The author argues that Plato’s “proof” that happiness follows justice has a fatal flaw – because the philosopher king in Plato’s Republic is itself a counter example.

This study aims to explore a demoethical model for sustainable development in modern society. It proposes an approach that focuses on organizing activities to improve sustainable development. Specifically, it presents a demoethical model relevant to Society 5.0 and Industry 5.0 organizations. The objective is to identify demoethical values that can drive sustainable development in the era of digitalization. Through a literature review and analysis, this study identifies key components of the demoethical model and provides practical recommendations for stakeholders involved in (...) digital transformation. The analysis of demoethical norms and phenomena, such as education, nurturing, mind, knowledge, science, and honest work, has enabled the identification of values that align with sustainable development in society. The results of the study demonstrate that the notion of a demoethical foundation for sustainability is rooted in the concept of spirituality as the basis for a new societal development scenario and its relationship with nature. The study shows that ideas about the demoethical basis of sustainability are based on the priority of spirituality as the basis of a new scenario for the development of society, as well as the integration of demographic, socio-economical, and ecological components in system-wide modeling. (shrink)

In this interesting book Aronson discusses lapsed vegetarians, which she dubs lapsos. She argues that lapsos struggle with the implications of eating meat, and in so doing their spirits are strengthened. She offers the book not as a polemic, but rather a peace offering to soften the debate over meat eating, trace ambiguity and nuance, and suggest that being a vegetarian should not be so easy.

My research is a result of accumulated provocation of obsolete and paralyzing education that has been frozen since the middle ages. We have to admit that before the pandemic, education was already in crisis. Governments have been ignoring to adopt any comprehensive plan to reform the educational systems till it has been unprecedently disrupted by COVID-19. I try through this paper to make a global call for governments to immediately start cooperating together for setting international qualifications framework that best suit (...) future competencies. This call should be prioritized on the world agenda. It would be more plausible for governments, UNESCO and other education stakeholders to seize the opportunity of the 2020 disruption of life cycle for the maximum benefit of humanity. For this to happen we need exceptional leaders with extraordinary vision to transform education instead of ensuring children can keep learning and that every single child returns to school after the pandemic. Another challenge to be expected is the reduction in education budgets being under pressure as governments shift spending towards the health and economic response to the pandemic. The impact of schools closing on a generation of children will be immense on the long term. We must act now to save the education and life chances of generations of youth. At this time of unprecedented crisis, the world must come together to protect education and put it at the very heart of the global recovery effort. Recovery, not as before but as convenient and sustainable with the perspective requirements. It is time to expose youth to real life experiences; we need our children to learn about finance from characters like Jef Bezos or Bill Gates or Mukesh Ambani; to learn about psychology from John Anderson, Eliot Aronson and Ahmed Ukasha; to know approaches of math and physics as Elon Musk and Steve Wozniak. We shouldn't settle for less when it comes to building minds and souls of our children. With all due respect to teachers and university professors, they are not the only best option for qualifying and training our youth for tomorrow's challenges. However, those entrepreneurs are not teachers or willing to be, education specialists and strategists are required to set the vision and the procedures required to pave the way for highly practical competencies framework. Analgesics are no longer feasible. (shrink)

How do you put both physicists and biologists on their guard? Answer: propound a philosophical theory that ignores Darwin's demolition of essentialism in species and brands any physicist who denies your theory of natural kinds as an anti-realist. A traditional division in philosophy is between metaphysics (what sorts of things exist) and epistemology (what and how we know). Some think that the core of realism is the metaphysical assumption that there is a world independent of our minds. But this core (...) assumption is sometimes clothed in other assumptions, such as theories of truth, truth-likeness, meaning and knowledge. Scornful of what they see as an unnecessary retreat from a fully clothed realism to the naked postulate of a mind-independent reality, Harre, Aronson and Way present a realism that also embraces truth and truth-likeness, as well as their own conception of scientific method and the structure of the world. I argue that this approach, while intriguing and worth reading, leads to some insuperable difficulties. (shrink)