This book founds an other Platonist beginning by repositioning Plato and Neoplatonism in Heidegger's history of metaphysics. This beginning begins with Plato and culminates in Heidegger. By revisiting Heidegger's interpretation of Plato and retrieving Neoplatonist approaches to non-discursive thinking, the other beginning that has hitherto remained dormant within the history of thought is established. The author re-thinks Heidegger's attribution of the collapse of truth (alētheia) to Plato by recovering the dialogues' deep topography, myths and inspired expression. The re-interpretation of Plato (...) is then linked to Neoplatonism, where significant parallels with Heidegger emerge. The book thoroughly and consistently explores the non-discursive thinking of Plotinus, Porphyry, Iamblichus, and Proclus with Heidegger's poetic thinking. (shrink)

Gender, age, and culturally specific beliefs are often considered relevant to observed variation in social interactions. At present, however, the scientific literature is mixed with respect to the significance of these factors in guiding moral judgments. In this study, we explore the role of each of these factors in moral judgment by presenting the results of a web-based study of Eastern (i.e., Russia) and Western (i.e., USA, UK, Canada) subjects, male and female, and young and old. Participants ( n = (...) 659) responded to hypothetical moral scenarios describing situations where sacrificing one life resulted in saving five others. Though men and women from both types of cultures judged (1) harms caused by action as less permissible than harms caused by omission, (2) means-based harms as less permissible than side-effects, and (3) harms caused by contact as less permissible than by non-contact, men in both cultures delivered more utilitarian judgments (save the five, sacrifice one) than women. Moreover, men from Western cultures were more utilitarian than Russian men, with no differences observed for women. In both cultures, older participants delivered less utilitarian judgments than younger participants. These results suggest that certain core principles may mediate moral judgments across different societies, implying some degree of universality, while also allowing a limited range of variation due to sociocultural factors. (shrink)

_ Source: _Volume 40, Issue 1, pp 104 - 115 It is intended in this study to present initial reliability and validity data for the Russian adaptation of the Multidimensional Inventory of Religious/Spiritual Well-being, as being related to personality factors and psychopathology. Therefore, the first version of the MI-RSWB-R was applied to a sample of 192 non-clinical subjects, together with the NEO Five Factor Inventory and the Symptom-Check-List. The original six-factor structure of the scale could be replicated for the MI-RSWB-R, (...) which also provides satisfying psychometric properties. In accordance with previous research the RSWB total score was linked to more favorable personality traits such as Extraversion, Openness to Experience, and Agreeableness, which was paralleled by substantial negative correlations with increased psychopathology. Our findings support the reliability and structural validity of the MI-RSWB-R as a standardized instrument for addressing the spiritual dimension in Russian populations. Further research in clinical surroundings is now recommended. (shrink)

AimUnderstanding interrelations between the factors predicting students’ aggressive behavior is a priority for bullying-prevention programs. Our study explores two possible mechanisms linking school disciplinary structure and students’ aggression. We test students’ moral disengagement and bullying by teachers as mediational pathways from school authoritative discipline to students’ aggressive behavior.MethodsWe used a regionally representative sample of 213 schools that participated in a school climate survey in Kaluga Oblast (a federal subject of Russia) in 2019. The analytical sample contained the anonymous responses of (...) 16,809 students from grades 6–9 (12–15 years old); 51% of the respondents were girls. The analytical procedure consisted of structural equation modeling (SEM), which was implemented in Mplus 8.7.ResultsThe mediation model fit the data well, suggesting that the clarity and fairness of school rules negatively predicted peer aggression, while student moral disengagement and bullying by teachers independently and partially mediated this association.ConclusionWe confirm that authoritative school climate, characterized by a clear and fair disciplinary structure, is associated with a decrease in bullying. Novel result is the evidence for mediating mechanisms and the influence of teachers’ aggression on students’ behavior. Prevention programs designed to increase the fairness and consistency of school rules, eliminate bullying and humiliation from teachers, and decrease students’ moral disengagement may reduce violence and victimization at school. (shrink)

In this manuscript we discuss different aspects and applications of algal biotechnology and how they are seen through the prism of bioethics. We review how algae have been considered to solve problems on Earth and to ease human suffering. We also take a look at the current state of the production of algal biomass and we offer our suggestions and considerations based on the fact that the biomass is an expensive product and yet its quality is very good.

The vital status of patients who are a part of controlled donation after circulatory death (cDCD) is widely debated in bioethical literature. Opponents to currently applied cDCD protocols argue that they violate the dead donor rule, while proponents of the protocols advocate compatibility. In this article, we argue that both parties often misinterpret the moral implications of the dead donor rule. The rule as such does not require an assessment of a donor’s vital status, we contend, but rather an assessment (...) of whether procurement of organs in cDCD cause the death of the donor or not. We then argue that commonly practiced cDCD protocols do not violate the dead donor rule, since the donation does not trigger or cause the death of the donors. (shrink)

Selections from Durkheim's writings focus on the nature of his conception of society and its moral context.

In Professional Ethics and Civic Morals , Emile Durkheim outlined the core of his theory of morality and social rights which was to dominate his work throughout the course of his life. In Durkheim's view, sociology is a science of morals which are objective social facts, and these moral regulations form the basis of individual rights and obligations. This book is crucial to an understanding of Durkheim's sociology because it contains his much-neglected theory of the state as a moral (...) institution, and it provides an understanding of his critique of anomie and egoistic individualism. The growing interest in cultural revolution and moral regulation make this edition of Durkheim's classic work especially timely. The new preface by Bryan Turner sets the book in its intellectual and historical context, and illustrates the relevance of this work to present day debates on the state, society, and moral regulation. (shrink)

In this influential work, first published in English in 1963, Durkheim and Mauss claim that the individual mind is capable of classification and they seek the origin of the ‘classificatory function’ in society. On the basis of an intensive examination of forms and principles of symbolic classification reported from the Australian aborigines, the Zuñi and traditional China, they try to establish a formal correspondence between social and symbolic classification. From this they argue that the mode of classification is determined by (...) the form of society and that the notions of space, time, hierarchy, number, class and other such cognitive categories are products of society. Dr Needham’s introduction assesses the validity of Durkhiem and Mauss’s argument, traces its continued influence in various disciplines, and indicates its analytical value for future researches in social anthropology. (shrink)

Emil Fackenheim’s life work was to call upon the world at large—and on philosophers, Christians, Jews, and Germans in particular—to confront the Holocaust as an unprecedented assault on the Jewish people, Judaism, and all humanity. In this memoir, to which he was making final revisions at the time of his death, Fackenheim looks back on his life, at the profound and painful circumstances that shaped him as a philosopher and a committed Jewish thinker. Interned for three months in the Sachsenhausen (...) concentration camp after Kristallnacht, Fackenheim was released and escaped to Scotland and then to Canada, where he lived in a refugee internment camp before eventually becoming a congregational rabbi and then, for thirty-five years, a professor of philosophy. He recalls here what it meant to be a German Jew in North America, the desperate need to respond to the crisis in Europe and to cope with its overwhelming implications for Jewish identity and community. His second great turning point came in 1967, as he saw Jews threatened with another Holocaust, this time in Israel. This crisis led him on a pilgrimage to Jerusalem and ultimately back to Germany, where he continued to grapple with the question, How can the Jewish faith—and the Christian faith—exist after the Holocaust? “An ‘epoch-making’ autobiography.”—Arnold Ages, _Jewish Tribune_. (shrink)

Emile Durkheim (1858-1917) was one of the founders of modern sociology. Ethics and the Sociology of Morals (La science positive de la morale en Allemagne) laid the foundation for Durkheim's future work. More than a review of current thought, it was a proclamation that ethics needed to be liberated from its philosophical bondage and developed as a distinct branch of sociology. Written when Durkheim was charting the course of his own research, it provides a unique key to the interpretation (...) of his earlier work and presents a number of points of Durkheim's ethical theory which are of considerable interest in light of current ethical theory. This volume makes available in English a crucial essay by a master of social thought. (shrink)

Emile Durkheim's "Antis?mitisme et crise sociale," written in 1899 during the Dreyfus Affair in France, is introduced. The introduction summarizes the principal contributions that "Antis?mitisme et crise sociale" makes to the sociology of anti-Semitism, relates those contributions to Durkheim's broader theoretical assumptions and concerns, situates his analysis of anti-Semitism in its social and historical context, contrasts it to other analyses of anti-Semitism (Marxist and Zionist) that were prominent in Durkheim's time, indicates some of the revisions and additions that a (...) fuller and more complete Durkheimian theory of anti-Semitism would entail, and highlights the significance of Durkheim's ideas for the contemporary study of ethnic and racial antagonism. While noting the limitations of Durkheim's analysis, the introduction concludes that "Antis?mitisme et crise sociale" has sadly regained its relevance in the light of a revival of anti-Semitism at the turn of the millennium. (shrink)

_Emile Durkheim: Selected Writings in Social Theory_ includes reissues of three seminal works by eminent French thinker Emile Durkheim, one of the founding father s of Sociology. This collection brings together the following import sociological works: _Sociology and Philosophy_, which first appeared in English in 1953; the hugely influential _Socialism and Saint-Simon_, first published in English in 1959; and Durkheim’s book with Marcel Mauss on sociological classification, entitled _Primitive Classification_, whose first English publication was in 1969.

We show that \, the basic theory of bounded arithmetic corresponding to the complexity class \, proves the \ axiom expressing the totality of iterated multiplication satisfying its recursive definition, by formalizing a suitable version of the \ iterated multiplication algorithm by Hesse, Allender, and Barrington. As a consequence, \ can also prove the integer division axiom, and the \-translation of induction and minimization for sharply bounded formulas. Similar consequences hold for the related theories \ and \. As a side (...) result, we also prove that there is a well-behaved \ definition of modular powering in \\). (shrink)

We show that $$ VTC ^0$$, the basic theory of bounded arithmetic corresponding to the complexity class $$\mathrm {TC}^0$$, proves the $$ IMUL $$ axiom expressing the totality of iterated multiplication satisfying its recursive definition, by formalizing a suitable version of the $$\mathrm {TC}^0$$ iterated multiplication algorithm by Hesse, Allender, and Barrington. As a consequence, $$ VTC ^0$$ can also prove the integer division axiom, and (by our previous results) the $$ RSUV $$ -translation of induction and minimization for sharply (...) bounded formulas. Similar consequences hold for the related theories $$\Delta ^b_1\text{- } CR $$ and $$C^0_2$$. As a side result, we also prove that there is a well-behaved $$\Delta _0$$ definition of modular powering in $$I\Delta _0+ WPHP (\Delta _0)$$. (shrink)

1.-2. bd. Bindung und entfesselung.--3. bd. Kosmos und chaos.

The Elementary Forms Of The Religious Life: Translated From The French By Joseph Ward Swain, M.A. This book is a result of an effort made by us towards making a contribution to the preservation and repair of original classic literature. In an attempt to preserve, improve and recreate the original content, we have worked towards: 1. Type-setting & Reformatting: The complete work has been re-designed via professional layout, formatting and type-setting tools to re-create the same edition with rich typography, graphics, (...) high quality images, and table elements, giving our readers the feel of holding a 'fresh and newly' reprinted and/or revised edition, as opposed to other scanned & printed (Optical Character Recognition - OCR) reproductions. 2. Correction of imperfections: As the work was re-created from the scratch, therefore, it was vetted to rectify certain conventional norms with regard to typographical mistakes, hyphenations, punctuations, blurred images, missing content/pages, and/or other related subject matters, upon our consideration. Every attempt was made to rectify the imperfections related to omitted constructs in the original edition via other references. However, a few of such imperfections which could not be rectified due to intentional\unintentional omission of content in the original edition, were inherited and preserved from the original work to maintain the authenticity and construct, relevant to the work. We believe that this work holds historical, cultural and/or intellectual importance in the literary works community, therefore despite the oddities, we accounted the work for print as a part of our continuing effort towards preservation of literary work and our contribution towards the development of the society as a whole, driven by our beliefs. We are grateful to our readers for putting their faith in us and accepting our imperfections with regard to preservation of the historical content. HAPPY READING! (shrink)

In Beyond the Limits of Thought [2002], Graham Priest argues that logical and semantic paradoxes have the same underlying structure (which he calls the Inclosure Schema ). He also argues that, in conjunction with the Principle of Uniform Solution (same kind of paradox, same kind of solution), this is sufficient to 'sink virtually all orthodox solutions to the paradoxes', because the orthodox solutions to the paradoxes are not uniform. I argue that Priest fails to provide a non-question-begging method to 'sink (...) virtually all orthodox solutions', and that the Inclosure Schema cannot be the structure that underlies the Liar paradox. Moreover, Ramsey was right in thinking that logical and semantic paradoxes are paradoxes of different kinds. (shrink)

Positive ignorance is the putting in to question of, and sometimes moving on from, the knowledge we think we have, and asking where it might be just or helpful to do so. Drawing primarily on the work of Barbara Johnson, this article shows how the notion of positive ignorance might be offered as a tool in the context of education and educational research. Partly a critical development of Richard Smith's argument in ‘The Virtues of Unknowing’, I attempt to understand ‘unknowing’ (...) as an active rather than passive form of ‘not knowing’, in a manner that challenges some aspects of ‘the virtues of unknowing’ and its concomitant epistemological and ethical positions, not least those tied to Smith's advocacy for what he calls the ‘well-stocked mind’. Unknowing, in my reading, is not a dispositional acceptance of the desirability of nonknowledge, instead, unknowing is a means of epistemological resistance, especially against that which, often with very real social and political consequences, is presented as self-evident. (shrink)

It has been argued that there is a genuine conflict between the views of geometry defended by Hume in the Treatise and in the Enquiry: while the former work attributes to geometry a different status from that of arithmetic and algebra, the latter attempts to restore its status as an exact and certain science. A closer reading of Hume shows that, in fact, there is no conflict between the two works with respect to geometry. The key to understanding Hume's view (...) of geometry is the distinction he draws between two standards of equality in extension. (shrink)

This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’. It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ as a (...) function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’. As such, the separation between self and world can be seen as artificial, including if this world is perceived wholly or partly as technological, digital or informational. If this is the case, a responsibility is placed on the educator and their part in ‘inventing’ this distinction for future generations. How this invention of the educational subject is negotiated is therefore one the many philosophical tasks for digital pedagogy. (shrink)