Like many of his contemporaries such as Bradley and Collingwood, Whitehead wrote at a time when positivism was the dominant philosophical influence in British philosophy, following the disintegration of the Hegelian synthesis. Central to Whitehead’s philosophical project is the task of rehabilitation of metaphysics against the backdrop of its deconstruction by logical positivism. While Whitehead is broadly sympathetic to the ideal of metaphysics, he believes that the grandiose conception of metaphysics as science of being qua being associated with traditional metaphysics is out of tune with scientific rationality and as such is problematic. At the core of Whitehead’s rehabilitation of metaphysics, therefore, is an attempt to broker rapprochement between metaphysical rationality and scientific rationality by converting metaphysics into speculative metaphysics, with the ambition of focusing on our universe of experience rather than all universes of discourse, as is typical of traditional metaphysics. While there is no doubt that Whitehead’s rehabilitation of metaphysics is an answer to positivism, it is at the same time an attempt to tone down the claims of metaphysics such as to bring it in accord with scientific rationality. Yet it remains to be seen whether Whitehead’s rehabilitation of metaphysics is successful in so far as the reconciliation of metaphysical rationality and scientific rationality through speculative philosophy focuses only on particular experiences rather than universal experiences, so that the concern of metaphysics to address the fundamental nature of the real in all its expressions remain pressing beyond the ideal of speculative philosophy.

This paper deals with the concept of alienation which is present in Kafka’s writings. “The Hunger Artist” is one of the best known and most discussed stories written by Kafka which displays the theme of alienation. The paper argues that alienation is a concept which originated in the philosophical discussions proposed by Hegel and which went through changes and started to be contextualised from a sociological perspective by Marx. The paper suggests that the short story entitled “The Hunger Artist” displays the artist’s alienation which can be compared with the conceptualisations made by Marx. In order to examine this relation firstly, Kafka as an artist with the striking themes and style of his writings is covered deeply. Then, the concept of alienation as discussed by Marx is examined. The final section is spared for establishing a bridge between Marxist theory of alienation and Kafka as can be observed in “The Hunger Artist.”“For who would bear the whips and scorns of time,Th’ oppressor’s wrong, the proud man’s contumelyThe pangs of despised love, the law’s delay,The insolence of office, and the spurnsThat patient merit of th’ unworthy takes,When he himself might his quietus makeWith a bare bodkin?” (Shakespeare, Hamlet)

My advocacy is teachers’ continuing professional growth, the practice and beliefs of which must be constantly fine-tuned with the school’s philosophy. One must purposely get out of the comfort zone to get a more philosophical view. I teach in a learner-centered school, which puts the learner at the center of the educative process. Some pedagogical techniques are recognized as more learner-centered than others, but other methods could be transformed as well. It helps to consult literatures on how to grow more learner-centered. In this article, I share how I used McCombs and Miller’s attributes of learnercentered leaders and best teachers, and Blumberg’s model for transitioning to learner-centered instruction. I realize that I have yet to improve on sharing the responsibility in learning with my students. I anticipate pleasure and pain in shifting my beliefs on the boundary between teacher and students. The exercise demonstrates that the learner-centered mindset compels planning and adapting; preparing the classroom, lessons and instruction; and seeking new information and technology, all for making a teaching moment more helpful to each learner. For this reason, the learner-centered pedagogy contributes not only to the learner’s growth but also to the teacher’s growth in his or her own pedagogy.

The damaging and harmful effects of the activities of some corporations on the consumers, employees, and natural environment, have given rise to the need to subject corporate policies, decisions, and actions to a moral evaluation. But due to the peculiar nature of the corporation, being a collective and a legal creation engaged in the activity of business, such evaluation has become a controversial matter, at least among philosophers. This controversy can be formulated as a question of whether corporations have certain moral obligations which are over and above their legal and economic duties. Among the various ways of approaching this question, I focus on two general ones. The first concerns the ethical nature of corporate acts. Here I show why the business nature of corporate acts is no reason to exempt corporations from having moral obligations. The second concerns the moral status of corporations. Here I show why it remains meaningful to regard corporations as moral agents and thus as appropriate bearers of moral obligations. On the whole, I therefore argue for the view that corporations have moral obligations of their own.

An important contribution of the so-called ‘Indian logic’ is the set of predications developed by Jain philosophers. However, if assessed based on western classical logic, Jaina logic in general and its predications in particular are clear examples of incorrect or inconsistent frameworks. Against this last idea, in this paper, it is argued that Jaina logic has a great potential to explain the way human beings really make inferences, and that comparing it to modern standard logic can be a mistake. To do that, a current semantic approach about reasoning, the one of the mental models theory, is used.

It is not enough to simply claim that one has every right to do whatever they desire to do because there is always the possibility of false empowerment. Through the presence of BDSM in mass media, it has caught enough attention for it to elicit influence and uneducated inclusion to their lifestyle. I attempt to revive the debate between the abolitionist versus the sex-positive because there is a necessity to provide a critical analysis of BDSM today in the age of post-sex revolution. Despite of the backlash it received from the thinkers from different walks of field, it is an empowering act because there is mutual respect, condemnation of abuse, and recognition of one’s individuality despite of its coercive, violent, and possessive act.

In this paper, I will focus on the nature and appropriation of political power, and explore the right appropriation of political power given the present political and social condition. I discuss first the nature of political power, and then the three political alternatives in the appropriation of political power, namely, the centralized, the dispersed, and the balanced power. I argue that although there are still states that hold on to the centralized power, given the present political and social condition, the balanced appropriation of political power is the best alternative.

In this paper, I discuss the relevance of indigenous normativity in advocating a deliberative yet autonomous political institution of the Gran Cordillera. I develop what I call ‘normative intercultural discourse.’ This notion attempts to integrate indigenous normative approaches and deliberative theory judiciously, without eliminating the distinctive character of each. In my opinion, this view can forge a shared understanding in the direction of the proposed Cordillera autonomous region. I argue that it can open the possibility for a stronger Cordillera demos that reflects the Cordilleran aspiration to determining its economic, political, and social affairs.

The problematic features of teaching philosophical ethics are inextricably linked to, and are dependent upon, the problematic features of philosophical ethics itself. This thesis is exemplified by two radically diverse approaches to searching for the good and the good life. The differences within each approach are discussed in terms of the principles of Plato and St. Augustine, on one hand, and William James and John Dewey, on the other hand. Before introducing their thoughts, attention is given to a context of teaching ethics to collegiate students, that is, to a structure or framework within which to organize and to interpret the development of principles in the history of ethics. I have concluded that differing conceptions of the good require correspondingly differentiated modes of searching for the good, both of which must be considered in teaching ethics in the collegiate classroom.

This paper traces the development of “cultural philosophy,” distinguishes it from the “philosophy of culture,” discusses African and Filipino philosophical dimensions, and then makes the concluding remarks. This paper argues that while cultural philosophy is a significant development in the history of ideas, any given culture must opt to develop its own philosophical tradition.

One of the fundamental group rights that belongs to ethnic people is selfdetermination. By this right, ethnic people determine how to control their destiny, life, identity, and resources. This right is often contested especially by modern nation-states as they often see it as a threat to the collective survival of the state. But because of oppression and violation of their group rights ethno-nations often assert their right to self-determination. The peoples in Nigeria’s Niger Delta are at the forefront in campaigning for their right to selfdetermination, not secession. Through a critical analysis and evaluation this right is examined with how it has been championed in the region. The concern here is to argue in support of the right to internal self-determination as only this can guarantee social stability—political peace—and enable the people to flourish and protect their environment that has been damaged by both the Nigerian state and oil multinational forces. The conclusion is that the peoples of the Niger Delta have this right to self-determination and it should be enhanced by the Nigerian state.

The paper examines the loss of African identity within the modern/ contemporary era. African identity has been a recurrent theme in all domains of African studies, serving as a major intellectual concern of many African scholars. Debates on the reality of African Philosophy are anchored on the questions surrounding African identity giving rise to thoughts and contents of that philosophy. Despite the volumes already generated on the theme, the controversial circumstances that engendered the subject of African identity makes its intellectual concern sustainable and almost inexhaustible. The question of African identity is basically an ontological question of the reality of Africa cum the being of an African. The series of infiltration and appraisals of Africa by foreign elements tend to plunge the continent into crises of identity. In addition to the various approaches to the subject, the nature-culture perspective presents the argument that if culture is ideally the product of a people’s nature, African culture represents the objective manifestation of the Africanity of the continent and its organic/holistic content. Such frame of thought embellished with philosophic tools provides further locus for a more feasible and stable definition of African identity as the holistic nature and character of being African.