За родовата разлика и културната разноликост на Балканот: Интервју со Сузана Милевска
Interview with Suzana Milevska by Žarko Trajanoski
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Interview with Suzana Milevska by Žarko Trajanoski
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Masaaki Imai, the founder and Honorary President of KAIZEN INSTITUTE, defines that philosophy of the KAIZEN “is a continuous improvement strategy... every day, by every worker, everywhere”. In this work the author has attempted, firstly – to define an organization, secondly – to explain the foundations of the KAIZEN philosophy and its assumptions, thirdly – to explain the meaning of 10 principles that the KAIZEN concept is based on, fourthly – to provide examples to manifest the benefits from coming from the application of the KAIZEN concept. The closing part of this work is a summary and recommendation.
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The management of businesses and organizations with specific structures aimed at achieving specific targets, such as good quality, profit, strengthening their position in respective sectors and others, should bear in mind a modern approach to management of their own assets or property entrusted to them. This paper is devoted to the issues of innovation and Kaizen concept. The author has attempted to characterize their philosophy by studying their contents. What matters is that at the current stage of social and economic development, chances for a dynamic development of an organization without building a competitive advantage are rather doubtful. It should also be emphasized that both innovation and Kaizen concept lead to the improvement of each business if they are properly applied.
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Aristotle mentions the four classes of existence in the introductory chapter of his book, Categories. These classes of existence are expressed by him as not in subject but predicated to subject, in subject but not peredicated to subject, both in subject predicated to subject and neither in subject nor predicated to subject. These are described by Fārābī and Ibn Rushd respectively as the universal essence, singular accident, universal accident and singular essence. In the logic of propositions, these classes of existence have an importance in the context of subject-predicate relation. From this point of view, only the universal entities, i.e. the universal essence and the universal accidents can be a predicament. Fārābī evaluates the situation of universals predicate in terms of giving information about the substance and accidents of the subject. Accordingly, the universal essence is given only information about the substance of subject, while the universal accident provides information on both the substance of subject and the of accident of subject. Ibn Rushd finds this approach of Fārābī wrong and therefore contrary to Aristotle’s purpose, in terms of the unity and multiplicity of the subject that the universals predicate. This study tries to analyze universal essence and accidents from the classes of assets that can be a predicate by means of the three mentioned philosophers. Here, first of all, Aristotle's classes of existence and Ibn Rushd's comments on it, and then Fârâbî’s approach to those who can become predicates are examined. Finally, based on the Ibn Rushd's criticisms on Fārābī, the difference between the two philosophers is evaluated.
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This paper deals with the „old dispute“ between poetry and philosophy in a peculiar way. The aim is to study whether their dispute necessarily means separation due to the exchanged discourse barrages; or does the argument conceal mutual love that points to the common land of origin – no man’s land, the land between philosophy and poetry?
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The African-American scholar bell hooks is a well known figure in the Western academic milieu. This article makes an attempt at presenting the model of engaged pedagogy represented in hook’s works and her public appearances. This is done by highlighting the issue of subjective experience in the educational setting. Hook’s concept of race and gender is brought to attention to present the aforementioned issue within the broader context of her socio-cultural concepts she is known for. The outcome of this reconstruction shows us that the model of engaged pedagogy is developed by hooks into a wide set of postulates of structural change of the American schooling system, as well systems in other parts of the world. Therefore, it seems plausible to put her works within the tradition of critical pedagogy as found in the works of Paulo Freire and others
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In 1962 - 1967 Marijus Arvydas Šliogeris studied at the Faculty of Chemical Technology of Kaunas Polytechnic Institute. In 1970 - 1973 he was a doctoral student at the Department of Philosophy, Vilnius University and in 1974 defended his doctoral degree dissertation in philosophy. M. A. Šliogeris started teaching philosophy at Vilnius University in 1973 and in 1979 he was awarded the academic title of Associate Professor. In 1986 M. A. Šliogeris defended his Dr. Habil. dissertation and in 1990 was awarded the academic title of Professor of Vilnius University. He was the Head of Vilnius University Department of Philosophy from 2003 until 2012. In 1998 he was elected to the Academy of Sciences of Lithuania and in 2007 became a full member of this Academy. In 1992 he received the Lithuanian National Award for Culture and Art and in 2010 was awarded the Lithuanian Science Premium. From 2012 M. A. Šliogeris was Vilnius University Professor Emeritus. M. A. Šliogeris translated a number of classical and modern philosophy works into Lithuanian, published around twenty books, a lot of research articles, and educated a large number of doctoral students in philosophy.
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This article concentrates on the photographic mediation practices by Malvina Jelinskaitė. The characteristic feature of the artist’s creative process is her personal deeply intuitive outlook, her focus on the hidden semantics of the structure of the image. At some point, Jelinskaitė’s photographic practices could be treated as photographic mediation practices, (relatively) based on some mystical dogmas of Pseudo-Dionysius the Areopagite, as well as, some ideas of British philosophical realism, such as the ideas of Alfred North Whitehead, and French intuitivism, such as the ideas of Henri Bergson, and some other philosophical and/or aesthetical concepts. I is assumed that some rudiments of these ideas could be found in Jelisnakitė’s performative photography. To summarize, it could be said that all these concepts as well as Jelinskaitė`s photographic practices, are united by the leitmotif of the Neoplatonist philosophical thinking tradition.
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The new translation of Cicero’s De fato (On fate), which was published a few months ago by Jonas ir Jokūbas publishing house, is here reviewed in the spirit of academic skepticism. The value of book is weighed in utramque partem. This edition is undoubtedly useful as an authentic historical and philosophical account of philosophical discussion and disputes regarding the question of fate in 3rd - 1st centuries BC. The cover and the front matter of the book lead us to believe that this is the first volume for a series of Cicero’s philosophical works. It is indeed commendable that a group of scholars of philosophy (or, in case of De fato – of logic) and those of ancient philology were involved in the process of laying the groundwork for the series. The value of the book is somewhat lessened by the translator’s neglect of the historical context of Hellenistic philosophy in the introduction and the commentary. In the translation itself, there are quite a few inaccuracies and errors; Review of: Cicero „ON FATE“; Translated from Latin and with Introduction and Commentary by Živilė Pabijutaitė Vilnius: Jonas ir Jokūbas, 2019, 80 p. ISBN 978-609-8236-07-1; Review by: Tatjana Aleknienė
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Review of: Thinking about Provincialism in Thinking. Hrsg. von Krzysztof Brzechczyn und Katarzyna Paprzycka. (Poznań Studies in the Philosophy of the Sciences and the Humanities, Bd. 100.) Rodopi. Amsterdam – New York 2012. 291 S., Kt. ISBN 978-90- 420-3630-7. (€ 64,–.). Reviewed by Jan Surman.
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Every serious educational system in contemporary times, have to consider and shape the form of learning to think and develop critical thinking. When we talk about education, then the ultimate purpose of educational activity should be the return to the subject, which means the development of an emancipated, autonomous individual, a critical thinker, and a self-conscious individual. By practicing (auto) reflection and critical thinking, we help the individual developing deep understanding and interpretation of the facts. According to Liessmann's definition of uneducation, which appears in its contemporary form as a form of halfeducation, which is the abandonment of the eagerness to understood the wholeness, we will emphasize the importance of the philosophical foundations of care and the need for the development of empathy as important phenomena in the building of the whole personality, the critical subject, and the possibility of changing the existing relationships within the society to which the educated individual tends to participate. We are asking whether we can be educated and empathized within the educational system to help understand the problem of the contemporary world and how it is to cope with the challenges the society is facing today.
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In this paper, I will examine the relationship between the mythоlogical, historical and philosophical aspects of the novel The Bridge on the Drina. The three topics in the novel are of great significance for its understanding. These are the role of victim in the novel, the relationship between “ahistorical” and historical time as well as the specific metaphysical symbolic of the bridge. I will endeavor to point out that by taking into account these topics, one may raise the very important philosophical questions regarding the veracity of narratives, the philosophical character of a certain Weltanschauung as well as the deepest massage of the entire novel.
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Review of: Umweltphilosophie und Landschaftsdenken im baltischen Kulturraum / Environmental Philosophy and Landscape Thinking. Hrsg. von Liina Lukas , Ulrike Plath und Kadri Tüür unter Mitwirkung von Jaan Undusk . (collegium literarum, Bd. 24.) Underi ja Tuglase Kirjanduskeskus. Tallinn 2011. 376, XXII S., Ill., Kt. ISBN 978-9985-865-34-7. (€ 29,–.). Reviewed by Julia Obertreis.
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The article associates Husserl’s analytics of the living body (Leiblichkeit) and the division of the body into organic and physical body (Leib-Körper) in the Life-World, with the problem of the so-called “non-genuine localization” of experience (a problem that can be seen as inheriting the problem of indexicality from the time of Logical Investigation). At stake is not so much the reconstruction of Husserl’s intensive work on this topic throughout the 1920s and the 1930s as the outlining of the field of a differential phenomenology of incorporatedness, inspired by this heritage. The bodily dimension is conceived here as a process – as being flesh (leiben – an analogue of living itself, leben) that creates its own forms of spatiality, temporality, and living-with. Different configurations of incorporatedness stem from here, which can be analyzed as bodily modalizations since they concern the alterability of the being-so-and-so on the level of kinesthesis; the bodily modalizations are precisely kinesthetic, and the privileged modus is that of the “absolute here” of the body of experience. In the first section I present a case of everyday life bodily dissociation and I analyze the kinesthetic modality of “as if I’m there.” In the second section I offer an outline of the structure of the originary differential field in which the poles of kinesthetic habitualization and of reified corporality are formed. In the third section I discuss Husserl’s ideas regarding the doubling of space into physical and kinesthetical as well as the constitution of the so-called phantom body. In the fourth section I reinterpret Husserl’s conception of the incorporated ego through the ego’s division into a coenaesthetic and a habitual ego. Just like the Leib-Körper, the incorporated ego is constantly faced with the possibility her constitutive non-coincidence to be fractalized and turn into a partial or complete dissociation.
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We believe that the most appropriate way we can approach the Aristotelian thought after 2400 years is to take a critical attitude to see to what extent elements of this thinking are present or have stimulated certain concepts of the contemporary artistic consciousness. That is why I opted for the re-reading of the mimesis notion to which Aristotle, but also Plato, contributed fundamentally.
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This paper aims at superimposing three models of Greek classical rhetoric, taking into consideration their goals, as well as their justification. Plato is well-known for his dismissal of a low-threshold manipulative rhetoric that juggles with uncertified opinions and thus seeks to falsify knowledge. Aristotle, on the other hand, conceives his rhetoric as a social and political instrument that need not be permanently confronted, as Plato would surely argue, with moral values and maximal imperatives for attaining knowledge. His rhetoric is therefore adversarial and asymmetrical. Thirdly, Isocrates puts forward an educational rhetorical model that aims at symmetry and reconciliation. These three models are briefly explained in their main assumptions and consequences, while the last part of this text assumes the speculative relation between discourse endeavors and Plato’s theory of love as presented in his Phaedrus.
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The article presents a review of the arisTOTacum lecture, performed by professor Dan Vasiliu during the Aristotel 2400 seminar and the impressions of the project collaborators.
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Philosophising with children is a discipline that gives children reason, questioning, and critical thinking. This discipline teaches children not to accept the information, beliefs and moral values they encounter without questioning them and to make choices by making evaluations. The leading names in philosophing with children whose foundations date back to the 1970s are known as Matthew Lipman and Gareth B. Matthews. One of the research areas of philosophy is the philosophy of values (Axiology). Moral Values that form the basis of individuals' behavior have different definitions and classifications. However, countries attach more importance to values education day by day. One of the areas that will contain values education should be Philosophy Courses with Children. In this study, the Philosophy Lesson with Children, which is the subject of teaching, is aimed to be examined in terms of moral values education. The main question of the research is: "Does the "Philosophy with Children" curriculum at primary schools (1st-4th grades) in Federal Germany have a connection with Moral Values Education?". A qualitative research was carried out in this study. Document analysis was preferred in the analysis of the data. Findings are interpreted by making content analysis. As a result of the research, this course is directly related to moral values education; It is concluded that it has the goal, competence and content that brings values such as being free, choosing its own goals, being open-minded, asking for peace, and having responsibility.
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