Programska knjiÅ¾ica - Hrvatsko filozofsko druÅ¡tvo

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UNIVERSITY AND CAPITALISM Worrying trends in the transformation of university are primarily dictated by the dominant economic system, i.e. neoliberal capitalism, which redefines notions, purpose and meaning of education, science and knowledge. This redefinition is assisted by the contemporary forms of science and politics – technoscience and liberal democracy. This paper considers these issues on the basis of a document that aims to analyze the current situation, point to possible points of resistance, and bring additional suggestions regarding science and education in the contemporary socio-political context. This is The Declaration on Science and Higher Education, proposed in March 2012 by the “Academic Solidarity” Union of Higher Education and Science. VALENTINA KANEVA Faculty of Philosophy, St. Kliment Ohridski University of Sofia, Bulgaria / Filozofski fakultet, Sveučilište Sv. Klimenta Ohridskog u Sofiji, Bugarska SCIENCE AND ETHICS: SOME REMARKS ON THE DEVELOPMENT OF KNOWLEDGE AND HUMAN DEVELOPMENT The university is the main institution engaged in development, preservation and transmission of knowledge: knowledge of the world, of nature and natural processes as well as knowledge of human world and human values. The long tradition of humanitarian education in the universities of Europe reveals the processes of both developing knowledge and human development. The development of sciences in the last decades, and especially life sciences, raises difficult questions concerning the progress of scientific knowledge and its power to transform individual and social life. These questions require rethinking of the aims of science and its role in the society. Some gaps and discrepancies of this development are reasons for the recent emphasis on research ethics as well as for the advance of bioethics. This paper focuses on the complexities and ambiguities of the processes, ongoing in the societies in East Europe with regard to the spheres of science and education. 76
ZNANOST I ETIKA: NEKE NAPOMENE O RAZVOJU ZNANJA I LJUDSKOM RAZVOJU Sveučilište je glavna institucija koja se bavi razvojem, očuvanjem i prenošenjem znanja: znanja o svijetu, o prirodi i prirodnim procesima, kao i znanja o ljudskom svijetu i ljudskim vrijednostima. Duga tradicija humanističkog obrazovanja na europskim sveučilištima otkriva procese kako razvijanja znanja tako i ljudskog razvoja. Razvoj znanostî posljednjih desetljeća, posebno znanostî o životu, otvara teška pitanja o napretku znanstvenog znanja i njegove moći transformiranja individualnog i društvenog života. Ova pitanja zahtijevaju preispitivanje ciljeva znanosti i njezine uloge u društvu. Neki jazovi i diskrepancije ovog razvoja razlozi su za aktualno pridavanje pažnje etici istraživanja kao i za razvoj bioetike. Ovaj rad se fokusira na složenosti i nejasnoće ovih procesa u društvima Istočne Europe s obzirom na sfere znanosti i obrazovanja. IVANA KNEŽIĆ Odjel za filozofiju, Sveučilište u Zadru, Hrvatska / Department of Philosophy, University of Zadar, Croatia HOBBESOVA KRITIKA SVEUČILIŠTA Kao oksfordski student, Thomas Hobbes nije bio osobito oduševljen nastavnim sadržajima koji su mu se na Sveučilištu nudili. Averzija prema sveučilištima trajala je cijeloga života, a u njegovim zrelim i kasnim godinama manifestirala se kroz žestoke rasprave s nekim sveučilišnim profesorima. Otpor prema sveučilištima svoj teoretski izričaj pronalazi u djelima ovog britanskog filozofa u obliku bespoštedne kritike upućene na račun sveučilišta. No, premda neumoljivi kritičar sveučilišta, filozof iz Malmesburyja nije zagovarao njihovo ukidanje, nego njihovu reformu. U našem izlaganju donosimo ključne momente Hobbesove kritike sveučilišta, ukazujući na njihovu neposrednu vezu s njegovom filozofijom. Također, u izlaganju ćemo prikazati i osnovne Hobbesove ideje za reformu sveučilišta prema njegovim vlastitim filozofskim principima, uz kritičku prosudbu tih ideja. 77
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ISSN: 1848-2228 HRVATSKO FILOZOFSKO
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SADRŽAJ / CONTENTS Organizacijski
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21. DANI FRANE PETRIĆA Uvod 21st D
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znanstvenim opusom u 13. stoljeću,
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THE IDEA OF THE UNIVERSITY Mislav J
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all else in the service of such dev
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OD PETRIĆA DO BOŠKOVIĆA: HRVATSK
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2. The sources of Petrić’s and B
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Simpozij IDEJA SVEUČILIŠTA Sympos
Page 25 and 26: Legal History in the Curricula of t
Page 27 and 28: 16:15-16:30 RAJKA ŠVRLJUGA (Hrvats
Page 29 and 30: UTORAK, 25. rujna 2012. / TUESDAY,
Page 31 and 32: Predsjedava / Chairperson: JOSIP OS
Page 33 and 34: SRIJEDA, 26. rujna 2012. / WEDNESDA
Page 35: PLENARNA PREDAVANJA ::: PLENARY LEC
Page 38 and 39: Predsjedavaju / Chairpersons: IVICA
Page 40 and 41: 10:15-10:45 Petrićeve Discussiones
Page 42 and 43: The Reception of Bošković’s Nat
Page 45 and 46: Međunarodni simpozij IDEJA SVEUČI
Page 47 and 48: LOGIČKA OGRANIČENJA I ONTOLOŠKI
Page 49 and 50: USTROJ ODSJEKA ZA FILOZOFIJU U MODE
Page 51 and 52: problem. On the other hand, the ver
Page 53 and 54: gitimnosti (bliske) veze između re
Page 55 and 56: striktnog državnog nositelja. On j
Page 57 and 58: DRAGAN ĆALOVIĆ Fakultet za kultur
Page 59 and 60: gments, a truth in developing them,
Page 61 and 62: NENAD DAKOVIĆ Beograd, Srbija / Be
Page 63 and 64: u atmosferi aphetéos-ēdone, unive
Page 65 and 66: skog tipa sveučilišta nego su u n
Page 67 and 68: RICHARD F. GOMBRICH Faculty of Orie
Page 69 and 70: UNIVERSITY, HIGHER EDUCATION, AND N
Page 71 and 72: AMINA ISANOVIĆ Filozofski fakultet
Page 73 and 74: ge as a whole and the light whose o
Page 75: ju narav sveučilišta i uloge znan
Page 79 and 80: INDUSTRIALISATION OF THE UNIVERSITY
Page 81 and 82: nim, odnosno profitabilnim istraži
Page 83 and 84: disable competition, not to introdu
Page 85 and 86: socijalnih mehanizama upotrebe znan
Page 87 and 88: MISLAV KUKOČ Faculty of Philosophy
Page 89 and 90: ard of their human and moral qualit
Page 91 and 92: UNIVERZITET VISVA-BHARATI; TAGORINO
Page 93 and 94: UNIVERSITY: FROM SPECULATION TO CRI
Page 95 and 96: »SUSTAV« U FILOZOFIJI KAO POSLJED
Page 97 and 98: curricula’s subjects. For him, th
Page 99 and 100: This protest shows that students wa
Page 101 and 102: der Universität in der Zeit des Zw
Page 103 and 104: losophy, Pedagogy and Logics. As th
Page 105 and 106: iti pobrojane uočene anomalije i n
Page 107 and 108: tual endeavours contribute the soci
Page 109 and 110: MAJA POLJAK Odjel za filozofiju, Sv
Page 111 and 112: verziteta«, točnije, seminarskog
Page 113 and 114: either bureaucratic and politicized
Page 115 and 116: Jedna od tih je, svakako, ideja sve
Page 117 and 118: jesti kao holistički okvir za istr
Page 119 and 120: WHY IS UNIVERSITY STILL IMPORTANT?
Page 121 and 122: LINO VELJAK Filozofski fakultet, Sv
Page 123 and 124: assistance in the Vedas, Upanishads
Page 125 and 126: RADOMIR VIDENOVIĆ Filozofski fakul
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BUDISLAV VUKAS, ml. Pravni fakultet
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DIVNA VUKSANOVIĆ Fakultet dramskih
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ENIS ZEBIĆ Zagreb, Hrvatska / Zagr
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BOJAN ŽALEC Faculty of Theology, U
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Petrić i Gučetić svoje traktate
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of the paper deals with Ficino’s
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If we accept that Comenius was stro
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φιλοσοφία), a možda i sv
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i završne riječi cjelokupnog Filo
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On 131v-140r the manuscript, eviden
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The third stage researches the rece
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PETRIĆ AND (PSEUDO-)PHILOPONUS Phi
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Unlike the other three characters,
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popratna obrazloženja u znanstveni
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tion to the emergence of ‘new opt
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assertions of Plato and Aristotle,
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The same concept of happiness appea
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IVICA MARTINOVIĆ, MARIN MARTINIĆ
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15. Thomas Thomson, An attempt to e
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166 pp. 515-516, with the descripti
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Institut für Wissenschaftsgeschich
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Prvi subtezarij »De principiis et
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chapter “De astronomia physica,
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minje postojanje »nečega« izmeđ
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the Greek verb system he encountere
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su u 19. stoljeću nazvani »točka
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fundamental rule of defining the ur
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Međunarodni simpozij IDEJA SVEUČI
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Richard F. Gombrich Balliol College
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Nenad Malović Katolički bogoslovn
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Iris Tićac Odjel za filozofiju Sve
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19. simpozij OD PETRIĆA DO BOŠKOV
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Dodatak: popratni tekstovi uz simpo
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egarded as some of the world’s be
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professorship is the same as a chai
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of the organization Save British Sc
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seem at the bottom a deadly ideolog
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all right to be clever at a specifi
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the Commons Education Select Commit
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out of his bookcase to show it to t
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which is completed in three years.
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and they should be used for those g
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value and thus to be worthless. In
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in Britain. Since then there have b
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9 names, because even though the ot
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“There are few things on which ma
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department, employing six teaching
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and “the stick is mightily more e
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Politicians are not the only ones t
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I explained in my Tokyo speech that
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ing, like all evaluation, is a form
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wäre weitaus geringer, wenn nicht
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diese auch sind. Aber an einen akad
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Diese Bildung, diese Sensibilitäte
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STALNI Donatori DANA FRANE PETRIĆA
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1992 Suvremena filozofska gibanja
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IZDAVAČ: BIBLIOTEKA: ZA IZDAVAČA:
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