Reflections on Habermas on Democracy
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
HUMANISM Religious Practices
HUMANISM Religious Practices . Required Daily Observances . Required Weekly Observances . Required Occasional Observances/Holy Days Religious Items . Personal Religious Items . Congregate Religious Items . Searches Requirements for Membership . Requirements (Includes Rites of Conversion) . Total Membership Medical Prohibitions Dietary Standards Burial Rituals . Death . Autopsies . Mourning Practices Sacred Writings Organizational Structure . Headquarters Location . Contact Office/Person History Theology 1 Religious Practices Required Daily Observance No required daily observances. Required Weekly Observance No required weekly observances, but many Humanists find fulfillment in congregating with other Humanists on a weekly basis (especially those who characterize themselves as Religious Humanists) or other regular basis for social and intellectual engagement, discussions, book talks, lectures, and similar activities. Required Occasional Observances No required occasional observances, but some Humanists (especially those who characterize themselves as Religious Humanists) celebrate life-cycle events with baby naming, coming of age, and marriage ceremonies as well as memorial services. Even though there are no required observances, there are several days throughout the calendar year that many Humanists consider holidays. They include (but are not limited to) the following: February 12. Darwin Day: This marks the birthday of Charles Darwin, whose research and findings in the field of biology, particularly his theory of evolution by natural selection, represent a breakthrough in human knowledge that Humanists celebrate. First Thursday in May. National Day of Reason: This day acknowledges the importance of reason, as opposed to blind faith, as the best method for determining valid conclusions. June 21 - Summer Solstice. This day is also known as World Humanist Day and is a celebration of the longest day of the year. -
The Star of the Age of Reason. Voltaire 1694-1778
Camilla Kolstad Danielsen The Star of The Age of Reason. Voltaire 1694-1778 During the 18th century, the French writers, philosophers and scientists were determined to improve the world through reason. Voltaire was the most famous of them all. No other writer was as frequently read and discussed. He was successful with his tragedies and poetry, he disseminated Newton’s philosophy to Europe and he was engaged in individual fates. For us, Voltaire is a symbolic figure, a socially engaged 2013 intellectual writer who fought for freedom of speech and other human rights. Such a Original title: Opplysningens stjerne. Voltaire notion is tinted by our modern viewpoint. But the important position Voltaire NORLA Selection acquired in his time was a result of the independent manner with which he handled his role as writer. FOREIGN RIGHTS This book provides an insight into Voltaire’s extensive and comprehensive authorship HAGEN AGENCY by Eirin Hagen within fiction, history, philosophy and various socially engaged essays. We meet Lindemans gate 3 D Voltaire as both controversial and moderate, radical and conservative, a contentious NO-0267 Oslo Tel: +47 22 46 52 54 man who won many battles, but far from all, and he did his best to fashion his star Mob: +47 93 41 10 56 status within his contemporaries and for future generations. [email protected] www.hagenagency.no English sample translation available Humanist Forlag 2014 231 Pages Praise: “This is a great book, scholastically solid and an exemplary dissemination of research. It is captivating and funny, and at the same time so convincing that I don’t think I have ever read anything better about Voltaire” Ellen Krefting, associate professor at the University of Oslo Camilla Kolstad Danielsen Camilla Kolstad Danielsenhas written articles on the French enlightenment and her PhD thesis about Voltaire’s philosophical narratives, potpourri, as a genre practice in Voltaire’s later philosophical works (2006). -
Learning from Casework
LEARNING FROM CASEWORK An analysis of institutional innovations and development opportunities in the Utrecht youth care system Jan-Kees Helderman Jonathan Zeitlin Charles Sabel GAINS 1 Learning from casework An analysis of institutional innovations and development opportunities in the Utrecht youth care system Authors: Dr. Jan-Kees Helderman, Radboud University, Nijmegen Prof. Jonathan Zeitlin, University of Amsterdam Prof. Charles Sabel, Columbia Law School, Columbia University, New York Contact: Dr. Jan-Kees Helderman, Public Administration Department, Institute for Management Research, Radboud University, Nijmegen. Tel. 024 3612031 / email: [email protected] This research was carried out in full independence with the permission and cooperation of the Municipality of Utrecht and Lokalis. The research was funded by the researchers themselves. Illustration on front page: M.C. Escher Drawing Hands (©2017 The M.C. Escher Company, The Netherlands). Nijmegen, Amsterdam, New York, January 2020 2 Table of Contents Summary ................................................................................................................................................. 4 1. Introduction ..................................................................................................................................... 6 1.1 The Utrecht youth care system ................................................................................................. 7 1.2 Research structure ................................................................................................................... -
Descartes' Influence in Shaping the Modern World-View
R ené Descartes (1596-1650) is generally regarded as the “father of modern philosophy.” He stands as one of the most important figures in Western intellectual history. His work in mathematics and his writings on science proved to be foundational for further development in these fields. Our understanding of “scientific method” can be traced back to the work of Francis Bacon and to Descartes’ Discourse on Method. His groundbreaking approach to philosophy in his Meditations on First Philosophy determine the course of subsequent philosophy. The very problems with which much of modern philosophy has been primarily concerned arise only as a consequence of Descartes’thought. Descartes’ philosophy must be understood in the context of his times. The Medieval world was in the process of disintegration. The authoritarianism that had dominated the Medieval period was called into question by the rise of the Protestant revolt and advances in the development of science. Martin Luther’s emphasis that salvation was a matter of “faith” and not “works” undermined papal authority in asserting that each individual has a channel to God. The Copernican revolution undermined the authority of the Catholic Church in directly contradicting the established church doctrine of a geocentric universe. The rise of the sciences directly challenged the Church and seemed to put science and religion in opposition. A mathematician and scientist as well as a devout Catholic, Descartes was concerned primarily with establishing certain foundations for science and philosophy, and yet also with bridging the gap between the “new science” and religion. Descartes’ Influence in Shaping the Modern World-View 1) Descartes’ disbelief in authoritarianism: Descartes’ belief that all individuals possess the “natural light of reason,” the belief that each individual has the capacity for the discovery of truth, undermined Roman Catholic authoritarianism. -
PRAGMATISM and ITS IMPLICATIONS: Pragmatism Is A
PRAGMATISM AND ITS IMPLICATIONS: Pragmatism is a philosophy that has had its chief development in the United States, and it bears many of the characteristics of life on the American continent.. It is connected chiefly with the names of William James (1842-1910) and John Dewey. It has appeared under various names, the most prominent being pragmatism, instrumentalism, and experimentalism. While it has had its main development in America, similar ideas have been set forth in England by Arthur Balfour and by F. C. S. Schiller, and in Germany by Hans Vaihingen. WHAT PRAGMATISM IS Pragmatism is an attitude, a method, and a philosophy which places emphasis upon the practical and the useful or upon that which has satisfactory consequences. The term pragmatism comes from a Greek word pragma, meaning "a thing done," a fact, that which is practical or matter-of-fact. Pragmatism uses the practical consequences of ideas and beliefs as a standard for determining their value and truth. William James defined pragmatism as "the attitude of looking away from first things, principles, 'categories,' supposed necessities; and of looking towards last things, fruits, consequences, facts." Pragmatism places greater emphasis upon method and attitude than upon a system of philosophical doctrine. It is the method of experimental inquiry carried into all realms of human experience. Pragmatism is the modern scientific method taken as the basis of a philosophy. Its affinity is with the biological and social sciences, however, rather than with the mathematical and physical sciences. The pragmatists are critical of the systems of philosophy as set forth in the past. -
What Was 'The Enlightenment'? We Hear About It All the Time. It Was A
What Was ‘The Enlightenment’? We hear about it all the time. It was a pivotal point in European history, paving the way for centuries of history afterward, but what was ‘The Enlightenment’? Why is it called ‘The Enlightenment’? Why did the period end? The Enlightenment Period is also referred to as the Age of Reason and the “long 18th century”. It stretched from 1685 to 1815. The period is characterized by thinkers and philosophers throughout Europe and the United States that believed that humanity could be changed and improved through science and reason. Thinkers looked back to the Classical period, and forward to the future, to try and create a trajectory for Europe and America during the 18th century. It was a volatile time marked by art, scientific discoveries, reformation, essays, and poetry. It begun with the American War for Independence and ended with a bang when the French Revolution shook the world, causing many to question whether ideas of egalitarianism and pure reason were at all safe or beneficial for society. Opposing schools of thought, new doctrines and scientific theories, and a belief in the good of humankind would eventually give way the Romantic Period in the 19th century. What is Enlightenment? Philosopher Immanuel Kant asked the self-same question in his essay of the same name. In the end, he came to the conclusion: “Dare to know! Have courage to use your own reason!” This was an immensely radical statement for this time period. Previously, ideas like philosophy, reason, and science – these belonged to the higher social classes, to kings and princes and clergymen. -
Age of Enlightenment Overview Students Will Explore the Age of Enlightenment Through a Power Point Presentation and Class Discussion
The Age of Enlightenment Overview Students will explore the Age of Enlightenment through a Power Point presentation and class discussion. Students will then further explore this period of history and its prominent figures by designing a dinner party for 12 Enlightenment thinkers. This project will encourage students to learn more about the period and the philosophers associated with it, as well as synthesize what they have learned while utilizing higher order thinking, group work skills, and creativity. Essential Questions • What was the Age of Enlightenment/Age of Reason and what led to this shift in thought? • Who were the prominent historical figures during the Age of Enlightenment and in what ways were they similar and/or different in their philosophies? • What impact did the Age of Enlightenment have throughout various countries on society, culture, politics, etc.? • How did the Enlightenment philosophers influence American government? Materials • The Age of Enlightenment Power Point, available in the Database of K-12 Resources (in PDF format): https://k12database.unc.edu/wp-content/uploads/sites/31/2014/03/EnlightenmentPPT.pdf o To view this PDF as a projectable presentation, save the file, click “View” in the top menu bar of the file, and select “Full Screen Mode” o To request an editable PPT version of this presentation, send a request to [email protected] • Notes for the Age of Enlightenment, handout attached • An Evening of Enlightenment assignment sheet, attached • An Evening of Enlightenment Guest List, attached • Sample Items for Party Planning, attached • Internet, textbooks, library access, and/or other research materials • Optional: Enlightenment Essay Assignment & Rubric, attached Duration • At least one class period for PowerPoint presentation and discussion • Additional class and homework time (teacher’s discretion) will be needed for the completion and presentation of the “An Evening of Enlightenment” project. -
153 Mathematics 155 Audiobooks 156 Subrights Information 157 International Rights 158 Best of the Backlist 162 Index 164 Order Information
Princeton University Press 6 Oxford Street, Woodstock, Oxfordshire OX20 1TR United Kingdom 41 William Street, Princeton, New Jersey 08540-5237 United States International Edition Princeton University Press autumn 2021 autumn autumn Cover image: Cubism—Landsat Style: startling red patches sprout from an agricultural landscape that looks almost like a Cubist painting. The fields in this part of eastern Kazakhstan follow the contours of the land—long and narrow in mountain valleys, and large and rectangular over the plains. 2021 Landsat imagery courtesy of NASA Goddard Space Flight Center and U.S. Geological Survey. Contents 1 Featured Books 43 Zone Books 46 Featured Nature 55 Paperbacks 90 Art 94 Architecture 95 Literature 100 Poetry 102 Media Studies 104 Education 106 History 115 Ancient History 116 Jewish Studies 118 Religion 119 Philosophy 125 Political Science 132 Middle East Studies 133 Sociology 138 Anthropology 139 Psychology 141 Economics 144 Nature 148 Biology 151 Earth Science 152 Physics 153 Mathematics 155 Audiobooks 156 Subrights Information 157 International Rights 158 Best of the Backlist 162 Index 164 Order Information Featured Books 2 Featured Books Twelve Caesars: Images of Power from the Ancient World to the Modern Mary Beard From the bestselling author of SPQR: A History of Ancient Rome, the fascinating story of how images of Roman autocrats have influenced art, culture, and the representation of power for more than 2,000 years What does the face of power look like? Who gets a simple repetition of stable, blandly conservative commemorated in art and why? And how do we react images of imperial men and women, Twelve Caesars is to statues of politicians we deplore? In this book Mary an unexpected tale of changing identities, clueless or Beard tells the story of how portraits of the rich, deliberate misidentifications, fakes, and often ambiva- powerful, and famous in the western world have been lent representations of authority. -
Electronic Democracy the World of Political Science— the Development of the Discipline
Electronic Democracy The World of Political Science— The development of the discipline Book series edited by Michael Stein and John Trent Professors Michael B. Stein and John E. Trent are the co-editors of the book series “The World of Political Science”. The former is visiting professor of Political Science, University of Toronto, Toronto, Ontario, Canada and Emeritus Professor, McMaster University in Hamilton, Ontario, Canada. The latter is a Fellow in the Center of Governance of the University of Ottawa, in Ottawa, Ontario, Canada, and a former professor in its Department of Political Science. Norbert Kersting (ed.) Electronic Democracy Barbara Budrich Publishers Opladen • Berlin • Toronto 2012 An electronic version of this book is freely available, thanks to the support of libraries working with Knowledge Unlatched. KU is a collaborative initiative designed to make high quality books Open Access for the public good. The Open Access ISBN for this book is 978-3-86649-546-3. More information about the initiative and links to the Open Access version can be found at www.knowledgeunlatched.org © 2012 This work is licensed under the Creative Commons Attribution-ShareAlike 4.0. (CC- BY-SA 4.0) It permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you share under the same license, give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/ © 2012 Dieses Werk ist beim Verlag Barbara Budrich GmbH erschienen und steht unter der Creative Commons Lizenz Attribution-ShareAlike 4.0 International (CC BY-SA 4.0): https://creativecommons.org/licenses/by-sa/4.0/ Diese Lizenz erlaubt die Verbreitung, Speicherung, Vervielfältigung und Bearbeitung bei Verwendung der gleichen CC-BY-SA 4.0-Lizenz und unter Angabe der UrheberInnen, Rechte, Änderungen und verwendeten Lizenz. -
Voltaire Voltaire's Enlightenment Philosophy
Voltaire François-Marie d'Arouet (1694–1778), better known by his pen name Voltaire, was a French writer and public activist who played a singular role in defining the eighteenth-century movement called the Enlightenment. At the center of his work was a new conception of philosophy and the philosopher that in several crucial respects influenced the modern concept of each. Yet in other ways Voltaire was not a philosopher at all in the modern sense of the term. He wrote as many plays, stories, and poems as patently philosophical tracts, and he in fact directed many of his critical writings against the philosophical pretensions of recognized philosophers such as Leibniz, Malebranche, and Descartes. He was, however, a vigorous defender of a conception of natural science that served in his mind as the antidote to vain and fruitless philosophical investigation. In clarifying this new distinction between science and philosophy, and especially in fighting vigorously for it in public campaigns directed against the perceived enemies of fanaticism and superstition, Voltaire pointed modern philosophy down several paths that it subsequently followed. To capture Voltaire's unconventional place in the history of philosophy, this article will be structured in a particular way. First, a full account of Voltaire's life is offered, not merely as background context for his philosophical work, but as an argument about the way that his particular career produced his particular contributions to European philosophy. Second, a survey of Voltaire's philosophical views is offered so as to attach the legacy of what Voltaire did with the intellectual viewpoints that his activities reinforced. -
Pedagogy and Deliberative Democracy: Insights from Recent Experiments in the United Kingdom
PEDAGOGY AND DELIBERATIVE DEMOCRACY: INSIGHTS FROM RECENT EXPERIMENTS IN THE UNITED KINGDOM Brenton Prosser, Matthew Flinders, Will Jennings, Alan Renwick, Paolo Spada, Gerry Stoker, and Katie Ghose A growing body of research and data suggests the existence of a disconnection between citizens, politicians and representative politics in advanced industrial democracies. This has led to a literature on the emergence of post-democratic or post-representative politics that connects to a parallel seam of scholarship on the capacity of deliberative democratic innovations to ‘close the gap’. This latter body of work has delivered major insights in terms of democratic design in ways that traverse ‘politics as theory’ and ‘politics as practice’. And yet the main argument of this article is that this seam of scholarship has generally failed to emphasise or explore the nature of learning, or comprehend the existence of numerous pedagogical relationships that exist within the very fibre of deliberative processes. As such, the core contribution of this article focuses around the explication and application of a ‘pedagogical pyramid’ that applies a micro-political lens to deliberative processes. This theoretical contribution is empirically dissected and assessed with reference to a recent project in the United Kingdom that sought to test different citizen assembly designs in the context of plans for English regional devolution. The proposition being tested is that a better understanding of relational pedagogy within innovations is vital for democratic reconnection, not just to increase levels of knowledge and mutual understanding, but also to build the capacity, confidence and contribution of democratically active citizens. KEYWORDS Pedagogy; Micro-Politics; Democratic Innovations; Citizen’s Assemblies; Deliberation; Learning Relationships A key feature of mechanisms of democratic innovation is that they are designed to increase and deepen citizen participation in the political decision-making process (Smith, 2009). -
Using Deliberative Democracy for Better Urban Decision-Making Through Integrative Thinking
Article Using Deliberative Democracy for Better Urban Decision-Making through Integrative Thinking Janette Hartz-Karp and Dora Marinova * Curtin University Sustainability Policy (CUSP) Institute, Curtin University, Perth, WA 6845, Australia; [email protected] * Correspondence: [email protected] Abstract: This article expands the evidence about integrative thinking by analyzing two case studies that applied the collaborative decision-making method of deliberative democracy which encourages representative, deliberative and influential public participation. The four-year case studies took place in Western Australia, (1) in the capital city Perth and surrounds, and (2) in the city-region of Greater Geraldton. Both aimed at resolving complex and wicked urban sustainability challenges as they arose. The analysis suggests that a new way of thinking, namely integrative thinking, emerged during the deliberations to produce operative outcomes for decision-makers. Building on theory and research demonstrating that deliberative designs lead to improved reasoning about complex issues, the two case studies show that through discourse based on deliberative norms, participants developed different mindsets, remaining open-minded, intuitive and representative of ordinary people’s basic common sense. This spontaneous appearance of integrative thinking enabled sound decision-making about complex and wicked sustainability-related urban issues. In both case studies, the participants exhibited all characteristics of integrative thinking to produce outcomes for decision-makers: salience—grasping the problems’ multiple aspects; causality—identifying multiple sources of impacts; sequencing—keeping the whole in view while focusing on specific aspects; and resolution—discovering novel ways that avoided bad choice trade-offs. Keywords: sustainability; deliberative democracy; mini-publics; integrative thinking; participatory Citation: Hartz-Karp, J.; Marinova, D.