This article seeks to explore the relationship between populism, 21st-century socialism, and the emergence of what has been referred to as an ‘ estado delincuente’ (criminal state), in the case of Venezuela. That is, a state structure permeated with transnational organized crime mafias in the executive and the judiciary, in the financial system, the prosecutor’s office, the police, the armed forces, the prison system, state-owned companies, governorships, and city councils, among other state institutions. First, I review conceptual aspects (...) of populism to understand how this served as the basis for creating the postulates of 21st-century socialism, which promoted the institutional destruction of Venezuelan democracy and created the conditions for the unbridled dissemination of state corruption. Second, emblematic cases of white-collar and blood crimes, nepotism and other corrupt activities are discussed to provide an idea of the magnitude of the issues that permeate the state apparatus. To conclude, I provide a critical summary of the consequences of this way of doing politics in contemporary Venezuela. (shrink)

The article surveys few of the most important philosophical contributions by Christians in the 21st century. Those surveyed include Francis Schaeffer, Alvin Plantinga, Norman Geisler, and Ravi Zacharias.

Since its beginnings Bioethical analyses and debates have been mostly aimed at discussing the permissibility of new practices such as New Reproductive Technologies (NRTs). NRTs are no longer “new”: they are part of human ordinary life and contribute to human flourishing, allowing people to build families that could have not been built otherwise. Bioethics should take this fact into account and modify its agenda accordingly. NRTs should be regarded not as a matter of “Frontiers Bioethics” but rather of “Everyday Bioethics” (...) even when genetic interventions aimed at “choosing” the identities of future people are at stake. A 21st Century Reproductive Bioethics should be focused on how to improve the right of every human being to access NRTs and not on a general discussion about their permissibility. (shrink)

Regarding the state of contemporary metaphysics, as it has been said, “There’s something in the air.” My goal in this essay is to offer some brief reflections on the state of contemporary metaphysics, otherwise called contemporary “ speculative ” philosophy – the “something in the air” – that has resurfaced within the early part of the 21st century. In order to clarify the nature of the new metaphysics in question I proceed by isolating geographically and topically two main (...) tendencies of thought which appear to constitute it: namely continental realism and continental materialism. I argue that clarifying the nature of these tendencies better characterizes what metaphysics means today. With respect to the possible ambiguity of “continental realism” or “continental materialism ” in the 21st century, a consideration of “ speculative realism” seems necessary if only to position my analysis upon a specific conceptual map. From there I offer thoughts as to how contemporary continental realism and materialism may be said to be defined first and foremost by its engagement with a concept identified as “correlationism,” a central feature of the new metaphysics ’ rejection of the sort of philosophy that has come before it. (shrink)

Human beings have encountered several innovations in all areas of life and have needed to adapt to them because of the changing and transforming world in the 21st century. The new lifestyle of the 21st century has forced people to acquire more than basic life skills, and the education of the 21st century person has emerged as a critical issue. For this purpose, various educational policies have been developed around the world in order to (...) train people who will be able to keep up with the demands and problems of this age. Institutions have revised the curricula to ensure that 21st century people have sufficient knowledge and skills in media, health, communication, technology, finance, etc. Higher education institutions, in particular, are expected to produce graduates who have acquired 21st century skills and are prepared for professional and social life. The same expectation arises in higher religious education, and the students in higher religious education need to graduate with the 21st century skills both for their personal and professional development and for the generations they will raise in later life. This study aims to identify the level of 21st century skills of students in higher religious education. The research reveals the competence of students in the faculty of theology in the dimensions of knowledge, skills, character and meta-learning. Mixed methods research uses sequential explanatory design. Firstly, quantitative data are collected and the general findings were detailed with qualitative data. The quantitative dimension of the study analyses the level of the 21st century skills of students at a descriptive level. The survey method is preferred in this analysis. The qualittaive data are collected through the interview method, using a semi-structured interview form developed by the researchers. The population of the study consists of the students of the Faculty of Theology and Islamic Sciences in Turkey. The sample population of the study consists of undergraduate students at the Faculty of Theology of Necmettin Erbakan University between the 2022-2023 academic years. Sequential and simultaneous mixed method sampling is used in sample selection. Quantitative data are obtained from 216 students who were randomly sampled from the population. Qualitative data are obtained from a total of 10 students (4 male and 6 female students) graduating from different high schools, representing different age groups and education types by maximum diversity sampling. As a result of the research, it is revealed that students of higher religious education are at a good level in terms of knowledge, character and meta-learning dimensions, and at a very good level in terms of 21st century skills dimension. Participants are moderately competent in the health sub-dimension, and are not moderately or poorly competent in any other dimension and sub-dimensions. It is revealed that students who graduated from Imam Hatip High School have higher finance management skills than the others, there is a differentiation in favour of males in the entrepreneurship sub-dimension, and female students are more successful than male students in terms of adaptation skills to the social system. Therefore, qualitative data are obtained from the participants regarding the differentiation in the sub-dimensions of personal finance, health, social cohesion and entrepreneurship, and the quantitative findings of this differentiation were explained through qualitative data. As a result of the interviews conducted to clarify the reasons for the differentiation in the sub-dimensions, family, upbringing environment, society, individual interest and indifference, past experiences and some theological assumptions are the reasons for these differentiations. It is thought that the research will contribute to the steps towards meeting the expectations of higher religious education in Turkey in terms of product and process. As a result, it is recommended that higher religious education programmes should be arranged in line with the goal of developing the 21st century skills, lecturers should include activities that will develop these skills in all courses, and the content of the programmes at all levels should be arranged in a way to gain these skills. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st (...) century curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and non-verbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. (shrink)

This book offers a unique and insightful analysis of Western and Middle Eastern concepts of dignity and illustrates them with examples of everyday life. Dignity in the 21st Century - Middle East and West is unique and insightful for a range of reasons. First, the book is co-authored by scholars from two different cultures (Middle East and West). As a result, the interpretations of dignity covered are broader than those in most Western publications. Second, the ambition of the (...) book is to use examples from everyday life and fiction to debate a range of dignity interpretations supplemented by philosophical and theological theories. Thus, the book is designed to be accessible to a general readership, which is further facilitated because it is published with full open access. Third, the book does not defend one superior theory of dignity, but instead presents six Western approaches and one based on the Koran and then asks whether a common essence can be detected. -/- The answer to the question whether a common essence can be detected between the Koranic interpretation of dignity and the main Western theories (virtue, Kant) is YES. The essence can be seen in dignity as a sense of self-worth, which persons have a duty to develop and respect in themselves and a duty to protect in others. The book ends with two recommendations. First, given the 7 concepts of dignity introduced in the book, meaningful dialogue can only be achieved if conversation partners clarify which variation they are using. Second, future collaborations between philosophers and psychologists might be helpful in moving theoretical knowledge on dignity as a sense of self-worth into practical action. The “scourges” of a sense of self-worth and dignity are identified by psychologists as violence, humiliation, disregard and embarrassment. To know more about how these can be avoided from psychologists, is helpful when protecting a sense of self-worth in others. (shrink)

1. At its core, education is characterized by a preoccupation with the future. Despite the notable lack of agreement concerning the aims of education (e.g., social mobility, personal development, w...

Neuroscience has dramatically increased understanding of how mental states and processes are realized by the brain, thus opening doors for treating the multitude of ways in which minds become dysfunctional. This book explores questions such as when is it permissible to alter a person's memories, influence personality traits or read minds? What can neuroscience tell us about free will, self-control, self-deception and the foundations of morality? The view of neuroethics offered here argues that many of our new powers to read (...) ,alter and control minds are not entirely unparalleled with older ones. They have, however, expanded to include almost all our social, political and ethical decisions. Written primarily for graduate students, this book will appeal to anyone with an interest in the more philosophical and ethical aspects of the neurosciences. (shrink)

_Realism for the 21st Century_ is a collection of thirty essays from John Deely—a major figure in contemporary semiotics and an authority on scholastic realism and the works of Charles Sanders Peirce. The volume tracks Deely’s development as a pragmatic realist, featuring his early essays on our relation to the world after Darwinism; crucial articles on logic, semiotics, and objectivity; overviews of philosophy after modernity; and a new essay on “purely objective reality.”.

(1993). A curriculum for the 21st century? Towards a new basis for overcoming academic/vocational divisions 1 . British Journal of Educational Studies: Vol. 41, No. 3, pp. 203-222.

After the French Revolution, when “Left” and “Right” came to designate the two main political orientations in Europe, “modernity” became the dominant metaphysical horizon within which almost all political questions have been formulated. As Panajotis Kondylis has shown in Konservatismus and other works, earlier “pre-modern” conservative visions lingered on, buried mostly in fading institutions, but their time was up. In the 20th century, the major political ideologies—Bolshevism, fascism, Nazism, liberalism, etc.—have all been alternative modernist proposals for social reconstruction, concerned (...) primarily with how to modernize society in what these ideologies postulate as the most efficient, just and rational way. Most…. (shrink)

This work provides a critical look at business practice in the early 21st century and suggests changes that are both practical and normatively superior. Several chapters present a reflection on business ethics from a societal or macro-organizational point of view. It makes a case for the economic and moral superiority of the sustainability capitalism of the European Union over the finance-based model of the United States. Most major themes in business ethics are covered and some new ones are (...) introduced, including the topic of the right way to teach business ethics. The general approach adopted in this volume is Kantian. Alternative approaches are critically evaluated. (shrink)

We are much better equipped to let the facts reveal themselves to us instead of blinding ourselves to them or stubbornly trying to force them into preconceived molds. We no longer embarrass ourselves in front of our students, for example, by insisting that “Some Xs are Y” means the same as “Some X is Y”, and lamely adding “for purposes of logic” whenever there is pushback. Logic teaching in this century can exploit the new spirit of objectivity, humility, clarity, (...) observationalism, contextualism, and pluralism. Besides the new spirit there have been quiet developments in logic and its history and philosophy that could radically improve logic teaching. This lecture expands points which apply equally well in first, second, and third courses, i.e. in “critical thinking”, “deductive logic”, and “symbolic logic”. (shrink)

The 21st century has been revolutionary for the field of clinical genomics, with major advancements and breakthroughs over the years. It is now considered an instrumental tool in clinical and preventive medicine and has been used on a day-to-day basis to complement current clinical practice. However, with advancements in genomics comes greater bioethical concerns, which becomes increasingly complex with more cutting-edge technology. Some of the major ethical concerns include obtaining informed consent, possibility for genetic enhancements and eugenics, genomic (...) equity and potential discrimination and cloning. It is imperative that we appreciate the benefits of genomic medicine in complementing traditional practices, identify and address the ethical concerns with relation to the practice of genomic medicine, and to ensure a common goal of improving human lives. With these in mind, the practice of genomics can have maximum impact in the collective health of the population, with greater benefit to all. (shrink)

This study examined the performance and future predictions for the Middle East produced by 18 global climate models participating in the Intergovernmental Panel on Climate Change Fourth Assessment Report. Under the Special Report on Emission Scenarios A2 emissions scenario the models predict an overall temperature increase of ~1.4 K by mid-century, increasing to almost 4 K by late-century for the Middle East. In terms of precipitation the southernmost portion of the domain experiences a small increase in precipitation due (...) to the Northward movement of the Inter-Tropical Convergence Zone. The largest change however is a decrease in precipitation that occurs in an area covering the Eastern Mediterranean, Turkey, Syria, Northern Iraq, Northeastern Iran and the Caucasus caused by a decrease in storm track activity over the Eastern Mediterranean. Other changes likely to impact the region include a decrease of over 170,000 km 2 in viable rainfed agriculture land by late-century, increases in the length of the dry season that reduces the length of time that the rangelands can be grazed, and changes in the timing of the maximum precipitation in Northern Iran that will impact the growing season, forcing changes in cropping strategy or even crop types. (shrink)

The organizing theme for this special volume raises a momentous question: What are the implications of 21st century science for nursing care? The two terms the question relates – 21st century science and nursing care – are each of central importance for nursing and in philosophical enquiry about nursing as a practice, profession, or institution. These key terms are also highly charged and open to interpretation, as is the relationship of implication between them. Different interpretations or (...) assumptions will steer the search for an answer in quite different directions.Putting the expectation of an answer in abeyance, this paper probes the question precisely in its openness to interpretation and contestation. In elaborating different ways in which the main terms of the question can be taken, and analysing how different interpretations of or assumptions about them lead to different responses, the paper delineates crucial issues and divisions in nursing and commentary about nursing today. (shrink)

Realism for the 21st Century is a collection of thirty essays from John Deely—a major figure in contemporary semiotics and an authority on scholastic realism and the works of Charles Sanders Peirce. The volume tracks Deely's development as a pragmatic realist, featuring his early essays on our relation to the world after Darwinism; crucial articles on logic, semiotics, and objectivity; overviews of philosophy after modernity; and a new essay on “purely objective reality.”.

This chapter surveys the respective influences of Personalism and of analytic philosophy on twentieth-century thought about persons. It shows that personalism promoted a concept of personhood that is supportive of human dignity and conducive to positive moral and social engagement, as exemplified in Personalism’s best-known representative, Martin Luther King, Jr. By contrast, the analytic tradition has exhibited a persistent tendency to undermine personhood as King and the Personalists understood it, while failing to supply a metaphysically and morally adequate alternative. (...) This unfortunate legacy is worth reversing if possible. With this in mind, I suggest that contemporary analytic philosophy has something important to learn from personalism concerning what counts as an adequate metaphysical basis for human dignity and the moral life. (shrink)

This volume is a 'stand alone' follow up and companion to the forthcoming volume Metatheory for the 21st-Century: Critical Realism and Integral Theory in Dialogue. Whereas Vol. I is primarily theoretical in its focus, this volume (Vol. II) will build on many of the theoretical foundations laid in Vol. I while applying them more concretely and practically to addressing the complex planetary crises of a new era that many scholars now refer to as 'the Anthropocene.' We live in (...) a time when humanity's powers have become so powerful and ubiquitous that our impact on nature has literally reached tectonic proportions. Welcome to the Anthropocene (Crutzen, 2002): a new epoch marked by the profound and far-reaching causal power of human, social life in shaping the trajectory of Earth system processes, including the climate system. The state of the world is thus profoundly influenced by the shortcomings of our dominant philosophies and metatheories and the collective self-understanding(s) they have produced. A key aim of this volume is thus to develop metatheoretical applications that serve emancipatory praxis toward a flourishing world. This volume will be of interest to upper-undergraduate and post-graduate students of philosophy, sociology and critical realism. (shrink)

Philosophy for the 21st Century, an introductory anthology, is an extraordinarily comprehensive collection of historical and contemporary readings. It covers all major fields, including not only metaphysics, epistemology, ethics, and philosophy of religion, but also philosophy of science, philosophy of mind, philosophy of language, political philosophy, and philosophy of art. This volume is unique in drawing on the judgments of a new generation of scholars, each of whom has chosen the articles and provided the introduction for one section (...) of the book. These associate editors--Delia Graff, Robin Jeshion, L. A. Paul, Jesse Prinz, Stuart Rachels, Gabriela Sakamoto, David Sosa, and Cynthia A. Stark--are at the forefront of 21st-century philosophy. Their selections include the work of such leading contemporary thinkers as Nancy Cartwright, Saul Kripke, David Lewis, Thomas Nagel, Robert Nozick, Derek Parfit, and Sydney Shoemaker, along with classic works from 2500 years of philosophy. The book has been structured to maximize continuity, and an introductory essay by Simon Blackburn explains the tools of symbolic logic. This groundbreaking volume sets a new standard for introducing students to the importance and fascination of philosophical inquiry. (shrink)

Counseling Ethics for the 21st Century prepares students to address ethical issues arising in contemporary counseling practice. Drawing on their own clinical and practical experiences, authors Elliot D. Cohen and Gale Spieler Cohen present detailed, realistic, and engaging clinical case studies along with a comprehensive five-step model that can be used to manage the complex ethical problems raised throughout the book. Each chapter focuses on particular virtues in the context of examining a particular counseling issue, including online counseling, (...) digital record keeping, and social media. Students will be empowered to define problems, identify relevant facts, conduct ethical analyses, and make the best decisions for their clients. (shrink)

This article contends that the evolution toward interdisciplinary collaboration that we are witnessing in the sciences must also occur in the humanities to ensure their very survival. That is, humanists must be open to working with scientists and social scientists interested in similar research questions and vice versa. Digital humanities is a positive first step. Complexity science should be the next step. Even though much of the ground-breaking work in complexity science has been done in the natural sciences and mathematics, (...) it can, if critically adapted, provide the needed metaphor for a broad integration of disciplines, humanistic and otherwise. Given its almost a-disciplinary nature, a complexity approach to the research problems in the humanities necessarily breaks down silos. Moreover, it can restore and reframe the seamless intellectual fabric sought by researchers before the atomization of the various disciplines in the nineteenthcentury academy. (shrink)

A framework is given for the discussion of blogs as a form of online business protests against objectionable labor practices. Blogs are described and analyzed regarding responsibility and effectiveness. Future research on the morality and effectiveness of blogs and other types of online business protests is detailed.

The contemporary debate on 21st century populism centres on a term that can be flled with multiple meanings. It provides the social sciences with a “meta-concept” that offers coherence to disciplinary discourses. In the 21st century, globalization and cosmopolitanism are often viewed as an irresistible force by intellectuals, with advocacy of cosmopolitanism becoming commonplace. For the most part, the academic community has only belatedly and reluctantly decided to address the electoral success of political parties that reject (...) the political consensus of the post-1989 “New World Order”. In sharp contrast to the intellectuals’ stance, the empirical evidence suggests that it is localism that has been on the rise in recent decades. Glocalization is connected to the formation of varied collective responses and representations, thereby giving rise to the mutually defined pair of cosmopolitanism and localism. The cosmopolitanism–localism binary relationship is a result of glocalization. However, the majority of social-scientifc perspectives do not give proper consideration to the notion of “local”. The notions of localization and de-globalization as part of post-Great Recession trends are discussed. The extent to which these can rectify shortcomings in current theorizing is explored. (shrink)

This second volume explores Jung’s understanding of synchronicity and argues that it offers an important contribution to contemporary science. Whilst the scientific world has often ignored Jung’s theories as being too much like mysticism, Haule argues that what the human psyche knows beyond sensory perception is extremely valuable. Divided into two parts, areas of discussion include: shamanism and mastery border zones of exact science meditation, parapsychology and psychokinesis _Jung in the 21 st Century Volume Two: Synchronicity and Science_ will, (...) like the first volume, be an invaluable resource for all those in the field of analytical psychology, including students of Jung, psychoanalysts and psychotherapists with an interest in the meeting of Jung and science. (shrink)

A framework is given for the discussion of blogs as a form of online business protests against objectionable labor practices. Blogs are described and analyzed regarding responsibility and effectiveness. Future research on the morality and effectiveness of blogs and other types of online business protests is detailed.

Cybernetics for the 21st Century Vol.1 is dedicated to the epistemological reconstruction of cybernetics, consisting of a series of historical and critical reflections on the subject – which according to Martin Heidegger marked the completion of Western metaphysics. In this anthology, historians, philosophers, sociologists and media studies scholars explore the history of cybernetics from Leibniz to artificial intelligence and machine learning, as well as the development of twentieth-century cybernetics in various geographical regions in the world, from the (...) USA to the Soviet Union, Latin America, France, Poland, China and Japan. The reconstruction shows the various paths of cybernetics and their socio-political implications, which remain unfamiliar to us today. It reveals more than what we thought we knew – and yet we hardly know – and allows us to understand where we are and to reflect on the future of technology, ecology and planetary politics. (shrink)

Covering both practical and theoretical aspects of strategic management, this three-volume work brings the complex topic down to earth and enables readers to gain competitive business advantages in their marketplace. This clear, insightful, and interesting work covers all aspects of strategic management, including chapters that discuss SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis, the Resource-Based View, transaction cost economics, and real options theory. Unlike other books, this three-volume work examines strategic management from different perspectives, effectively interweaving seemingly disparate subdisciplines, such (...) as entrepreneurship and international business, with specialized foci, such as creativity, innovation, and trust. Incorporating information from contributors as varied as a proprietor of a worldwide motorcycle business to one of the most published scholars in the field of international strategic management, the practical and theoretical perspectives presented in Strategic Management in the 21st Century will benefit business strategists, professors of strategic management, and graduate students in the field. (shrink)

Plato has received his share of bad press in this century. A number of significant schools of thought, like existentialism and phenomenology, have openly expressed impatience with Platonic ‘essentialism.’ He has even been blamed for fascism. Perhaps the problem goes back to Nietzsche’s call, at the turn of the century, to be true to the earth, our common mother. His message was aimed at otherworldly, pious Christians who, with a spiritualism worthy of the Platonists, regarded contemplative thought as (...) the way to truth. Like a doubleedged sword Nietzsche’s call was also directed against metaphysics, dogmatism and intellectualism, the fruits of which he confronted in the weighty tomes for which German scholars then were justifiably renowned. It is not surprising that in the Soviet empire, built on Marxist-Leninist atheism, Nietzsche’s words fell on receptive ears. Not only were philosophers who dared openly to identify themselves as ‘Platonist’ or ‘idealist’ banned, exiled or executed. The teaching of classical antiquity, too, was almost entirely removed from the curriculum; the ancients could be considered only from a highly restricted point of view, via Democritus, Lucretius, or Aristotle. (shrink)

Philosophy for the 21st Century, an introductory anthology, is an extraordinarily comprehensive collection of historical and contemporary readings. It covers all major fields, including not only metaphysics, epistemology, ethics, and philosophy of religion, but also philosophy of science, philosophy of mind, philosophy of language, political philosophy, and philosophy of art. This volume is unique in drawing on the judgments of a new generation of scholars, each of whom has chosen the articles and provided the introduction for one section (...) of the book. These associate editors--Delia Graff, Robin Jeshion, L. A. Paul, Jesse J. Prinz, Stuart Rachels, Gabriela Sakamoto, David Sosa, and Cynthia A. Stark--are at the forefront of 21st-century philosophy. Their selections include the work of such leading contemporary thinkers as Nancy Cartwright, Saul A. Kripke, David Lewis, Thomas Nagel, Robert Nozick, Derek Parfit, and Sydney Shoemaker, along with classic works from 2500 years of philosophy. The book has been structured to maximize continuity, and an introductory essay by Simon Blackburn explains the tools of symbolic logic. This groundbreaking volume sets a new standard for introducing students to the importance and fascination of philosophical inquiry. (shrink)

By logic I mean the subject Aristotle started in Prior Analytics. Logic studies demonstration and everything necessary for demonstration, and also many things that come to mind in the course of such studies—including axiomatic method as described in my short “Axiomatic method”. By young I mean less than about 40 years old. By logicians I mean people who have dedicated their lives to advancing and criticizing logic: to discovering and establishing new additions and also to clarifying and correcting what has (...) or had been accepted. More specifically, my advice is for people who have already embarked on their careers: from fresh PhDs, instructors, and assistant professors to young professors looking forward to reaping the fruits of their long years of study and research. My advice is for people who have mastered logic and who want to improve their mastery. I would write something very different for students, something along the lines of my “Logic teaching in the 21st century”. Some of the things I recommend you have already done. Please do not think that my recommending something suggests that I think you have not already done it. Moreover, I am fully aware that other retired logicians are as qualified as I to give advice that will help you make the most of your remaining years as an active logician. I hope you seek their advice. I can tell you with certainty that some of their advice will conflict with mine and that some of their advice will serve you better. Temperaments vary; this advice will not be suitable for all temperaments. Be careful whose advice you accept. The lessons of my paper “Critical thinking and pedagogical license” apply here. I recommend that you consider its implications for career decisions. (shrink)

This edited volume presents an interdisciplinary and international revaluation of Friedrich Engels as much more than “junior partner” to Karl Marx or “second fiddle” in the Marxist orchestra. The nineteen critical essays in this collection are the work of scholars from Germany, USA, UK, Italy, China, India, Mexico and the Philippines. Together they present and evaluate archival material and scholarly commentary that covers epistemology, political economy, political theory, gender studies, cultural studies, political geography, philosophy of social science and sociological studies (...) of class-conflict. Students, activists and specialists will find fresh consideration of familiar works, such as The Condition of the Working Class in England, The Origin of the Family, Private Property and the State, and The Dialectics of Nature. They will also be able to explore Engels’s less familiar pamphleteering, literary criticism and political commentary through detailed contextualization and careful analysis. Friedrich Engels for the 21st Century: Perspectives and Problems is unique in putting different intellectual and political receptions of Engels’s work into productive conversation, particularly from non-Anglophone scholars, translated here into English. Readers will appreciate why Engels has been so widely celebrated some two hundred years after his birth. (shrink)

In this paper I argue that the continued relevance of Descartes' philosophy for present-day concerns can be demonstrated by bringing to bear on his Meditations state-of-the-art developments in Informal logic and Argumentation theory, specifically Leo Groarke’s approach to multimodal arguments. I show that the meditative exercises that Descartes viewed as preconditions of establishing the metaphysical tenets of his system can be recast in present-day form using technological tools and media that we are familiar with. We will see that, due to (...) the different historical and cultural contexts, the 21st century Cartesian meditating process can be: 1) technology-enhanced (a customizable, multimodal process using images and nonverbal sounds alongside verbal claims) and 2) interdisciplinary (sensitive to and informed by the history of philosophy, of ideas and of art). Reformulated and practised in this way, Descartes’ meditative exercises can serve as tools for honing much-needed critical thinking skills and dispositions, as well as for promoting autonomous decision-making. After providing examples of this contemporary Cartesian meditation, I suggest that Groarke’s multimodal approach can be extended to reconstructing the arguments of other philosophers thus supplying a way of doing history of philosophy that is both novel and has personal benefits for its practitioners. (shrink)

This book offers a new radical reading of Hayek in the 21st century.

Here's an exercise: take a piece of paper. Grab a pen, pencil, crayon - any drawing utensil within reach. Now, draw a typical family. The shape of family has changed in the 21st century. While the nuclear family still exists, many more types of kinship surround us. Kin is an investigation into what influences us to have children and the new ways that have made parenthood possible. It delves into the experiences of couples without children, single parents by (...) choice and rainbow families, and investigates the impacts of adoption, sperm donation, IVF and surrogacy, and the potential for a future of designer babies. Assisted reproductive technology has developed quickly, and the ways in which we think and speak about its implications - both legally and ethically - need to catch up. Written by journalist Marina Kamenev, Kin: Family in the 21st century is an incisive and powerful look at how families are created today, and how they might be created in the future. 'A careful and compassionate exploration of the creativity, pain and power involved in the eternally imperfect art of family making.' - Gina Rushton, author of The Most Important Job in the World 'A forensically researched book that's impossible to put down, Kamenev deftly demonstrates how society's understanding of family has changed through the generations and what it might mean now. You'll be thinking about the issues she explores for years to come.' - Isabelle Oderberg, author of Hard to Bear: Investigating the science and silence of miscarriage 'Kin is a veritable tome on family - from its evolution to the unique ways we build it - that makes clear Western society's concepts of family, reproduction and kinship need updating. Kamenev's thoughtful and often witty voice combined with meticulously researched stories makes Kin a fascinating read.' - Roz Bellamy, author of Mood: A memoir of love, identity and mental health and editor-in-chief of Archer magazine 'Well researched and animated by a multitude of voices, Kin is a complex and moving account of how our capacity to create new forms of family has not always been accompanied by sufficient reflection. Kin is an important addition to our understanding of how modern kinship relations are understood, generated, and regulated.' - Fiona Kelly, Dean of La Trobe University law school and an expert in family and health law. (shrink)

This book focuses on how 'cult rhetoric' affects our perceptions of new religious movements (NRMs). 'Cult' Rhetoric in the 21st Century explores contemporary understandings of the term 'cult' by bringing together a range of scholars from multiple disciplines, including sociology, anthropology, psychology, and religious studies. The book provides a renewed discussion of 'new religious movements', whilst also considering recent approaches toward a nuanced study of contemporary religion. Topics explored include online religions, political 'cults', 'apostate' testimony and the current (...) 'othered' position of the study of minority religions. (shrink)