Written by one of the pre-eminent interpreters of Heidegger, this book is an important statement about the basis of human sociability that is a major contribution to the continuing debates about Heidegger in particular, and ethics in general. Existential philosophy is often thought to promote moral nihilism in which everything is permitted. This book demonstrates that, in the case of Martin Heidegger, any such accusation is unjust. On the contrary, Heidegger thought seriously about the implications of human co-existence, and this (...) book shows that conceptions of trust and responsibility that lie at the very heart of morality are to be found in the sketch of Mitsein - our being together with one another in the world - offered in Being and Time. That Heidegger never developed these conceptions may explain why they have been overlooked, but renders them no less important for that. (shrink)

Philipse's interpretation of Heidegger's concept of being is fundamentally mistaken. It treats that concept as an amalgam of themes drawn from Aristotle, Husserl, Kant and Hegel with no hint of the utterly different ontology of the human subject that is Heidegger's most original contribution. Heidegger emerges incongruously as a transcendental philosopher a la Kant and the world is supposed to be constituted by the meaning-giving activity of a transcendental subject. As a result, the whole conception of human being as Dasein (...) and being-in-the-world goes by the board. In its place we get religious and politico-military construals of the big movements in Heidegger's thought and no attention at all to the centrally important conception of being as presence. The only sense in which the author's evident intention of demolishing every thesis Heidegger defends succeeds that nothing recognizably Heideggerian emerges from the account he gives. (shrink)

One Introduction The student who tries to define Edmund Burke's political theory attempts something that Burke refused to do himself. ...

He demonstrates that a broad parallelism exists between developments in ethical theory among Continental philosophers of the phenomenological persuasion and the more analytically inclined philosophers of the English-speaking world.

This paper compares and evaluates two forms of dissent: civil disobedience — protests by citizens against the laws or actions of their government; and whistleblowing — disclosure by employees of illegal, immoral or questionable practices by their employees. Each is identified, the conceptual issues are distinguished from strategic and normative ones and parallel moral questions posed. Should one first dissent within prescribed channels before going outside them? Should one act publicly or is withholding one's identity permissible or desirable? What is (...) the basis and limits for one's loyalty to one's country or employer, and how can transgressing these limits be morally justified? (shrink)

The author discusses the activity of deceiving" as deceiving another and as self-deception. he attempts a logical equivalence between the two. the discussion encompasses 'belief'. the author concludes that the statement 'jones is deceiving himself' translates into "'"how could" jones believe such nonsense'?" with the answer built-in: "'he really "can't"'." (staff).

Philosophers who have turned their thoughts to the subject of education have most often concerned themselves with the construction of very abstract models of cognition by means of which the activities of teaching and learning are to be understood. Such attention as they have given to the subject matter of instruction has tended to be dominated by a concern with the morally or practically beneficial effects to be expected from a child’s acquisition of a certain kind of knowledge. It would (...) appear, too, that the decisive index used in assessing the value of such knowledge has often been the degree to which it approximated to an antecedently established archetype of knowledge. While the primary emphasis that has been given to these matters by Plato and by most of the modern philosophers of education from Locke to Dewey is understandable and has led to the elaboration of important theses in general epistemology, there are good reasons for thinking that this commentary needs to be more broadly based than it has often been in the past. More specifically, it will need to be informed by a better understanding of the distinctive character of the several subjects of instruction. Whatever contribution general epistemology may be able to make to the understanding of teaching and learning, its theses clearly stand in need of the kind of amplification that can come only from a survey of the particular types of knowledge to which the divisions of academic subject-matter correspond. In the absence of such a survey, there will be a very strong tendency for a single type of knowledge to be treated as the perfect exemplification of the general model of knowledge produced by our epistemology and for other subjects to be regarded simply as inferior approximations to that epistemic standard which will itself very likely become harder and harder to distinguish from its paradigm instance. What I am suggesting then is that the philosophy of education needs to orient itself to a much greater degree than it has previously done on the various ‘philosophies of’, e. g. the philosophies of science, of history and the social sciences, of law, and of art, which have come to occupy such an important place in contemporary philosophy. My special concern in this paper will be to argue that much discussion of the humanities and of their place within the instructional programs of the schools could benefit from work that has recently been done in the philosophy of language and in the philosophy of history and the social sciences. My guiding assumption which I will try to make as plausible as I can is that a consideration of the distinctive logical and conceptual features of the humanities does not have a merely theoretical interest but offers important clues to the nature of the educational and broadly moral importance which we traditionally impute to these studies. (shrink)

Master corporate valuation: the financial art and science of accurately valuing any business. George Chacko's Applied Corporate Finance: Valuation is the first valuation book to combine true academic rigor with the practical skills you need to successfully value companies in the real world. Renowned financial instructor and investment manager George Chacko focuses on concepts, techniques, tools, and methodologies that lead directly to accurate valuations, and explains each key concept with up-to-date examples. One step at a time, Chacko develops a practical, (...) rigorous approach to conducting valuation, addressing the projection of financial statements, calculation of free cash flows, risk-adjusted cost of capital, and leading methodologies including WACC, flow-to-equity, and Adjusted Present Value (APV). By avoiding elementary content that financial managers, analysts, and MBA-level finance students already know, this book can focus more tightly on the realistic techniques and advanced issues practitioners are actually concerned with. Coverage includes: market value and accounting balance sheets, cash cycles, the DuPont formula, financial distress, and capital as a risk buffer; constructing pro-formas, projecting and bridging financing shortfalls, and planning sustainable growth; sources/uses of cash, cash income statements, pro-forma balance sheet changes, working capital, depreciation, and capital expenditures; risk-free cost, investment risks, and diversifiable vs. idiosyncratic risks; NPV, APV, Optimal Debt Ratios, Capital Structure Dynamics, Terminal Value Calculations, and more. For all finance professionals, analysts, and MBA students who need to sharpen their skills in valuation and related areas of corporate finance, accounting, or strategic planning. (shrink)

_Naturalism and the Human Condition_ is a compelling account of why naturalism, or the 'scientific world-view' cannot provide a full account of who and what we are as human beings. Drawing on sources including Heidegger, Merleau-Ponty, Husserl and Sartre, Olafson exposes the limits of naturalism and stresses the importance of serious philosophical investigation of human nature.

In this article, the authors explore how technology has helped erode society’s conceptions of justice. Law, via juridification, has replaced the concept of justice with one of efficiency. The authors argue that this has been largely a result of the destruction of society’s common story or vision and the introduction of the computer and the Internet as tools enabling technique to replace that story. They offer a perspective on how justice operated in traditional societies, using the Judeo-Christian religious tradition. Finally, (...) the authors ask what might be done to recover the best features of what has been lost and create a new common story to help guide society’s conception of justice. (shrink)