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The paper outlines the adverse consequences and challenges induced by COVID-19 pandemic for the whole world and for universities in particular. The example of Constantine the Philosopher University in Nitra illustrates the difficulties and challenges caused by the pandemic in relation to the two main activities arising from the university mission-teaching and research. It presents some particular aspects of the university activities adversely affected by COVID-19 and shares the measures to minimize the resulted damages. Furthermore, it demonstrates that, despite complications induced by COVID-19, teaching, research, and international cooperation have been successfully continued.

In this paper, I aim to demonstrate that \"The Origin of the Work of Art\" involves an implicit dialogue with the Hegelian philosophy of art. [...]we will try to show Hegelian influences within a theme not fully explained in the essay on art: the history of being (die Seinsgeschichte). Heidegger, Hegel, work of art, end of art, history of being. Pero, sin embargo, sigue abierta la pregunta de si el arte sigue siendo todavía un modo esencial y necesario en el que acontece la verdad decisiva para nuestro Dasein histórico o si ya no lo es.

In this bibliographic commentary, we want to show the relevance of Fichte's Characteristics of the Present Age, recently reissued in its Spanish translation. [...]we analyze each of the big moments of the Characteristics and the concepts involved; for example, the plan of the universe, the ages, life, true religion, etc. [...]throughout this commentary, we attempt to reflect on the complex relation between the philosopher and the comprehension of his own time. Fichte - Characteristics of the Present Age - History - State - Comprehension. 1. Así, desdobla -como también suele hacerse- entre el primer Fichte o el Fichte de Jena, y el segundo Fichte o el Fichte de Berlín (Rivera de Rosales, 2019: 23-35), y a la vez captura temáticas de distintas obras hasta desembocar en lo específico de Los caracteres.

Marginal comments on student essays are a near-universal method of providing feedback in philosophy. Widespread as the practice is, however, it has well-known drawbacks. Commenting on students' work in the form of a video has the potential to improve the feedback experience for both instructors and students. The advantages of video feedback can be seen by examining it from both the professor's and the student's perspective. In discussing the professor's perspective, this article shares observations based on the author's experience delivering feedback through video. Turning to the student's view, it discusses qualitative feedback solicited from students that indicates a clear preference for video feedback over written marginalia. In particular, students describe video feedback as more informative, more personal, better at suggesting improvements on future assignments, enhancing the professor's ability to communicate through tone of voice and gesture, and easier to understand compared to written feedback.

This richly illustrated work provides a new and deeper perspective on the interaction of visual representation and classical culture from the fifth century B.C. to the fourth century A.D. Drawing on a variety of source materials, including Greco-Roman literature, historiography, and philosophy, coupled with artistic renderings, Paul Zanker forges the first comprehensive history of the visual representation of Greek and Roman intellectuals. He takes the reader from the earliest visual images of Socrates and Plato to the figures of Christ, the Apostles, and contemporaneous pagan and civic dignitaries.   Through his interpretations of the postures, gestures, facial expressions, and stylistic changes of particular pieces, we come to know these great poets and philosophers through all of their various personas--the prophetic wise man, the virtuous democratic citizen, or the self-absorbed bon vivant. Zanker's analysis of how the iconography of influential thinkers and writers changed demonstrates the rise and fall of trends and the movement of schools of thought and belief, each successively embodying the most valued characteristics of the period and culture.   This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1995. Many titles in the Voices Revived program are also newly available as ebooks, offered at a discounted price to support wider access to scholarly work.

This article describes a specific pedagogical context for an advanced logic course and presents a strategy that might facilitate students' transition from the object-theoretical to the metatheoretical perspective on logic. The pedagogical context consists of philosophy students who in general have had little training in logic, except for a thorough introduction to syllogistics. The teaching strategy tries to exploit this knowledge of syllogistics, by emphasizing the analogies between ideas from metalogic and ideas from syllogistics, such as existential import, the distinction between contradictories and contraries, and the square of opposition. This strategy helps to improve students' understanding of metalogic, because it allows the students to integrate these new ideas with their previously acquired knowledge of syllogistics.

Maimonides was the greatest Jewish philosopher and legal scholar of the medieval period, a towering figure who has had a profound and lasting influence on Jewish law, philosophy, and religious consciousness. This book provides a comprehensive and accessible introduction to his life and work, revealing how his philosophical sensibility and outlook informed his interpretation of Jewish tradition. Moshe Halbertal vividly describes Maimonides's childhood in Muslim Spain, his family's flight to North Africa to escape persecution, and their eventual resettling in Egypt. He draws on Maimonides's letters and the testimonies of his contemporaries, both Muslims and Jews, to offer new insights into his personality and the circumstances that shaped his thinking. Halbertal then turns to Maimonides's legal and philosophical work, analyzing his three great books--Commentary on the Mishnah, theMishneh Torah, and theGuide of the Perplexed. He discusses Maimonides's battle against all attempts to personify God, his conviction that God's presence in the world is mediated through the natural order rather than through miracles, and his locating of philosophy and science at the summit of the religious life of Torah. Halbertal examines Maimonides's philosophical positions on fundamental questions such as the nature and limits of religious language, creation and nature, prophecy, providence, the problem of evil, and the meaning of the commandments. A stunning achievement,Maimonidesoffers an unparalleled look at the life and thought of this important Jewish philosopher, scholar, and theologian.

The article was inspired by chapters 6–7 of Ryszard Kleszcz’s book Logika, metafilozofia, wszechmoc. Siedem studiów filozoficznych (Logic, Metaphilosophy, Omnipotence. Seven Philosophical Studies) published in Polish in 2021. These chapters concern this part of metaphysics, which in the terminology inspired by scholastic distinctions was referred to as the philosophy of God, and is now placed within the framework of philosophical theology or philosophy of religion. I focus on three questions: 1) How to distinguish research in the philosophy of religion from research in the sciences of religion? 2) Can the limiting of research, typical of a large number of philosophers of religion, to monotheism in the world’s largest religions, and more specifically to Christianity, be convincingly justified without revealing their religious beliefs? 3) Is classical theism the correct articulation of the Christian meaning of the word “God”. In reply to the first question, I argue that a philosopher of religion is one who directly or indirectly takes a positive or negative stand on the cognitive character, especially truthfulness (Kleszcz would prefer to say “justification”) of religious beliefs or experiences. My reply to the second question, unlike Kleszcz’s, is negative: the philosopher’s disclosure of his own attitude to religion does not betray the ideal of objectivity; on the contrary, it promotes fairness in relation to the readers, and eliminates a certain kind of theoretical hypocrisy found in supporters of a philosophy practiced in a supposedly neutral way towards their own beliefs. My answer to the third question is also negative. What we need today is a less conservative philosophy of religion, bolder in its claims, than the one proposed by Ryszard Kleszcz—namely, one that imitates the way of practicing philosophy by the old masters, e.g. by St. Thomas Aquinas, consisting in the search for the rational foundations of Christianity, and not one that recognizes the results of the old masters’ findings, for example, on the nature of God, as fundamentally final and corrigible only in minor details.

Carol Atack is a Fellow of Newnham College, University of Cambridge, where she teaches classical Greek and ancient philosophy. She is the author of The Discourse of Kingship in Classical Greece (2019) and Anachronism and Antiquity (with Tim Rood and Tom Phillips, 2020).