Ethical Constructivism

Ethical constructivism holds that truths about the relation between rationality, morality, and agency are best understood as constructed by correct reasoning, rather than discovered or invented. Unlike other metaphors used in metaethics, construction brings to light the generative and dynamic dimension of practical reason. On the resultant picture, practical reasoning is not only productive but also self-transforming, and socially empowering. The main task of this volume is to illustrate how constructivism has substantially modified and expanded the agenda of metaethics by refocusing on rational agency and its constitutive principles. In particular, this volume identifies, compares and discusses the prospects and failures of the main strands of constructivism regarding the powers of reason in responding to the challenges of contingency. While Kantian, Humean, Aristotelian, and Hegelian theories sharply differ in their constructivist strategies, they provide compelling accounts of the rational articulation required for an inclusive and unified ethical community.

From Sub-Regional Industrial Financier to Latin America’s Main Development Bank

This chapter traces the historical evolution of the Andean Financial Corporation (CAF), according to its changing mandates, from its initial role as financial catalyst of economic integration to the expanding range of tasks it has assumed over time. The chapter analyses the most salient trends and changes in the CAF’s nearly fifty years of operations; specifically, by looking at patterns of loan allocations and the evolving origins of funding sources through the distinctive operational phases that have come to characterize concrete periods of its existence. The analysis shows, that by fulfilling the original mandate of treating less-developed countries within the group of founding members in preferential terms, the CAF conformed to one of the major political goals set by the Andean-region agreements which created the Corporation. Despite profound political change in all of the CAF’s founding countries, this regional development bank has managed to continue to operate according to its constitutive principles.

the Penggunaan Prinsip Konstitutif Pada Merek Dalam Perspektif Teori Pelindungan dan Tujuan Hukum

This study discusses the use of constitutive principles (first to file) on brands based on Act No. 20 of 2016 concerning Trademarks and Geographical Indications in the perspective of protection theory and legal purposes. Research methods used: normative juridical approach, by examining library materials or secondary data through primary legal materials (legislation), secondary legal materials (opinions of legal experts), and tertiary legal materials (dictionaries and other sources); descriptive analysis research specifications; and data analysis is done in a qualitative normative manner. The results of the study showed: (1). The theory of protection that is in accordance with the basis for consideration is issued Law No. 20 of 2016 concerning brands in point a is Public Benefit and Economic Growth Stimulus Theory. But in its implementation, it must be supported by other brands of legal protection theory, namely Reward Theory; Recovery Theory; Incentive Theory; and Risk Theory. (2). The use of constitutive principles (first to file) in brands reflects the legal objectives of "certainty" and means of social change but does not pay much attention to aspects of "fairness" and expediency. "

Transzendentalphilosophie als kritische Bestimmung des Stand­punkts. Eine wissenschaftstheoretische Annäherung

Both the categories and principles of understanding as well as the ideas and principles of reason build transcendental elements to conceive transcendental philosophy as a philosophical system. Accordingly, in addition to the “Transcendental Analytic”, Kant develops in the “Transcendental Dialectic” an expanded concept of the transcendental. The transcendental ideas do not denote object-constitutive principles but, in a weaker sense, conditions of the possibility of experience. The relation between Division One and Division Two of the “Doctrine of Elements” can be demonstrated exemplarily with regard to Kant’s references to astronomy. Based on the constitutive principles of understanding, which are directed towards the field of possible experience and provide a connection of cognition through reasons and consequences, as well as the regulative principles of reason, which form maxims of research, astronomy is a proper and rational natural science. The analysis of the case studies of astronomy shows that Kant uses the term transcendental within the framework of the “Transcendental Logic” of the Critique of Pure Reason to denote conditions that are constitutive for the possibility of an object in general and for describing necessary regulative conditions of experience. With these reflections, Kant places his transcendental philosophy in a long tradition of philosophical thought in which the celestial bodies are the preferred subject.

Razão (jñāna) e Devoção (bhakti) no Advaita Vedānta: Madhusūdana Sarasvatī (séc. XVI) e o Bhagavad Gītā

Razão (jñāna) e Devoção (bhakti) no Advaita Vedānta: Madhusūdana Sarasvatī (séc. XVI) e o Bhagavad Gītā 1 Resumo: O artigo tem por objetivo empreender a análise dos princípios constitutivos da práxis devocional (bhakti) proposta pelo Bhagavad Gītā, segundo a interpretação do filósofo Madhusūdana Sarasvatī (séc. XVI). Excelso representante do Advaita Vedānta (“[Escola da] Não-Dualidade”), Madhusūdana Sarasvatī buscou incorporar as práticas devocionais à epistemologia tradicional da escola, centrada num exercício radical de reflexão racional (jñāna), em sintonia com os ensinamentos do filósofo fundador Śaṅkarācārya (séc. VIII). Devoto inarredável de Kṛṣṇa, Madhusūdana Sarasvatī cumpriu sua tarefa filosófica em meio a uma interlocução fascinante com a escola Acintyabhedābheda Vedānta (“[Escola da] Não-diferença e da Diferença Inconcebíveis”), fundada por Caitanya Mahāprabhu (séc. XVI), de orientação predominantemente devocionalista vaiṣṇava.Palavras-chave: Devoção. Bhakti. Madhusūdana Sarasvatī. Bhagavad Gītā. Vedānta. Reason (jñāna) and Devotion (bhakti) in Advaita Vedānta: Madhusūdana Sarasvatī (16th century) and the Bhagavad Gītā Abstract: The article aims to undertake the analysis of the constitutive principles of devotional praxis (bhakti) proposed by the Bhagavad Gītā, in accordance with philosopher Madhusūdana Sarasvatī’s (16th century) interpretation. A great representative of Advaita Vedānta (“[School of] Non-Duality”), Madhusūdana Sarasvatī sought to incorporate devotional practices into the school’s traditional epistemology, centered around a radical exercise of rational reflection (jñāna), in line with the teachings of philosopher and founder Śaṅkarācārya (8th century). A great devotee of Kṛṣṇa, Madhusūdana Sarasvatī fulfilled his philosophical task in the midst of a fascinating dialogue with the school Acintyabhedābheda Vedānta (“[School of] Non-difference and Inconceivable Difference”), founded by Caitanya Mahāprabhu (16th century), of a predominant vaiṣṇava devotionalist orientation. Key-words: Devotion. Bhakti. Madhusūdana Sarasvatī. Bhagavad Gītā. Vedānta. Raison (jñāna) et Dévotion (bhakti) dans Advaita Vedānta: Madhusūdana Sarasvatī (XVIe siècle) et la Bhagavad Gītā Résumé: L'article vise à entreprendre l'analyse des principes constitutifs de la praxis dévotionnelle (bhakti) proposée par le Bhagavad Gītā, selon l'interprétation du philosophe Madhusūdana Sarasvatī (XVIe siècle). Représentant notable d'Advaita Vedānta («[École de] non-dualité»), Madhusūdana Sarasvatī a cherché à incorporer les pratiques de dévotion dans l'épistémologie traditionnelle de son école, centrée sur un exercice radical de réflexion rationnelle (jñāna), conformément aux enseignements du philosophe fondateur Śaṅkarācārya (8ème siècle). Un ardent dévot de Kṛṣṇa, Madhusūdana Sarasvatī a accompli sa tâche philosophique au milieu d'un dialogue fascinant avec l'école Acintyabhedābheda Vedānta («[École de] la différence non-différence et inconcevable»), fondée par Caitanya Mahāprabhu (XVIe siècle), et dont l’ orientation est principalement dévotionnelle vaiṣṇava. Mots clés: Dévotion. Bhakti. Madhusūdana Sarasvatī. Bhagavad Gītā. Vedānta. Data de registro: 30/07/2020 Data de aceite: 21/10/2020 1 As palavras transliteradas do sânscrito seguem as normas do International Alphabet of Sanskrit Transliteration (I.A.S.T.). Todas as traduções de originais em sânscritos foram feitas pelo autor

INSTITUTIONAL-FORMATION THEORY AND ITS CONSTITUTIVE PRINCIPLES

Статья посвящается поиску путей преодоления кризиса гуманитарных наук, которые не дали адекватного объяснения процессам постиндустриального развития общества. Предметом исследования являются социально-философские и социологические теории, в рамках которых изучаются процессы глобализации. В процессе исследования использовались методы сравнительного анализа. С их помощью было показано, что единственной теорией, ставящей перед собой цель определения универсальных закономерностей развития общества, остается формационная теория. Тем не менее она должна быть дополнена и переосмыслена с учетом результатов, полученных в рамках теорий социальных институтов, и функционалистских, структуралистских и структурно-функционалистских концепций. На этой основе были сформулированы принципы создания институционально-формационной теории, которая будет позволять с высокой степенью достоверности прогнозировать направления развития социума и адекватно объяснять идущие в нем процессы. The article is devoted to the search for ways to overcome the crisis in the humanities, which have not given an adequate explanation for the processes of the society post-industrial development. The subject of this research is socio-philosophical and sociological theories, within the framework of which the processes of globalization are studied. Methods of comparative analysis were used in the research. They helped to demonstrate that the only theory the goal of which is to determine the universal laws of society development is the formation theory. Nevertheless, it should be supplemented and reconsidered due to the results obtained within the framework of theories of social institutions, and functionalist, structuralist and structural-functionalist concepts. Based on this, the principles of creating an institutional-formation theory were formulated. It would allow predicting the highly reliable directions of the society development and providing an adequate explanation of its processes.

Conscientious internationalisation in higher education: contextual complexities and comparative tensions

In this paper, authors focus on how internationalisation is defined, interpreted, and responded to by Universities in Australia and Canada, two decades after de Wit’s (Strategies for the internationalisation of higher education. A comparative study of Australia, Canada, Europe and the USA. European Association for International Education, Amsterdam, 1995) comparison of internationalisation in four higher education contexts. Guided by humanitarian factors that impact internationalisation in higher education contexts, authors find convergence and divergence with de Wits earlier study. A critical policy lens is employed to further analyse, probe and pose critical questions related to people, philosophy, place, processes, and power (5Ps). Authors argue that the intent (philosophy) of institutions (place) to internationalise (process) are impacted by the interests (power) of individuals and institutions (people) and these often conflict with descriptions and ideals of internationalisation. The authors offer conscientious internationalisation (CI) to recalibrate discourse and practices embedded in the internationalisation of higher education. CI prioritises ethics over markets. It is characterized as practices and processes informed by constitutive principles and ethical practices that amplify equity, reciprocity, and integrity.

Democracy belief systems in Europe: cognitive availability and attitudinal constraint

There is a growing interest in analyzing what citizens think about democracy. However, gauging citizens’ opinions about a complex concept such as democracy might be hindered by the apparent low levels of political sophistication of mass publics. This paper contributes to the emerging literature on citizens’ views and evaluations of democracy by analyzing to what extent ordinary citizens are capable of developing structured opinions about democracy and its constitutive principles. For this purpose, the paper adapts Converse’s notion of political belief systems to analyze the articulation of individuals’ democracy belief systems (DBS). The first goal of this paper is to conceptualize and operationalize the main components of individuals’ DBS: cognitive availability, horizontal constraint, and vertical constraint. Drawing on data from the sixth round of the European Social Survey, the second goal is to describe the articulation of DBS in Europe. The third and final aim of this paper is to trace the most relevant individual- and country-level correlates of the articulation of the three components of DBS. In line with recent findings about political belief systems in other policy domains, the results indicate that most Europeans have coherently structured attitudes about democracy. However, even if the results imply that Europeans have a relatively articulated DBS, the empirical analysis also reveals some individual- and country-level variation in the articulation of specific components of DBS.

Do sonho ao pesadelo: a pedagogia da autonomia sob suspeita

O discurso pedagógico em torno da autonomia não é uma invenção recente, antes se prolonga nos anais da história, pelo menos a meados do século XVIII, altura em que se começaram a vislumbrar os princípios constitutivos de uma pedagogia da autonomia. Recentemente, e numa conjuntura que "obriga" as pessoas a serem autónomas, que as torna responsáveis por todos os aspectos das suas vidas, tenham ou não condições e recursos para os controlarem, esse discurso passou a ocupar um lugar de destaque nas reformas educativas, de tal modo que é hoje considerado uma nova ortodoxia da mudança pedagógica. O presente artigo arranca desta constatação e questiona se a pedagogia da autonomia não está ferida por uma série de suspeições que lhe retiram credibilidade, nomeadamente a que a associa à promoção do ideário neoliberal de indivíduo auto-suficiente. A terminar, perguntamos se ainda há lugar para a pedagogia da autonomia, não obstante as dúvidas e as perplexidades que levanta. A resposta é positiva e passa pela definição, não apenas da meta actual dessa pedagogia, o empowerment, mas também pelos princípios que a devem reger numa démarche de projectos educativos, assim como pelas tarefas de mediação e animação que cabem ao educador protagonizar. Palavras-chave: Pedagogia, Autonomia, Dúvidas e Perplexidades, Perspectivas Actuais Abstract: The pedagogical speech around the autonomy is not a recent invention; it is drawn out in the annals of history, at least since the middle of the 18th century, when it started to glimpse the constitutive principles of a pedagogy of autonomy. Recently, in a conjuncture that "compels" people to be autonomous, that makes them responsible for all the aspects of their lives, whether they have or not the conditions and resources to control them, that speech started to occupy a place of prominence in the educative reforms, in such a way that, nowadays, it is considered a new orthodoxy of the pedagogical change. The present article has its beginning in this perception and it questions if the pedagogy of autonomy is not wounded by a series of suspicions that remove its credibility, namely the one that associates it to the promotion of the neoliberal collection of ideas of the self-sufficient individual. To finish, we ask if there is still a place for the pedagogy of autonomy, notwithstanding the doubts and the perplexities that raise. The reply is positive and it passes for the definition, not only of the current goal of this pedagogy, the “empowerment”, but also for the principles that should conduct it in a démarche of educative projects, as well as for the mediation and animation tasks that the educator must carry out. Keyword: Pedagogy, Autonomy, Doubts and Perplexities, Actual Perspectives

Paradoxical Desires

I present a paradoxical combination of desires. I show why it's paradoxical, and consider ways of responding. The paradox saddles us with an unappealing trilemma: either we reject the possibility of the case by placing surprising restrictions on what we can desire, or we deny plausibly constitutive principles linking desires to the conditions under which they are satisfied, or we revise some bit of classical logic. I argue that denying the possibility of the case is unmotivated on any reasonable way of thinking about mental content, and rejecting those desire-satisfaction principles leads to revenge paradoxes. So the best response is a non-classical one, according to which certain desires are neither determinately satisfied nor determinately not satisfied. Thus, theorizing about paradoxical propositional attitudes helps constrain the space of possibilities for adequate solutions to semantic paradoxes more generally.