Is a human more conscious than an octopus? In the science of consciousness, it’s oftentimes assumed that some creatures (or mental states) are more conscious than others. But in recent years, a number of philosophers have argued that the notion of degrees of consciousness is conceptually confused. This paper (1) argues that the most prominent objections to degrees of consciousness are unsustainable, (2) examines the semantics of ‘more conscious than’ expressions, (3) develops an analysis of what it is for a (...) degreed property to count as degrees of consciousness, and (4) applies the analysis to various theories of consciousness. I argue that whether consciousness comes in degrees ultimately depends on which theory of consciousness turns out to be correct. But I also argue that most theories of consciousness entail that consciousness comes in degrees. (shrink)

Pausing to reflect feels like stagnant inactivity, but it’s crucial for our youths as increasingly more students come to higher education without having truly engaged in self-reflection.

How often have you heard someone refer to complaining as a “national pastime” in Singapore? Why do we complain and what do we get out of it? While the Oxford Dictionary defines "complain" as an expression of dissatisfaction or annoyance about something, the philosopher, Julian Baggini, defines the term in his book Complaint as “a refusal or inability to accept that things are not as they ought to be”. This suggests that complaining is not intrinsically harmful - its impact really (...) depends on how we use it. So, is Singapore’s complaint culture helping us or hurting us? (shrink)

Jonathan takes us through his experiences of being a mentor for UTOP (University Teaching Opportunities Programme), particularly how it enabled him to collaborate with his UTOP student mentees to design a learning activity in which students could think critically about AI-generated output.

The recent news of a 13-year-old Singaporean prodigy graduating from an Australian university has sparked discussion about Singapore’s approach to nurturing exceptional young talents, especially after it was revealed that the boy had been previously rejected by a local university because of his young age. Some have called for an increased flexibility to allow such young people to skip levels in Singapore - parents of intellectually advanced children often cite concerns that their children are disengaged and bored at school. The (...) fear is real - keeping these students at the same level as their peers could potentially squander their potential and impede their growth. Yet, on the flip side, accelerating their academic journey could potentially jeopardise their social and emotional development, which could negatively impact their ability to connect and work well with their peers in their adulthood. Nonetheless, this debate brings to light the need for more effective strategies to meaningfully engage students with diverse abilities and learning paces. (shrink)

Trust is the foundation for learning, and we must not allow ignorance of this new technologies, like Generative AI, to disrupt the relationship between students and educators. As a first step, we need to actively engage with AI tools to better understand how they can help us in our work.

The drive for human connection and to discover one’s identity is not limited to the online world: It is a universal human need that we all share. It is crucial to understand that problems we typically attribute to gaming platforms (like self-radicalisation) are not special tech problems or gaming problems. They can and do happen offline as well. What we are dealing with is essentially a human problem that so happens to occur on technological platforms.

We are pleased to feature a video interview with Jonathan Sim, where he shares his ongoing journey of integrating artificial intelligence (AI) in his teaching, the challenges encountered along the way, and what educators can do to get their students to meaningfully engage with AI tools like ChatGPT to enhance their learning.

As educators, we often ask if our students are ready for the future, but how often do we ask ourselves if we educators are ready for the future?

We may all be living on the same planet, but the personalised experience of online platforms creates numerous parallel worlds that fragments our communicative cultures - this problem quietly escapes our attention, and it is dividing us to such extent that it is becoming increasingly difficult for us to respectfully converse and collaborate with others. Seeing how these personalised bubbles are making our youths struggle to understand and work with others, my worry is that this problem will worsen with children (...) raised by AI. If we are not careful, we risk raising a generation of children with severely skewed perceptions of the world due to the personalised bubble AI creates around them. To have such skewed perceptions at such a critical stage of development, we may not be able to break them out of their bubbles when they are older. (shrink)

This paper examines the idea of "objective phenomenology," or a way of understanding the phenomenal character of conscious experiences that doesn’t require one to have had the kinds of experiences under consideration. My central thesis is that structural facts about experience—facts that characterize purely how conscious experiences are structured—are objective phenomenal facts. I begin by precisifying the idea of objective phenomenology and diagnosing what makes any given phenomenal fact subjective. Then I defend the view that structural facts about experience are (...) objective. I also argue that structural facts about experience, despite being objective, nevertheless still give rise to an explanatory gap. (shrink)

Humanities and social science majors are frequently misunderstood, in Singapore as in many other parts of the world. The value of their education is regularly questioned, and many employers are unaware of the value such majors can bring to the table. They prefer to hire graduates with more explicitly “practical” degrees for jobs that humanities and social sciences students could excel in. As a result, humanities and social sciences students are not typically considered for many organisations and roles, despite offering (...) relevant and useful skills. In this article, I describe how I engaged with local employers to open internship opportunities to humanities and social sciences students who would not previously have been considered. (shrink)

Teaching interdisciplinary modules online can be an uphill battle but it offers important lessons in the art of motivating students to learn.

The flipped-classroom format is a type of blended learning where students are required to do preparatory work – such as watching lecture videos or completing assignments – before coming to a face-to-face class to work on more challenging problems with the facilitation of an instructor. However, one challenge of teaching flipped-classroom modules is that a big proportion of students often come to class unprepared. Either they do not watch the lecture videos or they skim through them before the tutorials. Thus, (...) they lack a proper understanding of the content and many are unable to participate in class activities. The tutorial ends up becoming a lecture where we go over the basic content instead of challenging the students to take their learning further. In this article, I explain explains how I designed learning activities to ensure students complete the preparation work necessary to get the most out of the flipped-classroom model. (shrink)

In my discussion with students, I found that many of them have high levels of anxiety when it comes to learning something outside their intended major. In this article, I explain how I supported my class remotely using the Telegram messaging app to keep a regular flow of communication and reassure students they were not alone in having queries.

When I ask students how they feel about group projects, the response is often negative. This is usually a result of bad experiences with problematic group members, such as free riders who do not contribute or members who bulldoze their ideas through while disregarding their peers. After many semesters mediating disputes within such groups, I have found that issues often stem from concerns about “saving face”. This leads to a lack of much-needed communication. In this article, I offer three methods (...) to facilitate effective group work by improving participation and communication between student peers. (shrink)

A problematic trend I notice when conversing with students is how many of them struggle to remember what they did in modules from previous semesters. These discussions got me thinking about how to design learning activities that are unforgettable. Albert Einstein, among other figures credited with the quote, famously said that “education is what remains after one has forgotten what one has learned in school”. I want to ensure my students remember what they have learned from me, especially after all (...) the hard work they put into the course. In this article, I share teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories. (shrink)

Assignment feedback is key to helping students improve and correct their understanding so they can build upon solid foundations of knowledge as their course progresses. Yet, I found that about 30% of students review their feedback. It is not because students are lazy but because they struggle to find the time and often have little immediate incentive to review feedback for something that has already been graded when they have other assignments to work on. Feedback is most effective when it (...) is shared with students while they are still working on the assignment. In this article, I share how regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding. (shrink)

Jonathan discusses the learning issues he observed which prompted him to adopt this platform in his teaching, the implementation process, and his observations of his students’ response to this approach.

As a teacher in Singapore, I regularly encounter a classroom full of quiet students, reluctant to participate in class, to engage with the teacher when questioned, or even to volunteer for any project or initiative. Many teachers here are quick to conclude that Singapore students are passive or conformists. This observation is, in fact, not unique to students in Singapore, but also to the broader Asian region. Scholars like Cortazzi and Jin (1996) attributed such behaviour to the specific cultural values, (...) such as the importance of deference to the authority of a teacher, as reasons for such passivity and reticence. Liu and Littlewood (1997), on the other hand, argue that people from certain cultures prefer not to speak up so as to avoid entering into situations of uncertainty. I have found that as a teacher busily pre-occupied with preparing for classes, it is easy to forget how students perceive their learning experience, and I have been quite inclined to agree with the observations above. Fortunately, I have had the opportunity to be both a post-graduate student and a teacher. And this privileged position allows me to question some of my own assumptions as a teacher, thereby gaining deeper insights into the underlying reasons for the lack of participation here in Singapore. There is a lot more going on in the minds of Singapore students. Here, I would like to offer a new perspective on this matter. (shrink)

David Lewis—famously—never tasted vegemite. Did he have any knowledge of what it's like to taste vegemite? Most say 'no'; I say 'yes'. I argue that knowledge of what it’s like varies along a spectrum from more exact to more approximate, and that phenomenal concepts vary along a spectrum in how precisely they characterize what it’s like to undergo their target experiences. This degreed picture contrasts with the standard all-or-nothing picture, where phenomenal concepts and phenomenal knowledge lack any such degreed structure. (...) I motivate the degreed picture by appeal to (1) limits in epistemic abilities such as recognition, imagination, and inference, and (2) the semantics of ‘knows what it’s like’ expressions. I argue that approximate phenomenal knowledge cannot be explained merely via determinable or vague phenomenal concepts. I develop a framework for systematizing approximate knowledge of phenomenal character. And I explain how my view challenges some standard assumptions about the acquisition conditions, requirements for mastery, and referential mechanisms of phenomenal concepts. (shrink)

There is a large gap between attitude and action when it comes to consumer purchases of ethical food. Amongst the various aspects of this gap, this paper focuses on the difficulty in knowing enough about the various dimensions of food production, distribution and consumption to make an ethical food purchasing decision. There is neither one universal definition of ethical food. We suggest that it is possible to support consumers in operationalizing their own ethics of food with the use of appropriate (...) information and communication technology. We consider eggs as an example because locally produced options are available to many people on every continent. We consider the dimensions upon which food ethics may be constructed, then discuss the information required to assess it and the tools that can support it. We then present an overview of opportunities for design of a new software tool. Finally, we offer some points for discussion and future work. (shrink)

This paper develops a theory of analog representation. We first argue that the mark of the analog is to be found in the nature of a representational system’s interpretation function, rather than in its vehicles or contents alone. We then develop the rulebound structure theory of analog representation, according to which analog systems are those that use interpretive rules to map syntactic structural features onto semantic structural features. The theory involves three degree-theoretic measures that capture three independent ways in which (...) a system can be more or less analog. We explain how our theory improves upon prior accounts of analog representation, provides plausible diagnoses for novel challenge cases, extends to hybrid systems that are partially analog and partially symbolic, and accounts for some of the advantages and disadvantages of representing analogically versus symbolically. (shrink)

I argue that experiences can have microphenomenal structures, where the macrophenomenal properties we introspect are realized by non-introspectible microphenomenal properties. After explaining what it means to ascribe a microstructure to experience, I defend the thesis against its principal philosophical challenge, discuss how the thesis interacts with other philosophical issues about experience, and consider our prospects for investigating the microphenomenal realm.

Conscious experiences are characterized by mental qualities, such as those involved in seeing red, feeling pain, or smelling cinnamon. The standard framework for modeling mental qualities represents them via points in geometrical spaces, where distances between points inversely correspond to degrees of phenomenal similarity. This paper argues that the standard framework is structurally inadequate and develops a new framework that is more powerful and flexible. The core problem for the standard framework is that it cannot capture precision structure: for example, (...) consider the phenomenal contrast between seeing an object as crimson in foveal vision versus merely as red in peripheral vision. The solution I favor is to model mental qualities using regions, rather than points. I explain how this seemingly simple formal innovation not only provides a natural way of modeling precision, but also yields a variety of further theoretical fruits: it enables us to formulate novel hypotheses about the space and structures of mental qualities, formally differentiate two dimensions of phenomenal similarity, generate a quantitative model of the phenomenal sorites, and define a measure of discriminatory grain. A noteworthy consequence is that the structure of the mental qualities of conscious experiences is fundamentally different from the structure of the perceptible qualities of external objects. (shrink)

A famous mathematical theorem says that the sum of an infinite series of numbers can depend on the order in which those numbers occur. Suppose we interpret the numbers in such a series as representing instances of some physical quantity, such as the weights of a collection of items. The mathematics seems to lead to the result that the weight of a collection of items can depend on the order in which those items are weighed. But that is very hard (...) to believe. A puzzle then arises: How do we interpret the metaphysical significance of this mathematical theorem? I first argue that prior solutions to the puzzle lead to implausible consequences. Then I develop my own solution, where the basic idea is that the weight of a collection of items is equal to the limit of the weights of its finite subcollections contained within ever-expanding regions of space. I show how my solution is intuitively plausible and philosophically motivated, how it reveals an underexplored line of metaphysical inquiry about quantities and locations, and how it elucidates some classic puzzles concerning supertasks. (shrink)

Some philosophers think that life is worth living not merely because of the goods and the bads within it, but also because life itself is good. I explain how this idea can be formalized by associating each version of such of a view with a function from length of life to the value generated by life itself. Then I argue that every version of the view that life itself is good faces some version of the following dilemma: either (1) good (...) human lives are worse than very long lives wholly devoid of pleasure, desire-satisfaction, knowledge, or any other goods, or (2) very short lives containing nothing but suffering are worth living. Since neither result is plausible, we ought to reject the view that life itself is good. On the view I favor, any given life may be worth living because of the goods that it contains, but life itself is neutral. (shrink)

Many philosophers accept both of the following claims: (1) consciousness matters morally, and (2) species membership doesn’t matter morally. In other words, many reject speciesism but accept what we might call 'sentientism'. But do the reasons against speciesism yield analogous reasons against sentientism, just as the reasons against racism and sexism are thought to yield analogous reasons against speciesism? This paper argues that speciesism is disanalogous to sentientism (as well as racism and sexism). I make a case for the following (...) asymmetry: (a) some non-humans clearly have interests, but (b) no non-conscious entities clearly have interests. This asymmetry, I argue, renders sentientism resistant to the standard argument against speciesism. (shrink)

The late Clark Kerr, one of the great leaders and thinkers of American higher education in the 20th century, shaped the landscape of higher education in the United States, starting with California, where he lived and worked. When he was the President of the University of California (UC) (1958–1967), he formulated and led the implementation of the California Master Plan of Higher Education (California State Department of Education, 1960) in response to an urgent need for higher education reforms in the (...) 1960s. The Plan aimed at providing universal access to higher education and diversity in the choices of institutions available to all Californians. This was achieved by defining the methods for allocating funding and missions to colleges and universities. He moved on to head the Carnegie Commission on Higher Education (1967–1973) and the Carnegie Council on Policy Studies in Higher Education (1973–1979). There, he was fundamental in developing sophisticated new tools and concepts for the study of higher education policy, which made a great impact on higher education and education policy in the United States and beyond. (shrink)

I discuss whether "sentience" (i.e., phenomenal consciousness) comes in degrees.

Literature on testimonial injustice and ways that perpetrators might combat it have flourished since Miranda Fricker’s ground-breaking work on testimonial injustice. Less attention has been given, however, to the role of bystanders. In this paper, I examine the accountability that bystanders may have for their omissions to redress testimonial injustice. I argue that bystander accountability applies in cases where it is opportune for bystanders to intervene, and if they are also sufficiently equipped and able to redress the testimonial injustice. Moreover, (...) I recommend that we move beyond virtue responsibilism for ameliorative thinking about testimonial injustice. (shrink)

Is consciousness intrinsically valuable? Some theorists favor the positive view, according to which consciousness itself accrues intrinsic value, independent of the particular kind of experience instantiated. In contrast, I favor the neutral view, according to which consciousness is neither intrinsically valuable nor disvaluable. The primary purpose of this paper is to clarify what is at stake when we ask whether consciousness is intrinsically valuable, to carve out the theoretical space, and to evaluate the question rigorously. Along the way, I also (...) show why the neutral view is attractive and why certain arguments for the positive view do not work. (shrink)

Some interesting exceptions notwithstanding, the traditional logic of economic efficiency has long favored hierarchical forms of organization and disfavored democracy in business. What does the balance of arguments look like, however, when values besides efficient revenue production are brought into the picture? The question is not hypothetical: In recent years, an ever increasing number of corporations have developed and adopted socially responsible behaviors, thereby hybridizing aspects of corporate businesses and social organizations. We argue that the joint pursuit of financial and (...) social objectives warrants significant rethinking of organizational democracy’s merits compared both to hierarchy and to non-democratic alternatives to hierarchy. In making this argument, we draw on an extensive literature review to document the relative lack of substantive discussion of organizational democracy since 1960. And we draw lessons from political theory, suggesting that the success of political democracy in integrating diverse values offers some grounds for asserting parallel virtues in the business case. (shrink)

Does the Ship of Theseus present a genuine puzzle about persistence due to conflicting intuitions based on “continuity of form” and “continuity of matter” pulling in opposite directions? Philosophers are divided. Some claim that it presents a genuine puzzle but disagree over whether there is a solution. Others claim that there is no puzzle at all since the case has an obvious solution. To assess these proposals, we conducted a cross-cultural study involving nearly 3,000 people across twenty-two countries, speaking eighteen (...) different languages. Our results speak against the proposal that there is no puzzle at all and against the proposal that there is a puzzle but one that has no solution. Our results suggest that there are two criteria—“continuity of form” and “continuity of matter”— that constitute our concept of persistence and these two criteria receive different weightings in settling matters concerning persistence. (shrink)

Let a smooth experience be an experience with perfectly gradual changes in phenomenal character. Consider, as examples, your visual experience of a blue sky or your auditory experience of a rising pitch. Do the phenomenal characters of smooth experiences have continuous or discrete structures? If we appeal merely to introspection, then it may seem that we should think that smooth experiences are continuous. This paper (1) uses formal tools to clarify what it means to say that an experience is continuous (...) or discrete, and (2) develops a discrete model of the phenomenal characters of smooth experiences. As a result, I'll argue that introspection leaves open whether smooth experiences are continuous or discrete. Yet I’ll also argue—perhaps surprisingly—that the discrete theory may better fit our introspective evidence. (shrink)

To be conscious—according to a common metaphor—is for the “lights to be on inside.” Is this a good metaphor? I argue that the metaphor elicits useful intuitions while staying neutral on controversial philosophical questions. But I also argue that there are two ways of interpreting the metaphor. Is consciousness the inner light itself? Or is consciousness the illuminated room? Call the first sense subjectivity (where ‘consciousness’ =def what makes an entity feel some way at all), and the second sense phenomenal (...) character (where ‘consciousness’ =def what it feels like to be an entity). I use this distinction—as well as the metaphor of the inner light—to clarify some philosophical questions about whether consciousness comes in degrees, whether consciousness is multidimensional, and whether there are borderline cases of consciousness. (shrink)

I develop and defend "metaethical experientialism," the thesis that phenomenal facts explain certain kinds of value facts. I argue, for example, that anyone who knows what it’s like to feel extreme pain is in a position to know that that kind of experience is bad. I argue that metaethical experientialism yields genuine counterexamples to the principle that no ethical conclusion can be derived from purely descriptive premises. I also discuss the prospects for a pluralistic metaethics, whereby different metaethical theories hold (...) for different classes of ethical facts. (shrink)

In recent years, the science and the philosophy of consciousness has seen growing interest in structural questions about consciousness. This is the Editorial Introduction for a special volume for Philosophy and the Mind Sciences on “Structuralism in Consciousness Studies.”.

Recent studies show that racism still exists in the American medical profession, the fact of which legitimizes the historically long-legacy of mistrust towards medical profession and health authorities among African Americans. Thus, it was suspected that the participation of black patients in end-of-life care has always been significantly low stemmed primarily from their mistrust of the medical profession. On the other hand, much research finds that there are other reasons than the mistrust which makes African Americans feel reluctant to the (...) end-of-life care, such as cultural-religious difference and genuine misunderstanding of the services. If so, two crucial questions are raised. One is how pervasive or significant the mistrust is, compared to the other factors, when they opt out of the end-of-life care. The other is if there is a remedy or solution to the seemingly broken relationship. While no studies available answer these questions, we have conducted an experiment to explore them. The research was performed at two Philadelphia hospitals of Mercy Health System, and the result shows that Black patients’ mistrust is not too great to overcome and that education can remove the epistemic obstacles as well as overcome the mistrust. (shrink)

This editorial introduces the Journal of Consciousness Studies special issue on "Animal Consciousness". The 15 contributors and co-editors answer the question "How should we study animal consciousness scientifically?" in 500 words or fewer.

Addressing the question of how medicine should engage with people who consider their clinical disease condition to be importantly constitutive of their identity, this article focuses on one group—advocates for the fat acceptance (FA) or body positivity movement in American society. Drawing on philosophical analysis, I try to show that FA and physician communities represent different traditions within the larger culture and that whether obesity should be considered a disease is a culture battle. I argue that diseases (medical) and illnesses (...) (cultural) are 2 different designations of clinical symptoms and that both disease and illness designations can change over time or be uncertain. (shrink)

The number of police departments carrying Narcan keeps increasing at a fast pace throughout the U.S., as it is considered an effective measure to fight the opioid epidemic. However, there have been strong oppositions to the idea of the police Narcan use. Still, in 2018, the nation is debating about it. Though not clearly visible to the public, there are important ethical arguments against the police Narcan use which necessarily involve understanding of the ethical roles and responsibilities of police as (...) the law enforcement agency and apprehension of the moral status of a non-therapeutic opioid use. The authors of the paper investigate, primarily, the existing ethical controversies surrounding the police Narcan use while touching upon the issue of the decriminalizing drug policy in the U.S. The authors conclude that the police can carry and administer Narcan without self-contradiction and that the policymakers’ investigation on the drug decriminalization policy should begin with the understanding of the “common morality” of the American public, the ethical view shared and practiced by the greatest number of people. (shrink)

The 2017 story of Charlie Gard is revisited. Upon the British High Court’s ruling in favor of the physicians that the infant should be allowed to die without the experimental treatment, the view of the public as well as the opinions of bioethicists and Catholic bishops are divided, interestingly along with a cultural line. American bioethicists and Catholic bishops tend to believe that the parents should have the final say while British/European bioethicists and Catholic bishops in general side with the (...) court’s decision. The paper explores the place of culture in bioethical reasoning between the UK/Europe and the US while claiming that cultural differences are more important than geopolitical or religious differences to understand the bioethical positions of a group. In addition, the authors introduce a decision-making program for handicapped neonates which is developed by the American Jesuit Bioethicist, Richard McCormick, and modified further by the contemporary American Jesuit Bioethicist, Peter A. Clark, in an attempt to see if the program’s normatizing categories can contribute to the culture-laden ethical discussions on Charlie’s case. However, it is admitted that the McCormick-Clark device is borne out of the American and Catholic theological context. (shrink)

It seems certain that one day we will allow the genetic technology which will enhance our offspring. A highly effective new tool, called CRISPR, which allows for carving out genes, is already being used to edit the genomes of animals. In July 2017, the FDA legalized that germline drugs for therapeutic purposes could be sold in the market. It is a high time, now, that we need engage in discussions about the ethics of germline intervention. To contribute to the discussion (...) by showing our thought and to educate the public, we write this paper. (shrink)

Ebola is a deadly disease with no cure; there is no vaccine developed yet. Many died during the 2014 outbreak in West Africa, and many healthcare professionals went to the virus infected area to treat the patients while placing their lives in danger. Not every medical professional placed in the field is a fully trained specialist, and sometimes one or two under-trained doctors are in charge of the entire clinic with some nurses and operating technicians. When unexpected outbreaks of the (...) virus occur in the places, the doctor(s) would encounter medical and ethical dilemmas. Should they leave or stay? In fact, this dilemma is not confined to the Ebola pandemic but relevant to all similar cases. In this paper, three authors, a medical resident, a clinical bioethicist, and a theoretical bioethicist respond to the dilemma. (shrink)

The Deaf culture in the United States is a unique culture that is not widely understood. To members of the Deaf community in the United States, deafness is not viewed as a disease or pathology to be treated or cured; instead it is seen as a difference in human experience. Members of this community do not hide their deafness; instead they take great pride in their Deaf identity. The Deaf culture in the United States is very communitarian not individualistic. Mary (...) Beth and Dominic are a married couple in their late 20s who are genetically deaf. They are active members in the Deaf community and work as advocates for individuals who are deaf, family members of Deaf people and sign language interpreters who identify with the Deaf culture. Mary Beth and Dominic approach the fertility clinic with a request that they only want a child with the genetic gene for deafness. They would want the embryos that do not have the gene to be destroyed. This would entail creating a child who would have the gene for deafness. Medically and ethically, should the fertility clinic agree to the couple’s request? The authors argue that the couple's request should be denied and provide reasons for it from the perspectives of foundational and clinical ethics. (shrink)

Investigating an actual case that occurred in a New York state hospital where an Orthodox Jewish patient’s legal proxy demands that the clinicians and hospital administrators should provide aggressive treatment with all available technological resources for the seemingly brain-dead patient with a medically futile condition. The authors argue that a health care policy or regulation should be developed to limit patient’s access to technology in critical care. Otherwise, we will be allowing society to issue a carte blanche to religious autonomy (...) by technology abuse. It is argued that religious autonomy should be restricted when its demand exhibits apparent logical absurdity and/or goes against the common survival of the entire population. (shrink)

As the Zika virus pandemic continues to bring worry and fear to health officials and medical scientists, Centers for Disease Control and Prevention (CDC) and World Health Organization (WHO) have recommended that residents of the Zika-infected countries, e.g., Brazil, and those who have traveled to the area should delay having babies which may involve artificial contraceptive, particularly condom. This preventive policy, however, is seemingly at odds with the Roman Catholic Church’s position on the contraceptive. As least since the promulgation of (...) Paul VI’s 1968 encyclical, Humanae Vitae, the Church has explicitly condemned artificial birth control as intrinsic evil. However, the current pontiff, Pope Francis, during his recent visit to Latin America, remarked that the use of artificial contraception may not be in contradiction to the teaching of Humanae Vitae while drawing a parallel between the current Zika Crisis and the 1960’s Belgian Congo Nun Controversy. The pope mentioned that the traditional ethical principle of the lesser of two evils may be the doctrine that justified the exceptions. The authors of this paper attempt to expand the theological rationale of the pope’s suggestion. In so doing, the authors rely on casuistical reasoning as an analytic tool that compares the Belgian Congo Nun case and the given Zika case, and suggest that the former is highly similar to, if not the same as, the latter in terms of normative moral feature. That is, in both cases the use of artificial contraception is theologically justified in reference to the criteria that the doctrine of the lesser of two evils requires. The authors wish that the paper would provide a solid theological-ethical ground based on which condom-use as the most immediate and effective preventive measure can be recommended in numerous Catholic hospitals as well as among Catholic communities in the world, particularly the most Zika-affected and largest Catholic community in the world, Brazil – 123 million present Brazilian citizens are reported to be Roman Catholic. (shrink)

The paper attempts to set a guideline to contemporary common morality debate. The author points out what he sees as two common problems that occur in the field of comparative cultural studies related to a common morality debate. The first problem is that the advocates and opponents of common morality, consciously or unconsciously, define the moral terms in question in a way that their respective meanings would naturally lead to the outcomes that each party desires. The second problem is that (...) the examples each party chooses as the empirical evidences may not be as simple and clear-cut as the researchers think they are, mainly because the situational contexts where the examples are located between two different cultures vastly differ. To prevent these mistakes, the author emphasizes that we should pay attention to a subtle distinction between "thick" and "thin" construed from the levels of "theoretical status" and of "material content". With the conceptual distinctions in mind, the author shows how different cultures (i.e., Western individualist society and East Asian neo-Confucian society) see the moral principles like autonomy and beneficence in different lexical orders. (shrink)