What is the nature and role of competition in markets and politics? This book examines the institutional dimension of markets and the rules and institutions that condition the operation of market economies. Particular attention is paid to the the role of the state, specifically the role of governments in shaping and maintaining the economic constitution of their societies.

Available for the first time in English, this work explores a range of mental disorders in the context of Frankl's theory of human motivation. Skillfully translated and featuring extensive annotation, this English language edition remains true to the original while updating assessment and treatment protocols to be compatible with 21st century medicine. As the title suggests, On the Theory and Therapy of Mental Disorders applies a theoretical treatise to the practical treatment of variety of disorders. This long-awaited addition to the (...) body of English language literature introduces Viktor Frankl's clinical insights to a new generation of mental health professionals, and has much to offer to practitioners of all levels of experience. (shrink)

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

Have you ever wondered what it would be like to sit in on a meeting of the Vienna Circle, listening to discussions by the greatest Austrian thinkers of the 20th century, including Moritz Schlick, Gustav Bergmann, and Karl Menger? Join original Vienna-Circle member Victor Kraft in his discussion of the movement for an exclusive insider s view of this important point in philosophical history. In this in-depth philosophical study, Victor Kraft explores the role the Vienna Circle had on the international (...) philosophical movement. The Vienna Circle constituted a point of departure for the reawaking, rebirth, and reformation of positivism and empiricism, leading to the creation of the Neo-positivism movement. At the time of publication in the 1950s, the Neo-positivism movement stood in the foreground of contemporary philosophy, and it was quite possibly the most significant serious philosophical movement in the period between the two world wars. Making Kraft s study of Neo-positivism available to a world audience, Arthur Pap provides a rich and accessible translation from the original German. Victor Kraft was an Austrian philosopher and a founding member of the Vienna Circle. He taught theoretical philosophy at the University of Vienna. During World War II, he lost his teaching post because of his wife s Jewish background, but he went back to teaching in 1945. He was known for his scientific approach to philosophy, especially his application of empiricism to his ideas on logical positivism. He continued to teach at the university and write on logic, ethics, and the philosophy of history until his death in 1975. (shrink)

The author moves from the consideration of law as a set of rules serving as a means of socially regulating human conduct. He focuses on the fact that in order to fulfil its function, the law must be seen as a type of information. In this perspective law is a particular language and therefore gives rise to linguistic problems, linked to the technical character of juristic discourse. The author deals with some of the linguistic and sociological aspects of legal language (...) and attempts to pinpoint some trends of interlingual development. (shrink)

How will religion develop in the 21st century? How optimistic can her outlook be on her future? What will be the meaning of global religious change in the coming decades? Despite being very advanced in the West, the answers to these questions remain problematic. In the famous work, "Returning the Sacred: Arguments for the Future of Religion," D. Bell noted that in the late eighteenth and early nineteenth centuries, most thinkers expected that religion would disappear in the twentieth century. At (...) the turn of the nineteenth and twentieth centuries, many sociologists believed that sociologists believed that "At least since the Enlightenment, most Western intellectuals have expected the death of religion as fervently as the ancient Jews of the coming of the Messiah," reminds American religious scholars R. Stark and R. Bindbridge. and the social sciences were particularly distinguished in the prediction of the inevitable triumph of rationality over “prejudice.” The most celebrated figures in sociology, anthropology, and psychology unanimously expressed the belief that their children, or indeed grandchildren, would witness a new era in which, from Freud, the infantile illusions of religion humanity will outgrow ”. (shrink)

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

A particularly strong reason to vaccinate against transmittable diseases, based on considerations of harm, is to contribute to the realization of population-level herd immunity. We argue, however, that herd immunity alone is insufficient for deriving a strong harm-based moral obligation to vaccinate in all circumstances, since the obligation significantly weakens well above and well below the herd immunity threshold. The paper offers two additional harm-based arguments that, together with the herd immunity argument, consolidates our moral obligation. First, we argue that (...) individuals should themselves aim not to expose others to risk of harm, and that this consideration becomes stronger the more non-vaccinated people there are, i.e., the further we are below herd immunity. Second, we elaborate on two pragmatic reasons to vaccinate beyond the realization of herd immunity, pertaining to instability of vaccination rates and population heterogeneity, and argue that vaccinating above the threshold should serve as a precautionary measure for buttressing herd immunity. We also show that considerations of harm have normative primacy in establishing this obligation over considerations of fairness. Although perfectly sound, considerations of fairness are, at worst secondary, or at best complementary to considerations of harm. (shrink)

The article is devoted to revealing the core significance of the con­cept of subjectivity in the modern philosophy of education. The focus on the ac­tualisation of the problem of subjectivity is combined with the awareness of its existential multidimensionality and collision, which has different manifestations in totalitarian, authoritarian and democratic societies. In the semantic field of philosophical anthropology as meta-anthropology (N. Khamitov), the author of the article reveals the philosophical and pedagogical context of the subject-sub­ject interaction between teacher and student. (...) As a result, the concept of the “New Ukrainian School” is understood as a paradigm of education of the present and the future, which generates a strategy of free, dignified and effective human self-realisation. The goal and condition of Ukraine’s civilisational progress is a per­son, their dignified self-realisation, which implies physical, mental and spiritual growth of the individual. It is substantiated that the new paradigm of education as a subject-subject communicative interaction “Human – Human”, co-creation of a teacher and a student, bases the foundations of the civilisational subjectivity of Ukraine. In the difficult conditions of the existential Russian-Ukrainian war, which is a real challenge to human nature, there is a tangle of problems between the con­cept of life and the concept of subjectivity. The development of an openly tolerant, communicative model of “Human – Human” on the basis of meta-anthropology as a theory of everyday, borderline and meta-borderline human existence opens the way to the implementation of the value consolidation of the Ukrainian society. On this path, the philosophy of education is increasingly becoming a philosophy of humanity, a desire for co-creation and co-action. The subject-subject interac­tion “Human – Human” is the basis of the metaphysical and cosmic process of life, which implies human freedom and independence of Ukraine. (shrink)

Seyla Benhabib vermag es mithilfe ihres Konzepts der „demokratischen Iteration“ das Prinzip der Volkssouveränität mit den moralischen Ansprüchen von Migrierenden auf Augenhöhe zu vermitteln. Dies gelingt ihr, weil sie „demokratische Iterationen“ als diskursive Aushandlungsprozesse unter Bedingungen der Öffentlichkeit versteht. Der Begriff der Öffentlichkeit bezeichnet, wohl verstanden, nämlich einen konstitutiv offenen Kommunikationsraum, in dem sich die diskursive Klärung des demokratischen „Wir“ immer schon unter prinzipiellem Einbezug „des Anderen“ vollzieht. Bereits John Dewey, Hannah Arendt und Jürgen Habermas haben diese konstitutive Offenheit der (...) Öffentlichkeit herausgestellt und damit die migrationsgesellschaftliche Struktur des Begriffs der Öffentlichkeit theoretisch entfaltet. Angesichts gegenwärtiger Abschottungsversuche westlicher Demokratien gegenüber Migrationsbewegungen stellt sich allerdings die Frage, ob der Begriff der Öffentlichkeit mehr darstellt, als ein normatives Ideal, das realen Tendenzen einer anti-migrantischen Abschließung politischer Kommunikationsräume bloß ohnmächtig gegenübersteht. Dieser Aufsatz argumentiert, dass dem nicht so ist: Dem Begriff der Öffentlichkeit lässt sich auch als einer Idee im Sinne Hegels habhaft werden. Er lässt sich als eine Logik der Öffnung rekonstruieren, die sich aufgrund einer immanenten Nötigung der Praxis selbst aufdrängt und nur durch eine destruktive Spirale aus Widerstand, Repression, Regression und Nihilismus unterdrückt werden kann. Ich werde auf dem Wege einer sozialphilosophischen Integration kommunikationstheoretischer und radikaldemokratischer Erkenntnisse abschließend zeigen, dass migrantische oder postmigrantische „Gegenöffentlichkeiten“ diese immanente Nötigung hervorrufen. Die Nötigung objektiviert sich wiederum daran, dass der fortgesetzte Ausschluss von „Gegenöffentlichkeiten“ zu einer krisenhaften Struktur „systematisch verzerrter Kommunikation“ führt. (shrink)

Journal of Philosophy of Education, EarlyView.

Dr. Viktor Dörfler combines his background in developing and implementing AI with scholarly research on knowledge and cultivating talent to address misconceptions about AI. The Element explains what AI can and cannot do, carefully delineating facts from beliefs or wishful thinking. Filled with examples, this practical Element is thought-provoking. The purpose is to help CEOs figure out how to make the best use of AI, suggesting how to extract AI’s greatest value through appropriate task allocation between human experts and (...) AI. The author challenges the attribution of characteristics like understanding, thinking, and creativity to AI, supporting his argument with the ideas of the finest AI philosophers. He also discusses in depth one of the most sensitive AI-related topics: ethics. The readers are encouraged to make up their own minds about AI and draw their own conclusions rather than accepting opinions from people with vested interests or an agenda. (shrink)

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...) school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)

The paper points to gaps in the conceptualization of bullshit as offered by Harry Frankfurt and Jerry Cohen. I argue that one type of bullshit, obscurantism, the deliberate exercise of making one’s text opaque for the purposes of deceiving the readership in various ways, escapes Frankfurt’s radar in tracking those judgments that are unconcerned with truth, and is not given distinct status in Cohen’s framework, which pays more attention to the product of bullshit than its producers and their techniques. First, (...) I offer on overview of the expanding literature on bullshit, with special attention given to accounts by Frankfurt and Cohen. I claim that Frankfurt’s essentialism and Cohen’s product-oriented account are not successful in exhausting our common understanding of what bullshit entails, neither separately, nor in conjunction. In particular, I claim that obscurantist bullshit pushes the envelope of the current conceptual frameworks. Second, following Boudry’s and Buekens’s work on obscurantism, I discuss the usual mechanisms utilized by obscurantists. Third, I reflect on an objection to my argument based on tweaking the permissibility for producing obscurantism by placing the production of obscurities into different contexts of writing style. I argue that there is an important normative difference between being an obscurantist and someone who merely writes obscurely, and that the distinction should bear weight regardless of constraining our capacities to tell between the two. I finish by discussing whether our understanding of obscurantist bullshit aids us in following a principle of clarity. (shrink)

I present a systematic interpretation of the foundational purpose of constructions in ancient Greek geometry. I argue that Greek geometers were committed to an operationalist foundational program, according to which all of mathematics—including its entire ontology and epistemology—is based entirely on concrete physical constructions. On this reading, key foundational aspects of Greek geometry are analogous to core tenets of 20th-century operationalist/positivist/constructivist/intuitionist philosophy of science and mathematics. Operationalism provides coherent answers to a range of traditional philosophical problems regarding classical mathematics, such (...) as the epistemic warrant and generality of diagrammatic reasoning, superposition, and the relation between constructivism and proof by contradiction. Alleged logical flaws in Euclid can be interpreted as sound operationalist reasoning. Operationalism also provides a compelling philosophical motivation for the otherwise inexplicable Greek obsession with cube duplication, angle trisection, and circle quadrature. Operationalism makes coherent sense of numerous specific choices made in this tradition, and suggests new interpretations of several solutions to these problems. In particular, I argue that: Archytas’s cube duplication was originally a single-motion machine; Diocles’s cissoid was originally traced by a linkage device; Greek conic section theory was thoroughly constructive, based on the conic compass; in a few cases, string-based constructions of conic sections were used instead; pointwise constructions of curves were rejected in foundational contexts by Greek mathematicians, with good reason. Operationalism enables us to view the classical geometrical tradition as a more unified and philosophically aware enterprise than has hitherto been recognised. (shrink)

Sociological theories of space have so far not provided an in-depth analysis of online spaces. The paper addresses this issue by means of Löw’s relational theory of space. As this theory mainly focuses on material spaces, it is necessary to embrace the phenomenological perspective in order to apply it to the virtual realm. More recent phenomenological research has highlighted the ongoing mediatization or virtualization of the life-world. These theories, and presence research more generally, are useful for examining the layers of (...) virtual presence. This paper focuses on two emblematic types of spaces: multiplayer online role-playing games and Skype video chats. The first represents an online version of a Schutzian finite province of meaning, while Skyping is an example of how the paramount reality of everyday life expands into the virtual realm. Albeit differently, actors in both cases constitute hybrid, virtual-material spaces with various forms and degrees of virtual presence. User experiences in these spaces are in line with contemporary sociological diagnoses indicating the vanishing experience of living in space and the general tendency of late modernity to question previous social forms of modernity. (shrink)

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. 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This essay explores how moral discourse can have dogmatic tendencies. In exemplifying how it is possible to move beyond such tendencies, this essay turns to the Norwegian picture book Garmann's Summer. The essay not only suggests a vision of moral thinking, but also aims to demonstrate the role that literature, and particularly children's literature, can play in moral discourse, particularly in philosophy. The picture book's elaborations on the difficulties children can face when starting school show both what ethics beyond moral (...) concepts can be and the role that literature and art can have in moral thinking. The essay aims to show that moral work may consist in acknowledging difficulties and that all of their complexities have a role to play in the lives of real human beings. Accordingly, the essay is not a philosophical interpretation of a children's book, but an attempt to read a children's book to do philosophy. (shrink)

This article provides a critical evaluation of the central components of Integrative Bioethics, a project aiming at a bioethical framework reconceptualization. Its proponents claim that this new system of thought has developed a better bioethical methodology than mainstream Western bioethics, a claim that we criticize here. We deal especially with the buzz words of Integrative Bioethics – pluriperspectivism, integrativity, orientational knowledge, as well as with its underlying theory of moral truth. The first part of the paper looks at what the (...) claims of a superior methodology consist in. The second reveals pluriperspectivism and integrativity to be underdeveloped, hazy terms, but which seem to be underpinned by two theses – the incommensurability and the inclusiveness theses. These theses we critically scrutinize. We then consider strategies the project's proponents might apply to curb these theses in order to acquire minimal consistency for their framework. This part of the article also deals with the conception of moral truth that drives the theory, a position equally burdened with inconsistencies. In the last part of the article, we observe the concept of orientational knowledge, and develop two interpretations of its possible meaning. We claim that, following the first interpretation, Integrative Bioethics is completely descriptive, in which case it is informative and important, but hardly bioethics; if it is normative, following the second interpretation, it is bioethics as we already know it, but merely clad in rhetorical embellishments. We conclude that there is nothing new about this project, and that its inconsistencies are reason enough for its abandonment. (shrink)

The exacerbation of ethnic [natsional'nye] conflicts in the USSR is ruinous not only for our country. Polemics on the ethnic question are being waged at all levels and with all means, but what they lack most is a sober analysis of explosive problems. Even persons who in every other respect are distinguished by tolerance and common sense make an unworthy show of themselves on this sensitive question.

This paper shows the relevance of hermeneutic philosophy to understand how info­communication technologies frame our contemporary lifeworld. It demonstrates that the programming languages are the result of collective interpretations of the general lifeworld of programmers, management and political decision-makers. By having been inscribed into the processes of language use, this general interpretation permeates the particular practices of understanding that are possible within the language framework.

This article analyzes the fundamental aesthetic views of two major representatives of European culture, the Croation Juraj Krizanic and the Moldavian Nicolai Spatarul, who worked in Russia in the second half of the 17th century, and who through their works made it possible for Russian culture of the time to adopt the ideas of Western European aesthetics. (edited).

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

I am honored to respond to Paul Guyer’s elaboration on the role of examples of perfectionism in Cavell’s and Kant’s philosophies. Guyer’s appeal to Kant’s notion of freedom opens the way for suggestive readings of Cavell’s work on moral perfectionism but also, as I will show, for controversy.There are salient aspects of both Kant’s and Cavell’s philosophy that are crucial to understanding perfectionism and, let me call it, perfectionist education, that I wish to emphasize in response to Guyer. In responding (...) to Guyer’s text, I shall do three things. First, I shall explain why I think it is misleading to speak of Cavell’s view that moral perfectionism is involved in a struggle to make oneself intelligible to oneself.. (shrink)

This essay explores the existential difficulties involved in being a non-indigenous scholar of philosophy and early childhood education in an indigenous context. It begins by recalling an encounter with young Sámi children that happened while doing research at an early childhood centre in northern Scandinavia. This is read alongside the poetry of the Sámi writer Nils Aslak Valkeapää, a personal documentary text by Sámi author Elin Anna Labba, and Wittgensteinian philosophy. These texts are read as a philosophical exercise of the (...) imagination through which the scholar‘s words, thoughts, and assumptions are reworked in a decolonising process. This process involves the scholar in a lived philosophy of avoiding deflection of what Cora Diamond has called “difficulties of reality” and considerations of the role of imagination in ethics. In doing so the essay reimagines the notion of hybrid cultures and identities through Wittgenstein‘s invitation to imagine forms of life. The essay concludes by suggesting that by thinking of scholarship in this way hope and meaning can emerge out of the silences in the encounters between the non-indigenous scholars and the indigenous children. (shrink)

Husserlova fenomenologie je široce považována za filosofii idealistickou, tento text si klade za cíl prostřednictvím analýzy klíčového epistemologického pojmu, tj. objektu, představit empirickou stránku Husserlovy filosofie. Výzkumem především prvních a posledních Husserlových spisů (které jsou věnovány problematice založení logiky) představí nutnou součást fenomenologického pojetí předmětu – jeho vnější aspekt. Tento aspekt je sice začleněn do obecného fenomenologického pojetí poznání, které prima facie vykazuje znaky idealismu, avšak prostřednictvím zkoumání níže uvedených konceptů by měla být objasněna pevnost vazby, kterou je toto pojetí (...) propojeno s vnějškem. (shrink)

BOOK REVIEW José Luis Bermúdez FRAME IT AGAIN: NEW TOOLS FOR RATIONAL DECISION-MAKING,Cambridge University Press, 2020, pp. x + 330, ISBN-13: 978-1107192935, ISBN-10: 1107192935, Hardcover, $ 18.22, e-book, $15.49.

Because methodical doubt is a process of demarcation of scientific (clear) and non-scientific constructions, then in this process Descartes affirmed truly neo-positivistic principle. Descartes` rational transformation of thinking is usage methods of mechanical sciences to «sciences about spirit» attaching to them also natural status. But Descartes had not noticed that scientific obviousnesses with time turns into dogmas. That is why Husserl offered to describe phenomena after riching «epoche» about natural-scientific beliefs. Search of pretheoretical grounds of obviousness has led to loss (...) of clarity and of its apodictic weight. Because «obviousnesses» were always founded on historico-philosophical invariant, then needed either reconsider Descartes «technique» or kernel of decomposition and reconstruct «laws of thinking» in respect to it. (shrink)

У статті зроблена спроба привернути увагу фахівців до такого напряму економіки й розваг, як гральний бізнес. Описано розвиток i стан цього бізнесу в США, Росiйськiй Федерацiї й Українi. Наголошено на перспективності розвитку грального бізнесу в Україні.