Nietzsche and Equality
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Studies on Collingwood, History and Civilization
Studies on Collingwood, History and Civilization Jan van der Dussen Studies on Collingwood, History and Civilization Jan van der Dussen Heerlen , The Netherlands ISBN 978-3-319-20671-4 ISBN 978-3-319-20672-1 (eBook) DOI 10.1007/978-3-319-20672-1 Library of Congress Control Number: 2015951386 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) Acknowledgements The following four essays are reproduced from their original publication. -
A Judgement-Based Model of Workplace Learning 63 Volume 44, Number 1, April 2004
Australian Journal of Adult Learning A judgement-based model of workplace learning 63 Volume 44, Number 1, April 2004 learning as an individual and social process (Illeris 2003). This paper offers a macro-level of analysis for social learning, especially in the context where there is no single, clearly identifi ed, correct response. Its origins lie in a model of workplace learning derived from Hager and Halliday (2002), who fi rst set out a relationship between context, judgement and learning. They saw learning as concerned with judgements that are potentially fallible but also contextually sensitive (Halliday & Hager 2002). Their central theme is a link between judgement and learning: ‘making judgements is a central holistic workplace activity that is the expression of practice-based informal learning from work’ (cited in Hager 2001, p.352). A judgement-based model of workplace learning These workplace-learning conceptions are directly related to all James A Athanasou adult, social learning and were translated into a testable Perceptual- University of Technology, Sydney Judgemental-Reinforcement model (Athanasou 2002) that is depicted in Figure 1. This representation emphasises the fact that learning encompasses judgements and is contextually dependent and The purpose of this paper is to outline a judgement-based model purposive, but the components and processes in the model described of adult learning. This approach is set out as a Perceptual- in this paper vary substantially in detail from the original Hager- Judgemental-Reinforcement approach to social learning under Halliday conceptions (Hager 2001; Hager & Halliday 2002). In this conditions of complexity and where there is no single, clearly paper, learning is defi ned both in its traditional and psychological identifi ed correct response. -
Glover, Jonathan. Humanity: a Moral History of the Twentieth Century
Glover, Jonathan. Humanity: A Moral History of the Twentieth Century. New Haven, Connecticut: Yale University Press: 2000. Jonathan Glover (1941-____ A.D.) directs the Centre of Medical Law and Ethics at King’s College, London. Preface. What lessons in ethics ought one to derive from the violence of the twentieth century? Chapter 1: Never Such Innocence Again. At the end of the twentieth century, one cannot be certain of the existence of a moral law or of moral progress. Intellectual repudiation of moral law and last century’s history argue against them. News tends to anesthetize viewers to events. Everything gets forgotten in the endless news cycle. Glover has not experienced the events of which he writes. He is attempting to get perspective on them. In philosophical ethics, there has been a move from theoretical ethics to applied ethics, putting human concerns squarely in philosophy’s crosshairs. Ethics generally should be more empirical. Enlightenment confidence that rationality would banish war and cruelty proved shallow. Glover looks at human spiritual darkness, in the hope of restraining it in the service of a better future. PART ONE: ETHICS WITHOUT THE MORAL LAW Chapter 2: Nietzsche’s Challenge. Friedrich Nietzsche foresaw the collapse of religious morality in the twentieth century. Nietzsche valued self-creation, and castigated all authorities that might claim to govern or restrain that project. God is dead. Religion is poison and must be swept away. Governments rely on confusions of the masses. A self-created man is noble in the sense that his superior completeness frees him to do whatever he may need in order to self-create. -
Scales As a Symbol of Metaphysical Judgement – from Misterium Tremendum to Misterium Fascinosum an Analysis of Selected Works of Netherlandish Masters of Painting
Santander Art and Culture Law Review 2/2015 (1): 259-274 DOI: 10.4467/2450050XSR.15.022.4520 VARIA Karol Dobrzeniecki* [email protected] Faculty of Law and Administration of the Nicolaus Copernicus University in Toruń ul. Władysława Bojarskiego 3 87-100 Toruń, Poland Scales as a Symbol of Metaphysical Judgement – from Misterium Tremendum to Misterium Fascinosum An Analysis of Selected Works of Netherlandish Masters of Painting Abstract: The aim of this article is to analyze the motif of scales in Netherlandish art from the 15th to the 17th century. The motif of scales was present in art from earliest times, but its role and func- tion differed in various historical epochs – antique, the middle ages, and the modern age. The core part of the article is devoted to the symbolic relationship between scales and different aspects of justice. The first painting taken into consideration is Rogier van der Weyden’s Last Judgment (approx. 1445 to 1450), and the last one – Jan Vermeer’s Woman Holding a Balance (approx. 1662-1663). The article attempts to answer some crucial questions. What were the meanings attributed to scales during the two centuries exam- ined? How did these meanings evolve, and was the interpretation of the symbol influenced by the ethos characteristic for particular peri- ods and geographical spaces, as well as transient fashions, religious * Karol Dobrzeniecki, Doctor of Law and art historian, currently serves as an Assistant Professor at the Department of Theory of Law and State, Faculty of Law and Administration of the Nicolaus Copernicus University in Toruń, Poland. -
Nietzsche's Critique of Morality
Nietzsche’s Critique of Morality A Resource for AS-Level and A-Level Philosophy This booklet is desiGned to help AS-level and A-level Philosophy teachers and students to develop This work is licensed under the the independent cri4cal arGumentaon required to earn the hiGhest marks. Creave Commons A2ribu4on-NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this license, visit h2p://creavecommons.orG/licenses/by-nc-nd/3.0/. The essays and exercises are desiGned to support work in two units of the curriculum: – Why Should I Be Moral? – Set text: Nietzsche’s Beyond Good and Evil The work can be freely copied and distributed without prior permission, so lonG as it is not altered or used for commercial purposes. We also request that it is not made available throuGh any website The booklet is edited by Jonathan Webber and features work by philosophers at Cardiff University. apart from our own: h2p://bit.ly/cardiffphilosophyalevel Contents References The Disvalue of Morality The primary text discussed in this book is Friedrich Nietzsche’s Beyond Good and Evil. Simon Robertson 3 Quotaons are taken from the Oxford World’s Classics edi4on translated by Marion Faber, as specified in the AQA A-level Philosophy syllabus. References are Given by sec4on Does Nietzsche Think Values Are Merely Expressions of Personal Preference? number (not page number) prefaced by ‘BGE’. Alessandra Tanesini 5 Is Nietzsche Fair To Kant? Occasional reference is made to other works of Nietzsche’s. These are: Jonathan Webber 7 GM On the Genealogy of Morals: A Polemic, translated by DouGlas Smith. -
Inhuman Wrongs Crimes Against Humanity in Theory, Law, and Politics
Inhuman Wrongs Crimes against Humanity in Theory, Law, and Politics Goya, Third of May 1808 Government 94gl* Professor Cheryl Welch Fall 2016 [email protected] Thursday 2:00-4:00 617.495.5855 CGIS Knafel Building– K108 CGIS K151A Office Hours: by appointment Course Description This course examines the notion of a crime against humanity from the perspectives of moral theory, history, and contemporary international law and politics. After considering some philosophical perspectives on abuses whose wrongness has been termed “morally over- determined,” we turn to nineteenth-century cases of so-called scandals against humanity: slavery and expulsion or extermination of conquered peoples. We then trace the emergence of the concept of crimes against humanity in the twentieth century as a category of international crime at the intersection of human rights and humanitarian law and examine debates over the legalization offenses that “shock the conscience.” Finally, we turn to philosophical and political debates surrounding the prevention and prosecution of some contemporary crimes against humanity. *This course counts as a Government seminar or elective. It also counts toward the secondary concentration in Ethnicity, Migration, and Rights. Welch 94gl - fall 2016 - page 1 of 6 Course Requirements 1. Class participation (30% of grade) • Blog posts: Students are expected to have done the readings and to come to the seminar prepared to discuss them. Before each class (except for the class in which you are presenting), you will be expected to post a short response to the reading. Posts are due on Canvas by 8 am on Thursday morning. First post is due on Thurs., Sept. -
On Kant's Transcendental Theory of Moral Judgement and Moral Worth
On Kant’s Transcendental Theory of Moral Judgement and Moral Worth of Character, with Educational Implications* Abstract A longstanding absence from the critical scholarly literature on Kant’s writings on moral education is a comprehensive and systematic articulation of his views on moral education in light of his transcendental theory of moral reasoning and judgement. This theory primarily attempts to set out the a-priori requirements justifiable moral judgement and reasoning must satisfy when assessed by the Categorical Imperative (CI), primarily under its Universal Law formulation (FUL), and it offers an account of moral virtue as a character disposition to act in accordance with duty and from the motive of duty. While I occasionally make reference to other “equivalent” formulations of the CI offered by Kant, I argue that FUL rests at the core of Kant’s moral theory, defining the intrinsic worth of character dispositions for rational moral autonomy, serving as the necessary foundation for the other three equivalent formulations of the CI, and identifying what Kant maintains are our duties to others and ourselves as autonomous persons (ends in themselves). Despite recent appearances of a number of eminent scholarly studies of Kant’s views on moral education, we still lack a comprehensive and systematic account of the distinct nature of moral reasoning as governed by FUL, and the distinct virtue of character (“the good will”) that such reasoning and judgement displays. This paper offers an interpretation of the primary significance of the CI/FUL within Kant’s account of moral justification and moral worth of disposition (character). In articulating and illustrating the testing procedure the CI applies to maxims, I examine Kant’s famous example of the lying promise maxim, in an adapted version, and I explain two forms of validity that maxims in accordance with duty and acted on from duty must satisfy: objective universal validity and subjective universal validity. -
The Ethics of Changing People Through Genetic Engineering, 13 Notre Dame J.L
Notre Dame Journal of Law, Ethics & Public Policy Volume 13 Article 5 Issue 1 Sym[posium on Emerging Issues in Technology 1-1-2012 What Sort of People Do We Want - The thicE s of Changing People through Genetic Engineering Michael J. Reiss Follow this and additional works at: http://scholarship.law.nd.edu/ndjlepp Recommended Citation Michael J. Reiss, What Sort of People Do We Want - The Ethics of Changing People through Genetic Engineering, 13 Notre Dame J.L. Ethics & Pub. Pol'y 63 (1999). Available at: http://scholarship.law.nd.edu/ndjlepp/vol13/iss1/5 This Article is brought to you for free and open access by the Notre Dame Journal of Law, Ethics & Public Policy at NDLScholarship. It has been accepted for inclusion in Notre Dame Journal of Law, Ethics & Public Policy by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. WHAT SORT OF PEOPLE DO WE WANT? THE ETHICS OF CHANGING PEOPLE THROUGH GENETIC ENGINEERING MICHAEL J. REISS* Within the last decade, genetic engineering has changed from being a relatively esoteric research technique of molecular biologists to an application of considerable power, yet one which raises widespread public concern. In this article, I first briefly summarize the principles of genetic engineering, as applied to any organism. I then concentrate on humans, reviewing both progress to date and possible future developments. Throughout, my particular focus is on the ethical acceptability or otherwise of the technology. I restrict myself to cases where humans are themselves being genetically engineered. This means, for instance, that I do not cover such topics as xenotransplantation (when animals are genetically engineered to make them suitable for transplantation into humans) and the issues resulting from the production of such products as genetically engineered human growth hor- mone, al-antitrypsin, or vaccines (when micro-organisms, ani- mals, or plants are genetically engineered to produce human proteins). -
Choosing Children: Genes, Disability, and Design PDF Book
CHOOSING CHILDREN: GENES, DISABILITY, AND DESIGN PDF, EPUB, EBOOK Prof Jonathan Glover | 128 pages | 24 Jun 2013 | Oxford University Press | 9780199238491 | English | Oxford, United Kingdom Choosing Children: Genes, Disability, and Design PDF Book First, some qualities that parents choose for their children may not benefit society. Despite such matters, however, Glover assumes that conditions like deafness and blindness are obstructions to flourishing, and that any desire a disabled person has to embrace his or her disability is due to such factors as societal compensations and a lack of knowledge about what a life void of disability would be like. Enlarge cover. Denver Seminary has a wealth of resources that are available to current students, alumni, and the local community. Most [of these variations] don't do anything," Silver said. A bit more nuanced than Harris, but not necessarily more insightful. Rating details. Josh Parker rated it really liked it Sep 13, Sama meininki jatkuu, tosin pienimuotoisemmin. Kristien rated it it was amazing May 08, If there are bad choices about what kind of children to have, the badness of many such choices cannot consist in failing to give the child what it is owed. Also, teachers could design small projects around the disorders described in the book, providing students with essential information to help them argue either side of the debate. Lee Silver, a professor of molecular biology and public policy at Princeton University, urged the audience members to look at someone sitting next to them. Their value has been conferred upon them by a higher source, and they are fulfilled only when serving and loving that higher being. -
Kant Critique Judgment German Text
Kant Critique Judgment German Text When Thorny barley-sugar his winglet enjoin not eccentrically enough, is Reagan howling? Connivent Lothar countenanceprised very anticlimactically there when Cobb while roust Jamey his infortunes.remains dactylic and earthbound. Finer and asserting Romeo never What is UX Design? Cunha e filosofici del señor profesor immanuel kant? Although this retreat is normally understood sometimes the final attempt to seal philosophy from the. Lecciones sobre kant he did not a good job clarifying extremely simple games like immanuel kant researchers and gadamer, as she is a garage where all. Please select the critique and other. Kant text kant, judgments involved in de kant realized that. The Critique of Judgment German Kritik der Urteilskraft KdU or in about new. These experiences in general principles from hegel, there among natural operation we find such disputes inevitably end. Kant Critique of Practical Reason Cambridge Texts in legal History of Philosophy. It is interesting that include never described the dependence in modal terms. In kant text to accomplish a matter is much more radical doubts about which beauty. God as quickly, we take this ebook. Such a key to think about aesthetics and time: eesti raamat verlag nauka. La Religión dentro de los LÃmites de la Sola Razón. For a purpose that gave rise to the critique is not a purpose or quizzes yet some examples, the conclusions themselves are legitimate and others. Kant text kant had pretty bleak one. Aesthetic Judgment Stanford Encyclopedia of Philosophy. Kantian judgment could not be judgments are included are probably say we had to kant text, german texts from. -
Living Hope and Creativity As Educational Standards of Judgement
Educational Journal of Living Theories Volume 11(2): 27-64 Living Hope and Creativity as www.ejolts.net Educational Standards of Judgement ISSN 2009-1788 Moira Laidlaw Moira Laidlaw Abstract The Open University, This paper explains a transition between the writing of Milton Keynes, U.K. educational stories and harnessing their innate values within the work I am currently engaged in as a tutor at the Open University on a module for the Development Management M.Sc.. I offer two stories about my classroom-practice in the 1980s to illustrate the educational significance of creativity and hope as I perceive them now. I then show the development of my understanding of the educational processes involved in making links between hope and creativity and clarifying them as living educational standards of judgment and explanatory principles. I show how I use my understanding of hope and creativity in my present educational practices with two students and clarify further my understanding of the relational dynamic between hope and creativity as I continue to clarify and communicate their meanings as explanatory principles and living educational standards of judgment. Most significantly for this paper, I am claiming an epistemological significance in clarifying and communicating the relationally-dynamic meanings of hope and creativity that emerge from my practice. Copyright: © 2018 Laidlaw. This is an open access article This paper is also being presented as an expression of the hope distributed under the terms of I gain in working with colleagues through EJOLTS and to the Creative Commons celebrate its 10th Anniversary in 2018. Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and Keywords: Creativity; Hope; Living educational standards of reproduction in any medium, judgement; Forms of power; Relationally- provided the original author and dynamic epistemology; EJOLTS’ 10th Anniversary source are credited. -
Jonathan Glover
JONATHAN GLOVER 19 NOVEMBER 2016 THE INAUGURAL LANSON LECTURES IN BIOETHICS Discussant: Alastair Campbell TWO CONCEPTS OF DIGNITY Professor Glover is as well as the moral Professor of Ethics at resources that bring Free Admission “Dignity” is one of the most Professor Glover' s work King’s College humanity back often used terms in bioethics, forges connections between London, and was from the brink time Director of its Centre and again. His most and yet is the least well moral philosophy, the of Medical Law and recent book, Alien understood. In the Inaugural history of ideas, psychology, Ethics from 1998 to Landscapes: For registration, visit: Lanson Lecture in Bioethics, and bioethics. The range 2007. He has authored Interpreting http://tinyurl.com/lans Professor Jonathan Glover will and depth of Professor seven books, Disordered Minds onlectures contrast two versions of Glover’s thinking are of including Causing (2014), is “a respect for dignity. The first is huge importance today, Death and Saving searching, humane Date: about not humiliating people. when the post 1945 Lives (1977), which is look at the lives of Saturday, 19 November The second (expressed consensus on international now a classic. What the mentally 2016 particularly by the co-operation and a shared Sort of People Should ill”(The New Enlightenment philosopher moral vision are under There Be? (1984) was Scientist). He Time: Immanuel Kant) is about major threat from influences the first philosophical chaired a European 2:30 - 4:30 pm showing respect for as diverse as Trump’s book ever written on Commission Registration starts at someone’s moral standing.