scholarly journals Kant’s Ethics in the Context of the Enlightenment. Report of the 12th Kant Readings Conference (Kaliningrad, 21-25 April 2019)

2019 ◽  
Vol 38 (4) ◽  
pp. 101-118
Author(s):  
Nina A. Dmitrieva ◽  
Andrey S. Zilber ◽  
Vadim A. Chaly ◽  
Alexander S. Kiselev ◽  
Polina R. Bonadyseva
Keyword(s):  
Immanuel Kant ◽  
Social Communication ◽  
Philosophy Of Education ◽  
Research Unit ◽  
The West ◽  
Ethical Thought ◽  
The Enlightenment ◽  
Communication Environment ◽  
Interdisciplinary Problems ◽  
Kant's Ethics

This review covers the content of reports and discussions at the 12th Kant Readings Conference held in April 2019 and organised by the research unit of the Academia Kantiana of the Immanuel Kant Baltic Federal University, Kaliningrad. Traditionally, Kant Readings have been thematically universal, embracing all the areas of Kant’s legacy. This time the conference focused on practical philosophy, i.e. the historical grounds and modern significance of Kant’s ethical thought as compared to other philosophical projects of the Enlightenment era. Due attention was paid to the reception of the ethics of Kant and the Enlightenment by philosophers in Russia and the West. Breakout groups discussed aspects of interconnection between the Enlightenment ethics and esthetics as well as interdisciplinary problems at the interface of philosophy of politics and philosophy of education, including ways to counter various forms of intellectual enslavement. The possibilities of applying Kant’s ethical principles were discussed in close connection with the interpretation of the latest trends in the development of science and technology. It was noted that the intellectual and social communication environment of today has much in common with that of the Enlightenment era, which makes the philosophical strategy proposed during that era amenable to adaptation and development.

scholarly journals International Scientific Conference “XII Kant-Readings. Kant and the Ethics of the Enlightenment: Historical Foundations and Modern Significance” (Kaliningrad, April 21–25, 2019)

2020 ◽  
pp. 144-149
Author(s):  
Nina Dmitrieva ◽  
Andrey Zil'ber ◽  
Vadim Chalyy ◽  
Aleksandr Kiselev ◽  
Polina Bonadyseva
Keyword(s):  
Immanuel Kant ◽  
18Th Century ◽  
Point Of View ◽  
Scientific Conference ◽  
Human Society ◽  
Ethical Thought ◽  
The Enlightenment ◽  
History Of ◽  
The One ◽  
Kant's Ethics

The 12th Kant Readings at Academia Kantiana, Institute for the Humanities of Immanuel Kant Baltic Federal University focused on the ethical thought of Kant and other philosophers of the Enlightenment. The reports and discussions presented an analysis of Kant's ethical concepts, new studies of the history of ethical thought in the Enlightenment, reception of Kant's ethics and Enlightenment in the Russian and Western thinking. Special attention was paid to thematic sections on interdisciplinary issues of ethics and aesthetics, the philosophy of politics and the philosophy of education. One of the most debated topics was understanding the latest trends in sci-tech development from the point of view of ethical principles of the existence of human society. It was noted that, on the one hand, the current social and intellectual conditions form a different, compared with Kant’s era, communication environment, and on the other, the concepts of the 18th century retain the value and heuristic potential for our time and are suitable for adaptation in the process of developing strategies for “New Enlightenment”.

STUDI KOMPARASI FILSAFAT PENDIDIKAN Y.B MANGUNWIJAYA DAN KI HADJAR DEWANTARA SERTA RELEVANSINYA BAGI PENDIDIKAN DI INDONESIA

2020 ◽  
Author(s):  
Muhammad Rizqi Akbar
Keyword(s):  
Immanuel Kant ◽  
Government Policy ◽  
Education System ◽  
Comparative Philosophy ◽  
Human Life ◽  
Philosophy Of Education ◽  
The Other ◽  
True Values

Education is essential for human life. Because with education, humans will experience a change, from not knowing to know. It can be said, that education is a noble effort in order to eradicate foolishness and humanizing human. According to what Immanuel Kant said that human could be human because of education. In Indonesia, the issues of the curriculum which is a government policy are one of the problems in education. The demands of the curriculum that want to measure the ability of the student just from numbers are one problem in the education world. Because education obviously cannot be narrowed down jus like that in numbers. These problems clearly cannot be solved easily. In one side, it must be admitted that the education system in Indonesia is very towards achieving a result. On the other side, a teacher must focus on teaching about true values. Based on the description above, this article will discuss the comparative philosophy of education in Y.B Mangunwijaya and Ki Hadjar Dewantara, and their relevance to education in Indonesia.

Religion and Toleration from the Enlightenment to the Post-Secular Era

2017 ◽  
Author(s):  
Rainer Forst
Keyword(s):  
Immanuel Kant ◽  
Recent Work ◽  
Common Ground ◽  
Fundamental Question ◽  
Modern World ◽  
Human Beings ◽  
Human Reason ◽  
The Enlightenment ◽  
Pierre Bayle ◽  
The Relationship

This chapter addresses the classical question of the relationship between enlightenment and religion. In doing so, the chapter compares Jürgen Habermas's thought to that of Pierre Bayle and Immanuel Kant. For, although Habermas undoubtedly stands in a tradition founded by Bayle and Kant, he develops a number of important orientations within this tradition and has changed his position in his recent work. The chapter studies this change to understand Habermas's position better. It also draws attention to a fundamental question raised by the modern world: what common ground can human reason establish in the practical and theoretical domain between human beings who are divided by profoundly different religious (including antireligious) views?

Die Legitimität der Aufklärung

2019 ◽  
Author(s):  
Stefan Schick
Keyword(s):  
Immanuel Kant ◽  
Cultural Differences ◽  
Way Of Life ◽  
The Enlightenment ◽  
Enlightenment Project ◽  
Active Interest ◽  
Friedrich Heinrich Jacobi

This study defends the legitimacy of the Enlightenment project by way of its different realizations in the philosophies of Immanuel Kant and Friedrich Heinrich Jacobi. Today, Enlightenment as a cosmopolitan project with a global claim is often considered synonymous with Western chauvinism. The assertion of a universally binding reason is all too obviously inconsistent with the much-cited recognition of cultural differences. In contrast, it is the conviction brought forward in this book that an adequately understood Enlightenment is an unconditional right of every person taking an active interest in a self-determined way of life. Only the realization of this conception of Enlightenment can provide the required space for the reciprocal recognition of human differences to freely unfold.

scholarly journals THE CRISIS OF MODERNITY OF THE ARAB-ISLAMIC WORLD

2015 ◽  
Vol 9 (3) ◽  
pp. 1-9
Author(s):  
Raul Ludovic Bereczki
Keyword(s):  
Saudi Arabia ◽  
Cold War ◽  
Islamic Fundamentalism ◽  
The West ◽  
Western Modernity ◽  
The Enlightenment ◽  
Religious Sects ◽  
Crisis Of Modernity ◽  
The Cold War ◽  
Perverse Effect

The Westernization of Islam, which began at least two hundred years ago, has two major consequences: a positive one, meaning the enlightenment of the elites which tried to reform Islam; and a negative one, "the perverse effect of contact with the West", as the experts often call it, which consists of the development of religious sects within the Muslim societies. The direct and striking conclusion, upon first analysis, is that Islamic fundamentalism is the product of Western modernity. Of course, the line of explanation has its origin in colonial times, seen as a major disappointment by those Muslims who believed in the benefits of a European-style modernity, and continues with the Cold War period, with the examples of Saudi Arabia, Pakistan and Afghanistan, where the mobilization of Islamist elements was beneficial in the fight against the Soviet enemy and the active proselytism practiced by the latter.

scholarly journals The Enlightenment Philosophy Impact on the Musical Culture of Russia in the 18th–19th Centuries

2020 ◽  
Vol 6 (3) ◽  
pp. 30-37
Author(s):  
A.V. Kamenets ◽  
◽  
L.V. Molina ◽  
◽  
Keyword(s):  
Real Life ◽  
Musical Culture ◽  
The West ◽  
Russian Music ◽  
Democratic Attitudes ◽  
The Enlightenment ◽  
Life Problems ◽  
West European ◽  
Enlightenment Philosophy

this article discusses the key ideas of the philosophy of the Enlightenment (applying democratic attitudes, referring to real-life problems and issues, promoting humaneness and humanism) that have influenced the Russian musical culture. A connection is traced between the worldview of the West-European philosophers of the Enlightenment and the works of European composers and musicians that influenced the Russian musical culture in the 18th and 19th centuries. The article highlights how the philosophy of the Enlightenment affected the development of the operatic and singing art in Russia and how it in many ways dictated subsequent trends in the Russian music.

scholarly journals The Elbe Sandstones - Bohemian Switzerland, Geographical Approach to the National Park

Geografie ◽  
1995 ◽  
Vol 100 (3) ◽  
pp. 222-233
Author(s):  
Alois Hynek
Keyword(s):  
Regional Development ◽  
Social Communication ◽  
National Park ◽  
Cultural Landscape ◽  
The West ◽  
Elbe River ◽  
Sandstone Rock ◽  
The Elbe River ◽  
Controversial Concept

The controversial concept of the Elbe Sandstones National Park as proposed hy the Czech Ministry of Environment is being examined both from physical and human geographical viewpoints. The project of a National Park in geographical version includes three parts: mesas and kuestas in the West, sandstone rock cities in the East, and the Elbe River canyon in the centre. A discourse and social communication is offered for scientific and legitimate evaluation of geographical version. Cultural landscape and balanced regional development are in the focus of the new National Park.

Russian Enlightenment as a Source of National Philosophy Formation

2021 ◽  
Vol 13 (2-1) ◽  
pp. 213-236
Author(s):  
Ivan Kokovin ◽  
Keyword(s):  
Eighteenth Century ◽  
Methodological Approach ◽  
Analytical Description ◽  
Russian Philosophy ◽  
The West ◽  
Xviii Century ◽  
The Enlightenment ◽  
Russian Soil ◽  
Cultural Origins ◽  
Philosophical Understanding

The study is devoted to the philosophical understanding of the problem of the cultural origins of Russian philosophy. In the author’s opinion, the source of diversity of modern approaches to the phenomenon of Russian Philosophy is, first of all, the absence of a unified methodological approach. The diversity of research on the phenomenon of the Russian philosophy origins is also a consequence of research susceptibility to certain methodological influences. The paper aims to identify a number of philosophical, historical, literary approaches to the problem of the genesis of the eighteenth century Russian Enlightenment. It is necessary to clarify the mechanisms and procedures for the reception of Western European ideas and concepts by Russian Enlightenment during the eighteenth century. On the basis of adaptation of natural law terms, the author considers certain trends in the theory of reconstruction of the Enlightenment phenomenon in Russia. He reveals a number of significant features of the process of reconstruction of the Enlightenment ideology formation on Russian soil, including the idea that European concepts and theories are assimilated by the domestic semiosphere in the form in which they existed in the culture of the West. The author highlights the idea, that researchers were convinced that Russia of the XVIII century already had a national philosophy. The paper also draws attention to the lack of analytical interest in the problems of transformation of the language of expression of political phenomena. In the same row, there is also the idea that the process of reception of the enlightenment heritage of the West had a revolutionary, not an evolutionary, specificity, and was devoid of cultural prerequisites. Basing on the material of historical and historical-philosophical studies, the author considers the possibilities of constructing a methodologically integral reconstruction, chronologically covering the entire period of the XVIII century. The research methodology is based on the approach that includes an analytical description of the problems of the thematic fields of discourse, concepts and theories of the Enlightenment on the Russian soil. The result of the analysis is the systematization of contradictions in the process of analyzing the phenomena of the Russian Enlightenment in the XVIII century.

Music Transcendent and Sublime

2017 ◽  
Author(s):  
Philip V. Bohlman
Keyword(s):  
Immanuel Kant ◽  
Large Scale ◽  
Human Beings ◽  
Universal History ◽  
The Enlightenment ◽  
The Sublime ◽  
History Of ◽  
The Masses ◽  
Form Of Expression

The translations in Song Loves the Masses close with Herder’s final large-scale essay on music, published in 1800 as a chapter in Kalligone, the culmination of his aesthetic work. With this late essay Herder, a polemic against his former teacher, Immanuel Kant (1724–1804), reveals the extent to which he has moved into a fully aesthetic domain in his concern for the universal history of humanity. Embodying the subjectivity of song and singing, music acquires the force of transcendence, and it therefore aspires to the Enlightenment ideals of the sublime. In Herder’s “On Music,” human beings are endowed with a degree of understanding that allows them to perceive the traits that make music unlike any other form of expression.

Two Conceptions of Virtue

2021 ◽  
pp. 247-269
Author(s):  
Thomas E. Hill, Jr.
Keyword(s):  
Immanuel Kant ◽  
John Rawls ◽  
Empirical Studies ◽  
Philosophy Of Education ◽  
Civic Virtue ◽  
Basic Structure ◽  
Social Conditions ◽  
Specific Focus ◽  
Good Will ◽  
Sense Of Justice

This essay was written for a Stanford conference on philosophy of education on whether virtue can be taught. The general questions considered are: What is virtue? How can social conditions promote it? How can individuals effectively strive for it? The specific focus is on the conceptions of virtue in the works of Immanuel Kant and John Rawls. Kant regarded virtue as a good will that is also strong enough to resist contrary passions, impulses, and inclinations. Childhood training can prepare children for virtue but becoming virtuous requires an empirically inexplicable commitment and effort that is up to each individual. Rawls explains a sense of justice as a civic virtue that he conjectures will develop naturally, according to certain psychological laws, if the basic structure of society is just. Rawls’ reliance on empirical studies addresses questions left mysterious by Kant, but his theory faces problems of its own.

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