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Ignace Haaz

Since 2012, Ignace Haaz has contributed to

release over 190 books on ethics, theology and philosophy as Globethics.net Publications Manager across 14 Series in 7 languages and Series Editor. As ethics online library executive, he is also developing online library collections on applied ethics for Globethics.net, currently focusing in particular on education. Previously Ignace received a Doctorat ès Lettres from the University of Geneva and taught ethical theories as Doctor Assistant at the Department of Philosophy of the University of Fribourg (Switzerland). ?e Value of Critical Knowledge, Ethics and Education ?is book aims at six important conceptual tools developed by philosophers to address the meaning of ethics. ?e author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. ?ese concepts are: 1. Ethics and realism: elucidation of the distinc- tion between understanding and explanation - the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology - the lightning rod type of normativity.

3. Bright light on self-identity and positive reciprocity - the reciprocity type of norma-

tivity. 4. ?e virtue of generosity and its importance for inclusive education - the divine will type of normativity. 5. Ethical education as normative philosophical perspective. ?e normativity of self-transformation in education. 6. Aesthetics as expression of human freedom and concern for the whole world in which we live, and which lives in us. We share an artistic presence in communities of practice, and across wider human circles, and finally seek to unite in the celebration of friendship and humanity across boundaries in a philosophical garden.

ISBN 978-2-88931-293-1

?e Value of Critical Knowledge, Ethics and Education

Ignace Haaz

Globethics.netPhilosophy 1

?e Value of Critical Knowledge,

Ethics and Education

Philosophical History Bringing Epistemic

and Critical Values to Values

Ignace Haaz

The Value of Critical Knowledge, Ethics

and Education

Philosophical History Bringing Epistemic

and Critical Values to Values "Education is another sun to those who are educated"

Heracleitus of Ephesus, Fragment 134.

The Value of Critical Knowledge, Ethics

and Education

Philosophical History Bringing Epistemic

and Critical Values to Values

Ignace Haaz

Globethics.net Philosophy Series No. 1

Globethics.net Philosophy

Director: Prof. Dr. Obiora Ike, Executive Director of Globethics.net in Geneva and Professor of Ethics at the Godfrey Okoye University Enugu/Nigeria.

Series editor: Dr Ignace Haaz, Managing Editor.

Globethics.net Philosophy Series 1

Ignace Haaz

, The Value of Critical Knowledge, Ethics and Education:

Philosophical History

Bringing Epistemic and Critical Values to Values

Geneva: Globethics.net, 2019

ISBN 978-2-88931-292-4 (online version)

ISBN 978-2-88931-293-1 (print version)

© 2019

Globethics.net

Assistant Editor: Samuel Davies

Proofreading: Tiffany Hemecker

Cover design: Michael Cagnoni

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1211 Geneva 2, Switzerland

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June 2019.

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The electronic version of this book is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY- NC

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TABLE OF CONTENTS

Introduction

........................................................................ 9

1 Ethics and Realism: Elucidation of the Distinction

between Understanding and Explanation ...................... 15

1.1 Introduction ................................................................................. 15

1.2 . The Ethical Norm as a Lighthouse .............................................. 18 1.3 Kant as Precursor of Dilthey's Comprensive Psychological Philosophy of the Mind ...................................................................... 19 1.4 Self-Understanding: Anthropological Foundation of Psychology and Psychopathology ........................................................................ 22 1.5 Conclusion .................................................................................... 26 1.6 Bibliography ................................................................................. 29

2 Leadership, Anti-realism and Moral Psychology ....... 31

2.1 Realistic Ethical Leadership, Anti-realism and the Apology

of Innocence: Introduction of Ethical Normativity as a Lightning Rod ............................................................................. 31

2.2 Realism and Antirealist Leadership Based on the Unconscious

Internal Drive ..................................................................................... 42

2.2.1 Irony in Innocence: Liberation from Narrow Expertise ........ 54

2.3 Genealogical Perspective: The

Drive for Power as Condition

for any other Passion ......................................................................... 58

2.3.1 Redefining Power as a Decent Standard .............................. 60

2.4 References ................................................................................. 111

3 The Bright Lights on Self Identity and Positive

Reciprocity ....................................................................... 121

3.1 Introduction ............................................................................... 123

3.2 "Hate is to be conquered by Love": Shared Competencies vs

Integrity ........................................................................................... 132

3.2.1 Spinoza"s High Standard of Personal Values ...................... 136

3.2.2 Ethics of Sustainability: An Immanent Onto-Metaphysical

Foundation .................................................................................. 138

3.3 Spinoza's Realistic Principle of an Ethic of Competency

and Sustainability: Reflecting on the Real Formal Causes ............... 139

3.3.1 The Monistic Notion of Identity Related Mutual

Recognition vs the Transformative Model .................................. 143

3.3.2 Enlargement of Spinoza"s Realistic Reciprocal

Interactions: the Politeness Theory............................................. 144

3.4 Conclusion ................................................................................. 145

3.5 Bibliography .............................................................................. 147

4 R. Descartes' Virtue of Generosity

and its Importance for Inclusive Education ................. 151

4.1 Exemplarity Based Education: Trusting Some Passion

s as Admiration or Wonder ................................................................ 151

4.2 Esteem Based Education: a not so Admirable Direction

M odel of Education: Generosity as a Focus ..................................... 154

4.3 Generosity Related Carthesian Corpus ...................................... 157

4.4 Conclusion ................................................................................. 166

4.5 Bibliography .............................................................................. 167

5 Ethical Education as Normative Philosophical

Perspective ....................................................................... 171

5.1 Introduction ............................................................................... 171

5.2 Philosophical Models of Knowledge Acquisition Based

on Capacities/Merit and the Perspective of Innate Ideas ................ 173

5.3 The Great Global Paradigm Shifts Challenging Higher

Education: Cognitive and Ethical Values Acquisition and Sharing ... 187

5.4 Self-directed Individual Education as Motivating Ground

for Common Good and Social Education ......................................... 191

5.5 Social Education and the Point of View of the Rights:

Cultural Rights a

nd Africa ................................................................ 194

5.5.1 Extract of the Main Definitions of Cultural Rights

Regarding Education .................................................................... 197 5.5.2 Annex .................................................................................. 200 5.6 Bibliography ............................................................................... 200

6 Conclusion: The Aesthetics of a Philosophical

Garden ............................................................................. 205

6.1 Garden Virtues and Garden Vices.......................................... 209

6.2 A Garden Based Space out of the Agora................................ 216

INTRODUCTION

"Why should I be ethical?" is the central philosophical question we are trying to address. In order to answer, we could first clarify that we need to grasp what a cause is, and how many kinds of causes there are, since it is essential for describing the world around us where our actions and rules are happening, and for the explanation of the conditions of ethical actions. As Aristotle shows by distinguishing four different caus- es in his Metaphysics V 2, the words "how" and "why" are highly poly- semic words: you can mean 1) the tool used to realize an intention, what could be formulated as "the primary source of the change or rest", or efficient cause, 2) the finality of your intention, "the end, that for the sake of which a thing is done" or final cause, 3) and 4) the matter or the form of your intention, that is on the one hand "that out of which", e.g., the matter of a statue, on the other "the account of what-it-is-to-be", e.g., the shape and structure of a statue. Most of the time in real life, you might have in fact an intention that you associate with a simple inten- tion, when it is in fact a mixed intention, a mixed sentiment, a mixed reaction: an intention related to a description based on various interrelat- ed causes. Philosophy and philosophical ethics in particular can be seen as an immense, partly hidden continent of intellectual reflections and findings by eloquent philosophers on the meaning of ethics in the Western Euro- pean tradition. The whole range of ethical philosophers could be then further divided by regions, countries and languages such as the Classicalquotesdbs_dbs22.pdfusesText_28

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