Arne Naess was one of the first philosopher who try to find out a way to resolve the ecological crisis through philosophy. By analysing some of the main point of Naess‘ philosophy, the essay shows ...that his main interest was to legitimize the ecological movement. Philosophy becomes a political instrument and assumes a tragical character, because it takes on an impossible project. For Naess philosophy should provide a new total view to change man‘s attitude to nature. This analysis could help us to find out some critical points of a philosophy that try to be useful in the ecological crisis.
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Well over half a century before the development of contemporary experimental philosophy, the Norwegian philosopher Arne Næss conducted a number of empirical investigations intended to document ...non-philosophers’ convictions regarding a number of topics of philosophical interest. In the 1930s and 1950s, Næss collected data relevant to non-philosophers’ conceptions of truth. This research attracted the attention of Alfred Tarski at the time, and has recently been re-evaluated by Robert Barnard and Joseph Ulatowski. In this paper I return to Næss’s research on truth in order to better develop an account of how such empirical data does or doesn’t bear on the philosophical study of truth. I examine Næss’s findings from his various studies on truth, and challenge the interpretation of those studies offered by Barnard and Ulatowski.
Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has ...a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as knowledge. This article presents the main concepts involved in this view of language teaching: the notion of culture, the language‐culture nexus, and intercultural competence. It also explains the implications of the approach in terms of the skills, attitudes, and knowledge that should be taught. The article goes further: It argues that language teaching needs to be linked to other disciplines in order to develop an approach that integrates insights from citizenship education. All of this has implications for teachers’ professional identity and for cooperation across the curriculum.
The Challenge
Linguistic competence needs to be enriched with deep intercultural competence. How can world language educators help language learners to develop increasingly sophisticated linguistic and intercultural knowledge and skills and apply them in other courses and experiences so as to enact their intercultural citizenship in the here and now?
Video & Discussion
The increasing global warming and the loss of biodiversity should concern us all. Some feel that outdoor activities, which take place in natural surroundings, should have a special obligation to ...change. In this article I present an example of what an outdoor life practice that responds to the ecological crisis could look like. I use the simple Norwegian outdoor life called friluftsliv, and the deep ecological version suggested by philosopher and climber Arne Næss (1912-2009) as an example and case. Naessian friluftsliv is interesting and relevant in three ways. First, Naess gave a philosophical basis for friluftsliv, building on deep ecology and Spinozism. Second, he presented content, norms and guidelines for a deep ecological friluftsliv. And third, he gave examples of such friluftsliv through his own practice of simple life in nature. Naess thus presents a radical alternative to present-day resource-consuming and specialized outdoor activities and nature sports. Finally, Naess's version of deep ecological friluftsliv is discussed in relation to alternative theoretical approaches and to critical questions concerning friluftsliv as practice.
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