Becoming Pluralists: Kant on the Normative Features of Pluralistic Thinking

Kant Yearbook ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 107-128
Author(s):  
Olga Lenczewska
Keyword(s):  
Interpersonal Communication ◽  
Philosophy Of History ◽  
Human Species ◽  
The Public ◽  
The Enlightenment ◽  
Human Understanding ◽  
Gradual Development ◽  
Conceptual Relationship ◽  
Psychological Disposition

Abstract Kant’s essays in the philosophy of history, such as Universal History and Conjectural Beginning, offer a speculative account of the gradual development of reason in our species and of the way the mature use of reason can be attained. Such mature use of reason, as Kant explains a few years later in the published Anthropology, is characterized by abandoning the standpoint of “practical egoism” and learning how to exercise the psychological disposition to “pluralism”. To be a pluralist, he claims, means to be capable of seeing things from other people’s standpoints, of giving deliberative weight to the needs of others, and of taking part in universally valid judgments. But Kant is never explicit about what is required in order to become a pluralist, nor does he explain what it means to be a pluralist beyond a brief remark in the Anthropology. My paper takes a detailed look at this under-studied notion and offers a novel account of this notion. I explicate the features of pluralistic thinking and I connect this notion to the public use of reason, the three maxims of common human understanding, and the role played by interpersonal communication in advancing the progress of our rational capacities. I also explain the key role of education in reason’s development and the conceptual relationship between the enlightenment of an individual and the enlightenment of the human species.

Putting the Folk in Their Place

2008 ◽  
Vol 17 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Ullrich Kockel
Keyword(s):  
Social Relations ◽  
Social Economic ◽  
Good Governance ◽  
Political Control ◽  
The Public ◽  
Ecological Relationships ◽  
The Enlightenment ◽  
Public Role ◽  
Critical Understanding

The folk, who have been exorcised from contemporary academic concern, are now replaced with the populace. Simultaneously, places as ecological loci of meaning and social relations have been discarded in favour of globalised spaces. Arguably, the contemporary obsession with proving the inauthenticity of tradition is itself an essentialising discourse. This obsession has helped destroy places and their ecological relationships. European ethnology originated in the Enlightenment pursuit of good governance and social improvement, which rendered it an instrument of political control - putting the folk in their place. By critically reconstructing the public role of ethnology, we can redirect the ethnological searchlight. Should not the responsible ethnologist, rather than colluding in evictions of the folk from their place, cultivate a respectfully critical understanding of social, economic, political and ecological contexts, working with the folk reflexively, to help reclaim their place.

scholarly journals A book as an attribute of everyday life culture (based on the German classics)

Bibliosphere ◽  
2019 ◽  
pp. 27-35
Author(s):  
N. N. Misyurov
Keyword(s):  
Everyday Life ◽  
Cultural Practices ◽  
Literary Work ◽  
Material Thing ◽  
Literary Reading ◽  
The Public ◽  
The Enlightenment ◽  
The Everyday ◽  
Inner World

The functional role of books (scientific, artistic, philosophical, religious and moralistic) in the public prac­tice of the German Enlightenment is comparable to the significance of such major national concepts as the Lutheran faith and a special German character. The idea of aesthetic education in contemporary historical circumstances and socio-political circumstances actually became the ideology of national self-determina­tion. The book, its semantic «images» as literary reading images enshrined in famous works of German clas­sics, helps better revealing the spiritual content of the era and the human inner world (in typical «hero of time»). Educational book (serious and entertaining) defines the vector of social development in Germany.  German book in its «materiality» belongs to the everyday life culture, reflects the level of development of the book business in Germany and the specificity of the «culture of consumption». Everyday life culture is a holistic «life world» shared «values» and «meanings» perceived as a world attitudes and behavioral habits and regarded as a natural space of human activity. Such an approach makes it possible to study the typical, recurring forms of «cultural practices», before remaining on the periphery of classical humanities. «Reading» could be attributed to this range of socio-cultural practices. Philosophical basis of the study is the following: everything that a thing opens our perception is simply «a scheme of sensation» changing in accordance with «angles», in which we perceive them; what the thing is in its materiality can be revealed only through our final experiences. A material thing and its «causality» base in sensory perception of a subject. This series of «material things» should include «the book in general» and specifically German book as an attribute of everyday life culture of the Enlightenment. The author investigates representations of meanings of «books» (ash an abstracted subject of study) realized in the «chronotope» of a literary work. The structure of «reading image» and «book image» identified during the texts analysis of famous masterpieces of German classics have a moral connotation.  

scholarly journals WAJAH GANDA AGAMA: INTEGRASI, KONFLIK DAN REKONSILIASI

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Tedi Kholiludin
Keyword(s):  
Modern Society ◽  
The Other ◽  
The Public ◽  
The Enlightenment ◽  
Individual Consciousness ◽  
The Public Sphere ◽  
The One ◽  
Role Of Religion ◽  
Religious Understanding

AbstrakAsumsi sekularisme bahwa peran agama akan meredup pasca Pencerahan, nyata tidak terbukti. Dugaan akan tergerusnya agama di ruang publik, tak terwujud. Meski ada sekularisasi di masyarakat, tapi proses itu tidak berimbas pada kesadaran individu. Agama masih menjadi modal sosial dan memberikan pengaruh terhadap pergumulan masyarakat modern. Dalam bentuknya yang paling militan hingga yang halus kita merasakan bagaimana pengaruh dari Konfusianisme dan Taoisme di Cina dan Taiwan, Kristen Kharismatik serta Pentakostalisme di Afrika Selatan dan India, Kristen Ortodoks di Rusia, Islam di Indonesia serta spirit kapitalisme di Eropa Timur. Agama disini, menjadi sebentuk the hidden form of capital atau modal yang tersembunyi. Di lain wajah, sentimen agama, juga tak jarang menimbulkan banyak pertikaian. Konflik antar umat beragama semakin banyak kita temukan. Inilah era dimana counter terhadap sekularisasi justru semakin menguat.  Agama selalu menghadirkan wajah ganda yang ambivalen, menjadi perekat dan sumber integrasi di satu sisi, tapi juga menjadi pemisah dan sumber konfilik di sisi lain. Bagaimana masyarakat yang tidak saling mengenal satu dengan lain, berasal dari berbagai belahan dunia bisa terbangun sentimennya karena agama. Juga sebaliknya, bagaimana ikatan-ikatan persaudaraan menjadi pudar karena berbeda agama atau pemahaman keagamaan.Kata kunci: Agama, Integrasi, Konflik dan Rekonsiliasi AbstractThe assumption of secularism that the role of religion will diminish after the Enlightenment is not proven. Allegations of religious erosion in the public sphere are unfulfilled. Although there is secularization in society, but the process does not affect individual consciousness. Religion is still a social capital and gives effect to the struggle of modern society. In its most militant to subtle form we feel the influence of Confucianism and Taoism in China and Taiwan, Christian Charismatics and Pentecostalism in South Africa and India, Orthodox Christianity in Russia, Islam in Indonesia and the spirit of capitalism in Eastern Europe. Here, Religion is being a form of hidden form of capital or hidden capital. On the other face, religious sentiments, also not infrequently cause a lot of disputes. Conflict among religious people more and more we find. This is an era where the counter to secularization is actually getting stronger. Religion always presents an ambivalent double face, a glue and source of integration on the one hand, but also a separator and a source of confidence on the other. How people who do not know each other, coming from different parts of the world can be awakened by religious sentiment. On the contrary, how fraternal bonds fade due to different religions or religious understanding. Keyword: Religion, Integration, Conflict and Reconciliation                

scholarly journals Historical consciousness and existential awareness in Karl Barth’s hermeneutics

2007 ◽  
Vol 63 (4) ◽  
Author(s):  
G.M.M. Pelser ◽  
Andries G. Van Aarde
Keyword(s):  
Historical Consciousness ◽  
Philosophy Of History ◽  
Christian Tradition ◽  
Jürgen Habermas ◽  
Hermeneutic Circle ◽  
Historical Criticism ◽  
Preceding Article ◽  
The Enlightenment ◽  
Hegelian Philosophy

Karl Barth’s hermeneutic legacy prolonged Western Christian tradition, especially influenced by Hegelian philosophy of history. This led to Barth’s “theological exegesis” instead of a historic-critical exegesis. In a preceding article Barth’s understanding of the notion “hermeneutic circle” is discussed against the background of the Enlightenment and its counter-movement in Romanticism. In this article Barth’s attitude to the place and role of historical criticism is explained in light of his dialectic distinction between “scientific” and “practical” interpretation. The article aims to show that Barth, with his dialectics, continues Schleiermacher’s realism. In conclusion, the positivistic traits in the Barth legacy are raised once again, in order to open the door to Jürgen Habermas and other deconstructionist thinkers of the postmodern era in hermeneutics.

scholarly journals Simple concepts and complex decisions: to the question of the relationship between a teacher and a student

2021 ◽  
Author(s):  
Е.П. Кабкова
Keyword(s):  
Music Education ◽  
Interpersonal Communication ◽  
Personal Growth ◽  
The Public ◽  
Teacher Student ◽  
Public Consciousness ◽  
The Difference ◽  
The Relationship ◽  
Art Pedagogy

В данной статье с различных сторон раскрывается вопрос взаимоотношений учителя и ученика в пространстве педагогики искусства. Показаны общие и различные черты в сложившихся принципах их взаимодействия, а также отличие между областью общего и профессионального музыкального образования. Выявлены значение состояния ученичества для каждого человека, роль учителя в развитии творческого начала личности, распространенные практики разнообразных тренингов, направленные на активизацию способности к межличностному общению и личностного роста обучающихся. Отмечено, что важную роль в сложении отношений «учитель – ученик» играет закрепленный и законодательно, и в общественном сознании термин «услуга» в применении к области образования. При этом теряется истинное значение и осознание области образования как общественного блага. Определены проблемы, возникающие в процессе дистанционного формата занятий, особенно значимые для педагогики искусства. This article reveals from the various standpoints the question of the relationship between teacher and student in the environment of art pedagogy. The general and different features in the established principles of their interaction are shown, as well as the difference between the field of general and professional music education. The importance of the state of apprenticeship for each person, the role of the teacher in the development of creativity and in the formation of personality, as well as the widely spread practices of various trainings aimed at enhancing the ability for interpersonal communication and personal growth of students, are specially considered. It is noted that an important role in the formation of the relationship "teacher - student" is played by the term "service", enshrined both in law and in the public consciousness, as applied to the field of education. At the same time, the true meaning and awareness of the field of education as a public good is lost. Also shown there are the problems arising in the process of distance learning format, which are especially significant for the pedagogy of art.

cAbdullah Yūsuf cAlī & Muhammad Asad: Two Approaches to the English Translation of the Qur'an

2000 ◽  
Vol 2 (1) ◽  
pp. 107-123 ◽  
Author(s):  
Muzaffar Iqbal
Keyword(s):  
Twentieth Century ◽  
Comparative Study ◽  
Life Experiences ◽  
Academic Career ◽  
British India ◽  
Human Understanding ◽  
English Translations ◽  
Political Milieu ◽  
The Times

This article attempts to present a comparative study of the role of two twentieth-century English translations of the Qur'an: cAbdullah Yūsuf cAlī's The Meaning of the Glorious Qur'ān and Muḥammad Asad's The Message of the Qur'ān. No two men could have been more different in their background, social and political milieu and life experiences than Yūsuf cAlī and Asad. Yūsuf 'Alī was born and raised in British India and had a brilliant but traditional middle-class academic career. Asad traversed a vast cultural and geographical terrain: from a highly-disciplined childhood in Europe to the deserts of Arabia. Both men lived ‘intensely’ and with deep spiritual yearning. At some time in each of their lives they decided to embark upon the translation of the Qur'an. Their efforts have provided us with two incredibly rich monumental works, which both reflect their own unique approaches and the effects of the times and circumstances in which they lived. A comparative study of these two translations can provide rich insights into the exegesis and the phenomenon of human understanding of the divine text.

Determinants of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar, Indonesia

2019 ◽  
Vol 2 (2) ◽  
pp. 1-7
Author(s):  
Andi Samsu Rijal ◽  
Andi Mega Januarti Putri
Keyword(s):  
Language Choice ◽  
Migrant Children ◽  
Immigrant Communities ◽  
The Public ◽  
International Language ◽  
Language User ◽  
Public Area ◽  
Better Than ◽  
Language Mastery

The essence of language is human activity. Communication with language is carried out through two basic human activities; speaking and listening during the interaction in a group of people. Immigrants in Makassar city communicate with immigrant communities and Makassar people. They used English and Indonesia to communicate with others. The aims of this article were to find out determinant factors of English as language choice among Unaccompanied Migrant Children (UMC) in Makassar and why they used English as their language choice to communicate with other people out of them. The data were taken from UMC in the shelter under the auspices of Makassar’s Social Office and in the public area of Makassar. This research was a qualitative approach; it was from a sociolinguistic perspective and focuses its analysis with the language choice among UMC. This research showed that most immigrants chose English as their language choice since they were in Makassar because they have acquired better than other international language and it has been mastered naturally by doing social interaction among themselves and people outside their community. UMC had more difficulties to socialize with Indonesian than the adult of Immigrants. Other than their lack of language mastery, they also have the anxiety to adapt to other immigrants and Makassar people. English was used by UMC to show their status as a foreigner who lived in a multicultural situation. Language becomes a power for a human being and it becomes a social identity for language user in one community. During the interaction of UMC in Makassar city, the role of English as an International language is shown.

ЗНАЧЕННЯ ЕМОЦІЙНОЇ КОМПЕТЕНТНОСТІ ОСОБИСТОСТІ У ДИСКУРСІ ЖИТТЄТВОРЕННЯ

1970 ◽  
Vol 7 (1) ◽  
pp. 198-207
Author(s):  
Євген Карпенко
Keyword(s):  
Interpersonal Communication ◽  
Emotional Competence ◽  
World View ◽  
Personal Life ◽  
Personal Choice ◽  
Communicative Skills ◽  
Significant Life ◽  
Basic Features ◽  
Correct Implementation

У статті проаналізовано місце феномену емоційної компетентності в становленні дискурсу життєтворення особистості. Відзначено, що її засадничими ознаками є відкритість і діалогічність, що фасилітують процеси життєтворчості в інтра- та інтерпсихічному просторі та сприяють здобуттю певних експірієнтальних «знань» і формуванню відповідних комунікативних «умінь». Отже, емоційна компетентність виконує функцію орієнтації в знаково-символічній реальності внутрішнього та зовнішнього середовища і, відповідно, бере участь у прийнятті рішень стосовно них. Це сприяє реалізації функції особистісного вибору у значущих обставинах життя. Вважається, що цей вибір повинен ґрунтуватися на домінуючій екзистенційній ідентичності та релевантно реалізовуватися на всіх її рівнях: базовому, характерологічному, ситуативному. В цьому контексті емоційна компетентність виступає в якості з’єднувальної ланки між ідентичністю та її зовнішньою поведінковою маніфестацією, в якій вона, власне, й проявляється. Інтегруючи первинні емоції, емоційна компетентність сприяє формуванню системи цінностей, мотивів і світоглядних орієнтацій особистості, а також сприяє їх коректному втіленню в практиці міжособистісного спілкування і, відповідно, конструювання дискурсу власного життя. У цьому полягає ключова роль емоційної компетентності в процесі життєтворення особистості. The article analyzes the role of emotional competence in establishing the discourse of personal life creation. It has been stated that its basic features are openness and readiness to dialog that facilitate life creation processes in the intra- and interpsychic space and promote acquirement of certain experiential "knowledge" as well as formation of relevant communicative "skills". So, emotional competence has a function of orienting in sign and symbol reality of the internal and external environment and, therefore, takes part in decision-making in respect thereof. This enables realization of the function of personal choice in significant life circumstances.  This choice is considered to be based on dominant existential identity and realized in the relevant manner at all its levels: basic, characterological, situational. In this sense emotional competence forms a link between identity and its outer behavioral manifestation.  While integrating primary emotions emotional competence facilitates formation of a system of values, motives and world view of personality as well as their correct implementation in the course of interpersonal communication and personal life discourse construction. This embodies the key role of emotional competence in the process of life creation of personality.

Sign in / Sign up

Export Citation Format

Share Document