The National Library of Finland and the Von Wright and Wittgenstein Archives at the University of Helsinki keep the collected correspondence of Georg Henrik von Wright, Wittgenstein’s friend and successor at Cambridge and one of the three literary executors of Wittgenstein’s Nachlass. Among von Wright’s correspondence partners, Elizabeth Anscombe and Rush Rhees are of special interest to Wittgenstein scholars as the two other trustees of the Wittgenstein papers. Thus, von Wright’s collections held in Finland promise to shed light on the (...) context of decades of editorial work that made Wittgenstein’s later philosophy available to all interested readers. In this text, we present the letters which von Wright received from Anscombe and Rhees during the first nine months after Wittgenstein’s death. This correspondence provides a vivid picture of the literary executors as persons and of their developing relationships. The presented letters are beautiful examples of what the correspondence as a whole has to offer; it depicts – besides facts of editing – the story of three philosophers, whose conversing voices unfold the human aspects of inheriting Wittgenstein’s Nachlass. Their story does not only deal with editing the papers of an eminent philosopher, but with the attempt to do justice to the man they knew, to his philosophy and to his wishes for publication. (shrink)

Three separate churches erected in Constantinople were all dedicated to the wisdom of Christ and erected on the same site one after the other. These churches were built between 360 and 537 AD by three different emperors: Constantius II, Theodosius the Younger, and Justinian I. The first two churches were consumed in flames after relatively short lives, but the final and greatest church still stands today, despite a history of extensive damage. This final edifice is the main focus of this (...) paper, owing to its 1500 year longevity and unprecedented architecture. If the entire History of Justinian's church is to considered, it is inaccurate to refer to it as a “church,” because although it remained a church for the first 900 years after its audacious construction, it was later converted into a mosque. Today it is a museum, in remembrance of its long history. (24). (shrink)

This paper examines the implications and challenges of Odera Oruka’s conversation approach to the study of contemporary African philosophy as enunciated in his “Philosophic sagacity”. In Oruka’s method, African philosophy is conceived as a joint venture and product of both the ancient and modern Africanphilosophers. Consequently, it utilizes interview, discussion and dialogue.

Philosophie stellt den Bezug zur Weisheit bereits in ihrem Namen (philo-sophia) her. So selbstverständlich dies ist, so spannungsgeladen ist deren Verhältnis. Denn Philosophie und Weisheit sind Korrespondenz- und Reibungsbegriffe gleichermaßen. Es mag daher auf den ersten Blick verwundern oder eben nicht, dass sich seit der Neuzeit der bis dahin konstitutive Zusammenhang von Philosophie und Weisheit zunehmend auflöst bis dahin, dass es die Philosophie seit dem 19. Jahrhundert weit von sich weist, mit Weisheit überhaupt in einen Zusammenhang gebracht zu werden (...) (1.) Unter den Bedingungen der Moderne ist es daher schwierig, über historische Aussagen hinaus Auskunft über das zu geben, was mit Weisheit aus Sicht der Philosophie gemeint ist und wie sie philosophisch zu verstehen ist. -/- Dieser misslichen Situation ist nur dadurch zu entgehen, dass man versucht, die innere Logik dieses Auflösungsprozesses zu rekonstruieren, um die Möglichkeiten einer heutigen Rede von Weisheit auszuloten. Bei diesem philosophiegeschichtlichen Rekonstruktionsversuch zeigt sich, dass Weisheit und Vernunft eine Symbiose eingegangen sind. Zum Wesen der Vernunft gehört es, kohärente Ordnungen zu erkennen und ggf. Ordnungen allererst zu stiften, wobei von Ordnung immer dann gesprochen werden kann, wenn Differentes zu einer Einheit verbunden ist. In der Geschichte der Philosophie wird Weisheit, Vernunft und Geordnetheit von drei Vernunftinstanzen ausgesagt: von Gott (als absoluter Weisheit), von der Welt (als objektiv gewordener Weisheit oder kosmischer Weisheit) und vom Menschen (als subjektiv-endlicher Weisheit). Weisheit wird diesen Instanzen deshalb zugeschrieben, weil sie – wenngleich in je unterschiedlicher Weise – über Vernunft verfügen, die wir immer dort vermuten, wo wir begründet eine Ordnung im Sinne einer Einheit von Differentem unterstellen können. Weisheit ist mithin eine Syntheseleistung. Und Aufgabe des Weisen ist es, Ordnung zu stiften (2.). -/- Der Auflösungsprozess von Philosophie und Weisheit erweist sich auf diesem Hintergrund nicht als zufälliger Betriebsunfall der Philosophiegeschichte, sondern folgt einer Logik, die sich aus den wandelnden Inbeziehungsetzungen der drei Vernunft- und Weisheitsinstanzen ergibt. In der Antike kommt dem Kosmos als Weisheitsinstanz der Primat zu; im Mittelalter der absoluten Weisheit Gottes und in der Neuzeit dem endlichen Vernunftsubjekt. Sein sich zunehmend steigernder Anspruch auf Freiheit jedoch, der sich als philosophiegeschichtlich-neuzeitlicher Reflex auf einen „Betriebsunfall“ des Spätmittelalters, die Übersteigerung des Theorems der Allmacht Gottes, lesen lässt, verträgt sich schlussendlich nicht einmal mehr mit der Bindung an irgendein Weisheitsideal (3.). Soll Weisheit in diesem „Kommerzium der Freiheit“ (Hermann Krings) als Orientierungsgröße noch eine Chance haben, dann muss sie als Kompetenz bestimmt werden, das unter Freiheitsbedingungen fast Unmögliche zu leisten, nämlich Ordnung und Ordnungen aus Freiheit zu stiften: „Sapientis est ordinare!“. (shrink)

In this article, I set forth my understanding of reciprocal causality between God and finite entities in three stages, beginning with Aristotle’s analysis of change in this world. Afterwards, I examine the way in which Aquinas used the causal scheme of Aristotle in his Christian understanding of the God-world relationship. Finally, I indicate how both Aristotle’s philosophy and Aquinas’s approach to the God-world relationship should be rethought so as to be more in line with contemporary scientific understanding of the evolution (...) of life from non-life and the emergence of progressively higher-order life-systems out of lower-order life-systems within creation. (shrink)

This paper argues that challenges that are grand in scope such as "lifelong health and wellbeing", "climate action", or "food security" cannot be addressed through scientific research only. Indeed scientific research could inhibit addressing such challenges if scientific analysis constrains the multiple possible understandings of these challenges into already available scientific categories and concepts without translating between these and everyday concerns. This argument builds on work in philosophy of science and race to postulate a process through which non-scientific notions become (...) part of science. My aim is to make this process available to scrutiny: what I call founding everyday ideas in science is both culturally and epistemologically conditioned. Founding transforms a common idea into one or more scientifically relevant ones, which can be articulated into descriptively thicker and evaluatively deflated terms and enable operationalisation and measurement. The risk of founding however is that it can invisibilise or exclude from realms of scientific scrutiny interpretations that are deemed irrelevant, uninteresting or nonsensical in the domain in question-but which may remain salient for addressing grand-in-scope challenges. The paper considers concepts of "wellbeing" in development economics versus in gerontology to illustrate this process. (shrink)

Metaphysics as theoretical framework for more empirically oriented research in science and in the humanities seems to be either ignored or regarded with great suspicion at the present time. Natural scientists, for example, by and large employ an instrumentalist approach to the study of the laws of nature. Their aim is to deal, not with things in themselves (the Kantian noumena) but with their empirical manifestation (Kantian phenomena) via tentative hypotheses subject to empirical verification. In the humanities, there is deep (...) suspicion of so-called “meta-narratives” that offer a comprehensive vision of reality on the grounds that their authors are consciously or unconsciously trying to control the thinking and behavior of others. Yet, as Colin Gunton points out, human beings, thus faced with an enormous diversity of options in virtually every area of human life, end up making important decisions simply on the basis of momentary personal preference. In this article, I first review the classical philosophical understanding of the relation between the One and Many in which the One is conceived as ontologically prior to the Many as their necessary principle of unity and intelligibility. I then propose a new paradigm for the relation between the One and the Many in which the Many by their dynamic interrelation from moment to moment initially co-create and then sustain the One not as a higher-order individual entity but as their conjoint energy-source and ongoing field of activity. The One can then be readily integrated into a hierarchical ordered system of fields within fields at all levels of existence and activity within nature. In the final part of the article, I indicate how this new field-oriented understanding of the relation between the One and the Many may help to solve controversial issues in natural science and Christian systematic theology. (shrink)

The paper analyzes the final proof with Greek mathematics and the possibility of intermediates in the Phaedo. The final proof in Plato’s Phaedo depends on a claim at 105c6, that μονάς, ‘unit’, generates περιττός ‘odd’ in number. So, ψυχή ‘soul’ generates ζωή ‘life’ in a body, at 105c10-11. Yet commentators disagree how to understand these mathematical terms and their relation to the soul in Plato’s arguments. The Greek mathematicians understood odd numbers in one of two ways: either that which is (...) not divisible into two equal parts, or that which differs from an even number by a unit. Plato uses the second way in the final proof. This paper argues that a proper understanding of these mathematical terms within Greek mathematics shows that the argument for the final proof is better than previously thought. Such an interpretation of the final proof lends credence to Platonic intermediates. (shrink)

Using an interdisciplinary approach to reading Plato's Apology of Socrates, I argue that the counter penalty offered by Socrates, what is commonly translated as maintenance in the Prytaneion, was a literary addition from Plato, resembling comic topoi from Aristophanes. I begin with the accounts we have from Plato and Xenophon, then analyze the culture and context of the Prytaneion. Given the evidence, I provide arguments for why the historical Socrates wouldn't respond with sitēsis in the Prytaneion. I suggest that Plato (...) borrows the grammatical phrase from Aristophanes' Knights. (shrink)

The ‘psychologist’s green thumb’ refers to the argument that an experimenter needs an indeterminate set of skills to successfully replicate an effect. This argument is sometimes invoked by psychological researchers to explain away failures of independent replication attempts of their work. In this paper, I assess the psychologist’s green thumb as a candidate explanation for individual replication failure and argue that it is potentially costly for psychology as a field. I also present other, more likely reasons for these replication failures. (...) I conclude that appealing to a psychologist’s green thumb is not a convincing explanation for replication failure. (shrink)

The decline in autobiographical memory function in people with Alzheimer’s dementia has been argued to cause a loss of self-identity. Prior research suggests that people perceive changes in moral traits and loss of memories with a “social-moral core” as most impactful to the maintenance of identity. However, such research has so far asked people to rate from a third-person perspective, considering the extent to which hypothetical others maintain their identity in the face of various impairments. In the current study, we (...) examined the impact of perspective, comparing first- and third-person perspectives, as well as memory type. This online study asked 201 participants to consider hypothetical scenarios in which either themselves or another person experienced different types of memory failures associated with a diagnosis of AD. For each scenario, participants rated the degree to which the depicted individual remained the same person, and how impactful the impairment was. Social semantic memory failures – involving failures to recognise a loved one – were rated as most detrimental to self-continuity, and procedural memory failures the least. Averaged across all memory types, people considered their own and their partner’s self-continuity to be more resilient to memory failures than that of a parent or stranger. However, this pattern was reversed for some memory types: forgetting semantic or episodic information about close relationships was rated as more detrimental from a first-person than third-person perspective. Our findings suggest that perspective and type of memory impairment interact to impact judgements about the extent to which people maintain their identity when they experience dementia, and highlight the importance of social relationships to maintaining a sense of self. (shrink)

Publishers are signing transformative agreements with different research institutions and funding bodies across the world. These agreements establish that the institution or funder makes a block payment in exchange for an annual quota of OA papers allowing their affiliated authors to publish OA in an agreed list of journals, at no extra cost to the individual author. This is a step towards the transformation of these journals into a Gold (commercial) Open Access regime. -/- In January 2023, the members of (...) the OA working group contacted the editors of the 27 journals listed as relevant for the field of philosophy of science on the website of the Philosophy of Science Association. We asked the editors-in-chief two questions: 1) Did your publishers discuss any plans to transition to gold open access exclusively with you? If so, how would it work? 2) If the publishers did contact you regarding this matter, what is your view on the project? -/- We collected 22 answers. The executive summary is: 10 of the 27 journals have started the transition to Gold Open Access, although many editors are not aware of this shift, but they wouldn’t support it, and many are actively against it. (shrink)

Discussions of patient-centred care and patient autonomy in bioethics have tended to focus on the decision-making context and the process of obtaining informed consent, leaving open the question of how patients ought to be counselled in the daily maintenance of their health and management of chronic disease. Patient activation is an increasingly prominent counselling approach and measurement tool that aims to improve patients’ confidence and skills in managing their own health conditions. The strategy, which has received little conceptual or ethical (...) analysis, raises important questions about how clinicians ought to foster confidence and a sense of control in their patients without exposing them to blame, stigma and other harms. In this paper, we describe patient activation, discuss its relationship to personal responsibility, autonomy and health disparities, and make recommendations regarding its use and measurement. (shrink)

This collection addresses two different audiences: 1) historians and philosophers of the life sciences reflecting on collaborations across disciplines, especially as regards defining and addressing Grand Challenges; 2) researchers and other stakeholders involved in cross-disciplinary collaborations aimed at tackling Grand Challenges in the life and medical sciences. The essays collected here offer ideas and resources both for the study and for the practice of goal-driven cross-disciplinary research in the life and medical sciences. We organise this introduction in three sections. The (...) first section provides some background and context. The second motivates our take on this topic and then outlines the central ideas of each paper. The third section highlights the specificity and significance of this approach by considering: a) how this collection departs from existing literature on inter- and trans-disciplinarity, b) what is characteristic about this approach, and c) what role this suggests for the history and philosophy of the life sciences in addressing Grand Challenges. (shrink)

I propose that meat replacement is to meat, as drag is to gender. Meat replacement has the potential to shake concepts of meat, like drag does for gender. Meat replacements not only mimic meat but disclose how meat itself is performed in carnivorous culture -and show that it may be performed otherwise. My approach is inspired by the show RuPaul’s Drag Race. The argument builds on an imitation of Judith Butler’s work on gender performativity, performed by replacing ‘drag/ gender/ sex/ (...) heterosexism’ terms and relations in Butler’s text with ‘meat replacement/ meat/ species/ carnism’ ones. (shrink)

I propose that the intensification of meat production ironically makes meat concepts available to be populated by plants. I argue that what I call “technologies of effacement” facilitate the intensification of animal farming and slaughter by blocking face-to-face encounters between animals and people (Levinas 1969; Efstathiou 2018, 2019). My previous ethnographic work on animal research identifies technologies of effacement as including (a) architectures and the built environment, (b) entry and exit rules, (c) special garments, (d) naming and labeling procedures, and (...) (e) protocols for handling animals (Efstathiou 2018, 2019). Building on ethnographic research by Dawn Coppin (2003) and Nöellie Vialles (1994), in the United States and France respectively, I propose that (a) Concentrated Animal Feeding Operation (CAFO) buildings, gestation, and farrowing crates; (b) rules for entering and exiting the slaughterhouse; (c) white slaughterhouse garments; (d) unique identification systems; and (e) “trapping” animals before stunning can all operate as technologies of effacement. Though developed to serve other manifest aims, like hygiene, expediency, or safety, these technologies operate to sustain routine, inviting one to look at animals as tokens of a known type while blocking encounters between humans and animals (and also among animals) as radically different, morally significant Others (Efstathiou 2018, 2019). (shrink)

This chapter proposes that encountering the Other through the face can be conditioned by social and built technologies. In “The Name of a Dog, or Natural Rights,” Emmanuel Levinas relates his experience as a prisoner of war, held in a forced-labor camp in Nazi Germany. He contrasts being denied his humanity by other humans, “called free” (DF, 152), while being recognized as human—indeed as a friend—by a dog the prisoners named Bobby. The episode suggests that though the concept of the (...) face applies to humans, the face is not enough for facing, at least not in the setting of the camp. By contrast, the prisoners seem able to face and be faced by Bobby, even if Levinas remains inconclusive about whether the face applies to animals elsewhere. It follows that the face is operating less like a property, and more like a capacity, a mode as Levinas calls it. But what conditions encountering an Other in this mode? If the face is neither sufficient for facing, nor prior to it, then what conditions facing (or effacing)? I propose that social structures, techniques, architectures, professional roles, and so on matter in coming to face (or efface) the Other. I conclude this from analyzing human-animal encounters in a scientific space of exception: the animal lab. Building on empirical accounts of animal research, I propose that animal research is populated by what I call “technologies of effacement.” These include: (1) built architectures; (2) entering and exit procedures; (3) protective garments and equipment; (4) identification and labeling techniques; and (5) experimental protocols. These technologies serve other manifest ends, but they operate to condition encounters between humans and animals in the lab: they help block the face of humans and animals. (shrink)

With increasing publication and data production, scientific knowledge presents not simply an achievement but also a challenge. Scientific publications and data are increasingly treated as resources that need to be digitally ‘managed.’ This gives rise to scientific Knowledge Management : second-order scientific work aiming to systematically collect, take care of and mobilise first-hand disciplinary knowledge and data in order to provide new first-order scientific knowledge. We follow the work of Leonelli, Efstathiou and Hislop in our analysis of the use of (...) KM in semantic systems biology. Through an empirical philosophical account of KM-enabled biological research, we argue that KM helps produce new first-order biological knowledge that did not exist before, and which could not have been produced by traditional means. KM work is enabled by conceiving of ‘knowledge’ as an object for computational science: as explicated in the text of biological articles and computable via appropriate data and metadata. However, these founded knowledge concepts enabling computational KM risk focusing on only computationally tractable data as knowledge, underestimating practice-based knowing and its significance in ensuring the validity of ‘manageable’ knowledge as knowledge. (shrink)

Given that they are chance events, there can be no scientific demonstration or knowledge of monsters. There are still, however, many recognizable elements of scientific explanation in Aristotle's Generation of Animals Book IV chapter 4. What happens in cases of monsters and deformities occurs in the process of generation, and there is much that we can know scientifically about this process—working from the animal’s essential attributes outward to factors that influence these processes. In particular, we find Aristotle looking for and (...) investigating whether “for the most part” correlations are causally relevant and linked to essence. Even though the birth of monsters is scientifically inexplicable, the features of animals that tend to produce them can be known about. I will explain how it is that producing more than one offspring per birth is a knowable feature of a kind. This feature, along with others, can then give us a much better grasp on what happens in particular instances of monstrous birth. (shrink)

Our main research question is how pliable Norwegian meat consumption practices are. However it is not any type of elasticity we are interested in. We are specifically interested in the scope for what we dub the “4Rs” of responsible meat consumption within existing food systems: 1. Reducing the amount of animal-based proteins used 2. Replacing animal-based protein with plant-based, or insect-based alternatives 3. Refining processes of utilization of animal-based protein to minimize emissions, loss and waste 4. Recognising animal-based protein as (...) precious –i.e. recognising the people and the animals involved in meat production. -/- These four principles are derived by analogy to ethical principles guiding the use of animals in research, the so-called “3Rs”, namely: the imperatives to reduce the number of animals needed to make a scientific inference, to replace animal experiments with other types of research, and where not possible to replace ‘more’ with ‘less’ sentient creatures, and to refine the experimental setup so it minimises the discomfort and/or distress inflicted upon the animals (Russell and Burch, 1959). There are no such principles guiding the use of animals in farming, given the farming industry intrinsically relies on increasing its resources, of which animals are one. The current profile of climate change however opens up a way to re-appreciate meat –indeed what we articulate as the fourth principle of recognizing the preciousness of meat, above, given planetary boundaries. We proceed to reflect on how these 4Rs can be modulated, from a cultural-social perspective, that is, we look at cultural factors that could stretch current food practices along the 4R aspects. (shrink)

In a work entitled On the Generation of Animals, Aristotle remarks that “intellect (nous) alone enters from outside (thurathen)”. Interpretations of this passage as dualistic dominate the history of ideas and allow for a joining together of Platonic and Aristotelian doctrine on the soul. This, however, pulls against the well-known Aristotelian position that soul and body are intertwined and interdependent. The most influential interpretations thereby misrepresent Aristotle’s view on soul and lack any real engagement with his embryology. This paper seeks (...) to extract the account of intellect (nous) in Aristotelian embryology from this interpretative background and place it within the context of his mature biological thought. A clear account of the actual import of this statement in its relevant context is given before explaining how it has been misunderstood by various interpretative traditions. The paper finishes by touching on how early commentary by Christian writers, freed as it was from the imperative to synthesise Greek philosophy, differed from those that came after. While realising that Aristotle’s position would not aid them in their explanations of the soul’s survival after death, their engagement with Aristotle’s science allowed for other aspects of theology concerning the fittingness of soul to body. (shrink)

In modern Russian society, it is possible to trace the division into citizens who support the reforms of the education system, carried out over the past 20 years, and their ideological opponents. The purpose of the article is to identify the grounds of this social conflict and the failure of the reforms at the level of public consciousness. The author argues that the discrepancy between conceptual education metaphors guiding the vector of education policy causes a different understanding of the essence, (...) goals and objectives of education, which leads to social conflict and dysfunction of the system. The article seeks to identify the leading conceptual metaphors of education at the regulatory level and in the citizens’ consciousness; to elucidate of the values constituting the core of each metaphor; to compare the found metaphors with the leading philosophical approaches to education; to detect other conceptual metaphors; and, finally, to suggest recommendations for resolving the conflict. The two found leading metaphors of education in modern Russia contradict at the axiological level, which leads to social conflict. The author sees a solution in adopting philosophic-anthropological approach and, according to the results of the survey, the corresponding conceptual metaphors of education as construction and educational journey. (shrink)

Статья нацелена на установление причин недовольства реформами высшего образования. Автор усматривает их истоки в несовпадении концептуальных метафор образования, которыми руководствуются работники высшей школы и мега- и макрорегуляторы системы образования. Экономцентричная логика последних заставляет ориентировать индивидов и целые организации высшего образования на конкурентные отношения. Однако это противоречит русской ментальности, и конкуренция зачастую осуществляется за счет сотрудничества. Противостояние патерналистскому стилю управления является мощным интегрирующим фактором. Автор выделяет и описывает несколько уровней, на которых прослеживаются отношения конкуренции и сотрудничества, а также характеризует социально-одобряемые и (...) девиантные способы их осуществления. Отношения сотрудничества являются механизмами интеграции в подсистеме высшего образования, а механизмы дифференциации реализуются в конкурентных отношениях. Оба механизма взаимосвязаны и взаимообусловлены и выражают процессы, присущие развитию любой системы. Тем не менее то, какими методами осуществляются интеграция и дифференциация, будет влиять на жизнеспособность системы и нравственный климат внутри нее. В свете недовольства граждан проводимыми реформами высшего образования чрезвычайно важным оказывается их аксиологический аспект. Делается вывод о необходимости возвращения в высшую школу идеалов достоинства, а также научной, преподавательской и студенческой этики, что возможно только при соблюдении мега- и макрорегуляторами принципов управленческой диалектики, то есть уравновешивания вертикали власти горизонтальными сетевыми отношениями на основе механизмов конкуренции и сотрудничества внутри профессионального сообщества. В данной ситуации профессиональное сообщество само сможет выделить и предложить релевантные для высшего образования как процесса результаты и ценности, показатели оценки образовательной и научной деятельности вузов и эффективности работы ППС. (shrink)

Проблемная цель статьи заключается в выявлении направления вектора развития современных образовательных систем в цифровую эпоху в сторону реонтологизации или деонтологизации образования. Целенаправленные цифровизация и коммодификация образования, способствующие воплощению в реальность положений этики трансгуманизма, влекут за собой трансформацию представлений о сущности образования, по масштабам сравнимую с внедрением массового образования в XX веке. Возникают новые способы построения онтологий образования, направленные на поиски основополагающих оснований данного феномена. Веками под образованием понимался процесс трансляции знаний, ценностей, норм поведения, способов деятельности от человека к человеку, вовлечение (...) в локальные и международные социокультурные и профессиональные практики, принятые в конкретном человеческом сообществе. В настоящее время речь идёт о перепоручении в будущем данной миссии искусственному интеллекту и исключительно персонализированным, но, по сути, дегуманизированным компьютерным программам, мобильным приложениям и онлайн-курсам. Таким образом, проводится политика очередной реонтологизации образования как социокультурного феномена, в которой отдельные исследователи видят деонтологизацию, т. е. подрыв фундаментальных основ в социальном устроении образования как соцокультурного феномена и модуса бытия. Возникает вопрос о том, настолько ли деструктивны по своим последствиям вышеозначенные тенденции, или же речь идёт о смене отдельных онтологем (т. е. положений онтологии образования). Автор статьи выявляет направления реонтологизации образования в XXI веке и проводит социально-философскую экспертизу онтоаксиологии онлайн-образования. Делается вывод о наличии у онлайн-образования как позитивного реонтологизирующего, так и деструктивно деонтологизирующего потенциала в совокупности с другими трансформировавшимися онтологемами современного образования. Среди фундаментальных сущностных основ образования, утрата которых будет означать конец для социокультурного феномена и рождение новой практики, названы личностное взаимодействие участников образовательного процесса и баланс интеграции и дифференциации в ­образовании. (shrink)

Исследовано развитие представлений об интеграции и дифференциации в образовании в истории научно-философской мысли. Выделены основные тенденции взаимовлияния этих процессов в развитии образовательных систем и социума. Выявлены области общего проблемного содержания процессов интеграции и дифференциации в образовании на протяжении его исторического развития.

The purpose of the article is to consider the socio-cultural aspect of the processes of integration and differentiation in the development of the system of education in Russia that undergoes changes in a globalized society.

Проведя анализ работ на тему миссии университета, автор приходит к заключению, что социальная интеграция и дифференциация зафиксированы в качестве средств и/или целей университетского образования в классических работах на тему идеи и миссии университета, а среди современных трактовок его «третьей миссии» наибольшее внимание изучаемым процессам уделяется в контексте социальной вовлечённости университета в жизнь сообщества.

Este breve texto busca ofrecer algunas ideas acerca de la democracia, su importancia, y la fundamental relación que guarda con las humanidades y las ciencias sociales.

The goal of the article is to consider one of the urgent issues of modern school, i. e. education in the contextof multiculturalism. In the article there are compared the concepts of “multicultural education” in the USA and “polycultural education” in Russian Federation. Meanwhile it is noted that conceptual structure of modernpolycultural education is going through a syncretic phase, which means that inventory and concretization of concepts appearing in the papers on this topic are indispensable.

In recent years, and especially after the outbreak of the global financial crisis, right-wing and left-wing populist parties and movements have enjoyed significant political success in Europe. One of these parties is SYRIZA in Greece. In this paper, we explore some of the particular characteristics of the political discourse articulated by SYRIZA in power. The core argument of the paper is that the Greek radical left party continues to express an inclusionary populist discourse after its rise to power. We examine (...) this issue by utilising the methodology of the Essex School of Discourse Analysis. Moreover, we attempt to substantiate the view that populism does not always have a negative connotation and is not deterministically associated with nationalism or racism. Furthermore, we try to establish whether the concept of "crypto-colonialism” is an important key to understanding the rise of inclusionary populism to power in Greece. Finally, we analyse various manifestations of Greek anti-populism in order to highlight the danger that derives from this kind of stereotypical discourse. (shrink)

В статье рассматриваются проблемы молодой науки – философии образования – в контексте процессов глобализации. Среди основных проблем, с которыми столкнулась новая отрасль социальной философии, названы: вопрос о научном статусе дисциплины, многообразие конкурирующих направлений в русле современной философии образования и неоднозначная трактовка самого понятия «образование» в XXI веке.

This paper explores the complex nature of social biases, arguing for a functional framework that recognizes their unity and diversity. The functional approach posits that all biases share a common functional role in overcoming underdetermination. This framework, I argue, provides a comprehensive understanding of how all psychological biases, including social biases, are unified. I then turn to the question of disunity, demonstrating how psychological social biases differ systematically in the mental states and processes that constitute them. These differences indicate that (...) biases at various levels of the cognitive architecture require distinct treatment along at least two dimensions: epistemic evaluation and mitigation strategies. By examining social biases through this dual lens of unity and diversity, we can more effectively identify when and how to intervene on problematic biases. Ultimately, this approach provides a nuanced understanding of the nature of social bias, offering practical guidance for addressing existing biases and proactively managing emerging biases in both human and artificial minds. (shrink)

Organisms that share the capability of storing information about experiences in the past have an actively generated background resource on which they can compare and evaluate more recent experiences in order to quickly or even better react than in previous situations. This is an essential competence for all reaction and adaptation purposes of living organisms. Such memory/learning skills can be found from akaryotes up to unicellular eukaryotes, fungi, animals and plants, although until recently, it had been mentioned only as a (...) capability of higher animals. With the rise of epigenetics, the context-dependent marking of experiences at both the phenotype and the genotype level is an essential perspective to understand memory and learning in all organisms. Both memory and learning depend on a variety of successful communication processes within the whole organism. (shrink)

Рассмотрены процессуальные категории социальной интеграции и дифференциации применительно к описанию эволюции отечественной образовательной системы и выявлена их диалектическая взаимосвязь. Показано место исследуемых понятий среди таких философских категорий, как «единичное –особенное – множественное», «единое – множество», «целостность – фрагментарность», «универсальность – партикулярность». Образование понимается в первую очередь как система, развитию которой присущи тенденции интеграции и дифференциации на различных ее уровнях, что позволяет объединить социально-функциональный и философско-антропологичский взгляды на онтологическую сущность и цели образования.

In recent years, in the era of multiple crises, there are many political parties and leaders that use conspiracy theories in their discourse, trying to explain facts and figures on politics, economy, society, environment and space. There is an ongoing debate in populism studies on the possible connection between the populist phenomenon and conspiracy theories, thus creating two main theoretical camps. On the one hand, there are many scholars who recognize a strong correlation between the two phenomena, with some of (...) them believing that they are directly equated. On the other hand, there are several researchers who consider populism as a phenomenon with its own unique essence without predetermined characteristics. Hence, the question that arises here is: Is conspiracism endogenous to populism, or not? In this article, I first look at the definitions of conspiracy theories/conspiracism and populism, attempting to avoid stereotypical readings. After that, I highlight the discussion that takes place in academia around the internal features of the populist phenomenon and its possible connection with conspiracism, with the aim of showing that populism presents a unique logic, without a necessary connection to conspiracism. Finally, I focus on the Greek case of recent years, describing an example where the concept of conspiracy theory became a polemical tool against political rivals, negatively affecting politics and society. My analysis is based on post-structuralist theory and methodological tools of the Essex School of Discourse Analysis, taking into account aspects of other approaches to populism. (shrink)

The global economic crisis, the popular discontent against traditional parties and post-democratic forms of governance, as well as the sharp increase in migrant and refugee arrivals have led to the resurgence of populist parties around the world. Left-wing parties usually express an inclusionary populist discourse with patriotic features, while right-wing parties utilize an exclusionary populism with strong nationalist and xenophobic characteristics. In Greece in recent years, the radical left party of SYRIZA rose to power through a left-wing populist and anti-imperialist (...) discourse. Alexis Tsipras formed a paradox coalition government with the radical right party of ANEL to reach an agreement that would lessen the effects of austerity policies. However, once in office, SYRIZA transformed some features of its political style and began to follow a type of "pragmatic populism". This paper examines the relationship between populism and anti-imperialism, while analyzing SYRIZA's discourse in opposition and in power. The questions that it attempts to answer are: does Tsipras express an anti-imperialist discourse both in opposition and in power? What forces are considered imperialist by SYRIZA? Can the notion of "crypto-colonialism" explain the rise of left-wing populism in Greece? (shrink)

SYRIZA is the first radical left party in Europe which managed to seize power through a strong inclusionary populist and anti-austerity discourse. In this paper, we examine the political discourse articulated by SYRIZA in power (2015-17) through Laclau’s theory and “Populismus” approach and we utilize the lexicometric tool of “Populismus Observatory” to search the frequently appeared words in Alexis Tsipra’s discourse. “Populismus” is a research project and an open access web-based Observatory at the Aristotle University of Thessaloniki (School of Political (...) Science) that analyzes populism through a discursive methodological framework. The simple lexicometric analysis can help us to sketch a statistical outline of the discourse, followed by theoretical scrutiny. Our aim is to find if SYRIZA transforms its rhetoric after the conquest of power (January 2015) and which central signifiers tends to use and avoid. Furthermore, we argue that the concept of “crypto-colonialism” can explain the dominance of egalitarian populism in the Greek politics but we question the use of the term for any inclusionary populist case. Moreover, we underline the failure of SYRIZA to fulfill the popular demands and we seek out the reasons of this fiasco. Finally, we try to answer to the following question: Does the case of SYRIZA prove that populism fails wherever it comes from (right or left)? (shrink)

Η πρόσφατη δυναμική επανεμφάνιση των λαϊκιστικών κομμάτων διεθνώς αναζωπύρωσε τη συζήτηση γύρω από τον λαϊκισμό και τη σχέση που αναπτύσσει με τη (φιλελεύθερη) δημοκρατία. Πολλές από τις «κυρίαρχες» επιστημονικές αναλύσεις άσκησαν ισχυρή κριτική στον λαϊκισμό μέσα από μια στερεοτυπική οπτική, εντοπίζοντας συγκεκριμένα παθολογικά χαρακτηριστικά στο φαινόμενο, ενώ υπήρξε ένας αριθμός μελετών που κράτησε τις αποστάσεις του από τις στρεβλές θεωρητικές αναγνώσεις. Ένα από τα πολιτικά κόμματα που απασχόλησαν τους ακαδημαϊκούς στην Ελλάδα ήταν η περίπτωση του ΣΥΡΙΖΑ, τόσο στην αντιπολίτευση όσο (...) και στην εξουσία. Δεν ήταν λίγοι οι ερευνητές που επιχείρησαν να ιχνηλατήσουν και να κατανοήσουν τη μετάβαση της ριζοσπαστικής αριστεράς από ένα κινηματικό κόμμα της νεολαίας σε κόμμα εξουσίας μέσα από την ανάλυση Λόγου. Στο συγκεκριμένο άρθρο μελετάμε την έννοια του λαϊκισμού και την περίπτωση του ΣΥΡΙΖΑ μετά το ξέσπασμα της οικονομικής κρίσης. Αρχικά, εννοιολογούμε τον λαϊκισμό, ακολουθώντας τις θεωρητικές και μεθοδολογικές κατευθύνσεις τριών σημαντικών προσεγγίσεων [των Ερνέστο Λακλάου και της Σχολής του Έσσεξ (λογοθεωρητική), Πιερ Οστιγκί (κοινωνικοπολιτισμική) και Μπέντζαμιν Μόφιτ (επιτελεστική)], οι οποίες παρά τις διαφορές που παρουσιάζουν διαθέτουν ιδιαίτερα σημεία σύνδεσης, ενώ υπογραμμίζουμε και τη στερεοτυπική ανάγνωση των αντι-λαϊκιστικών αναλύσεων. Στη συνέχεια, αναδεικνύουμε τα χαρακτηριστικά που έλαβαν στο πέρασμα των ετών διάφορες λαϊκιστικές εμπειρίες, ενώ στο τέλος επικεντρωνόμαστε στην περίπτωση της ελληνικής ριζοσπαστικής αριστεράς (ΣΥΡΙΖΑ), με στόχο να εξετάσουμε τα χαρακτηριστικά του πολιτικού της λόγου στην αντιπολίτευση και την εξουσία (2009-2019). Εξέφρασε έναν λαϊκιστικό λόγο; Ποιες ήταν οι επιπτώσεις του αριστερού λαϊκισμού στην δημοκρατία, την κοινωνία και τη πολιτική;. (shrink)

Семиотика образования (edusemiotics) – относительно новая отрасль философии образования, обладающая, на взгляд автора, потенциалом для переосмысления и разрешения противоречий, накопившихся в системе современного российского образования. В статье выявлены острые противоречия на различных уровнях системы образования (уровне содержания образования, уровне организации образовательного процесса, институциональном и глобальном уровнях), вызванные дисбалансом процессов интеграции и дифференциации в образовании. С позиций семиотики образования предпринята попытка их философского осмысления. Предлагаются и обсуждаются варианты разрешения данных противоречий.

В статье обсуждаются два подхода к пониманию феномена образования: социально-функциональный и личностно-экзистенциальный, выделяются и осмысляются проблемные зоны отечественного среднего общего образования. Акцентируется диалогическая сущность феномена образования: важная роль отводится Другому, в неконкурентном общении с которым раскрывается подлинная экзистенция субъекта образования. Постулируется, что только в целостном познании мира через призму нескольких равноправных картин мира различных областей знания возможно воспитание целостной личности с целостным мировоззрением. Обращение педагогов к личностно-экзистенциальному подходу способно вывести субъектов системы образования из кризиса.

Семиотика образования (edusemiotics) – относительно новая отрасль философии образования, обладающая, по мнению автора, потенциалом для переосмысления и разрешения противоречий, накопившихся в системе современного российского образования. Источник противоречий – неверный выбор концептуальной метафоры образования, положенной авторами современной образовательной политики и реформ в основу проектирования желаемых результатов преобразований, а именно производственной метафоры, рассматривающей систему образования с позиций экономцентричной логики. Данные социологических исследований в русле образования и контент-анализа дискурса об образовании, используемых для метафорического моделирования, подтверждают при-мат данной метафоры над другими. Лингвистическими маркерами этой (...) метафоры являются следующие: образовательная услуга, потребитель образовательных услуг, эффективность образовательного процесса, оптимизация образовательного процесса, знания как товар и т. д. Аналогичная метафора господствует и в США. Следствия концептуальной метафоры, формирующей сознание граждан, – пассивная роль обучающихся, обесценивание труда преподавателя, неадекватные критерии оценки качества образования. Альтернативной метафорой образования является метафора «участия» или «практики», сравнивающая образование с путешествием, растениеводством или строительством, подразумевающая совместное творчество учеников и преподавателей, активную роль первых и высокий статус последних. К сожалению, в отечественном образователь-ном дискурсе этой метафорой оперирует лишь часть профессионального сообщества, а не регуляторы и не все остальные граждане. По мнению автора, семиотика образования обладает потенциалом для того, чтобы обратить внимание общественности на важность концептуальной метафоры образования, декларируемой на уровне государства, поскольку именно эта отрасль философии образования изучает процесс семиозиса и отношения между смыслами, которыми оперирует концептуальная метафора образования. (shrink)

Автором исследуется роль понятия интеграции в описании эволюции отечественной образовательной системы. В качестве методологической базы исследования выступает философия образования. Выделяются и характеризуются ведущие направления интеграции в отечественном образовании на современном этапе.

En este texto presentamos el modelo que se ha diseñado para implementar la evaluación por colegas pares en la Universidad del Rosario. Explicamos los principios que lo guían y las etapas y procedimientos para realizar esta evaluación; además, exponemos algunos aprendizajes que ha dejado su implementación en dos facultades en los últimos años, y presentamos algunos retos y desarrollos que enfrenta el modelo a futuro.

The linguistic foundations of science and technology include many terms that have been borrowed from ancient languages. In the case of terms with origins in the Greek language, the modern meaning can often differ significantly from the original one. Here we use the PubMed database to demonstrate the prevalence of words of Greek origin in the language of modern science, and call for scientists to exercise care when coining new terms.

Fichte assigns ‘intellectual intuition’ a new meaning after Kant. But in 1799, his doctrine of intellectual intuition is publicly deemed indefensible by Kant and nihilistic by Jacobi. I propose to defend Fichte’s doctrine against these charges, leaving aside whether it captures what he calls the ‘spirit’ of transcendental idealism. I do so by articulating three problems that motivate Fichte’s redirection of intellectual intuition from being to acting: (1) the regress problem, which states that reflecting on empirical facts of consciousness leads (...) only to further facts and so cannot yield a first principle; (2) the rhapsody problem, which states that the categories form a haphazard set and so lack necessity unless they derive from a first principle; and (3) the nihilism problem, which states that a first principle cannot lie outside our cognition of it, lest it be the cause of our cognition and, being first, the cause of all our actions, reducing us to machines. Crucially, Fichte’s three motivating problems are in fact aspects of a single problem. Leaving any aspect unsolved spoils putative solutions to the other two. Consequently, Fichte requires a single unified solution to all three, which his doctrine of intellectual intuition provides. (shrink)

-- 05.04.2024 -- Intervention held at the Italian Philosophical Society’s national congress’ section entitled "Texts, Words and Images: Philosophical Traditions and Translations", at Catholic University of the Sacred Heart, Milan, Italy -- -/- The aim of this intervention is to briefly advance an interpretation of the post- COVID19 digitalisation processes as to be recognised within the philosophical framework of Vorstellung Metaphysik, “metaphysics of representation”. I would maintain that the formula, firstly indicated by Martin Heidegger, can provide us with a tool (...) to interpret contemporary culture as founded on an “iteration” of individual and collective consciousness into non-existent digital realities. Moreover, I will argue that these concepts are philosophically relatable to those of alienation and reification that come from Marxist traditions. Ultimately, the analysis will try to use the above mentioned tools to delve into an interpretation of remote working and education as potential carriers of alienation. (shrink)

In this paper, we bring together research on complex problem solving with that on motivational psychology about goal setting. Complex problems require motivational effort because of their inherent difficulties. Goal Setting Theory has shown with simple tasks that high, specific performance goals lead to better performance outcome than do-your-best goals. However, in complex tasks, learning goals have proven more effective than performance goals. Based on the Zurich Resource Model, so-called motto-goals should activate a person’s resources through positive affect. It was (...) found that motto-goals are effective with unpleasant duties. Therefore, we tested the hypothesis that motto-goals outperform learning and performance goals in the case of complex problems. A total of N = 123 subject participated in the experiment. In dependence of their goal condition, subjects developed a personal motto, learning, or performance goal. This goal was adapted for the computer-simulated complex scenario Tailorshop, where subjects worked as managers in a small fictional company. Other than expected, there was no main effect of goal condition for the management performance. An unexpected gender effect revealed better performance for men than women, pointing to a potential stereotype threat. As hypothesized, motto goals led to higher positive and lower negative affect than the other two goal types. Even though positive affect decreased and negative affect increased in all three groups during Tailorshop completion, participants with motto goals reported the lowest rates of negative affect. Exploratory analyses investigated the role of affect in complex problem solving via mediational analyses and the influence of goal type on perceived goal attainment. (shrink)

The COVID-19 pandemic revealed numerous weaknesses in pandemic preparedness and response, including underfunding, inadequate surveillance, and inequitable distribution of countermeasures. To overcome these weaknesses for future pandemics, WHO released a zero draft of a pandemic treaty in February, 2023, and subsequently a revised bureau's text in May, 2023. COVID-19 made clear that pandemic prevention, preparedness, and response reflect choices and value judgements. These decisions are therefore not a purely scientific or technical exercise, but are fundamentally grounded in ethics. The latest (...) treaty draft reflects these ethical considerations by including a section entitled Guiding Principles and Approaches. Most of these principles are ethical—they establish core values that undergird the treaty. Unfortunately, the treaty draft's set of principles are numerous, overlapping, and show inadequate coherence and consistency. We propose two improvements to this section of the draft pandemic treaty. First, key guiding ethical principles should be clearer and more precise than they currently are. Second, the link between ethical principles and policy implementation should be clearly established and define boundaries on acceptable interpretation, ensuring that signatories abide by these principles. (shrink)