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Artículos de revistas sobre el tema "Social sciences -> philosophy -> humanism"

Autor: Grafiati

Publicado: 25 de julio de 2024

Última modificación: 31 de julio de 2025

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1

Govindaraju, M. "Dr B R Ambedkar's Social Philosophy and Humanism." International Journal of Research 10, no. 8 (2023): 22–29. https://doi.org/10.5281/zenodo.8224059.

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<em>This paper attempts to analyze some of the important issues of humanism and social philosophy raised by Dr. B. R. Ambedkar. The study of philosophy, as a world outlook, includes the entire existence, the being in its totality. There are two main areas of philosophy: epistemology and metaphysics. "Epistemology is the theory of knowledge. An important province of philosophical theory, the doctrine on man’s ability to cognize reality, on the sources, forms, and methods of the truth and ways of attaining it". Metaphysics studies the highest principles of all that exists, which

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2

Krupyna, Oksana. "“Philosophy of Humanism and Enlightenment”: Kant and Neo-Kantians in Yevhen Spektorskyi’s Investigations into Philosophy of Social Science." Kyiv-Mohyla Humanities Journal, no. 11 (December 30, 2024): 46–70. https://doi.org/10.18523/2313-4895.11.2024.46-70.

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The article explores the influence of Kantian and Neo-Kantian philosophy on a prominent philosopher and educator, Yevhen Vasyliovych Spektorskyi’s (1875–1951) views regarding the nature and methodology of social sciences. First, it explores Spektorskyi’s consideration of Immanuel Kant (1724–1804) as a philosopher of science, emphasizing the critical aspect of his philosophy and its significant prospects for ethics and social philosophy. Next, it investigates how Spektorskyi became acquainted with and was influenced by Neo-Kantian philosophy, especially the Marburg school. The main problem thro

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3

Medushevskiy, Andrei. "Post-humanism: Academic Theory, Social Utopia or the New Ideology of Political Dominance? (Part II)." Issues of Economic Theory 25, no. 4 (2024): 142–58. http://dx.doi.org/10.52342/2587-7666vte_2024_4_142_158.

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The Post-humanist rethinking of the current social condition put under question many important paradigms of science and technologies. New social reality is determined by progressive dissolution of the itinerary line between human being and machine. That involves three principal areas of human transformation: technological (transplantation of technical devices into human body); biological (the use of bio-technologies of genome editing, and human cloning for the development of neo-eugenic program), and ethical one (the empathic characteristics of super-human beings or bio-robots under creation).

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4

Knezevic, Romilo Aleksandar. "Social freedom and dignity of the human person according to Nikolai Berdyaev." Filozofija i drustvo 34, no. 4 (2023): 670–80. http://dx.doi.org/10.2298/fid2304670k.

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Contemporary European democracies, and liberalism in particular, are established upon the foundations of humanism. Humanism, as its name entails, denotes the elevation of the human being and setting up of the person to the centre of the universe. Humanism was a reaction against the mediaeval view of the omnipotent and omniscient God, and seeks an understanding of the human being that would fulfil his/her intuitive desire for genuine human dignity. What kind of freedom would be sufficient and adequate for true human dignity? Faced with this radical understanding of freedom, which originates fro

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5

Ali-Zade, Alexander. "NEOLIBERAL SOCIETY OF POSTMODERNITY, POST-TRUTH AND POST-HUMANISM IN THE MIRROR OF THE PHILOSOPHY OF SCIENCE OF THE SECOND HALF OF THE XX CENTURY AND THE METHODOLOGY OF SOCIAL SCIENCES OF THE XXI CENTURY." Naukovedenie, no. 2 (2021): 19–39. http://dx.doi.org/10.31249/naukoved/2021.02.01.

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The review establishes that the philosophy of science of the second half of the XX century contains an accurate image of the society that was formed in the first 15 years of the XXI century thanks to digital communication technologies. Based on the analysis of modern research in the field of social sciences, it is shown that this global, postmodern, neoliberal society of post-truth and post-humanism created by digital communication technologies caused a corresponding radical restructuring of the social sciences.

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6

Hîncu, Adela. "Social science and Marxist humanism beyond collectivism in Socialist Romania." History of the Human Sciences 35, no. 2 (2022): 77–100. http://dx.doi.org/10.1177/09526951211069491.

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This article brings together the history of the social sciences and the history of social thought in Socialist Romania. It is concerned with the development of ideas about the social beyond collectivism, especially about the relationship between individual and society under socialism, from the early 1960s to the end of the 1970s. The analysis speaks to three major themes in the current historiography of Cold War social science. First, the article investigates the role of disciplinary specialization in the advancement of new ideas about the social in the postwar period. Specifically, it asks ho

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7

Bhowmik, Sunandita. "Internationalization, interculturality and Neohumanism Philosophy of Shrii Prabhat Ranjan Sarkar." Praxis Educativa 18 (2023): 1–11. http://dx.doi.org/10.5212/praxeduc.v.18.21501.028.

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This article introduces the internationalisation and interculturality from Neohumanist perspective. Neohumanism was propounded by the great Indian philosopher Prabhat Ranjan Sarkar (1921-1990). As a key approach to internationalisation, Sarkar emphasised manifestation of human qualities that lie in the subtle layers of mind. Humanism newly explained and newly-sermonized is Neohumanism – the philosophy which will make people understand that they are not merely ordinary creatures. This philosophy will liberate them from all inferiority feelings and defects and make them aware of their own import

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8

Kumankov, Arseniy, and Dar'ya Chaganova. "Safety, Humanism, and Barbarism: J. S. Mill on the Principle of Non-Intervention." Sotsiologicheskoe Obozrenie / Russian Sociological Review 19, no. 3 (2020): 267–80. http://dx.doi.org/10.17323/1728-192x-2020-3-267-280.

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The paper considers the Russian translation of the article “A Few Words on Non-Intervention” written by British political philosopher and logician John Stuart Mill, and whose article, published in 1859, transforms the criteria restricting the principle of non-interference. Thus, in the essay “On Freedom”, the rule of non-interference into private life is described, but in “A Few Words on Non-Intervention”, Mill expands the principle to the international level, taking into consideration those situations allowing for intervention. The authors highlight the features of war contemporary to Mill, a

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9

Zinchenko, Viktor Viktorovych. "“New Humanism”: Integrative System of Philosophy of Education, Ethics, Social Management and Pedagogy." Filosofiya osvity. Philosophy of Education 19, no. 2 (2016): 59–74. http://dx.doi.org/10.31874/2309-1606-2016-19-2-59-74.

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Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction with model of «new humanism» in formation of socially valuable orientations. Classification existing in the western philosophy of education and education of directions is spent, proceeding from basic principles of philosophical school or a current, first of all considering those the purpose and means wh

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10

Goodrich, Kristopher M., Melissa Luke, and Aaron J. Smith. "Queer Humanism." Journal of Humanistic Psychology 56, no. 6 (2016): 612–23. http://dx.doi.org/10.1177/0022167816652534.

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11

Polomoshnov, Andrey Fedorovich, Viktor Dmitrievich Bakulov, and Elena Alexandrovna Kotlyarova. "Erich Fromm: criticism and apology of humanism." KANT 39, no. 2 (2021): 246–52. http://dx.doi.org/10.24923/2222-243x.2021-39.41.

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The purpose of the study is to determine the humanistic potential of E. Fromm's philosophy in the context of the modern humanistic crisis. The article examines two sides of E. Fromm's humanism. The first side is the criticism of modern society from point of view of ideals of classical humanism. The second side is an apology for humanistic ideals in the context of a complex of dehumanistic phenomena and tendencies of the 20th century and the search for ways to revive and establish humanism in social practice. Criticism of the limitations of humanism by E. Fromm is associated with the disclosure

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12

Seaver, Paul, and Margo Todd. "Christian Humanism and the Puritan Social Order." Journal of Interdisciplinary History 20, no. 4 (1990): 652. http://dx.doi.org/10.2307/204011.

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13

Korostichenko, Ekaterina, and Yaroslav Klimov. "Humanism: The “Third Denomination” or “Leading Culture”." Sotsiologicheskoe Obozrenie / Russian Sociological Review 21, no. 2 (2022): 250–73. http://dx.doi.org/10.17323/1728-192x-2022-2-250-273.

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After the unification of Germany in 1990, German society became less religious. There is a significant part of the population that does not consider itself belonging to any religion/religious community (Konfessionslos). They do not have a single, integral worldview. However, they are mostly non-religious, and their number has been steadily growing in recent years (now about 40% of the population). Under these conditions, the secular organizations operating in the country seek to attract the interest of this group by offering alternatives to religious culture and worldview. The paper examines t

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14

Kesson, Kathleen, and Marco Alexandre de Oliveira. "Diversifying Universalism: Neohumanism, Internationalism, and Interculturalism in Education." Praxis Educativa 18 (2023): 1–14. http://dx.doi.org/10.5212/praxeduc.v.18.21481.049.

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Neohumanism is a philosophy propounded by Prabhat Rainjan Sarkar which recognizes that humanity needs a new narrative that can provide the inspiration, direction, and tools with which to transform individual selves and collective futures. While acknowledging the vital role that Humanism has played in the historical march towards greater freedom, justice, peace, knowledge, and the utopian vision of a united humanity, Neohumanism challenges the limitations of Humanism, entangled as it is with the host of power/over tactics that characterize modernity. “Diversifying Universalism” explores Neohuma

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15

Hatmaker, Elizabeth, Scott Herstad, Margaret R. Nugent, Lisa Prothers, Ronald Strickland, and Jason Swarts. "Postmodern pedagogies and the death of civic humanism." Social Epistemology 11, no. 3-4 (1997): 339–48. http://dx.doi.org/10.1080/02691729708578852.

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16

Zinchenko, V. V. "STRATEGY OF SOCIALLY-ANTHROPOLOGICAL DEVELOPMENT IN IDEAS AND SYSTEM OF MODERN SOCIAL PHILOSOPHY OF EDUCATION: INTEGRATION OF MODEL OF THE INSTRUMENTALISM AND THE NEOPRAGMATISM WITH THE CONCEPT «NEW HUMANISM»." Anthropological Measurements of Philosophical Research, no. 4 (December 30, 2013): 52–70. https://doi.org/10.15802/ampr2013/19776.

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<strong>The purpose.</strong> Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. <strong>Methodology.</strong> Classification existing in the western philosophy of education and edu

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17

Nezník, Peter, and Ludmila Artamoshkina. "F.M. Dostoevsky and T.G. Masaryk. Tragic Humanism and the Philosophy of Crisis." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 39, no. 4 (2023): 632–44. http://dx.doi.org/10.21638/spbu17.2023.403.

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The article presents a comparative analysis of the views by Dostoevsky and Masaryk on the nature of humanism in times of crisis. The focus of the author‘s attention is aimed, firstly, at the attitude of both thinkers to the “last” questions of human life, which for the Russian writer and for the Czech philosopher were directly related to the problem of suicide. Dostoevsky, whose novels contain a whole gallery of the types of suicides, considers that social disease in the context of atheistic logic that gave rise to the “nihilistic demonism”. Masaryk removed the problem of suicide from the fiel

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18

Devetak, Richard. "‘The battle is all there is’: philosophy and history in International Relations theory." International Relations 31, no. 3 (2017): 261–81. http://dx.doi.org/10.1177/0047117817723063.

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There is an expectation today that International Relations (IR) theory ought to engage with philosophy as a meta-knowledge capable of grounding and legitimizing knowledge claims in the discipline. Two assumptions seem to lie behind this expectation: first, that only philosophy can supply the necessary meta-theoretical grounding needed; second, that theory is inherently a philosophical register of knowledge. This article treats these assumptions with scepticism. While not denying philosophy’s contribution to IR theory, the article makes the case for contextual intellectual history as an alterna

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19

Moustakas, Clark. "Humanistic or Humanism?" Journal of Humanistic Psychology 25, no. 3 (1985): 5–12. http://dx.doi.org/10.1177/0022167885253002.

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20

Ahmad, Muhammad, та Dr Mahmood Ahmad. "ماڈرن ایجوکیشن اور اسلامی نظریہ ِِتعلیم کا تقابلی مطالعہ (فکر ِاسلامی اور جان ڈیوی کی تصریحات کی روشنی میں)". Al-Duhaa 3, № 01 (2022): 225–38. http://dx.doi.org/10.51665/al-duhaa.003.01.0169.

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Every system has Every system has some key principles on which it adheres and expresses its distinct identity and provides special results. It differs from other educational systems. This article discusses the philosophy of knowledge in the light of Islamic thought. It also deals with the sources, perspectives and objectives of knowledge as well as the practical status of experience and thinking. Its aims and methods of training and then comparing them with modern education is the main objective. A comparative review of the above topics is presented in the light of the descriptions of John Dew

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21

Pyle, Cynthia M. "The two cultures and Renaissance humanism." Interdisciplinary Science Reviews 33, no. 2 (2008): 121–33. http://dx.doi.org/10.1179/030801808x259781.

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22

Shapiro, Kenneth J. "Animal Rights Versus Humanism." Journal of Humanistic Psychology 30, no. 2 (1990): 9–37. http://dx.doi.org/10.1177/0022167890302002.

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23

Śliwerski, B. "ON THE EFFECTS OF BLACK PEDAGOGY AND THE HOPE OF ITS CORDIAL ANTITHESIS DEVELOPMENT." Aesthetics and Ethics of Pedagogical Action, no. 26 (December 25, 2022): 103–15. http://dx.doi.org/10.33989/2226-4051.2022.26.273105.

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The subject of the analysis is the need to strengthen studies and research in the field of black pedagogy, negative pedagogy, anti-pedagogy, clinical psychology, and critical philosophy in the humanities and social sciences, which reveal the mechanisms of violence in domestic socialization as resulting in delayed reproduction of violence in interpersonal relations and politics. The author points to the development of trends in humanistic and personalistic pedagogy, such as the pedagogy of the heart, whose authors in Poland and Ukraine confirm with their scientific works the possibility of chan

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24

Wirtz, Markus. "The Hidden Religious Dimension of Posthumanism." Journal of Posthumanism 1, no. 2 (2021): 207–12. http://dx.doi.org/10.33182/joph.v1i2.2096.

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Since the end of the twentieht century, the intellectual movements of trans- and post-humanism have gained growing awarness in the humanities and social sciences, but also in a broader public. As Francesca Ferrando makes very clear in her brilliant and thought provoking introduction to Philosophical Posthumanism, both currents are connected in many ways but should nevertheless be sharply distinguished from each other: Whereas transhumanism develops visions of human enhancement via technology, posthumanism ismuch more a critical enterprise which reflects on problematic an thropocentrisms in all

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25

Tjahyadi, Sindung. "REFLEKSI PARADIGMA ILMU-ILMU SOSIAL." HUMANIKA 22, no. 2 (2015): 47. http://dx.doi.org/10.14710/humanika.22.2.47-57.

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This article discusses about a paradigm shift in the social sciences based on "the history of science" perspective. The key question is how the recent development of the discourse about the paradigms of the social sciences. The paradigmatic and methodological development forward directed through a post-empirical approach to the exclusion of desire unification cause or structure as the objective theory of social action, and develop a multi-theoretical paradigms on the basis of variations in the structure that can be applied to the various regions and types of action. Furthermore, elaborated fur

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26

Chertkova, E. L. "The scientist’s dignity as a path to the truth." Philosophy of Science and Technology 27, no. 2 (2022): 6–19. http://dx.doi.org/10.21146/2413-9084-2022-27-2-6-19.

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The article is devoted to the 90th anniversary of Academy member Vladislav Alexandrovich Lectorsky, his scientific views and personal qualities. On the basis of acquaintance with his works and many years of personal communication, an attempt is made to comprehend the reasons and conditions for the fruitful life in science, which allowed him to become a universally recognized classic of Russian philosophy during his lifetime and a recognized worldwide authority in the field of epistemology and philosophy of science. The mechanism of interaction of scientific inclinations and interests with pers

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27

Sugianti, Lilik, Oikurema Purwati, Slamet Setiawan, and Syafi'ul Anam. "HARMONY OF THE PHILOSOPHICAL FOUNDATION OF ENGLISH TEXTBOOKS AND THE 2013 ENGLISH CURRICULUM." Premise: Journal of English Education 11, no. 3 (2022): 458. http://dx.doi.org/10.24127/pj.v11i3.5018.

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Philosophy is one of the most important fundamental aspects in developing the 2013 curriculum to determine teaching and learning objectives and processes. Accordingly, textbooks should represent curriculum ideas. It must be developed in line with the philosophical foundation of the curriculum. It is to realize the objectives of teaching and learning that emphasize critical thinking and student character development. This study aimed to reveal the philosophical foundations of LKS (Lembar Kerja Siswa) in English ninth grade and its compatibility with the 2013 curriculum. LKS is an exercise guide

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28

Gogol, Eugene. "An Exploration of the Raya Dunayevskaya Collection – Marxist-Humanism: A Half-Century of its World Development." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 18, no. 1 (2020): 444–59. http://dx.doi.org/10.31269/triplec.v18i1.1165.

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Through an exploration of the Raya Dunayevskaya Collection, major themes of Dunayevskaya’s contribution to Marxist thought and action are presented. Her view of Marx as a philosopher of revolution in permanence, her interpretation of Lenin as a Hegelian-Marxist thinker-activist revolutionary, her reading of Hegel’s Absolutes as New Beginning for our age, her insistence that human subjects of social transformation are not alone muscle but Mind, are revolutionary Reason as well as force, and her efforts to work out and practice a dialectic of organisation and philosophy through the Marxist-Human

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29

Rošker, Jana S. "Confucian Humanism and the Importance of Female Education." Asian Studies 9, no. 1 (2021): 13–29. http://dx.doi.org/10.4312/as.2021.9.1.13-29.

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The problem of the relation between the female gender and Confucian humanism is far more complex than it seems to be on the first glance. Especially if we consider the many misogynistic phenomena we can encounter in the course of Chinese history, such as foot-binding or the concubinage, we might be inclined to think that female philosophy was impossible in traditional China. This paper aims to challenge the standard views on this problem. It aims to shed some light on the fact that in this context we have to differentiate between classical teachings that were relatively egalitarian in nature,

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30

Rošker, Jana S. "Confucian Humanism and the Importance of Female Education." Asian Studies 9, no. 1 (2021): 13–29. http://dx.doi.org/10.4312/as.2021.9.1.13-29.

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The problem of the relation between the female gender and Confucian humanism is far more complex than it seems to be on the first glance. Especially if we consider the many misogynistic phenomena we can encounter in the course of Chinese history, such as foot-binding or the concubinage, we might be inclined to think that female philosophy was impossible in traditional China. This paper aims to challenge the standard views on this problem. It aims to shed some light on the fact that in this context we have to differentiate between classical teachings that were relatively egalitarian in nature,

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31

van Seters, Paul. "From Public Sociology to Public Philosophy: Lessons for Law and Society." Law & Social Inquiry 35, no. 04 (2010): 1137–54. http://dx.doi.org/10.1111/j.1747-4469.2010.01219.x.

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The late Philip Selznick's final book, A Humanist Science, examines the role of values and ideals in the social sciences, including the study of law and society. Throughout his academic career, Selznick was committed to what he called “legal naturalism,” a sociological version of the natural‐law perspective, while his critics continue to adhere to various forms of positivism. But the age‐old opposition between natural law and legal positivism today may be giving way to the quest for public sociology—a sociology that promotes public reflection on significant social issues and thus functions as

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32

Callegaro, Francesco. "From philosophical sociology to sociological philosophy: a challenge to Daniel Chernilo’s quest for a universal humanism." Distinktion: Journal of Social Theory 21, no. 1 (2020): 112–16. http://dx.doi.org/10.1080/1600910x.2020.1718724.

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33

Wander, Philip, and Dennis Jaehne. "From Cassandra to Gaia: The limits of civic humanism in a post‐ecological world." Social Epistemology 8, no. 3 (1994): 243–59. http://dx.doi.org/10.1080/02691729408578750.

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Whiting, Russell. "Gestures of Mutuality: Bridging Social Work Values and Skills through Erasmian Humanism." Ethics and Social Welfare 9, no. 4 (2015): 328–42. http://dx.doi.org/10.1080/17496535.2015.1022900.

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Bokova, T. N. "Analysis of the Major Philosophical-Pedagogical Concepts in the United States of America in the XX Century." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 13, no. 2 (2013): 110–14. http://dx.doi.org/10.18500/1819-7671-2013-13-2-110-114.

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The article is devoted to analysis of the major philosophical and pedagogical concepts in the United States in the XX century: pragmatism, behaviorism, humanism, constructivism and cognitivism. The subject matter of the research is peculiarities and trends of the educational thought in the United States in the context of the formation and development of the education system in the United States in the XX century. Careful study and comparison of these areas helped identify key philosophical premises, values and methodological approaches in American pedagogy, the influence on the educational sys

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36

Zagorin, Perez. "On humanism past & present." Daedalus 132, no. 4 (2003): 87–92. http://dx.doi.org/10.1162/001152603771338832.

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37

Fudge, Erica. "The Animal Face of Early Modern England." Theory, Culture & Society 30, no. 7-8 (2013): 177–98. http://dx.doi.org/10.1177/0263276413496122.

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This article is both a work of historical reconstruction and a theoretical intervention. It looks at some influential contemporary accounts of human-animal relations and outlines a body of ideas from the 17th century that challenges what is presented as representative of the past in posthumanist thinking. Indeed, this article argues that this alternative past is much more in keeping with the shifts that posthumanist ideas mark in their departure from humanism. Taking a journey through ways of thinking that will, perhaps, be unfamiliar, the revised vision of human-animal relations outlined here

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38

Starr, Rachel. "Should We Be Writing Essays Instead of Articles? A Psychotherapist’s Reflection on Montaigne’s Marvelous Invention." Journal of Humanistic Psychology 52, no. 4 (2012): 423–50. http://dx.doi.org/10.1177/0022167811433850.

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Contemporary psychology may be overlooking an important mode of inquiry by insisting that our primary mode of communication should take the form of scientific articles rather than that of literary essays. The essay was first practiced and then refined by Michel de Montaigne in the late Renaissance and constitutes a unique literary form that incorporates both Renaissance humanism and the then-emerging spirit of scientific discovery. The aim of the present essay is to explore the uses psychotherapists might make of Montaigne’s Essays, both as a fruitful model for writing about and for reflecting

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39

Early, Gerald. "The quest for a black humanism." Daedalus 135, no. 2 (2006): 91–104. http://dx.doi.org/10.1162/daed.2006.135.2.91.

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40

Bevir, Mark. "Humanism in and against The Order of Things." Configurations 7, no. 2 (1999): 191–209. http://dx.doi.org/10.1353/con.1999.0011.

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41

D'Ambrosio, Paul. "AI Ethics Beyond the Anglo-Analytic Approach." Asian Studies 11, no. 3 (2023): 17–46. http://dx.doi.org/10.4312/as.2023.11.3.17-46.

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That artificial intelligence (AI), algorithms, and related technologies could use a few good booster shots of “humanism” is widely apparent. In both program code and implementation, AI and algorithms have been accused of harbouring deep-seated flaws that conflict with human values. They are prime examples of the skew towards white, Western, men and demonstrate the bankruptcy in the face of neoliberalist, profit- and market-oriented social paradigms that this special issue seeks to address. Currently, computer scientists and AI researchers who are looking to remedy these problems are often in f

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42

Aminov, Tahir M., and Marat T. Yakupov. "Ethical and pedagogical ideas of the Islamic peripathetian Al-Razi." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2023): 96–99. http://dx.doi.org/10.20339/am.07-23.096.

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The purpose of the article was to analyze the ethical and pedagogical problems considered in the works of the medieval Islamic thinker Al-Razi. The logical relationship between the Islamic postulates and the ethical and pedagogical ideas of this thinker with the paradigms accumulated by the peripathetics of the Antiquity is substantiated. Ancient philosophy is both a methodological and theoretical basis for the scientific research of an Islamic scientist. The content of his ethics is based on humanism, which is the main principle of education and training of a future full-fledged personality.

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Švec, Ondřej. "Strukturální antropologie a „konec člověka“." Teorie vědy / Theory of Science 31, no. 2 (2009): 19–48. http://dx.doi.org/10.46938/tv.2009.24.

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According to the traditional interpretation, Lévi-Strauss’ structural anthropology deposes the concept of man and the notion of human nature from its central place in human and social sciences. While it’s necessary to acknowledge Lévi-Strauss’ distance vis-à-vis all philosophy based on intentionality, experience and consciousness of subject, we argue that the most interesting purpose of the structural anthropology lies elsewhere. Not only Lévi-Strauss never declared himself being part of anti-humanism movement, but most of all, his famous polemics with Sartre at the end of La Pensée sauvage sh

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Jiménez Contreras, Baruc. "Engels, humanism and revolutionary praxis: The centrality of the dynamic analysis of historical materialism and its inherent relation to overcoming capitalist alienation." Human Geography 14, no. 2 (2021): 173–85. http://dx.doi.org/10.1177/19427786211010138.

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At the end of the 19th century, a debate emerged among academics of historical materialism on the apparent divergence between Engels’ and Marx’s theoretical developments. During the 20th century, those who wanted to argue that there was a dichotomy between the two authors identified Engels as responsible for historical materialism’s crises. This paper aims to demonstrate that Engels, far from distancing himself from Marx’s central positions, contributed to the formation of historical materialism as a revolutionary praxis that seeks a more rational regulation of the human metabolism with nature

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Kosiewicz, Jerzy. "From Boxing to Philosophy." Physical Culture and Sport. Studies and Research 71, no. 1 (2016): 63–77. http://dx.doi.org/10.1515/pcssr-2016-0021.

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AbstractThis article begins the cycle of portraits of the members of the Editorial Board and Editorial Advisory Board of the journal Physical Culture and Sport. Studies and Research, who are eminent social scientists researching the issue of sport. Among them, there are many world-class professors, rectors and deans of excellent universities, founders, presidents and secretaries-general of continental and international scientific societies and editors of high-scoring journals related to social sciences focusing on sport. The journal Physical Culture and Sport. Studies and Research started its

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Latif, Muhaemin. "ISLAM AND MULTICULTURAL THEOLOGY." Jurnal Diskursus Islam 9, no. 2 (2021): 226. http://dx.doi.org/10.24252/jdi.v9i2.22012.

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This article discusses the relationship between Islam and multicultural theology. It employs qualitative research methodology with focusing on library research in getting documents relating to the issue. Islam and multicultural theology are two important disciplines that need to be reconsidered to capture the dimensions of similarities for both of them. Although multicultural theology is originally coined in the history of western countries like America and European countries and it is more likely concerned with Christian theology, it does not mean that Islam and multicultural theology have no

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Veliyeva, Sh. "FROM VICTORIAN SOCIETY TO LITERARY REALISM: THE EVOLUTION OF CRITICAL REALISM IN ENGLISH LITERATURE." Slovak international scientific journal, no. 86 (August 12, 2024): 75–78. https://doi.org/10.5281/zenodo.13299574.

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Victorian literature is defined by the period of time in which it was written, not a central philosophy or style. However, a lot of Victorian literature does have particular themes or showcases similar forms and styles. This was caused by changing trends in thinking and taste. Following the Romantic period, writers of the Victorian age turned away from the abstract expressionism of the former period and focused on realism, with an attention towards social issues and the sciences. Both poetry and fictional prose were popular throughout the Victorian Age, producing some of the greatest writers i

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Boronoev, Аsаlhаn O., and Valeriy Kh Thakahov. "Concept of space of places in social sciences." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 37, no. 1 (2021): 91–105. http://dx.doi.org/10.21638/spbu17.2021.108.

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The article examines the concept of space of places — a theoretical framework in social sciences and the humanities for analyzing phenomenon of places and social practices used to produce and reproduce it. The purpose of the presented research consists of the following: 1) to reveal the main theoretical and methodological approaches to the construction of the concept of space of places; 2) present an interdisciplinary concept for describing and explaining the social foundations of the space of places; 3) describe the significant social practices of the reproduction of the space of places and s

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Bakhurst, D. "Philosophy, activity, life." Philosophy of Science and Technology 27, no. 2 (2022): 31–45. http://dx.doi.org/10.21146/2413-9084-2022-27-2-31-45.

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This paper, written to honor Prof. Vladislav Lektorsky on the occasion of his 90th birthday, addresses a subject to which Lektorsky has returned many times in the course of his long and distinguished career: the concept of activity. I begin with the distinction between activity and action, arguing against the view, associated with Leontiev, that actions are components of activities. In my view, the distinction between activity and action is an aspectual rather than ontological or mereological one. I then draw on the analysis of intentional action offered by G.E.M. Anscombe to argue that her un

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Kamal, Muhamad Ali Mustofa. "The Scientific Revolution of Thomas Kuhn and Their Relevances for Humanization of Islamic Law." Syariati : Jurnal Studi Al-Qur'an dan Hukum 2, no. 02 (2016): 213–26. http://dx.doi.org/10.32699/syariati.v2i02.1130.

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This paper tries to explore the views of Thomas Kuhn that science is moving through the stages that will culminate in normal conditions and then "rot" because it has been replaced by science or new paradigm. So next. The new paradigm threatens the old paradigm that had previously become the new paradigm. With this thinking concept, Thomas Kuhn is not just a major contribution in the history and philosophy of science, but more than that, he has initiated the theories that have broad implications in the social sciences, arts, politics, education and even religious sciences , provide an important

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