Philosophy of Education in a Poor Historical Moment: A Personal Account

Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning” into the total harmony that is promised to us within nothingness.     

A Theoretical Framework for Analysing the Notion of Relative Importance of Criteria

Multiple-criteria decision aid almost always requires the use of weights, importance coefficients or even a hierarchy of criteria, veto thresholds, etc. These are importance parameters that are used to differentiate the role devoted to each criterion in the construction of comprehensive preferences. Many researchers have studied the problem of how to assign values to such parameters, but few of them have tried to analyse in detail what underlies the notion of importance of criteria and to give a clear formal definition of it. In this paper our purpose is to define a theoretical framework so as to analyse the notion of the importance of criteria under very general conditions. Within this framework it clearly appears that the importance of criteria is taken into account in very different ways in various aggregation procedures. This framework also allows us to shed new light on fundamental questions such as: Under what conditions is it possible to state that one criterion is more important than another? Are importance parameters of the various aggregation procedures dependent on or independent of the encoding of criteria? What are the links between the two concepts of the importance of criteria and the compensatoriness of preferences? This theoretical framework seems to us sufficiently general to ground further research in order to define theoretically valid elicitation methods for importance parameters.