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Sherman presents a slightly revised definition of empathy, in which empathy is the cognitive ability to place oneself in the world of another, imagining all of the realities, feelings, and circumstances of that person in the context of their world. |
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The Zhuangzi offers two apparently incompatible models of bereavement. Zhuangzi sometimes suggests that the sage will greet loss with unfractured equanimity and even aplomb. However, upon the death of his own wife, Zhuangzi evinces a sorrow that, albeit brief, fits ill with this suggestion. In this essay, I contend that the grief that Zhuangzi displays at his wifeâs death better honors wider values averred elsewhere in the text and, more generally, that a sage who retains a capacity for sorrow will (...) |
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Aristotle claims at Eudemian Ethics 1.2 that everyone who can live according to his own choice should adopt some goal for the good life, which he will keep in view in all his actions, for not to have done so is a sign of folly. This is an opinion shared by other ancients as well as some moderns. Others believe, however, that this view is false to the human condition, and provide a number of objections: (1) you can’t plan love; (...) |
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One of the most intriguing claims of Stoic logic is Chrysippus's denial of the modal principle that the impossible does not follow from the possible. Chrysippus's argument against this principle involves the idea that some propositions are ?destroyed? or ?perish?. According to the standard interpretation of Chrysippus's argument, propositions cease to exist when they are destroyed. Ide has presented an alternative interpretation according to which destroyed propositions persist after destruction and are false. I argue that Ide's alternative interpretation as well (...) |
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This paper presents a praxiological analysis of three everyday educational practices or strategies that can be considered as being directed at the moral formation of the emotions. The first consists in requests to imagine other's emotional reactions. The second comprises requests to imitate normative emotional reactions and the third to re-appraise the features of a situation that are relevant to an emotional response. The interest of these categories is not just that they help to organize and recognize the significance of (...) |
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