We motivate the possibility of using notions and methods derived from quantum physics, and more specifically from the research field known as ‘quantum cognition’, to optimally model different situations in the field of medicine, its decision-making processes and ensuing practices, particularly in relation to chronic and rare diseases. This also as a way to devise alternative approaches to the generally adopted double-blind gold standard.

We motivate the possibility of using notions and methods derived from quantum physics, and more specifically from the research field known as ‘quantum cognition’, to optimally model different situations in the field of medicine, its decision-making processes and ensuing practices, particularly in relation to chronic and rare diseases. This also as a way to devise alternative approaches to the generally adopted double-blind gold standard.

In lieu of an abstract, here is a brief excerpt of the content:Rembrandt and Collections of His Art in America: An NEH Curriculum ProjectJoseph M. Piro (bio)IntroductionI have asked myself whether the short time given us would be better used in an attempt to understand the whole of the universe or to assimilate what is within our reach.—Paul CézanneThis issue of the Journal of Aesthetic Education features an arts education curriculum project that was designed to use the oeuvre of (...) Rembrandt van Rijn—seventeenth-century Dutch painter, etcher, and draftsman extraordinaire—as a teaching resource. A partnership of scholars, university professors, museum educators, and classroom teachers designed the project, which uses Rembrandt as the prism through which to diversify teaching of the core content areas of social studies and visual art. Members of this team attempted to expand the boundaries of themes traditionally found in art and other humanities disciplines by linking these with the social sciences, thereby forming what might be called “humanistic social studies.” The final product is a Web site to which teachers and those interested in using this type of instructional approach in their classroom teaching will have access. Funding for this project derived from a National Endowment for the Humanities (NEH) Curriculum Materials Development grant designed to promote the teaching of the humanities and support projects that can serve as national models.1In the eyes of many, Rembrandt is viewed primarily as a “European” artist. Although it is true that many of his major works are found in museums across Europe, he is generously represented in the holdings of collections across America. Yet for many teachers in the United States he remains an enigmatic figure; knowledge about his art is limited, and the U.S. museum collections of his work remain untapped for classroom application. To broaden the appeal and teaching potential of his work, the project team [End Page 1] mined this collection of “American” Rembrandts. Specifically, the project, targeted at secondary art and social studies teachers (grades 6 through 12), is committed to building and increasing the capacities of teachers to network knowledge of Rembrandt’s art with their classroom practice. Further, with its grounding in aesthetic education theory within a humanities framework, the project endeavors to promote instructional innovation and encourage teachers to break new ground in high-impact classroom pedagogy. The timing of the project and its ongoing development was not accidental. They converged with events held in 2006 to commemorate the four hundredth anniversary of Rembrandt’s birth. These events ranged from worldwide museum exhibitions to publications of books containing new insights on Rembrandt, all of this aimed at celebrating an artist whose achievements many consider to be a zenith of world culture.Why Rembrandt: The Rationale for the ProjectWhy is Rembrandt the artist at the center of this project? There are any number of good reasons, but the project’s rationale centers around three in particular. First, to borrow a term from Peter Kivy, Rembrandt is the ultimate “aesthetic symbol,”2 an indisputably blue-chip figure who produced some of the greatest masterworks of world art, many of which students find both intellectually engaging and psychologically insightful. Traditionally, teachers have striven to enrich the aesthetic lives of their students with exemplars of the human mind, and the genius of Rembrandt provides a potent opportunity to do so.3 By studying an artist of such stature teachers can develop students’ cultural intelligence and visual literacy and present opportunities to observe and decode substantive, challenging masterworks of art. In this context, Rudolf Arnheim describes a painting by Rembrandt as containing a network of “visual arrows” that communicate multiple experiences about the human condition, including love, tenderness, and desire, among others. Arnheim speaks of the additive nature of the experience, how the viewer—almost like a mathematician—needs to learn how to add up the clues and arrive at a solution. He does not intend, of course, for the viewer to have an impersonal, “clinical” experience. Rather, he writes, “art... is one of the most powerful instruments available to us for the fulfillment of life. To withhold this benefit from human beings is to deprive them indeed.”4Second, there is a cognitive complexity embedded in... (shrink)

Simmels Interesse an der Kunstphilosophie geht auf seine Studienzeiten zurück. Bei Hermann GrimmGrimm, Herman und Max JordanJordan, Max hat er kunstgeschichtliche Vorlesungen an der Berliner Universität gehört. Sein spezifisches Interesse an RembrandtsRembrandt van Rijn Kunst bringt er in Briefen an Paul ErnstErnst, Paul und Margarete von Bendemann zum Audruck. Georg Lukács hat es in seinen Erinnerungen an seinen akademischen Lehrer auf den Punkt gebracht: Simmel habe sich den Figuren Goethe, Kant, Nietzsche, Schopenhauer und Rembrandt als Geschichtsphilosoph genähert, „für den (...) jede dieser großen Gestalten zugleich etwas Niewiederkehrend-Einmaliges und eine apriorische Kategorie“ ist. (shrink)

It was probably Rousseau who first thought of dreams as ennobling experiences. Anyone who has ever read Reveries du Promeneur Solitaire must be struck by the dreamlike quality of Rousseau's meditations. This dreamlike quality is still with us, and those who experience it find themselves ennobled by it. Witness Martin Luther King's famous "1 have a dream. " Dreaming and inspiration raise the artist to the top rung in the ladder ofhuman relations. That is probably the prevailing view among educated (...) people of our time. Rousseau made that view respectable and predominant. Yet in another sense, the problem is much older. It is the problem of political philosophy and poetry, the problem of Socrates and Aristophanes, of Plato and Homer. Yet, while antiquity usually gives the crown to philosophy, since Rous seau, the alternative view tends to prevail. The distinction is not, however, a formal one. Sir Philip Sidney enlisted Plato on the side of poetry. The true distinction is between imagination and reason. If reason is to rule, as Aristotle points out,l the most architectonic of the sciences, that is political science, should rule. It is political philosophy which must determine the nature of the arts which will help or which will hinder the good of the city or the polity. That does not mean that a mere professor should stand in judgment of Shake speare, Bacon, and Rembrandt. It means that ifhe studies these three great artists, he is not over-stepping disciplinary limits. (shrink)

The past several generations of scholarship on Rembrandt's “Anatomy Lesson of Dr. Nicolaas Tulp” have suffered from the anxiety of influence exercised by the influential interpretations of William Heckscher and William Schupbach. Schupbach's interpretation in particular has guided interpretation of the painting in the past generation and has given rise to a fundamental misunderstanding of the painting and its cultural significance. Schupbach and those whom he has influenced have failed to recognize that, from the standpoint of Baroque consciousness, there (...) is an inner compatibility rather than a paradox or tension between the optimistic endorsement of earthly science and the putatively pessimistic resignation to the inevitability of death. Where the figure of Tulp represents the optimism of science and technology, that of the topmost surgeon Van Loenen represents the recognition that the technological project functions within the larger context of a Christian worldview. A reflection on the original form of “Tulp,” in which Van Loenen was depicted wearing a hat, shows how Rembrandt's painting can still speak to us from a distance of almost four hundred years and pose a challenge to our own secular ambitions. (shrink)

De beroemde Australische kunstcriticus Robert Hughes verdedigt het onschatbare in de kunst tegen commercie, hype en marketing. In deze Nexus-lezing van 2009 ontmaskert hij nietsontziend hedendaagse iconen als Damien Hirst, Jackson Pollack en Andy Warhol, en verguist hij een markt die de prijzen van kunstwerken tot absurde hoogten doen stijgen. Daartegenover stelt hij datgene wat kunst echt waardevol maakt: de vakmanschap, intensiteit en subtiliteit van waarlijk grote kunstenaars als Vermeer, Rembrandt en Goya.

Este ensayo es producto de una investigación en el campo de la teoría e historia del arte y se concentra en el análisis de la pintura inédita Escena de dormitorio (c.1985-86) del destacado escritor y pintor chileno Adolfo Couve Rioseco (1940-1998). La obra salió a la luz en 2021, y su estudio no solo permite abordar problemas relativos a autoría, data, técnica y gestos pictóricos, sino también comentar los espacios domésticos y las relaciones familiares del autor. Sobre todo, permite profundizar (...) en sus filiaciones visuales; en este caso puntual, su interés por óleos tales como Jeremías lamentando la destrucción de Jerusalén (1630) de Rembrandt van Rijn; una de las cuatro versiones de El muchacho del chaleco rojo (c.1889-90) de Paul Cézanne, y las naturalezas muertas del italiano Giorgio Morandi, a partir de los cuales probablemente Couve construyó el cuadro hasta ahora no documentado que aquí se somete a escrutinio. (shrink)

In this article, we discuss Badiou’s concept of the world through the somewhat unusual metaphor of “the anatomy of the world”. The anatomy of the world allows us to approach the concept of the world through the idea of ​​its constitution, architecture, structure – its anatomy. But as we show in the first part of the text, in order to derive the anatomy of the world, we need a corpse of the world – the world must die. Following the philosophy (...) of Alain Badiou, we demonstrate that the world in its objective existence is indifferent to the question of life and death. Whether the world lives or dies depends only on the realisation of the truth procedures in the world on the basis of which the world is subjectivised. The world suffers from mortifying impulses, as the reactive and obscure forms of subjectivity actively work against the realisation of truths in the world. Through the artistic presentations of anatomy by Rembrandt van Rijn and John Donne, we also elaborate the tense relationship between the corpse of the world and the life of the world. Although art often sees science as something that kills the world, our final point is that the world can also come to life through science. (shrink)

"As Rembrandt is creating his famous painting of Aristotle contemplating the bust of Homer, Aristotle is soon able to see and hear. As the masterpiece makes its way through history, Aristotle's complicated mind finds unanswerable dilemmas."--.

I will begin by considering some themes from Proust's wonderful essay on Chardin, Chardin and Rembrandt. Proust speaks of the young man ‘of modest means and artistic taste’, his imagination filled with the splendour of museums, of cathedrals, of mountains, of the sea, sitting at table at the end of lunch, nauseated at the ‘traditional mundanity’ of the unaesthetic spectacle before him: the last knife left lying on the half turned-back table cloth, next to the remains of an underdone (...) and tasteless cutlet. He cannot wait to get up and leave, and if he cannot take a train to Holland or Italy, he will at least go to the Louvre to have sight of the palaces of Veronese, the princes of van Dyck and the harbours of Claude. Doing this will, of course, make his return to his home and its familiar surroundings seem yet more drab and exasperating. (shrink)

Versé autant dans les arts libéraux que dans les arts mécaniques, Spinoza fut aussi tailleur de verre à Amsterdam, sans doute acteur de théâtre, probablement dessinateur. Il fréquenta la boutique d'antiquaire de Franciscus Van den Enden et fut proche de la société des arts Nil volentibus arduum ; il habitait non loin de Rembrandt et Potter et appréciait la compagnie de peintres et de décorateurs. Élaborée au coeur du siècle d'or de la peinture hollandaise, cette philosophie a souvent inspiré (...) les artistes. Comment expliquer un tel regard non philosophique sur une philosophie qui ne présente pas une pensée développée sur les arts? Comment expliquer qu'on ait tenté d'emprunter les voies de l'esthétique pour pénétrer une philosophie qui ne constitue pas ce champ de réflexion en un domaine autonome? (shrink)

Dynamic epistemic logic is the logic of the effects of epistemic actions like making public announcements, passing private messages, revealing secrets, telling lies. This paper takes its starting point from the version of dynamic epistemic logic of [2], and demonstrates a tool that can be used for showing what goes on during a series of epistemic updates: the dynamic epistemic modelling tool DEMO [7, 9]. DEMO allows modelling epistemic updates, graphical display of update results, graphical display of action models, formula (...) evaluation in epistemic models, and translation of dynamic epistemic formulas to PDL [22] formulas. DEMO is written in Haskell. This paper intends to demonstrate its usefulness for visualizing the model transformations that take place during epistemic updating. (shrink)

It is well known that, in classical theory, Liouville's theorem shows that if an ensemble of systems is distributed over a small element of volume in phase space, the ensemble fills a region of equal volume at all later instants of time. In quantum mechanics, the uncertainty principle is associated with the products of the errors in conjugate coordinates and momenta, and such products can be interpreted in terms of volume elements in phase space. Comparison of these two facts leads (...) to the assertion in the interesting volume on “Statistical Mechanics” recently published by J. E. and M. G. Mayer that “The Liouville theorem is essential for the complete understanding of the uncertainty principle. (shrink)

This paper seeks to defend the thesis that this American project of military hegemony has a variety of global security costs of such combined magnitude that there is a strong prima facie case against the resort to armed force by the United States, so that its wars might be wrong even when there is a just cause. My thesis is based on the jus ad bellum principle of proportionality.

INTRODUCTION There is no doubt that "subjectivity" is one of the central issues of twentieth century philosophy and art. At the beginning of the century ...

The general public and environmental policy makers often perceive management actions of environmental managers as “science,” when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically evaluate a (...) management action by precisely identifying: 1) the proposed management action, 2) the deficiency of the system to be remedied by the action, 3) the stakeholders affected by the action, and 4) the category and type of values affirmed in the management action. Through such analysis, students are taught to recognize implicit and explicit value judgments associated with management actions, identify stakeholders to whom managers have legitimate ethical obligations, and practice a general method of ethical analysis applicable to many forms of environmental management. (shrink)

The main object of this study is to find out whether the differences between classical and medieval thinking about work, occupations and technology are so significant that we are justified in speaking of a real break between Antiquity and the Middle Ages in this connection; or whether there is a possible continuity of ideas. From a comparative perspective five themes are being researched to shed light on this ques-tion. In the first two chapters the author looks into the traditional view (...) of negative ideas about work in Antiquity. Chapter three subsequently deals with monks and their attitude towards labour. In chapter four the place of the so-called artes mechanicae in medieval classifications of knowledge is being studied. In chapter five we find an analysis of twelfth-century sermons ad status. These three chapters principally deal with the question whether Christianity brought about a change in attitude towards work. (shrink)

Fear, sadness, surprise, anger, lust and love - virtually nothing was more important in the paintings ofthe Golden Age than convincingly depicting human emotions. In this publication, the Frans Hals Museum and Rembrandt expert Gary Schwartz present a selection of masterpieces in which these emotions are sublimely portrayed. According to seventeenth-century connoisseurs, the beauty of a painting was not even half as important as the passions that could be seen in that painting; they formed the soul of the work. (...) Painters such as Rembrandt, Frans Hals, Maerten van Heemskerck and Cornelis van Haarlem were masters at depicting a range of emotions. Their works are presented in a new context - the emotional life - and with a focus on the flourishing scientific study of emotions in our own time. Emotions will be published in conjunction with the first exhibition in the Netherlands to present this essential component of painting. Exhibition: Frans Hals Museum, Haarlem, the Netherlands (11.10.2014-15.02.2015). (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This volume contains a selection of papers from the International Conference on Argumentation by prominent international scholars of argumentation theory. It provides an insightful cross-section of the current state of affairs in argumentation research. It will be of interest to all those working in the field of argumentation theory and to all scholars who are interested in recent developments in this field.

Games, Norms, and Reasons: Logic at the Crossroads provides an overview of modern logic focusing on its relationships with other disciplines, including new interfaces with rational choice theory, epistemology, game theory and informatics. This book continues a series called "Logic at the Crossroads" whose title reflects a view that the deep insights from the classical phase of mathematical logic can form a harmonious mixture with a new, more ambitious research agenda of understanding and enhancing human reasoning and intelligent interaction. The (...) editors have gathered together articles from active authors in this new area that explore dynamic logical aspects of norms, reasons, preferences and beliefs in human agency, human interaction and groups. The book pays a special tribute to Professor Rohit Parikh, a pioneer in this movement. (shrink)

Contemporary epistemological and cognitive studies, as well as recent trends in computer science and game theory have revealed an increasingly important and intimate relationship between Information, Interaction, and Agency. Agents perform actions based on the available information and in the presence of other interacting agents. From this perspective Information, Interaction, and Agency neatly ties together classical themes like rationality, decision-making and belief revision with games, strategies and learning in a multi-agent setting. Unified by the central notions Information, Interaction, and Agency, (...) the essays in this volume provide refreshing methodological perspectives on belief revision, dynamic epistemic logic, von Neumann games, and evolutionary game theory; all of which in turn are central approaches to understanding our own rationality and that of other agents. (shrink)

A fair share of change problematics in organizations can be led back to the human factor. In earlier days the problem used to be that the worker was considered as a mechanical element, as ‘a pair of hands’ (Henry Ford). Nowadays we know that people want to be taken seriously and, if so, in general perform better. But when you concentrate on the worker’s sense of meaning for the sake of better achievements, do you really take him seriously? Or does (...) he get, be it in a subtle way, again enlisted in other man’s target schemes? The widespread cynicism about what happens in organizations, in spite of extensive Human Resource Management, and the high percentage of failing change trajectories call for a closer examination of man in organizations and his resistance. -/- For such an examination this thesis turns to the philosophy of Emmanuel Levinas, namely to his treatment of rationality. Rational thought according to Levinas has the merit of making the world lucid and controllable. But at the same time it strips things and people of their identity and incorporates them in a homogenized rational order. Illusory, but nonetheless oppressive. Rationality’s totalitarian character can provoke resistance and grief with people who are enlisted by it. This can lead to a shameful confrontation in which the thinker is being confronted with his victim’s resistance and sees himself and his thinking made questionable. By proceeding along this route, thinking can be brought to self-criticism and to revision of standpoints. -/- This description by Levinas of rational thinking shows similarity to what managers do in organizations. They make their business controllable, but at the same time with their planning and schemes they create a totalitarian straitjacket. This similarity suggests that also the reactions to imperialistic rationality from Levinas’ description ought to be found in organizations. Is it indeed possible to indicate there the kind of resistance and grief Levinas speaks about? Does that give rise to confrontations between managers and their co-workers who are supposed to subordinate to their schemes? Do managers then feel shame? And do those shameful confrontations consequently lead to self-reflection and change? -/- Desk research suggests that the above elements are partly to be found in the literature of management theory. Interviews with managers show that Levinas’ line of thought can also be found in its completeness within organizations. At the same time it becomes clear that becoming conscious of the elements of that line of thought – that rationality is all-conquering, that it provokes resistance, that that can lead to shame as well as to a new beginning – this is a difficult path to travel. The related experiences are easily forgotten and sometimes difficult to excavate. Translation of Levinas’ thinking into terms of management and organization can help us spot them where they play their role in organizations. (shrink)

Gödel always claimed that he did not know Skolem's Helsinki lecture when writing his dissertation. Some questions and doubts have been raised about this claim, in particular on the basis of a library slip showing that he had requested Skolem's paper in 1928. It is shown that this library slip does not constitute evidence against Gödel's claim, and that, on the contrary, the library slip and other archive material actually corroborate what Gödel said.

The paper is meant to be a contribution to the study of Indian and comparative ethics. It treats the Vajjālaggam, an anthology of Prākrit stanzas (subhāsita literature) dealing with a variety of topics. Focusing on the ‘ethical’ sections of the VL, it tries to describe and analyse its underlying ethical system. In Part I the different ethical themes of the VL (Valour and Destiny, Virtues and Vices, Masters and Servants, Friendship and Affection, Poverty and Charity) are described in detail. In (...) Part II it is shown that the VL. offers a clear example of a virtue ethic with a strong emphasis on self‐regarding virtues (gunas), based on a pluralistic and instrumental theory of the good. The paper also treats the crucial ethical problem of the relationship between personal well‐being and virtuousness as described in the VL. (shrink)

I started out as a student of physics, hard-working, interested, but alas, not ‘in love’ with my subject. Then logic struck, and having become interested in this subject for various reasons – including the fascinating personality of my first teacher –, I switched after my candidate’s program, to take two master’s degrees, in mathematics and in philosophy. The beauty of mathematics was clear to me at once, with the amazing power, surprising twists, and indeed the music, of abstract arguments. As (...) our professor of Analysis wrote at the time in our study guide “Mathematics is about the delight in the purity of trains of thought”, and oldfashioned though this phrasing sounded in the revolutionary 1960s, it did resonate with me. Then I had the privilege of being taught set-theoretic topology by a group of brilliant students around De Groot, our leading expert around the time, who worked with Moore’s method of discovering a subject for oneself. Topology unfolded from a few definitions and examples to real theorems that we had to prove ourselves – and the take-home exam took sleepless nights, as it included proving some results from scratch which came from a recent dissertation (as it turned out later). Only at the very end did De Groot appear, to give one lecture on Tychonoff’s Theorem where an application was made of the Axiom of Choice, a sacral act only to be performed by tenured full professors. (shrink)

A limited-liability corporation is an artificial (“legal”) person whose liability is limited to the assets “owned” by the corporation. This means that the real or natural persons (if there are any) who own the corporation are not liable for the consequences of corporate actions or events originating within the property “owned” by the corporation. Thus, while the limited-liability corporation itself is fully liable (i.e., to the full extent of its assets) for such actions and occurrences, its human owners (if there (...) are any) are not liable at all. Admittedly, they run a risk of losing all that they have invested in the corporation, but nothing more. This risk may be called an economic liability but it is not a liability in the relevant juridical sense: debtors cannot turn to the owners of the corporation to ask or compel them to pay its debts—it does not matter whether these debts are consequences of the corporation’s contractual obligations (wages, rents, purchases, loans, etc.) or consequences of harmful actions or events (explosions, flooding, contaminations, etc.) caused by the corporation or its property to third parties. Thus, we have the problem of the standing of the limited-liability corporation in view of the principles of Austro-libertarianism: the limited-liability corporation is a fully liable artificial person that shields any natural persons who are its owners from any liability. This is a problem because we cannot have it both ways. Either the limited-liability corporation is an autonomous (“self-owning”) person in its own right and then no objection can be made to it, as, despite its name, it is fully liable; or it is something owned by natural persons and then these owners must, like all other owners, be held fully liable for what they do (or command or permit others to do) with their property as well as for the consequences of events that originate within their property. Now, from an Austro-libertarian point of view—which, as I understand it, is committed to a realist philosophy and therefore akin to a natural law position1—it does not make sense to say that an artificial person can be an autonomous person in its own right.. (shrink)

Many cognitive activities are irreducibly social, involving interaction between several different agents. We look at some examples of this in linguistic communication and games, and show how logical methods provide exact models for the relevant information flow and world change. Finally, we discuss possible connections in this arena between logico-computational approaches and experimental cognitive science.

‘Freedom’, ‘liberty’ and ‘autonomy’ are controversial, contested words, often used interchangeably, yet laden with radically different connotations. In this lecture, I shall use them as labels to distinguish three different concepts. Most European languages have only one word to translate both ‘freedom’ and ‘liberty’, e.g., ‘libertà’ (Italian), ‘liberté’ (French), ‘libertad’ (Spanish), ‘Freiheit’ (German), ‘frihet’ (Swedish), and ‘vrijheid’ (Dutch). Moreover, many English and American writers use ‘freedom’ and ‘liberty’ as if they were synonyms.1 Looking at the etymological references (which can be (...) found in most good dictionaries) for these words, we find, however, that ‘freedom’ and ‘liberty’ point to different contexts of life and action. Understanding the differences between those contexts is the key to eliminating the terminological confusion often encountered in discussions of freedom and liberty. My interest in this is that of a philosopher of law. However, the distinctions made in this lecture are relevant also for other disciplines concerned with cognition of the human world, most notably economics. (shrink)

We can characterise modern democracies of the Western type as Hobbesian democracies.1 In a modern democracy the State is a political Sovereign of the Hobbesian kind, enjoying a constitutional authority that for all practical purposes is absolute, having the potential of reaching every nook and cranny of its subjects’ life and work. Its authority is restrained only by the requirement of respect for certain formalities and procedures, and the lingering memory of something called the rule of law.2 Hobbesian democracy’s peculiar (...) characteristic, of course, is that at least some of the people to whom the sovereign power of the State is entrusted are elected by secret ballot under a rule of universal suffrage. Winston Churchill said that ‘Democracy is the worst form of government, except for all the others’.3 He had a point: democracy is the worst form of totalitarian government except for all the others. However, why should we put up with any government that not only has virtually unlimited or absolute constitutional powers (as in an absolutist regime) but also uses them to regulate and tax everything and everybody within the territory under its control (as in a totalitarian regime4)? As we shall see, there are good reasons for saying that Hobbesian democracy is among the worst forms of government.. (shrink)

Belgium was already mired in a web of political crises for nearly a year when the full force of the bursting American credit bubble struck its seemingly robust financial system. Not surprisingly, the shockwaves from across the ocean did nothing to resolve the political stalemate. On the contrary, they set in motion a process of government intervention in the financial sector that last week resulted in another major political crisis and the resignation of the government. This came about because of (...) the near-collapse of one of the major banks, Fortis. (shrink)