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)

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)

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)

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 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)

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)

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)

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)

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)

Among recent developments in the anthropological sciences, hardly any have found so much attention and led to so much controversy as have the views advanced by the late Benjamin Whorf.The hypothesis offered by Whorf is,“that the commonly held belief that the cognitive processes of all human beings possess a common logical structure which operates prior to and independently of communication through language, is erroneous. It is Whorf's view that the linguistic patterns themselves determine what the individual perceives in this world (...) and how he thinks about it. Since these patterns vary widely, the modes of thinking and perceiving in groups utilizing different linguistic systems will result in basically different world views”.“We are thus introduced to a new principle of relativity which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar. … We cut up and organize the spread and flow of events as we do largely because, through our mother tongue, we are parties to an agreement to do so, not because nature itself is segmented in exactly that way for all to see”. (shrink)

This Article outlines a vision of responsible innovation and outlines a public policy and implementation strategy for it.

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)

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)

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)

Driven by a sharp increase in claims for reparations, reparative justice has become a topic of academic debate. To some extent this debate has been marred by a failure to realize the complexity of reparative justice. In this essay we try to amend this shortcoming. We do this by developing a taxonomy of different kinds of wrongs that can underwrite claims to reparations. We identify four kinds of wrongs: entitlement violations, unjust exclusions from an otherwise acceptable system of entitlements, and (...) two kinds where a social practice systematically fails to embody an acceptable system of entitlements. In deliberation about what is required to repair a historical injustice the weight of backward- and forward-looking considerations is a function of the distinctive features of the injustice in question. Hence, the first step in adjudicating claims for reparation is to identify what kind of wrong the claim arises from. From the taxonomy of wrongs we are thus able to construct what we call the Field of Reparative Justice, which illustrates how the structure of deliberation for reparative justice tracks the distinctive features of different kinds of wrongs. (shrink)

Initially, astrobiology subsumed into philosophy. However, philosophy has increasingly subsumed into astrobiology concurrent with it steadily becoming an observational and experimental activity that mainly focuses on the link between life and the cosmos, rather than on extra-terrestrial life per se. However, the steadily increasing probability of locating such extra-terrestrial life and the questions this will lead to might require a refinement of astrobiology, with a bifurcation into astrobiology and astrophilosophy. There are many reasons for the emergence and necessity of astrobiology. (...) One barely realized reason for its emergence, I will argue, is the dawning realization that biology, until now, has been under a geocentric limitation, which has unavoidably pervaded the perception of life. Additionally, as astrobiology can be said to be a long last movement away from this limitation, astrophilosophy represents a movement away from that limitation because philosophy has, strictly speaking, been restrained by the frames for one species, Homo sapiens. Thus, philosophy has, strictly speaking, been anthropomorphic. Thus, when philosophy, like astrobiology, incorporates the Copernican principle, assuming that terrestrial life, and the thinking of Homo sapiens, is not privileged in the universe, astrophilosophy emerges. Astrobiology and astrophilosophy are not competitors but are rather two distinct but complementary activities that address questions with their own well-defined methods and rigor while still informing each other in an inter-dependent manner. Astrophilosophy concerns questions that are philosophical in nature but are procured by an astrobiological perspective. By including scenarios procured by astrobiology, a number of questions regarding value, rights, communication and intelligence that could arise in the interaction between Homo sapiens and extra-terrestrial life can be addressed. (shrink)

Achievements have recently begun to attract increased attention from value theorists. One recurring idea in this budding literature is that one important factor determining the magnitude or value of an achievement is the amount of effort the achiever invested. The aim of this paper is to present the most plausible version of this idea. This advances the current state of debate where authors are invoking substantially different notions of effort and are thus talking past each other. While the concept of (...) effort has been invoked in the philosophical analysis of a number of important concepts such as desert, attention, competence, and distributive justice, it has hardly ever been analyzed itself. This paper makes headway in this regard by discussing three ambiguities in the everyday notion of effort. It continues to develop two accounts of effort and shows how both of them are achievement-enhancing. (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.

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 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)

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.

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)

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.

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.

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 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.

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.

According to the Market Failures Approach to business ethics, beyond-compliance duties can be derived by employing the same rationale and arguments that justify state regulation of economic conduct. Very roughly the idea is that managers have a duty to behave as if they were complying with an ideal regulatory regime ensuring Pareto-optimal market outcomes. Proponents of the approach argue that managers have a professional duty not to undermine the institutional setting that defines their role, namely the competitive market. This answer (...) is inadequate, however, for it is the hierarchical firm, rather than the competitive market, that defines the role of corporate managers and shapes their professional obligations. Thus, if the obligations that the market failures approach generates are to apply to managers, they must do so in an indirect way. I suggest that the obligations the market failures approach generates directly apply to shareholders. Managers, in turn, inherit these obligations as part of their duties as loyal agents. (shrink)

According to the order ethics approach to business ethics, moral rules must be im-plemented by institutions that provide incentives for following the rules. As a minimal (normative) condition, these institutions must be able to motivate the homo eco-nomicus. But even if an institution passes this test, it will only motivate actual people (i.e. the homo psychologicus) to follow moral rules, if they have the relevant compe-tences and self-efficacy beliefs. Consequently, good institutional design includes com-prehensive change management. At this point applied (...) order ethics can draw on find-ings of psychology and experimental economics. It turns out, that role models can support self-efficacy beliefs and are thus more important for order ethics than has traditionally been assumed. (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)

This article argues that agents can initiate causal processes.

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)

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)

This paper critically assesses existing accounts of the nature of difficulty, finds them wanting, and proposes a new account. The concept of difficulty is routinely invoked in debates regarding degrees of moral responsibility, and the value of achievement. Until recently, however, there has not been any sustained attempt to provide an account of the nature of difficulty itself. This has changed with Gwen Bradford’s Achievement, which argues that difficulty is a matter of how much intense effort is expended. But while (...) this account captures something important about the relationship between difficulty and achievement, it fails to account for the fact that part of what makes achievements great is that they are difficult in a moderately agent-neutral kind of way. Nor is this thought captured by any other extant account. I argue that to fill this gap we should think of difficulty in terms of low probability of success. (shrink)

In the following, I will discuss the current social reaction to the ecological crisis and the ways in which society reacts to technological risks, which can be understood primarily as a reaction to scientific and moral or ethical uncertainty. In the first section, I will clarify what is meant by scientific and moral or ethical uncertainty. In the second section, I will contrast Max Weber's differentiation of science, law [Recht) and morality in the modern world with the process of de-differentiation (...) of these value spheres, a trend which can be observed in the present-day context of the ecological crisis and technological risks. We shall see that social contradictions emerge in the functional relationships between these value spheres, and that such contradictions go hand in hand with these value spheres or contexts of discourse either losing their original function or becoming transformed. Science forfeits its role as a functional authority and becomes a strategic resource for politics. Law becomes a basic constituent of an amoral form of negotiation, which can no longer be properly grasped in terms of legal categories. Morality is transformed into fear, and economics yields unprofitable practices. In the third section, I will in attempt to open up the moral and ethical dimension of how to deal with uncertainty with the help of discourse theory (Apel, 1988; Habermas, 1996), as well as outline a possible solution. (shrink)

This book features the contribution of major European research projects on the governance and ethics of Nanotechnology. They focus on the responsible development of nanotechnology and on the understanding of public debate.

This article presents Roman Ingarden’s theory of causation, as developed in volume III of The Controversy about the Existence of the World, and defends analternative which uses some important insights of Ingarden. It rejects Ingarden’s claim that a cause is simultaneous with its effect and that a cause necessitates its effect. It uses Ingarden’s notion of ‘inclinations’ and accepts Ingarden’s claim that an event cannot necessitate a later event.

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.

This article criticises Alvin Plantinga’s claim that ‘basic’ design beliefs, which arise without a conscious inference, have more positive epistemic status than non-basic ones and that we cannot evaluate the probabilities involved in inferential, inductive design arguments.

ABSTRACTAchievements are among the things that make a life good. Assessing the plausibility of this intuitive claim requires an account of the nature of achievements. One necessary condition for achievement appears to be that the achieving agent acted competently, i.e. was not just lucky. I begin by critically assessing existing accounts of anti-luck conditions for achievements in both the ethics and epistemology literature. My own proposal is that a goal is reached competently, only if the actions of the would-be-achiever make (...) success likely, and that this is the reason why she acts that way. (shrink)

In this paper I confront what I take to be the crucial challenge for fictional realism, i.e. the view that fictional characters exist. This is the problem of accounting for the intuition that corresponding negative existentials such as ‘Sherlock Holmes does not exist’ are true (when, given fictional realism, taken literally they seem false). I advance a novel and detailed form of the response according to which we take them to mean variants of such claims as: there is no concrete (...) x such that x is Sherlock Holmes. (shrink)