Ethics II

Annotation

1. Ethics is in another way the same philosophical intention; To understand the essential issue of ethics it requires us to demonstrate why and in what sense is it good to be rightful just the way we are – Socratic elenchus

2. The major phenomena of experience – What is the world and who is the person?; Plato’s idea of education and upbringing; an issue of doxa and the cave into which we always grow; Who is a child? Plato’s idea of soul – its purification of Christian-Latin misinterpretation; climbing out of the cave as to climb out of the world and simultaneously from “oneself” to “myself” (“know yourself”)

3. Aristotle continuation of Plato’s idea of philosophy and education: interpreting the main issue of Nicomachean Ethics – to agathon, Eudaimonia, ethos, paideia; II.

4. The issue of scientific knowledge; an idea and a norm – humanity that allows to be normalized by an observed idea without being compelled; what does their composition mean for the European humanity and its meaning – imperial horizon of European politics within the contrast of Greece oikos

5. Cartesian project as the basic element of a matter of course of our world and direction of us as a whole, understanding of the world, ourselves and ourselves within the world – nature as objectivity; comparison with Comenian’s idea of life and world as an idea of education – comparison of Comenian and Descartes following of Plato’s philosophical intension;

6. The issue of possessing – Locke and his theoretical assumption of law, politics and psychology in our age – empirics as a theoretical covering of original expropriation (colonialism) – Rousseau’s critic – early Marx’ critique of capital as elaboration of Kant’s critique of practical mind

7. Marx’ revelation of the technology issue – difference between a device and an instrument; capital as a subject and as a device of a higher order – division of labour, shifts, an existence as a modus-moment; Kafka – the cave of a higher order interpreted on the basics of The Trial; Nietzsche’s critique of education – inability of a person’s representation to be; Arendt – in what sense is Eichmann in every one of us?; technical systems creating problems which are not technical and thus are invisible to the technicians – systems as their own places of subjectivity – subordination of a human to its own constructs – absurdity and ruling of the idiots – fachidiot as an ideal of a present-day person in every aspect of life;

8. Husserl’s critique of objectivism – a person only as a person of facts; Heidegger’s critique of technology and transformation of the world to a planet; Kosík’s follow-up – the side and the market as subject entering the place of a subject and god; a phenomenon of nonsensicality; colonization of time – reservable-shift (manager) – actuality-instantment as a self-explanation of a modern mortal; information; performance

9. Foucault – bio-power and societies of control; issue of subjectivity; issue of power – relationship of idealisation and power; school as a tool of discipline – ideological state devices; Husserl – issue of a symbol and knowledge – issue of sense – behind the borders of subject and imagination – temporality; “oneself” and transcendental subjectivity; issue of education and upbringing – what is the meaning of education and what does equality in education mean? Transformation of school into a part of market – school as a production part to maintenance men of all orders (a person as a source and a moment of a process of production and consumption); knowledge and information, truth and method.