This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges (...) germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized. (shrink)

The COVID-19 crisis opened up discussions on using online tools and platforms for academic work, e.g. for research (management) events that were originally designed as face-to-face interactions. As social scientists working in the domain of responsible research and innovation (RRI), we draft this paper to open up a dialogue on Responsible online Research and Innovation (RoRI), and deliberate particular socioethical opportunities and challenges of the onlineification in collaborative theoretical and empirical research. An RRI-inspired ‘going online’ approach would mean, we suggest, (...) trying to make academic events and research activities more inclusive, researchers’ attitude to their work more reflective and suggest processes that are more responsive to societal needs and ethical concerns. For such systematic reflection, we suggest using the RRI-heuristic provided by Owen et al., and applying the dimensions of ‘Anticipation, Inclusion, Reflection and Responsiveness’ (AIRR) in order to identify and reflect on the dilemmas involved in ‘going online’ in one’s research. (shrink)

This chapter discusses the controversy over the legacy of Kantian moral philosophy in Dewey’s German Philosophy and Politics. It argues that the polemical reaction to Dewey’s book by Julius Ebbinghaus, reiterated through Axel Honneth and Ebbinghaus’s student Georg Geismann, is based on talking at cross-purposes. While Dewey’s reading of Kant is, indeed, flawed, Ebbinghaus and Geismann misconceive Dewey’s argumentative intent. Nevertheless, the controversy serves to clarify Dewey’s line of argument and to discuss parallels with and differences from the world war (...) genealogy and the Frankfurt School’s theory of immanent critique. Furthermore, the chapter suggests that the role of Hegel’s Emptiness Charge in German Philosophy and Politics should be considered in light of Dewey’s theory of growth. Accordingly, Dewey’s book is not merely a piece of “world war literature”, first, because its line of argument also appears in books by Dewey, which are surely not part of this category, and second, because the Hegelian Emptiness Charge is a variant of what Dewey calls a philosophical fallacy. (shrink)

This is a critical examination of Zizek's concept of ideology in his work on the Sublime of Ideology. His account on this connotes that people are basing only in the conscious state without considering the unconscious "I." This framework in psychology has led Zizek to relate it in the process of economics which is greatly manifested in the contradictory poles of the oppressor and the oppressed and its relationship to the process of commodities. Looking into this orientation, this leaves the (...) author to incorporate the ideological character of Zizek through the lens of Anti-Terrorism Law which is not seen in the naked eye. (shrink)

There are calls from various sectors, including the popular press, industry, and academia, to incorporate artificial intelligence (AI)-based technologies in general, and large language models (LLMs) (such as ChatGPT and Gemini) in particular, into various spheres of the South African higher education sector. Nonetheless, the implementation of such technologies is not without ethical risks, notably those related to bias, unfairness, privacy violations, misinformation, lack of transparency, and threats to autonomy. This paper gives an overview of the more pertinent ethical concerns (...) that may result from the deployment of various current AI technologies in the South African higher education context. It provides a broad overview of the relevant AI ethics literature and distills a few general AI-ethics principles that can serve as guidelines for the ethical development, adoption, and use of AI systems. Suggestions are made as to how these might be applied to mitigate the ethical concerns in the South African higher education context. Overall, it is argued that AI technologies should only be adopted if they offer demonstrable benefits to stakeholders affected by them and that care should be taken to ensure that any potential harms are adequately addressed. (shrink)

Santiago Ramón y Cajal practice what became neuroscience in the remote town of Ayerbe, Aragón Spain. He struggled to travel to conferences in northern Europe to share his remarkable discovery.

James Prosek paints flora and fauna, but first became known for his paintings of trout. This essay situates Prosek's paintings, especially those at the Lowe Museum exhibit, within the long tradition of the depiction of nature. The essay comments on the relationship between the representation of nature and the nature of representation.

I argue that Goethe’s scientific writings carry in them the seeds of the theory of evolution. Goethe’s works on plant morphology reflects the conflicting ideas of his era on the discreteness and on the stability of species. Goethe’s theory of plant morphology provides a link between the discontinuous view of nature, as exemplified in works of the Swedish botanist Carl Linnaeus (1707-1778), and the continuous view of nature, as exemplified in the work of the English naturalist Charles Darwin (1809-1882).

As the digitization of information accelerates, the push to encode our surrounding numerically instead of linguistically increases. The role that language has traditionally played in the nomenclature of an integrative taxonomy is being replaced by the numeric identification of one or few quantitative characteristics. Nineteenth-century scientific systems of color identification divided, grouped, and named colors according to multiple characteristics. Now color identification relies on numeric values applied to spectrographic readings. This means of identification of color lacks the taxonomic rigor of (...) nineteenth century systems. Identifying color by numeric value instead of by grouping and naming them, strips color taxonomy of all but one quantitative aspect of a color. I use the case of color taxonomy to argue against a similar trend of numeric identification in the biological sciences. Unlike historically more integrative approaches to taxonomy in biology, genomic sequencing identifies one or few quantitative characteristics to encode an organism. If genomic sequencing becomes the primary means of identification in the biological sciences, just as in numeric systems of color identification, scientific taxonomy would suffer. Basing my analysis on theories of perception of division and on theories of language, I use the cases of color and species to argue for the advantages of an integrative taxonomic system of naming and categorizing over a method of identification, which encodes limited characteristics numerically. I hold that language is the most sophisticated tool for systematic taxonomy and that taxonomic nomenclature should be retained. (shrink)

The embedding and promotion of social change is faced with aparadoxical challenge. In order to mainstream an approach to socialchange such as responsible research and innovation and makeit into a practical reality rather than an abstract ideal, we need tohave conceptual clarity and empirical evidence. But, in order to beable to gather empirical evidence, we have to presuppose that theapproach already exists in practice. This paper proposes a social labmethodology that is suited to deal with this circularity. Themethodology combines the (...) defining features of social labs emergingfrom the literature such as agility and real-world focus withestablished theories and approaches such as action research andexperiential learning. Thereby it enables the parallel investigationand propagation of RRI. The framework thus constructed provides atheoretical embedding of sociallabs and overcomes some of theknown limitations of the constitutive approaches. (shrink)

Google Search is arguably one of the primary epistemic tools in use today, with the lion’s share of the search-engine market globally. Scholarship on countering the current scourge of misinformation often recommends “digital lit- eracy” where internet users, especially those who get their information from so- cial media, are encouraged to fact-check such information using reputable sources. Given our current internet-based epistemic landscape, and Google’s dominance of the internet, it is very likely that such acts of epistemic hygiene will take (...) place via Google Search. The question arises whether Google Search is fit for purpose, given the apparent misalignment the general epistemic goal of promoting true beliefs and the greater online commercial ecosystem in which it is embedded. I argue that Google Search is epistemically problematic as it stands, mainly due to the opacity related to the parameters it uses for personalising search results. I further argue that in as far as an ordinary internet user is legitimately ignorant of Google’s workings, uses it in an “ordinary manner”, and is generally unable to avoid using it in the current information environment, they are not ep- istemically blameworthy for any false beliefs that they acquire via it. I conclude that too much emphasis is currently placed on individual epistemic practices and not enough on our information environment and epistemic tools when it comes to countering misinformation. (shrink)

Citation: Braun G, Hellwig MK, Byrnes WM (2007) Global Climate Change and Catholic Responsibility: Facts and Faith Response. Journal of Catholic Social Thought 4(2): 373-401. Abstract: The scientific evidence is now overwhelming that human activity is causing the Earth’s atmosphere to grow hotter, which is leading to global climate change. If current rates of greenhouse gas (GHG) emissions continue, it is predicted that there will be dramatic changes, including flooding, more intense heat waves and storms, and an increase in (...) disease. Indigenous peoples and the poor will be most severely affected, as will Earth’s wild animals and plants, a quarter of which could become extinct in fifty years. We urgently need to switch to renewable (non-GHG emitting) energy sources, and try to live in a simpler, more sustainable way. In this article, a renewable energy expert, a biochemist, and a theologian have come together to describe the situation in which we find ourselves, and present ideas for a solution that incorporates Catholic social teaching. (shrink)

Harold Brown has written an ambitious work, which traces the formation of concepts in individuals and cultures, examines case studies of concepts in calculus, mathematics, biology and related fields, summarises important philosophical works on the theory of concepts, and seeks to reconcile scientific realism with conceptual change. Brown considers himself a scientific realist but concedes that this very label is one that depends on a long history of concepts that came before, and may indeed be superseded as conceptual change continues. (...) Yet, concepts are not strictly relative to their contexts. ‘‘The usual claim is that truth is relative – period; and this claim assumes a non-relativized truth-concept’’ (p. 309). Crucial to his goal of developing a theory of concepts is how Brown reconciles conceptual change with objectivity. (shrink)

In recent attempts to define ‘harm’, the most promising approach has often been thought to be the counterfactual comparative account of harm. Nevertheless, this account faces serious difficulties. Moreover, it has been argued that ‘harm’ cannot be defined without reference to a substantive theory of well-being, which is itself a fraught issue. This has led to the call for the concept to simply be dropped from the moral lexicon altogether. I reject this call, arguing that the non-comparative approach to defining (...) harm has not been sufficiently explored. I then develop such an account that avoids the difficulties faced by comparative accounts whilst not presupposing a substantive theory of well-being. I conclude that this definition renders a concept of harm that can be meaningfully employed in our moral discourse. (shrink)

Recent work in moral psychology that claims to show that human beings make moral judgements on the basis of multiple, divergent moral foundations has been influential in both moral psychology and moral philosophy. Primarily, such work has been taken to undermine monistic moral theories, especially those pertaining to the prevention of harm. Here, I call one of the most prominent and influential empirical cases for moral pluralism into question, namely that of Jonathan Haidt and his colleagues. I argue that Haidt (...) et al.’s argument is not as strong as it is often made out to be, given significant problems with the design of one of the key experiments used to ground the claim that there are divergent moral foundations across cultures. The flaws that I point out pose a significant challenge to Haidt et al.’s findings and have a detrimental impact on subsequent work based on this immensely influential experiment. Accordingly, I argue that both empirical and normative claims made on the basis of Haidt et al.’s findings should be treated with caution. I conclude by making some suggestions as to how some of the problems that I point out might be addressed. (shrink)

In ‘‘Why brains matter: an integrational perspective on The Symbolic Species’’ Cowley (2002) [Language Sciences 24, 73–95] suggests that Deacon pictures brains as being able to process words qua tokens, which he identifies as the theory’s Achilles’ heel. He goes on to argue that Deacon’s thesis on the co-evolution of language and mind would benefit from an integrational approach. This paper argues that Cowley’s criticism relies on an invalid understanding of Deacon’s use the concept of ‘‘symbolic reference’’, which he appropriates (...) from Peirce’s semiotic. Peirce’s analysis as well as Deacon’s appropriation will be examined in detail. Consequently it will be argued that an integrationist reading would add very little to Deacon’s core thesis. (shrink)

The concept of “harm” is ubiquitous in moral theorising, and yet remains poorly defined. Bradley suggests that the counterfactual comparative account of harm is the most plausible account currently available, but also argues that it is fatally flawed, since it falters on the omission and pre-emption problems. Hanna attempts to defend the counterfactual comparative account of harm against both problems. In this paper, I argue that Hanna’s defence fails. I also show how his defence highlights the fact that both the (...) omission and the pre-emption problems have the same root cause – the inability of the counterfactual comparative account of harm to allow for our implicit considerations regarding well-being when assessing harm. While its purported neutrality with regard to substantive theories of well-being is one of the reasons that this account is considered to be the most plausible on offer, I will argue that this neutrality is illusory. (shrink)

The purpose of this article is to examine the relationship between the formation of the self and the worldly horizon within which this self achieves its meaning. Our inquiry takes place from two perspectives: the first derived from the Nietzschean analysis of how one becomes what one is; the other from current developments in complexity theory. This two-angled approach opens up different, yet related dimensions of a non-essentialist understanding of the self that is none the less neither arbitrary nor deterministic. (...) Indeed, at the meeting point of these two perspectives on the self lies a conception of a dynamic, worldly self, whose identity is bound up with its appearance in a world shared with others. After examining this argument from the respective view points offered by Nietzsche and complexity theory, the article concludes with a consideration of some of the political and ethical implications of representing our situatedness within a shared human domain as a condition for self-formation. (shrink)

In this article, we explore the worldview of the pilgrim and how it relates to the drama of human existence. The worldview of the pilgrim is the starting point in our explorations of the postmodern conundrum and interrelated subjects such as epistemology, ethics, religious symbolism, hospitality and practical life strategies from a narrative and confessional perspective. These elaborations will serve the ultimate goal of this article, which is to contribute to the philosophy of education (including educators and educationists) and consequently (...) to equip individuals with skills and substantial knowledge that would allow them to understand, define and pursue their own life goals as well as to participate with integrity in their community as full-fledged, responsible citizens. (shrink)

This research investigates 3- and 5-year-olds' relative fairness in distributing small collections of even or odd numbers of more or less desirable candies, either with an adult experimenter or between two dolls. The authors compare more than 200 children from around the world, growing up in seven highly contrasted cultural and economic contexts, from rich and poor urban areas, to small-scale traditional and rural communities. Across cultures, young children tend to optimize their own gain, not showing many signs of self-sacrifice (...) or generosity. Already by 3 years of age, self-optimizing in distributive justice is based on perspective taking and rudiments of mind reading. By 5 years, overall, children tend to show more fairness in sharing. What varies across cultures is the magnitude of young children's self-interest. More fairness (less self-interest) in distributive justice is evident by children growing up in small-scale urban and traditional societies thought to promote more collective values. (shrink)

A key failing in contemporary philosophy of mind is the lack of attention paid to evolutionary theory in its research projects. Notably, where evolution is incorporated into the study of mind, the work being done is often described as philosophy of cognitive science rather than philosophy of mind. Even then, whereas possible implications of the evolution of human cognition are taken more seriously within the cognitive sciences and the philosophy of cognitive science, its relevance for cognitive science has only been (...) appreciated relatively recently, and the approach still comes in for some major criticism from prominent theorists within the field. This paper explores some of the reasons for this state of affairs and finds that it might have less to do with due consideration and well-founded scepticism about the relevance of evolutionary theory to these disciplines and more to do with historical accident and faulty assumptions on the part of key theorists in these disciplines. It is also noted that where cognitive scientists are taking evolution into account in their work on the mind, they straying more and more into domains that used to fall exclusively under the purview of philosophy of mind as it is traditionally conceived – qualia, consciousness, perception, intentionality and so forth. The point is made that in ignoring the work being done on the evolution of mind, philosophy of mind runs the risk of becoming obsolete. (shrink)

Adopting a materialist approach to the mind has far reaching implications for many presuppositions regarding the properties of the brain, including those that have traditionally been consigned to “the mental” aspect of human being. One such presupposition is the conception of the disembodied self. In this article we aim to account for the self as a material entity, in that it is wholly the result of the physiological functioning of the embodied brain. Furthermore, we attempt to account for the structure (...) of the self by invoking the logic of the narrative. While our conception of narrative selfhood incorporates the work of both Freud and Dennett, we offer a critique of these two theorists and then proceed to amend their theories by means of complexity theory. We argue that the self can be characterised as a complex system, which allows us to account for the structure of the wholly material self. (shrink)

This article aims to combine the strengths of Erich Fromm’s and John Dewey’s social philosophies. I argue that the merits of this comparison become particularly clear when the theories are outlined and compared in the following three steps. First, a social theoretical common ground of Dewey and Fromm will be illustrated. Their “World War genealogies” share the same defense mechanism as the major explanation of the Germans’ tendency to voluntary submission, which involves a strong feeling of powerlessness. Against this background, (...) the next step elaborates the ethical side of their argument. Already the World War genealogies are written with melioristic intent, and especially later works (in case of both authors) elaborate the respective ethical theory as well as the ideas concerning melioristic social science and social psychology. These ethics aim at good communication (in a broad sense), while the melioristic social research focuses on the concrete manifestations of social character, allowing to empirically identify hindering and facilitating factors of social amelioration. Both can be linked using the concept of communicative power(lessness). By way of outlook, I will finally consider the combination of a democratic, communication-oriented ethics with qualitative sociopsychoanalytic research in Fromm’s sense as a straightforward and promising approach for an interdisciplinary social philosophy. (shrink)

Functional diversity holds the promise of understanding ecosystems in ways unattainable by taxonomic diversity studies. Underlying this promise is the intuition that investigating the diversity of what organisms actually do—i.e. their functional traits—within ecosystems will generate more reliable insights into the ways these ecosystems behave, compared to considering only species diversity. But this promise also rests on several conceptual and methodological—i.e. epistemic—assumptions that cut across various theories and domains of ecology. These assumptions should be clearly addressed, notably for the sake (...) of an effective comparison and integration across domains, and for assessing whether or not to use functional diversity approaches for developing ecological management strategies. The objective of this contribution is to identify and critically analyze the most salient of these assumptions. To this aim, we provide an “epistemic roadmap” that pinpoints these assumptions along a set of historical, conceptual, empirical, theoretical, and normative dimensions. (shrink)

Historically, scientific and engineering expertise has been key in shaping research and innovation policies, with benefits presumed to accrue to society more broadly over time. But there is persistent and growing concern about whether and how ethical and societal values are integrated into R&I policies and governance, as we confront public disbelief in science and political suspicion toward evidence-based policy-making. Erosion of such a social contract with science limits the ability of democratic societies to deal with challenges presented by new, (...) disruptive technologies, such as synthetic biology, nanotechnology, genetic engineering, automation and robotics, and artificial intelligence. Many policy efforts have emerged in response to such concerns, one prominent example being Europe's Eighth Framework Programme, Horizon 2020, whose focus on “Responsible Research and Innovation” provides a case study for the translation of such normative perspectives into concrete policy action and implementation. Our analysis of this H2020 RRI approach suggests a lack of consistent integration of elements such as ethics, open access, open innovation, and public engagement. On the basis of our evaluation, we suggest possible pathways for strengthening efforts to deliver R&I policies that deepen mutually beneficial science and society relationships. (shrink)

Are religious beliefs psychologically different from matter-of-fact beliefs? Many scholars say no: that religious people, in a matter-of-fact way, simply think their deities exist. Others say yes: that religious beliefs are more compartmentalized, less certain, and less responsive to evidence. Little research to date has explored whether lay people themselves recognize such a difference. We addressed this question in a series of sentence completion tasks, conducted in five settings that differed both in religious traditions and in language: the US, Ghana, (...) Thailand, China, and Vanuatu. Participants everywhere routinely used different verbs to describe religious versus matter-of-fact beliefs, and they did so even when the ascribed belief contents were held constant and only the surrounding context varied. These findings support the view that people from diverse cultures and language communities recognize a difference in attitude type between religious belief and everyday matter-of-fact belief. (shrink)

Throughout the biological and biomedical sciences there is a growing need for, prescriptive ‘minimum information’ (MI) checklists specifying the key information to include when reporting experimental results are beginning to find favor with experimentalists, analysts, publishers and funders alike. Such checklists aim to ensure that methods, data, analyses and results are described to a level sufficient to support the unambiguous interpretation, sophisticated search, reanalysis and experimental corroboration and reuse of data sets, facilitating the extraction of maximum value from data sets (...) them. However, such ‘minimum information’ MI checklists are usually developed independently by groups working within representatives of particular biologically- or technologically-delineated domains. Consequently, an overview of the full range of checklists can be difficult to establish without intensive searching, and even tracking thetheir individual evolution of single checklists may be a non-trivial exercise. Checklists are also inevitably partially redundant when measured one against another, and where they overlap is far from straightforward. Furthermore, conflicts in scope and arbitrary decisions on wording and sub-structuring make integration difficult. This presents inhibit their use in combination. Overall, these issues present significant difficulties for the users of checklists, especially those in areas such as systems biology, who routinely combine information from multiple biological domains and technology platforms. To address all of the above, we present MIBBI (Minimum Information for Biological and Biomedical Investigations); a web-based communal resource for such checklists, designed to act as a ‘one-stop shop’ for those exploring the range of extant checklist projects, and to foster collaborative, integrative development and ultimately promote gradual integration of checklists. (shrink)

Children continue to be overlooked as a topic of concern in discussions around the ethical use of people’s data and information. Where children are the subject of such discussions, the focus is often primarily on privacy concerns and consent relating to the use of their data. This paper highlights the unique challenges children face when it comes to online interferences with their decision-making, primarily due to their vulnerability, impressionability, the increased likelihood of disclosing personal information online, and their developmental capacities. (...) These traits allow for practices such as hypernudging to be executed on them more accurately and with more serious consequences, specifically by potentially undermining their autonomy. We argue that children are autonomous agents in the making and thus require additional special protections to ensure that the development of their autonomy is safeguarded. This means that measures should be taken to prohibit most forms of hypernudging children and thus ensure that they are protected from this powerful technique of digital manipulation. (shrink)

Over the past thirty years or so, virtues and reasons have emerged as two of the most fruitful and important concepts in contemporary moral philosophy. Virtue theory and moral psychology, for instance, are currently two burgeoning areas of philosophical investigation that involve different, but clearly related, focuses on individual agents’ responsiveness to reasons. The virtues themselves are major components of current ethical theories whose approaches to substantive or normative issues remain remarkably divergent in other respects. The virtues are also increasingly (...) important in a variety of new approaches to epistemology. ... (shrink)

Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using (...) thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions. Results: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space. Conclusion: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space. (shrink)

One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers’ thoughts and beliefs about (...) differentiation, the frequency of differentiated instruction, and the challenges faced by teachers who implement this inclusive practice. Sampled teachers offered their views on what they understood differentiated instruction to be, the frequency of differentiated instruction, and identified challenges via an administered questionnaire. Data analysis was based on frequency counts and bar charts for comparative purposes. Findings indicate that private school teachers have a higher frequency of differentiated teaching practice, with time constraints indicated as the main challenge. Government school teachers had a lower frequency of differentiation, and identified a lack of resources, and the learner-teacher ratio as challenges, among others. In the study we highlighted the critical role that private schools can play in the national call for the implementation of inclusive teaching in Lesotho, in terms of active collaboration with surrounding government schools. Private schools, with their resources and access to professional development opportunities, can become catalysts in the implementation of inclusive teaching practices. (shrink)

Virtues and reasons are two of the most fruitful and important concepts in contemporary moral philosophy. Many writers have commented upon the close connection between virtues and reasons, but no one has done full justice to the complexity of this connection. It is generally recognized that the virtues not only depend upon reasons, but also sometimes provide them. The essays in this volume shed light on precisely how virtues and reasons are related to each other and what can be learned (...) by exploring this relationship. Virtue’s Reasons is divided into three sections, each of them devoted to a general issue regarding the relationship between virtues and reasons. The first section analyzes how the virtues may be related to, or linked with, normative reasons in ways that improve our understanding of what constitutes virtuous character and ethical agency. The second section explores the reasons moral agents have for cultivating the virtues and how the virtues impact moral responsiveness or development. The final section examines how reasons can be employed in understanding the nature of virtue, and how specific virtues, like modesty and practical wisdom, interact with reasons. This book will be of major interest to scholars working on virtue theory, the nature of moral character, and normative ethics. (shrink)

The precarious rights of senior citizens, especially those who are highly educated and who are expected to counsel and guide the younger generations, has stimulated the creation internationally of advocacy associations and opinion leader groups. The strength of these groups, however, varies from country to country. In some countries, they are supported and are the focus of intense interest; in others, they are practically ignored. For this is reason we believe that the creation of a network of all these associations (...) is essential. The proposed network would act as a support for the already-existing policies of the United Nations’ High Commission for Human Rights, of independent experts, and of the Global Alliance for the Rights of Older People. All three have long ago recommended the creation of a recognized instrument for uniting presently scattered efforts. The proposed network, therefore, will seek to promote the international exchange of relevant expertise, and it will reinforce the commitments and actions that single countries are currently taking to meet these objectives. For example, informative public events can be organised to promote particular support initiatives and to provide an opportunity for new members of the network to be presented. The network will promote health for senior citizens, disease prevention, senior mobility, safe free time for seniors, alimentary education, protection against new risks and dangers, as well as equity in the services necessary for seniors to adopt new information and communication technologies. In the case of retired academic members, the network will promote equality with respect to continuing use of digital technologies (particularly email), continuing access to research libraries, and the guaranteed ability for seniors to fund their own research programs and to deliver free seminars. (shrink)

I defend Braun's gappy proposition view from two objections.

Der Aufsatz untersucht entlang der Metaphern des Gedichts "Vom Besteigen hoher Berge" die Motivationen und Konflikte von "Gesellschaftlichem Fortschritt", Zielsetzungen und Kooperationen in verschiedenen Gesellschaften.

Braun explores the use of digital twin technology in medicine with a particular emphasis on the question of how such simulations can represent a person.1 In defining some first conditions for ethically justifiable forms of representation of digital twins, he argues that digital twins do not threaten an embodied person, as long as that person retains control over their simulated representation via dynamic consent, and ideally with the option to choose both form and usage of the simulation. His thoughtful (...) elaboration provides insight into the challenges inherent in interactions between a person and their digital twin, emphasising the modes of control required to respect personal modes of freedom. This individual-centric approach to the question of representation leaves out the important ethical consideration of ensuring that all, not merely some, can be represented. Braun describes dynamic consent as a necessary mode of control, arguing that where a person is unable to give consent, ‘such simulations threaten to become illegitimate representations. They would then shift the kind of interaction from representation to illegitimate forms of prediction or surveillance and thereby could lead to infringements to individual modes of freedom.’ Consequently, the implementation of digital twin technology in healthcare would seem to exclude the most vulnerable members of society from participation in and benefiting from medical innovation, …. (shrink)

Chalmers, responding to Braun, continues arguments from Chalmers for the conclusion that Bayesian considerations favor the Fregean in the debate over the objects of belief in Frege’s puzzle. This short paper gets to the heart of the disagreement over whether Bayesian considerations can tell us anything about Frege’s puzzle and answers, no, they cannot.

The problem of plant individuality is something which has vexed botanists throughout the ages, with fashion swinging back and forth from treating plants as communities of individuals (Darwin 1800 ; Braun and Stone 1853 ; Münch 1938 ) to treating them as organisms in their own right, and although the latter view has dominated mainstream thought most recently (Harper 1977 ; Cook 1985 ; Ariew and Lewontin 2004 ), a lively debate conducted mostly in Scandinavian journals proves that the (...) issues are far from being resolved (Tuomi and Vuorisalo 1989b ; Fagerström 1992 ; Pan and Price 2001 ). In this paper I settle the matter once and for all, by showing which elements of each side are correct. (shrink)

Neo-Russellians like Salmon and Braun hold that: the semantic contents of sentences are structured propositions whose basic components are objects and properties, names are directly referential terms, and a sentence of the form ‘n believes that S’ is true in a context c iff the referent of the name n in c believes the proposition expressed by S in c. This is sometimes referred to as ‘the Naive Russellian theory’. In this talk, I will discuss the Naive Russellian theory (...) primarily in connection with a problem known as Schiffer’s puzzle. Schiffer first presented the puzzle as an argument against the Naive Russellian theory. Schiffer’s argument proceeds in two steps. In step one, Schiffer argues that the Naive Russellian theory is committed to two principles regarding de re belief; the special-case consequence and Frege’s constraint. Then, in step two, Schiffer argues that the special-case consequence is not consistent with Frege’s constraint. Salmon and Braun reply to Schiffer’s argument that although the Naive Russellian theory is committed to Frege’s constraint, it is not committed to the special-case consequence. However, in this paper, I will argue with a new Schiffer-case that even if the Naive Russellian theory is not committed to the special-case consequence, it is still not consistent with Frege’s constraint. Concluding, I will discuss the possibility to reject Frege’s constraint within the Naive Russellian theory. (shrink)

In The Future of Human Nature, Jürgen Habermas raises the question of whether the embryonic genetic diagnosis and genetic modification threatens the foundations of the species ethics that underlies current understandings of morality. While morality, in the normative sense, is based on moral interactions enabling communicative action, justification, and reciprocal respect, the reification involved in the new technologies may preclude individuals to uphold a sense of the undisposability of human life and the inviolability of human beings that is necessary for (...) their own identity as well as for reciprocal relations. Engaging with liberal bioethics and Catholic approaches to bioethics, the article clarifies how Habermas’ position offers a radical critique of liberal autonomy while maintaining its postmetaphysical stance. The essay argues that Habermas’ approach may guide the question of rights of future generations regarding germline gene editing. But it calls for a different turn in the conversation between philosophy and theology, namely one that emphasizes the necessary attention to rights violations and injustices as a common, postmetaphysical starting point for critical theory and critical theology alike. In 2001, Jürgen Habermas published a short book on questions of biomedicine that took many by surprise.[1] To some of his students, the turn to a substantive position invoking the need to comment on a species ethics rather than outlining a public moral framework was seen as the departure from the “path of deontological virtue,”[2] and at the same time a departure from postmetaphysical reason. Habermas’ motivation to address the developments in biomedicine had certainly been sparked by the intense debate in Germany, the European Union, and internationally on human cloning, pre-implantation genetic diagnosis, embryonic stem cell research, and human enhancement. He turned to a strand of critical theory that had been pushed to the background by the younger Frankfurt School in favor of cultural theory and social critique, even though it had been an important element of its initial working programs. The relationship of instrumental reason and critical theory, examined, among others, by Max Horkheimer, Theodor W. Adorno, and Herbert Marcuse and taken up in Habermas’ own Knowledge and Interest and Theory of Communicative Action became ever-more actual with the development of the life sciences, human genome analysis, and genetic engineering of human offspring. Today, some of the fictional scenarios discussed at the end of the last century as “science fiction” have become reality: in 2018, the first “germline gene-edited” children were born in China.[3] Furthermore, the UK’s permission to create so-called “three-parent” children may create a legal and political pathway to hereditary germline interventions summarized under the name of “gene editing.”In this article, I want to explore Habermas’ “substantial” argument in the hope that philosophy and theology become allies in their struggle against an ever-more reifying lifeworld, which may create a “moral void” that would, at least from today’s perspective, be “unbearable”, and for upholding the conditions of human dignity, freedom, and justice. I will contextualize Habermas’ concerns in the broader discourse of bioethics, because only by doing this, his concerns are rescued from some misinterpretations.[1] Jürgen Habermas, The Future of Human Nature.[2] Ibid., 125, fn. 58. 8[3] Up to the present, no scientific publication of the exact procedure exists, but it is known that the scientist, Jiankui He, circumvented the existing national regulatory framework and may have misled the prospective parents about existing alternatives and the unprecedented nature of his conduct. Yuanwu Ma, Lianfeng Zhang, and Chuan Qin, "The First Genetically Gene‐Edited Babies: It's “Irresponsible and Too Early”," Animal Models and Experimental Medicine ; Matthias Braun, Meacham, Darian, "The Trust Game: Crispr for Human Germline Editing Unsettles Scientists and Society," EMBO reports 20, no. 2. (shrink)

Certain realists about properties and relations identify them with universals. Furthermore, some hold that for a wide range of meaningful predicates, the semantic contribution to the propositions expressed by the sentences in which those predicates figure is the universal expressed by the predicate. I here address ontological issues raised by predicates first introduced to us via works of fiction and whether the universal realist should accept that any such predicates express universals. After assessing arguments by Braun, D. and Sawyer, (...) S. for fictional universal anti-realism, I propose a novel, Kripke-inspired argument for the same conclusion. I ultimately defend the claim that while this argument presents the strongest case for fictional universal anti-realism, it is nonetheless unsound. I conclude that nothing stands in the way of accepting that some fictional predicates express fictional universals. (shrink)

Abstract. On the Direct Reference thesis, proper names are what I call ‘genuine terms’, terms whose sole semantic contributions to the propositions expressed by their use are the terms’ semantic referents. But unless qualified, this thesis implies the false consequence that sentences containing names that fail to refer can never express true or false propositions. (Consider ‘The ancient Greeks worshipped Zeus’, for instance.) I suggest that while names are typically and fundamentally used as genuine terms, there is a small class (...) of names, which I call ‘descriptive names’, whose reference is fixed by commonly associated definite descriptions, and I also suggest that there is an idiom of natural language on which such names can be used as abbreviated definite descriptions in a limited set of sentential contexts, including (1) positive and negative existentials, (2) cognitive ascriptions, and (3) uses of names to talk about myth. Uses of empty descriptive names in such contexts can then be either true or false. Relying on Gregory Currie’s theory of truth in fiction, I also propose an idiom on which fictional names can be used as short for a certain type of description in talk about fiction. Along the way, I provide arguments that names are used as short for descriptions in substantive existential statements as well as in both metamythic and metafictive contexts. I also discuss and criticize alternative views of these matters, including the views of David Braun, Saul Kripke, Peter van Inwagen, and others. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the first (...) semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

Covaluation is the generalization of coreference introduced by Tanya Reinhart. Covaluation distributes in patterns that are very similar yet not entirely identical to those of binding. On a widespread view, covaluation and binding distribute similarly because binding is defined in terms of covaluation. Yet on Reinhart's view, binding and covaluation are not related that way: binding pertains to syntax, covaluation does not. Naturally, the widespread view can easily explain the similarities between binding and covaluation, whereas Reinhart can easily explain (...) the dissimilarities. Reciprocally, the widespread view finds it harder to explain the dissimilarities, whereas Reinhart finds it harder to explain the similarities. Reinhart and others have proposed more than one explanation of the similarities, but as I argue, these explanations do not work. Hence although I adopt Reinhart's view, I propose a new explanation of the similarities and dissimilarities between binding and covaluation: While Reinhart has invoked semantic structure only to explain dissimilarities, I do so to explain both similarities and dissimilarities at once. Finally, I examine in light of this approach the topics of language acquisition, only-constructions, the identity predicate, the Partee/Bach/Higginbotham problem, the Dahl puzzle and its recent versions by Roelofsen. (shrink)

This paper deals with the problematic relationship between thought and nature in Hegel. This entails looking at the philosophy of nature and discovering to what extent it claims to incorporate natural otherness or contingency and how it does so. I briefly summarize other approaches to this question (Maker, Winfield, Braun, Wandschneider, Hoffheimer...) while putting forward my own solution. This is expressed in an argument articulated around the three Hegelian images (and their texts) in the paper’s title. We discover how (...) the relation between philosophy and nature is a dynamic one, mediated by the actual content of the positive natural sciences. In other words, thought and nature are mediated by the human activity of scientific knowing, within the systematic project of knowing all of nature. This raises the possibility of conceiving Hegel’s system as open to the future. (shrink)

In this paper, I examine the relationship between social cognition and religious cognition. Many cognitive theories of religion claim that these two forms are somehow related, but the details are usually left unexplored and insights from theories of social cognition are not taken on board. I discuss the three main (groups of) theories of social cognition, namely the theory-theory, the simulation theory and enactivist theories. Secondly, I explore how these theories can help to enrich a number of cognitive theories of (...) religion. The theories I discuss are Stewart Guthrie’s anthropomorphism, Justin Barrett’s hyperactive agency detection device, Jesse Bering’s existential theory of mind, Pascal Boyer’s minds with full strategic access and Tanya Luhrmann’s porous theory of mind. Finally, I look at how enrichment with insights from social cognition can help to combine different existing theories of religious cognition into a unified framework. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: What (...) are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)