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Legislation was a component that characterized the link between civic and religious authority throughout the Archaic period to the early Roman Empire. Legislation is much celebrated in the respective philosophical cultures of Plutarch and Porphyry: in the former, the image of the ideal ruler reflects the notion of a philosopherking, while in the latter, it was attached with significance to life lived under the divine law of the Intellect of Kronos. This article will demonstrate how Plutarch and Porphyry jointly acknowledge the legislator’s legendary image as more than mediating between hostile factions of the citizen body and regulating divine worship and ritual praxis, often on the basis of his political expertise and divine ancestry by casting it in a fresh mold. In doing so, Plutarch and Porphyry together claim that the legislator’s legendary image plays a decisivly corrective role in ancient society by way of introducing the non-violation of animal life for food and sacrifice. This corrective role will be discussed as being pivotal for the intellectual pursuit of the priestly community and philosophers in selected dialogues in Plutarch’s Moralia and Porphyry’s De Abstinentia., Legislation was a component that characterized the link between civic and religious authority throughout the Archaic period to the early Roman Empire. Legislation is much celebrated in the respective philosophical cultures of Plutarch and Porphyry: in the former, the image of the ideal ruler reflects the notion of a philosopherking, while in the latter, it was attached with significance to life lived under the divine law of the Intellect of Kronos. This article will demonstrate how Plutarch and Porphyry jointly acknowledge the legislator’s legendary image as more than mediating between hostile factions of the citizen body and regulating divine worship and ritual praxis, often on the basis of his political expertise and divine ancestry by casting it in a fresh mold. In doing so, Plutarch and Porphyry together claim that the legislator’s legendary image plays a decisivly corrective role in ancient society by way of introducing the non-violation of animal life for food and sacrifice. This corrective role will be discussed as being pivotal for the intellectual pursuit of the priestly community and philosophers in selected dialogues in Plutarch’s Moralia and Porphyry’s De Abstinentia.

Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers, Masterarbeit Universität Innsbruck 2023

The objective of the present inquiry is to demonstrate whether the conceptualizations made regarding currency by contractarian philosophers Thomas Hobbes, John Locke and Montesquieu make them direct continuators of Aristotle’s work or if, on the contrary, they distance themselves. To this end, aspects of the monetary phenomenon such as its origin, nature or essence, function, teleology, and ethics are contrasted and analyzed. Thus, the analysis developed allows us to show that modern contractualism has been more than a simple and unique canon of common thought. This entails expanding knowledge regarding it because although the different processes of monetary conceptualization do present repetitive philosophical positions in some respects, the reflective categories used by each one allowed them to create internal coherence in their respective perspectives; such notions underpin them ideas of the deliberative capacity granted to collective enterprises to transform their contexts, El objetivo de la presente investigación es evidenciar si las conceptualizaciones que realizan al respecto de la moneda los filósofos contractualistas Thomas Hobbes, John Locke y Montesquieu, los convierte en continuadores directos de la obra de Aristóteles o si, por el contrario, toman distancia. Para tal fin, se contrastan y analizan aspectos del fenómeno monetario tales como su origen, naturaleza o esencia, función, teleología y ética. Así, el análisis desarrollado permite evidenciar que el contractualismo moderno ha sido más que un simple y único canon de pensamiento común. Ello conlleva ampliar el conocimiento al respecto por motivo de que, a pesar de que los diferentes procesos de conceptualización monetaria, si presentan posturas filosóficas reiterativas en algunos aspectos, las categorías reflexivas empleadas por cada uno en particular les permitieron crear una coherencia interna en sus respectivas perspectivas; tales nociones sustentan sus ideas de capacidad deliberativa otorgadas a las empresas colectivas para transformar sus contextos., O objetivo da presente investigação é demonstrar se as conceituações feitas a respeito da moeda pelos filósofos contratualistas Thomas Hobbes, John Locke e Montesquieu os tornam continuadores diretos da obra de Aristóteles ou se, pelo contrário, se distanciam. Para tanto, são contrastados e analisados aspetos do fenômeno monetário como sua origem, natureza o essência, função, teleologia e ética. Assim, a análise desenvolvida permite-nos mostrar que o contratualismo moderno tem sido mais do que um simples e único cânone do pensamento comum. Isto implica ampliar o conhecimento a respeito, pois embora os diferentes processos de conceituação monetária apresentem posições filosóficas repetitivas em alguns aspetos, as categorias reflexivas utilizadas por cada um em particular permitiram-lhes criar coerência interna em suas respetivas perspetivas; tais noções sustentam as suas ideias sobre a capacidade deliberativa concedida às empresas coletivas para transformar os seus contextos.

"Creative activity (isn't) the icing on the cake. Human creativity is the cake." (Jerry Hirschberg) Creativity - "the mastery of information and skills in the service of dreams" (Hirschberg) - is much prized in the arts, science, business and the classroom. What does the creative process look like? Under what conditions does it flourish - what ignites the creative spark? Attempting to answer these questions, this class explores ways creativity has been understood in Western culture: what we prize and fear about creativity and its wellsprings; how writers, artists, scientists and inventors have described their own creative processes; how psychologists and philosophers have theorized it; ways in which creativity has been represented in Western culture, particularly in 20th century films; and creativity in everyday life, including our own lives. Readings include portions of psychologist Rollo May's The Courage To Create, and essays by Joan Didion, John Updike, Alice Walker, Oliver Sacks, and others. In addition, we'll watch video profiles of choreographer Paul Taylor, architect Maya Lin, and jazz musician Dave Brubeck. We'll keep journals in which we note our own observations and reflections on creative process. We will also watch a film together as a class one evening early in the term.

This essay compares the theory of human rights and human responsibility to the reality in the Swedish government. The aim is to understand what the philosophers in this case study are saying about human rights and responsibility. The essay also asks how the philosopher’s theories compare to the reality in the Swedish State. When comparing the theory of John Locke, Jean-Jacques Rousseau and Robert Nozick to the Swedish government and laws we understand that Rousseau is the most conservative and yet the one out of the three philosophers that are closest to Swedish State reality. Locke is not very different from Rousseau and a lot of how the Swedish State works is compatible whit his thoughts. Nozick, being the one that is most liberal, is then the one that has ideas that are most different from the Swedish State 2021 even though Sweden is known to be one of the most liberal and equal states in the world.

Philosophical activity is directed primarily to the world of ideas, that is, it deals with thoughts and meditation on the deepestthemes of human and non-human existence. On the other hand, the pedagogical activity is mainly directed to more practical purposes,although not less important, and takes advantage of the knowledge revealed by the different referents of philosophy. However, it hasbeen pointed out that for different reasons education has strayed far from the deeper world of ideas, which can lead to very superficialpedagogical activity. This essay aims to bring philosophy closer to education and, specifically, to physical education. First, the objectivewas to analyze the meaning of love proposed by two philosophers associated with the phenomenological school, Max Scheler and JoséOrtega y Gasset. Later, that meaning was associated with ethical training in school physical education. The analysis reflects that bothagree that love is an objective feeling and an intentional act aimed at adequately preserving what is positively valued. They also recognizethat love precedes emotions, thoughts, and desires, as well as its direction goes from the top to the bottom. This knowledge can be appliedin physical education in different ways, highlighting awareness on the relationship between emotions and ethical values, such assolidarity, respect for human rights, tolerance, and humility, La actividad filosófica se dirige principalmente al mundo de las ideas, o sea, trata sobre el pensamiento y la meditación de lostemas más profundos de la existencia humana y no humana. Por otra parte, la actividad pedagógica se dirige principalmente a fines másprácticos, aunque no menos importantes, y aprovecha los saberes desvelados por los diferentes referentes de la filosofía. No obstante,se ha señalado que por diferentes motivos la educación se ha alejado mucho del mundo más profundo de las ideas, lo cual puede derivaren una actividad pedagógica muy superficial. Con este ensayo se pretende acercar la filosofía a la educación y, en concreto, a la educaciónfísica. En primer lugar, se tuvo como objetivo analizar el significado de amor que proponen dos filósofos asociados a la escuelafenomenológica, Max Scheler y José Ortega y Gasset. Posteriormente, aquel significado se asoció a la formación ética en la educaciónfísica escolar. El análisis refleja que ambos coinciden en que el amor es un sentimiento objetivo y un acto intencional dirigido a conservaradecuadamente lo que es valorado positivamente. También reconocen que el amor es anterior a las emociones, los pensamientos y losdeseos, así como que su dirección va desde lo superior a lo inferior. Este conocimiento puede ser aplicado en la educación física dediferentes formas, destacando la conciencia sobre la relación de las emociones con los valores éticos, como la solidaridad, el respeto a losderechos humanos, la tolerancia y la humildad.

This study’s main focus on the view and the essential elements of physical and spiritual culture in philosopher’s works from ancient times until the end of the 20th century. This paper presents philosopher’s opinions on physical culture’s specific aspects, including physical education, sports, recreation and other border areas of the individual’s physical and spiritual activity. The references for this study on philosopher’s opinions are mainly from secondary sources. A concise statement of these philosopher’s work refers to the period before the New era, regarding Xenophanes, Socrates, Cliton, and Marcus Tallies Cicero. Then philosophers of the modern era, Francis Bacon and Rene Descartes, Jean-Jacques Rousseau, Immanuel Kant, Georg W.F. Hegel, Karl Marx, John Lobok, and the most prominent former Yugoslavs philosopher of the 20th century, Branislav Petronijevic. This study is not a critical review but a summary of the most influential thinkers’ views, from the historical aspect of the study preoccupation.