In this paper, I argue that the Genealogy of Morals is, in part, a work of philosophical therapy. First, I provide an account of philosophical therapy by turning to the Hellenistics, for whom philosophical therapy begins with the diagnosis of some widespread cultural problem. I then turn in more detail to Nietzsche, arguing that the Genealogy does therapeutic work similar to the work of the Hellenistics. In particular, I examine Nietzsche’s claim that modern thinking has fallen prey to what he (...) calls the ‘ascetic ideal’; I interpret this claim as diagnosis, and I interpret the work of Essay Three as providing therapy for that diagnosis. The rest of the paper considers how this therapy unfolds for the three major ‘types’ that Nietzsche identifies in Essay Three: the artist, the philosopher, and the priest. Finally, I return to the Hellenistics to re-evaluate both their therapeutic projects and Nietzsche’s in light of the notion of self-cultivation. (shrink)

Carne Coltivata: Etica dell’agricoltura cellulare by Luca Lo Sapio criti-cally explores the ethical, environmental, and cultural ramifications of cellular agricul-ture, mainly cultivated meat. Through a philosophical lens, Lo Sapio evaluates the po-tential of this technology to address ethical concerns tied to traditional meat production, such as animal welfare, environmental sustainability, and health implications. However, the book also critiques the potential cultural and ecological consequences of detaching meat production from traditional agricultural practices. Lo Sapio’s discourse navigates the complex interplay between technological (...) progress and the intrinsic value of natural life processes, urging a balanced consideration of cultivated meat’s implications on glob-al food cultures, food sovereignty, and the sanctity of life. (shrink)

Husserl and Cassirer stand, according to their own self-understanding, as key 20th century figures in the cultivation of Enlightenment’s principles and views on humanity, culture, and history. In a word, they both understand European culture and history as a story of progress (§ 1). As I see it, central in a culture and its dynamics is its system of values, and a grounded understanding of the issue of progress presupposes an adequate theory of the standing or (...) constitution as well as of the givenness and transvaluation of values. Neither Husserl nor Cassirer, however, actually advanced any such theory. We are still in need of one in order to account for culture’s formation and dynamics in history. Next, I briefly review Husserl’s and Cassirer’s available problematic views on values (§ 2). Then, in § 3, I examine some of the central problems in the traditional approaches to culture and to values. In § 4, I appeal to Köhler’s very interesting Gestalt theoretical approach to values and pinpoint some of its problems. Next, in § 5, I suggest how we could start the research from below, from the level of the organism, which could eventually shed some new light on the problem of value constitution and givenness. Finally, in § 6, I attempt to sketch an explanation for how we can use this new approach to values in order to understand actual cultural formation and its historicity, in a way that goes further than the whiggish philosophy of history. (shrink)

This article describes my ongoing attempts to more successfully engage the full linguistic repertoires and cultural identities of undergraduate students at a “Hispanic Serving Institution” (HSI) in South Texas by teaching a bilingual Introduction to Latin American Philosophy course in the “Language, Philosophy, and Culture” area of Texas’ General Education Core Curriculum. By uncovering the diverse identities, worldviews, and languages of those who were historically excluded from the Eurocentric discipline of philosophy through the conquest and colonization of the Americas, (...) Latin American philosophers offer us new ways of thinking and living by challenging Anglocentric language, philosophy, and culture. As part of the new B3 (Bilingual, Bicultural, and Biliterate) vision of the University of Texas Rio Grande Valley, the course is designed to draw upon the richly varied bilingualisms and biliteracies of predominantly Latinx students in order to help them honor, theorize, and cultivate their bicultural identities by “philosophizing in tongues” rather than being forced to assimilate to the monolingual and monocultural ideology that prevails across both mainstream Anglophone philosophy and the system of higher education in the United States of America. (shrink)

This paper explores the potential of integrating ancient educational principles from diverse eastern cultures into modern AI ethics curricula. It draws on the rich educational traditions of ancient China, India, Arabia, Persia, Japan, Tibet, Mongolia, and Korea, highlighting their emphasis on philosophy, ethics, holistic development, and critical thinking. By examining these historical educational systems, the paper establishes a correlation with modern AI ethics principles, advocating for the inclusion of these ancient teachings in current AI development and education. The proposed integration (...) aims to provide a comprehensive education that not only encompasses foundational knowledge but also advanced learning, thereby equipping future AI professionals with the necessary tools to develop AI systems that are ethically responsible, culturally aware, and aligned with human values such as fairness, safety, transparency, and collaboration. This approach not only addresses the AI alignment problem but also fosters cultural harmony and global understanding, which are crucial in an increasingly interconnected world. The paper posits that the wisdom of ancient educational systems, when harmonized with modern AI ethics, can guide the development of AI technologies that are beneficial for humanity, ensuring these advancements are not just technologically sound but also ethically and culturally informed. (shrink)

Current conceptions of meaning and culture tend toward extreme forms of disembodied abstraction, indicating an alienation from the original, earthy meaning of the word culture. I turn to the earlier meanings of the word and why the “cultic,” the living impulse to meaning, was and remains essential to a conception of culture as semeiosis or sign-action. Culture and biology are often treated by social scientists as though they were oil and water, not to be mixed. I (...) am fully aware of the assumed nature-culture dichotomy, but I reject it, not because I am a sociobiologist, quite the contrary, but rather because I am a semiotician, and my studies of signs have led me toward a critical reconstruction of the concepts of nature and culture. In my perspective, culture is a living, social metaboly of signs, not limited to a convention but in transaction with the inmost recesses of the person, and with the qualitative, physical, and significant environment. The question is not whether culture is a “system” or not, but whether we shall continue to conceive of culture as an inert, mechanical system or code, incapable of self-critical cultivation, or as a “living system”--a way of living--fully open to contingency, spontaneity, purposive growth and decay. Putting the “cult” back into culture requires a reconception of the relations between human biology and meaning, and between non-discursive, non-rational reason and modern rationality. Such a reconception involves considering how the technics of the biosocial human body itself form the primary source of culture. (shrink)

Tech companies have eagerly utilised mindfulness techniques in order to increase both creativity and productivity among their managers and employees. However, while a growing number of studies within fields of clinical psychology and psychiatry suggest that mindfulness provides myriad health benefits, such literature does not critically evaluate the societal and affective influences of mindfulness and other wellness practices on working bodies. By focusing on discourses related to mindfulness training, this paper explores the conception of ‘being present’. Drawing on the phenomenology (...) of the body, affect theory, and critical mindfulness studies, we develop a new theoretical framework for analysing mindfulness as a somatic and social force in technology-driven business contexts. Using research material drawn from the online advertising of mindfulness programmes for managers, this paper describes ‘presence’ as a new labour concept associated with the cultivated performance skill of the managerial body in the era of late capitalism. We conclude that mindfulness training – transforming the somatic into an affective investment – has transformed Buddhist meditation into capital that can be bought and consumed. (shrink)

In this paper, I argue that culture plays a pivotal role for understanding Nietzsche’s own normative commitments. My argument develops as follows: Section 2 shows that Nietzsche advances an ideal of self-cultivation (Bildung) which is derived from the existential role of culture, elevating a peculiar concept of artistic creativity to ground his perfectionist understanding of value. Section 3 traces Nietzsche’s image of Goethe as exemplar of creative excellence. I contend that Nietzsche portrays Goethe as a male genius, (...) rendering his concept of self-cultivation entrenched in the cultural imagery of his time. The fin de siècle was obsessed with the image of genius as well as the relationship of creativity and gender. Moreover, as towering figure of German culture after the founding of the German Empire in 1871, Goethe was a frequent example of creative genius. Section 4 deepens the discussion of the role of gender in Nietzsche’s concept of creativity, exploring how the essentialist gender psychology of his mature works curtails the creative potential of women and explains his dismissal of feminism. (shrink)

Today, the world is facing many global crises and challenges. In order to limit negative environmental and social impacts, human being had put forward the concept of sustainable development, set goals and taken actions to advance the process of sustainable development. However, scholars’ research on sustainable development mainly focuses on the three major aspects: economy, society and environment/ecology. Only a few articles talked about culture and sustainable development. In order to further promote the development of human high-quality life and (...) the construction of sustainable development, it must consider the relationship between culture and sustainable development. Therefore, the thesis raises two research questions: 1. What is the connection and contribution of culture to the sustainable development according to the scholars’ research on sustainable development in the past? 2. How can culture contribute to sustainable development? The first part of this thesis introduced the background, significance, and the objectives of the research. Then, the second part defined the concept of “culture” discussed in this research, which referred to all the spiritual activities of mankind and its products. Culture explains the core problems of kinds of issues being produced, sent, communicated, accepted, understood, and mutated to people, and all kinds of cultural forms are the basic methods of providing human communication and studying things. viii These products and activities were divided into two kinds, the material culture and non-material culture. Material culture was an entity that existed, it presented culture in a physical, perceptible and measurable form while non-material culture included symbols, values, cultural norms and people’s way of life, it was abstract and constantly inherited. The third part was to introduce the process of culture development through Sichuan cuisine’s development. Culture itself had the characteristics of development and inheritance, but to achieve the sustainable development of culture, it required planning and strategy. Consequently, the author combed the milestone of culture development in the process of sustainable development, sorting out the characteristics of sustainable development culture, that required sustainable development culture were: people-based, participation-based, systematic, pluralistic, dynamic, integrated, confident and responsible. The third part used two methods to analyze the literature that met the search criteria in Web of Science from 1900 to 2020. The first was Occurrence, resulted in 11463 results, finding that the most studied areas of sustainable development were environmental science, green sustainable science technology and environmental studies, which meant research on culture and sustainable development was a weak subject compared to other areas. The second was Co-occurrence, resulted in 52 review articles, then used the method of the systematic literature review to analysis. Lastly, these 52 articles were analyzed by the systematic literature review (SLR) approach, and then ix divided into four categories and were the focus of this article. The first category directly discussed the relationship between culture and sustainable development; the second category discussed of the single culture in sustainable development; the third category was the development of culture in specific circumstance in the context of sustainable development; and in the fourth category, “culture” meaning cultivation, not related to the culture this paper discussed about. From the above analysis for 52 articles, the following findings and discussing are discovered: in sustainable development, the definition of culture is too broad and then requires a concept of “culture”, which can be adapted to various disciplines and applied to sustainability research. Culture needs to be and should be a pillar of sustainable development. Culture can be in, for, as sustainable development. Culture is not only an artistic and creative activity, but also concerned with the relationship with nature and a broader social issue. The power of culture in sustainable development cannot be ignored, it can not only play in the other pillars of sustainable development, but also can eventually form a sustainable development culture, to change people’s way of life, behavior and mind, so that human beings can be better and more sustainable development. (shrink)

Christian B. Miller has noted a “realism challenge” for virtue ethicists to provide an account of how the character gap between virtuous agents and non-virtuous agents can be bridged. This is precisely one of Han Feizi’s key criticisms against Confucian virtue ethics, as Eric L. Hutton argues, which also cuts across the Aristotelian one: appealing to virtuous agents as ethical models provides the wrong kind of guidance for the development of virtues. Hutton, however, without going into detail, notes that the (...) notion of rituals in the Confucian tradition may be able to sidestep Han Feizi’s criticism. In this essay, I wish to explore not only how the notion of rituals, alongside its corollaries in Xunzi’s Confucian program for ethical cultivation, indeed addresses Han Feizi’s criticism, but also observe that Aristotle’s tragic poetry plays functionally equivalent roles in his own understanding of ethical upbringing. I will begin by considering Han Feizi’s critique of ethical cultivation in virtue ethics as such and how it poses a specific problem for the acquisition of the ‘constitutive reasoning’ shared by Aristotle and Xunzi. I will then briefly note that this problem trades on the synthetic structure of human nature found in both Aristotle and Xunzi (the rational/irrational parts of the soul and the heartmind/five faculties), which grounds the way they understand ethical action and agency. Finally, I will suggest how both Aristotle and Xunzi understand the role of the arts in their extensive programme of ethical cultivation, allowing them to respond to Han Feizi’s attack as too narrow a construal of their respective ethical projects. It is hoped that, through this, we may gain a better sense of how more recent virtue ethicists may similarly draw on aesthetic resources for ethical development. (shrink)

I propose that Confucianism incorporates a latent commitment to the closely related epistemic virtues of curiosity and inquisitiveness. Confucian praise of certain people, practices, and dispositions is only fully intelligible if these are seen as exercises and expressions of epistemic virtues, of which curiosity and inquisitiveness are the obvious candidates. My strategy is to take two core components of Confucian ethical and educational practice and argue that each presupposes a specific virtue. To have and to express a ‘love of learning’ (...) requires the virtue of curiosity, while the normative practice of good questioning requires exercise of the virtue of inquisitiveness. Taken together, people engaging in the foundational Confucian project of moral self-cultivation must desire and acquire a range of epistemic goods, a set of dispositions that manifest in the virtues of curiosity and inquisitiveness, possession of which is admirable and excellent. Such, at least, is the claim defend in this chapter, which is an exercise in cross-cultural virtue epistemology. (shrink)

The importance of focusing on long-term sustainability in pollinator conservation and sustainable ecosystem management cannot be underestimated. Cultivating an eco-surplus culture plays a key role in maintaining ecosystem health, particularly by protecting pollinator species essential for ecosystem functioning and agricultural productivity. This cultural approach emphasizes environmental stewardship and conserving and generating surplus resources beyond immediate human needs, which is vital for future nature-based innovations. Additionally, ecological surplus culture highlights the resilience necessary to address significant environmental challenges such as (...) habitat loss and climate change, illustrating how nurturing pollinators can contribute to ecosystem resilience in the face of these challenges. (shrink)

Michel Houellebecq’s Anéantir has received mixed reviews. Houellebecq’s focus on loving intimacy and care for the elderly within the nuclear family allegedly showcases his transformation from an embittered critic of the capitalist status quo to an apolitical novelist interested in the private sphere. I argue that this criticism overlooks Houellebecq’s concerns about old age and love in his earlier novels and how they relate to his social critique. Particularly Houellebecq’s Possibilité d’une île presents a critique of lonely precarity as the (...) dominant mode of being-in-the-world today. Though critics of post-Fordism have already described post-Fordist forms of life as opportunistic, fearful, and cynical, Houellebecq adds that this uncertain marketized lifestyle also leads to bitterness that increases with old age. By confronting Houellebecq’s phenomenology of contemporary life to Heidegger’s analysis of Dasein, I argue that, whereas Heidegger highlights the role of anxiety and death in fostering a sense of meaning to human existence, Houellebecq rather argues that such an authentic confrontation with death has become impossible in contemporary culture and that love is instead the emotional tonality most responsive to the cultivation of a meaningful good life. (shrink)

This article makes the case for the necessity of a multi-focal conception of violence in religion and peacebuilding. I first trace the emergence and development of the analytical concepts of structural and cultural violence in peace studies, demonstrating how these lenses both draw central insights from, but also differ from and improve upon, critical theory and reflexive sociology. I argue that addressing structural and cultural forms of violence are concerns as central as addressing direct (explicit, personal) forms of violence for (...) purposes of building just and sustainable peace. Moreover, religiously informed and/or motivated peacebuilders are especially well-appointed and equipped to identify and address violence in its structural and cultural manifestations. I the examine how concepts of structural and cultural violence, in effect, centrally inform the efforts of Martin Luther King and Cornel West to cultivate just and sustainable peace in a context as putatively peaceful and prosperous as the United States. (shrink)

Beginning with the influential discussion of the dialectic of progress found in Amy Allen’s The End of Progress, this paper outlines some difficulties encountered by critical theories of normative justification drawing on the early Frankfurt School. Characterizing Adorno and Horkheimer’s critical social theory as a dialectical reflection eschewing questions of normative foundations, I relate their well-known treatment of the dialectic of enlightenment reason and myth to their critique of capitalist society as a negative totality. By exploring the concepts of historical (...) development used by Adorno and Horkheimer to describe both the progressive domination of capitalism, and the formation and cultivation of reflective consciousness, I trace the importance of progression and its inseparable relationship to regression in these early versions of critical theory. The dialectical social theory found here recognizes the persistence of social contradictions on both a methodological level and on the level of theory’s development and expression, a connection potentially obscured by a division of historical progress according to its temporal orientation. Particularly in Adorno’s later work, an opposition to the negative social totality requires notions of cultivation and learning which work against the prevailing forms of conceptual thinking, including the concern for the stability of rational foundations. (shrink)

Western psychology primarily studies human emotions via physiological reactions to external stimuli. Research suggests that cultural variations lead East Asians and Western-heritage individuals to experience distinct emotional patterns beyond bodily responses. A more thorough understanding of affect, involving culturally influenced emotions, remains unexplored in cross-cultural contexts. Influenced by Confucianism, East Asian cultures show unique emotional patterns. Unlike the Western focus on rationality, Confucian philosophy values human affect (qing 情), going beyond conventional emotions. This paper delves into the transformative nature of (...) Confucian affect, specifically its four facets: (1) philosophized (zhelihua 哲理化), (2) moralized (dehua 德化), (3) ritualized (lihua 禮化), and (4) aestheticized (meixuehua 美學化). These dimensions redirect human emotions towards mutual care and moral elevation. Despite limited empirical research, contemporary East Asian experiences shed light on Confucian affect's ongoing significance in daily life. This paper illuminates existing research to elucidate Confucian affect and proposes future directions for exploration. By recognizing the interplay of cultural influences and emotions, a richer comprehension of affective experiences across cultures emerges, offering insights into the intricate tapestry of human emotions shaped by diverse philosophical and cultural foundations. (shrink)

This paper is a critique of the culture, method and end of education today. It claims that education today does not aim at the integral formation and cultivation of a person. Put differently, it claims that philosophy of education critically speaking ought to be a kind of eudaimonism. Education ought to be fundamentally about the Ultimate good of the human person, and the task of philosophy of education is to critically establish and direct education towards the ultimate good (...) of the human person. Philosophy of Education in a very simple but fundamental sense, is a critical attempt to understand the foundation of education, that is to say, the nature and the end of education. What kind of education ought to be given to children in a city or nation-state, has been an ancient question in different civilizations. This work, is not only a critique of contemporary educational systems, but also a call for a philosophy of education that fundamentally connects education with the Good or Happy life. Hence, this research is an investigation on a philosophical education that is based on the eudaimonistic principle initiated by Plato and Aristotle and sustained by the philosophers of antiquity, such as the Epicureans and the Stoics. It also expounds ancient Chinese philosophy, to sustain the argument that an eudaimonistic philosophy of education has a universal effect and application. (shrink)

The twentieth-century obsession with meaning often fails to address the central questions: Why are we here? Where are we going? In this radical critique of modernity, Eugene (Rochberg-) Halton resurrects pragmatism, pushing it beyond its traditional formulations to meet these questions head on. Drawing on the works of the early pragmatists such as John Dewey, George Herbert Mead, and particularly C.S. Peirce, Meaning and Modernity is an ambitious attempt to reconstruct concepts from philosophical pragmatism for contemporary social theory. Through a (...) vigorous and illuminating dialogue with other perspectives in the social sciences, (Rochberg-) Halton reveals the value of the pragmatic attitude as a mode of thought, one which speaks to the contemporary hunger for significance in a world where rationalized technique has all too often severed subject and object from their living context... Throughout the work is a sustained critique of modern culture in which (Rochberg-) Halton brings his reconstruction of the pragmatic atttude to bear on twentieth-century thought and its counterparts in the expressive arts. His engaging analysis encompasses figures as diverse as Simmel, Freud, Wittgenstein, Schoenberg, Adolph Loos, Mumford, Melville, the "Vienna School of Fantastic Realism," and Doris Lessing. The author's semiotic approach to culture allows him to move freely and easily across many disciplines, including anthropology, sociology, communications, art, literature, and philosophy. This is a work of rare originality and power that is sure to provoke discussion, for Rochberg-Halton creates new premises for understanding the human web of meaning. In a review published in the London Times Literary Supplement, Charles Townshend said that (Rochberg-) Halton's, “answer to the dilemma of modernity is a still more striking synthesis, which he labels ‘critical animism’ (as distinct from primitive animism). Meaning and Modernity belies its conventional exterior: it is a passionate tract against the 'diabolical tyranny of the rational'...He pits his researches into the attitudes of Chicagoans to their household goods and to their city against the abstract semioticians who have emptied signs of their capacity to 'live objectively in the transactions people have with them'...Such humanism will probably strike his fellow social theorists as downright weird, but his work shows that the cracking shell of modernism will provide a rich intellectual agenda.”. (shrink)

2024 marks the 400th anniversary of the publication of Theodor Smising’s giant volume De Deo Uno (printed in Antwerp in 1624), which was soon followed by a second volume, De Deo Trino (printed in Antwerp in 1626). Smising’s work was the first printed output of what developed into a specific tradition within early modern thought, the Louvain tradition of Scotism, itself but one part of the broad Scotist tradition that build upon the thought of John Duns Scotus (ca. 1266–1308). This (...) Louvain tradition was primarily based in the Franciscan Convent of the Holy Trinity in the famous university town. The convent itself was much older, dating back to around 1230, when the Franciscan Order was in its very beginnings and long before the University of Louvain was founded (in 1425). In 1607 a second Franciscan Convent was founded in Louvain, St. Anthony’s College, one of a series of convents established by the Irish Franciscans as a result of their persecution in their homeland by the English Protestant rulers. The Irish Franciscans in Louvain, and in their other convents on the European continent, also cultivated the intellectual heritage of Duns Scotus, editing and commenting on his works and writing new works “ad mentem Scoti.” Both of the Franciscan convents in Louvain were closed in the turmoil after the French Revolution. The buildings of St. Anthony’s College still exist, whereas the older “Minderbroedersklooster” (on our exhibition poster) completely vanished from the cityscape. In recent decades, the Maurits Sabbe Library has acquired a large fund of Franciscan books, mostly from various houses of the Franciscan Order in Belgium that have closed their doors. Our exhibition “Scotism Made in Louvain – The Scholastic Culture of the Franciscans in Belgium” explores this material, complemented by material from the KU Leuven Central Library’s Special Collections and two manuscripts from the archives of KADOC (Documentatie- en Onderzoekscentrum voor Religie, Cultuur en Samenleving). The exhibition tells the story of a significant local scholarly tradition which is placed in the context of the broader Scotist tradition of the Early Modern Period. Whereas Scholasticism as such is often seen as an exclusively medieval phenomenon, our exhibition highlights one important aspect of early modern scholastic culture. The three brief articles included in this catalogue provide an introduction to John Duns Scotus’s thought, investigate the institutional background of Louvain Scotism, and explore some of the most important aspects of the scholastic output of the Franciscans in Louvain. The numbers attached to the images refer to the annotated list of all exhibits. A virtual exhibition with additional photo material will accompany, and last beyond, the library exhibition. (shrink)

When working with garden archaeology and garden archaeobotany, the plant material is of great importance. It is important to be able to identify which plants have grown in a particular garden and which have not, which of the plants you find in the garden today that are newly introduced or have established themselves on their own, and which plants that may be remnants of earlier cultivation. During the past two years, my colleagues and I have been involved in a (...) project that deals with the latter kind of plants, that is, plants that were once actively cultivated and that have survived in their original place of cultivation until the present time(Persson, Ansebo & Solberg, this volume). When we started the project we simply called the plants we worked with ‘relict plants’. This is also the term that has been used unofficially in this field of research for some time. It was in no way an official term, however, and as it turned out, the term already had a different meaning in botany that was both older and better established. We were therefore in need of a better name for the plants we worked with. To single out the plants we were working with, we used the following working definition: “Plants that were once, but are no longer cultivated in a certain area, and where a part of the population still exists even though it is no longer actively maintained”. Although we still think this is a decent approximation, we have realized that there are several complicating factors we have had to think more about. We thus needed both a better name and a better definition. Both these tasks became important parts of the project. (shrink)

We can conceive of peace in many different ways, and these differences are related to a variety of assumptions and practices we can adopt in our culture. This book is about those differences. Part I describes the ways in which we usually talk about peace. It argues that our conception is fundamentally obscure. We do not know what peace is and we do not know how to promote it. Part II develops an explanation of how peace has been obscured. (...) It has been obscured by a network of beliefs and institutions in our culture. Part III critically evaluates some key parts of this cultural web and argues that there is an alternative cluster of assumptions and practices which we ought to adopt. It is a cluster which is intrinsically better—regardless of whatever it may imply about peace. Part IV argues that it happens to imply that we should think of peace as an activity—a practice we can cultivate at high levels of excellent performance. It draws on Gandhian satyagraha, Quaker process and practices of "principled negotiation" using the Harvard model to illustrate. (shrink)

The human being has selected a variety of domesticated plants that gives a benefit, and also significant in food production. The origin of these plants mostly in Central Asia such as China having great variety of crops such as oats, barley, sesame, pumpkin, sorghum, asparagus, pear, apple and citrus etc. While centers of origin such as Mexico and Central America have great diversity in corn, beans, squash, maguey, nopal, sunflower, avocado, cocoa etc. In many countries poor nutrition is a current (...) trend, due to lifestyle and impure food. This is a time to invest in preparation the triggered consumption of highly processed products, rich in calories, saturated fat, sugar and salt, but poor in protein content, fiber and micronutrients. It is necessary to return a more diversified diet. It is well known that ancient cultures included cultivated and wild plants in their diet, from which they consumed their stems, leaves, roots, flowers and fruits, whose nutritional and medicinal benefits were known through experience and also transmitted from generation to generation. (shrink)

Engineering and technology aim to lead a better life for people. But the meaning of “better” is highly contested in modern democratic societies where different citizens have different cultures and values. Engineers, as one of the citizens in such societies, are also living in multicultural and multi-value settings, and therefore they need to be responsible for such diversity when they engage in technological developments. Therefore, in engineering education, it is necessary to aim at not only acquiring the specialized technological knowledge (...) but also cultivating citizenship. By citizenship, it refers to a set of abilities to communicate and care for people with respect by taking into account different opinions and expertise of others. Nevertheless, this has not been emphasized much in engineering education in Japan. For example, even in the class of engineering ethics, emphasis is placed more on the acquisition of textbook-based knowledge and virtue of problem cases, and less on abilities to discuss freely and gently. Then, in general education of NIT we have conducted a dialogue-based educational program where learners/students ask questions, listen together and discuss with others. This program is designed based upon so-called Philosophy for/with Children (P4C). Matthew Lipman, one of the founders of P4C, defined the primary aim of P4C as multidimensional- thinking: critical thinking, creative thinking, and caring thinking. In addition, this multidimensional- thinking may, according to many P4C scholars, have a potential of creating active citizenry. The discussion by P4C has three characteristics as follows: 1) People make a circle in the classroom and create a space where students can feel an emotional and intellectual “safety”. 2)Questions being discussed is proposed by students themselves based on their interests, not by teachers 3) Rather than rushing to reach a conclusion, students are asked to concentrate on listening to the differences between each other. This paper begins by explaining what P4C is and why/how P4C is suitable for citizenship education, and then the following sections show our P4C classes in NIT (Tokyo and Ube) and learner's responses. Finally, we claim that the “community of inquiry” created through P4C can prevent the “self- righteousness” of engineers. (shrink)

Anglo-Americans tend to see themselves as isolated individuals who recognize that their self-interest requires them to cooperate and thus submit to moral rules or moral authorities as long as others agree to do the same. But this picture fails to acknowledge a deeper interconnectedness to the persons and places we live with, and so it fails to sustain an understanding of why our social and natural ecology is important to our flourishing. Fesmire advocates that we cultivate metaphors that more accurately (...) reflect our interdependence and clarify why we must be more responsive to environing conditions. [Abstract adapted from the revised version of this article reprinted in in Moral Soundings: The Crisis of Values in Contemporary Life, edited by Dwight Furrow (Rowman & Littlefield, 2004)]. (shrink)

One of Han Feizi’s most subtle criticisms of Confucianism targets a central feature of its moral cultivation program, namely an appeal to modelling oneself on ancient sages. According to Han Feizi, this ideal of model emulation is doomed to failure due to imperfect knowledge of past exemplars, the fact that certain ideals of practice may not be applicable to (or catastrophic for) some practitioners, and the additional fact that one cannot always rely on past examples to provide good guidance (...) for future events. As Eric Hutton points out, this line of critique bears striking similarities to one offered by Bernard Williams against virtue ethics. Accordingly, this emulation problem poses difficulties not only for Confucianism, but also more generally for virtue ethics. This paper argues that the emulation problem can be overcome by appealing to the Confucian Xunzi’s account of the role of ritual (li) in moral cultivation. Specifically, the ways in which ritual promotes moral development provide the Confucians (and, by association, virtue ethics) with the means of devising a sufficiently sophisticated account of emulation to meet the challenge lobbied by Han Feizi and Williams. (shrink)

Li Zehou’s work can be understood as an account of a Chinese modernity, a vision for Chinese society that seeks to integrate three distinct philosophical approaches. These are Chinese history and culture, which Li understands as largely Confucian; Marxism, which has exerted such influence on a modernizing China; and Western learning more generally, as expressed by figures such as Immanuel Kant and Sigmund Freud. Li also frequently expresses the hope that a Chinese modernity will be one in which the (...) importance of the individual is recognized, and rights and freedoms upheld (e.g., 2006, p. 182). But this stance raises an important question: how are individuality and freedom understood in Li’s philosophical system? In this paper, I want to examine what resources Li offers to help us conceptualize their place in a modernity with Chinese characteristics. Confucian culture is often regarded as authoritarian and hierarchical, less interested than more liberal traditions in an ideal such as freedom. So how does freedom relate to the Confucian root of Chinese culture, as construed by Li? In this paper I explore how Li Zehou’s study of Confucian aesthetics can deliver a novel conception of freedom, one grounded in Confucian thinking about personal cultivation, and aimed at the free creation of delight (樂). (shrink)

Kantians often talk about the capacity to set ends for oneself through reason and those who do assume that Kant regarded the capacity to set ends as a rational power or a component of practical reason. ‘Natural perfection’, Kant says, ‘is the cultivation of any capacities whatever for furthering ends set forth by reason’, and he refers to ‘humanity’ as the ‘capacity to set oneself any end at all’ or ‘the capacity to realize all sorts of possible ends’.¹ ‘Humanity’ (...) comprises the full range of human rational capacities, one of which is the capacity to adopt a wide variety of ends, including ends that are not morally required by pure practical reason.² Likewise Kant refers to ‘culture’ as ‘the aptitude and skill for all sorts of ends for which he can use nature (internal and external)’, or as ‘the production of the aptitude of a rational being for any ends in general (thus those of his freedom).’³ Christine Korsgaard characterizes ‘humanity’ as follows. (shrink)

The aim of this article is to analyze the semantic change of the German ideal of Bildung in the time of Nietzsche and the reinterpretation that the philosopher proposes of the concept. Bildung is one of the fundamental concepts of modernity in Germany, and in its classical formulation designated a moral imperative of self-improvement of the individual and humanity as a normative ideal. Nietzsche criticized the degradation of this ideal in mere general culture and the cultural philistinism of his (...) time. In its place, Nietzsche proposes a typology of cultures. He reinterprets the concept of culture as a unit of style and the idea of cultivating individuality as a new imperative of the individual who has disengaged himself from traditional morality. (shrink)

Li Zehou’s work can be understood as an account of a Chinese modernity, a vision for Chinese society that seeks to integrate three distinct philosophical approaches. These are Chinese history and culture, which Li understands as largely Confucian; Marxism, which has exerted such influence on a modernizing China; and Western learning more generally, as expressed by figures such as Immanuel Kant and Sigmund Freud. Li also frequently expresses the hope that a Chinese modernity will be one in which the (...) importance of the individual is recognized, and rights and freedoms upheld (e.g., Li and Cauvel 2006, p. 182). But this stance raises an important question: how are individuality and freedom understood in Li’s philosophical system? In this paper, I want to examine what resources Li offers to help us conceptualize their place in a modernity with Chinese characteristics. Confucian culture is often regarded as authoritarian and hierarchical, less interested than more liberal traditions in an ideal such as freedom. So how does freedom relate to the Confucian root of Chinese culture, as construed by Li? In this paper I explore how Li Zehou’s study of Confucian aesthetics can deliver a novel conception of freedom, one grounded in Confucian thinking about personal cultivation, and aimed at the free creation of delight (樂). (shrink)

The purpose of this thesis is to make explicit the specificity of the following themes: the Bildung (formation/cultivation), education (Erziehung) and experimentation [Experimentieren – Erlebnis (experience)] in Nietzsche’s thought. As for that, it sustains that Nietzsche’s abandonment movement of the formation concept in favor of the notion of education and the subsequent substitution of education by the theme of experimentation, revealed a wide process of conceptual modification through which the author develops a radical theory of the constitution of the (...) human being. There are three distinct, although connected, moments of this process: the first one (chapters 1 and 2) in which the formation theme, not only in Nietzsche’s but in all the German tradition of the eighteenth and nineteenth centuries, is linked to discussions on the educational and formative value of art. For this reason, after presenting a contextualization of the relation between art and formation in the German tradition (chapter 1), it is presented (chapter 2) Nietzsche’s relation – the way it happens in his first important piece of writing The Birth of Tragedy – with the German aesthetic theories that reflected on the Greek culture, more specifically, on the problem of tragedy. Besides showing the influence of these theories on Nietzsche’s idea of formation, it is also shown the particularity of this idea and the elements that enabled the author to criticize the image of Greek serenity. Such critique happened due to the acknowledgement of an irretrievable split between public, art and culture in the Germany of the nineteenth century; the second one, (chapter 3), situated between his first important piece of writing, The Birth of Tragedy, and the extraordinary change of his thought, represented by the work Human, All too Human, is concerned about the problem of the authentic personality formation. In this period, the reflection on the authentic personality formation or the genius formation occurs in two distinct, although complimentary, registers: the first one, of analysis and critique of German teaching institutions, carried out in the five conferences delivered by him in the University of Basileia; and a second one, in which Nietzsche, based on his own experience with Schopenhauer, shows the dangers, the difficulties as well as the peculiarities of the formative experience to which one is submitted in the presence of a true philosopher. At last, the third moment (chapter 4), in which, based on the works produced after Human, All too human, the transformations of Nietzsche’s idea concerning the constitution of the human being are presented, characterized by the abandonment of the notion of formation, by the temporary use of the notion of education and by the choice of the experimentation notion as the most adequate to express the radicalism of the human being constitution process. The experimentation theme is presented in two registers: in the first one (in the first three items of chapter 4), based on Human, All too human; The Dawn and The Gay Science, it is shown the relation between the formation theme and the metaphysics critique based on the valorization of history, psychology and moral analysis; in the second one (in the last two items of chapter 4), it is reached the most advanced and radical formulation of Nietzsche’s thought on the theme of the human being constitution. Since the breach of the novel of self-cultivation (Bildungsroman) in Thus Spoke Zaratustra, dealing with the training and selection theme in On the Genealogy of Morality, to the establishment of figures of the overman and the sovereign individual, it is always focused an imperious obligation, which is to refer the theme of the human being constitution to the notion of experimentation that shows up under the sign of the concept of time and the solitude experience. (shrink)

Historically, culture has been treated as an object in international documents. One consequence of this is that cultural rights in international law have been understood as rights of access and consumption. Recently, an alternative conception of culture, and of what cultural rights protect, has emerged from international documents treating indigenous peoples. Within these documents culture is treated as an activity rather than a good. This activity is ascribed to peoples as well as persons, and protecting the capacity (...) of both peoples and persons to engage in culture is taken to be as basic a component of human dignity as are freedom of movement, freedom of speech, and freedom from torture. It is not an accident that this treatment of culture has emerged from international documents treating indigenous peoples. However, the value of this treatment of culture extends beyond the human rights of indigenous peoples. Treating culture as an activity establishes an understanding of what cultural rights protect that clarifies the relationship between cultural rights and other mechanisms for protecting minorities and frames the role of cultural communities in the realization of human dignity as an important physical and political issue, not just a psychological one. For these reasons, the norms regarding cultural rights that are emerging from international documents treating indigenous peoples are a much-needed step forward for peoples' rights more generally. (shrink)

In Japan, from the pre-war to the post-war period, unique indigenous philosophizing cultures have been nurtured outside academism. The contemporary new philosophical practices which have been recently imported from Europe and North America are welcomed and widespread in Japan because of this indigenous traditional cultural soil cultivated by those local forerunners in the past. In this paper, the 'Life Experience Writing Movement', which was popular from the late Taisho era until the early Showa era, as well as the Science of (...) Thought journal, which was founded by Shunsuke Tsurumi and the other six coteries in 1945 and continued to be published for fifty years until 1996, are discussed. (shrink)

I begin and conclude the article by arguing that culturalisation has contributed significantly to the decline of the Left and its universal ideals. In the current climate of public opinion, ‘race’ is no longer used, at least openly, as a scientific truth to justify racism. Instead, ‘culture’ has become the mysterious term that has made the perpetuation of racist discourse possible. ‘Culture’, in this newracist worldview, is the unquestioned set of traits continually attributed to the non-White Other, essentially (...) to de-world her Being and de-individualise her personhood. In other words, ‘culture’, as it is used in the old anthropological sense, is the magic incantation with which the Other is demonised, mystified, and/or ridiculously oversimplified. I focus on the phenomenon of ‘culturalisation’ as a common new-racist method of de-politicising the Other’s affairs and surrounding socio-political phenomena. The article is an attempt to discredit the paradigm of ‘culture’ as a pseudo-concept used commonly in cultural racism. This cultural racism routinely assumes ‘culture’ to be a natural given almost exactly as the pseudo-scientific paradigm ‘race’ was (and is still) used in some discourses of biological racism. If mentality X attributes categorical differences to different groups of people based on A and A is assumed to be natural, ahistorical, and/or metaphysical, then X is a racist mentality. Obviously, A does not have to be skin-color or ‘blood’ in order for X to be racist. (shrink)

The relevance of the study is the need to reform the educational environment based on the values of inclusion to ensure the accessibility of quality education for all people. The purpose of the study is to justify the need an inclusive culture formation as a culture of acceptance of diversity and mutual understanding. The research problem is the lack of development of an inclusive organizational culture is a barrier to ensuring the availability of quality education in a (...) variety of health limitations and the educational needs of students. The study is based on the analysis of regulatory documents, comparison and generalization of the available approaches in international and Russian theory and practice on the inclusion values issue in the strategy of educational organizations and the formation of an inclusive organizational culture. Results: it was established that the inclusive agenda in education aggravates the problem of the formation of an inclusive organizational culture as a culture of accepting diversity as a value, advantage, significant educational, upbringing, developing resource; staged, the need for a proactive strategy of the formation of intercultural competencies are justified. -/- . (shrink)

Rapid urbanization in Vietnam significantly impacts the environment and human well-being. Public parks are crucial for enhancing social and environmental sustainability in urban areas, yet their establishment and expansion require substantial funding. This study investigates the factors influencing Vietnamese urban residents’ willingness to donate to planting projects in public parks, utilizing the Bayesian Mindsponge Framework (BMF), which combines Mindsponge Theory’s informational entropy-based notion of value with Bayesian analysis. Analyzing data from 535 residents in major Vietnamese cities, we found that while (...) men visit public parks more frequently, they are less willing to donate to planting projects. Older residents visit parks more often and are more willing to donate, while higher-income individuals show greater willingness to donate. Most motivations—such as relaxation, physical activities, nature enjoyment, socializing, and family time—are positively linked to park visit frequency and indirectly to donation willingness. However, only relaxation and enjoyment of nature are directly associated with willingness to donate. Interestingly, higher education levels and visiting parks for children’s educational activities are associated with lower donation willingness. These findings hint at the possible existence of the free-riding problem, gender inequality, ineffective environmental education, and lack of awareness of public parks’ natural value, as well as opportunities to cultivate an eco-surplus culture through nature interactions in public parks. (shrink)

Upon what philosophical foundation are semantic network graphs based? Does this foundation allow for the legitimization of other semantic networks and ontological diversity? How can we design our computational and informational systems to accommodate this ontological diversity and the variety of semantic networks? Are semantic networks segmentations of larger semantic landscapes? This paper explores semantic networks from a Heideggerian existentialist and phenomenological perspective. The analysis presented uses cultural schema theory to bridge the syntactic and lexical elements to the semantic and (...) conceptual dimensions of semantic network graphs and offers reasons why the viability of such graphs as they are currently constructed are insufficient for creating semantic interoperability for our informationtechnologies. Reconceptualizing semantic networks as cultural landscapes offers us. (shrink)

This article analyses the conceptual foundations of the notion of economic security in the context of the organizational culture of the tourism companies of Ukraine. The influence of the organizational culture on the economic security of the companies is justified. The areas of the security services of tourism companies are described. The conditions and criteria for establishing the systems of economic security at tourism.

The article is focused on the investigation of the impact the corporate culture makes on industrial enterprise development. It demonstrates that the formation of the corporate culture principles contributes to raising the level of staff involvement, its labor activity performance, maintaining and reproduction of human capital assets of an enterprise. Investments in the development of corporate culture are considered as an alternative to traditional methods of increasing the efficiency of an enterprise in an uncertain economic environment. Corporate (...) culture development, which involves a commitment to raising the level of knowledge, innovativeness and organization, has a positive effect on the performance and efficiency of the entire company, and aids in the regulation of internal labor relations, preventing potential critical situations. The introduction and development of corporate culture, which includes a certain system of values and behaviors, in modern domestic industrial enterprises is becoming a necessity. The application of the principles and values of corporate culture leads to the long-term success of an industrial enterprise. (shrink)

A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis (Sears & Hyslop‐Margison, 2006). Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to argue for a (...) more expansive and, at the same time, integrated outlook. Patriotism, like Citizenship, is still open to interpretation and potentially in danger of falling short of a richer conception. Education, therefore, needs to incorporate inclusive practices and encourage an integrative mindset in order to accommodate: increasingly complex identities, associations, experiences and continuing changes in the political landscape. In this article, the author argues for the importance of learning ways in which to value and respect diversity while working towards a principle of unity in diversity. Cultivating a subjective sense of membership in a single world polity is vital in matters pertaining to sustainability and justice. In response to considering possible ways of sharing a subjective sense of membership in a single community and some implications for Citizenship, Patriotism and Citizenship Education, this article looks to three areas: ways in which to understand the notion of citizenship and patriotism, cultural crises and the notion of a cosmopolitan nation and, finally, the personal dimension to education for world citizenship. (shrink)

Culture as a dynamic system of meaningful relations can naturally accommodate a hermeneutic analysis. In this essay, the notion of Gadamer’s hermeneutics as involving interpretable meaning throughout experiential reality permits a natural concordance with an understanding of culture as meaningful. The Gadamerian idea that prejudices inform the horizons that make our experiences intelligible is applied to the view that culture is both a self-enclosed structure that is given by one’s horizon and one that continuously points past this (...) horizon in genuine dialogue. Nevertheless, in seeing culture as a coherent system that transcends itself, we are consequently faced with a dilemma regarding the evolution of one’s cultural horizons: whether past horizons can survive the creation of novel ones through dialogue. However, this may be resolved through Gadamer’s understanding of the functions of sameness and difference within horizonal evolution, and how these functions feature in the distinction between a shared ontological ground and the horizons through which the ground is interpreted. Ultimately, we showcase how it is noncontradictory to suppose that culture is both self- and other-referential. (shrink)

The Meaning of Things explores the meanings of household possessions for three generation families in the Chicago area, and the place of materialism in American culture. Now regarded as a keystone in material culture studies, Halton's first book is based on his dissertation and coauthored with Mihaly Csikszentmihalyi. First published by Cambridge University Press in 1981, it has been translated into German, Italian, Japanese, and Hungarian. The Meaning of Things is a study of the significance of material possessions (...) in contemporary urban life, and of the ways people carve meaning out of their domestic environment. Drawing on a survey of eighty families in Chicago who were interviewed on the subject of their feelings about common household objects, Mihaly Csikszentmihalyi and Eugene Rochberg-Halton provide a unique perspective on materialism, American culture, and the self. They begin by reviewing what social scientists and philosophers have said about the transactions between people and things. In the model of 'personhood' that the authors develop, goal-directed action and the cultivation of meaning through signs assume central importance. They then relate theoretical issues to the results of their survey. An important finding is the distinction between objects valued for action and those valued for contemplation. The authors compare families who have warm emotional attachments to their homes with those in which a common set of positive meanings is lacking, and interpret the different patterns of involvement. They then trace the cultivation of meaning in case studies of four families. Finally, the authors address what they describe as the current crisis of environmental and material exploitation, and suggest that human capacities for the creation and redirection of meaning offer the only hope for survival. A wide range of scholars - urban and family sociologists, clinical, developmental and environmental psychologists, cultural anthropologists and philosophers, and many general readers - will find this book stimulating and compelling. Translations: Il significato degli oggetti. Italian translation. Rome: Edizione Kappa, 1986. Der Sinn der Dinge. German translation. Munich: Psychologie Verlags Union, 1989. Japanese translation 2007. Targyaink tukreben. Hungarian translation, 2011. (shrink)

For a long time, popular music has been presented as a field of loisir, devoid of artistic value, social expression of barbaric subcultures and product of a cultural industry aimed at mass distraction. In this perspective, the criticism of Theodor W. Adorno is crucial and, even today, his theses – on the aesthetic inferiority of popular music compared to the “cultivated” music and on the deplorable socio-cultural effects of its diffusion – are still a shared judgment. Even for this reason, (...) they deserve attention. After showing, we will focus on the critics about Adorno’s Theory by the most recent and important scholars. (shrink)

This paper examines Georg Simmel’s philosophy of culture in relation to anthropological debates, developing a historical and a systematic argument: First, I show that Simmel’s approach can be read as a response to the anthropological challenge of modernity. Second, I demonstrate that Simmel’s theory of culture can be brought to bear on current anthropological debates. Focusing on his concept of cultivation, I argue that Simmel advances a transformative concept of humanity that considers both the biological nature of (...) humans and the distinct character of human culture. (shrink)

Abstract: A corn crop typically refers to a large-scale cultivation of corn (also known as maize) for commercial purposes such as food production, animal feed, and industrial uses. Corn is one of the most widely grown crops in the world, and it is a major staple food for many cultures. Corn crops are grown in various regions of the world with different climates, soil types, and farming practices. In the United States, for example, the Midwest is known as the (...) "Corn Belt" due to its extensive corn production. Corn crops can be grown using a variety of methods, including conventional tillage, no-till farming, and the use of genetically modified crops. Due to its importance, there is a need for discovering the corn diseases and treating them. The aim of this study is to propose a deep learning model for the classification of corn leaf diseases based on Convolutional Neural Network. A model for classifying maize diseases was developed using a dataset for classifying Corn diseases that contains 4 classes of disease. The dataset was collected from Keggel website. The proposed model was trained, validated, and tested. The F1-score (99.83%), Recall (99.83%), precision (99.83%), Accuracy (99.83%). (shrink)

Motivation serves as a pivotal driver for achieving optimal work performance, especially in the realm of local government operations. Through a qualitative multiple-case study design, the researchers analyzed the pivotal connection between employees' performance and overall organizational success. Thirteen (13) participants from the first-class municipalities in the first district of Batangas were selected using purposive sampling techniques. Face-to-face interviews were conducted to get the opinions of the participants and were subsequently subjected to thematic analysis. The findings highlight the strong connection (...) between motivational tools and employee preferences. Despite the local government's emphasis on teamwork and collaboration, employees exhibit a strong preference for incentives, rewards, and acknowledgment. Advocating for the systematic integration of employee feedback into motivational strategy formulation and the necessity of comprehensive evaluations of existing tools. Additionally, it underscores the importance of cultivating an inclusive environment where employees actively participate in discussions about motivational approaches. By embracing the proposed motivational plan that considers both organizational and employee perspectives, this research seeks to cultivate a culture of heightened productivity and performance enhancement within local government units. (shrink)

Collaborative learning emphasizes student-to-student interaction and the instructor’s role as a facilitator. Collaborative Online International Learning (COIL) was founded in 2005 by the State University of New York (SUNY) to help schools adapt their single classroom courses to an online, collaborative format and establish strong collaborations with professors with whom they would join classes and co-teach using SUNY COIL conferences and website, as well as pre-established partnerships between the institutions. However, as the globe becomes increasingly interconnected, educational challenges aimed at (...) cultivating intercultural competency become more important (Ceo-DiFrancesco & Bender-Slack, 2016). That is why this study aimed to (1) understand the lived experience of students who went under the COIL program in relation to SDG 12, (2) review the new knowledge students obtained when they took part in the COIL program in relation to SDG 12, and (3) discover the challenges students encountered while participating in the COIL program in relation to SDG 12. The researcher surveyed Filipino and Japanese students who participated in the COIL program concerning SDG12 from St. Patrick School of Quezon City, Kwansei Gakuin University, and Meiwa Senior High School. The study employed qualitative phenomenological research, and pertinent data were obtained through an open-ended survey questionnaire. The study was analyzed using Colaizzi’s descriptive phenomenological method. The results showed that the lived experiences of students who went under the COIL program in relation to SD12 have something to do with all their learnings and enjoyable experiences, intercultural and global interactions, and environmental discussions and action plans related to SDG 12. Moreover, students learned and understood better the negative impact of waste on the environment, environmental awareness and practices, the culture and norms in the Philippines and Japan, and the importance and benefits of collaboration. Lastly, the study also revealed the different challenges students encounter while participating in the COIL program in relation to SDG 12, such as cultural differences, language barriers, technical difficulties, and difficulties in experimentation. Thus, it was recommended to learn to adapt to everyone and adjust according to countries’ different cultures, practice and be proficient with the English language, have backup devices and platforms to use to ease technological problems, and improve implementations of experiments. (shrink)

We decided to use our editors’ introduction to briefly address a difficult, somewhat deeper, and in some ways more classical problem: that of what genuine open mindedness really is and how it can contribute to the Mind Sciences. The material in the collection speaks for itself. Here, and in contrast to the vast collection that is Open MIND, we want to be concise. We want to point to the broader context of a particular way of thinking about the mind. And (...) we want to propose an account of what open mindedness could mean in the context of the contemporary, interdisciplinary Mind Sciences. This variant of open mindedness is characterized by epistemic humility, intellectual honesty, and a new culture of charity. It also has a pragmatic dimension: open mindedness of this kind is research generating and fosters an environment of sincere and constructive interdisciplinary collaboration. And it is profoundly inspired by the classical ideals of philosophy as a pursuit of genuine insight and rational inquiry, the importance of a critical and in a certain sense non-judgmental attitude, and the deep relationship between wisdom and skepticism as an epistemic practice. Finally, and again very classically, open mindedness has an ethical dimension as well: it implies sensitivity to normative issues, including issues of an anthropological, sociocultural, and political kind. By bringing these different strands of ideas together and creating a bigger (and admittedly still sketchy) picture of what “open mindedness” might mean in the interdisciplinary Mind Sciences, we hope to start a conversation about how an open-minded attitude and a charitable culture of collaboration can be cultivated in the future. This is very much intended as an invitation to further think about and develop this topic. We hope our readers will join us in this endeavor. DOI: 10.15502/9783958571044 URL: http://dx.doi.org/10.15502/9783958571044 ISBN: 9783958571044. (shrink)

Science and religion are based on different aspects of human experience. Science is a way of knowing and understanding the natural world, using empirical evidence and testable explanations. Religious faith does not depend only on empirical evidence and typically involves supernatural forces or entities. Thus, science and religion are separate and address the aspects of human understanding in different ways. The dialogue between science and religion is productive from a theological point of view since the world-environment in which the theologians (...) live is most productively studied by the sciences. The Sikh teachings, as recorded in Sri Guru Granth Sahib (SGGS), not only recognize a relationship between religion and science, logic and culture, it describes them to be interdependent. Sikh doctrines enunciate that the pursuits of learning about the cosmos by science and religion are not confrontational but complementary. Sikh precepts stress that the key to creating syncretism between science and religion is to cultivate a spirit of humility among scientists, theologians, faith practitioners, and clerics in front of Infinite Wisdom (Creator). (shrink)

This report aims to offer insights into cutting-edge research on digital well-being. Many of these insights come from a 2-day academic-impact event, The Future of Digital Well-Being, hosted by a team of researchers working with the Royal Netherlands Academy of Arts and Sciences (KNAW) in February 2024. Today, achieving and maintaining well-being in the face of online technologies is a multifaceted challenge that we believe requires using theoretical resources of different research disciplines. This report explores diverse perspectives on how digital (...) well-being can be actively cultivated, while also emphasising the importance of considering individual differences, societal contexts, and nuanced cultural factors. We aim to offer a holistic view of the future of digital well-being, one that will inspire the next generation of designers of online tools, as well as policymakers who will regulate these tools. We start by asking what digital well-being is – how we can best define a concept that is used by diverse stakeholders and researchers from many disciplines in various ways. To do this, we explore the classic ethical theories of well-being, showing how they can give us insights into how the term digital well-being is currently deployed. We then move to look at the existing strategies that have been proposed to actively cultivate digital well-being, exploring the business models that threaten digital well-being and the relative advantages of the digital and non-digital solutions that are currently proposed. On the one hand, digital tools – such as Apple’s Screen Time and app blockers such as Opal and Forest – integrate seamlessly with the digital lifestyles of users. They also create precise metrics for digital well-being, which facilitates their solutions to reduce screen time. On the other hand, non-digital solutions, including mindfulness practices, digital detoxes, and digital well-being coaching, offer a new set of tools to reconnect individuals to their natural rhythms and help to actively promote offline activities. We then move to discuss diversity and how various groups of users have strikingly different digital well-being needs. Embracing neurodiversity in digital well-being is crucial as it strongly impacts the users’ experience of online technologies. When designing for diversity, organisations and designers alike need to prioritise customization for people with physical disabilities, mitigate harmful content for users with mental well-being conditions, address gender stereotypes and online harassment, and be designed in ways that recognize the very real risks of online technologies. This report closes by examining cultural differences. We believe that non-Western conceptions of well-being offer rich sources for enhancing digital well-being insofar as these traditions can inform and inspire the designers of future online technologies. We focus on East-Asian and South-Asian traditions, although in further work we recognise it would be useful to investigate conceptions of well-being that are influential in the Gulf region, Africa, and South America. Each of these areas have ethical frameworks that discuss well-being in depth as well as a rich cultural heritage. In conclusion, this report’s insights underscore the imperative of recognizing diversity in digital well-being, both in terms of cultural contexts and disciplinary perspectives. It emphasises the need for culturally responsive design methodologies and the integration of non-Western philosophical perspectives into current digital well-being research. Embracing this diversity, we believe, offers the best chance to create digital environments that prioritise well-being for users and the societies they live in across the world. Ultimately, we believe that it is not only about designing better online products; it’s about shaping a digital landscape that promotes well-being and flourishing for everyone. (shrink)

In this article I argue that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. I argue that loyal patriotism may result in a myopic understanding of history, an (...) unhealthy attitude of superiority relative to other cultures, and a coerced sense of attachment to one's homeland. (shrink)