Ethics and Politics in the Thought of Martin Buber and Albert Camus
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The Existentialism of Martin Buber and Implications for Education
This dissertation has been microfilmed exactly as received 69-4919 KINER, Edward David, 1939- THE EXISTENTIALISM OF MARTIN BUBER AND IMPLICATIONS FOR EDUCATION. The Ohio State University, Ph.D., 1968 Education, general University Microfilms, Inc., Ann Arbor, Michigan THE EXISTENTIALISM OF MARTIN BUBER AND IMPLICATIONS FOR EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Edward David Kiner, B.A., M.A. ####*### The Ohio State University 1968 Approved by Adviser College of Education This thesis is dedicated to significant others, to warm, vital, concerned people Who have meant much to me and have helped me achieve my self, To people whose lives and beings have manifested "glimpses" of the Eternal Thou, To my wife, Sharyn, and my children, Seth and Debra. VITA February 14* 1939 Born - Cleveland, Ohio 1961......... B.A. Western Reserve University April, 1965..... M.A. Hebrew Union College Jewish Institute of Religion June, 1965...... Ordained a Rabbi 1965-1968........ Assistant Rabbi, Temple Israel, Columbus, Ohio 1967-1968...... Director of Religious Education, Columbus, Ohio FIELDS OF STUDY Major Field: Philosophy of Education Studies in Philosophy of Education, Dr. Everett J. Kircher Studies in Curriculum, Dr. Alexander Frazier Studies in Philosophy, Dr. Marvin Fox ill TABLE OF CONTENTS Page DEDICATION............................................. ii VITA ................................................... iii INTRODUCTION............................ 1 Chapter I. AN INTRODUCTION TO MARTIN BUBER'S THOUGHT....... 6 Philosophical Anthropology I And Thou Martin Buber and Hasidism Buber and Existentialism Conclusion II. EPISTEMOLOGY . 30 Truth Past and Present I-It Knowledge Thinking Philosophy I-Thou Knowledge Complemented by I-It Living Truth Buber as an Ebdstentialist-Intuitionist Implications for Education A Major Problem Education, Inclusion, and the Problem of Criterion Conclusion III. -
The Foundations of Martin Buber's Authenticity
University of Rhode Island DigitalCommons@URI Open Access Master's Theses 1974 Wirklichkeit and Verantwortung: The Foundations of Martin Buber's Authenticity James Patrick Glasson University of Rhode Island Follow this and additional works at: https://digitalcommons.uri.edu/theses Recommended Citation Glasson, James Patrick, "Wirklichkeit and Verantwortung: The Foundations of Martin Buber's Authenticity" (1974). Open Access Master's Theses. Paper 1537. https://digitalcommons.uri.edu/theses/1537 This Thesis is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Master's Theses by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. WIRKLlg RKEI T AND YEfl ANTWORTUNGi i:£1HF: FOUNDATIONS OF rv1.:.a..R rfI N BUBER'S AUTHENTICI TY BY .,TAMES PA1fRICK GLASSON A THESIS SUBMIT'rED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTEROF ARTS IN PHILOSOPHY UNIVERSITYOF RHODEISLA ND 1974 THESIS ABSTRACT This study will investigate the foundations cf Ma-rtin Buber's authenticity. 1l1he problem of the foundations of authenticity arises in Jean-Paul Sartre who makes contra dictory claims when he says on the one hand there are no objective ethical values while on the other says "we ought to be authentic". The questions are 1 , Can authenticity be separated from objective values and still impose an obliga tion? And what are the foundations for saying "we ought to be authentic"? In the first section Buber's notion of Wirklich keit · (actuality) is examined and will be shown. to provide some legitimate foundation for authenticity oy implying an obliga.tion in reference to what man "ought to be". -
Freedom Quotes, May 2015 May 1. Freedom Is Not Worth Having If It
Freedom Quotes, May 2015 May 1. Freedom is not worth having if it does not include the freedom to make mistakes. Mahatma Ganhdi May 2. When a man is denied the right to live the life he believes in, he has no choice but to become an outlaw. Nelson Mandela May 3. The most important kind of freedom is to be what you really are. You trade in your reality for a role. There can’t be any large-scale revolution until there’s a personal revolution, on an individual level. It’s got to happen inside first. Jim Morrison May 4. Freedom lies in being bold. Robert Frost May 5. People demand freedom of speech as a compensation for the freedom of thought they seldom use. Soren Kierkegaard May 6. Those who deny freedom to others, deserve it not for themselves. Abraham Lincoln May 7. I am free, no matter what rules surround me. If I find them tolerable, I tolerate them; if I find them too obnoxious, I break them. I am free because I know that I alone am morally responsible for everything I do. Robert A. Heinlein May 8. If we don’t believe in freedom of expression for people we despise, we don’t believe in it at all. Noam Chomsky May 9. Freedom is nothing else but a chance to be better. Albert Camus May 10. ---To be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others. Nelson Mandela May 11. -
Uyghur Dispossession, Culture Work and Terror Capitalism in a Chinese Global City Darren T. Byler a Dissertati
Spirit Breaking: Uyghur Dispossession, Culture Work and Terror Capitalism in a Chinese Global City Darren T. Byler A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2018 Reading Committee: Sasha Su-Ling Welland, Chair Ann Anagnost Stevan Harrell Danny Hoffman Program Authorized to Offer Degree: Anthropology ©Copyright 2018 Darren T. Byler University of Washington Abstract Spirit Breaking: Uyghur Dispossession, Culture Work and Terror Capitalism in a Chinese Global City Darren T. Byler Chair of the Supervisory Committee: Sasha Su-Ling Welland, Department of Gender, Women, and Sexuality Studies This study argues that Uyghurs, a Turkic-Muslim group in contemporary Northwest China, and the city of Ürümchi have become the object of what the study names “terror capitalism.” This argument is supported by evidence of both the way state-directed economic investment and security infrastructures (pass-book systems, webs of technological surveillance, urban cleansing processes and mass internment camps) have shaped self-representation among Uyghur migrants and Han settlers in the city. It analyzes these human engineering and urban planning projects and the way their effects are contested in new media, film, television, photography and literature. It finds that this form of capitalist production utilizes the discourse of terror to justify state investment in a wide array of policing and social engineering systems that employs millions of state security workers. The project also presents a theoretical model for understanding how Uyghurs use cultural production to both build and refuse the development of this new economic formation and accompanying forms of gendered, ethno-racial violence. -
Martin Buber and Immanuel Kant on Mutual Respect and the Liberal State
Martin Buber and Immanuel Kant on Mutual Respect and the Liberal State Steven M. DeLue Miami University Buber’s and Kant’s views as to how to achieve mutual respect are intertwined, contrary to the way each would likely see the other’s position. To this end, the author discussed each writer’s view of mutual respect and shows how the deficiencies in each are made up for in the arguments of the other. The author concludes by suggesting that a conception of liberal civil society, at its best and most democratic, embodied both Buber’s and Kant’s views of mutual respect. I. Introduction: Buber and Kant on Toleration and Mutual Respect Toleration, often considered a central value in a liberal regime that is committed to provide to each citizen fundamental rights, can ironically be liberalism’s undoing. Toleration suggests a “live and let” live attitude toward difference. People who practice toleration learn to ignore what they distrust or do not understand. And what people distrust or ignore, they may over time begin to fear and later, as fear grows, to hate. And when this happens, toleration itself becomes the source of illiberal attitudes toward difference. Since rights are in part protected by sympathetic rights- regarding attitudes, the mindset emanating from toleration can make it difficult to secure the rights that liberalism promises. In consequence, toleration must be buttressed by mutual respect, which directs people to communicate with each other in such a way that they create spaces in society for difference to thrive and for the rights of others, no matter how different, to be preserved (DeLue, 2002, 16-18). -
Foundations for Ethics
SECTION I Foundations for Ethics Change happens whether we want it or not. ▸ Introduction ealth care is in a constant state of change and challenge, which is likely to continue into its future. Therefore, this quote from the ancient philosopher, Heraclitus, rings true Hfor healthcare administrators (HCAs). In this introduction, consider an example of how change can affect care and its ethics. For example, the rapid growth of technology promises more efficient and effective care along with the ability to treat health conditions and improve outcomes. Of course, technology’s impressive outcomes will also bring challenges for health administrators in the areas of finance, staffing, and patient demands. How does this climate of change affect the HCA’s ability to pro- vide both fiscally sound and ethics- based health care? First, HCAs need to continue providing an environment where patients receive both appropriate and compassionate care. In addition, they must create, adapt, and support the complex healthcare system structure that responds to change. As stewards of current and future resources, HCAs are required to protect these resources and ensure that they are used ethically. These serious responsibilities can only increase in this epoch of change. To address these concerns, HCAs must also be prepared to go beyond patient care. They must respond to the business needs of health care with respect to the patient, staff members, organization, © Panuwat Dangsungnoen/EyeEm/Getty Images Dangsungnoen/EyeEm/Getty © Panuwat and the community. This challenge requires HCAs to have a base in ethics and apply their professional knowledge and skills. In addition, these challenges mandate a deeper application of ethics through appropriate behaviors that maintain both personal integrity and that of their organizations. -
Albert Camus and Absurd Communication: from Undecidability to Übercommunication
Albert Camus and Absurd Communication: From Undecidability to Übercommunication by Jorge Lizarzaburu B.A., USFQ, 2010 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Master of Arts Department of Communication 2012 This thesis entitled: Albert Camus and Absurd Communication: From Undecidability to Übercommunication written by Jorge M. Lizarzaburu has been approved for the Department of Communication Gerard Hauser Janice Peck Robert Craig Date 5/31/2012 The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline iii Lizarzaburu, Jorge M. (M.A., Communication, Department of Communication) Albert Camus and Absurd Communication: From Undecidability to Übercommunication Thesis directed by professor Gerard Hauser Communication conceived as understanding is a normative telos among scholars in the field. Absurdity, in the work of Albert Camus, can provide us with a framework to go beyond communication understood as a binary (understanding and misunderstanding) and propose a new conception of communication as absurd. That is, it is an impossible task, however necessary thus we need to embrace its absurdity and value the effort itself as much as the result. Before getting into Camus’ arguments I explain the work of Friedrich Nietzsche to understand the French philosopher in more detail. I describe eternal recurrence and Übermensch as two concepts that can be related to communication as absurd. Then I explain Camus’ notion of absurdity using a Nietzschean lens. -
Becoming Dialogue; Martin Buber's Concept of Turning to the Other As Educational Praxis
BECOMING DIALOGUE; MARTIN BUBER'S CONCEPT OF TURNING TO THE OTHER AS EDUCATIONAL PRAXIS by Charles Scott Bachelor of Home Economics, University of British Columbia, 1983 DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Faculty of Education © Charles Scott 2011 SIMON FRASER UNIVERSITY Spring 2011 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for Fair Dealing. Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. APPROVAL Name: Charles Scott Degree: Doctor of Philosophy Title of Thesis: Becoming dialogue; Martin Buber’s Concept of Turning to the Other as Educational Praxis Examining Committee: Chair: Dr. Robin Brayne Director, Graduate Programs, Faculty of Education ___________________________________________ Dr. Carolyn Mamchur, Professor Senior Supervisor ___________________________________________ Dr. Sean Blenkinsop, Assistant Professor Supervisor ___________________________________________ Dr. Celeste Snowber, Associate Professor [Internal - External] Examiner __________________________________________ Dr. Maurice Friedman, Professor Emeritus, San Diego State University [External] Examiner Date Defended/Approved: ___________________________________________ ii Declaration of Partial Copyright Licence The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. -
Spirit Pedagogical Relations
INSTITUTE OF EDUCATION UNIVERSITY OF LONDON SPIRIT IN PEDAGOGICAL RELATIONS: A STUDY OF CONSTRAINTS AND POSSIBILITIES IRENE E. SIMON This thesis is presented for the degree of Doctor of Philosophy (PhD) 2006 I HEREBY DECLARE THAT, EXCEPT WHERE EXPLICIT ATTRIBUTION IS MADE, THE WORK PRESENTED IN THIS THESIS IS ENTIRELY MY OWN. WORD COUNT (EXCLUSIVE OF APPENDICES AND REFERENCES): 71,824 WORDS SPIRIT IN PEDAGOGICAL RELATIONS A STUDY OF CONSTRAINTS AND POSSmILITIES CONTENTS PAGE Abstract 2 Acknowledgements 3 Introduction 4 Organisation of the Thesis 19 Part 1 SPIRIT AND PEDAGOGY 22 Chapter 1 Definitions and standpoints 24 Chapter 2 Importance of the pedagogical relation 54 Chapter 3 Philosophical perspectives on spirit 71 i. Spirit in the I-Thou Philosophy of Martin Buber 72 ii. Emmanuel Levinas' Ethics of the Other 89 Chapter 4 John Macmurray's New Form of the Personal 110 Part 2 FACTORS UNDERMINING SPIRIT IN PEDAGOGY 126 Chapter 5 Culture of efficiency and technocratic consciousness 127 Chapter 6 Intensification of teachers' work 140 Part 3 RECONSTRUCTING SPIRIT IN PEDAGOGY 147 Chapter 7 Two Empirical Exemplifications 149 Chapter 8 Case study of Sarah 158 Chapter 9 Case study of Bethany 185 CONCLUSIONS AND RECOMMENDATIONS 201 REFERENCES 211 ApPENDICES 224 1 ABSTRACT This study explores the possibilities for Spirit as a key term and value position in the development of pedagogical relationships in schools. It begins with an examination of the nature of Spirit from different standpoints and assesses its wider connections to the spiritual, religious and moral aspects of the human condition. This preliminary analysis lays the basic foundations from which to develop a greater understanding of the importance of these connections in pedagogy. -
Albert Camus' Dialogue with Nietzsche and Dostoevsky Sean Derek Illing Louisiana State University and Agricultural and Mechanical College, [email protected]
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2014 Between nihilism and transcendence : Albert Camus' dialogue with Nietzsche and Dostoevsky Sean Derek Illing Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Political Science Commons Recommended Citation Illing, Sean Derek, "Between nihilism and transcendence : Albert Camus' dialogue with Nietzsche and Dostoevsky" (2014). LSU Doctoral Dissertations. 1393. https://digitalcommons.lsu.edu/gradschool_dissertations/1393 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. BETWEEN NIHILISM AND TRANSCENDENCE: ALBERT CAMUS’ DIALOGUE WITH NIETZSCHE AND DOSTOEVSKY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Political Science by Sean D. Illing B.A., Louisiana State University, 2007 M.A., University of West Florida, 2009 May 2014 ACKNOWLEDGEMENTS This dissertation is the product of many supportive individuals. I am especially grateful for Dr. Cecil Eubank’s guidance. As a teacher, one can do no better than Professor Eubanks. Although his Socratic glare can be terrifying, there is always love and wisdom in his instruction. It is no exaggeration to say that this work would not exist without his support. At every step, he helped me along as I struggled to articulate my thoughts. -
Fides Quaerens Intellectum: Reflections Towards an Explorative
International Journal of Systematic Theology Volume 8 Number 1 January 2006 Fides Quaerens Intellectum: Reflections towards an Explorative Theology1 HANS G. ULRICH* Translated by Brian Brock2 Abstract: The postmodern critique has rendered traditional justifications of the practice of research incredible. Further, the status of theological research, in which ‘the discovery of new facts’ or the like is at best ambiguous as an aim, must be under question. This article argues that the aim of theological research is to discover what life lived as if theological claims were true might look like. What is theological research? New and old questions In the tangle of scientific discussions, when research emphases are being established and research plans implemented, the question regularly recurs of what is to be considered research. But how earnestly and in what respect do we ask what the ‘practice of research’ means or what are the ways to research within which the different disciplines move and exist – when we no longer talk as if there is a monolithic ‘logic of research’ or a coherent theory of research? Scientific theory to date has hardly begun a (public) discourse in which the formulation of questions and theories has been tested by correspondence or coherence criterion. The description of this understanding of science has been described by Paul Feyerabend, who held up for inspection the science of pluralism as his method.3 But above all, it is Jean-François Lyotard who has successfully * Theologische Fakultät, Universität Erlangen-Nürnberg, Kochstrasse 6, D – 91054 Erlangen, Germany. 1 Originally published as Hans Georg Ulrich, ‘Fides quaerens intellectum: Überlegungen zu einer explorativen Theologie’, in Karl F. -
Albert Camus As Moral Politician
Articles The Passion and the Spirit: Albert Camus as Moral Politician Jan Klabbers* TABLE OF CONTENTS: I. Introduction. – II. A manifesto. – III. On Camus. – IV. Camus and the virtues. – V. A smouldering continent. – V.1. Financial crisis. – V.2. Refugee flows. – V.3. Russia and Crimea. – V.4. Refer- enda, governance, responsibility. – VI. To conclude. ABSTRACT: This essays addresses the curious circumstance that for all their visibility on blogs, twitter and the 'op-ed' pages of newspapers, public intellectuals offer remarkably little ethical guidance regarding current events and crises. These intellectuals may offer their expertise (explanations, predictions), but do not provide much ethical inspiration, almost as if 'right' and 'wrong' have be- come meaningless categories. Things were different a few generations ago, when the likes of Al- bert Camus would search their souls in order to figure out how to live. This essay portrays Camus as private citizen and public moralist, and briefly discusses current political events in a mindset inspired by Camus. KEYWORDS: Albert Camus – virtue ethics – political crisis – Europe – public intellectuals. “… for us Europe is a home of the spirit where for the last twenty centuries the most amazing adventure of the human spirit has been going on”.1 I. Introduction Europe is, if not on fire, at least smouldering. The last couple of years alone have seen the continent confronted with the unabashed annexation of the Crimea; the shooting down, accidental or otherwise, of civilian aircraft; a financial crisis and a country on the brink of bankruptcy; and an influx of refugees seen as threatening in its own right, and which threatens to bring down the European Union (EU) and threatens to turn Europe * Academy Professor (Martti Ahtisaari Chair), University of Helsinki, and Visiting Research Professor, Erasmus Law School, Erasmus University Rotterdam, [email protected].