The author sets out to explain Pope Benedict XVI’s view of global governance, especially as expressed in his 2009 encyclical letter Caritas in Veritate. In so doing, the author first recognizes some of the more significant arguments against global governance, then goes on to suggest that much of the opposition to Benedict’s proposal stems from two misconceptions: a failure to place Benedict’s statements in the social tradition of the Church, which has always asserted that every society, including global society, has (...) need of a corresponding authority to insure the common good, and confusion of the terms “global governance” with “world government.” The latter connotes a powerful, centralized political structure while the former allows for a subsidiary, multi-tiered approach to coordinating the world geo-political situation. The author asserts that Benedict’s proposals reflect tthis second approach. The final sections of the article look at two special cases where global governance seem particularly pressing: international conflict resolution and global economic development. (shrink)

Abstract‘We just do not have enough time’. A statement uttered too often in the field of education. Having taught in K-12 schools, universities, and accelerated K-12 and higher education classes, I am no stranger to the myriad of conversations on time that swirl in these spaces. All too frequently, I heard statements like: ‘there is not enough time in the schedule to do this work’, ‘time is our enemy’, ‘do the best you can with the limited time you have’, and (...) witnessed many discussions of entanglements with time, be they individual, institutional, or structural. This article explores issues of time within hybrid/third-space working groups embedded within a teacher residency in an urban Southeastern city of the United States. In exploring the question: what role does time play in hybrid teacher residency work? This article demonstrates how time operates as a structural constraint, as a nonhuman agent, and/or is mobilized to escape/evade the nuanced and complex work of doing/thinking anti-racist abolitionist residency work across practice and theory. (shrink)

The arguments advanced in this paper suggest that the Menexenus ought to be read as a pendent to the Gorgias and as an example of the way in which rhetoric that engages in flattery can harm the souls of its audience. The Menexenus was composed by Plato to illustrate precisely what sentiments ought to be avoided in public oratory, if the primary concern of speech-making is to benefit the lives of citizens. In addition to demonstrating the connections between the Menexenus (...) and Gorgias, a portion of the paper examines the relation between Plato and Thucydides, arguing that there is perhaps more of an affinity between Plato and Thucydides than has previously been acknowledged. Pericles’ Funeral Oration and the speech in the Menexenus suggest that both Thucydides and Plato were deeply concerned with the negative effects of oratory on the political community. (shrink)

In this article we present (1) a close paraphrase--virtually a translation--of Heidegger's Sein und Zeit, §74, "Die Grundverfassung der Geschichtlichkeit," pp. 382-387, together with an analytical outline found in the Appendix; and (2) a brief commentary on the text. What Heidegger says about his own translation of Aristotle's Physics B 1 applies here as well: "The ‘translation' is already the interpretation proper. Thereafter only an explanation of the ‘translation' is called for.".

Examines the various explanations that have been given for Los Angeles Mayor Tom Bradley's losses in the 1982 and 1986 California gubernatorial campaigns. The authors offer important advice for all black candidates running against whites for office today.

This article explores Carter G. Woodson’s The Mis‐Education of the Negro in terms of its political philosophical content. It examines how Woodson’s account of the miseducation of Black people and the accordant miseducation of whites is involved in the production and reproduction of an unjust basic structure, with reference to John Rawls and Frantz Fanon. It then turns to Woodson’s critique of leadership and its relationship to miseducation, drawing on E. Franklin Frazier’s study of the Black bourgeoisie and the political (...) philosophy of Enrique Dussel. Finally, it examines miseducation as a site for the reproduction of racist knowledge production in light of the work of Anténor Firmin and examines how, for Woodson, rigor in the human sciences was essential for counteracting miseducation and serving the greater cause of liberation. (shrink)

This article seeks to render Sigmund Freud's unfamiliar conception of consciousness more evident and accessible; because Freud was the greatest theorist psychology has so far known, and because present-day psychologists stand in special need of a variety of conceptual frameworks in whose terms they can give coherent and cogent expression to their different hypotheses pertaining to consciousness. The three main sections respectively address Freud's complex property of intrinsic consciousness, which characterizes each instance of every conscious psychical process and includes qualitative (...) content, direct awareness, and tertiary consciousness; the cognitive contents of purportedly pure, or contentless, emotions and feelings; and certain limits and variations of Freud's intrinsic consciousness. A special effort is made to be faithful to Freud's own conception of consciousness; though the discussion includes clarification, explication, and extension of parts of his conception that are undeveloped, summarily stated, or implicit. In fact, Freud's conception of consciousness is treated here as something very much alive today. Implications are drawn and developed that Freud probably never thought of. However, note that the conception presented does not belong to the author of this article. Rather, I present here Sigmund Freud's own conception of consciousness as he might have developed it judging from the part of it that he did express. (shrink)

This Handbook is a combination of authoritative exposition, comprehensive survey, and fundamental research exploring the underlying unifying themes in the various areas. The intended audience is graduate students and researchers in the areas of computing and logic, as well as other people interested in the subject. We assume as background some mathematical sophistication. Much of the material will also be of interest to logicians and mathematicians.

For half a century, Ernest Fortin's scholarship has charmed and educated theologians and philosophers with its intellectual search for the best way to live. Written by friends, colleagues, and students of Fortin, this book pays tribute to a remarkable thinker in a series of essays that bear eloquent testimony to Fortin's influence and his legacy. A formidable commentator on Catholic philosophical and political thought, Ernest Fortin inspired others with his restless inquiries beyond the boundaries of conventional scholarship. With essays on (...) subjects ranging across philosophy, political science, literature, and theology Gladly to Learn and Gladly to Teach reflects the astonishing depth and breadth of Fortin's contribution to contemporary thought. (shrink)

In the first third of this century Cassirer was one of the leading, most influential philosophers of the German-speaking world. He was the respected opponent of such giants as Husserl, Russell, Schlick, Heidegger or Carnap who left their mark on the philosophical landscape until this very day. One might recall his discussion with Schlick on the philosophical relevance of Einstein’s relativity theory in the first decade of this century. Carnap reported to have received essential ideas for the Logical Construction of (...) the World from Cassirer and other neo-Kantians; or, to recall a more spectacular event concerning Cassirer’s philosophy, one might mention the famous “Davos disputation” with Heidegger in 1929 which seems to have been a major philosophical event for the audience. (shrink)

In response to arguments made by Professors Levvis, Patterson and Eisele, I attempt to clarify a few of the main themes of my book, Law's Premises, Law's Promise. Professor Levvis’ paper gives me the opportunity to contrast the status of propositions held true by disputants in legal debate with propositions held fast as bedrock convictions about the nature of reality and experience. Professor Patterson's arguments allow me to show how legal decision making as a deliberative or interpretative practice rests, as (...) all practices do, on a foundation of shared understanding (of mutually “knowing one's way about”). And Professor Eisele's remarks stimulate a discussion of the relation of conceptual analysis and the analysis of practices. (shrink)

Bioethics in a Liberal Societ By Max Charlesworth, Cambridge University Press, 1993. Pp. 172. ISBN 0?521?44952?9. £9.95 pbk. The Logical Universe: The Real Universe By Noel Curran Avebury, 1994. Pp. 158. ISBN 1?85628?863?3. £32.50. Beyond Postmodern Politics: Lyotard, Rorty, Foucault By Honi Fern Haber Routledge, 1994. Pp.viii + 160. ISBN 0?415?90823?X. $15.95. Baudrillard's Bestiary: Baudrillard and Culture By Mike Gane Routledge, 1991, Pp. 184. ISBN 0?415?06307?8. £10.99 pbk. Truth, Fiction and Literature: A Philosophical Perspective By Peter Lamarque and Stein Haugom (...) Olsen Clarendon Press, 1994. Pp. 456. ISBN 0?19?824082?1. £45.00. Milton and the Drama of History: Historical Vision, Iconoclasm, and the Literary Imagination By David Loewenstein Cambridge University Press, 1990. Pp. x + 197. ISBN 0?521?37253?4. £25.00. Philosophy and Knowledge: A Commentary on Plato's Theaetetus Ronald M. Polansky Associated University Presses, 1992. Pp. 260. ISBN 0?8387?5215?2. £29.95. Heidegger and French Philosophy: Humanism, Antihumanism and Being By Tom Rockmore Routledge, 1995. Pp. xx + 250. ISBN 0?415?11181?1. £14.99 pbk. Living Poetically: Kierkegaard's Existential Aesthetics By Sylvia Walsh The Pennsylvania State University Press, 1994. Pp. 294. ISBN 0?271?01328?1. (shrink)

The Handbook of the Study of Play brings together, in two volumes, thinkers whose diverse interests at the leading edge of scholarship and practice define the current field. Because play is an activity that humans have shared across time, place, and culture, and in their personal developmental timelines - and because this behavior stretches deep into the evolutionary past - no single discipline can lay claim to exclusive rights to study the subject. Thus, this handbook features the thinking of evolutionary (...) psychologists; ethologists and biologists; neuroscientists; developmental psychologists; psychotherapists and play therapists; historians; sociologists and anthropologists; cultural psychologists; philosophers; theorists of music, performance, and dance; specialists in learning and language acquisition; and playground designers. Together, but out of their varied understandings, the incisive contributions to The Handbook of the Study of Play take on vital questions of educational policy, literacy, fitness, the role of play in brain development, spotaneity and pleasure, well-being and happiness, fairness, and the fuller realization of the self. These volumes also comprise an intellectual history, offering retrospective looks at the great thinkers who have made possible the modern study of play. -- from back cover. (shrink)

John Dewey's second chapter of _Art as Experience_, "Ethereal Things," captures in a nutshell a radically new approach to philosophy where the aesthetic takes center stage. The key is to see the aesthetic as something much broader than it is generally conceived. It covers not just art and nature, or even art, nature, and everyday life, but life itself, and in particular human life. But human life is seen as continuous with the life of the animal, the live creature interacting (...) with its environment. Experience begins with sense perception that is, itself, a negotiation of past and present, where things are imbued with meaning as cause and effect are turned into intention and consequence. Experience also has a range going from mere mechanical perception and labeling towards something much more complex. The highest culmination of experience is a mystic-like consummation, a point at which experience is a joyous reward of expanding and enriched life. Dewey speaks of "the power of sense to absorb the most highly spiritualized ideas." One can see him, in this regard, as the opposite of Plato, for whom the sensuous world, at best, imitates the world of Ideas. For Dewey, ethereal things are not eliminated but, rather, brought into the world of sense. (shrink)