Deconstruction

Eternal return Eternal return (also known as "eternal recurrence") is a concept that the universe has been recurring, and will continue to recur, in a self-similar form an infinite number of times across infinite time or space. The concept is found in Indian philosophy and in ancient Egypt and was subsequently taken up by the Pythagoreans and Stoics. With the decline of antiquity and the spread of Christianity, the concept fell into disuse in the Western world, with the exception of Friedrich Nietzsche, who connected the thought to many of his other concepts, including amor fati. In addition, the philosophical concept of eternal recurrence was addressed by Arthur Schopenhauer. It is a purely physical concept, involving no supernatural reincarnation, but the return of beings in the same bodies. Premise[edit] The basic premise proceeds from the assumption that the probability of a world coming into existence exactly like our own is greater than zero (we know this because our world exists). Judaism[edit]

PHILOSOPHICAL PERSPECTIVES IN EDUCATION Section III - Philosophical Perspectives in Education Part 1 Overview Philosophy means "love of wisdom." It is made up of two Greek words, philo, meaning love, and sophos, meaning wisdom. Your educational philosophy is your beliefs about why, what and how you teach, whom you teach, and about the nature of learning. When you examine a philosophy different from your own, it helps you to "wrestle" with your own thinking. Branches of Philosophy There are three major branches of philosophy. Think about it: Why might the study of philosophy be particularly important to educators? © 1999 LeoNora M.

The ages of globalization : geography, technology, and institutions "Today's most urgent problems are fundamentally global. They require nothing less than concerted, planetwide action if we are to secure a long-term future. But humanity's story has always been on a global scale, and this history deeply informs the present. In this book, Jeffrey D. Sachs, renowned economist and expert on sustainable development, turns to world history to shed light on how we can meet the challenges and opportunities of the twenty-first century.

Nihilism Nihilism is also a characteristic that has been ascribed to time periods: for example, Jean Baudrillard and others have called postmodernity a nihilistic epoch,[4] and some Christian theologians and figures of religious authority have asserted that postmodernity[5] and many aspects of modernity[3] represent a rejection of theism, and that such rejection of their theistic doctrine entails nihilism. Forms of nihilism[edit] Nihilism has many definitions, and thus can describe philosophical positions that are arguably independent. [edit] Metaphysical nihilism is the philosophical theory that there might be no objects at all—that is, that there is a possible world where there are no objects at all—or at least that there might be no concrete objects at all—so that even if every possible world contains some objects, there is at least one that contains only abstract objects. Epistemological nihilism[edit] Mereological nihilism[edit] This interpretation of existence must be based on resolution.

PHILOSOPHICAL PERSPECTIVES IN EDUCATION Section III - Philosophical Perspectives in Education Part 3 Educational Philosophies Within the epistemological frame that focuses on the nature of knowledge and how we come to know, there are four major educational philosophies, each related to one or more of the general or world philosophies just discussed. These educational philosophical approaches are currently used in classrooms the world over. Perennialism For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. Essentialism Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. Progressivism Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions.

Against Empathy From Wikipedia, the free encyclopedia 2016 book by psychologist Paul Bloom The book received mixed reviews. Some reviewers critiqued Bloom's case "against empathy," maintaining their belief that empathy is a useful tool.[2] Definition of Empathy[edit] Paul Bloom defines empathy the way that Adam Smith describes sympathy in Theory of Moral Sentiments. Powers and limitations of empathy[edit] Bloom develops his case for "rational compassion" by discussing acts of kindness and altruism. Empathy versus Compassion[edit] Bloom also explains C. To further his argument, Bloom describes effective altruism and its relationship with cost-benefit analysis decision making. Rational decision making[edit] Bloom finishes the book by explaining how empathy is related to anger and evil. Reception[edit] This book received mixed reviews. See also[edit] Identifiable victim effect References[edit]

Martin Heidegger Martin Heidegger (German: [ˈmaɐ̯tiːn ˈhaɪdɛɡɐ]; 26 September 1889 – 26 May 1976) was a German philosopher, widely seen as a seminal thinker in the Continental tradition, particularly within the fields of existential phenomenology and philosophical hermeneutics. From his beginnings as a Catholic academic, he developed a groundbreaking and widely influential philosophy. His relationship with Nazism has been a controversial and widely debated subject. For Heidegger, the things in lived experience always have more to them than what we can see; accordingly, the true nature of being is “withdrawal”. It has been suggested[by whom?] Biography[edit] Early years[edit] The Mesnerhaus in Meßkirch, where Heidegger grew up Studying theology at the University of Freiburg while supported by the church on the understanding that he would defend their doctrine, Heidegger broke with Catholicism, and switched to philosophy. Marburg[edit] Freiburg[edit] According to historian Richard J. Post-war[edit]

Max Weber Un article de Wikipédia, l'encyclopédie libre. Pour les articles homonymes, voir Weber. Max Weber Max Weber en 1894 Max Weber, né le et mort le , est un économiste et sociologue allemand[1], Il est l'un des fondateurs de la sociologie moderne et l'un des premiers à avoir pensé la modernité d'un point de vue critique. On lui doit une analyse de la bureaucratie, forme d'organisation sociale. Outre son travail de recherche, Weber s'est engagé dans l'action politique. Introduction[modifier | modifier le code] Max Weber est considéré comme le fondateur de la sociologie compréhensive. L'œuvre de Weber est dominée par une recherche sur la rationalité et, plus spécifiquement, sur le processus de rationalisation de l'action pratique comme caractéristique propre de la modernité en Occident. « Ce qui importe donc, en premier lieu, c'est de reconnaître et d'expliquer dans sa genèse la particularité du rationalisme occidental […]. Réception de son œuvre[modifier | modifier le code]

Eduardo Galeano Uruguayan writer and journalist Eduardo Hughes Galeano (Spanish pronunciation: [eˈðwaɾðo ɣaleˈano]; 3 September 1940 – 13 April 2015) was an Uruguayan journalist, writer and novelist considered, among other things, "global soccer's pre-eminent man of letters" and "a literary giant of the Latin American left".[1] Galeano's best-known works are Las venas abiertas de América Latina (Open Veins of Latin America, 1971) and Memoria del fuego (Memory of Fire Trilogy, 1982–6). "I'm a writer," the author once said of himself, "obsessed with remembering, with remembering the past of America and above all that of Latin America, intimate land condemned to amnesia Author Isabel Allende, who said her copy of Galeano's book was one of the few items with which she fled Chile in 1973 after the military coup of Augusto Pinochet, called Open Veins of Latin America "a mixture of meticulous detail, political conviction, poetic flair, and good storytelling Life[edit] Works[edit] Death[edit] Awards and honors[edit]

Meaning of life Questions Questions about the meaning of life have been expressed in a broad variety of ways, including the following: What is the meaning of life? What's it all about? Who are we?[1][2][3] Philosopher in Meditation (detail) by RembrandtWhy are we here? These questions have resulted in a wide range of competing answers and arguments, from scientific theories, to philosophical, theological, and spiritual explanations. Scientific inquiry and perspectives Many members of the scientific community and philosophy of science communities think that science can provide the relevant context, and set of parameters necessary for dealing with topics related to the meaning of life. Psychological significance and value in life Neuroscience describes reward, pleasure, and motivation in terms of neurotransmitter activity, especially in the limbic system and the ventral tegmental area in particular. Emerging research shows that meaning in life predicts better physical health outcomes. Parapsychology Platonism

École de Francfort Un article de Wikipédia, l'encyclopédie libre. Parmi ses premiers membres, on compte Max Horkheimer (1895-1973), qui fut le directeur de l'Institut à partir de 1930, son collègue Theodor W. Adorno (1903-1969) avec qui il écrira après-guerre La Dialectique de la raison, sorte de critique de la société de consommation, Erich Fromm (1900-1980), considéré comme l'un des fondateurs du freudo-marxisme et qui mêla psychanalyse et sociologie quantitative, Walter Benjamin (1892-1940), écartelé entre ses influences messianiques hébraïques et un marxisme inspiré de Lukács (1895-1971), ou encore le juriste, davantage social-démocrate, Franz Neumann (1900-1954). L'arrivée d'Hitler au pouvoir contraint l'Institut à fermer ses portes et ses membres, dispersés, à l'exil. Définition[modifier | modifier le code] L'appellation « École de Francfort » apparaît au cours des années 1950. D'autre part, elle prétend s'appliquer rétroactivement à la fondation même de l'Institut de recherche sociale.

Alejo Carpentier Cuban novelist (1904 - 1980) Alejo Carpentier y Valmont (Spanish pronunciation: [karpanˈtje], French pronunciation: ​[kaʁpɑ̃tje]; December 26, 1904 – April 24, 1980) was a Cuban novelist, essayist, and musicologist who greatly influenced Latin American literature during its famous "boom" period. Born in Lausanne, Switzerland, of French and Russian parentage, Carpentier grew up in Havana, Cuba, and despite his European birthplace, he strongly identified as Cuban throughout his life. With a developed knowledge of music, Carpentier explored musicology, publishing an in-depth study of the music of Cuba, La música en Cuba and integrated musical themes and literary techniques throughout his works. Carpentier's writing style integrated the resurgent Baroque style, or New World Baroque style that Latin American artists adopted from the European model and assimilated to the Latin American artistic vision. Life[edit] Early life and education[edit] Cuba and exile in France[edit] Later life[edit]