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A BEAUTIFUL LIFE AS AN END OF EDUCATION

Author(s): Christoph Teschers / Language(s): English / Issue: 6/2017

Following the theme of a conference held in Christchurch, New Zealand in 2016, this article explores the notion of “enabling students to live a beautiful life” as a possible end of education. A distinction is made between short-term, contextual aims in education and overarching, encompassing end(s) of education. Following Dewey, educational aims are considered to be manifold and to change over time within a socio-cultural context, whereas a proper end of education, if such a thing exists, could be seen as “the best possible realization of humanity as humanity.” Drawing further on the work of R. S. Peters, who contests the existence of any final end of education other than education itself, it can be seen that proposing such an end can be a challenging undertaking. Nevertheless, this article argues for a possible humanistic end of education, building on Schmid’s philosophical concept of the art of living in conjunction with the German notion of Bildung and Aristotle’s concept of phronesis, consolidating Peter’s and Dewey’s positions. An argument is made that a, if not the end of education would be to support every person as much as reasonably possible to develop their own art of living and live a good and beautiful life. Resulting implications for schooling, curricula and education systems are explored to show how education understood in such way transcends theory into practice.

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A Dialectical Approach to Berleant’s Concept of Engagement

Author(s): Thomas Leddy / Language(s): English / Issue: 2/2017

Arnold Berleant shares much in common with John Dewey. His notion of aesthetic engagement, which is central to his philosophy of art, is, like Dewey’s concept of “an experience,” an attack on dualistic notions of aesthetic experience. To the extent that Berleant and I are both Deweyans, we agree that we need to turn from the art object to art experience. Art is what it does in experience. Yet appreciative experience of art cannot happen without, at some point, focusing on the art object as such, and this means bracketing context. Engagement is important, but so too are contemplation, disinterestedness and distance. Contemplation, for example, is a moment both in the creative process and in the process of appreciation. Moreover, following Brand and Gracyk, it will be argued in the present paper that only through toggling between contemplation and engagement can we obtain a full experience of art, nature, or of the everyday.

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A Logical-Pragmatic Theory of Objects

Author(s): Augustín Riška / Language(s): English / Issue: 3/2006

There are two fundamental questions concerning the choice and presence of objects in various formal systems: (1) Where do these objects come from? (2) What do (can) we know about them? To answer these questions I introduce the notion of a proto-ontology as the pre-theoretic realm of (unspecified) entities from which the basic objects – individuals – of the formal system S are postulated. The pragmatic aspects of such choices are investigated with regard to first-order logic, both pure and applied, set theory and mereology. It is claimed that the postulated (chosen, constructed) objects enter the formal system S with a package of properties and relationships, the recognition of which depends on the interpretation and application of the available predicates of S. If these properties and relationships are not made explicit, a possible clash may arise between them and the properties and relationships “assigned” to the individuals of S by the interpreted predicates of S. As regards the relationship between logic and metaphysics, I contend that logic can perhaps be viewed as the articulation of the fundamental features of proto-ontological objects without which no discourse or theory would be possible. In this sense logic could also be viewed as a theory and method of the construction of a well-articulated metaphysical theory.

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ABOUT PRACTICAL PROBLEM SOLVING

Author(s): Arto Mutanen / Language(s): English / Issue: 89/2016

Knowledge is, by definition, reliable and, hence, it can be applied to a variety of different problems. Nevertheless, in practical problem solving, we do not rely on mere truthful knowledge, but also on information which frames the practical acceptability. We are not looking for truthful solution but an optimal solution. Optimal solution is found out by optimizing some given (practical) parameters. The optimization is both theory based and practice based process. That is, practical problem solving is a human deliberation that interconnects theoretical and practical knowledge. So, the philosophical foundation of practical problem solving interconnects theoretical and practical philosophy. Especially ethical deliberation plays – or should play – central role in practical problem solving. The complexity of the advanced scientific knowledge needed in solving present day practical problems separates the people who know, from the people who do (decide). The situation makes immediate that we need some deeper pedagogical conviction: we need ecological education.

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Against Lepore and Stone’s Sceptic Account of Metaphorical Meaning

Author(s): Esther Romero,Belén Soria / Language(s): English / Issue: 47/2016

In this paper, we discuss Lepore and Stone’s account of metaphor which is based on three of Davidson’s proposals: (i) the rejection of metaphorical meanings; (ii) the rejection of metaphors as conveying metaphorical propositional contents; and (iii) the defence of analogy as the key mechanism for understanding metaphors. Lepore and Stone defend these proposals because the non-sceptic strategy on metaphorical meanings, characterized in general by the negation of (i) and (ii), fails to come to grips with neither the power of metaphor nor the explanatory resources of traditional pragmatic theories. In this paper we show not only how our non-sceptic account of metaphorical meaning as a variety of ad hoc concept eliminates these difficulties but also how it can solve two related difficulties that appear in Lepore and Stone’s account. One of them is that Lepore and Stone’s account involves the possibility of interpreting all metaphorical utterances literally (metaphors only have one meaning, the ordinary meaning) as a criterion of metaphorical identification; the other is that their proposal is not suited for explaining how speakers can agree or disagree when they use metaphorical utterances.

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AIMS AS EXPERIENCE

Author(s): John Freeman-Moir / Language(s): English / Issue: 6/2017

Human action runs thick with aims and means. Without aims, without means, and the interplay between them the very idea of action itself would be unintelligible. Through space and time means are transformed into aims or ends-in-view; and aims simultaneously signal the possibilities of further means, and so ad infinitum. This article represents a keynote address given to the NZARE Conference on Aims and Ends in Education, at the University of Canterbury, New Zealand, 29 August 2016.

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An Examination of Superluminal Motion

Author(s): Argun Abrek Canbolat / Language(s): English / Issue: 2/2017

In this work, the debate between Yuri Balashov and Hud Hudson is reviewed in terms of the views put forward by Tim Maudlin. It seems that Maudlin’s view can shed light on the debate and may ensure new discussions and perspectives. Hudson, posing an interesting thought experiment, says that superluminal motion is possible whereas Balashov argues to the contrary. If we take into account what Tim Maudlin suggests in the first chapter of his book The Metaphysics within Physics, namely, that “laws of nature ought to be accepted as ontologically primitive,” we can interpret Balashov-Hudson debate from a new perspective. It can be said that Balashov would be taking a step forward if we were to take into account Maudlin perspective.

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ASPECTS OF THE PHILOSOPHY OF EDUCATION IN JOHN DEWEY’S VIEW

Author(s): Gabriela Pohoata,Mihaela Mocanu / Language(s): English / Issue: 04/2015

Rethinking education in a globalized world requires the analysis and thorough research of the great philosophers-educators’ works as current education claims a new philosophy which needs to be based on authentic landmarks that can be objectified under the new circumstances. From this perspective, we consider it useful and necessary to examine the contribution of the American philosopher and educator J. Dewey with a view to analyzing some of the most valuable ideas in the philosophy of education, which we think of great importance for adapting the Romanian education system to the specific of a dynamic and pragmatic youth, by rethinking the national curriculum after the American pragmatist model.

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BÍLEK, P., A., DADAJÍK, O., KAPLICKÝ, M., PAPOUŠEK, V., SKALICKÝ, D., STANĚK, J. 2017. Stopy pragmatismu. Česká literatura a estetika v dotyku s americkým pragmatismem

Author(s): Lenka Bandurová / Language(s): Slovak / Issue: 1/2017

Review of: BÍLEK, P., A., DADAJÍK, O., KAPLICKÝ, M., PAPOUŠEK, V., SKALICKÝ, D., STANĚK, J. 2017. Stopy pragmatismu. Česká literatura a estetika v dotyku s americkým pragmatismem. České Budějovice: Jihočeská univerzita. ISBN 978-80-7394-627-2.

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Bourdieu Vs. Habermasas: „Mass Media“ Poveikio Viešybei Problema

Author(s): Ernesta Molotokiene / Language(s): Lithuanian / Issue: 74/2013

The article deals with the influence of the mass media on public space by a comparison with mass media functioning on social space in the philosophies of Jürgen Habermas and Pierre Bourdieu. One of the main problems analyzed in this article is that of communication as a realization ofan ideal linguistic situation which is focused on consensus. The article argues that the concept of a mediated society for Habermas is inseparable from a mass media that shapes public space. Accordingly, mediated society for Bourdieu is inseparable from the concept of a meta-capital field, which, by involving different capitals acquires a dominant position in today’s society. It is proved that the hegemony of the meta-capital is problematic in relation to other fields that form the social space. The article contains the following question: how does mass media work the public space? The article argues that Habermas and Bourdieu’o recognize the fact that the dominant power and influence of mass media to the public space is a problematic phenomenon because mass media negatively transforms the public space.

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Centristički diskursi "Moderne” i ”Postmoderne"

Author(s): Slobodan Simovic / Language(s): English,Serbian / Issue: 0/1994

The most recent discussions about centric discourses can well baffle the uninformed reader. On the one hand, post-war European cultural development was marked by attempts to overcome the ethnocentric and nationalist paradigms which had made European history into a history of wars, conflicts and intolerance.

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Cooperation with Multiple Audiences

Author(s): Marilynn Johnson / Language(s): English / Issue: 47/2016

Steven Pinker proposes a game-theoretic framework to help explain the use of veiled speech in contexts where the ultimate aims of the speaker and hearer may diverge—such as cases of bribing a police officer to get out of a ticket and paying a maître d’ to get a table. This is presented as a response to what Pinker sees as the failure in H. P. Grice’s infl uential theory of meaning to recognize that speakers and hearers are not always cooperating. In this paper I argue that Pinker mischaracterizes Grice’s views on cooperation, and use this to refine a positive picture of what sort of cooperation is demanded by Grice’s Cooperative Principle. This positive picture serves to insulate the Gricean framework from objectors— including Pinker—who overstate the obligations entailed by the adoption of the Cooperative Principle. I then argue that the cases Pinker presents are best treated by recognizing that in each instance the utterance is formulated with two intentions towards two different audiences and detail a resulting revision to Pinker’s game-theoretic framework that reflects this proposal. I conclude by demonstrating how this proposed game-theoretic framework of cooperation with multiple audiences can be used to model the costs and benefits of other types of discourse, including political speech.

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Coordinating with Language

Author(s): Jessica Keiser / Language(s): English / Issue: 47/2016

Linguistic meaning is determined by use. But given the fact that any given expression can be used in a variety of ways, this claim marks where metasemantic inquiry begins rather than where it ends. It sets an agenda for the metasemantic project: to distinguish in a principled and explanatory way those uses that determine linguistic meaning from those that do not. The prevailing view (along with its various refinements), which privileges assertion, suffers from being at once overly liberal and overly idealized. By parsing the most prominent aims we use language to achieve, noting their relations of dependence and the specific type of uses they involve, I arrive at a novel metasemantic account: facts of linguistic meaning are determined by locutionary action.

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Czy prawnicy powinni być pragmatystami? Kilka słów o edukacji prawniczej z perspektywy neopragmatyzmu R. Rorty’ego

Author(s): Filip Rakoczy / Language(s): Polish / Issue: 3/2016

In my paper I would like to analyze the topic o academic legal education, using for that purpose tool granted by Rochard Rorty’s neopragmatism and Artur Kozak’s juriscentrism. In this article I consider the possibility of describing higher education and legal culture using both of those concepts, and to form some proposals for future shaping of this proces. In my text I aim to prove, tha contemporary legal education is basem mostly on the mechanisms of socialisation and professional training, which base rather on transfer of rules of legal reasoning and discussion within legal community, than on transfer of actual skills. Therefore I consider to which extent this process should be suplemented by methods which individualise students, and which allow the autocreation, which is, according to Rorty, should be the mian task of higher education. In the further parts of my paper I consuder, how those mechanisms will impact shaping of future lawyers, and by that, the legal community itself, and what benefits could we achieve this way.

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DARBINIO MOKYMO KONCEPCUOS LIETUVIŲ PEDAGOGŲ DARBUOSE

Author(s): Asta Širiakoviene / Language(s): Lithuanian / Issue: 4/1997

Lietuvos mokyklos ir pedagoginės minties raida kol kas nėra nuodugniai ištirta. Yra spragų ir darbinio mokymo problemų tyrinėjimo srityje. Klasifikuoti apskritai yra sudėtinga, tačiau pabandėme išskirti pagrindines kryptis pagal tai, kaip buvo vertinta darbinio ugdymo esmė. Šios kryptys yra tokios: l) ankstyvoji darbinio mokymo samprata, 2) gamybinio darbo mokymo koncepcija, 3) darbo mokyklos koncepcija, 4) politechninio mokymo kryptis, 5) pragmatinė kryptis, 6) integruoto darbinio mokymo kryptis.

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De Man i američka kulturna ljevica

Author(s): Richard Rorty / Language(s): Bosnian / Issue: 7/1996

Paul de Man je bio jedan od najomiljenijih i najutjecajnijih učitelja u posljednje vrijeme. Prvenstveno je on bio taj koji je odgovoran za pravac koji danas zovemo "dekonstrukcijom". Specifični okreti koje je izveo iz određenih Heideggerovih i Derridinih tema predstavljali su jedinstveni utjecajan doprinos onome što njegovi protivnici nekad nazivaju "politizacijom društvenih znanosti" na američkim univerzitetima. De Manova interpretacija pomenutih autora postavila je temelje za pokušaj, široko rasprostranjen u posljednje vrijeme medu američkim profesorima, ponovnog ojačavanja ljevičarske društvene kritike razvijanjem novog filozofsko-književnog oružja.

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Dialogu dhe kritika e lirë si emancipim shoqëror: ç’mësojmë nga Popper dhe Habermas?

Author(s): Fatos Tarifa,Tonin Gjuraj / Language(s): Albanian / Issue: 1/2013

While Popper’s and Habermas’ philosophies are often considered to be in irreconcilable conflict, essentially over issues in social science methodology and on political ideology, there are however elements that point to not only problems of mutual concern, but also to a number of shared values and assumptions, such as the value of freedom of speech and communication, which is central to both of them. For Popper, a key requirement of the open society is the freedom to criticize political and intellectual authority, while Habermas demonstrates the importance of open, undistorted communication. The main normative convergence of their thought can be found in Popper’s sketch of the “open society” and Habermas’s concept of an “ideal speech situation”. Both philosophers advocate a public sphere characterized by free dialogue and criticism set within a democratic context, although they use significantly different ways of argument to establish them. This paper aims to delineate the importance of Popper’s and Habermas’ ideas on the role that free and undistorted public debate could play for the emancipation of Albania’s intellectually acrimonious society.

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Djuijevo pragmatističko poimanje umetnosti u knjizi "Art as Experience"

Author(s): Dušan Milenkovic / Language(s): Serbian / Issue: 26/2016

This paper examines the aesthetics of John Dewey in light of his pragmatist philosophy, with special emphasis on Dewey’s ideas discussed in his famous book Logic, Theory of Inquiry. We analyze his views on art in close relation with his conceptions of qualitative experience and the similarities between everyday life experience and aesthetic experience. After considering certain aspects of Dewey’s critique of traditional aesthetics, the paper focuses on his rejection of the notion of “art for art’s sake” as particularly relevant when pointing out the relation between his aesthetics and his pragmatism. The paper also examines some purposes of art that Dewey mentions in his aesthetics.

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DO IGNORANT ASSESSORS CASES POSE A CHALLENGE TO RELATIVISM ABOUT EPISTEMIC MODALS?

Author(s): Heidi Furey / Language(s): English / Issue: 16/2017

Epistemic modality concerns what is possible given a body of knowledge or evidence. Cases involving epistemic modals, present an interesting semantic challenge: in order to give a semantic treatment of epistemic modals, we must explain how informational states figure in the semantic representation of these terms. According to John MacFarlane’s (2011, 2014) view – Assessor Relativism – epistemic modal claims are assessment-sensitive in that their truth depends on what is known by the assessor at the time he or she assesses the claim. Hence, truth for epistemic modal claims varies with the context of assessment. Critics of MacFarlane’s approach, such as Anthony Gillies and Kai von Fintel (2008) point to so called “ignorant assessor cases,” ones in which the assessor knows less than the speaker. They claim that such cases pose a serious problem for Assessment Relativism. I argue, however, that these cases do not uncover a flaw in the assessment relativist’s semantics. The apparent problems only seem to arise because the authors have not given adequate attention to the epistemic details of the cases. In making my argument, I present a larger methodological point about the role of epistemic data in semantic theory construction. I claim that, it is often difficult to distinguish the boundary between semantics and epistemology when discussing epistemic modals. As a result, linguists and philosophers of language sometimes fail distinguish between epistemic intuitions that are directly relevant to the semantics and those that are indirectly relevant. I conclude that we do not have to complicate the semantics of epistemic modals in order to accommodate epistemic data such as intuitions about epistemic warrant.

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Durkheim, pragmatizam i istina

Author(s): Asim Mujkic / Language(s): Bosnian / Issue: 3-4/2016

Some of his Durkheim’s last lectures at University of Sorbonne were devoted to the relationship between sociology and pragmatism. Durkheim’s conclusions on similarities and differences between sociology and pragmatism, along with his critique of Willams James, are the subject of this paper. Relationship between truth and social fact. In what relation does truth stand with individual and collective conscience and what is considered under the collective founding of the truth? How exactly does Durkheim’s understanding of truth contribute to resolvement of certain antinomies in pragmatism?

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