Wearable and mobile technology has advanced in leaps and bounds in the last decade with technological advances creating a role from enhancing healthy living to monitoring and treating disease. However, the discussion about the ethical use of such commercial technology in the community, especially in minors, is lacking behind. In this paper, we first summarize the major ethical concerns that arise from the usage of commercially available wearable technology in children, with a focus on smart watches, highlighting issues around the (...) consent process, mitigation of risk and potential confidentiality and privacy issues, as well as the potential for therapeutic misconceptions when used without medical advice. Then through a relevant thought experiment we move on to outline some further ethical concerns that are connected to the use of wearables by minors, to wit the issue of informed consent in the case of minors, forcing them to live in the spotlight, and compromising their right to an open future. We conclude with the view that mitigating potential pitfalls and enhancing the benefits of wearable technology especially for minors requires brave and comprehensive moral debates. (shrink)

The Consequentialist Scale (Robinson, 2012) [89] assesses the endorsement of consequentialist and deontological moral beliefs. This study empirically investigated the application of the Greek translation of the Consequentialist Scale in a sample of native Greek speakers. Specifically, 415 native Greek speakers completed the questionnaire. To uncover the underlying structure of the 10 items in the Consequentialist Scale, an Exploratory Factor Analysis (EFA) was conducted. The results revealed a three-factor solution, where the deontology factor exhibited the same structure as the original (...) work by Robinson (2012) [89], while the original consequentialism factor split into two separate factors. Significant Pearson's r correlations were observed between age and responses to the Consequentialist Scale. Separate EFAs were conducted for two age groups based on a medial split: younger (36 years old or less) and older (more than 36 years old). Interestingly, the younger group exhibited a two-factor solution with the same structure as the original work, while the older group showed a three-factor solution. A hierarchical k-means cluster analysis revealed that the cluster of participants who scored higher in deontology compared to consequentialism primarily consisted of older participants, whereas the two other clusters comprised of younger participants exhibited the reverse pattern. Neither gender nor previous experience with philosophy significantly affected scores on the Consequentialist Scale. Overall, our study provides evidence that the Consequentialist Scale is suitable for use in the Greek population. (shrink)

Many famous philosophers visited Latvia during its first period of independence (1918–1940). In 1924, philosopher Oswald Arnold Gottfried Spengler (1880–1936) gave a speech in Riga about Western civilization. German philosopher Martin Heidegger (1889–1976) lectured in Riga in 1928. The same year, German psychologist and philosopher William Stern (1871–1938) conducted a series of lectures in Riga. Philosopher Rudolf Eucken (1846–1926) was one of the first influential philosophers to arrive in the newly founded country. The purpose of the article is to outline (...) why the philosopher came to Latvia, which thinkers he met in Riga and Liepāja, and what were the consequences of Eucken’s visit. Although Eucken was a well-known philosopher, he is now regarded as one of the forgotten thinkers. However, during the last two decades, when interest in German thinkers of the late 19th century has grown, significant steps have also been taken to recognize and research Eucken’s legacy. Dr. Frank Kuhlemann, a professor at the Technical University of Dresden, led the project to examine how Eucken’s philosophy influenced the German intellectual environment of the first half of the 20th century. The research resulted in several academic publications. At the Friedrich Schiller University of Jena, Eucken’s archive was researched. Published research and archival materials provide insight into some aspects of Latvian intellectual history. Several Baltic Germans from Latvia and some Latvians were Eucken’s students; for example, one of the first Latvian philosophers Pēteris Zālīte (1864–1939). He wrote to his former professor when the University of Latvia was founded to seek assistance in recruiting professors. He also invited the philosopher to come to Riga and give a guest lecture. It appears, though, that the philosopher’s trip to Latvia was primarily driven by concerns with cultural policy. The official Erich Krahmer-Möllenberg (1882–1942), who wanted to increase German influence in Latvia, persuaded the philosopher to travel to Riga. Eucken delivered lectures in Riga and visited the University of Latvia, libraries, and schools. The philosopher met not only with Baltic Germans but also with professors at the University of Latvia. While meeting with Latvian scientists, he expressed hope that in the future, Baltic Germans and Latvians will be able to cooperate in the field of science. In Liepāja, the philosopher met with representatives of Freemasonry. Following his visit, the Eucken League (Euckenbund) opened a section in Riga. Did the relationship between Germans, Baltic Germans, and Latvians grow stronger because of Eucken’s visit? As noticed by the ambassador of Germany to Latvia, Adolf Köster (1883–1930), Latvians perceived the events organized by the Germans in Latvia as meant for the Baltic Germans. These events did not promote unity – on the contrary, they promoted division. Eucken’s visit was no exception. (shrink)

Jēkabs Osis (1860–1920) is the first academically educated Latvian philosopher and one of the founders of the University of Latvia. However, Osis never worked there. His academic life was closely tied with the University of Tartu, where he studied theology, philosophy and eventually became a professor of philosophy. Inspired by his mentor, professor of philosophy, Gustav Teichmüller, Osis turned his attention to the works of Leibniz, most notably those about the nature of substance. Osis aspired to unify the understanding of (...) the notion of substance with the necessity to substantiate the immortality of individual entities. Osis criticized the philosophy of Leibniz and verified a new understanding of substance that is found in the works of Teichmüller. (shrink)

In this paper, I explore Emmanuel Levinas’s ethical dialectic on asceticism and its relation to otherness and closeness. In parallel, I argue that Levinas’s stance on asceticism constitutes a vehement criticism of the analytic insistence on onto-theology. In Levinas’s later works, particularly Otherwise than Being or Beyond Essence, he maintains that Christian asceticism (especially in the Orthodox and Protestant traditions) has mistakenly focused on ontotheology, i.e., on an incarnated God who comes to mind. On the one hand, a number of (...) continental thinkers argue that an individual can achieve direct communication with God through a symmetrical, reciprocal relation as a self-contained unit. Kierkegaard, for instance, claims that the subject’s isolation through asceticism is a necessary and sufficient condition to meet God. As each person is responsible directly to God and his responsibility is a matter of his faith, the religious life does not coincide with ethics and sometimes even appears as an absurdity if measured by ethical norms. (shrink)

The present PhD thesis is concerned with the question whether good reasoning requires that the subject has some cognitive grip on the relation between premises and conclusion. One consideration in favor of such a requirement goes as follows: In order for my belief-formation to be an instance of reasoning, and not merely a causally related sequence of beliefs, the process must be guided by my endorsement of a rule of reasoning. Therefore I must have justified beliefs about the relation between (...) my premises and my conclusion. -/- The rationality of a belief often depends on whether it is rightly connected to other beliefs, or more generally to other mental states —the states capable of providing a reason to holding the belief in question. For instance, some rational beliefs are connected to other beliefs by being inferred from them. It is often accepted that the connection implies that the subject in some sense ‘takes the mental states in question to be reason-providing’. But views on how exactly this is to be understood differ widely. They range from interpretations according to which ‘taking a mental state to be reason-providing’ imposes a mere causal sustaining relation between belief and reason-providing state to interpretations according to which one ‘takes a mental state to be reason-providing’ only if one believes that the state is reason-providing. The most common worry about the latter view is that it faces a vicious regress. In this thesis a different but in some respects similar interpretation of ‘taking something as reason-providing’ is given. It is argued to consist of a disposition to react in certain ways to information that challenges the reason-providing capacity of the allegedly reason-providing state. For instance, that one has inferred A from B partly consists in being disposed to suspend judgment about A if one obtains a reason to believe that B does not render A probable. The account is defended against regress-objections and the suspicion of explanatory circularity. (shrink)

This study evaluates the relationship between mental health and academic motivation among third-year college TES grantees. Thus, correlational design was employed to determine if there is a significant relationship between mental health and academic motivation among 150 third-year TES grantees. Statistical findings reveal that the r coefficient of 0.52 indicates a moderate positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists between mental health and (...) academic motivation of third-year college TES grantees. Implications were discussed in the study. (shrink)