This paper introduces the concept of "liberatory alienation" to explore the complex relationship between technological advancement, particularly artificial intelligence (AI), and human essence. Building upon and critiquing Marx's theory of alienation, we argue that the externalization of human abilities through technology, while potentially disorienting, can ultimately lead to societal liberation and a redefined conception of humanity. The paper examines how AI and automation are reshaping our understanding of labor, skills, and human nature, challenging traditional notions of what it means to (...) be human.We propose that as AI increasingly takes over both manual and routine cognitive tasks, humans are liberated to focus on uniquely human qualities such as creativity, agency, and the capacity for joy. This transformation is likened to an evolutionary process, where humans shed layers of false humanity tied to productive labor, revealing a more authentic core. The implications of this shift for education are discussed, advocating for a fundamental reassessment of educational priorities to cultivate these essential human qualities.The paper also addresses potential challenges, including the environmental impact of AI development and the need for human control over AI systems. By reframing alienation as a potentially liberating force, this work contributes to ongoing debates about the future of work, human identity, and the role of technology in society, offering a nuanced perspective on how we might navigate the profound changes brought about by AI and automation. (shrink)

In this review of three recent books on higher education, Alexander Sidorkin shows how the disinterested discourse that appears to be anticapitalist and anticommercial is actually a way of obtaining income from state subsidies. What links the books under review—Cary Nelson's No University Is an Island: Saving Academic Freedom, Frank Donoghue's The Last Professors: The Corporate University and the Fate of the Humanities, and Jennifer Washburn's University, Inc.: The Corporate Corruption of Higher Education—is their critical evaluation of the corporatization (...) and commercialization of higher education. In his analysis of this common theme, Sidorkin considers discourse as a means of production, and he maintains that the semiotic fields produced by discourse may create inflationary bubbles unless they engage in innovative discursive practices. Higher education is shaped by the trend toward massification, which makes the innovative discourse essential. Sidorkin concludes that the discursive energy of proponents of higher education should be focused on solving the numerous problems that arise from the massification of higher education rather than trying to reverse the trend and return to some golden age of academia. (shrink)

The advent of societies with low employment rates will present a challenge to education. Education must move away from the discourse of skills and towards the discourse of meaning and motivation. The paper considers three kinds of non-waged optional labor that may form the basis of the future economy: prosumption, volunteering, and self-design. All three require the ability of a worker to make meaning of his or her own life.

The paper examines “Campbell’s Law”: “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.” The examination of measurability leads to explaining the reason for existence of a class of unmeasurable phenomena. The author describes a kind of habitus in which a strong taboo against measuring must exist by necessity, not by (...) choice. The taboo is, in effect, a result of degradation of a certain kind of habitus. And finally, the paper demonstrates under which conditions the Campbell’s law is in effect, and how we can mitigate its effects in social decision-making. (shrink)

Baumol’s cost disease explains rising costs in education without corresponding increase in productivity. The philosophical meaning of it is in the phenomenon of relational labor that is at the core of education. Its productivity remains constant while cost increases. The total size of education as a non-progressive sector will continue to expand, while progressive sectors of economy will shrink. To avoid large social crises associated with defunding of public education, we must conceive of a cultural shift where relationality becomes the (...) end, while learning—a means of education. The author uses the theory of Trinity developed by early Christian philosophers to construct a framework for such a shift. (shrink)

Educational reforms in developed countries are not successful, because we do not have a clear understanding of what is education. The essence of education is the limits of its improvement. Education is understood as the artificial extension of human ability to learn, as the product of learner's own efforts, and finally, as a series of historic forms of labor arrangements.

The evolution of teaching is examined in three stages: apprenticeship, classical schooling, and mass schooling. All three stages use different social technologies to operate. The mass schooling is analyzed from the point of view of economic anthropology developed by Karl Polanyi, as a non-market economic system. Mass schooling uses the forms of motivation found in archaic, tribal economies: students do their homework and attend school out of considerations of reciprocity. Schools must be treated differently with respect to their improvement. School (...) improvement should be based on perfecting existing non-market economic mechanisms, not on plunging schools into market economy. (shrink)

This paper advocates for a shift from insular paternalism to developmental paternalism in education, contending that students' engagement with erroneous ideas is crucial for building the ability to resist harmful notions and support democracy. The proposed inoculative approach exposes students to problematic ideas, guiding them through the process of overcoming these beliefs using the pedagogy of relation. The author employs behavioral economics to explore the shortcomings of insular paternalism and the early Christian notion of metanoia to explain the importance of (...) changing one's mind. This developmentally-informed approach fosters rational thinking and curbs extremist ideologies. The paper asserts that prioritizing an inoculative approach over an insulatory one equips students to navigate the complexities of the modern world and uphold democratic values. (shrink)

This article is the result of a mutual interest in the radical philosophical dialogue discussed by Martin Buber. The radical dialogue is rooted in western European values of humanism, values that are challenged because they exclude women, people with disabilities, non-western, indigenous people and sexual minorities. With our basis in radical dialogue we are discussing flaws within the very concept of dialogue, how dialogue is challenged in encounters between people with severe disabilities and their helpers, and we are proposing a (...) new interpretation of dialogue in a posthuman area. To illuminate what might be at stake in relations where power is clearly imbalanced we use Pierre Bourdieus theory of the gift when asking ourselves: “How can we understand dialogue when there apparently is one dominant giver and one receiver unable to return the gift?” Discussing this question, we draw on Rosi Braidotti and her Posthuman Critical Theory to see if we can find new grounds to build dialogue on. (shrink)

Not every new technology or public media hype warrants the attention of philosophers and theorists of education. In recent years, we have witnessed many educational trends and technologies that hav...

The paper establishes the principle of ‘back-formation’ of artistic creation, the process by which artists realise in their work a theme or motif that had not been previously intended but is brought into being as the work comes to fruition. The authors suggest that teaching also should be guided by this principle. To solve the inherent problem of power imbalance in teaching, they appeal to Bakhtin's recourse to aesthetical judgment in addressing relational issues. Gadamer's rehabilitation of prejudices shows that not (...) only is an ethics of relation worked out as an aesthetic practice, but also that aesthetic practices are worked out within an ethics of relation. (shrink)

The paper is concerned with explaining some of the principal theoretical developments in elementary particle physics and discussing the associated methodological problems both in respect of heuristics and appraisal. Particular reference is made to relativistic quantum field theory, renormalization, Feynman diagram techniques, the analytic S-matrix and the Chew — Frautschi bootstrap.

Our research is based on a rather large "library" of various works by M. Drahomanov, which contains his views on religion. Among them: Paradise and Progress, From the History of Relations Between Church and State in Western Europe, Faith and Public Affairs, Fight for Spiritual Power and Freedom of Conscience in the 16th - 17th Centuries,, "Church and State in the Roman Empire", "The Status and Tasks of the Science of Ancient History," "Evangelical Faith in Old England," "Populism and Popular (...) Progress in Austrian Rus, Austrian-Russian Remembrance," "Pious The Legend of the Bulgarians "," The Issues of Religious Freedom in Russia, "" On the Brotherhood of the Baptist or the Baptist in Ukraine, "" The Foreword, " Shevchenko, Ukrainianophiles and Socialism "," Wonderful thoughts about the Ukrainian national affair "," Zazdri gods "," Slavic variants of one Gospel legend "," Resurrection of Christ ", etc. (shrink)

Listening to someone from some distance in a crowded room you may experience the following phenomenon: when looking at them speak, you may both hear and see where the source of the sounds is; but when your eyes are turned elsewhere, you may no longer be able to detect exactly where the voice must be coming from. With your eyes again fixed on the speaker, and the movement of her lips a clear sense of the source of the sound will (...) return. This ‘ventriloquist’ effect reflects the ways in which visual cognition can dominate auditory perception. And this phenomenological observation is one what you can verify or disconfirm in your own case just by the slightest reflection on what it is like for you to listen to someone with or without visual contact with them. (shrink)

Thomas Kuhn dengan konsep revolusi ilmiahnya memiliki karakteristik pemikiran dan model filsafat baru dalam hal sejarah lahirnya ilmu pengetahuan dan filsafat sains serta peranan sejarah ilmu pengetahuan dalam mengkonstruksi ataupun merekonstruksi munculnya ilmu pengetahuan baru. Bagi Thomas Kuhn sejarah ilmu pengetahuan merupakan starting point dalam mengkaji permasalahan fundamental dalam epistemologi keilmuan karena sains pada dasarnya selalu ditandai dengan kuatnya paradigma serta revolusi ilmiah setelahnya. Fase inilah yang diistilahkan Thomas Kuhn sebagai fase sejarah lahirnya ilmu pengetahuan baru, dimulai dengan normal science, (...) kemudian terjadi anomaly dan crisis, setelah itu barulah muncul revolusi ilmiah sebagai bentuk lahirnya ilmu pengetahuan baru. Pemikiran Thomas Kuhn tersebut dapat dikontekstualisasikan dengan pengembangan keilmuan Islam dengan tujuan membangun keterbukaan pemikiran keislaman terhadap anomali dan crisis serta munculnya revolusi dalam ilmu keislaman sehingga memotivasi munculnya paradigma baru di ranah keilmuan Islam. Berbagai pendekatan dalam studi Islam dapat digunakan seperti pendekatan normatif, historis, sosiologis, antropologis dan pendekatan lainnya dalam rangka membumikan Islam menjadi agama yang rahmatan lil alamin. Kata Kunci : Paradigma, Revolusi Ilmiah, Thomas Kuhn. (shrink)