Il faut examiner le débat autour du stoïcisme de Montaigne. Les critiques qui ont vu le jour présentent un Montaigne qui s'intéresse à la philosophie, un humaniste qui essaie de survivre en des temps troublés et d'exercer son esprit pour s'affranchir des contraintes morales et sociales. Pourtant, si l'on regarde de plus près la construction et la genèse des Essais, on s'aperçoit que Montaigne continue d'étudier patiemment les textes anciens, et particulièrement les textes stroïciens, jusqu'à la fin de sa vie. (...) Il affirme que sa recherche est l'homme. Et, tout au long de cette recherche, se développe un dialogue entre Montaigne et lui-même, dans la mesure où son projet explicite est de se connaître. Cette position elle-même ne saurait se comprendre que dans un éclairage stoïcien : cette position du moi - Montaigne - qui débat avec l'homme - Montaigne pris dans l'Univers -, c'est celle où l'homme est Montaigne lui-même dans son rapport au cosmos, où cet « empire dans un empire » trop souvent rebattu se trouve dans la recherche de Montaigne étendu aux dimensions de l'univers. C'est cette persistance du stoïcisme, notamment de la rhétorique stoïcienne, qui anime et rend justice à l'oeuvre de Michel de Montaigne. (shrink)

The Stoics try to demonstrate, in a theoretical context, more than any other philosophy, the link unifying the parts with the whole, in all areas of existence; namely, from man to divine reason, from god to nature – a tautological link in some cases – from matter to logos or creative pneuma. This unifying bond – hexis or continuity – guarantees the attachment between bodies which are in a state of sympathy which also constitutes their existence. It remains to seek (...) the meaning of this notion; draw on its etymology: according to Bailly’s dictionary, the term hexis in Greek means among other meanings: action of possessing, possession. And according to the dictionary of L.‑S.‑J., hexis derives from the future of the verb ἕξω, from the verb ἔχω, ; in its intransitive form refers to a permanent condition, namely to an act, which results from practice.In order to make an attempt to define this concept or to orient its function, it seems appropriate for us to do some research – we could say historical –, consulting texts prior to Stoicism, examining its place and the nuances it takes in different contexts and finally, follow its interpretation where, according to philosophical approaches, it sometimes means disposition, habit, or situation. Nevertheless, the Stoics give this term an original meaning, different from the one that was granted to it until then. It is the hectic pneuma or the tension prevalent in the universe. In this perspective, we will try to define its function and compare it with the notion of hexis in Aristotle, where it acquires the meaning of metaxy, in his Metaphysics, Δ, 1022b12. (shrink)

Abstract:Comparatively few studies have analyzed the social behavior of multinational corporations (MNCs) at a cross-national level. To address this gap in the literature, we propose a “transnational” model of corporate social responsibility (CSR) that permits identification of universal domains, yet incorporates the flexibility and adaptability demanded by international research. The model is tri-dimensional in that it juxtaposes: 1) Bartlett and Ghoshal’s (1998, 2000) typology of MNC strategies (multinational, global, “international,” and transnational); 2) the three conceptual domains of CSR (human rights, (...) labor, and the environment) proposed by the UN Global Compact (Compact 2003); and 3) Zenisek’s (1979) description of three CSR perspectives (ideological, societal, and operational). The end result is a multidimensional typology that permits the organization and development of empirical CSR research in an international setting. (shrink)

The present article is divided into two parts: the first focuses on the affections of the soul in general, while the second part investigates the case of melancholy, as it is studied from Aristotle and the Stoics to Galen. The main point of the first part is an analysis of the Chrysippean treatise On the Affections of the Soul as it appears in the Galenic treatise On the Doctrines of Hippocrates and Plato. The analysis identifies several Chry­sippean influences from Plato (...) and Aristotle regarding the psyche. In the second part, the case of melancholy is analyzed through the pseudo-Ar­istotelian treatise Problem XXX 1. The discussion shows the common points between the Aristotelian text and the Chrysippean fragments regarding the issue of melancholy. This article aims to bring to light the evolution of the phenomenon of melancholy in Galen’s thought, which is connected with the study of both medical and philosophical texts already existing before him. (shrink)

According to Renan, the day of Marcus Aurelius’ death could be considered as the decisive moment in the downfall of the ancient civilization. He, thus, wonders: “If Marcus Aurelius, the unique emperor-philosopher, did not succeed in saving the world, who else, then, could have saved it?” He notes that the emperor’s death was followed by the succession to the throne of his corrupted son, Commodus, and his friends, who all were all ignorant. Renan observes that the emperor’s kindness could not (...) have prevented the unfortunate fate that befell the Roman Empire after his death. What we have here is the perennial problem, already established in Plato, regarding the role of the philosopher-king in establishing a good state and educating good citizens. However, the case of Marcus Aurelius, as demonstrated by Renan in his book, shows the inability of philosophy to serve the real needs, which ultimately leads to disastrous and irreparable consequences. The present paper attempts to reconstruct the reasons for the unsuccessful application of philosophy, especially the philosophy of the Hellenistic era, to the administrative system of the Roman Empire. It is argued that the failure is mainly due to political, religious and cultural problems. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

"Williams's masterful translation satisfies (at last!) a long-standing need. There are lots of good translations of Augustine's great work, but until now we have been forced to choose between those that strive to replicate in English something of the majesty and beauty of Augustine's Latin style and those that opt instead to convey the careful precision of his philosophical terminology and argumentation. Finally, Williams has succeeded in capturing both sides of Augustine's mind in a richly evocative, impeccably reliable, elegantly readable (...) presentation of one of the most impressive achievements in Western thought--Augustine's Confessions." --Scott MacDonald, Professor of Philosophy and Norma K. Regan Professor in Christian Studies, Cornell University. (shrink)

R S Peters; Education and the Educated Man, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 5–20, https://doi.org/10.1111/j.1467-9752.

R. S. Peters, C. A. Mace; VII—Emotions and the Category of Passivity, Proceedings of the Aristotelian Society, Volume 62, Issue 1, 1 June 1962, Pages 117–142, h.

Shaḥrūr, Muḥammad; Islamic philosophy; Qurʼan; hermeneutics; criticism, interpretation, etc.

The death of Imre Lakatos on February 2, 1974 was a personal and philosophical loss to the worldwide circle of his friends, colleagues and students. This volume reflects the range of his interests in mathematics, logic, politics and especially in the history and methodology of the sciences. Indeed, Lakatos was a man in search of rationality in all of its forms. He thought he had found it in the historical development of scientific knowledge, yet he also saw rationality endangered everywhere. (...) To honor Lakatos is to honor his sharp and aggressive criticism as well as his humane warmth and his quick wit. He was a person to love and to struggle with. PAUL K. FEYERABEND ROBERT S. COHEN MARX W. WARTOFSKY TABLE OF CONTENTS Preface VII JOHN WORRALL / Imre Lakatos : Philosopher of Mathematics and Philosopher of Science JOSEPH AGASSI / The Lakatosian Revolution 9 23 D. M. ARMSTRONG / Immediate Perception w. W. BAR TLEY, III/On Imre Lakatos 37 WILLIAM BERKSON / Lakatos One and Lakatos Two: An Appreciation 39 I. B. COHEN / William Whewell and the Concept of Scientific Revolution 55 L. JONATHAN COHEN / How Can One Testimony Corroborate Another? 65 R. S. COHEN / Constraints on Science 79 GENE D'AMOUR/ Research Programs, Rationality, and Ethics 87 YEHUDA ELKANA / Introduction: Culture, Cultural System and Science 99 PA UL K. (shrink)

R S Downie; Professions and Professionalism, Journal of Philosophy of Education, Volume 24, Issue 2, 30 May 2006, Pages 147–159, https://doi.org/10.1111/j.1467-.

PREFACE The first three of these lectures, or rather an abbreviated version of them, were first given as the Lindsay Memorial Lectures at the University of ...

R S Peters; Education and Justification, Journal of Philosophy of Education, Volume 11, Issue 1, 30 May 2006, Pages 28–38, https://doi.org/10.1111/j.1467-9752.1.

This work is primarily an interpretation of Indian Logic preserved in China.

Implicit processes almost certainly preceded explicit processes in our evolutionary history, so they are likely to be more resistant to disruption according to the principles of evolutionary biology [Reber, A. S. . The cognitive unconscious: An evolutionary perspective. Consciousness and Cognition, 1, 93–133.]. Previous work . Knowledge, nerves and know-how: The role of explicit versus implicit knowledge in the breakdown of a complex motor skill under pressure. British Journal of Psychology, 83, 343–358.]) has shown that implicitly learned motor skills remain (...) stable under psychological pressure and concurrent cognitive demands, and recently [Poolton, J. M., Masters, R. S. W., & Maxwell, J. P. . Passing thoughts on the evolutionary stability of implicit motor behaviour: Performance retention under physiological fatigue. Consciousness and Cognition, 16, 456–468.] showed that they also remain stable under conditions of anaerobic fatigue that would have significantly challenged the survival skills of our ancestors. Here we examine the stability of an implicitly learned motor skill under fatigue conditions that primarily tax a different physiological system , but which have equally strong evolutionary connotations. Participants acquired a throwing task by means of an errorless learning method or an errorful method. Motor performance in the errorless condition, but not the errorful condition, remained stable following an exhaustive VO2 max. running test. Our findings replicate and extend the work of Poolton et al., providing further support for Reber’s evolutionary distinction between implicit and explicit processes. (shrink)

First published in 1981, this collection of essays was taken from Peters' larger work, Psychology and Ethical Development in order to provide a more focused volume on moral education for students. Peters' background in both psychology and philosophy makes the work distinctive, which is evident from the first two essays alone: 'Freud's theory of Moral Development in Relation to that of Piaget' and 'Moral Education and the Psychology of Character'. He also displays balance in his acceptance that reason and feeling (...) are both of great importance where the subject of moral education is concerned. Although written some time ago, the book discusses issues which are still of considerable interest and importance today. (shrink)

Azarya Polikarov was born in Sofia on October 9, 1921. Through the many stages of politics, economy, and culture in Bulgaria, he maintained his rational humanity and scientific curiosity. He has been a splendid teacher and an accomplished critical philosopher exploring the conceptual and historical vicis situdes of physics in modern times and also the science policies that favor or threaten human life in these decades. Equally and easily at home both within the Eastern and Central European countries and within (...) the Western world. Polikarov is known as a collaborating genial colleague, a working scholar. not at all a visiting academic tourist. He understands the philosophy of science from within, in all its developments, from the classical beginnings through the great ages of Galilean, Newtonian. Maxwellian science. to the times of the stunning discoveries and imaginative theories of his beloved Einstein and Bohr of the twentieth century. Moreover, his understanding has come along with a deep knowledge of the scientific topics in themselves. Looking at our Appendix listing his principal publications, we see that Polikarov's public research career, after years of science teaching and popular science writing, began in the fifties in Bulgarian, Russian and German journals. (shrink)