectureships are awarded to outstanding scholars or leaders in broadly defined fields of human values and transcend ethnic, national, religious, or ideological distinctions. Volume 32 features lectures given during the academic year 2011–2012 at the University of Michigan; Princeton University; Stanford University; the University of California, Berkeley; the University of Utah; and (...) Yale University. This volume includes the following lectures:_ John Broome_, “The Public and Private Morality of Climate Change”_John Broome is the Whites Professor of Moral Philosophy at the University of Oxford and a fellow of Corpus Christi College in Oxford. He has written six books. John M. Cooper_, “Ancient Philosophies as Ways of Life”_John Cooper is the Henry Putnam University Professor of Philosophy at Princeton University. His books include _Pursuits of Wisdom: Six Ways of Ancient Philosophy from Socrates to Plotinus _and _Panentheism: The Other God of the Philosophers_. Stephen Greenblatt_, “Shakespeare and the End of Life History”_Stephen Greenblatt is the John Cogan University Professor of the Humanities at Harvard University. He is the author of several books, including the 2012 Pulitzer Prize–winning _The Swerve: How the World Became Modern _and _Will in the World: How Shakespeare Became Shakespeare_. Lisa Jardine_, “The Sorcerer’s Apprentice: C. P. Snow and J. Bronowski” and “Science and Government: C. P. Snow and the Corridors of Power”_Lisa Jardine is a professor of Renaissance studies at University College London, where she is the director of the Interdisciplinary Centre for Research in the Humanities and the Centre for Editing Lives and Letters. She has published more than fifty scholarly articles and seventeen books, including _Going Dutch: How England Plundered Holland’s Glory_. Samuel Scheffler_, “The Afterlife”_Samuel Scheffler is University Professor and a professor of philosophy and law at New York University. He has published four books in the areas of moral and political philosophy, including _Equality and Tradition_. Abraham Verghese_, “Two Souls Intertwined” Abraham Verghese is a professor of medicine and senior associate chair for the Theory and Practice of Medicine at Stanford University. He has published widely across disciplines, including _My Own Country: A Doctor’s Story _and the novel _Cutting for Stone_. He is perhaps best known for his deep interest in bedside medicine and work in the medical humanities. (shrink)

The Tanner Lectures on Human Values is the annual publication of the Tanner lectures given at Clare Hall, Cambridge University; Brasenose College, Oxford University; Harvard University; Yale University, the University of California; Stanford University, the University of Michigan; and the University of Utah and other locations. Established to reflect upon the scholarly and scientific learning relating to human values, the lectureships are international and intercultural, and transcend ethnic, national, religious, and ideological distinctions. Appointment as a Tanner lecturer is (...) a recognition of uncommon capabilities and outstanding scholarly or leadership achievement in the field of human values. This first volume of lectures, originally published in 1980, explores valuation on many levels of our physical and intellectual environments. (shrink)

Abstract: Would a global commitment to international human rights norms provide enough of a sense of community to sustain a legitimate and sufficiently democratic global order? Sceptics worry that human rights cannot help maintain the mutual trust among citizens required for a legitimate political order, since such rights are now too broadly shared. Thus prominent contributors to democratic theory insist that the members of the citizenry must share some features unique to them, to the exclusion of others—be it (...) a European identity ( Habermas and Derrida 2003 ) or a national public culture generally shared only by the members ( Miller 1995, 2000 ). This essay considers and rejects these arguments. While stable, democratic redistributive arrangements do require trust and institutionalised means of trustworthiness; they need not rely on norms or values that distinguish members from non-members: such exclusion is not required. Thus human rights may be part of a common political identity. (shrink)

The article informs about the international scientific conference "Universal values of religions of the world: history and modernity", which took place on October 24-25, 2019 in Kyiv.

The long human odyssey of self-discovery has reached a crucial stage: everything we do affects everyone and everything else - and we know it. The next hundred years will bring more change than we can easily imagine: more opportunities for more people to achieve the fulfilment of a good life, and more risks that could result in catastrophic harm to the entire planet.Viewed geopolitically, the main question is whether the world-views of the world's most important and influential powers - (...) China and America (the one fundamentally Confucian, the other essentially individualist) - can be made to work together constructively.At the same time, on a deeper level, the even greater question is how the irreversible fact of urbanisation may nurture healthy and mature human individuality, such that the accumulated wisdom of the world's great cultures becomes mutually transforming and enriching.This bold and wide-ranging book explores those questions, with all the risks and opportunities they hold for generations still to com"--Publisher information. (shrink)

Volume 39 of the Tanner Lectures on Human Values includes lectures initially scheduled during the academic year 2019-2020. Owing to the global coronavirus pandemic, some were delivered at a later date. The Tanner Lectures are published in an annual volume. In addition to permanent lectures at nine universities, the Tanner Lectures on Human Values funds special one-time lectures at selected higher educational institutions in the United States and around the world.

Despite powerful strategic approaches in the health systems in many afTluent countries, the pandemic that has hit us has cascaded beyond the imagination of many civil societies around the world. There is a call for a higher understanding and practice as the contents in the social media reTlected an urgency to understand more on the healing effects of the body, mind and spirit. In fact, contents in social media highlighted many coping mechanisms which were related to religious, cultural and spiritual (...) values. The public expressed information that included remedies for the body, mind and the spiritual aspects of humanity and their interconnectedness with the environment. These narratives were equally as signiTicant as the logistic arrangements, professional and political decision making among the healthcare professions and members of other inter-related health networks. The results of the COVID-19 outbreak has crea ted a deeper unders tanding, o f a higher consciousness as populations around the world recognize that the world works as one large organism trying to balance the ethical and unethical practices rampant in our societies. This paper proposes the integration of “change theory” to explore the various existing elements in narratives of the public and research studies from healthcare practices. An exploratory analysis of contents in social media and the related literature in healthcare and nursing studies has revealed speciTic patterns which helped put the theory in perspective and to formulate a model for future understanding on what common universal values exist in the commonly existing patterns. (shrink)

The Value of Life is an exploration of the actual and perceived importance of biological diversity for human beings and society. Stephen R. Kellert identifies ten basic values, which he describes as biologically based, inherent human tendencies that are greatly influenced and moderated by culture, learning, and experience. Drawing on 20 years of original research, he considers: the universal basis for how humans value nature differences in those values by gender, age, ethnicity, occupation, and geographic (...) location how environment-related activities affect values variation in values relating to different species how vlaues vary across cultures policy and management implications Throughout the book, Kellert argues that the preservation of biodiversity is fundamentally linked to human well-being in the largest sense as he illustrates the importance of biological diversity to the human sociocultural and psychological condition. (shrink)

This paper examines how the intercultural conception of human rights, fueled by the modes of reciprocal recognition associated with Hegel’s social philosophy, draws on traditional understandings of human dignity while avoiding the essentialism associated with those understandings. Part 1 summarizes core elements of an intercultural theory of human rights while addressing the general question of how that theory accommodates an understanding of the relationship of human dignity and human rights. Part 2 presents the intercultural approach (...) as committed to a view of human dignity focused on the intrinsic worth of individuals, but understood, not—with Kant—as an anthropologically inherent property, but as one forged in relations of intersubjective recognition. Part 3, critically engaging arguments of C Beitz and J Habermas, claims that an intercultural approach entails a status-based conception of human dignity, one that construes the latter, not as a metaphysically conceived inherent quality, but as a function of membership in a social order supportive of both liberal right claims and a republican commitment to rights systems generally. Drawing on the work of Hegel and critically engaging the position of A Sangiovanni, Part 4 construes human dignity in terms of a doctrine of human rights expressive of a common humanity, one understood, however, not as an essential attribute of human beings, but in terms of a globally realized legal-political order whose members are dispositionally committed to the worth of all members of the human community and the value of human community itself. Critically appropriating the work of H Arendt for the intercultural theory, Part 5 considers the centrality of actual politics to a dignitarian account of human rights. Part 6 construes human dignity, again with Kant, in terms of the principle of autonomy, but one understood, not abstractly, but—engaging Pico della Mirandola—as the fallibilistically conceived process of social learning on the part the members of the human community. Part 7 considers how the intercultural view, with the idea of social practice expressive of collective human agency, accommodates a concept of human dignity understood as the “foundation”—nuanced and variegated—of human rights. Part 8 details the specific normativity of an intercultural conception, asserting that despite and even because of its attention to the empirical realities of social, historical, and political life, that conception remains committed, as with essentialist views, to context-transcending norms capable of calling into question actual practices and policies. Here, recourse is had to a concept of recognition understood both as a principle of evaluation and as a social practice encompassing the activity of individuals and groups engaged in the discourse on human rights. (shrink)

The present paper is an attempt to study the acts and intentions which set up for the subject, and for the community of subjects, a set of values and disvalues which impose themselves as valid upon everyone, and which everyone must tend to prescribe, or to warn against, for everyone. The acts which set up a formal apophantic and ontology have been studied by Husserl in his Formal and Transcendental Logic , but he has not set out a comparable theory (...) of the acts which set up a universally valid system of values and disvalues. He has not done so because he does not believe in such a system, because his thought goes no further than the values set up for and felt to hold in a given group or society. It is my view that there is an ineluctable progress from these relativistic group-values to a set of values and disvalues holding for everyone, and that moreover in their relation to everyone, and that these values and disvalues have definite and undeniable shapes and locations, even if these shapes also have somewhat nebulous contours. The views I am expounding on this occasion are not new: they are fully set out in my Values and Intentions and my Axiological Ethics and in other writings. Ideas, however, require restatement at intervals, with a suitable change of idiom and emphasis. And I feel my views on this topic to have a claim to truth simply because, quite differently from my views on other topics, and despite constant reflection, they have hardly changed over the last two decades. The inspiration for these views was only in part Husserlian, as I do not think that the emotional and the axiological are really Husserl's strong suit. Strangely enough, that dry thinker Meinong would seem to have had a much richer emotional life and the ability to frame a theory to fit it, than the much easier and at times effusive thinker Husserl. Meinong's 1917 Austrian Imperial Academy treatise, On Emotional Presentation , recently translated for the Northwestern Phenomenology series, is a much more systematic investigation of the presuppositions of value-theory than any writing of a professed phenomenologist. What I have to say will build considerably on Meinong, always a major influence in my thought. But I have also been much influenced in my approaches to value-theory by the transcendental methods of Kant. Kant, I think, could very well have worked out a transcendental deduction of the heads of value and disvalue, a deduction much more illuminating than the dogmatic intuitionism of Scheler and Hartmann, instead of producing the arid triad of categorical imperatives that were all that he actually deduced. Imperatives, I consider, are secondary structures in value-constitution: the primary structures are the ultimate objects of necessary, rational pursuit and avoidance which Kant wrongly thought of as involving heteronomy and a corruption of pure form by matter. There is, I shall argue, nothing more free from extraneous, pathological material than the objects of the pursuits and avoidances in question. (shrink)

This seventeen issue of DIALOGO [2023] is dedicated to the multi-theme `Freedom, Human Rights, Global Crises, Solidarity & Values ` - addressing several actual issues with a central focus on human rights, seen in our society nowadays concerning globalization amid global crises that occurred in the latest years, and beyond towards a holistic approach of private vs universal values. Finally, DIALOGO collates several articles relating to the empirical measurement of religion and health—an increasingly important area of research. (...) We start our endeavor with the inquiry, “What can we do to preserve human rights and values amid social changes?”. (shrink)

The present paper argues that as basic schools become more pluralistic, it is important to (re)discuss the value base on which education should be built. Many see human rights as a universal principle of Western democratic societies and thus a universal value base of education. However, human rights seem to be insufficient – first, because many question their universality, and second, because they are understood mainly as legal rather than ethical principles. The concept that (...) is known to ethically support human rights is the global ethic. And from one of the main pillars of the global ethic we derive the universal value base of education – the responsibility for the other, understood as care for the other, being for the other, treating and approaching the other with respect. To this end, teachers should encourage social interactions, based on active listening and exotopy. (shrink)

Are the ideas of democracy and isonomy an absolute achievement of civilization, or just a tuning moment in a complex system of metamorphosis? Is this something universal or an aesthetic approach? Could our concept of art, in its deepest sense, be responsible for democracy? Or, could our concept of democracy exist because of art? This paper is a reflection on these questions. Normally, a scientific text should give answers but would this principle be universal? Inside our planetary metamorphosis (...) all values are changing as always but now at high speed. High speed gives us both the sensation of confusion, which was typical in other historical moments, as when Carmina Burana was elaborated in the Middle Ages, and the possibility to take a step back and have, in the eye of the cyclone, dynamic elements showing us change in process. In this paper, democracy and isonomy are taken as the content of a path towards civilization, in a new environment. (shrink)

By any metric, the twentieth century university was a successful institution. However, in the twenty-first century, ongoing neoliberal educational reform has been accompanied by a growing epistemological crisis in the meaning and value of the humanities and social sciences (HaSS). Concerns have been expressed in two main forms. The governors of tertiary education systems—governments, private investors, university managers and consultancy firms—have focused on how HaSS can adapt to the perceived research needs of the 21st century. At the same time, (...) a competing set of discourses has been generated by scholars and researchers employed within the critical HaSS themselves. This article considers what these differing perspectives mean for reconceptualising HaSS for the twenty-first century. After surveying the contemporary climate, this article examines the findings of key reports on the future of the humanities from the United States, the United Kingdom and Australia. Alongside those of Western Europe, these university systems are arguably the key drivers for the global university system. It is argued that these reports provide an opportunity for emerging universities to reflect on their research priorities and developmental strategies. The article concludes with some reflections on the wider consequences of the globalising of the university system, the increase of China's influence in Asia, and ponders the prospect of post-human/ist futures of the humanities. (shrink)

The problem of universals is one of the oldest problems in philosophy. One of the oddities of Spinoza's view of universals is that he endorses both Realism and Nominalism. An analogous Realist account can be given for all thinking things: all ideas, really do have something in common, intrinsically, constitutively, and mind‐independently: namely, thought as a determinable, qualitative, essential substantial nature. Spinoza's accounts of the nature of the human mind and of human emotions both can be read as (...) accounts of such relative common properties. Spinoza's most detailed case study of a mind‐dependent universal whose idea is constructed through abstraction and comparison can be found in his account of the will. Spinoza also often implies that ideas of universals and abstractions have a lower epistemic value than thought that deals with particulars alone. (shrink)