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Alpha (Osorno) , 2009, DOI: 10.4067/S0718-22012009000100006
Abstract: this article traces the debate on the value of improvement in contemporary democratic theory through a discussion of the controversial interpretations of john rawls and stanley cavell of schopenhauer as educator by friedrich nietzsche. it argues that the readings of perfectionism offered y both rawls and cavell poorly capture the nietzschean notion of individual freedom as responsibility. the latter may turns out to be of value for modern democratic life not in virtud of, but despite the fact that it constitutes an alternative to the liberal conceptions of culture and individual freedom.
Alútiz Colorado,Juan Carlos;
Papel Politico , 2007,
Abstract: given the philosophical objective similarities found in the postconventional morality by j. habermas and j. rawls, the debate between them was inevitable, and finally it blossomed in the middle of the nineties. the present article tries to give a revealing account of the main points of discordance between them both, as well as a balanced overview of the more solid arguments in the defense of their respective normative proposals.
Considera??es acerca da no??o de raz?o pública no debate Rawls-Habermas
Kritsch, Raquel;Silva, André Luiz da;
Revista de Sociologia e Política , 2011, DOI: 10.1590/S0104-44782011000200006
Abstract: one of the major differences between political liberalism and the theory of communicative action lies in the fundamentation offered by those who have formulated them regarding the neutrality of the procedures to be used in reaching the principles that should guide institutional practices and policies, in the face of the plurality of doctrines in societies marked by great social and cultural heterogeneity. these distinct bases appear quite clearly in the notion of public reason, a central theme of the famous debate in which rawls advances his idea of "overlapping consensus" in order to produce a political conception of justice acceptable to the different doctrines that co-existe within an ordered democratic society. in turn, habermas' ideal procedure is deliberation, which presumes associative forms that are capable of impartial regulation of social conditions of conviviality, and for these purposes makes use of a procedural rationality for moral justification. thus, our purpose here is to elucidate and debate two distinct bases (objective neutrality and rationally justifiable principle) for the notion of public reason.
A filosofia constitucional de John Rawls e Jürgen Habermas: um debate sobre as rela es entre sistemas de justi a e sistemas de direitos
Cecília Caballero Lois
Sequência : Estudos Juridicos e Politicos , 2005,
Abstract: Este artigo analise o debate Rawls/Habermas, especialmente no que toca às rela esque ambos estabelecem entre sistemasde justi a e sistemas de direitos. O trabalhoinicia apresentando uma possibilidade deconceitua o do que seria a chamada filosofiaconstitucional e qual as suas rela es coma teoria dos direitos e a teoria constitucional.Logo após apresenta rapidamente a obra deJohn Rawls e as críticas que Jurgen Habermaslhe formula. Finalmente, investiga qual sistemaseria mais adequado à concretiza oda democracia constitucional numa sociedademarcada pelo pluralismo.This paper analyzes the debatebetween Rawls and Habermas, especiallyabout the relationships that both establishbetween justice systems and rights systems.It begins presenting a possibility of conceptof what it would be called as constitutionalphilosophy and which were its relationshipswith the rights theory and the constitutionalone. Therefore, it presents John Rawls’s workand the critics that Jürgen Habermasformulates. Finally, it investigates whichsystem would be more appropriate to maketrue the constitutional democracy in asociety marked by pluralism.
Moral perfectionism and democratic responsiveness: reading Cavell with Foucault  [cached]
Aletta J. Norval
Ethics & Global Politics , 2011, DOI: 10.3402/egp.v4i4.14448
Abstract: Starting from existing interpretations of Cavell's account of moral perfectionism, this article seeks to elaborate an account of democratic responsiveness that foregrounds notions of ‘turning’ and ‘manifesting for another’. In contrast to readings of Cavell that privilege reason-giving, the article draws on the writings of Cavell as well as on Foucault's work on parrēsia to elaborate a grammar of responsiveness that is attentive to a wider range of practices, forms of embodiment and modes of subjectivity. The article suggests that a focus on the notions of ‘turning’ and ‘manifesting for another’ is crucial if we are to account for the processes through which political imagination is opened up so as to bring about novel ways of being and acting. The arguments are illustrated with reference to recent events in the Arab Spring as well as to the politics of redress in a post-transitional social movement, Khulumani.
O debate entre comunitaristas e cosmopolitas e as teorias de Rela??es Internacionais: Rawls como uma via média
Guimar?es, Feliciano de Sá;
Contexto Internacional , 2008, DOI: 10.1590/S0102-85292008000300001
Abstract: the article debates the main communitarian and cosmopolitan perspectives in terms of international distributive justice in order to rethink the international relations theory, especially the constructivism and the neo-liberalism. moreover, the article intends to analyze the john rawls's law of people for the international arena as a middle ground theory between the communitarism and the cosmopolitism.
Nietzsche’s Thinking in Relationship with the Aesthetical  [cached]
Stefan Maftei
Journal for the Study of Religions and Ideologies , 2003,
Abstract: This paper debates the new theories of philosophical and aesthetical discourse by applying them to Nietzsche’s thinking on art. The article consists of four general subjects, each of them focusing on an essential part of Nietzsche’s special relationship to art: 1) Art generated by the philosophical text itself, through the form of the fragment; 2) The artistic relationship as an interdisciplinary ground for philosophical knowledge of the world (especially as applied in Nietzsche’s and Schopenhauer’s work); 3) A critical debate on Wolfgang Welsch’s theory about the interdisciplinary aspects of the philosophical and aesthetic discourse; 4) The backgrounds of Nietzsche’s aesthetics project explained in Claus Zittel’s theory on Nietzsche’s “aesthetic turn.” Thus, Nietzsche’s thinking is defined as a relationist project, emphasizing the “self-destruction dy- namic” of his aesthetical perspectivism.
Nietzsche's Thinking in Relationship with the Aesthetical  [cached]
Stefan Maftei
Journal for the Study of Religions and Ideologies , 2003,
Abstract: This paper debates the new theories on philosophical and aesthetical discourse, by applying them to Nietzsche s thinking on art. The article consists in four general subjects, each of them focussing on an essential part of Nietzsche s special relationship to art: 1) Art generated by the philosophical text itself, through the form of the fragment; 2) The artistic relationship as an interdisciplinary ground for the philosophical knowledge of the world (especially applied in Nietzsche s and Schopenhauer s work); 3) A critical debate on Wolfgang Welsch s theory about the interdisciplinary aspects of the philosophical and aesthetical discourse; 4) The backgrounds of Nietzsche s aesthetical project explained in Claus Zittel s theory on Nietzsche s aesthetic turn . Thus, Nietzsche s thinking is defined as a relationist project, the self-destruction dynamic of his aesthetical perspectivism.
John Rawls: The Political Education
Elnora Gondim,Osvaldino Marra Rodrigues
Universitas Humanística , 2010,
Abstract: Rawls defines education as the training and development of abilities and aptitudes, a civic, constitutional teaching, as a means for making a living and developing a cooperation sense. To understand the role of education in Rawls’ work we need to understand the concept of a well-ordered society. It is related to primary goods. In them political freedoms are given priority; and through them citizens —in developing their expression and meeting abilities, in enjoying freedom of thought— may get to enhance their self-esteem; guaranteeing citizens’ personal and social life enrichment. From this perspective, education plays a central role in society, as it helps to develop autonomy, allowing for individuals’ actions to be reflected by the principles they would accept as rational, reasonable, equal and free beings. As a consequence, education enables citizens for public debate. According to the theory of justice as fairness, differently from utilitarianism, citizenship development is a fundamental element; politics and education are intertwined aspects.
El cine nos hace mejores: Una respuesta a Stanley Cavell
Enlace , 2009,
Abstract: this paper provides an answer to the question: could the film make us better? it is a broader question, a philosophical question: what means to be better compel us to claim the possibility of moral perfectionism, a philosophical view that stanley cavell has expressly linked to the film possibilities. film is the older of the new audiovisual technologies.
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