Met als uitgangspunt de theorie en wijsbegeerte van het wettenrecht wordt een inzicht gegeven in de ontwikkeling van recht en staat in de 20e eeuw.

We articulate a relational understanding of modality, and show it at work in a survey of pre-order models, set-lifting, and modal languages.

Over the past decades, logicians interested in rational agency and intelligent interaction studied major components of these phenomena, such as knowledge, belief, and preference. In recent years, standard ‘static’ logics describing information states of agents have been generalized to dynamic logics describing actions and events that produce information, revise beliefs, or change preferences, as explicit parts of the logical system. Van Ditmarsch, van der Hoek & Kooi 2007, Baltag, van Ditmarsch & Moss 2008, van Benthem, to appear A, are up-to-date (...) accounts of this dynamic trend (the present paper follows Chapter 9 of the latter book). But in reality, concrete rational agency contains all these dynamic processes entangled. A concrete setting for this entanglement are games – and this paper is a survey of their interfaces with logic, both static and dynamic. Games are intriguing also since their analysis brings together two major streams, or tribal communities: ‘hard’ mathematical logics of computation, and ‘soft’ philosophical logics of propositional attitudes. Of course, this hard/soft distinction is spurious, and there is no natural border line between the two sources: it is their congenial mixture that makes current theories of agency so lively. (shrink)

Is Nederland een fraudeland geworden? Na alle berichten over boekhoudschandalen en het bekend worden van illegale prijsafspraken is het terecht dat die vraag wordt gesteld. Het oplichten van aandeelhouders of van klanten gaat in tegen verschillende ethische noties. Het verstrekken van onjuiste informatie is niet alleen vanuit een utilistisch standpunt verwerpelijk vanwege de economische schade die ontstaat doordat een optimale marktwerking belemmerd wordt. Ook vanuit een deontologisch perspectief staan de ethische seinen op rood: het bedriegen van aandeelhouders of klanten getuigt (...) van weinig respect en is onrechtvaardig omdat dit zelfverrijking mogelijk maakt ten koste gaat van de stakeholders. Ook vanuit het perspectief van de deugdenethiek zijn deze praktijken verwerpelijk: het achterhouden van informatie getuigt van een gebrek aan integriteit en heeft een negatieve voorbeeldfunctie naar anderen. (shrink)

This is the first book-length study in English of Thomas Hobbes's On the Citizen. It aims to show that On the Citizen is a valuable and distinctive philosophical work in its own right, and not merely a stepping-stone toward the more famous Leviathan. The volume comprises twelve original essays, written by leading Hobbes scholars, which explore the most important themes of the text: Hobbes's accounts of human nature, moral motivation, and political obligation; his theories of property, sovereignty, and the state; (...) and, finally, his ideas on the relation between secular and ecclesiastical authority, and the politics behind his religious ideas. Taken together, the essays bring to light many distinctive aspects of Hobbes's thought that are often concealed by the prevailing focus on Leviathan, making for a richer and more nuanced picture of his moral, legal, and political philosophy. (shrink)

The interface of logic and philosophy is diverse, and has always been so. Understanding the interplay raises issues on which some philosophers have strong a priori views. My own preference as a working logician is to proceed by actual history of ideas, something still largely to be written for modern logic. I shall present a few lines connecting logic and philosophy around the theme of implication and consequence, and show how rich the agenda is as it keeps evolving with contributions (...) from many disciplines. This is a light survey paper, but I supply references for readers who want to see more of the nitty-gritty details. (shrink)

This collection of papers from the workshop serves as the initial volume in the new series Texts in Logics and Games—touching on research in logic, mathematics, computer science, and game theory. “A wonderful demonstration of ...

Scholars have long been captivated by the parallels between birdsong and human speech and language. In this book, leading scholars draw on the latest research to explore what birdsong can tell us about the biology of human speech and language and the consequences for evolutionary biology. They examine the cognitive and neural similarities between birdsong learning and speech and language acquisition, considering vocal imitation, auditory learning, an early vocalization phase, the structural properties of birdsong and human language, and the striking (...) similarities between the neural organization of learning and vocal production in birdsong and human speech. After outlining the basic issues involved in the study of both language and evolution, the contributors compare birdsong and language in terms of acquisition, recursion, and core structural properties, and then examine the neurobiology of song and speech, genomic factors, and the emergence and evolution of language. Contributors: Hermann Ackermann, Gabriël J.L. Beckers, Robert C. Berwick, Johan J. Bolhuis, Noam Chomsky, Frank Eisner, Martin Everaert, Michale S. Fee, Olga Fehér, Simon E. Fisher, W. Tecumseh Fitch, Jonathan B. Fritz, Sharon M.H. Gobes, Riny Huijbregts, Eric Jarvis, Robert Lachlan, Ann Law, Michael A. Long, Gary F. Marcus, Carolyn McGettigan, Daniel Mietchen, Richard Mooney, Sanne Moorman, Kazuo Okanoya, Christophe Pallier, Irene M. Pepperberg, Jonathan F. Prather, Franck Ramus, Eric Reuland, Constance Scharff, Sophie K. Scott, Neil Smith, Ofer Tchernichovski, Carel ten Cate, Christopher K. Thompson, Frank Wijnen, Moira Yip, Wolfram Ziegler, Willem Zuidema. (shrink)

Prolegomena It is fitting to begin this book on intuitionistic type theory by putting the subject matter into perspective. The purpose of this chapter is to ...

This thesis consists of an introduction and five essays on decision theory.

This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, the book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being (...) carefully tailored and adjusted to the natural limitations of human reason. This author-meets-critics includes scholars in philosophy, education and Spinoza studies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Microscope of Experience: Christian Garve’s Translation of Cicero’s De Officiis (1783)Johan van der ZandeDuring the negotiations leading to the Treaty of Teschen of 1779, ending the phony War of Bavarian Succession, Frederick II and his court stayed in Breslau, the capital of Silesia. There, in conversation with Christian Garve, the city’s most famous son, the king strongly recommended a new German translation of Cicero’s On Moral Duties (...) (De Officiis), one of the classical texts of humanist philosophy and his favorite book. Frederick’s faithful subject dutifully obliged his sovereign. Four years later, in the subservient language of a dedication to a royal patron, Garve offered in due obedience to Frederick a result that, “perhaps flawed,” was “vindicated by the efforts directed toward the execution of the command.” 1Yet Garve’s interest in Cicero differed markedly from that of Frederick. After all, as Garve wrote in the preface to the philosophical commentary on his translation, Cicero’s book was written for “persons of the higher classes who participated in the affairs of state” and for whom “moral prescription often transformed into political instruction.” Clearly that was not the world in which Garve lived. The son of an artisan, Garve, after a brief stint as a professor of philosophy in Leipzig in the early 1770s, was forced by his illness to spend the rest of his life as a reclusive private scholar in his hometown. He admitted that Cicero sometimes “condescended to deal with those classes who occupy themselves as educators and scholars.” The producing classes, however, “this vast, indispensable, and valuable part of humankind,” could only find prescriptions [End Page 75] for the virtuous life in Cicero’s work insofar as they were human beings, not in relation to their station in life. In general terms Garve thought that Cicero had neglected to deal sufficiently with domestic duties, a reproach which he also leveled against another intellectual pedigree, Adam Ferguson. This did not mean, however, that Garve reduced the citizen’s actions to the private sphere, where they could be productive economically and concerned only with their own Bildung. On the contrary, for Garve useful citizens were those who committed themselves to sociability and to political engagement. Moral actions were not only to be judged according to their motivation (as Kant asserted) but also on their effects on society at large.This different emphasis, I suggest, was typical of the German popular philosophers, who in the time span between Christian Wolff and Immanuel Kant formulated a philosophy of life and among whom Garve emerged as the foremost representative. As a group they constituted a philosophical movement in their own right and were not merely, as they are usually described, the popularizers of Wolff’s philosophy. Rather, popular philosophy was a characteristic compound of Wolffian rationalism and British empiricism. Some popular philosophers, mostly the older generation, were more inclined to the rationalist and others, among them Garve, to the empirical end of this spectrum. Little concerned with epistemological problems or with the irrational cult of life as were the life philosophies of the nineteenth century, the popular philosophers were primarily interested in the virtuous life, in a philosophical theory of moral and aesthetic action. Theirs was a “science of man,” that is, a combination of practical philosophy and literary skills with the goal of morally educating a literate but non-specialized public to be useful citizens of the absolute state. They wanted to speak with propriety on all themes of human existence rather than pursue those philosophical questions not directly related to human life. 2 I entirely agree with a recent commentator who describes Garve’s concerns as non-bourgeois, or better, pre-bourgeois and deeply rooted in humanist values. 3This approach shows in Garve’s Cicero translation and commentary. In Leipzig he had attended the lectures of the classical philologist Friedrich Wilhelm Reiz, who trained his students in precise, critical scholarship. When Garve became a professor himself, he and Reiz anonymously published a Latin edition of Aristotle’s Rhetoric. Later, Garve wrote that his own philosophy was indebted to Reiz who had pointed out to him the close relationship between linguistic and... (shrink)

This paper introduces the symposium on Spinoza on perfectionism and education. It frames the key issue of Spinoza’s perfectionism in terms of a perennial educational problem and introduces the different contributions to this special issue, where Steven Nadler’s main paper is followed by a series of full paper responses by a group of Spinoza scholars and educational theorists. To round off the special issue, Nadler comments on the responses to his main paper.

Spinoza and Education offers a comprehensive investigation into the educational implications of Spinoza’s moral theory. Taking Spinoza’s naturalism as its point of departure, it constructs a considered account of education, taking special care to investigate the educational implications of Spinoza’s psychological egoism. What emerges is a counterintuitive form of education grounded in the egoistic striving of the teacher to persevere and to flourish in existence while still catering to the ethical demands of the students and the greater community. -/- In (...) providing an educational reading of Spinoza’s moral theory, this book sets up a critical dialogue between educational theory and recent studies which highlight the centrality of ethics in Spinoza’s overall philosophy. By placing his work in a contemporary educational context, chapters explore a counterintuitive conception of education as an ethical project, aimed at overcoming the desire to seek short-term satisfaction and troubling the influential concept of the student as consumer. This book also considers how education, from a Spinozistic point of view, may be approached in terms of a kind of cognitive therapy serving to further a more scientifically adequate understanding of the world and aimed at combating prejudices and superstition. -/- Spinoza and Education demonstrates that Spinoza’s moral theory can further an educational ideal, where notions of freedom and self-preservation provide the conceptual core of a coherent philosophy of education. As such, it will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, theory of education, critical thinking, philosophy, ethics, and Spinoza studies. (shrink)

Critical-Range Utilitarianism is a variant of Total Utilitarianism which can avoid both the Repugnant Conclusion and the Sadistic Conclusion in population ethics. Yet Standard Critical-Range Utilitarianism entails the Weak Sadistic Conclusion, that is, it entails that each population consisting of lives at a bad well-being level is not worse than some population consisting of lives at a good well-being level. In this paper, I defend a version of Critical-Range Utilitarianism which does not entail the Weak Sadistic Conclusion. This is made (...) possible by a fourth category of absolute value in addition to goodness, badness, and neutrality. (shrink)

This article arises out of critical contemplation of ‘skills’ in relation to Higher Education pedagogy as it relates to the Arts, Humanities and Social Sciences. As the emphasis on skills dominates more and more of the discourse about pedagogy in Higher Education, the article aims to make some critical comments about the reductionist approach to education that easily becomes part of skills discourse. In addition to criticising instrumentalist deployment of ‘skills’ in Higher Education policy, the article also considers the supposedly (...) most ‘radical’ perspective on the idea of skill which is implicit in enactivists’ accounts of the embedding of sensorimotor action in cognition. It is argued that such a perspective is undermined by its insistence on a model of direct human-environment interaction which brackets creativity, anticipation and the future. The article suggests that such a perspective would be illumined by dialogue with Ernst Bloch’s concept of the ‘not-yet’. (shrink)

An adaptation of the Municipal Law to the present-day requirements of modern management and the discharge of the centra! government of its financial duties vis-à-vis the municipalities are preliminary conditions for the Flemish Community to reinforce municipal autonomy. This reinforcement will go together with a granting of greater financial responsibility to the municipality. The resolution of the financial situation of the municipalities is a pressing issue for the Flemish Executive Body. In addition to the need for a new method of (...) distributing the Municipal Fund correctly over each region, the redress of the budgetary balance, leaving the municipal autonomy unaffected, is of primary importance. (shrink)

Due to Swedish history, to date there has been a common understanding of the meaning of volunteering in Sweden. However, it seems as if the meaning of volunteering is changing in Sweden, at least in some atypical hybrid organizations. However, this change presupposes that there is a conception of volunteering that has been institutionalized by tradition. Hence, to understand this change, one has to capture the institutionalized meaning of volunteering. In the academic debate there is sometimes an implied opposition between (...) conceptual meaning and existential meaning. It is argued that this divide is unfortunate, the existential aspect presupposes the conceptual aspect of meaning. The study of the meaning of volunteering is an attempt to uncover existential meaning in everyday life. Neither the cognitive meaning nor the existential meaning of volunteering is an objective fact but fragile and dependent upon contextual factors. (shrink)

This paper presents various personal reflections made about Peace studies find its new challenges, which will help to understand the reality and peace research from new globalizing dimensions. From the transnational and interdisciplinary perspective, we aim to go beyond what is established in order to open new ways to analyze and offer other benchmarks, such as equality and equity. In this sense, the text develops a convergence of different approaches to this research: sociology of peace, development, politics and culture, the (...) Taoist epistemology, and Gandhian and Buddhist ethics. This globalizing approach shows that the specificity of human functional diversity has been excluded, over time, in all peace theories and practices. The reconstruction of peace needs full inclusion of functional diversity in everything related to peace. The World Declaration is just a starting point. (shrink)

Aesthetic discourse has always openly or secretly been linked to political projects. According to some main strands of aesthetic discourse modern aesthetics mirrors the structure of social and political emancipation and key elements of aesthetic discourse coincide with the political ontology of the left. Marxist and Post-Marxist critics have emphasized that the struggle for emancipation is indirectly present in the historical constitution of aesthetics as a discipline – although in a merely imaginary and displaced form. Therefore, however, it is also (...) partly of the same structure as what is normally described as “aesthetic”. Against this background aesthetic attributes (‘beauty’) can be ascribed to forms of emancipatory politics as well. (shrink)

In this huge study the author presents a systematic and thematic overview of all concepts and ideas, that are basic and gave shape to Western thinking about history: Jewish and Christian concepts of redemptive history, particularism vs. universal concepts, ethnocentric concepts, typology, eschatology and the apocalyptic. He considers concepts of history in the Classical Age, the Middle Ages, Reformation, the Age of Enlightenment, the Romantic Age, Humanism, Positivism, the impact of the Holocaust and Postmodernism. He offers a critical treatment of (...) themes as the periodizing of history, continuity and discontinuity, optimistic and pessimistic theories, repetitive and non-repetitive theories. (shrink)