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Možda ću, u okviru ovog pokušaja sveobuhvatne interpretacije, moći da odgovorim na toliko puta ponavljano pitanje o Klauzevicevom metodu i njegovom poreklu i srodnosti sa Kantovim i Hegelovim metodom. Prethodnom odeljku prvog toma svoje knjige dao sam naziv »dijalektika«. Dakle, ne dovodim u pitanje tvrdnju da su Klauzevicevo mišljenje i metod u izvesnoj meri dijalektički. Ostaje nam samo da saznamo - u kojem smislu.
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Pošto je ovaj rat bio dobijen unaprijed, nikad nećemo saznati kako bi izgledao da je postojao. Nikad nećemo saznati kako bi izgledao Iračanin koji se borio i bio u prilici da se bori. Nikad nećemo saznati kako bi izgledao Amerikanac koji se borio i bio u prilici da bude pobijeđen. Vidjeli smo kako izgleda ultra-moderni proces udara, paralize, lobotomije eksperimentalnog neprijatelja, bez mogućeg odgovora. Ali, to nije rat. Isto kao što 10.000 tona bombi dnevno nije dovoljno da bi to bio rat. Isto kao što direktan prenos preko CNN, realno vrijeme informisanja nije dovoljno da rat učini autentičnim. Pamtimo Capricorn One, kad je na svim svjetskim televizijama direktno prenošen let rakete sa ljudskom posadom na Mars, koji se dogodio samo u jednom pustinjskom studiju.
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This preliminary study might be classified as an academic inquiry from the perspective of genre archaeology. In this inquiry, the author attempts to search for the genre roots of debate as a form which shaped the public discourse of that time. To this end, the author presents various practices of debate in Athens at the times of Pericles and Aristotle. Further, she presents Aristotle’s opinion regarding the usefulness of rhetoric and debate for dispute resolution in a democracy as well as his genre division of the forms of public speaking. Lastly, the author discusses several educational practices thanks to which those genre models could have been solidified and passed on to the next generations.
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The article analyses the main theoretical models of social justice in contemporary society. The aim of the research is to reach conclusions on the conceptual and functional relationship between the modern concept of the rule of law and social justice.
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In this paper, I propose to examine the postmodern challenge to hermeneutics exercised by historians of religions by using the hermeneutical method of Mircea Eliade as an example of an approach that has been used in Religious Studies scholarship. This hermeneutical method is compared to the postmodern approach of Gilles Deleuze and special attention will be focused on the importance of difference among postmodernists. We will witness that Eliade’s approach to the study of religion is shaped by fundamentals of Enlightenment philosophy and its representational mode of thinking that is evident in his use of the phenomenological method, intentionality, intuition, morphological classification, and his stress upon order over chaos instead of the simulacra discussed by numerous postmodern thinkers. It is possible, of course, to also find romantic thinking and the influence of Eastern Orthodox religiosity on Eliade’s thinking, but such considerations can be suspended for another paper. The phenomenological aspects of Eliade’s method presuppose a metaphysical stance and a coherence theory of truth, which are diametrically opposed to the overall postmodern position of Gilles Deleuze and his emphasis on difference. Moreover, this paper is narrowly focused on Eliade’s morphological classification expressed by the metaphor of a tree, which is compared to Deleuze’s rhizomatic method and its reliance on the metaphor of the root. This essay also compares the two thinkers on the problem of time and history because of their relationship to the hermeneutics of the two thinkers. Moreover, this paper examines the presuppositions of both positions and the advantages and disadvantages of these approaches for the future study of religion.
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In order to understand social reforms regarding women’s rights in nineteenth century India, one needs to begin by taking a look at the ideas of “rule of law” and at the “rule of colonial difference”, which animated legislation initiatives in the field of gender and discrimination in colonial India.
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İnsanı, diğer varlıkların üzerinde istisnai bir özne olarak gören Hümanist bakışa tepki olarak doğan posthümanist düşünce, insanın varoluşsal kimliğini sorgular. Edebiyat, sosyoloji, felsefe, siyaset bilimi ve medya çalışmaları gibi birçok disiplinle ilintili olan Posthümanizm, insana dair yeni bir anlayış getirir: insan artık Hümanizm’in parolası olan ‘bütün şeylerin ölçüsü’1 ve efendisi değil, evrenin sıradan ve mütevazı bir üyesidir. Hümanizmanın sorgulanması Friedrich Nietzsche ve Max Stirner gibi felsefecilerle 19. yüzyıla kadar götürülebilir; ancak toplumsal karşılığını bulması, İkinci Dünya Savaşı’ndan sonra özellikle de altmışlı yıllarda, feminizm ve ırkçılık karşıtlığı gibi hareketlerle birlikte postmodernitenin kendini göstermesiyle gerçekleşir. “Bu hareketler Batı demokrasisi, liberal bireycilik ve herkes için sağlandığı iddia edilen özgürlüğe dayalı Soğuk Savaş belagatinin yavanlığına meydan okumuştu” (Braidotti 27). Bunundevamında seksenli yıllardan itibaren ortaya çıkan Hümanizma karşıtı fikirler bileşkesi olan Posthümanizm, insanların Rönesans’tan beri etik anlayışların tek yapıcısı, temsilcisi ve uygulayıcısı olduğu kavramına karşı çıkar. “Aslında Posthümanistler, teknoloji yönelimli geleceğimizde dünyayı ahlaki bir hiyerarşi olarak anlamanın ve insanı da bunun tepesine yerleştirmenin artık bir anlamı olmadığını iddia ederler” (ethics).
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Rönesans ve sonrasında Batı düşüncesinde etkin bir felsefi söylem olarak kendine yer edinen Hümanizm, Orta Çağ Hristiyanlığının “Tanrı merkezli bir varlık ve toplum tasavvuru” (Evkuran 39) olan teosentrik dünya görüşünün reddedildiği ve odağını Tanrı’dan insana kaydıran “homosentrik paradigmayı”1(Best ve Keller 180) ifade etmektedir. Nicola Abbagnon’un tanımlamasıyla “hümanizm insanın değerini kabul eden; onu her şeyin ölçütü olarak tanımlayan, insanın doğasını, yetilerinin ölçüsünü (sınırlarını) ya da ilgilerini konu edinen bir felsefedir” (763). Aydınlanma ve Modernite ile birlikte düşünsel zirvesine ulaşan hümanizm, insanları Tanrı’nın vesayetinden kurtararak, seküler değerlerin benimsenmesini, teknolojik egemenliği ve bilimsel akılcılığı teşvik eder. “Batı medeniyetinin seküler ve rasyonel doğrularını bariz bir şekilde yansıtan” (Davies 9) hümanizm, insan-dışı yaşam biçimlerinde olmadığını iddia ettiği temel bir insan özünde ısrar eder. Dolayısıyla, hümanizm ve ona eşlik eden kapitalist düzen Ben / Öteki, Erkek / Kadın, Doğal / Yapay, İnsan / İnsan Olmayan vb. ikili karşıtlar yaratır. Egemen aklın öznesine dayanan bu karşıtlıklar posthümanist söylemde eleştirilmektedir. Çeşitli anlam kalıplarına açık, “birden fazla ve birbiri içine geçmiş” (Ağın 1) anlamlara sahip bir kavram olan posthümanizm, hümanist söylemin iddialarını kabullenmeyi reddederek, hümanizmin hegemonyasına meydan okumayı ve onu dönüştürmeyi amaçlayan bir dizi eleştirel söylemler bütünüdür. Gülnur Güvenç’e göre “posthümanizm, hümanizmin neden olduğu bunalımları açıklayan, düzenleyen veya bunlarla başa çıkmaya yönelik fikirler içeren bir şemsiye terim olarak kabul edilir” (49). İkili karşıtlıkları aşma yönünde, insanı fiziksel ve ontolojik olarak değişime uğratan gelişmiş teknoloji kültürüne posthümanizm de özel bir önem atfetmektedir. Posthümanizmin doğayı ve ekolojiyi de kapsayan tekno-bilimsel felsefesi, artık saf olmayan ve teknolojiyle dönüştürülmüş özneler üzerinde durmaktadır. Andy Miah’ın da belirttiği gibi, “teknolojik değişim posthümanizmin çağdaş temsillerinin bir merkezi haline gelmiştir” (271). Bu atfedilen tekno-kültürde organik ve doğal olmayan “insan/makine, hayvan/organizma/insan, fiziksel/fiziksel-olmayan melez” dönüşümler gibi “posthuman’daki ‘post’ ön eki insanın sınırlarını aşan hem ‘sonra’ hem de ‘öte’ anlamını işaret eder” (Buran 126). Bu bağlamda posthümanizm insanın tarihsel bir eleştirisinden yola çıkarak hümanizm sonrası döneme önceliğini verir ve teknolojinin dönüştürücü etkisini de göz önünde bulundurur (Yeşilyurt 9). Anti-hümanist, feminist ve postmodern düşünürlerin fikirleri ekseninde gelişen posthümanizmin özünde yatan niyet, hümanizmin insanlığa dayattığı totaliter büyük anlatıları parçalayarak, onları çeşitlilik ve akışkanlık fikirleriyle değiştirmektir. Bu özellikleriyle posthümanizm klasik hümanist kavramların eleştirisini yapan, yüksek teknoloji kültürünün dönüştürücügücüne vurgu yapan postmodern bir düşünce olarak da kabul edilebilir.
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In this chapter I will discuss the role that Mircea Eliade had, as an exponent of the generation, in the interwar Romanian culture in general and the humanist thinking in particular, under two challenges, the historical and the political. Between the two tendencies crystallized in the Romanian interwar period, philosophical universalism and autochthonism, Mircea Eliade intuits that, after the achievement of the national unity on December 1, 1918, the Romanian culture must assume a new direction. Between the first tendency, which understood that the specificity of modernity lies in the universality of truth beyond the national specificity, and the second interested in deciphering the "Romanian vein" in the cultural and philosophical capitalization of ethnicity, Eliade projects the destiny of national culture in the universal dimension, considering that Romania's destiny must be a cultural one, and our cultural modernity should by represented by the "universal man". Eliade's project, perhaps, was doomed to failure or had a partial and unfinished character, and modernity understood as cultural universalization was only the awareness of a trend that, under the "terror of history", did not materialize. But he became a personal project that Mircea Eliade assumed through the hermeneutics of the world's religions and the understanding of homo religiosus and "total man".
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In an attempt to capture the beginnings of modernity in Mircea Florian's philosophy (and, implicitly, in Romanian philosophy in the twentieth century) we start from the philosophy of recessiveness developed by the Romanian thinker and discuss, for a start, the relationship between philosophy and nation, on the one hand , and the relationship between Romanian philosophy and universal philosophy, on the other hand. In both cases, the recessive ratio indicates a duality. Philosophy means infinity, generality, totality, and the nation expresses the essence, the real, the individual. The dominant term is philosophy, and the nation is recessive. Mircea Florian accentuated the state of Romanian philosophy through a series of rules of philosophical conduct, thus affirming its autonomy from other fields of spirit and recognizing its existence in a national context.
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The connotations of the term individualism have been debated many time throughout history, giving it a wide range of meanings, more vague or more precise, depending on those who use it - historians, writers, anthropologists, philosophers of social sciences, politics or political theorists. Each gave it its own meaning and thus integrated it into their work. The promoters of individualism have as their ultimate goal the individual goals and desires, in other words, individualism is the opposite of holism, collectivism, totalitarianism, which support the community objectives of society. The last part of the twentieth century was the period when neoclassical market policies began to dominate the globe. This was due to two series of major events: the crisis of the welfare state and the fall of communism. The triumphalist spirit of this age, present in works such as Francis Fukuyama's "The End of History and the Last Man" was the New Spirit of the New Age. The term individualism was the one that best captured this spirit better than any other.
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The concept of punishment represents one of the most difficult legal issues that are related to the concept of human freedom and responsibility. Since Antiquity, the brilliant minds of humanity contemplated about the sense of punishment and the function of this institution. Each epoch analyses this concept from different aspects and some of them are reflected in the actual legislation. The most important principles of contemporary criminal law were expounded by the Ancient, Modern and Contemporary philosophers. The field of research of this article is the philosophy of punishment of criminal law. In this study, we have applied the method of historical research of the proposed topic, which gives us the opportunity to analyze the development of criminal punishment and its goals from a historical perspective. In this paper, we aimed to determine the philosophical base of the legal punishment that legitimizes the application of sanctions to the person who committed the crime. We established the importance of the theories developed by brilliant thinkers for the contemporary concept of penal retribution and legal regulation of this institution. This theme generates several discussions that are formed in the process of comparison and debating of the ideas of influential philosophers regarding the purpose of criminal punishment. Therefore, we consider that the analysis of the theories of great thinkers gives us the possibility to understand the complexity of the phenomenon of criminal punishment, and leads to the more effective application of state constraint towards the offender.
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Our main objective in the present paper is to analyse how time is understood and reflected in some theological and some literary examples, while connecting these perspectives with how science, on the other hand, understood and reflected this dimension of our universe, in different historical periods. We use in our analysis three scientific sources in which the transdisciplinary or the vulgarisation approaches prevail, from which we extract the physical explanations and models. Our starting point is that fiction and religion are often annexes to science in the paradigm of knowledge, as they ask questions and propose answers, in accordance with their own rules, distinct from the ones that science puts forward, but which wonderfully converge so often, that the mirroring is worth bringing to light. Our approach focuses on three main topics, i.e. the issue of the beginning/ending of the universe, the past-present relationship, and the existence of the ‘multiverse’ in relation to the existence of the multiple universes as treated by narratology.
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The implementation of online education has roughly the same beginnings as the Internet. Without being new, therefore, education in the online system - adopted selectively and optionally, depending on the needs and possibilities of different geographical areas of the world - has become, as a result of the medical context generated by COVID-19, part of the educational reality of any student and teaching staff respectively. An extreme situation that required the adaptation and instant reconfiguration of methods of knowledge transmission and evaluation within the institutionalized training process. Beyond the component of replacing the physical space of the class/course with a domestic environment, (a variable of great psychological impact on the subjects) there is the problem of adjustment, respectively reception and reproduction (through evaluation) of informational contents in an exclusively non-interactive manner proved to be the real challenge. One that everyone involved in the didactic process had to face, this time the "selective" and "optional" criteria becoming imperative. Even though before the start of the period in question, the e-learning system was an integral part of the educational process, it operated in a hybrid manner, with participants having the possibility of direct collaboration. The new reality, translated by cancelling these possibilities, brought with it profound transformations, especially at the cognitive, behavioural, and relational level. How the students understood to report this new reality from the perspective of ethical behaviour objectifies this article.
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The models are systems that orient, give direction and convey values, so their choice is essential for the path they draw. Throughout the specifics of his profession, the knowledge transmission and the education offered by himself, the teacher is a model that children follow and he is responsible for. Education transmitted to children includes personal competences, authenticity and self-respect, attitude towards learning, educational partners and learning environment, but also motivation as a resource of psychic energy necessary for learning. The own value system is the benchmark to which the teacher relates and which can be inspired by life experiences, specific teaching methods, the Bible and the supreme model, Jesus. The purpose of this article is to emphasize the importance of having an authentic role model for children to follow. Qualitative research has shown that models can influence the life course.
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While God is the creator and giver of life, man can become co-creator in having offspring by following His command to “increase and multiply, and fill the earth and subdue it” (Gen 1: 28). Man's synergy in the creation of life is expressed by the free will of the future parents and is reflected in the resemblance between the parents and the child, due to the laws of heredity. Parenthood is therefore not determined solely by God, but it is also shaped by man based on his personal desires and goals. At the same time the notion of man as a cocreator indicates that his reproductive freedom should be in accordance with divine providence and wisdom. Therefore, procreation should not only be understood as a personal right, but also as a significant responsibility, both towards God and the child who comes into existence. The theological understanding of man as co-creator allow us to come to some conclusions regarding the ethics of termination of the unborn human life through abortion, and the human desire to overcome the obstacle of infertility through the methods of assisted reproduction.
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