The Analytic System of Martin Heidegger’s Da-sein and the Anthropology of Max Scheler in the Educational Perspective
When applied to education, Heidegger’s analysis of Da-sein suggests that in his ontology the epistemological problem of clarifying cognition is replaced by the existential problem of the cognition of the understanding individual. Thus, Heidegger treats “education” ontologically as the ability to achieve Da-sein as one’s own true and integral being whose Da-sein always takes precedence in understanding. On this basis, we can say that Heidegger treats education as a transcendental ontological structure that he, like Scheler, calls “disclosedness.” And although Heidegger almost never uses the term “education” in his analytic system, preferring instead to use expressions such as “authentic being,” “projection of the self,” etc., all of this content that he invests in this term closely follows Scheler’s interpretation, because it also characterizes human existence as “open” and “not foreordained.” For Scheler, the same “open” existence is an expression of existential human freedom, since it serves to manifest the spirit as the ontological principle. Considered in epistemological and value terms, this freedom, according to Scheler, is what he refers to as “education,” a transcending state of being that is manifested for another thing in existence as something that is “known” by loving participation in it with a view to achieving “one’s authentic self.”
Seventeen papers, originally presented at a conference held in honor of Erik Thorbecke at Cornell University in October 2003, highlight the depth and breadth of Thorbecke's influence in research and policy on poverty, inequality, and development. Papers discuss the growth and roots of Erik Thorbecke's career; the consistency of poverty lines; poverty indices; whether poverty and inequality measures should be combined; an approach to measuring health inequality in India; household investments in education and income inequality at the community level in Indonesia; poverty traps and safety nets; progress in the modeling of rural households' behavior under market failures; labor laws and labor welfare in the context of the Indian experience; macro models and multipliers; multiplier effects and the reduction of poverty; developing an accounting matrix for the euro area; globalization, economic reform, and structural price transmission--social accounting matrix decomposition techniques with an empirical application to Vietnam; institutions, factor endowment, and inequality in Ghana, Kenya, and Senegal; an optimal nonlinear taxation approach combining incentives, inequality, and the allocation of aid when conditionality doesn't work; agricultural research and policy to achieve nutrition goals; and whether dualism is worth revisiting. No index.
In this paper authors wish to present an approach to information modeling and software design suitable for developing evolvable semantic applications in the domain of research team formation. The novel proposals include specialization of generic paradigm of ontological engineering, specific types of machine-readable RDF ontologies and application of temporal look at information relevant for team formation. In order to validate theoretical approach a software prototype of the evolvable web-based semantic platform InfoPort was developed.
It turns out, however, that in spite of one basic difference there runs between these two systems a deep and striking parallelism. This parallelism is so close indeed that it makes possible the construction of a vocabulary which would transform characteristic propositions of Wittgenstein's ontology into Aristotelian ones, and conversely. To show in some detail the workings of that transformation will be the subject of this paper.
Management in Russia is as difficult to define as a profession as it is in other countries, and the question of what education is appropriate for a future manager is also difficult to define. Business schools in russia need to think more carefully about their curriculums and about what they should be preparing their students for.
The article is concerned with results of content analysis of textbooks for high school in the area of social and human sciences. The author uses the typology of values introduced by S. Schwartz which consists of two value axes — “conservation — openness to change” and “selfassertion — caring about people and nature” — and describes values that underlie each subject area and then compares these values with results of mass surveys of the values of Russians.
How are professors paid? Can the "best and brightest" be attracted to the academic profession? With universities facing international competition, which countries compensate their academics best, and which ones lag behind? Paying the Professoriate examines these questions and provides key insights and recommendations into the current state of the academic profession worldwide. Paying the Professoriate is the first comparative analysis of global faculty salaries, remuneration, and terms of employment. Offering an in-depth international comparison of academic salaries in twenty-eight countries across public, private, research, and non-research universities, chapter authors shed light on the conditions and expectations that shape the modern academic profession. The top researchers on the academic profession worldwide analyze common themes, trends, and the impact of these matters on academic quality and research productivity. In a world where higher education capacity is a key driver of national innovation and prosperity, and nations seek to fast-track their economic growth through expansion of higher education systems, policy makers and administrators increasingly seek answers about what actions they should be taking. Paying the Professoriate provides a much needed resource, illuminating the key issues and offering recommendations.
Twenty-four papers examine the state of early childhood development among sub-Saharan Africa's children. Papers discuss the state of young children in sub-Saharan Africa; positioning early childhood development (ECD) nationally--trends in selected African countries; early childhood care and education in sub-Saharan Africa--what it would take to meet the Millennium Development Goals; brain development and ECD--a case for investment; new threats to ECD--children affected by HIV/AIDS; ECD in Africa--a historical perspective; (mis)understanding ECD in Africa--the force of local and global motives; fathering--the role of men in raising children in Africa--holding up the other half of the sky; ECD policy--a comparative analysis in Ghana, Mauritius, and Namibia; participatory ECD policy planning in Francophone West Africa; responding to the challenge of meeting the needs of children under three in Africa; introducing preprimary classes in Africa--opportunities and challenges; inclusive education--a Mauritian response to the "inherent rights of the child"; parenting challenges for the changing African family; ECD and HIV/AIDS--the newest programming and policy challenge; supporting young children in conflict and postconflict situations--child protection and psychosocial well-being in Angola; strategic communication in early childhood development programs--the case of Uganda; the synergy of nutrition and ECD interventions in sub-Saharan Africa; the impact of ECD programs on maternal employment and older children's school attendance in Kenya; the Madrasa ECD program--making a difference; linking policy discourse to everyday life in Kenya--impacts of neoliberal policies on early education and childrearing; community-based approaches that work in Eastern and Southern Africa; whether early childhood programs can be financially sustainable in Africa; and a tri-part approach to promoting ECD capacity in Africa--ECD seminars, international conferences, and the Early Childhood Development Virtual University. Garcia is Lead Human Development Economist in the World Bank's Human Development Department, Africa Region. Pence is Director of the Early Childhood Development Virtual University and Professor in the School of Child and Youth Care, Faculty of Human and Social Development, at the University of Victoria. Evans is Director Emeritus for the Consultative Group on Early Childhood Care and Development. Index.
Тhе article is devoted to the analysis of science, education and business as key institutional agents of civil identity in contemporary society. The civil identity is specified as a subject-object interaction between an individual and a state. Also preconditions for diversification of state power in the field of civic identity forming are determined.
The article considers the Views of L. N. Tolstoy not only as a representative, but also as a accomplisher of the Enlightenment. A comparison of his philosophy with the ideas of Spinoza and Diderot made it possible to clarify some aspects of the transition to the unique Tolstoy’s religious and philosophical doctrine. The comparison of General and specific features of the three philosophers was subjected to a special analysis. Special attention is paid to the way of thinking, the relation to science and the specifics of the worldview by Tolstoy and Diderot. An important aspect is researched the contradiction between the way of thinking and the way of life of the three philosophers.
Tolstoy's transition from rational perception of life to its religious and existential bases is shown. Tolstoy gradually moves away from the idea of a natural man to the idea of a man, who living the commandments of Christ. Starting from the educational worldview, Tolstoy ended by creation of religious and philosophical doctrine, which were relevant for the 20th century.
This important new book offers the first full-length interpretation of the thought of Martin Heidegger with respect to irony. In a radical reading of Heidegger's major works (from Being and Time through the ‘Rector's Address' and the ‘Letter on Humanism' to ‘The Origin of the Work of Art' and the Spiegel interview), Andrew Haas does not claim that Heidegger is simply being ironic. Rather he argues that Heidegger's writings make such an interpretation possible - perhaps even necessary.
Heidegger begins Being and Time with a quote from Plato, a thinker famous for his insistence upon Socratic irony. The Irony of Heidegger takes seriously the apparently curious decision to introduce the threat of irony even as philosophy begins in earnest to raise the question of the meaning of being. Through a detailed and thorough reading of Heidegger's major texts and the fundamental questions they raise, Haas reveals that one of the most important philosophers of the 20th century can be read with as much irony as earnestness. The Irony of Heidegger attempts to show that the essence of this irony lies in uncertainty, and that the entire project of onto-heno-chrono-phenomenology, therefore needs to be called into question.
The article is concerned with the notions of technology in essays of Ernst and Friedrich Georg Jünger. The special problem of the connection between technology and freedom is discussed in the broader context of the criticism of culture and technocracy discussion in the German intellectual history of the first half of the 20th century.