Phenomenology has been adapted for use in qualitative health research, where it’s often used as a method for conducting interviews and analyzing interview data. But how can phenomenologists study subjects who cannot accurately reflect upon or report their own experiences, for instance, because of a psychiatric or neurological disorder? For conditions like these, qualitative researchers may gain more insight by conducting observational studies in lieu of, or in conjunction with, interviews. In this article, we introduce a phenomenological approach to conducting (...) this kind of observational research. The approach relies on conceptual grounding to focus a study on specific aspects of the participants’ experiences. Moreover, the approach maintains the openness to novel discoveries that qualitative research requires while also providing a structured framework for data collection and analysis. To illustrate its practical application, we use examples of hemispatial neglect—a neurologic disorder in which patients characteristically lack awareness of their own illness and bodily capacities. However, the approach that we describe can be applied more broadly to the study of complex illness experiences and other experiential alterations. (shrink)

In this paper I argue that the distinction between epistemic privilege and epistemic authority is an important one for feminist epistemologists who are sympathetic to feminist standpoint theory, I argue that, while the first concept is elusive, the second is really the important one for a successful feminist standpoint project.

In this chapter, data concerning the development of principal aspects of vision is reviewed. First, the development of colour vision and luminance perception is discussed. Relevant data accumulated so far indicates that perception of colour and luminance is present by 6-9 months of age. The presence of typical color illusions at this age suggests that the phenomenal character of color experience is comparable to that of adults well before the first birthday. Thus it seems plausible that color perception develops on (...) the grounds of genetically preprogrammed maturation, in which perceptual learning and plasticity play a limited role. This claim also seems to be supported by case studies of newly sighted patients. On the other hand, perceptual integration of edges and forms in the visual environment as well as the development of binocular vision, and the perception of ambiguous figures seem to depend crucially on early perceptual learning. Both developmental and clinical data indicate a more significant involvement of perceptual learning in such mid-level and higher level perceptual phenomena. (shrink)

Why has James been relatively absent from the neopragmatist revival of the past twenty years? I argue that part of the reason is that his psychological projects seem to hold little promise for a socially and culturally progressive philosophical project, and that his concern with religious issues makes him seem like a religious apologist. Bringing together James's psychological writings with his philosophical writings shows these assumptions to be wrong. I offer a reading of “The Will to Believe” and The Principles (...) of Psychology to support my position (a) that James's philosophical methodology and his psychological works lend themselves to a naturalized approach to philosophical inquiry, which both allows for a reshaping of traditional philosophical questions and offers a check on scientism, and (b) that, contrary to many commentators' claims, James is not defending religion against science but is instead using science to address epistemic and moral issues more broadly. I conclude with a discussion of the ways in which James's naturalism demands a reconsideration of the nature of philosophical inquiry, as well as a revised view of a scientific psychology that avoids scientism. (shrink)

This article takes up Rorty’s advice to feminists to abandon philosophizing (and appeals to truth and reality) in favor of using language to create a new logical space for feminist politics. The argument focuses on the rhetorical role of appeals to truth and reality, the role of linguistic innovatio..

A transferência de embriões (TE) é uma biotecnologia mundialmente difundida, com o objetivo principal de produzir um número elevado de descendentes geneticamente superiores por fêmea. A partir da TE é possível reduzir o intervalo entre gerações e aumentar a velocidade de melhoramento genético do rebanho, além de permitir que animais geneticamente superiores e com distúrbios reprodutivos adquiridos se reproduzam, impedindo o descarte precoce dos mesmos. A técnica consiste em obter embriões de uma fêmea doadora e transferi-los para receptoras, com a (...) finalidade de completar o período de gestação. Para tanto, torna-se necessário realizar a seleção e a sincronização do ciclo estral de fêmeas doadoras e receptoras de embriões, e protocolo hormonal de superovulação de doadoras, além de colheita, classificação e transferências dos embriões. O presente trabalho de conclusão de curso em Medicina Veterinária da Universidade Federal de Santa Catarina apresenta uma revisão bibliográfica referente a transferência de embriões (TE) em bovinos. Ao decorrer desta monografia, são descritos os aspectos fisiológicos reprodutivos de fêmeas bovinas, assim como as principais etapas para a realização da transferência de embriões nesta espécie. (shrink)

This paper investigates the nature of reality by looking at the philosophical debate between realism and idealism and at scientific investigations in quantum physics and at recent studies of animal senses, neurology and cognitive psychology. The concept of perceptual relativity is examined and this involves looking at sense perception in other animals and various examples of perceptual relativity in science. It will be concluded that the universe is observer dependent and that there is no reality independent of the observer, which (...) is knowable to the observer. The paper concludes by an investigation of what an observer dependent universe would be like and that recognition of an observer dependent world would lead to a more open minded and tolerant world. (shrink)

The Bohr Einstein debate on the meaning of quantum physics involved Einstein inventing a series of thought experiments to challenge the Copenhagen Interpretation of quantum physics. Einstein disliked many aspects of the Copenhagen Interpretation especially its idea of an observer dependent universe. Bohr was able to answer all Einstein’s objections to the Copenhagen Interpretation and so is usually considered as winning the debate. However the debate has continued into the present time as many scientists have been unable to accept the (...) idea of an observer dependent universe and many alternatives to the Copenhagen Interpretation have been proposed. However none of the alternatives has won general acceptance because all have problems that make them implausible or impossible. (shrink)

This paper addresses the question of whether the fetus is human and its effect on the abortion debate. It investigates the concept of “human” and asks whether the concept of human has an essence or is best understood by the idea of family resemblance. It asks whether DNA is the essence of humanity and concludes that it is not and that humanity is best understood using family resemblance involving a range of attributes common to humans. It concludes the fetus does (...) not have the range of attributes that would make it human. (shrink)

This paper reviews some of the literature on the philosophy of quantum mechanics. The publications involved tend to follow similar patterns of first identifying the mysteries, puzzles or paradoxes of the quantum world, and then discussing the existing interpretations of these matters, before the authors produce their own interpretations, or side with one of the existing views. The paper will show that all interpretations of quantum mechanics involve elements of apparent weirdness. They suggest that the quantum world, and possibly our (...) macro world, exists or behaves in a way quite contrary to the way we normally imagine they should. The paper will also show how many of the writers on quantum mechanics misunderstand idealism in the macro world as proposed by philosophers such as George Berkeley, David Hume, Immanuel Kant and John Stuart Mill and misunderstand the concept of the observer dependent universe. The paper concludes by examining the similarities between the idealist view of the macro world and the Copenhagen Interpretation of the quantum world and suggests that as the Copenhagen Interpretation provides a view of the quantum world that is consistent with the macro world then the Copenhagen Interpretation should be the preferred view of the quantum world. (shrink)

Karl Marx, Emile Durkheim, Leslie White, Allen Johnson and Timothy Earle, and Stephen Sanderson all produced some of the more interesting theories of history, social change and cultural evolution but their theories have a common deficiency. None of them provide an ultimate explanation for social, cultural and historical change. This failure was rectified by J. S. Mill who suggested increasing human knowledge was the ultimate cause of social, cultural and historical change. However even Mill did not ask what caused the (...) increasing human knowledge and why the knowledge had to be acquired in a particular order and how this could affect human history. (shrink)

The ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. Human beings use the materials in their environment to meet their needs and increased human knowledge of the environment enables human needs to be met in a more efficient manner. The human environment includes the human being itself and the human ability to communicate by means of language and to make symbolic representations of the sounds produced by language, allowed the (...) development of writing. Writing developed over time in a necessary and inevitable manner from logographic, to syllabic, to alphabetical systems. This development from simpler word based writing to more complex syllable based systems and then even more complex sound based writing systems was a logical progression from, simple less useful systems, to more complex, but more useful systems. This is an example of how the simplest knowledge is acquired first and more complex knowledge is acquired later. The order of discovery determines the course of human social and cultural history as knowledge of new and more efficient means of meeting human needs, results in new technology, which results in the development of new social and ideological systems. This means human social and cultural history, has to follow a particular course, a course that is determined by the structure of the human environment. (shrink)

According to the PubMed resource from the U.S. National Library of Medicine, over 750,000 scientific articles have been published in the ~5000 biomedical journals worldwide in the year 2007 alone. The vast majority of these publications include results from hypothesis-driven experimentation in overlapping biomedical research domains. Unfortunately, the sheer volume of information being generated by the biomedical research enterprise has made it virtually impossible for investigators to stay aware of the latest findings in their domain of interest, let alone to (...) be able to assimilate and mine data from related investigations for purposes of meta-analysis. While computers have the potential for assisting investigators in the extraction, management and analysis of these data, information contained in the traditional journal publication is still largely unstructured, free-text descriptions of study design, experimental application and results interpretation, making it difficult for computers to gain access to the content of what is being conveyed without significant manual intervention. In order to circumvent these roadblocks and make the most of the output from the biomedical research enterprise, a variety of related standards in knowledge representation are being developed, proposed and adopted in the biomedical community. In this chapter, we will explore the current status of efforts to develop minimum information standards for the representation of a biomedical experiment, ontologies composed of shared vocabularies assembled into subsumption hierarchical structures, and extensible relational data models that link the information components together in a machine-readable and human-useable framework for data mining purposes. (shrink)

Although artificial intelligence has been given an unprecedented amount of attention in both the public and academic domains in the last few years, its convergence with other transformative technologies like cloud computing, robotics, and augmented/virtual reality is predicted to exacerbate its impacts on society. The adoption and integration of these technologies within industry and manufacturing spaces is a fundamental part of what is called Industry 4.0, or the Fourth Industrial Revolution. The impacts of this paradigm shift on the human operators (...) who continue to work alongside and symbiotically with these technologies in the industry bring with it novel ethical issues. Therefore, how to design these technologies for human values becomes the critical area of intervention. This paper takes up the case study of robotic AI-based assistance systems to explore the potential value implications that emerge due to current design practices and use. The design methodology known as Value Sensitive Design (VSD) is proposed as a sufficient starting point for designing these technologies for human values to address these issues. (shrink)

Quantum physicists have made many attempts to solve the quantum measurement problem, but no solution seems to have received widespread acceptance. The time has come for a new approach. In Sense Perception and Reality: A Theory of Perceptual Relativity, Quantum Mechanics and the Observer Dependent Universe I suggest the quantum measurement problem is caused by a failure to understand that each species has its own sensory world and that when we say the wave function collapses and brings a particle into (...) existence we mean the particle is brought into existence in the human sensory world by the combined operation of the human sensory apparatus, particle detectors and the experimental set up. This is similar to the Copenhagen Interpretation suggested by Niels Bohr and others, but the understanding that the collapse of the wave function brings a particle into existence in the human sensory world removes the need for a dividing line between the quantum world and the macro world. The same rules can apply to both worlds and the ideas stated in this paper considerably strengthen the Copenhagen Interpretation of quantum mechanics. (shrink)

This paper suggests ever increasing human knowledge of the world around us is the driving force for much social and cultural evolution. It examines the order of discovery of our knowledge of the world around us and notes this knowledge comes to us in a particular and necessary order from the easiest to discover to the more difficult to discover. The necessary order of the discoveries means they can be rationally analysed and understood and this enables the study of social (...) and cultural evolution to be put on a scientific basis. It also enables us to make scientifically based predictions about the future for the human species. (shrink)

This paper is written to question the widespread belief among anthropologists that prehistoric hunter gatherers knew about agriculture long before agriculture began to be practised. The paper suggests gradually accumulating human knowledge led to the development of agriculture rather than population pressure, favourable mutations or convenient climate, all of which would have occurred at various times long before agriculture was developed, without leading to the discovery of agriculture.

It is proposed that the ultimate cause of much historical, social and cultural change is the gradual accumulation of human knowledge of the environment. Human beings use the materials in their environment to meet their needs and increased human knowledge of the environment enables human needs to be met in a more efficient manner. Human needs direct human research into particular areas and this provides a direction for historical, social and cultural development. The human environment has a particular structure and (...) human beings have a particular place in it so that human knowledge of the environment is acquired in a particular order. The simplest knowledge, or the knowledge closest to us, is acquired first and more complex knowledge, or knowledge further from us is acquired later. The order of discovery determines the course of human social and cultural history as knowledge of new and more efficient means of meeting human needs, results in new technology, which results in the development of new social and ideological systems. This means human history, or a major part of human history, had to follow a particular course, a course that is determined by the structure of the human environment. An examination of the structure of the human environment will reveal the particular order in which our discoveries had to be made. Given that a certain level of knowledge will result in a particular type of society, it is possible to ascertain the types of societies that were inevitable in human history. While it is not possible to make predictions about the future course of human history, it is possible to explain and understand why human history has followed a particular path and why it had to follow that particular path. (shrink)

A self-fulfilling prophecy in neuroprognostication occurs when a patient in coma is predicted to have a poor outcome, and life-sustaining treatment is withdrawn on the basis of that prediction, thus directly bringing about a poor outcome for that patient. In contrast to the predominant emphasis in the bioethics literature, we look beyond the moral issues raised by the possibility that an erroneous prediction might lead to the death of a patient who otherwise would have lived. Instead, we focus on the (...) problematic epistemic consequences of neuroprognostic SFPs in settings where research and practice intersect. When this sort of SFP occurs, the problem is that physicians and researchers are never in a position to notice whether their original prognosis was correct or incorrect, since the patient dies anyway. Thus, SFPs keep us from discerning false positives from true positives, inhibiting proper assessment of novel prognostic tests. This epistemic problem of SFPs thus impedes learning, but ethical obligations of patient care make it difficult to avoid SFPs. We then show how the impediment to catching false positive indicators of poor outcome distorts research on novel techniques for neuroprognostication, allowing biases to persist in prognostic tests. We finally highlight a particular risk that a precautionary bias towards early withdrawal of life-sustaining treatment may be amplified. We conclude with guidelines about how researchers can mitigate the epistemic problems of SFPs, to achieve more responsible innovation of neuroprognostication for patients in coma. (shrink)

This paper summarizes (in German) recent tendencies in the philosophy of the life sciences.

The reading abilities of Filipino students have been a challenge for educators and policymakers alike. Despite government efforts to improve literacy rates in the Philippines, recent studies have shown that many students need help with reading comprehension, vocabulary development, and critical thinking skills. This research note examines the current state of reading abilities among Filipino students and potential areas for improvement. The poor reading abilities can be attributed to several factors, including a lack of resources and socioeconomic factors. However, there (...) are identified potential areas for improvement, such as promoting early literacy programs, investing in teacher training, and developing reading materials that are culturally relevant and engaging for Filipino students. These findings have important implications for education policies and practices in the Philippines and for educators and researchers seeking to improve reading abilities among Filipino students. (shrink)

When information on a coma patient’s expected outcome is uncertain, a moral dilemma arises in clinical practice: if life-sustaining treatment is continued, the patient may survive with unacceptably poor neurological prospects, but if withdrawn a patient who could have recovered may die. Continuous electroencephalogram-monitoring is expected to substantially improve neuroprognostication for patients in coma after cardiac arrest. This raises expectations that decisions whether or not to withdraw will become easier. This paper investigates that expectation, exploring cEEG’s impacts when it becomes (...) part of a socio-technical network in an Intensive Care Unit. Based on observations in two ICUs in the Netherlands and one in the USA that had cEEG implemented for research, we interviewed 25 family members, healthcare professionals, and surviving patients. The analysis focuses on the way patient outcomes are constructed, the kind of decision support these outcomes provide, and how cEEG affects communication between professionals and relatives. We argue that cEEG can take away or decrease the intensity of the dilemma in some cases, while increasing uncertainty for others. It also raises new concerns. Since its actual impacts furthermore hinge on how cEEG is designed and implemented, we end with recommendations for ensuring responsible development and implementation. (shrink)

Aim: To elicit preferences for prognostic information, attitudes towards withdrawal of life-sustaining treatment (WLST) and perspectives on acceptable quality of life after post-anoxic coma within the adult general population of Germany, Italy, the Netherlands and the United States of America. Methods: A web-based survey, consisting of questions on respondent characteristics, perspectives on quality of life, communication of prognostic information, and withdrawal of life-sustaining treatment, was taken by adult respondents recruited from four countries. Statistical analysis included descriptive analysis and chi2-tests for (...) dierences between countries. Results: In total, 2012 respondents completed the survey. In each country, at least 84% indicated they would prefer to receive early prognostic information. If a poor outcome was predicted with some uncertainty, 37-54% of the respondents indicated that WLST was not to be allowed. A conscious state with severe physical and cognitive impairments was perceived as acceptable quality of life by 17–44% of the respondents. Clear differences between countries exist, including respondents from the U.S. being more likely to allow WLST than respondents from Germany (OR = 1.99, p < 0.001) or the Netherlands (OR = 1.74, p < 0.001) and preferring to stay alive in a conscious state with severe physical and cognitive impairments more than respondents from Italy (OR = 3.76, p < 0.001), Germany (OR = 2.21, p < 0.001), or the Netherlands (OR = 2.39, p < 0.001). Conclusions: Over one-third of the respondents considered WLST unacceptable when there is any remaining prognostic uncertainty. Respondents had a more positive perspective on acceptable quality of life after coma than what is currently considered acceptable in medical literature. This indicates a need for a closer look at the practice of WLST based on prognostic information, to ensure responsible use of novel prognostic tests. (shrink)

The crisis of our times is that we have science without wisdom. Modern science and technology lead to modern industry and agriculture which in turn lead to all the great benefits of the modern world and to the global crises we face, from population growth to climate change. The fault lies, not with science, but with science dissociated from a more fundamental concern with problems of living. We urgently need to bring about a revolution in academia so that the fundamental (...) task becomes to help humanity learn how to tackle problems of living in increasingly cooperatively rational ways, so that we may gradually discover how to make progress towards a better, wiser world. (shrink)

We urgently need to bring about a revolution in academic inquiry, one that transforms knowledge-inquiry into what may be called wisdom-inquiry. This revolution, were it to occur, would help humanity make progress towards as good a world as possible. Wisdom-inquiry gives intellectual priority to articulating problems of living, including global problems, and proposing and critically assessing possible solutions - possible actions, policies, political programmes. It actively seeks to promote public education about what our problems are, and what we need to (...) do about them. It seeks to discover how problematic aims of social, political and economic endeavours may be improved. It includes a virtual government that seeks to discover what the actual government ought to be doing. In these and other ways, wisdom-inquiry would be actively and rationally engaged in helping humanity make progress towards a better world. Academia as it exists at present, dominated by knowledge-inquiry, cannot engage in these vitally necessary activities, or can only do so in a restricted, ineffective fashion. There are strong grounds for holding that wisdom-inquiry would dramatically enhance the capacity of humanity to make progress towards a better, wiser world. (shrink)

In order to make progress towards a better world we need to learn how to do it. And for that we need institutions of learning rationally designed and devoted to helping us solve our global problems, make progress towards a better world. It is just this that we lack at present. Our universities pursue knowledge. They are neither designed nor devoted to helping humanity learn how to tackle global problems — problems of living — in more intelligent, humane and effective (...) ways. That, this book argues, is the key disaster of our times, the crisis behind all the others: our failure to have developed our institutions of learning so that they are rationally organized to help us solve our problems of living — above all, our global problems. Having universities devoted almost exclusively to the pursuit of knowledge is a recipe for disaster. Scientific knowledge and technological know-how have unquestionably brought great benefits to humanity. But they have also made possible — even caused — our current global crises, above all the impending crisis of global warming. In this lucid and provocative book, Nicholas Maxwell argues convincingly that we need urgently to bring about a revolution in universities round the world so that their basic aim becomes wisdom, and not just knowledge. (shrink)

Two great problems of learning confront humanity: (1) learning about the universe, and about ourselves as a part of the universe, and (2) learning how to make progress towards as good a world as possible. We solved the first problem when we created modern science in the 17th century, but we have not yet solved the second problem. This puts us in a situation of unprecedented danger. Modern science and technology enormously increase our power to act, but not our power (...) to act wisely. All our current global crises have arisen as a result. What we need to do is learn from our solution to the first great problem of learning how to go about solving the second one. Properly implemented, this idea leads to a new kind of inquiry rationally devoted to helping humanity make progress towards as good a world as possible. (shrink)

As a philosopher of action, I might be expected to believe that the will is a good thing. Actually, I believe that the will is a great thing - awesome, in fact. But I'm not thereby committed to its being something good. When I say that the will is awesome, I mean literally that it is a proper object of awe, a response that restrains us from abusing the will and moves us rather to use it respectfully, in a way (...) that does it justice. To say that the will is a good thing, however, would imply that having a will is better than not having one, or that using it is better than not using it - neither of which I am prepared to assert as a general rule. Speaking metaphorically, I would say that the will is like a magic wand. In fairy tales, the character who looks upon a magic wand as an unalloyed good is destined to be sadder but wiser in the end. Being a magician isn't better than being an ordinary human, just different; and a magician must value his powers by respecting them and therefore using them appropriately, even sparingly, not by using them as much as possible. (shrink)

The burden of research ethics review falls not just on researchers, but on those who serve on research ethics committees (RECs). With the advent of automated text analysis and generative artificial intelligence, it has recently become possible to teach models to support human judgment, for example by highlighting relevant parts of a text and suggesting actionable precedents and explanations. It is time to consider how such tools might be used to support ethics review and oversight. This commentary argues that with (...) a suitable strategy of engagement, artificial intelligence can be used in a variety of ways that can genuinely support RECs and manage their workload and improve the quality of review. It would be wiser to take an active role in the development of AI tools for ethics review, rather than to adopt ad hoc tools after the fact. (shrink)

What is it that makes someone wise, or one person wiser than another? I argue that wisdom consists in knowledge of how to live well, and that this knowledge of how to live well is constituted by various further kinds of knowledge. One concern for this view is that knowledge is not needed for wisdom but rather some state short of knowledge, such as having rational or justified beliefs about various topics. Another concern is that the emphasis on knowing (...) how to live well fails to do justice to the ancient tradition of ‘theoretical wisdom’. I address both of these concerns in filling out the account. (shrink)

Aristotle’s works on natural science show that he was aware of the affective powers of colour. At De an. 421a13, for example, he writes that hard-eyed animals can only discriminate between frightening and non-frightening colours. In the Nicomachean Ethics, furthermore, colours are the source of pleasures and delight. These pleasures, unlike the pleasures of touch and taste, neither corrupt us nor make us wiser. Aristotle’s views on the affective powers of colours raise a question about the limits he seems (...) to place on the affective powers of pictures at De an. 427b15-24, where he implies that pictures do not affect us immediately. In this paper, I examine the contrast between the affective powers of colour and the affective powers of pictures. I argue that colours can give rise to pleasure and pain in themselves and generate emotions incidentally. Similarly, pictures can please us or affect us in themselves and incidentally. In light of this account, I suggest that, on a plausible reading of De an. 427b15-24, the affective powers of pictures as mimetic objects are not immediate because they require an intervening cause in order to be effective. The representations of pictures and statues affect us either with the mediation of deception or with the mediation of interpretation. (shrink)

The article examines the so-called slippery slope argument (SSA) against the legalization of active voluntary euthanasia (AVE). According to the SSA, by legalizing AVE, the least morally controversial type of euthanasia, we will take the first step onto a slippery slope and inevitably end up in the moral abyss of widespread abuse and violations of the rights of the weakest and most vulnerable patients. In the first part of the paper, empirical evidence to the contrary is presented and analyzed: None (...) of the forecasted regrettable trends can be elicited from the body of existing statistical data. Accordingly, we have no good reason to believe either that we already are, or are sooner or later going to be, sliding into a moral abyss. A related question is then considered: Would it not be wiser and safer to stick to the status quo and preserve the existing legal ban on AVE even if the risk of its abuse is uncertain and may well turn out to be relatively low? It is argued that such an appeal to precautionary reasoning fails to justify an outright legal ban on AVE for at least two reasons: (i) it grossly underestimates the hidden moral costs of current legal arrangements (competent terminal patients suffer both disrespect for their autonomous will and deprivation of the good of a timely death) and (ii) the ban is both too inefficient and disproportionate to qualify as a reasonable measure of precaution. (shrink)

The article examines the so-called slippery slope argument (SSA) against the legalization of active voluntary euthanasia (AVE). According to the SSA, by legalizing AVE, the least morally controversial type of euthanasia, we will take the first step onto a slippery slope and inevitably end up in the moral abyss of widespread abuse and violations of the rights of the weakest and most vulnerable patients. In the first part of the paper, empirical evidence to the contrary is presented and analyzed: None (...) of the forecast regrettable trends can be elicited from the body of existing statistical data. Accordingly, we have no good reason to believe either that we already are, or are sooner or later going to be, sliding into a moral abyss. A related question is then considered: Would it not be wiser and safer to stick to the status quo and preserve the existing legal ban on AVE even if the risk of its abuse is uncertain and may well turn out to be relatively low? It is argued that such an appeal to precautionary reasoning fails to justify an outright legal ban on AVE for at least two reasons: (i) it grossly underestimates the hidden moral costs of current legal arrangements (competent terminal patients suffer both disrespect for their autonomous will and deprivation of the good of a timely death) and (ii) the ban is both too inefficient and disproportionate to qualify as a reasonable measure of precaution. (shrink)

David Chalmers argues that consciousness -- authentic, first-person, conscious consciousness -- cannot be reduced to brain events or to any physical event, and that efforts to find a workable mind-body identity theory are, therefore, doomed in principle. But for Chalmers and non-reductionist in general consciousness consists exclusively, or at least paradigmatically, of phenomenal or qualia-consciousness. This results in a seriously inadequate understanding both of consciousness and of the “hard problem.” I describe other, higher-order cognitional events which must be conscious if (...) the “hard problem” is to be solved -- in any sense of ‘solve’ which would make us any the wiser about it -- but whose consciousness is quite different from the qualia and phenomena usually inventoried. Events of this kind are both part of the hard problem and the means by which we will solve it, if we ever do. (shrink)

This paper is an attempt to meta-subjective revision of contemporary “ecological” issues concerning glorification of science (called by the Author „science-centrism) present in paradigm and practice of nature protection. Assuming that science can be often treated as conditio sine qua non of effective pro-ecological activity, and that such approach isn’t in fact appropriate, the Author led diverse arguments supporting the thesis that the presence of science isn’t necessary in theoretical and applied protection of nature. Within the discourse he tried to (...) defend the possibilities of the wide spectrum of environmental-friendly approaches and appreciate alterscientific paradigms and tools of nature protection. The Author attempted to emphasize that science-based tools of nature protection aren’t of absolute type. He tried to present a relativized scientific approach (possibility against necessity) as an opportunity to create wiser and more rational vision of nature protection, not based on idolatry of science. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current (...) global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

Techne and Truth. The problem of techne in the dispute between Gorgias and Plato -/- The source of the problem matter of the book is the Plato’s dialogue „Gorgias”. One of the main subjects of the discussion carried out in this multi-aspect work is the issue of the art of rhetoric. In the dialogue the contemporary form of the art of rhetoric, represented by Gorgias, Polos and Callicles, is confronted with Plato’s proposal of rhetoric and concept of art (techne). The (...) ingenuous and dramatic structure of the dialogue composed of three acts, in each of which Socrates’ consecutive interlocutors emerge, is difficult to interpret. It seems, however, that even though the first conversation between Socrates and Gorgias constitutes a small part of the dialogue, it forms the foundations for the discussion. This part, dealing with such important issues as the subject of art, knowledge, power and relation between art and good, is the starting point for the conversations which follow. What do the differences between the Gorgias’ and Plato’s concepts of art consist in? Any attempt to answer the question requires presentation of the background for the discussion taking place in Plato’s work as well as the reconstruction of Gorgias’ vision of the art of rhetoric and art in general, defining the relation between art and knowledge. The latter may be undertaken on the basis of two paraphrases of the treatise “On Non-existence”, two epideictic speeches entitled “Helen” and “Palamedes” and some smaller fragments which have been preserved from Gorgias’ creative output. The treatise “On Non–existence”, very paradoxical in its philosophical meaning, testifies to new, sophistic thinking represented by Gorgias of Leontinoi. The treatise is the polemic and attack on Eleatism based on certain principles and methods elaborated by the Eleatics themselves. It also shows that Gorgias – using traditional Eleatic schemes – is opposed to this tradition. Even though the treatise does not discuss the problem of art directly, it anticipates the considerations from epideictic speeches. “Helen” and “Palamedes” constitute further stages in the development of Gorgias’ thought and concept of art combining typically epideictic elements with some philosophical convictions. Gorgias refers to the Eleatic theme considering the issues of truth, knowledge and belief, yet defining them in the empirical spirit. Solutions in the cognitive sphere determine the horizon of Gorgias’ rhetoric. The word is separated from the existence. Human cognition is limited and therefore the word and visual images affect the belief. This promotes the great importance of rhetoric, painting and sculpture, i.e. the areas which influence in a specific way – creating the “delusion” (ἀπάτη). Through idealization art provides pleasure, which is its objective. Therefore the task of art is to create delusion. The rhetor of Leontinoi discusses the issue of “how?” to use the word ‘rhetoric’. Gorgias is aware that rhetoric may be used to talk about what is unknown and that technical correctness of a rhetoric statement is not identical with the truthfulness of the proclaimed message. Mentioning it, Gorgias shows his respect to the truth as a value which should be respected in speech on the one hand, and on the other emphasizes that the truth in itself has no persuasive power. For this reason it is not enough to proclaim the truth, but, to convince the listeners, the orator should possess the skill of speaking. What is then the relation between truth and art emerging from epideictic speeches? Gorgias undoubtedly emphasizes the formal aspect of speech, as rhetoric is art, thus an ability based on certain principles. According to Gorgias, the truth is the value which should be respected in speeches. Rhetoric is able to create a fictive world, as a great range of reality remains outside direct human experience. Rhetoric does not oppose the truth but discussing not only what is directly given concerns the area outside the sphere of direct experience. This concept of rhetoric is the basis of the discussion about art carried out in the dialogue “Gorgias”. Even though the first of the discussions in the dialogue – the conversation between Socrates and Gorgias – is directly concerned with rhetoric itself, numerous remarks testify to its much wider character. This is best exemplified by the way of carrying out the conversation by Socrates, who, asking questions about rhetoric practised by Gorgias, throughout the whole conversation compares it with other skills. Additionally, the manner and the structure of the conversation prove that Plato considers the issue of rhetoric from a wider perspective determined by the issue of art. The specific feature of the conversation is ordering it around main issues – such notions as πρᾶγμα, ἐπιστήμη, δύναμις, each of which has its own meaning in Plato. In the first part of Gorgias Plato presents the principles previously occurring in other dialogues in a certain order, thus constructing the structure of the conversation with Gorgias. The notions are not novum in Plato but the fact that he clearly wants to systematise them and present a certain concept of art is a new and significant aspect. This tendency is of paramount importance for the discussion because Gorgias’ answers are evaluated by Plato from the perspective of this clearly set concept consisting of not only established notions but also certain principles. The discussion between Socrates and Gorgias introduces a theme which is crucial for the dialogue: the relation between art and good, i.e. the technical and ethical spheres. The issue is introduced by Gorgias, who mentions that rhetoric may be used for evil purposes. On this basis Socrates proves that if rhetoricians can use rhetoric for evil purposes, they have no knowledge concerning the subject of their art – justice, because one who knows what is just, always acts justly. Thus the relation between the technical and ethical spheres transpires to be the main point of contention. The question is whether a technician following the principles of the art he practices may act against good. This paradoxical statement based on the well-known Socrates’ principle "nemo sua sponte peccat" acquires philosophical foundations in the dialogue. In its remaining two parts Plato presents a justification, placing the principle within the framework of a certain concept of art, as a result of which not only rhetoric but also many other skills are criticised. The notions on which the conversation with Gorgias focuses are more precisely defined in the subsequent parts of the dialogue. Additionally, Plato presents twice the conditions which art should fulfill. They oblige the “technicians” to know the nature and purpose of the art and to know the causes of undertaken activities and to be able to justify them. These conditions determine the relation between the two spheres – technical and ethical. According to Plato, art may not act against good because it should be the objective of its activities. Certain concepts of good and knowledge outlined in the dialogue are the guarantees of “technicality”. Good, which should be respected by every art, is understood objectively and is contrasted with subjective pleasure. Knowledge, which should be the basis of art, opposes experience, which uses observation and recollection. Additionally, the definition of knowledge, significance of order in the world assuming the form of “geometrical equality”, significance of mathematics becoming the ideal of exactness indicate that Plato’s concept of knowledge is formed in Gorgias. These conclusions render it impossible that the results of any activity deserving the name of art should oppose good. And this is Plato’s main reproach of Gorgias’ concept, who wrote about false speeches possessing the power of conviction because they were written according to the principles proof of art or who defined tragedy as “a deceit, where he who cheats is more just than he who does not and the cheated is wiser than he who was not cheated”. Such determination of the relation between the technical and ethical sphere resulted from Gorgias’ concept of the world and fundamental philosophical principles. The whole concept of art described by Plato in the dialogue opposes the view presented by Gorgias. According to Plato, every technical activity has a defined object (ἔργον), is based on knowledge (ἐπιστήμη) and is always aimed at the good of human soul or body. The danger revealed and presented in the dialogue by Plato exists in the very concept of art presented by Gorgias, i.e. in its empirical foundations and the resulting understanding of the relation between art and good. Gorgias’ concept of art based on empirical cognition, which concerns the world of phenomena and rejects the possibility of perfect knowledge, leads, according to Plato, to a dangerous falsification of the relation between art and good. Plato proves that this weakness of Gorgias’ concept is revealed when confronted with these representatives of “the magnificent art” who are not protected against radicalism by the adherence to the moral tradition. The comparison of two, completely contrasting concepts of art based on different philosophical understanding of knowledge and good is decisive for the criticism of rhetoric in Gorgias. The concept presented by Plato criticises contemporary rhetoric and sophistry but determines the direction of research of the real art of rhetoric. (shrink)

This book gives an account of work that I have done over a period of decades that sets out to solve two fundamental problems of philosophy: the mind-body problem and the problem of induction. Remarkably, these revolutionary contributions to philosophy turn out to have dramatic implications for a wide range of issues outside philosophy itself, most notably for the capacity of humanity to resolve current grave global problems and make progress towards a better, wiser world. A key element of (...) the proposed solution to the first problem is that physics is about only a highly specialized aspect of all that there is – the causally efficacious aspect. Once this is understood, it ceases to be a mystery that natural science says nothing about the experiential aspect of reality, the colours we perceive, the inner experiences we are aware of. That natural science is silent about the experiential aspect of reality is no reason whatsoever to hold that the experiential does not objectively exist. A key element of the proposed solution to the second problem is that physics, in persistently accepting unified theories only, thereby makes a substantial metaphysical assumption about the universe: it is such that a unified pattern of physical law runs through all phenomena. We need a new conception, and kind, of physics that acknowledges, and actively seeks to improve, metaphysical presuppositions inherent in the methods of physics. The problematic aims and methods of physics need to be improved as physics proceeds. These are the ideas that have fruitful implications, I set out to show, for a wide range of issues: for philosophy itself, for physics, for natural science more generally, for the social sciences, for education, for the academic enterprise as a whole and, most important of all, for the capacity of humanity to learn how to solve the grave global problems that menace our future, and thus make progress to a better, wiser world. It is not just science that has problematic aims; in life too our aims, whether personal, social or institutional, are all too often profoundly problematic, and in urgent need of improvement. We need a new kind of academic enterprise which helps humanity put aims-and-methods improving meta-methods into practice in personal and social life, so that we may come to do better at achieving what is of value in life, and make progress towards a saner, wiser world. This body of work of mine has met with critical acclaim. Despite that, astonishingly, it has been ignored by mainstream philosophy. In the book I discuss the recent work of over 100 philosophers on the mind-body problem and the metaphysics of science, and show that my earlier, highly relevant work on these issues is universally ignored, the quality of subsequent work suffering as a result. My hope, in publishing this book, is that my fellow philosophers will come to appreciate the intellectual value of my proposed solutions to the mind-body problem and the problem of induction, and will, as a result, join with me in attempting to convince our fellow academics that we need to bring about an intellectual/institutional revolution in academic inquiry so that it takes up its proper task of helping humanity learn how to solve problems of living, including global problems, and make progress towards as good, as wise and enlightened a world as possible. (shrink)

Two great problems of learning confront humanity: learning about the nature of the universe and our place in it, and learning how to become civilized. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our current global problems have arisen as a result. What we need (...) to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme that we have institutionalized in 20th century academic inquiry. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. (shrink)

In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...) pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (shrink)

For forty years I have argued that we urgently need to bring about a revolution in academia so that the basic task becomes to seek and promote wisdom. How did I come to argue for such a preposterously gigantic intellectual revolution? It goes back to my childhood. From an early age, I desired passionately to understand the physical universe. Then, around adolescence, my passion became to understand the heart and soul of people via the novel. But I never discovered how (...) to tell stories in order to tell the truth. So, having failed to become a physicist, and failed to become a novelist, I studied philosophy at Manchester University and then, in six weeks of inspiration, discovered that the riddle of the universe is the riddle of our desires. Philosophy should be about how to live, and should not just do conceptual analysis. I struggled to reconcile the two worlds of my childhood ambitions, the physical universe and the human world. I decided they could be reconciled with one another if one regarded the two accounts of them, physics and common sense, as myths, and not as literal truths. But then I discovered Karl Popper: truth is too important to be discarded. I revised my ideas: physics seeks to depict truly only an aspect of all that there is; in addition, there is the aspect of the experiential features of the world as we experience it. I was immensely impressed with Popper’s view that science makes progress, not by verification, but by ferocious attempted falsification of theories. I was impressed, too, with his generalization of this view to form critical rationalism. Then it dawned on me: Popper’s view of science is untenable because it misrepresents the basic aim of science. This is not truth as such; rather it is explanatory truth – truth presupposed to be unified or physically comprehensible. We need, I realized, a new conception of science, called by me aim-oriented empiricism, which acknowledges the real, problematic aims of science, and seeks to improve them. Then, treading along a path parallel to Popper’s, I realized that aim-oriented empiricism can be generalized to form a new conception of rationality, aim-oriented rationality, with implications for all that we do. This led on to a new conception of academic inquiry. From the Enlightenment we have inherited the view that academia, in order to help promote human welfare, must first acquire knowledge. But this is profoundly and damagingly irrational. If academia really does seek to help promote human welfare, then its primary tasks must be to articulate problems of living, and propose and critically assess possible solutions – possible actions, policies, political programmes, philosophies of life. The pursuit of knowledge is secondary. Academia needs to promote cooperatively rational problem solving in the social world, and needs to help humanity improve individual and institutional aims by exploiting aim-oriented rationality, arrived at by generalizing the real progress-achieving methods of science. We might, as a result, get into life some of the progressive success that is such a marked feature of science. Thus began my campaign to promote awareness of the urgent need for a new kind of academic inquiry rationally devoted to helping humanity create a wiser world. (shrink)

Humanitarian aid workers typically reject the accolade of hero as both untrue and undesirable. Untrue when they claim not to be acting beyond the call of duty, and undesirable so far as celebrating heroism risks elevating “heroic” choices over safer, and perhaps wiser ones. However, this leaves unresolved a tension between the denial of heroism and a sense in which certain humanitarian acts really appear heroic. And, the concern that in rejecting the aspiration to heroism an opportunity is lost (...) to inspire more and better humanitarian action. Having set out this problem in more detail in Part I, the argument in Part II will suggest that a virtue ethics approach to humanitarian moral obligations can make good sense of our intuitions concerning the role of heroism in humanitarian action. In Part III I will argue that at least “professional” humanitarians, instead of rejecting heroism, should aim to be heroes, in the sense of displaying a virtue of humanity in high-stakes contexts, because this is consistent with the aim of humanitarian action. Finally, some lingering problems of demandingness and motivation are considered. (shrink)

This is a study of sophía from the passage 20d-21a in Plato’s Apology. There, Socrates tries to understand what kind of wisdom he would have, since the Oracle of Delphi stated that no one would be wiser than him. An investigation of historical aspects was made to understand the trial of Socrates and conviction, also a mapping of sophía’s main uses through the corpus platonicum was built, as well an overview of the usage of this concept by others greek (...) authors. In addition, a side of the figure of Socrates that has been given little attention was perceived, becoming important to explain the influence of magical thinking on his philosophy and his relationship with shamanism. Este é um estudo sobre sophía que parte da passagem 20d-21a na Apologia de Platão. Ali, Sócrates tenta compreender que tipo de sabedoria ele teria, uma vez que o Oráculo de Delfos afirmou que ninguém seria mais sábio que ele. Para discutir isso, foi feito um estudo sobre os aspectos históricos que se relacionam com o julgamento e a condenação de Sócrates, um mapeamento dos principais usos de sophía por todo o corpus platonicum, bem como uma análise do panorama relacionado ao uso desse conceito por outros autores do mundo grego. Além disso, foi percebido um lado pouco comentado da figura de Sócrates, tornando-se importante explanar sobre a influência do pensamento mágico em sua filosofia e a7 relação dele com o xamanismo. (shrink)

Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...) the title of Jana Mohr Lone’s book, is, in a sense then, to be blind to the child. Thus, though Mohr Lone says that the subject of her book is to assist parents in supporting the development of children’s philosophical selves, that claim may mask the gift that this lovely book can bring to the parent-child relationship if it is interpreted as helping children to become “smarty pants” in the sense of acquiring esoteric skills to excel in the ivory-tower discipline of academic philosophy. This is not the focus of this book. This is not an invitation to learn about the history of philosophy— about what some wise, usually white, usually men said about the fundamental questions that intrigue all humans. This is not an invitation to memorize and thus to sit in awe of what others think —as is too often the case in university classrooms. This book, rather, is a guide to how to actually philosophize—how to use questions to energetically and courageously make progress toward finding answers that one, through reflection, comes to believe are the best, given the reasons and evidence available. And to the degree that we and our children are successful, we give ourselves and our children the gift of continuously learning to become ever wiser. (shrink)