Introduction

2017 ◽  
Author(s):  
Nancy E. Snow
Keyword(s):  
Virtue Ethics ◽  
Virtue Epistemology ◽  
The State ◽  
History Of Philosophy ◽  
History Of

The aim of The Oxford Handbook of Virtue is to provide a representative overview of the state of work on virtue in the field of philosophy. After a brief discussion of the aetiology of the term virtue, the Introduction sketches the history of work on virtue in ethics and epistemology. These ideas are examined and expanded upon in the forty-two essays that comprise the Handbook. The Introduction follows the presentation of the Handbook chapters in discussing different conceptualizations of virtue, offering an overview of work on virtue in the history of philosophy and non-Western traditions, and briefly reviewing contributors’ chapters on topics in contemporary virtue ethics, applied virtue ethics, virtue epistemology, and applied virtue epistemology.

Berkeley v. Locke on Primary Qualities

Philosophy ◽  
1980 ◽  
Vol 55 (212) ◽  
pp. 149-166 ◽  
Author(s):  
Barry Stroud
Keyword(s):  
The State ◽  
History Of Philosophy ◽  
Standard Interpretation ◽  
Secondary Qualities ◽  
Primary Qualities ◽  
History Of ◽  
The Mind ◽  
Made In

Locke was once supposed to have argued that since the colours, sounds, odours, and other ‘secondary’ qualities things appear to have can vary greatly according to the state and position of the observer, it follows that our ideas of the ‘secondary’ qualities of things do not ‘resemble’ anything existing in the objects themselves. And Berkeley has been credited with the obvious objection that similar facts about the ‘relativity’ of our perception of ‘primary’ qualities show that they do not ‘resemble’ anything existing in the objects either, so that both ‘primary’ and ‘secondary’ qualities exist only ‘in the mind’. The falsity of this view of Locke has been amply demonstrated in recent years, but no corresponding revision has been made in what remains the standard interpretation of Berkeley's criticisms of Locke. His objections therefore appear to be based on misunderstanding and to be irrelevant to what is now seen to be Locke's actual view and his reasons for holding it. I think this account of Berkeley, like the old view of Locke, is a purely fictional chapter in the history of philosophy, and in this paper I try to show that Berkeley's criticisms involve no misunderstanding and amount to a direct denial of the view Locke actually held.

Georg Wilhelm Friedrich Hegel: Philosophy of Politics

Philosophy ◽  
2010 ◽  
Author(s):  
Thom Brooks
Keyword(s):  
Political Philosophy ◽  
Civil Society ◽  
Georg Wilhelm Friedrich Hegel ◽  
The State ◽  
History Of Philosophy ◽  
Seminal Work ◽  
History Of ◽  
Philosophy Of Right

G. W. F. Hegel is widely considered to be one of the most important philosophers in the history of philosophy. This entry focuses on his contributions to political philosophy, with particular attention paid to his seminal work: the Philosophy of Right. A particular focus will be placed on Hegel’s theories of freedom, contract and property, punishment, morality, family, civil society, law, and the state.

scholarly journals Plato and Fichte: education as an engine of political changes

2020 ◽  
pp. 9-19
Author(s):  
Petr V. Klenin
Keyword(s):  
Civil Society ◽  
Education System ◽  
Comparative Studies ◽  
The State ◽  
History Of Philosophy ◽  
Point Of View ◽  
National Project ◽  
History Of ◽  
Relationship Of ◽  
The Relationship

The article deals with the historical and philosophical examination of the educational concepts by Plato and Fichte. The philosophers selected for comparative studies present a view of education as an engine of political changes, that`s why the article emphasizes philosophical explication of their positions. Plato’s and Fichte’s views on the problem of education are different as they both lived in different époques, but they were times of crisis. However, their loyalty to the societal ideal, the purpose of rethinking the value of education in the state, make it possible to compare their teachings. Education in Plato’s philosophy aims to change the state fundamentally, when education in Fichte’s philosophy contributes to its transformation. The specific pedagogical procedures established by both philosophers are in focus of this article and are important for understanding the relationship of philosophy and education. Thus, Plato proposes to divide pedagogical tasks in accordance with inequality of social estates, while Fichte considers education as a national project for civil society. The relevance of this problem stems from modern appeals to reform the education system depending on political and social problems, but philosophers approach this issue from а different point of view and it is important to trace the peculiarities of this approach in light of history of Philosophy.

scholarly journals Wolność – religia – wolność religijna

2021 ◽  
Vol 2021(42) (2) ◽  
pp. 51-62
Author(s):  
Katarzyna Stępień ◽  
Keyword(s):  
Natural Law ◽  
Religious Freedom ◽  
The State ◽  
History Of Philosophy ◽  
Human Freedom ◽  
Theoretical Justification ◽  
Negative Freedom ◽  
Nature And Culture ◽  
History Of ◽  
Practical Life

The article points to a voluntary tendency in the history of philosophy, which is the theoretical justification for the phenomenon of the absolutisation of freedom. This phenomenon also occurs in practical life, where freedom is no longer understood as freedom to truth and goodness and within the limits of natural law, but as negative freedom. The absence of natural limitations to human freedom leads to its absolutisation and permissiveness, and consequently to attempts by the state and the law to limit it, which leads to its negation. However, the conflict between freedom and nature, nature and culture, freedom and law is illusive. The article points out the ontic basis of human freedom, a synthesis of the freedom and religion in the form of religious freedom, threats to freedom and religion from atheism, fideism, sentimentalism and individualism. The data to defense against the reduction of freedom and religion are from realistic philosophy, showing the rational and objective character of freedom and religion.

Alain Badiou and Education

2020 ◽  
Author(s):  
Torill Strand
Keyword(s):  
Set Theory ◽  
Academic Discipline ◽  
German Idealism ◽  
The State ◽  
History Of Philosophy ◽  
Alain Badiou ◽  
French Philosophy ◽  
Radical Innovations ◽  
Philosophical System ◽  
History Of

The French philosopher Alain Badiou (1937–) is one of the most significant philosophers of our time, well known for his meticulous work on rethinking, renewing, and thereby strengthening philosophy as an academic discipline. In short, his philosophy seeks to reveal and make sense of the potential of radical innovations in, or transformations of, any given situation. Although he has not written extensively on education, the pedagogical theme is vital, constitutive, and ongoing throughout his work. Badiou is an outspoken critic of the analytic and postmodern schools of thought, as he strongly promotes the virtue of curiosity, and prospects of “an education by truths.” “Truths” are not to be confused with matters of knowledge or opinion. Truths are existential, ongoing, and open-ended ontological operations that do not belong to any epistemic category. An education by such truths operates through a subtraction from the state of the situation and proposes a different direction regarding the true life. According to Badiou, the task of philosophy is to think these truths as processes that emerge from and pursue gradually transformations of particular situations. Overall, the structure of Badiou’s philosophical system demonstrates an extraordinary ontological style as it concurrently stands in relation to, and breaks off from, the history of contemporary French philosophy, German Idealism, and Greek antiquity. His system, which is of vast complexity, is based on mathematical set theory, consisting of a series of determinate negations of the history of philosophy, and also created by the histories of what Badiou terms philosophy’s conditions: science, art, politics, and love.

Ras al Khaimah: further archaeological discoveries

Antiquity ◽  
1976 ◽  
Vol 50 (200) ◽  
pp. 216-222
Author(s):  
Beatrice De Cardi
Keyword(s):  
United Arab Emirates ◽  
The State ◽  
Focused Attention ◽  
North East ◽  
The North ◽  
History Of ◽  
The City

Ras a1 Khaimah is the most northerly of the seven states comprising the United Arab Emirates and its Ruler, H. H. Sheikh Saqr bin Mohammad al-Qasimi, is keenly interested in the history of the state and its people. Survey carried out there jointly with Dr D. B. Doe in 1968 had focused attention on the site of JuIfar which lies just north of the present town of Ras a1 Khaimah (de Cardi, 1971, 230-2). Julfar was in existence in Abbasid times and its importance as an entrep6t during the sixteenth and seventeenth centuries-the Portuguese Period-is reflected by the quantity and variety of imported wares to be found among the ruins of the city. Most of the sites discovered during the survey dated from that period but a group of cairns near Ghalilah and some long gabled graves in the Shimal area to the north-east of the date-groves behind Ras a1 Khaimah (map, FIG. I) clearly represented a more distant past.

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