ABSTRACT The article discusses the Hegelian opposition between institutions of Police and Corporation, leading to the objective spirit formed in the notion of the State. Juxtaposing both of Hegel's institutions against the usage of these notions proposed by Jacques Rancière (Police) and Alain Badiou (State of the Situation) opens a critical dividing line. We emphasize the inadequate handling of economic factors inherent in both notions, consequently obfuscating the economic conditioning of the political dimension in the social body. Moreover, we supplement (...) both of the institutions with an economic-counterpart notion; to Police we add “Private Property” and to Corporation “State of Technology”. Further, we apply Badiou's handling of Hegel's dialectics as the dialectics of “constitutive scission”. The dialectical play of private property and state of technology is distinguished in the dialectics of algebra of places and topology of localizations. The resulting intersection is shown to be the place of torsion – corresponding to the place of the Subject – an interval, where we confront an uttered “wrong”, an interruption in the smooth counting of parts in a social body. This torsion is an immanent backside operation of the economic structure as far as it is a necessary factor in the upsurge of political subjectivity. (shrink)

The main purpose of my contribution is to provide an account of the similarities and differences between Kierkegaard’s emphasis on individuality and Hegelian mediation of Christian identity. This account will represent the main point of reference in supporting Kierkegaard’s claim, that by conceptualizing Christian identity, speculative mediation omits individuality, as it excludes its particular and distinctive character. Moreover, it will provide a way of evaluating the normative potential of Kierkegaard’s unique understanding of Cristian faith as one’s infinite interest in the (...) actuality of another. In the concluding part, I will summarize my investigation of Kierkegaard’s relation to the Hegelian tradition from within a broader social context concerning social integration and social plurality. (shrink)

This inquiry critically assesses previous research utilizing a game theory framework to understand Hume’s account of convention as the tangible expression of justice for the purpose of regulating possessions. In so doing, this research offers an alternative understanding of Humean convention that first clearly lays out the rules and main assumptions of the game, as presented in A Treatise of Human Nature, and then proceeds to analyze the implied optimal strategy and outcome. Rejecting commonly held views considering Humean convention in (...) terms of the Nash equilibrium and pure contractarianism, this research offers a novel middle approach—a “Third Way” between self-interest and sympathy, between cooperation versus non-cooperation, and ultimately between contractarianism versus utilitarianism. This “Third Way”conceives of Hume’s account of convention as a cooperative game with binding threats that necessarily always rests on the Pareto optimal strategy, and seeks a resulting Pareto optimal outcome. (shrink)

Thorstein Veblen once considered his work on instincts to be his only important contribution to economic theory. Instincts are the conditions and causes behind the formation of habits of thought, while the latter are the sine qua non elements of institutions. The article poses the question: If Veblenʼs relation instincts-habits of thought-institutions were to be thought of as a formal system, what role would they conceptually occupy? It interprets habits of thought as pure ideas in a Platonist fashion (eidos)—multiplicities thought (...) as Ideas—conceived by Georg Cantorʼs theory of manifolds and philosophically assessed by Alain Badiou positing that “mathematics is ontology.” The article aims: (1) to show how habits of thought, as institutions, abstracted from all content can be thought of as set-theoretic multiplicities; (2) to relate Veblenʼs prime instinct, the instinct of workmanship, in equivalence with set theory’s axiom of the empty set—pointing towards Veblenʼs materialist orientation. (shrink)

The young Marx once remarked that political economy finds itself in an estranged form and is therefore in desperate need of a critical reconstruction of its object [Gegenstand]. He proposed a complete deconstruction of economic objectivity and its categories, hoping to recover the true species-life of man. In the article, we assert that contemporary economic theory remains confined by this estrangement, despite managing to ‘revolutionize’ itself out of the grip of classical political economy. The subjectivist-marginalist reliance on ‘measurable’ consumer preferences (...) not only solidified the discipline’s estrangement, but also wrested away any remaining basic principles of economics through neoclassical reconceptualization. A break with estrangement would require novel critical economic thinking that would do away with the discontinuity between classical and neoclassical economics. It would therefore need a rich enough framework to scrutinize its principal categories. We argue that Alain Badiou’s objective phenomenology possesses a complementary synchronic structure able to conform to basic economic tenets, allowing for a comparative and synthetic approach. This would then be the basis for a new model of economic theorizing. We conclude the article with Marx’s value form, seeing it as a possible central category of a newly proposed economic framework. (shrink)

t. 1. Dialog s V. V. Davydovym -- t. 2. Nereshennye problemy razvivai︠u︡shchego obrazovanii︠a︡.

The cognitive science of religion that has emerged over the last twenty years is a multidisciplinary field that often challenges established theories in anthropology and comparative religion. This new approach raises many questions for biblical studies as well. What are the cross-cultural cognitive mechanisms which explain the transmission of biblical texts? How did the local and particular cultural traditions of ancient Israel and early Christianity develop? What does the embodied and socially embedded nature of the human mind imply for the (...) exegesis of biblical texts? "Mind, Morality and Magic" draws on a range of approaches to the study of the human mind - including memory studies, computer modeling, cognitive theories of ritual, social cognition, evolutionary psychology, biology of emotions, and research on religious experience. The volume explores how cognitive approaches to religion can shed light on classical concerns in biblical scholarship - such as the transmission of traditions, ritual and magic, and ethics - as well as uncover new questions and offer new methodologies. (shrink)

Standard models of adolescent risk taking posit that the cognitive abilities of adolescents and adults are equivalent, and that increases in risk taking that occur during adolescence are the result of socio emotional differences in impulsivity, sensation seeking, and lack of self-control. Fuzzy-trace theory incorporates these socio emotional differences. However, it predicts that there are also cognitive differences between adolescents and adults, specifically that there are developmental increases in gist-based intuition that reflects understanding. Gist understanding, as opposed to verbatim-based analysis, (...) generally has been hypothesized to have a protective effect on risk taking in adolescence. Gist understanding is also an essential element of informed consent regarding risks in medical decision- making. Evidence thus supports the argument that adolescents’ status as mature minors should be treated as an exception rather than a presumption, because accuracy in verbatim analysis is not mature gist understanding. Use of the exception should be accompanied by medical experts’ input on the bottom-line gist of risks involved in treatment. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

The purpose. Critical social philosophy of education strives to provide a radical critique of existing models of education in the so-called Western models of democracy, creating progressive alternative models. In this context, the proposed integrative metatheory, which is based on classical and modern sources, concepts, aims for a comprehensive understanding and reconstruction of the phenomenon of education. One of the main tasks in the sphere of education’s democratization today, therefore, is to bring to education the results of restructuring and democratization (...) of the society, to reflect changes in conditions of life and thinking, experience and transformation of subjectivity in the context of the technological revolution and globalization. Methodology. The critical social theory, which developed in the framework of contemporary neo-Marxism, indicates the need for a thorough analysis of society, however, unlike other theoretical concepts and research programs in order to analyze not a fixation and a statement of the existing social givens. On the contrary, critical analysis of society involves the identification of existing antagonistic, alienating factors that distort public communication.The subject of social analysis is the whole sphere of human and non-human nature, which interacts a person depend on it, the whole system of relations between society and nature, society and man, which is covered by the historical practice of conscious – "praxis". The representative of "pure science" isn't the learning, research subject. He is a public a person, which is the totality of all social definitions included in society and its constituent individuals. For such a "total subject" Object of interest is not something external; on the contrary, the latter appears as a product of his own activity. The scientific novelty examines trends in educational institutions and models of globalizing society in the context of our particular relationship of education and society, man and the state, and processes. The research and systematic analysis of neoliberal reforms at the level of society in general and education in particular are conducted. It examines substantive, structural and functional characteristics of the concept of «critical social philosophy of education» in the context of institutional tendencies of social life, as well as forms and possibilities of its methodological application. It consider a model of «critical social philosophy of education», as embodied in the programs of social development and learning, which are primarily designed to teach people how to lead an independent and original research themselves, society and knowledge systems. However, it is proved that the models and programs should not be cut off from any individual and the collective system of moral and social values, theoretical and applied training, nor from further use of the acquired values, norms and skills in everyday life, science, or in production, sphere of all social institutions. Conclusions. Critical philosophical, educational, pedagogical-psychological surprisingly theory, its models and concepts seek to redefine public and private and the public mind. Based on these grounds, in the future, it allows philosophy of education to develop a more inclusive philosophical vision of education, to apply directly to the problems of democratization and changes in social relations in the direction of equality and social justice in the field of education. The point of view of socio-philosophical and philosophical-еducational, pedagogical-psychological, normative understanding and social critics also requires the use of active efforts in the reconstruuction of education and society, the social vision of what education and human life can be and what their specific limitations in existing societies. (shrink)

"This book is an augmented and updated translation by the author of Theorie des Subjekts: Subjectiviteat und Identiteat zwischen Moderne und Postmoderne, Teubingen, Francke-UTB, 2010 (3rd ed.)"--Title page verso.

Moral philosophers have often felt the need of a concept which would cover all those cases where we are prevented from achieving our ends through no fault of our own: a criterion for saying when failure is not blameworthy. The deontologists thought we were not to blame for actions done in genuine ignorance of the facts. Kant declared in a famous passage that we were not morally responsible for failures due to the “niggardliness of stepmother nature.” In this article I (...) want to introduce into moral philosophy a new concept for clarifying the failures for which we are not to blame: the notion of scarcity, taken from economic theory. (shrink)

This study evaluated the effects of an exergame program combined with traditional tennis training on autonomic regulation, tennis technique, gross motor skills, clinical reaction time, and cognitive inhibitory control in children. Sixty-three children were randomized into four groups and compared at baseline, 6-month immediately post intervention and at 1-year follow-up post intervention. At 6-month post intervention the combined exergame and regular training sessions revealed: higher breathing frequency, heart rate and lower skin conductance levels during exergaming; additional benefits in the point (...) of contact and kinetic chain elements of the tennis forehand and backhand technique ; negative impact on the shot preparation and the follow-through elements ; higher ball skills ; higher percentages of clinical reaction time improvement and cognitive inhibitory control improvement in both congruent and incongruent trials. The 1-year follow-up test showed no differences in the tennis technique, clinical reaction time and cognitive inhibitory control improvement between groups with the same number of trainings per week. The findings support exergaming as an additional training tool, aimed to improve important cognitive-motor tennis skills by adding dynamics to the standardized training process. Caution should be placed to planning this training, e.g., in a mesocycle, since exergaming might decrease the improvement of specific tennis technique parts of the trainees.. (shrink)

The importance of communities in strengthening the ethics of international collaborative research is increasingly highlighted, but there has been much debate about the meaning of the term ‘community’ and its specific normative contribution. We argue that ‘community’ is a contingent concept that plays an important normative role in research through the existence of morally significant interplay between notions of community and individuality. We draw on experience of community engagement in rural Kenya to illustrate two aspects of this interplay: (i) that (...) taking individual informed consent seriously involves understanding and addressing the influence of communities in which individuals’ lives are embedded; (ii) that individual participation can generate risks and benefits for communities as part of the wider implications of research. We further argue that the contingent nature of a community means that defining boundaries is generally a normative process itself, with ethical implications. Community engagement supports the enactment of normative roles; building mutual understanding and trust between researchers and community members have been important goals in Kilifi, requiring a broad range of approaches. Ethical dilemmas are continuously generated as part of these engagement activities, including the risks of perverse outcomes related to existing social relations in communities and conditions of ‘half knowing’ intrinsic to processes of developing new understandings. (shrink)