My cousins in Pakistan who are studying to be doctors often boast of their capacity to treat human beings’ greatest impediments in life—physical ailments. Such confidence comes from their commitment to contemporary medicine, which (unfortunately) is often mistakenly thought to be omnipotent for the rather remarkable strides it makes concerning patient health. Many debilitating diseases
TagValue Studies
Playing Democracy
Willy Brandt, Germany’s first – malicious tongues might say only – left wing post-war chancellor was born in 1913. One hundred years later, the Deutsches Theater in Berlin showed the play “Democracy,” in which Michael Frayn tells of the rise and fall of one of Germany’s most important political figures of the 20th century. The
Lorraine Daston on: ‘History of Observation’
Lorraine Daston is Director at the Max Planck Institute for the History of Science, Berlin and Visiting Professor in the Committee on Social Thought at the University of Chicago. Her expertise lies within the history and philosophy of science. On 28th February 2013, Prof. Daston came to ECLA of Bard to give a lecture on
Frank Ruda on Hegel and Marx – From Abstraction to Alienation to Universalism
The BA2 Core Course for the spring term, on the topic of ‘Property’, co-taught by faculty members Catherine Toal and Michael Weinman, commenced on the 16th of April with two guest seminars from Frank Ruda, Visiting Lecturer at the Institute of Philosophy, Scientific Research Centre in Ljubljana, Research Associate in Philosophy at the Free University
Stories from ECLA’s first BA Students
Not only will they be the first class to graduate with a bachelor’s degree from the Value Studies programme in June 2012, but they are students who have played a decisive part in shaping ECLA’s academic culture. The present article will deal with the personal, individual—both unique and shared—experiences of three seniors, who talked to
ECLA Core Course on Education
For ten weeks at ECLA, drawing upon the debates of Ancient Greece, students and faculty have been weighing different views of the meaning of education. Students considered their position as learners at the same time as experiencing the ‘other side’ of the educational dialogue in seminars, such that the experience was of self-reflective education. Two