ABSTRACT Education is in itself a project of Enlightenment. The critical theory of the Frankfurt School, whose origin and development bear the imprint of self-destructive social-cultural processes of modernity and of the Holocaust, can count as an attempt to continue the process of Enlightenment through radical self-criticism. The paper presents the approach of the first generation of critical theory and then Jurgen Habermas' critique of this approach and his reconstruction of critical theory in his theory of communicative action. Special emphasis (...) is laid on the discussion of the ethical implications of human communication. From this background the paper enquires what significance these reflections could have for a revised concept of education. (shrink)

A textual analysis of Plato's Laws reveals that a change has taken place in the concept of reason that Plato earlier displayed in the Politeia. This change is suggested by the importance Plato ascribes in the Laws to musical and religious education. In the Laws, Plato describes a concept of reason that is made up of sensibility, intellectuality, and spirituality.

This book explores the philosophical, and in particular ethical, issues concerning the conceptualization, design and implementation of poverty alleviation measures from the local to the global level. It connects these topics with the ongoing debates on social and global justice, and asks what an ethical or normative philosophical perspective can add to the economic, political, and other social science approaches that dominate the main debates on poverty alleviation. Divided into four sections, the volume examines four areas of concern: the relation (...) between human rights and poverty alleviation, the connection between development and poverty alleviation, poverty within affluent countries, and obligations of individuals in regard to global poverty. (shrink)

This volume presents philosophical contributions examining questions of the grounding and justification of taxation and different types of taxes such as inheritance, wealth, consumption or income tax in relation to justice and the concept of a just society. The chapters cover the different levels at which the discussion on taxation and justice takes place: On the principal level, chapters investigate the justification and grounding of taxation as such and the role taxation plays and should play in the design of justice, (...) be it for a just society or a just world order. On a more concrete level, chapters present discussions of these general reflections in more depth and examine different types of taxation, tax systems and their design and implementation. On an applied level, chapters discuss certain specific taxes, such as wealth and inheritance taxes, and examine whether or not a certain tax should be favored and for what reasons as well as why it is just to target certain kinds of assets or income. Finally, this volume contains chapters that discuss the central issue of international and global taxation and their relation to global justice. (shrink)

The Financial Crisis in Europe puts pressure on welfare states and its tax systems as well as on considerations of social justice. In this paper, we would like to explore the status of the idea of progressive taxation and its justification (especially the ‘ability-to-pay’ principle) in times of a financial crisis. We will discuss it within a social justice framework following David Miller—using the principles of (i) need, (ii) merit, and (iii) equality. We will conclude that progressive taxation can be (...) justified in the light of these three principles, even more so in the situation of a financial crisis that undermines decent living conditions for millions. The principle of need has to be given priority even if this move violates the principles of equality and desert. (shrink)

Extensions of ongoing research identified in the introduction to this special issue are discussed here with farther reaching objectives: researching more intensely psychological universals thought to underlie religion, taking a more inclusive approach to psychology of religion, and constructing more comprehensive models. All three involve conscious experience, to which some observations are devoted. Remarks about the relationships between these research areas conclude the article.

The way physics and other parts of science work can be explained in the framework of radical constructivism. However, this constructivist view itself shows that a uniquily accepted epistemology, constructivism or any other, would not be an advantage for the developmentof science. Unlike physics some parts of science successfully use constructivist concepts inside their theories. Because this is the case particularly in learning theory, constructivist ideas can help to improve physics teaching.