This paper offers a social phenomenological reading of the globally binding practice of 'social distancing' in light of the precautionary measures against the spreading of the Covid-19 virus. Amid speculation about the far-reaching effects of temporarily applicable measures and foresights about the advent of an ethos that has been heralded by the media as the 'new normal', the ubiquitous phenomenon of social distancing calls for a fundamental ontological elucidation. The purported hermeneutic that is situated in the broader place branding and (...) experiential marketing literatures places Covid-19 in the shoes of Being, and, therefore, imagines how Being would behave ontologically if it were a virus. By positing that the virus does operate like Being, five these are formulated as experiential interpretive categories with regard to the ontological status of Covid-19. The adopted approach makes the following contributions to the extant literature: First, it addresses a wholly new phenomenon in place branding, namely a pre-branded place that is non-negotiable, globally applicable and seemingly equivalent to pure void. Second, it advances the application of phenomenological research in experiential consumption by highlighting the aptness of the so far peripheral (in the marketing discipline) strand of Heideggerian fundamental ontology. Third, it expands the notion of place in the place branding literature, by showing how spatialization is the outcome of temporalization, in line with the adopted phenomenological perspective. (shrink)

Spengler’s work is typically represented as speculative philosophy of history. However, I argue that there is good reason to consider much of his thought as preoccupied with existential and phenomenological questions about the nature and ends of human existence, rather than with history per se. In this paper I consider Spengler’s work in comparison with Heidegger’s history of Being and analysis of technological modernity. I argue that Spengler’s considerable proximity to much of Heidegger’s thought compels us to reconsider the nature (...) and scope of Spengler’s philosophical project. (shrink)

In this paper, I argue that self-awareness is intertwined with one's awareness of possibilities for action. I show this by critically examining Dan Zahavi's multidimensional account of the self. I argue that the distinction Zahavi makes among 'pre-reflective minimal', 'interpersonal', and 'normative' dimensions of selfhood needs to be refined in order to accommodate what I call 'pre-reflective self-understanding'. The latter is a normative dimension of selfhood manifest not in reflection and deliberation, but in the habits and style of a person’s (...) pre-reflective absorption in the world. After reviewing Zahavi's multidimensional account and revealing this gap in his explanatory taxonomy, I draw upon Heidegger, Merleau-Ponty, and Frankfurt in order to sketch an account of pre-reflective self-understanding. I end by raising an objection to Zahavi’s claim for the primitive and foundational status of pre-reflective self-awareness. To carve off self-awareness from the self’s practical immersion in a situation where things and possibilities already matter and draw one to act is to distort the phenomena. A more careful phenomenology of pre-reflective action shows that pre-reflective self-awareness and pre-reflective self-understanding are co-constitutive, both mutually for each other and jointly for everyday experience. (shrink)

In this note I present a solution to Kripkenstein’s paradox, based on a very simple argument: (1) natural language and rule-following are empirical phenomena; (2) no case has been described, in real life, of a person who behaves as Wittgenstein’s or Kripke’s fictional character; (3) therefore, the discussion of such a case is completely devoid of interest. I lay out the example of a ‘Kripkensteinian apple’, which has a normal weight on even days and is weightless on odd days, in (...) order to highlight the contrast between a genuinely empirical perspective, such as that of physics, and the logical-analytical perspective, under which Kripkenstein’s paradox has attracted so much attention. (shrink)

Heidegger also famously says that Being depends on Dasein, even though beings in general do not. This is perplexing. “Heidegger and the “There Is” of Being” offers an interpretation of what’s going on in the passages in which this sort of assertion is made.

The chapter discusses Quentin Meillassoux's recent interpretation and critique of Heidegger's philosophical position, which he describes as "strong correlationism." It emphasizes the fact that Meillassoux situates Heidegger in the post-Kantian tradition of transcendental idealism that he defines in terms of a focus on the correlation between being and thinking. It is argued that Meillassoux's "speculative" attempt to overcome the Kantian philosophical framework in the name of absolute contingency should be understood as a further development and dialectical overcoming of its ultimate (...) contemporary form, the Heideggerian philosophy of finitude. (shrink)

Phenomenology has done more than any other school of thought for bringing emotions to the forefront of philosophical inquiry. The main reason for the interest shown by phenomenologists in the nature of emotions is perhaps not easily discernible. It might be thought that phenomenologists focus on emotions because the felt the quality of most emotional states renders them a privileged object of inquiry into the phenomenal properties of human experience. That view, in its turn, might lead one to think that (...) phenomenologists attend to emotional experience for its highly subjective character. On the contrary, it is the ability of emotions to engage with reality that makes them crucial for phenomenological analysis. Emotional experience is an opening to the salient features of a situation; undergoing an emotion is a way – and, for some phenomenologists, the principal way – in which the world manifests itself to us. The exact character of that manifestation will be the main topic of discussion in the present chapter. We look at the two major accounts of the way in which that manifestation is structured. The first account is due to Martin Heidegger, and the second is articulated in the writings of Jean-Paul Sartre. (shrink)

In Heidegger’s Being and Time certain concepts are discussed which are central to the ontological constitution of Dasein. This paper demonstrates the interesting manner in which some of these concepts can be used in a reading of T.S. Eliot’s The Love Song of J. Alfred Prufrock. A comparative analysis is performed, explicating the relevant Heideggerian terms and then relating them to Eliot’s poem. In this way strong parallels are revealed between the two men’s respective thoughts and distinct modernist sensibilities. Prufrock, (...) the protagonist of the poem, and the world he inhabits illustrate poetically concepts such as authenticity, inauthenticity, the ‘they’, idle talk and angst, which Heidegger develops in Being and Time. (shrink)

In this paper, we pay attention to the impact on staff of what was a new place, Ko Awatea, within a large New Zealand hospital. The place became a space from within which a particular mood arose. This paper seeks to capture that mood and its impact. Using a Heideggerian hermeneutic approach, the study reported on drew on data from interviews with 20 staff. Philosophical notions about the nature and mood of place/space are explored. As staff claimed this space, the (...) mood that emerged was of liveliness, buzz and comfort. It became a space where people wanted to be, where they met others, where conversations unfolded, where thinking happened in new ways. Staff places tend to be sacrificed or poorly resourced in resource-tight environments. We argue that creating a space that feels home-like, where staff come, linger and engage in community is a priority for generating the mood and thinking of an organization. Such spaces do not happen by chance; it takes forethought and intentionality. The gift of such space is the thinking that is sparked and grown. (shrink)

From where does the frequently explored connection between identity, difference and power stem? One thinker influencing contemporary discussions on this theme is Judith Butler. To her, the primary difference constituting identity is the difference between the subject and the historical power constructing it. Although they belong together, power can still be said to subjugate the subject. However, within this system, the origin of power cannot be accounted for. I will therefore attempt to examine this origin on the basis of Martin (...) Heidegger's The History of Being, written 1938-1940). According to him, power is something intrinsically dependent on subject metaphysics. The latter stems from what he calls the oblivion of being, which can also be expressed as the forgetting of the difference between beings and being. The abiding in this difference opens the way into that which Heidegger calls enowning, in which the human being can reach identity in a qualified respect, as a nearness to his own being. Only on this way can the regime of power, permeating identity construction, be overcome. (shrink)

Heidegger distinguishes between things that are present-at-hand and things that are ready-to-hand. I argue that, in Heidegger, this distinction is between two sets of entities rather than between two ways of considering one and the same set of entities. I argue that Heidegger ascribes distinct temporal, essential, and phenomenological properties to these two different kinds of entities.

Introduction -/- I. Recent Research in Roboethics II. Intercultural Robethics III. Roboethics and Digital Ontology IV. "Robotopia Nipponica" V. Ethics of Robot Cars VI. Open Roboethics Initiative VII. Cyber warfare VIII. Healthcare Robots IX. Robot Law X. Social Robotics -/- Conclusion -/- References -/- Annex 1: Conferences and Workshops Annex 2: Korean Robot Ethics Charter Annex 3: Selected Recent Publications.

In this article, we discuss some of the linguistic features of hermeneutic-phenomenological writing and, in so doing, we point to the close connection between lived experience and the ethical-aesthetic traits of writing the experience. Our exploration starts by contemplating texts written by the so-called Utrecht School. We reflect on their orientation as it has been understood, developed, and advocated by Max van Manen. The literary style of the Utrecht orientation is sometimes misunderstood and questioned. This article aims to explicate why (...) and how hermeneutic phenomenology needs an expressive language to "write the lived experience" rather than to simply write "about" the lived experience. Lived experiences are always past experiences that we try to bring into the present, and so the difference between recollections and memories are discussed in connection to writing the experience. We argue that what is being told and not seen is, metaphorically speaking, an event in sound, which can have ethical and aesthetic virtues of truth and beauty. Lived experiences, whether written as anecdotes or as other kinds of experiential accounts, can shine forth through the use of expressive language. But is this kind of language poetry? Can such an account be regarded as poetic writing? If it is poetic writing, exactly how does it differ from academic writing? Our exploration of questions like these leads us to the tentative conclusion that, as hermeneutic phenomenological researchers, we dwell in the borderland between a "poetic attitude" and a utilitarian writing style. (shrink)

German philosopher Martin Heidegger stirred educators when in 1951 he claimed teaching is more difficult than learning because teachers must ‘learn to let learn’. However in the main he left the aphorism unexplained as part of a brief four-paragraph, less than two-page set of observations concerning the relationship of teaching to learning; and concluded at the end of those observations that to become a teacher is an ‘exalted matter’. This paper investigates both of Heidegger's claims, interpreting letting learn in the (...) context of Heidegger's larger philosophical project, and suggesting why in light of that project to become a teacher is an exalted concern. The methodology guiding the inquiry is largely hermeneutic, the purpose of the essay to interpret teaching from a Heideggerian perspective: its nature and general method. (shrink)

Within educational philosophies that utilise the Heideggerian idea of ‘authenticity’ there can be distinguished at least two readings that correspond with the categories of ‘weak’ and ‘strong’ utopianism. ‘Strong-utopianism’ is the nostalgia for some lost Edenic paradise to be restored at some future time. Here it is the ‘world’ that needs to be transcended for it is the source of our inauthenticity, where we are the puppets of modernist-capitalist ideologies. ‘Authenticity’ here is a value-judgment, understood as something that makes you (...) a better person. The ‘inauthentic’ person is simply deceived. ‘Weak-utopianism’ is recognising the forces for change in the ‘everyday-immanent’ where we do not look to overcome the world but own it as ‘heritage’. ‘Authenticity’ here is an ontological choice, a modification of inauthenticity, not its opposite. The ‘cult of the authentic’ relates to the ‘strong utopianism’ where ‘authenticity’ has become fetishized, harking back to a purer, pre-modern state, untainted by the ideals of the Enlightenment and ethos of capitalism. ‘Authentic education’ is the overcoming of our environments and socio-historical contexts, opening up new horizons of meaning. The radical notion of freedom that this implies, where one is free from rather than free in the realisation of constraint, may also be another dividing line between the ‘strong’ and ‘weak’ readings, which lend themselves to a Messianic narrative. It will be argued that if ‘authentic education’ is understood through a ‘strong utopianism’ it actually re-enforces those very same dystopian ideals they look to overcome as characterised by ‘enframing’. (shrink)

The purpose of this paper is to reveal how the thinking of leadership is always in ‘play’ enacting the wisdom of practice. The ‘know how’ of leadership theory (techne) tends to assume that a plan, or a set of skills, can accomplish whatever one sets out to achieve. However, the nature of human and contextual encounter instead draws one into a dynamic relationship where all is in-play. To lead is to recognise the impact and primacy of play and to respond (...) accordingly. For this research study, experienced leaders were interviewed and data was analysed drawing on the philosophical notions of Heidegger and Gadamer, using a phenomenological methodology. The findings indicate that ‘know how’ is not sufficient. Strong leadership requires wisdom that is enacted in the moment. In addition, ‘who’ the leader is matters, for in the dynamic of play leaders can only draw on their own integrity. Being attuned to the play also matters, for discerning mood, possibilities and threats prompt the leader’s next move. Leadership that enables individuals to play with wisdom, foresight and sound judgement can only be learnt through experience. The implications are that emerging leaders need to be exposed to the play of leadership and to be mentored by experienced leaders who can share their wisdom. Indo-Pacific Journal of Phenomenology , Volume 11, Edition 1 May 2011, 47-57. (shrink)

Reevaluates Western and Chinese philosophical traditions to question the boundaries of entrenched conceptual frameworks.

A vision of future daily life is explored in Ambient Intelligence . It contains the assumption that intelligent technology should disappear into our environment to bring humans an easy and entertaining life. The mental, physical, methodical invisibility of AmI will have an effect on the relation between design and use activities of both users and designers. Especially the ethics discussions of AmI, privacy, identity and security are moved into the foreground. However in the process of using AmI, it will go (...) beyond these themes. The infiltration of AmI will cause the construction of new meanings of privacy, identity and security because the "visible" acting of people will be preceded, accompanied and followed by the invisible and visible acting of the AmI technology and their producers.A question in this paper is: How is it possible to create critical transformative rooms in which doubting will be possible under the circumstances that autonomous 'intelligent agents' surround humans? Are humans in danger to become just objects of artificial intelligent conversations? Probably the relation between mental, physical, methodical invisibility and visibility of AmI could give answers. (shrink)

هدف از پژوهش حاضر مطالعۀ نحوۀ مواجهۀ هایدگر با سنت متافیزیکی است، تا به واسطۀ آن روشن گردد که این مواجهه اولاً در مسیر فکری هایدگر دچار چه دگرگونی‌هایی شد، و ثانیاً مواضع هایدگر در باب متافیزیک تا چه اندازه متأثر از الهیات مسیحی بوده است؟ بر این اساس، این پرسش را مبنا قرار دادیم که پروژۀ «تخریب هستی‌شناسانۀ تاریخ متافیزیک» در هایدگر متقدم و رویکرد «چیرگی بر متافیزیک» در هایدگر متاخر به چه نحو صورت پذیرفت، و دلایل گذار او (...) از رویکرد «تخریب متافیزیک» به رویکرد «چیرگی بر متافیزیک» چه بود؟ یافته‌های تحقیق نشان می‌دهد که از منظر هایدگر، نقد متافیزیک بستر ضروری راهیابی به حقیقت هستی است، چرا که متافیزیک، به واسطۀ ماهیت انتو-تئولوژیک‌اش زمینۀ انحراف تاریخی فلسفه و دور شدنش از تفکر اصیل را ایجاد کرد، که نتیجۀ آن را می‌توان در فروبستگی و به خفا رفتن هستی، بی خانمانی و عسرت بشر امروز و نیهیلیسم تکنولوژیک دوران معاصر مشاهده کرد. در عین حال، تعلق خاطر هایدگر به سنت الهیات ایمانی به او کمک کرد تا صورت‌بندی متمایز فلسفی‌اش در نقد و گذار از متافیزیک را با تکیه بر ادبیاتی همسو با کلام مقدس تقریر کند و از این طریق بکوشد تا با گذر از مرزهای محدودکنندۀ فلسفه‌های مرسوم، در راه یک اندیشۀ تماماً غیرمتافیزیکی گام بردارد. (shrink)

This paper considers prominent forms of discourse in educational research, the nature of their appeal and the force of the idea of freedom within that appeal. For this, two different aspects of research are juxtaposed, aspects in which the value of freedom is articulated in contrasting ways. First, evidence-based education is considered as a prominent manifestation of faith in scientific method in education: in this, it might be said, there is an obsession with freedom – the freedom of the research (...) from bias. Second, and by contrast, in humanistic forms of educational research, freedom assumes a position of central importance, in the idea of autonomy. Here are two contrasting ethical priorities, respectively, the supposed neutrality that is achieved by excising individual judgement, and the vision of the good life that prioritises the rational exercise of that judgement. In this paper, I wish to discuss the kind of aura that is attached to these ideas, embedded as they are in a western metap... (shrink)

This paper argues that Heidegger's phenomenology of boredom in The Fundamental Concepts of Metaphysics: World, Finitude, Solitude (1983) could be a promising addition to the ‘toolbox’ of scientists investigating conscious experience. We describe Heidegger's methodological principles and show how he applies these in describing three forms of boredom. Each form is shown to have two structural moments – being held in limbo and being left empty – as well as a characteristic relation to passing the time. In our conclusion, we (...) suggest specific ways in which Heidegger's phenomenological description can be used in scientific investigations of boredom. (shrink)

By juxtaposing a phenomenological-existential mode of understanding with the mainstream therapeutic modality of cognitive behavioural therapy, this paper considers how the mode in which a therapist chooses to understand a client's thoughts may manifest in practice, and the potential implications thereof for the authenticity and effectiveness of the therapeutic process. In conclusion, the author points to the similar challenges confronting both client and therapist when thoughts are heard, despite the clamour of the collective voice, as a call from the lived (...) to the self to explore its own possibilities. (shrink)

Contemporary education now appears to be dominated by the continual drive for improvement measured against the assessment of what students have learned. It is our contention that a foundational relation with assessment organises contemporary education. Here we draw on a 'way of thinking' that is deconstructive in its intent. Such thinking makes clear the vicious circularity of the argument for improvement, wherein assessment valorised in discourses of improvement provides not only a rationalisation for improvement via assessment, but also the very (...) means of achieving such possibilities via targets grounded in limited specifications of assessment. On reading Heidegger's 'question concerning technology' we sought to reconsider the vicious circle of improvement in relation to Being. We claim that the means-ends driven technology of assessment, rather than being at our disposal and under our control, only serves to reveals the Real to us in accordance with the restricting principle of reason. The principle of reason, we argue, grounds 'Enframing' that ranks and orders the very beings of education as objects to produce an objective 'world as picture', rather than opening the possibility of their identity as belongings with a movement of difference. So, 'improvement' becomes normative and binding for institutions and practices on grounds of the principle of assessment, and renders agents of education as functionaries of 'Enframing'. (shrink)

This article compares the dialectics of Fredric Jameson and Roy Bhaskar. From a dialectical critical-realist standpoint, it argues that Jameson’s approach in his recent collection Valences of the Dialectic sits uncomfortably between Hegelian and Marxist presuppositions. This is seen in the way he configures the relation between thinking and being, and it leads to an alliance with poststructuralist thinking in which real negativity is denied. In consequence, his thought is caught between a critique of the present and the impossibility of (...) thinking real change within it. (shrink)

In discussions of the conservation of culturally significant architecture, awareness about issues of temporality and its theoretical import has been approached from varied, partial, perspectives. These perspectives have usually focused on accounts of temporality that focus on the past and the present—and more rarely the future—without considering either the complete spectrum of human temporality or its ontological bases. This article addresses this shortcoming with a phenomenology of conservation grounded on the fundamental attitudes of cultivation and care. After a phenomenological and (...) existentialist analysis of Cesare Brandi’s thought—focusing on his paradigmatic Theory of Restoration—his attitude comes forth as a limited instance of the modern conservation attitude that is concerned exclusively with architecture as art. This attitude results in a limited temporal intentionality. Following Ingarden and Ricoeur, the existential approach here applied to the deduced dimensions of the space and time of Dasein—in Heidegger’s terms—outlines the grounding of conservation on an existential interpretation of the more fundamental notions of cultivation and care. This interpretation suggests a solution for the modern impasse with an existential account of both the artistic grounding of architecture and its characterization as the place that temporally accompanies Dasein. Architecture thus emerges as a manifold being, constituting existentially the space for the authentic human being, whose temporal consciousness compels it to cultivate and care about that space, thus enriching the possible approaches to conservation as a collective endeavor. (shrink)

In The question concerning technology, Heidegger explores actuality in terms of danger. In chapter 3.6 ‘Who has forgotten Being?’ of his We have never been modern, Latour typically ridicules Heidegger and rejects no less than his whole thinking path. I contend that this criticism stems from an inadequate interpretation of Heidegger. By reading the latter in a modern register, Latour turns Heidegger into a modern thinker. Leaving aside the matter of modern elements in Heidegger’s thoughts, these are certainly not the (...) elements that Latour brings forth. Indeed, to understand the danger that hides in actuality, if any, we should turn to Heidegger and read Latour from there. (shrink)

This paper discusses findings from a research study that investigated the experience of being a breastfeeding woman in New Zealand. The study was motivated by a desire to better understand why the majority of New Zealand women wean their infants before 6 months of age, despite the benefits of prolonged breastfeeding being well accepted. Nineteen women, who were breastfeeding or had recently breastfed, were engaged in unstructured interviews about their experience, and the results were examined using a reflective lifeworld research (...) methodology. The findings presented here demonstrate that women often employ an interpretive framework that is aligned with the philosophical tradition of Descartes’ mind–body split, also know as Cartesian dualism. This leads to a widely held perception of the breast as an object, which emerged in the participants’ narratives and is explored using Heidegger's philosophical interpretation of equipment. We conclude that the objectification of the breast in our society fails to provide women with language that describes the breastfeeding experience in a meaningful way, thus undermining women's ability to articulate and reconcile their embodied breastfeeding experiences. (shrink)

Heidegger’s treatment of self-sacrifice has suffered neglect. In this paper, it is critically analysed and found wanting, and it is argued that for a proper understanding its historical location must be taken into account. The way he treats self-sacrifice presents a particular instance of many recurrent features in his thinking. Some of these can be better understood by reference to the kinship with certain forms of religious thought. In particular, the absence of a moral dimension has a counterpart in certain (...) familiar forms of religiosity. (shrink)

The paper examines the personalization of information technology from the p.c. onwards to the 3-D printing and mobile technologies in order to show that the current process of technological evolution puts the human personality in the centre of its functionality. This new centre opens the discussion about authenticity and in-authenticity of human Dasein, since the common element of these new technologies is that they employ faciality and personalization in a new condition of ready-to-hand and present-at-hand mode. By applying the Heideggerian (...) modes of being on the process of personalization new forms of digital ethics appear. I suggest that the above take place in the navigation memory of the net, in the creativity of the self through the 3-D printer, and in the localization of the “psyche” in the hard drive disk. The paper defends the possibilities of an ethical, authentic and sheltering personalization, where human beings and information technology responsibly engage. (shrink)

This article is concerned with understanding continuity and stability in teaching, and their significance. It looks particularly at the work of Anthony Giddens on structure and agency, that of Martin Heidegger on the limits of discursive and theoretical analysis, and the communitarian strand within ethics. It applies this discussion to understandings of teachers’ work in the context especially of policy and agendas for change, arguing that continuity and the notion of a community of practitioners is critical to maintaining the distinctive (...) ethical quality of teaching. (shrink)

My interests lie in consideration of conceptions of authenticity and inauthenticity from the perspective of ethical theories which conceive of the good for man with reference to human nature and concomitant beliefs regarding the most appropriate realisation of human capacities. Here, I find particular interest in the philosophical styles embodied by the existentialist and Lebensphilosophie movements. Such approaches sit outside the traditional frames of reference provided by deontological and utilitarian approaches to ethical reasoning and yet do I shall argue, share (...) significant similarities with ancient aretaic styles of ethics. Here, I take Aristotle to represent those aspects of ethical thought which are quintessentially of this period of intellectual history. I find not merely points of comparison but a fruitful way in which to re-examine the thought of thinkers such as Nietzsche, Scheler, Heidegger and Sartre with reference to styles of ethical enquiry which place primacy upon an objective conception of happiness which centres upon the appropriate realisation of human capacity understood with reference to Aristotle's Function Argument. I argue that phenomenological analysis shares a conception of self-perspicuity in which the agent reflects upon the full contents of their conscious experience. By this means, certain self-delusions which impede entry into the ethical life, may be removed. Additionally, whilst Aristotle's 'non-law' conception of ethics shares with existentialist thought an understanding of the human situation and its normative concerns in isolation from dualistic and theistic metaphysical speculation, such philosophy is still able to provide clear and objective ethical standards - standards often lacking within existentialism. For instance, whilst Nietzsche's pronouncement of the 'death of God' signals the death also of Christian morality, we find that such philosophy is not without normative implications and in fact can be derived to a large degree from assent towards a radical and more severe ethical self-discipline. Indeed, central certainly to the thought of Nietzsche, Heidegger and Sartre is an understanding of the role of self-deception in the human condition. Here a useful distinction may be made between those types of self-deception which may be understood as structural that is to say which are representative of an essential characteristic of human being at the abstract level - and those types of self-deception which may be described as 'motivated' or 'psychological' which relate to more specific types of self-deceptive engagement. I believe it is useful to examine both Nietzsche, Heidegger and Sartre through the lens of such interpretation, I find for instance that it is of use to examine the early Sartre as having a purely structural interpretation of bad faith (described by Jeanson as 'natural' bad-faith) whilst moving towards a psychological account in his later work, an account which has more specific moral implications with the possibility of 'willed conversion' to authenticity (Santoni). Additionally with Nietzsche, we also find a similar distinction between a self-deception which is in some sense preconditional and a motivational account of self-deception in which the agent infused with ressentiment falsifies reality in favour of subjective needs which are ultimately destructive of life-enhancement. In this sense the vicious individual can be said to have achieved merely a false optimum, and moreover, false from an objective standpoint. (shrink)

Each thinker, according to Heidegger, essentially thinks one thought. Plato thinks the idea. Descartes thinks the cogito . Spinoza thinks substance. Nietzsche thinks the will to power. If a thinker does not think a thought, then he or she is not a thinker. He or she may be a scholar or a professor, a producer or a consumer, a fan or a fake, but he or she would not be a thinker. Thus, if Heidegger is a thinker, he essentially thinks (...) one thought. What is Heidegger’s one thought? It is neither life nor death, neither me nor you. It is neither technology nor art. It is neither spirit nor language. Heidegger’s one thought is being—or more precisely, the question of the meaning of being. And what is being? Neither presence nor absence--but rather, an ambiguous uncertainty. (shrink)

This paper deals with the birth of Roboethics. Roboethics is the ethics inspiring the design, development and employment of Intelligent Machines. Roboethics shares many 'sensitive areas' with Computer Ethics, Information Ethics and Bioethics. It investigates the social and ethical problems due to the effects of the Second and Third Industrial Revolutions in the Humans/Machines interaction's domain. Urged by the responsibilities involved in their professions, an increasing number of roboticists from all over the world have started - in cross-cultural collaboration with (...) scholars of Humanities - to thoroughly develop the Roboethics, the applied ethics that should inspire the design, manufacturing and use of robots. The result is the Roboethics Roadmap. (shrink)