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En el presente escrito, proponemos pensar al trabajo como socialización desde la Teoría del Reconocimiento de Axel Honneth. Para ello, efectuaremos previamente una aproximación, por separado, a las nociones de socialización y trabajo en la perspectiva teórica de Honneth. Ello nos permitirá dilucidar al trabajo como caso de socialización y extraer algunas conclusiones en torno al carácter material de la socialización en una sociedad estructurada en términos de lucha de clases.
Axel Honneth的認肯理論及其教育蘊義
(2019)
本研究旨在探究Axel Honneth的認肯理論,並闡釋其在教育上的意義。本研究基於運用哲學思考法與文本詮釋學方法對Honneth的認肯理論進行理解、分析與重構出認肯理論的重要面向與實踐意涵。首先,對認肯理論的理 論基礎進行探究,並分析認肯理論的結構與相應原則;其次,將Honneth認肯理論放在其所運用的個體情感發展、社會機制反思與法理政治實踐層面進行具體分析,闡釋對現代性影響下各行動領域之發展與問題的分析;最後,基於前述對Honneth認肯理論的研究,分析在當今民主社會中教育存在之病態與可能性,並在情感、法理與社會層級中,以自愛、自尊與自我實現為目 標,具體從認知、情意與技能三面向提出在教育上的理論面與應用面的蘊義.
Rezension: HONNETH, A.: Reificación. Un estudio en la teoría del reconocimiento. Traducción de Graciela Calderón. Buenos Aires, Katz, 2007
Um leitor de Walter Benjamin: dialética, interpretação e materialismo em Theodor W. Adorno, 1931-2
(2019)
O objetivo do artigo édiscutir a influência do livro Origem do drama trágico alemão(1928) de Walter Benjamin sobre duas preleções de Theodor W. Adorno na Universidade de Frankfurt, a saber: “A atualidade da filosofia” (1931) e “A ideia de história natural” (1932). Com isso, procurou-se, por um lado, indicar especificamente a influência benjaminiana sobre a ideia de constelação e, por outro, esclarecer as fundações histórico-filosóficas da ideia de história natural, que se encontram no centro das reflexões epistemológicas deAdorno. Dessa maneira, é possível compreender as concepções de dialética, interpretação e materialismo trabalhadas por Adorno com o propósito de caracterizar sua própria tarefa filosófica no início da década de 1930.
This article aims to shed light on some core challenges of liberating social criticism. Its centerpiece is an intuitively attractive account of the nature and difficulty of critical social thought that nevertheless goes missing in many philosophical conversations about critique. This omission at bottom reflects the fact that the account presupposes a philosophically contentious conception of rationality. Yet the relevant conception of rationality does in fact inform influential philosophical treatments of social criticism, including, very prominently, a left Hegelian strand of thinking within contemporary Critical Theory. Moreover, it is possible to mount a defense of the conception by reconstructing, if with various qualifications and additions, an argument from classic—i.e., mid twentieth-century—Anglo-American philosophy of the social sciences, in particular, the argument that forms the backbone of Peter Winch’s The Idea of a Social Science. Winch draws his guiding insights from the later philosophy of Wittgenstein, and one of the payoffs of considering Winch’s Wittgenstein-inspired work against the backdrop of Hegel-inspired work in Critical Theory is to contest the artificial professional strictures that are sometimes taken to speak against reaching across the so-called ‘Continental Divide’ in philosophy. The larger payoff is advancing, by means of this philosophically ecumenical approach, the enterprise of liberating social thought.
The following article attempts to clarify the ambivalent relationship that Max Horkheimer and Herbert Marcuse developed with the vitalist and phenomenological tendencies that permeated philosophy and the social sciences during the Weimar Republic. More precisely, it traces how both thinkers, in spite of acknowledging the “truth moment” contained in the criticism that the philosophical exponents of both movements (Husserl, Bergson, Dilthey) developed of 19th century positivism, also recognized in its shallow popularization the advancement of a dangerous philosophical irrationalism, suspicious of science and Enlightenment values, that would soon become an accomplice to the rise of fascism.
Over three decades the works of Frankfurt School member Theodor W. Adorno played an important role in the didactic conceptualization of popular music in Germany. This resulted in a predominantly analytical, ethic-centred and, in the end, pejorative agenda. Educationalists who advocated an affirmative approach to popular music needed to formulate “new” objectives that would serve as a true alternative to the highly elaborated Adornian framework. Though affirmative approaches finally became prevalent, the didactic situation remained delicate, since the teaching of popular music was also subject to general debates on how school education shall be constituted. Subsequently, the subject “popular music” became more and more tied to overall educational goals, whereas the objective dimension was increasingly ignored. The paper aims to reconstruct the complex path from critical to post-critical didactic efforts, finally addressing current issues, especially the notion of popular music as cultural practice. The “paradigm shift” towards affirmation is demonstrated on the basis of both theoretical works and curricular sources.
There has been a burgeoning interest in the sociology of the Frankfurt School as well as the oeuvre of Theodor W. Adorno since the 2016 presidential campaign of Donald J. Trump. The objectives of this study are to both illustrate the enduring importance of Adorno and to provide an important theoretical outline in making sense of Trump’s 2016 United States presidential campaign. Using Adorno’s understudied textual analysis of the radio addresses of Martin Luther Thomas and data from Trump’s 2016 US presidential campaign, we find that Trump’s own discourse can be condensed into three of Adorno’s rhetorical devices: (1) the lone wolf device or anti-statism/pseudo-conservatism, reflecting his criticism of "special interests" and his appraisal of business and (self-)finance; (2) the movement device, which amounted to glorification of action; and (3) the exactitude of error device which amounted to xenophobic, ethnonationalist hyperbole.
Die gegenwärtige Krise der Demokratie wird besonders sichtbar in der "symbolischen Dimension politischer Repräsentation". Diese Auffassung vertritt Paula Diehl in ihrem Aufsatz Demokratische Repräsentation und ihre Krise. "In Bildern, Inszenierungen und Diskursen werden sowohl demokratisierende als auch antidemokratische Konzepte 'getestet'. Erfahren sie Resonanz in der Öffentlichkeit und in der Bevölkerung, kann sich die Lage in die eine oder in die andere Richtung entwickeln. Denn Symbole aktivieren Vorstellungen über die politische Ordnung, Repräsentanten, Bürgerinnen und Bürger, über den Staat und auch darüber, wie politische Institutionen funktionieren sollen." So Paula Diehl im besagten Aufsatz, der Überlegungen bündelt, die sie in ihrer Studie Das Symbolische, das Imaginäre und die Demokratie. systematisch entfaltet hat. In dieser Arbeit analysiert Diehl den Zusammenhang zwischen den normativen Strukturen und der symbolischen Praxis eines demokratisch verfassten politischen Gemeinwesens. Beide bedingen sich gegenseitig. Die normative Struktur einer Gesellschaft findet den Grund ihrer Geltung und der Stabilität in der symbolischen Praxis; diese wiederum muss begriffen werden als Ausdruck der Prinzipien und Regeln der normativen Grundstruktur. Eine Krise des Politischen ist zu verstehen als Resultat und Ausdruck einer Störung in diesem wechselseitigen Bedingungsverhältnis von normativer Struktur und symbolischer Praxis der politischen Gemeinschaft. ...
Die normative Assoziierung von Technikfolgenabschätzung (TA) mit der Habermas‘schen deliberativen Demokratietheorie ist weit verbreitet; eine tiefere Auseinandersetzung mit alternativen Demokratieverständnissen bleibt allerdings weitestgehend aus. Daher regt dieser Beitrag eine grundsätzliche Debatte über die demokratietheoretische Einbettung der TA und ihr Verhältnis zum Politischen an. Aufbauend auf der u. a. in dieser Zeitschrift geführten Diskussion über die (Un)Möglichkeit normativer Neutralität in der TA wird eine weiterführende Kritik am Anspruch der TA auf normative Fundierung hergeleitet. Mit der pluralen und radikalen Demokratietheorie von Laclau und Mouffe werden gesellschaftstheoretische Annahmen der an deliberativer Demokratie orientierten TA hinterfragt, und es wird für eine Politisierung und Pluralisierung der TA argumentiert
Depictive pictures may be promising in at least three different senses, which are examined in this essay. The first concerns genuine acts of promising that involve pictorial representations, like gift cards displaying a present the promisor commits herself to give. In a second sense, advertising strategists use pictures to promise to consumers perfect pasta or empty beaches. A third sense amounts to pictures as promising if they are instructive. Such pictures can be used to learn some type of action, like the performance of a military salute or the crafting of some artifact. All three promissory uses of pictures exhibit normative forces related to commitments and entitlements regarding justified expectations.
In this article, we hypothesize, and then demonstrate, that experiences of embarrassment have significantly increased in the United States, due in part, to the current situation in American politics under President Donald Trump. We provide support for our hypothesis by conducting both qualitative and quantitative analyses of Twitter posts in the U.S. obtained from the Crimson Hexagon database. Next, based on literature from social psychology, social neuroscience, and political theory, we propose a two-step process explaining why Trump's behavior has caused people in the U.S. to feel more embarrassment. First, compared to former representatives, Trump violates social norms in a manner that seems intentional, and second, these intentional norm violations specifically threaten the social integrity of in-group members—in this case, U.S. citizens. We discuss how these norm violations relate to the behavior of currently represented citizens and contextualize our rationale in recent changes of political representation and the public sphere. We conclude by proposing that more frequent, nation-wide experiences of embarrassment on behalf of the representative may motivate political actions to prevent further harm to individuals' self-concepts and protect social integrity.
This paper focuses on the life and work of three of the most important men who arrived in the Philippines during the 16th century: the Augustinian Martín de Rada (1533–1578) studied at the universities of Paris and Salamanca. He was one of the best European scientists of his time in East Asia. The Dominican Domingo de Salazar (1512–1594), first bishop of Manila, studied the legitimacy of the conquest of the Philippines and wrote against the Spanish plan to conquest China. The Dominican Juan Cobo (? –1592) was the first Spanish to master the Chinese language and, through his book Shilu, the first European who introduced Christianity to the Chinese from a rational point of view and the first one to introduce European science into Chinese context. All of them were very influenced by the School of Salamanca and, from Manila, they always had their eyes on China. These three men of the late 16th century are paradigmatic examples of the influence of the University of Salamanca in the production of global knowledge in the early modernity.
For reasons of curiosity, we perused the two recent Oxford handbooks on legal history looking for discussions of digital methods in legal history. One of the fundamental decisions to be made when organizing such a handbook is defining which methodological approaches deserve an article of their own and which ones are to be understood rather as cross-cutting themes to be discussed in the context of many articles dedicated to other things. In the case of digital methods in legal history, this decision seems to have been a tough one – at one point, you can find a curious reference to a "chapter on 'Legal History and Digital Humanities'" (OHBLH 354), but in the final publication there is no such text.
However, discussing digital methods in the context of other subjects has, in our opinion, the disadvantage that more systematic, methodological arguments cannot really be developed. Put more concretely, the most "substantial" contributions regarding digital methods are, for whatever reason, those on "The Intellectual History of Law" by Assaf Likhovski, on "Taking the Long View" by Paul D. Halliday, on "Quantitative Legal History" by Daniel Klerman, and on "Indian Law" by Mitra Sharafi, all of which are in the Oxford Handbook on Legal History. (Equally surprising, there is no mention of digital methods at all in Angela Fernandez’s "Legal History as The History of Legal Texts".) However, even these articles do not really "discuss" digital methods, rather they merely refer to them (and to some projects) as contributions of sorts to their respective fields of interest.
Thus, if you are looking for digital methods in those handbooks, you can hardly find more than some namedropping passages where things like "digital mapping […], network analysis […], text analysis" (OHBLH 845f.) are mentioned, together with references to example projects where they have been employed but without any explanation as to:
–why these methods are mentioned and not others,
–what they are doing, to which end and under what circumstances,
–what, possibly transformative, impact these methods have on the (respective sub-) field of legal history, and
–what a scholar considering to apply these methods should be aware of.
While the space for this is limited, the present Forum contribution tries to mitigate the scarcity of such discussions by presenting and discussing a few textual analyses that make use – for demonstration purposes – of digital methods. Some other methods of analysis, network analysis, and geo-mapping (among others), cannot be covered here, but we provide a link to an online bibliography where you can find them applied to legal history or a related domain, and discussed critically. A general discussion of digital perspectives beyond concrete methods of analysis concludes this contribution.
The presence of moral theology and scholasticism in the recently published Oxford Handbook of Legal History and Oxford Handbook of European Legal History is very limited. The first volume aims to be iconoclastic. It explicitly does not seek to provide a kind of global historical account but instead presents some of the innovative methodological perspectives guiding current legal historical research. Thomas Duve, writing about the contribution of the School of Salamanca to the theorization of a certain framework of "indigenous rights" during the period of colonial domination, is thus the only contributor to this volume who mentions moral theology. In the Handbook of European Legal History, there are two articles on important scholastic contributions to legal history that also deal with the influence of Salamanca and related scholastic authors to equally wide fields of legal thinking. Wim Decock discusses authors of the second scholasticism in the context of the law of property and obligations (611–632), and David Ibbetson writes on natural law (566–582). In the following, I will focus on Ibbetson’s chapter, which only partially matches the ambitious intended aims of the volume editors (Pihlajamäki, Dubber, Godfrey): to "chart the landscape of contemporary research" and to show the global impact that European legal systems had "from the fifteenth century onwards". ...
Canada’s geographic centre lies in the Territory Nunavut. From here the distance to the geographic North Pole is as far as to the US border. Nunavut takes up about 1/5 of the Canadian land mass but has by far the smallest population with currently about 38,000 residents. 85% of its population are Inuit whose culture dramatically changed within the last 70 years.
As a result, the territory is dealing with several generations of Inuit that are traumatized or at least severely affected by cultural and economic changes that started after World War 2 with the resettlement from the land into permanent communities. No matter if we are talking about the actual elders, mid-age adults or pre-teenagers, each of this generation experienced and still experiences various personal and cultural challenges of identity, financial and housing insecurity, food insecurity, substance abuse education, change of social values ranging from inter-generational and gender relationships to the introduction of a foreign political and legal system.
On the other side, a lot of the traditional societal values are still being practiced in Inuit families. Despite all the tragedies that several generations of Inuit have experienced by now, the society keeps generating the strength and cultural pride that allows many Inuit both, as individuals and as a collective under the umbrella of either Inuit Land Claims or not for profit organizations to advocate on behalf of Inuit culture, to fight for more acknowledgement of Inuit culture and to enhance pride in the historic and present day cultural achievements of Nunavut’s indigenous population.
The social issues, inter- and intra-cultural processes described in my thesis are not exclusive to the situation in Nunavut or to Inuit. Studies from other regions, in Canada or from around the world (LaPrairie 1987; Jensen 1986; Nunatsiaq News 6/30/2010) reveal similar challenges.
Though many structural similarities can be identified by comparing these studies with each other, e.g. marginalization of the indigenous local population, colonization, paternalism and resulting issues like personal and cultural identity loss, it is important to have a more in depth look into the single cases to determine which individual events and developments causes and maybe still cause such a devastating social situation as it is found among many indigenous peoples across the world. From my perspective effective improvements of the situation of a group, a respective community or region can only happen when particularities of socialization, communication and philosophy in the single cultural entities are being considered.
That is why my thesis will exclusively focus on developments in Nunavut and use various case studies of communities. The case studies shall help to identify local differences in historic and recent developments and thus provide starting points for explanations of different developments in different Nunavut communities.
The thesis is looking at both, historic and recent root causes for the many issues in Nunavut.
The data that my my thesis is based on are a combination of literature and about 60 formal and informal interviews that I conducted in three Nunavut communities (Iqaluit, Whale Cove, Kugluktuk) during my 18 months of field work between October 2008 and March 2010. Many more spontaneous unstructured conversations between me and community members added to the pool of first-hand information that I gathered.
Since my field work is limited to those three communities it has a very strong qualitative character. The quantitative side, which allows me to confidently apply my research analyses to entire Nunavut, comes from literature research as well as many informal conversations and a few formal interviews that I conducted with people who had some experience in other communities than Iqaluit, Kugluktuk and Whale Cove.
Furthermore, while I was living at the old residence of the Nunavut Arctic College in Iqaluit, I spend time with college students from across Nunavut. Through them, I obtained „case studies “from following communities: Iqaluit, Qikiqtarjuaq, Kimmirut, Pangnirtung, Clyde River, Pond Inlet, Igloolik, Repulse Bay, Cape Dorset, Chesterfield Inlet, Baker Lake, Rankin Inlet, Whale Cove, Arviat, Taloyoak, Kugluktuk.
My general categorization of “early contact period”, “contact”, “1st generation” and “2nd generation” is very similar to Damas’ terms of “early contact phase”, “contact – traditional”, “resettlement” that he uses to create a timeline that describes the major phases of impact for Inuit society (Damas 2002: 7, 17).
Chapters 2 is meant to provide an inventory of the key aspects of current social issues in Nunavut. In this context I am looking at the four major aspects that in my opinion shape Nunavut’s society:
1) violence and other forms of social dysfunctions
2) the associated services and delivering agencies that try to address those matters
3) Education
4) Inuit cultural particularities in communication and socialization
Those four areas are forming the foundation for the rest of my work. The following chapters will guide the reader through the historic transformation process of Inuit pre-colonial semi-nomadic society to a society that is living in permanent settlements, strongly influenced if not in many ways dominated by Euro-Canadian culture. Each of those chapters will be referring to the social and cultural changes that happened in the different time periods that I labeled with “Pre-settlement, First, Second, and Third Generation”. The relevance of violence and other social dysfunctions, their context and strategies how each generation dealt with those matters will be analyzed while I will be also referring to the impacts that non-Inuit, primarily Euro-Canadians and Euro-Americans had and have on Inuit society.
...
Visibility and digital accessibility of the School of Salamanca in a linked open-data environment
(2019)
This paper raises the bibliographic and technological approach to increasing visibility and accessibility of the work of the School of Salamanca in the current technological state of the web. The objective is to avoid the cultural effect of not acting in this field, for which authors draw an analogy with Plantin's privilege in 16th-Century Spanish printing. The Virtual Library of the School of Salamanca is described as a Linked Open-Data resource about the authors of this school and their digitized works, in which the relationships between authors and concepts are crucial. For this purpose, different properties of the DBpedia ontology are used, and the descriptions of the authors are systematically linked to other Linked Open-Data resources. All descriptions (authors, works and concepts) are offered in Europeana Data Model and MARC 21. Also discussed are the advantages of Wikipedia and Wikidata in increasing visibility.
A summary of this text was presented at the international conference organized by the Max Planck Institute for the History of European Law: "The School of Salamanca: A Case of Global Knowledge Production?", held in Buenos Aires from 24th to 26th October 2018.