In its simplest form, morality refers to the value judgments that we define as "good" or "right" in human relations. Here, questions arise such as "what is understood from good? what is the ...criteria?, and what is good for whom?". Basically, morality has formed the basis of value judgments in almost all religions. Being moral is a phenomenon that should also be present in economic thought as it is present in every place in life. The conditions of free competition essentially provide the necessary situations for being moral in economics but it is not possible to ensure morality in terms of production and distribution under monopolistic structures. Taking these into concern, this review article attempts to prove that economics and morality are not independent from each other and both of them complete each other by means of fundamental principles in economy; and thus, provide suggestions.
Philosophy at school: deafness on focus Brennan Cavalcanti Maciel Modesto; Vera Lúcia Maria Cavalcanti Maciel Modesto
Diversitas Journal,
01/2021, Letnik:
6, Številka:
1
Journal Article
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It is a hard task to think about teaching Philosophy on the XXI century. After all, Philosophy itself performs features that were not seen during its genesis or golden periods. For this purpose, it ...is necessary to make a double nature investigation. On one side, there are logical and grammatical analysis of the conceptual conceptions about School, Teaching and Deafness; on the other, there is a genetic analysis of the hands-on modus operandi at School. Taking as reference Simón Rodríguez's perspective about Popular School, the enquiry approaches its institutionalization, that is, the necessity of responding to social demands -not rarely, represented by the subjection to superior instances of diverse natures, understood as curricular component. Brief considerations were made about the Philosophy teaching process itself and its boundaries within the Basic School context, so there could be a way of debouching in a discussion about the processes of inclusion of deaf people in these procedures. It is also known that the deaf community, in particular, carries an eminent obstacle, conventionally named as "language barrier". From the abovementioned discussions, it is possible to synthesize the specific difficulties encountered in the relation between Philosophy as a curricular component and its teaching to deaf people, particularly the topic of untranslatable philosophical concepts, raising the idea that the effectiveness of teaching Philosophy to deaf is beyond the pure and simple bilingualism.
What does it mean to deeply love a home place that haunts us
still? From Mark Twain to Grant Wood to Garrison Keillor,
regionalists from the Gilded Age to the Digital Age have explored
the American ...Gothic and the homegrown fatalism that flourish in
many of the nation's most far-flung and forgotten places. The
Haunt of Home introduces us to a cast of real-life Midwestern
characters grappling with the Gothic in their own lives, from
promising young professionals debating the perennial "Should I stay
or should I go" dilemma, to recent émigrés and entrepreneurs
seeking personal reinvention, to faithful boosters determined to
keep their communities alive despite the odds. In The Haunt of
Home Zachary Michael Jack considers the many ways a region's
abiding spirit shapes the ethos of a land and its people, offering
portraits of others who, like himself, are determined to live out
the unique promise and predicament of the Gothic.
The author of the article explores the significance of philosophical analysis in contemporary educational research. Considering the dominant position of empirical methods (which stems from the ...erroneous assumption on the lack of essential relations between practice and theory), the author puts forward a thesis regarding the need for educational research to include philosophical analysis (as is defined in analytic philosophy). It provides cognitive tools that allow one to perform wider and more in-depth studies of education than empirical methods would ever enable on their own. In addition, the application of this method ensures a higher level of rationality (in terms of justification) in the discipline in question. This thesis, which advances the need for philosophical analyses in educational research, does not strive to absolutize this particular method. In fact, it acquires a special value when combined with empirical methods. Such complementary studies constitute a necessary condition for the adequate description and elucidation of issues and topics related to education. They comprise its specific practical and empirical aspects, along with the related theoretical grounds. When providing the rationale for the aforementioned thesis, the author indicates (a) possible areas of philosophical analysis application, together with justification of its importance for research in this areas; (b) frequently formulated objections to philosophical analysis and answer them briefly. The final section of the article presents a summary and conclusions.
What does it mean to deeply love a home place that haunts us still? From Mark Twain to Grant Wood to Garrison Keillor, regionalists from the Gilded Age to the Digital Age have explored the American ...Gothic and the homegrown fatalism that flourish in many of the nation's most far-flung and forgotten places. The Haunt of Home introduces us to a cast of real-life Midwestern characters grappling with the Gothic in their own lives, from promising young professionals debating the perennial "Should I stay or should I go" dilemma, to recent émigrés and entrepreneurs seeking personal reinvention, to faithful boosters determined to keep their communities alive despite the odds. In The Haunt of Home Zachary Michael Jack considers the many ways a region's abiding spirit shapes the ethos of a land and its people, offering portraits of others who, like himself, are determined to live out the unique promise and predicament of the Gothic.
This article discusses the relationship between the externality of nature and the autonomy of reason, one of the most vexed problems in Hegel’s philosophy. Simply, it focuses on the question of how ...the compatibility of the logical structure of reason and factual reality is solved in Hegelian system. It is asserted here that Hegel finds the answers given before him in modern philosophy of nature inadequate, so he refuses both realist and idealist approaches. For him, nature is neither wholly compatible nor distinct from reason. Since he repudiates the two options, asking whether Hegel’s philosophy of nature is a priori style or not becomes irrelevant. After reviewing the literature, a new interpretation beyond this dichotomy is suggested. On the basis of an analysis of the first pages of Philosophy of Nature I will show that, according to Hegel, nature and metaphysics are two different language games: the essential issue is a problem of translation. Although Idea serves as a metalanguage holding together these two language games, no exact transition is possible.
The Sexes and the Sciences Wagner, Darren N.; Wharton, Joanna
Journal for eighteenth-century studies,
December 2019, 2019-12-00, 20191201, Letnik:
42, Številka:
4
Journal Article
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This is an introduction to a special issue on the theme ‘The Sexes and the Sciences’. Here we provide useful context for the ensuing research articles by way of discussing specific terms (‘science’ ...and ‘sex’), detailing relevant historiographies and presenting select, illuminating case studies. Taken as a whole, this special issue demonstrates that eighteenth‐century scientific understandings of the sexes – male and female – were diverse and debated, and that, while formal scientific institutions and publications were almost exclusively comprised of men, their gendered relationships were various, and numerous women still meaningfully contributed to science as both practitioners and patrons.
There is a move to centralise scattered documents; to archive all hardcopies of published journals in one place. PESA is moving to the institutionalisation of its history. We may ask, if philosophy ...of education in Australasia began at Bassar College, University of New South Wales on 20 May 1970, or if it emerged from the post-war focus on teacher education, teaching on the philosophy of education. Further to the injunction that we query who may be foregrounded; who assigned to possible appendices of any PESA stories? By definition the non-members, the rejected scripts, the programme notations of those who failed to present at conferences will be the omissions. And the very fact that some have been rejected, for perhaps inadequate philosophising, for moving beyond the discourse of the liberal understanding of education means that there will always be gaps, omissions, a select record. In what ways may the archive order us? How do we ensure that archival history of PESA is not the work only of Great Wo/Men. We will find that after ordering and collating disorderly archives, that what is collated will be incomplete. Our question may be as was Lorimer and Philo's, 'should we be "allowing more disorder into the archive"'?
In this book, the editors focus on architecture and communication from various different perspectives – taking into account that the term “architecture” is used for buildings as well as in the ...context of computer software. Data and software also impact on our cities; raw data, however, do not convey any information – in order to generate information and communication they have to be organized and must make sense to the reader. The contributions avoid clear separation of the various communication spheres of their disciplines. Instead, they use the wide range of approaches to explore meanings – an ambitious aim that leaves the destination wide open; the reader is invited to share in this adventure.
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