In this paper I discuss the Nietzschean notion of a pathos of distance, which some democratic theorists would like to recruit in the service of a democratic ethos. Recently their efforts have been criticized on the basis that the Nietzschean pathos of distance involves an aristocratic attitude of essentializing contempt towards the common man that is incompatible with the democratic demand to accord everyone equal respect and dignity. I argue that this criticism is misguided and that (...) the pathos in question involves encouraging the flourishing of higher types that give meaning and justification to the social order. For Nietzsche, the experience of living under a society that is thus organized leads to the psychological demand to search for spiritual states within a person that can make life worth living. I conclude by considering whether, so conceived, the pathos of distance is compatible with democracy. (shrink)

Nietzsche scholars have developed an interest in his use of “thick” moral psychological concepts such as virtues and emotions. This development coincides with a renewed interest among both philosophers and social scientists in virtues, the emotions, and moral psychology more generally. Contemporary work in empirical moral psychology posits contempt and disgust as both basic emotions and moral foundations of normative codes. While virtues can be individuated in various ways, one attractive principle of individuation is to index them to characteristic emotions (...) and the patterns of behavior those emotions motivate. Despite the surge in attention to Nietzsche’s use of emotions, the literature has tended to lump all emotional states together. In this paper, I argue that what Nietzsche calls the pathos of distance is best understood as the virtue associated with both contempt and disgust. I conclude with a discussion of the bleak prospects for a Nietzschean democratic ethos. (shrink)

Nietzsche talks about shame [scham*, schmach*, schand*] in all of his published and authorized works, from The Birth of Tragedy to Ecce Homo. He refers to shame in over one hundred passages – at least five times as often as he refers to resentment/ressentiment. Yet the scholarly literature on Nietzsche and shame includes just a handful of publications, while the literature on Nietzsche and resentment includes over a thousand. Arguably, this disproportionate engagement has been driven by the fact that English (...) translations of Nietzsche’s writings systematically italicize and transliterate ‘ressentiment’ rather than treating it as the normal word it is. In any case, this chapter aims to fill the gap in the secondary literature by using digital humanities methods to systematically investigate the functions of shame in Nietzsche’s writings. I argue that Nietzsche is ambivalent about shame, depending on the function that it serves. There are four main functions. First, in a society of near-equals, it regulates interactions and incentives in ways that preserve game-theoretic equilibria. Second and relatedly, Nietzsche associates the capacity to experience nuanced and appropriate feelings of shame – and to anticipate them in others – with the pathos of distance, a virtue that he associates with nobility. Third, when shame is directed towards fixed aspects of human nature, it transforms those aspects into vices; by contrast, when it is directed towards malleable aspects of human nature, it may foster self-improvement and virtue. Nietzsche frequently laments the way that shame targets immutable aspects of ourselves. Finally and relatedly, Nietzsche casts counter-shame on those who would direct first-order shame on fixed aspects of human nature, as well as a paradoxical form of uplifting shame on their victims. If this is right, then Nietzsche does not offer a univocal verdict on shame. Instead, like many other emotions and emotional capacities, shame is inescapable, complex, and function-relative. (shrink)

Resumen: En el presente artículo me propongo elucidar el significado del concepto “pathos de la distancia” y sus implicaciones ético-políticas, destacando, además, su sentido y coherencia con el conjunto del pensamiento nietzscheano. La tesis fundamental es que el pathosde la distancia, como característica básica del ideal noble, muestra cómo el concepto de preeminencia política en Nietzsche se diluye siempre en un concepto de preeminencia anímica. La reflexión se enmarca dentro de la crítica nietzscheana de la cultura, la política y (...) la educación, y su propuesta de reforma de los valores dominantes de la sociedad, entre ellos, los que configuran la subjetividad y la individualidad. Se estudian las diversas dimensiones del pathos de la distancia: como articulación jerárquica, como principio de individuación, como parte la Gran Política y como elemento del pensamiento de la cría. Palabras clave: Pathos de la distancia, Valor, Moral, Gran Política, Cría. (shrink)

Introduction -/- 1 Précis -/- 2 Methodology: Introducing digital humanities to the history of philosophy 2.1 Introduction 2.2 Core constructs 2.3 Operationalizing the constructs 2.4 Querying the Nietzsche Source 2.5 Cleaning the data 2.6 Visualizations and preliminary analysis 2.6.1 Visualization of the whole corpus 2.6.2 Book visualizations 2.7 Summary -/- Nietzsche’s Socio-Moral Framework -/- 3 From instincts and drives to types 3.1 Introduction 3.2 The state of the art on drives, instincts, and types 3.2.1 Drives 3.2.2 Instincts 3.2.3 Types 3.3 (...) The semantic neighborhood of drive, instinct, and type 3.4 A theory of (the relations among) instincts, drives, and types 3.4.1 Drives are act-directed rather than outcome-directed dispositions 3.4.2 The reflexive turn in Nietzsche’s drive psychology 3.4.3 Triggers of drive-displacement 3.4.4 Instincts are innate drives 3.4.5 Types are constellations of instincts and other drives 3.4.6 To what extent are types, instincts, and drives fixed? 3.5 Summary -/- 4 From types to virtues 4.1 Introduction 4.2 The state of the art on virtues and values 4.2.1 Virtues 4.2.2 Values 4.3 The semantic neighborhood of virtue and value 4.4 On (the relations among) instincts, drives, types, values, virtues, and values 4.4.1 Virtues are well-calibrated drives 4.4.2 Nietzsche’s type-relative unity of virtue thesis 4.4.3 The type of the criminal 4.4.4 Nietzschean exemplarism and his ad hominem attacks 4.5 Summary -/- 5 Socializing Nietzschean virtues 5.1 Introduction 5.2 Higher-order types 5.2.1 Social character construction 5.2.2 Reflexive character construction 5.3 Eponymous trait terms and Nietzschean summoning 5.3.1 Eponymous trait terms 5.3.2 Nietzschean summoning 5.4 Summary -/- Nietzschean virtues -/- 6 Curiosity 6.1 Introduction 6.2 Curiosity in virtue epistemology 6.3 Curiosity and its affiliated emotions 6.4 Curiosity, perspectivism, and inquiry 6.5 Curiosity as a virtue 6.5.1 A preliminary characterization 6.5.2 Curiosity in the middle through late works 6.6 Summary -/- 7 Courage 7.1 Introduction 7.2 Intellectual courage in contemporary virtue epistemology 7.3 Courage as a virtue 7.3.1 A preliminary characterization 7.3.2 Courage in the middle through late works 7.4 Summary -/- 8 Pathos of distance 8.1 Introduction 8.2 Contempt and disgust in contemporary moral psychology 8.3 The semantic neighborhood of contempt, disgust, and the pathos of distance 8.4 Nietzsche on contempt 8.4.1 Spernere mundum 8.4.2 Spernere neminem 8.4.3 Spernere se ipsum 8.4.4 Spernere se sperni 8.4.5 Nietzsche aims to induce what he considers fitting contempt in receptive readers 8.5 Nietzsche on disgust 8.5.1 The use of disgust: detaching from an ideal 8.5.2 The danger of disgust 8.6 The pathos of distance 8.7 Prospects for a Nietzschean democratic ethos 8.8 Summary -/- 9 Sense of humor 9.1 Introduction 9.2 The semantic neighborhood of laughter, humor, and comedy 9.3 The Nietzschean sense of humor and its functions 9.3.1 From episodic laughter to the sense of humor 9.3.2 Affirmation and inquiry 9.3.3 Negation and inquiry 9.3.4 Affiliation with like-minded inquirers 9.4 Summary -/- 10 Solitude 10.1 Introduction 10.2 Solitude in virtue theory and Nietzsche scholarship 10.3 The semantic neighborhood of solitude 10.4 An account of Nietzschean solitude 10.5 Summary -/- Conclusion -/- 11 Conscience & integrity 11.1 Introduction 11.2 Conscience and integrity in contemporary moral psychology and Nietzsche scholarship 11.2.1 Conscience and integrity in contemporary moral psychology 11.2.2 Conscience and integrity in Nietzsche commentary 11.3 The semantic neighborhood of conscience and integrity 11.4 Distinguishing conscience, good conscience, bad conscience, and intellectual conscience 11.4.1 Conscience 11.4.2 Good conscience 11.4.3 Bad conscience 11.4.4 Intellectual conscience and integrity 11.5 Summary -/- 12 Prospectus 12.1 Future directions in moral psychology 12.2 Future directions in Nietzsche scholarship 12.3 Future directions in digital humanities and the history of philosophy . (shrink)

The objective of this work is to reflect on the usual and the unusual, based on Friedrich Nietzsche's perspective on the opposition between the pathos of distance or nobility and the ethos from the point of view of utility. In order to do so, an analysis of selected excerpts from Nietzsche's works is carried out, mainly On the genealogy of morality and Beyond Good and Evil. According to Nietzsche, there is no ethos, but only pathos, being the (...) ethos, affirmed by asceticism, only a strategy, a cunning and deceitful invention for the conservation of a precarious way of life. It is this ethos that forges and fixes ascetic values that represent the usual, by inverting values from the point of view of the resentful human's utility. Based on this Nietzschean perspective, we seek to reflect on the unusual as an active impulse that characterizes the noble-type pathos of distance, and the usual as a reactive impulse that characterizes the éthos from the point of view of utility. (shrink)

In this paper I argue that Nietzsche’s rejection of egalitarianism depends on equivocation between distinct conceptions of power and equality. When these distinct views are disentangled, Nietzsche’s arguments succeed only against a narrow sense of equality as qualitative similarity (die Gleichheit as die Ähnlichkeit), and not against quantitative forms that promote equality not as similarity but as multiple, proportional resistances (die Gleichheit as die Veilheit and der Widerstand). I begin by distinguishing the two conceptions of power at play in Nietzsche’s (...) arguments, power as quantitative superiority of ability and as qualitative feeling of power (das Gefühl der Macht), an affective state that does not directly correlate with quantitative ability and, because based in resistance (der Widerstand), requires relative equality as its condition. Nietzsche presents four principal arguments against egalitarianism, each concluding that equality harms the flourishing of humanity’s highest individuals. First, equality directly promotes qualitative similarity (die Ähnlichkeit) at the expense of multiplicity (die Vielheit). Second, because material inequalities ground the ‘pathos of distance’ (the recognition of spiritual inequality), equality indirectly undermines the desire for self-development. Third, because it opposes aristocratic conditions, egalitarianism promotes a form of liberalism that removes conditions of constraint necessary to human development. Finally, equality is a less efficient means to human enhancement, which is best promoted through unequal distribution of resources to the most able individuals. I argue that in each case Nietzsche’s argument succeeds only if interpreted according to the quantitative conception of power as superiority, but fails when we also consider the qualitative conception of power as feeling. For the promotion of an individual’s qualitative power is compatible with quantitative power equality. Moreover, because power is felt only in resistance, the feeling of power requires relative equality as its precondition—an alternate sense of equality construed, not as qualitative similarity, but as quantitative resistance from proportional counter-powers. I conclude that Nietzsche’s commitment to the promotion of humanity’s highest individuals does not entail the rejection of moral egalitarianism in every form and even supports certain forms. (shrink)

This paper examines the significance of Epicureanism for Nietzsche’s critique of Christian monotheism and his subsequent attempt to reanimate a kind of this-worldly, affirmative religiosity of immanence. After a brief overview of the pivotal role that Epicurus’ thought plays in the death of God, I focus on Epicurus’ own residual conception of the gods and the ways in which Nietzsche strategically retrieves it and puts it use in his writing. Nietzsche juxtaposes the distant, serene, indifferent Epicurean gods with the omniscient, (...) intrusive, jealous and needy God of middle-Eastern monotheisms. One might say that they constitute a ‘halfway house’ of sorts between Christianity and Nietzsche’s new Dionysian religion of the earth. But they also figure prominently in his own conflicted desire to intervene in the aleatory course of natural history and legislate the the future of humanity: Nietzsche finds he cannot simply look down with “the mocking and aloof eyes” of an Epicurean god upon the degeneration and diminution of the human being under Christian ascetic regimes of cultivation. Ultimately, Nietzsche fails to achieve the divine temperament of the Epicurean gods (looking down from afar on human ignorance, desire and suffering with a noble pathos of distance). Forthcoming 2022. (shrink)

Nietzsche’s texts contain a puzzle about the role of vulnerability in the creation of intimacy and its function on behalf of human flourishing. I describe the interpretive puzzle and its prima facie paradoxical aspects. On the one hand, there are texts in which Nietzsche expresses a longing for intimacy and other texts where he furnishes details about the possibility of intimacy between equals. On the other hand, Nietzsche is severely critical of certain types of intimacy and advocates for a (...) class='Hi'>pathos of distance in human relationships. I claim that Nietzschean intimacy is not an inherently paradoxical concept. A proper understanding of Nietzsche’s anti-humanism provides the resources to resolve the paradox and to use the solution of the puzzle to illuminate Nietzsche’s insights about human psychology. (shrink)

Platonic religiosity is the first of two volumes devoted to the analysis of religiosity or religious feeling (pathos) in Plato. -/- (Back cover) Platonic Religiosity is a hermeneutical attempt to read Platonic works from the perspective of their religiosity. The aspects examined in the book are limited for the moment to the most basic, perhaps even the simplest, dimensions of religious feeling, those involving the representation of a relationship between man and divinity, Earth and Heaven, "low" and "high". Low (...) and high are spatial metaphors constitutive of our thinking. Although, in this case, they indicate the link between man and the super-sensible world, they also presuppose, at all times, the devout feeling (and the risk) of an insurmountable distance and remoteness that divides men from the numen. The need to affirm the relationship partly overcomes the presence of this feeling of distance, but never manages to neutralise it completely. -/- Religious feeling as such always oscillates between two terms: the need to establish a relationship with the divinity, and thus to guarantee its proximity to man, and the affirmation of its transcendence, namely the distance that divides us from the numen, up to the point, eventually, where the danger becomes the greatest: the denial of the god by man (atheism) or the human feeling of being abandoned by the god. The presence of these oscillations in the Platonic texts is analysed in several chapters of the book, devoted to different themes, such as the representations of reciprocity (do ut des), the images of the friendly god and the hostile god, the feeling of the threshold, prayers and invocations, verecundia and nostalgia, the feeling of dependence, the notion of prescience, assimilation to the god, the different types of ineffability, the role of atheism and incredulity, and lastly the notion of conversion, which substantiates Platonic religiosity by characterising it in the sense of a redemption-belief. (shrink)

The brain in its plasticity and inherent 'sociality' can be proclaimed and projected as a revolutionary organ. Far from the old reactions which opposed the authenticity of political theory and praxis to the dangerous naturalism of 'cognitive science' (with images of men in white coats, the RAND Corporation or military LSD experiments), recent decades have shown us some of the potentiality of the social brain (Vygotsky, and more recently Negri 1995 and Negri 2000, Virno 2001). Is the brain somehow inherently (...) a utopian topos? If in some earlier papers I sought to defend naturalism against these reactions, here I consider a new challenge: the recently emerged disciplines of neuronormativity, which seek in their own way to overcome the nature-normativity divide. This is the task of a materialist brain theory today. 1. The setup: horns of a dilemma There is a lingering zone of what one might think of as sore cognitive muscle tissue in the area of materialism. It is an area of both contested territory and in some cases, a kind of pathos of distance of the 'Ugh! Keep that thing away from me!' sort. I have in mind the combination of materialism as an emancipatory socio-political project (which need not be construed in strictly Marx-Engels terms, if we think of Lucretius et al.) and as a cold-hearted 'spontaneous philosophy of the men in white coats', e.g. nefarious neurophilosophers. Faced with this rather massive alternative, this choice between two projects, I have stubbornly been saying since some discussions with Negri in the late 90s. (shrink)

A philosophical critique of George Grant's use of Heidegger that refers in detail to Reiner Schurmann to distinguish the terms "particularity" and "singularity.".

In recent years, Nietzsche’s views on (natural) science attracted a considerable amount of scholarly attention. Overall, his attitude towards science tends to be one of suspicion, or ambivalence at least. My article addresses the “Nietzsche and science” theme from a slightly different perspective, raising a somewhat different type of question, more pragmatic if you like, namely: how to be a Nietzschean philosopher of science today? What would the methodological contours of a Nietzschean approach to present-day research areas (such as neuroscience, (...) astrophysics, synthetic biology or climate studies) amount to? In other words, my paper reflects a shift of focus from author studies to extrapolation. The design of my article is as follows. I will start with the question (already widely discussed in the expert literature) to what extent Friedrich Nietzsche (a classical philologist by training) managed to familiarise himself with the natural sciences of his epoch. Subsequently, I will outline some basic methodological and conceptual ingredients of Nietzsche’s philosophy of science, focussing on core issues such as “genealogy”, “interpretation”, “enhancement” and “truth”. Next, I will elucidate Nietzsche’s genealogical methodology with the help of three case studies (three representative samples if you will) taken from Nietzsche’s writings and dealing with physiology, astronomy and neuro-psychology respectively. Finally, I will present the methodological contours of a Nietzschean understanding of contemporary technoscience. (shrink)

The Covid-19 virus has affected everyone, and some are still getting better. The changes the pandemic brought about pushed us to use conventional survival methods. It is necessary for both teachers and students to quickly switch to an entirely new method to carry on with their school program This study aims to ascertain the elementary teachers' attitude toward changes and how it mediates the job-related issues that the pandemic brought about, particularly in the mode of delivery of learning during these (...) times, as well as its impact on the coping response that the teachers use to cope up with these changes. To assess the current state of the variable, the research employs a descriptive survey methodology. The study revealed that teacher respondents’ profiles were significantly influenced by the coping response; the data presented that age is the only variable with a significant relationship with the coping response, while between job-related issues and coping strategies, the data show that the distribution/retrieval of modules influences all facets of coping strategy. It is also found that the respondent’s job-related issues significantly correlate with all the attitudes toward change. Most evidently the effect of the authentic assessment and students’ engagement with the teacher’s resistance to these changes in distance learning. This study recommends that school conduct seminars promoting work-life balance as well as administrators assisting teachers when it comes to the use of technology. (shrink)

This study sought to examine the factors affecting the Science, Technology, Engineering and Mathematics (STEM) students’ Mathematics performance in a modular distance learning at Notre Dame Village National High School (NDVNHS). In particular, the researcher was interested to determine if these factors had a significant effect on the students’ Pre-Calculus and General Mathematics performance considering the number of hours spent in modular learning. The period covered by the study was during the first semester of the school year 2020-2021. The (...) respondents were all 67 Grade 11 STEM students of NDVNHS. A quantitative research design was utilized particularly using Multivariate Analysis of Covariance (MANCOVA). The findings of the study revealed that majority of the STEM students had a good performance in their Mathematics subjects for the first semester. Also, the factors specifically type of motivation (intrinsic or extrinsic) and support system (parents, siblings, relatives, friends, or classmates) had statistically significant effect on their mathematics performance in the new normal considering the amount of time they spent in learning using modules. Moreover, there were statistically significant differences in both Pre-Calculus and General Mathematics performances between the type of motivation and support system when adjusted for the number of hours spent in modular learning. Based on the findings, the study concluded that the students’ motivation and support system can greatly affect their mathematics performance when controlling for the allocated time in modular learning. Especially in Pre-Calculus and General Mathematics, motivation and support system are important factors in learning using modules. In the new normal education, the students should increase their level of motivation as well as exposure in self-learning and be given full support towards the processes in the modular approach of distance learning. (shrink)

This paper offers a critical analysis of the use of the idea of distance in philosophical anthropology. Distance is generally presented in works of philosophical anthropology as the ideal coping strategy, which rests in turn on the thesis of the instinct deficiency of the human species. Some of the features of species life, such as its sophisticated use of symbolic forms, come to be seen as necessary parts of this general coping strategy, rather than a merely expressive outlet, (...) incidental to the ultimate goal of life preservation. The paper analyses the arguments used in support of the thesis of instinct deficiency in Hans Blumenberg and considers their implications for the status of symbolic expression in species life. It contrasts the approach this thesis involves with one that proceeds by presenting and arguing from biological evolutionary evidence. The contrast is used to examine the questions: in what sense instinct deficiency is specifically anthropological, and in what precise sense philosophical anthropology is ‘philosophical’. (shrink)

The shift from conventional, face-to-face classroom teaching to distance education is a complex process that brings various challenges. To better understand the impact of this transition, the researchers examined the perceptions of secondary science teachers (n = 42) and students (n = 137). Specifically, the study focused on evaluating learner-centered, action-oriented, and transformative learning – referred to as LCAOT learning – in science distance education. The researchers developed a 26-item, 4-point Likert scale questionnaire that was distributed online to (...) the target respondents. Additionally, the researchers interviewed teachers and students and analyzed various documents, such as self-learning modules and learners’ activity sheets, to triangulate the survey data. The findings revealed that the principles of LCAOT learning were apparent in science distance education and exemplified through tools such as the Know, Want to Know, and Learned charts and personal journals. The study also revealed that teachers and students faced challenges during the transition to distance education, including inadequate equipment and poor internet connectivity. However, they responded to these challenges by using various means of communication, collaborating with peers, and exploring new roles and identities. The researchers recommend using the developed instrument and continuing to evaluate the effectiveness of teaching strategies employed in distance education in science, as well as further studies on the impact of LCAOT learning on students’ academic achievement. (shrink)

This paper reconsiders the Idealistic aesthetics of tragedy from an unconventional point of view. It investigates the relationship between theory and dramatic canon by focusing on those works and authors that are excluded from the canon by the theoretical discourse. My aim is to show that Idealist philosophers and Romantic critics concur in constructing a unitary model of the tragic conflict that is partly defined through its contraposition to the ‘Senecan’ conception of tragedy as a representation of suffering and as (...) a dialectic of passions. Seneca here stands for an entire line of European dramaturgy, which involves Shakespeare and culminates in French Classicism. This contrast does not merely concern a literary model, but also, more generally, the conception of subjectivity underlying the dramaturgy of passions. This paper thus helps to shed light on the controversial relationship between the idealistic philosophy of the tragic with modern tragedy at large. -/- Keywords: Theory of Tragedy, Idealism, Seneca, Hegel, Pathos . (shrink)

Distance education has quickly been integrated into the education system anywhere, and the pandemic has intensified the need for it. The Philippines is just one of the countries that grappled with the effects of the unseen enemy; therefore, leaning mainly to home-based learning just cope to the need for learning and continuity. This study aimed to elicit the satisfaction level of Filipino college students both enrolled in private and public higher education in the country. To proceed with the study, (...) the researchers adapted an 18-item questionnaire to find out the satisfaction level of the students in the home-based learning modality implemented in the entire country during the school year 2022 – 2023. Using the satisfaction scale adapted from Nabayra and Tambong (2023), results showed that Filipino students had an overall slight satisfaction with the implemented home-based learning modality. Moreover, the demographics, namely gender, year level, type of institution, and type of home-based learning modality, are not directly associated with students' level of satisfaction, which can only contribute less than 1% of the variance to their satisfaction. (shrink)

In this research, the author presents the lived experience of a graduate student and how she has overcome the feeling of isolation and challenges in distance learning. The participant of this qualitative phenomenological study is student from Visayas State University Open University (VSU-OU). This qualitative phenomenological study (Chambers, 2013) seeks to measure the in-depth experience of a distance learner from the southern Philippines and systematically analyze the culture of distance learning in order to understand the phenomenon of (...) isolation and be able to share in future studies. With in-depth personal interview, this study also allows readers to witness his personal stories which may validate others’ experiences who may not have an avenue to research about – hence phenomenological. It used the thematic qualitative approach in organizing the data presented in the study which involves analyzing themes and patterns she experienced in the phenomenon. It also mentions the respondent’s steps of overcoming isolation in distance education and avoiding quitting the study. And to do so, a network of connection among learners and university shall be present in order for a distance learner to succeed in the mode. (shrink)

The knowledge of truth, in Plato, is an experience that calls for conversion of the soul (μεταστροφή, περιστροφή). The basic feature of this experience consists in some sort of connection, which is constantly at work, between rational arguments and their non-rational conditions, briefly, lógos and páthos. How does this connection show up in Plato? Its crucial importance emerges many times at both narrative (récit) and theoretical level. In the three parts of my contribution, I show how logos-pathos intertwines with (...) Plato's notion of conversion considered as a double-sided phenomenon, as both "process" of moral education and "noetic event". (shrink)

This paper is a critical appraisal of Lee’s framework (2020) for the Community of Inquiry (CoI) pedagogy in light of Garrison’s work (2000, 2001, 2010, 2016, 2017) in the context of synchronous and asynchronous distance learning. Using the latter as springboard, Lee’s CoI framework is examined based on Garrison’s three presences: cognitive, social, and teaching presence. The paper discusses the similarities between Lee’s CoI and Garrison’s CoI, and expounds on the differences between the two (i.e. the end goal of (...) a CoI for cognitive presence, the realization of asynchronous social presence, and the role of the facilitator in teaching presence). It also presents practical suggestions to improve Lee’s CoI in a distance education setting. Lastly, it concludes with institutional recommendations for applying CoI for distance learning in the Philippine context. (shrink)

Abstract: This paper examined the use of educational management information system in distance learning education University of Lagos. Descriptive Survey research method was adopted for the purpose of this study. A total of one hundred and twenty students participated and returned questionnaire were found useful for analysis. The test of hypothesis was done using simple percentage. This article revealed that EMIS will help to properly measure and evaluate the performance of distance learning education University of Lagos, that EMIS (...) is useful for effective planning of distance learning education University of Lagos and that there is a significant relationship between EMIS and quality Distance education delivery in University of Lagos. There is need for reengineering and integration of Education management information system with learning management system software in University of Lagos. (shrink)

This article examines A.J. Heschel’s “Theology of pathos” in light of the critique Eliezer Berkovits raised against it. Heschel’s theology of pathos is the notion of God as the “most moved mover”, who cares deeply for humans, and thus highly influencing their prophetic motivation for human-social improvement. Berkovits, expressing the negative-transcendent theology of Maimonides, assessed that Heschel’s theology of pathos is not systematic, is anthropomorphic, and reflects a foreign Christian influence. However, when checking Berkovits’s own views as (...) a thinker, it turns out that he formulated some immanent theological notions that were overlapping those of Heschel, for example in attributing God the personal trait of caring. Surprisingly, most Heschel’s scholars did not consider this point. This riddle addressed here in two ways: (1) Psychological and Social, on which I understand Berkovits’s critique as a way of coping with his own religious perplexities, and in a wider sense, it is asserted that trans-denominational critique may be a discursive opportunity for mutual corrigibility. (2) Theological, since Heschel and Berkovits indeed faced a similar theological challenge, of rejecting any description of God as anthropomorphism. I thus offer a constructive theological argument for providing a justification to the immanent theologies of both Heschel and Berkovits. (shrink)

This study aimed to examine the challenges encountered by science teachers in implementing modular distance learning and the coping strategies they employed to address these challenges. Using a mixed-method research approach, data were collected through a survey of thirty-eight Junior High School science teachers in Mandaon District in Masbate, Philippines. Findings revealed that the implementation of modular distance learning presented various challenges, including technical problems, distribution and retrieval difficulties, student utilization issues, and unreliable assessment results. To cope with (...) these challenges, teachers employed various strategies, including attending ICT training, asking for technical assistance, developing income-generating projects, and utilizing differentiated instruction and targeted assessments. The study also highlights the need for more parental involvement, adequate funding for schools, clear instructions and guidance to students, and proper monitoring of student performance. Overall, the study suggests that with effective implementation and support, modular distance learning can be an effective mode of instruction, particularly during times of crisis. (shrink)

I seek to re-approach the longstanding debate concerning the moral relevance of physical distance by emphasising the important distinction between evaluations of wrongdoing and evaluations of blameworthiness. Drawing in particular on Quality of Will accounts of blameworthiness, I argue that proximity can make an important difference to what qualifies as sufficient moral concern between strangers, and therefore to evaluations of blameworthiness for failures to assist. This implies that even if two individuals (one distant, one proximate) commit an equivalent wrong (...) in ignoring preventable suffering, it can still be the case that the proximate individual is more blameworthy insofar as their disregard expresses a more reprehensible attitude. I argue that emphasising this distinction allows us to make sense of a range of conflicting intuitions with regards to the effects of physical distance on our obligations to assist. (shrink)

This study examined the degree to which students indulge in six prominent misconducts in Distance Education Institutions (DEIs). The study also quantified how class size, instructional delivery and institutional policies predict students’ indulgence in sharp practices using a general linear modelling approach. A sample of 871 participants was drawn from 1,742 final-year students across two DEIs in Nigeria. A structured questionnaire was used for data collection. The questionnaire had acceptable psychometric estimates of dimensionality, content and construct validity, as well (...) as reliability. Sharp practices such as cheating, plagiarism, falsification, impersonation, and arm-twisting were more prevalent in large classes, whereas only inducement was higher in small classes. Class size influenced students’ indulgence in sharp practices in DEIs. Instructional delivery and institutional policies negatively predicted students’ indulgence in the six sharp practices. Almost all the six sharp practices correlated positively and significantly, except for impersonation and inducement. Therefore, distance education students who cheat, plagiarize, arm-twist, falsify records, induce lecturers, and promote impersonation are more likely to indulge in other forms of sharp practices. It was concluded that large class sizes, poor instructional delivery, and poorly implemented institutional policies promote sharp practices among distance education students. Based on this conclusion, key policy and research implications are discussed. (shrink)

The study was conducted to determine the pitfalls encountered by grade five teachers during modular teaching and learning. Specifically, it aimed to find out the pitfalls encountered by teachers along with students’ comprehension, students’ academic behavior, monitoring of students’ education, and physical interaction with the learners. The personal profile of teachers, out of the total respondents (56), most of the teachers are female-dominated. Most of them belong to the age bracket of 34 to 45 and most of the teachers are (...) married. Most of the teachers had attended post-graduate studies. Most respondents are still young in the service, holding Teacher 2 and Teacher 3 positions, and attending local, national, and regional training. On the level of pitfalls encountered by teachers in modular teaching and learning, most respondents experienced a slight gravity level in the four aspects. The computed average weighted mean along comprehension is 2.50, along academic behavior is 2.54, along monitoring of students’ performance is 2.58, and along physical interaction is 2.79. All have an equivalent value of moderately grave. There is a specific profile of teachers that is significantly related. Age is significantly associated with monitoring students’ learning. The computed r value is .270, while the calculated significance level is 0.04. Training attended by the teachers is significantly related to some aspects of students’ comprehension, (computed sig. value is 0.04 and physical interaction is .02), which is lower than the .05 level of significance. The grade five teachers who served as respondents are mostly female dominated; they are in their early forties and married. Most of them are attending post-graduate studies and have attended relevant training. Second, the level of teachers’ pitfalls is mostly moderately grave. In addition, age is significantly related to monitoring, training is significantly associated substantially with physical interaction and comprehension. (shrink)

It has been claimed that the only way to avoid action at a temporal distance in a temporal continuum is if effects occur simultaneously with their causes, and that in fact Newton’s second law of motion illustrates that they truly are simultaneous. Firstly, I point out that this interpretation of Newton’s second law is problematic because in classical mechanics ‘acceleration’ denotes a vector quantity. It is controversial whether vectors themselves are changes as opposed to properties of a change, and (...) therefore if they can count as effects. Secondly, I argue that the problem of action at a temporal distance is generated by the assumption that forces operate on their effects, but that this assumption is not easily reconciled with Newton’s third law of motion, which is best read as saying that forces operate between objects. On that reading, there is no problem of action at a temporal distance even in a temporal continuum just as long as interacting objects coexist. (shrink)

This paper is a test case for the claim, made famous by Myles Burnyeat, that the ancient Greeks did not recognize subjective truth or knowledge. After a brief discussion of the issue in Sextus Empiricus, I then turn to Plato's discussion of Protagorean views in the Theaetetus. In at least two passages, it seems that Plato attributes to Protagoras the view that our subjective experiences constitute truth and knowledge, without reference to any outside world of objects. I argue that these (...) passages have been misunderstood and that on the correct reading, they do not say anything about subjective knowledge. I then try out what I take to be the correct reading of the passages. The paper concludes with a brief discussion of the importance of causes in Greek epistemology. (shrink)

Background: Pandemics are challenging for clinical and public health agencies and policymakers because of the scientific and medical uncertainty that accompanies novel viruses like COVID-19 makes an increase of morbidity and mortality prominent. Consequently, there is a need to evaluate the public perception of social distancing, lockdown obligatory, and response satisfactory during the pandemic. Methods: This cross-sectional survey used an anonymous online google based questionnaire to collect data from respondents via social media platforms. The online survey was conducted among social (...) media users from 1st to 30th April 2020. A snowball sampling technique was employed to recruit respondents for the survey. A total of 1,131 respondents responded across the country. Results: Nine out of every ten respondents believed that social distancing is an effective measure to reduce the spread of COVID-19. Also, 8 out of every ten respondents agreed with the lockdown measures. However, just 36.8% think their government is doing enough to stop the outbreak, and only 25% of the respondents were satisfied with the country’s response to the worldwide epidemic. The age of respondents was found to be significantly associated with satisfaction with emergency response during pandemics. Conclusion: It could be concluded that Nigerian public accepted social distancing as an effective way of curbing the spread of COVID-19 and general acceptance on lockdown obligatory; however, more than half of respondents expressed non-satisfactory with government and other agencies responses during the pandemics. (shrink)

We perform an experimental investigation using a dictator game in which individuals must make a moral decision —to give or not to give an amount of money to poor people in the Third World. A questionnaire in which the subjects are asked about the reasons for their decision shows that, at least in this case, moral motivations carry a heavy weight in the decision: the majority of dictators give the money for reasons of a consequentialist nature. Based on the results (...) presented here and of other analogous experiments, we conclude that dicator behavior can be understood in terms of moral distance rather than social distance and that it systematically deviates from the egoism assumption in economic models and game theory. (shrink)

This paper considers whether an analogy between distance and dissimilarlity supports the thesis that degree of dissimilarity is distance in a metric space. A straightforward way to justify the thesis would be to define degree of dissimilarity as a function of number of properties in common and not in common. But, infamously, this approach has problems with infinity. An alternative approach would be to prove representation and uniqueness theorems, according to which if comparative dissimilarity meets certain qualitative conditions, (...) then it is representable by distance in a metric space. I will argue that this approach faces equally severe problems with infinity. (shrink)

Getting a graduate education is one of the most important parts of a professional in a field. It allows them to climb higher in the professional rankings or even get higher pay for their academic work. All graduate students are adults and self-directed due to their past experiences in work or practice. However, when the pandemic hit the world, these self-directed learners were not spared from shutting of schools. In the Philippines, most graduate schools deliver their lessons through the traditional (...) mode or face-to-face until the pandemic that they shifted in the emerging online learning modality. Using the mixed method of quantitative and qualitative type of study the researchers were able to gather 419 graduate students from various regions of the archipelago to take part in the study. The researchers found out that upon experiencing the benefits of online learning, graduate students want to continue this modality even in the future. More than a third of the respondents also claimed that they want the blended or hybrid type of graduate studies as opposed to going back to the more traditional face-to-face classes. The reasons for these can vary on each learner’s situation. (shrink)

Due to the COVID-19 outbreak, education was interrupted. To continue offering high-quality education led to a dramatic transition away from face-to-face instruction and to blended learning. However, modular distance learning, as one of the adaptable learning modes, was chosen by most parents. Hence, this study seeks to determine the role of parents in the effectiveness of modular distance learning during the COVID-19 pandemic era, ascertain whether there is a relationship between the parents’ roles and their backgrounds, determine whether (...) there is a relationship between the parents’ backgrounds and the children’s academic performance and determine whether the child’s educational performance was related to the role of the parents. A survey questionnaire was used to acquire information on the parents’ profiles and the role they played or did not play. Mean, frequency count, and Spearman correlation were used to analyze the data. Results showed a relationship between parents’ profiles and roles in their child’s academic achievement. The children’s academic performance in modular distance learning is boosted, mainly if the parents work and earn a higher income. Modular distance learning is effective when parents act as friendly teachers and motivators for their children and are employed in either public or private agencies. -/- . (shrink)

Face-to-face learning engagement has been suspended due to the health crisis that affected the whole world. This led to the adaptation of modular distance learning to continue delivering quality education. As the transition continues, its effectiveness has been frequently assessed. The key purpose of this study is to determine the relationship between the level of implementation of modular distance learning and English Writing Proficiency among the senior high school students in Saint Joseph College Maasin City School year 2021-2022. (...) The study employed a descriptive correlational design with 39 purposively chosen respondents. The main tools used in gathering the data were questionnaires, learning modules, and rubrics. Findings revealed that the implementation of modular distance learning (MDL) has an overall very satisfactory rating based on the perception of the students. The student’s perception of the implementation of modular distance learning and their writing proficiency is significantly related. Moreover, it revealed that students had difficulties in finding supplementary learning materials and educational support from home. The researcher recommends a set of guidelines for the successful and effective implementation of modular distance learning as the output of the study. (shrink)

Abstract: The development of technology pushes human to increase productivity by changing manual system to automatic system. Modernization affect almost all aspect especially in art. Batik is a ancestor legacy of indonesian people that recogized by UNESCO as culture legacy of Indonesia yet batik industries are not develop as much. Modernization in batik art is expected to optimize its productivity. This research design algorithm and the program in MATLAB that used for controlling movement protype of batik maker 2 dof cartesian (...) robot. The input data is a picture that will be processed to obtain the order of coordinate edge. Then it procesed and sent to plantby using MATLAB based on Graphical User Interface (GUI). The 2 dof Cartesian robot and a pen (end effector) is used to draw a pattern. A servo motor is installed to activate end effector and two stepper motor coupled with thread mechanic that used to move it towards the X and Y axis. Testing is done by sending coordinat orders to the plant or by observing drawing process order. Obtained error from program and algorithm testing is 2,32% . (shrink)

In this paper, I argue that one approach to normative political theory, namely contextualism, can benefit from a specific kind of historical inquiry, namely genealogy, because the latter provides a solution to a deep-seated problem for the former. This problem consists in a lack of critical distance and originates from the justificatory role that contextualist approaches attribute to contextual facts. I compare two approaches to genealogical reconstruction, namely the historiographical method pioneered by Foucault and the hybrid method of pragmatic (...) genealogy as practiced by Bernard Williams, arguing that they both ensure an increase in critical distance while preserving contextualism’s distinctiveness. I also show, however, that only the latter provides normative action-guidance and can thus assist the contextualist theorist in the crucial task of discerning how far certain contextual facts deserve their justificatory role. I prove this point by showing how a pragmatic genealogy of the practice of punishment can inform the contextualist’s reflection about the role this practice should play in a transitional scenario, i.e. in the set of circumstances societies go through in the aftermath of large-scale violence and human rights violations. (shrink)

The most prominent strand of moral thought in the African philosophical tradition is relational and cohesive, roughly demanding that we enter into community with each other. Familiar is the view that being a real person means sharing a way of life with others, perhaps even in their fate. What does such a communal ethic prescribe for the coronavirus pandemic? Might it forbid one from social distancing, at least away from intimates? Or would it entail that social distancing is wrong to (...) some degree, although morally permissible on balance? Or could it mean that social distancing is not wrong to any degree and could, under certain circumstances, be the right way to commune? In this article, I defend the latter view. I argue that, given an independently attractive understanding of how to value communal relationship, distancing oneself from others when necessary to protect them from serious incapacitation or harm can come at no cost to right action. However, I also discuss cases in which social distancing would evince a lack of good character, despite being the right thing to do. (shrink)

The possibility of employing human enhancement interventions to aid in future space missions has been gaining attention lately. These possibilities have included one of the more controversial kinds of enhancements: biomedical moral enhancement. However, the discussion has thus far remained on a rather abstract level. In this paper we further this conversation by looking more closely at what type of interventions with what sort of effects we should expect when we are talking about biomedical moral enhancements. We suggest that a (...) more grounded way to picture moral enhancement, at least in the near term, is to envision a form of cognitive enhancement that also provides some moral benefits by heightening the enhanced person's capability for acting according to their own subjective moral code. While this concept of moral adherence enhancement also has relevance for the moral enhancement discussion more widely, in this paper we apply it specifically in the context of space missions. We argue that there are weighty reasons to consider making biomedical enhancements of the proposed kind a mandatory feature of early-phase long-distance space travel because these missions are high-stakes in nature and take place in an environment where the enhancement could be seen as conferring important advantages while negating many of the traditional arguments weighed against it. (shrink)

The primary purpose of the study was to determine the level of parents’ engagement in the modular learning of elementary school students. The researchers used survey questionnaires as an instrument, utilized the descriptive type of research and total population sampling in the selection of the respondents, the entire parents of Grades 4-6 was studied. The respondents of this study are the 30 parents which are categorized based on their educational attainment and family monthly income. The researchers used the adapted research (...) questionnaire from the study of Gumapac, et al., (2022) which based on the three indicators: sustaining motivation, coaching and tutoring and monitoring student’s compliance. The result of the study showed that there is no significance difference in the parents’ level of engagement in modular learning when categorized according to educational attainment and family monthly income. Parents are encouraged to continue to support and motivate their children in various aspects and encourage their children to continue in schooling despite on the family income or educational attainment of their parents. Furthermore, the future researchers should conduct the same study in different schools, particularly in Island Garden City of Samal. (shrink)

Abstract: This paper examined the influence of admission policy on the admission of students into Distance Learning Education Programme in University of Ibadan. Descriptive survey research method was adopted for the purpose of this study. The total number of staff who participated in this study was three hundred (300) which comprises of both non-academic and academic staff. But only two hundred and forty-five (245) staff returned questionnaire that were finally used for data collection. Chi-square test analytical method was used (...) for data analysis. This article revealed that quota system on admission policy is not applicable in distance learning education in University of Ibadan. That there is no Catchment area policy on admission in distance learning education university of Ibadan, and that there is no discriminatory school fee for students in distance learning education in university of Ibadan. This study recommended that there should be abolishment of the catchment area and quota policies of admission in Higher Education in Nigeria. Educationally backward states should develop remedial programmes for their indigenes. Policy on discriminatory fees should be moderated. (shrink)

Unmanned systems bring risk asymmetry in war to a new level, making martial virtues such as physical courage by and large obsolete. Nonetheless, the dominant view within the military is that using unmanned systems that remove the risks for military personnel involved is not very different from using aircrafts that drop bombs from a high altitude. According to others, however, the use of unmanned systems and the riskless killing they make possible do raise a host of new issues, for instance (...) the question to what extent the willingness to take risks is part of the military profession. This article addresses that existential question, but also the question of whether the elimination of all risk would make the military profession a less moral one. To that end, it juxtaposes the military viewpoint that riskless killing by means of drones is morally uninteresting with the more critical viewthat such riskless killing is in fact highly problematic. (shrink)

This qualitative study utilized the narrative approach to determine the advantages and disadvantages of printed modular distance learning in terms of lesson preparation and assessment of students’ outputs based on the experiences of six teachers in a public elementary school in Negros Occidental in the School Year 2021-2022, the strategies they employed in lesson preparation and assessment of students’ outputs, and the insights they gained into their strategies when they engaged in printed modular distance learning modality. The findings (...) reveal the following: (a) Modules are readily available for the only advantage of the printed modular distance learning in terms of lesson preparation; (b) Students’ outputs are well-thought-out for the only advantage of the printed modular distance learning in terms of assessment of students’ outputs; (c) Lessons are inappropriate and lesson preparation is delayed for the disadvantages of printed modular distance learning in terms of lesson preparation; (d) The authenticity of students’ outputs is dubitable for the only disadvantage of printed modular distance learning; (e) Be creative and flexible for the strategies employed by teachers in lesson preparation; (f) Verify the authenticity for the only strategy employed by teachers in the assessment of students’ outputs; (g) Flexibility and creativity may make lesson preparation easy for the insights gained by teachers into their strategies in terms of lesson preparation; and (h) Time management and appropriate assessment tools may facilitate assessment of students’ outputs for the insights gained by teachers into their strategies in terms of assessment of students’ outputs. The teachers were able to prepare their lessons and assess their students’ outputs despite the drawbacks of printed modular distance learning with effective strategies. (shrink)

My research into Virtual Reality technology and its central property of immersion has indicated that immersion in Virtual Reality (VR) electronic systems is a significant key to the understanding of contemporary culture as well as considerable aspects of previous culture as detected in the histories of philosophy and the visual arts. The fundamental change in aesthetic perception engendered by immersion, a perception which is connected to the ideal of total-immersion in virtual space, identifies certain shifts in ontology which are relevant (...) to a better understanding of the human being. This understanding was achieved through a broad inquiry into the histories of Virtual Reality, philosophy, and the visual arts and has lead to the formulation of an aesthetic theory of immersive consciousness indicative of immersive culture. The primary subject of this discourse is immersion then: an experience which will be identified within the dissertation as the indispensable characteristic of Virtual Reality. The understanding of immersion arrived at here will be used to fashion a synchronous theory of art particularly informed by encounters and concepts of immersion into virtuality. To sufficiently address this subject in a scholarly fashion, I have researched, found and accumulated aesthetic and philosophic examples of immersive tendencies, as found within the histories of art and philosophy, which subsequently contributed towards the articulation of what I have come to call immersive consciousness. As a result of formulating such an immersive consciousness, a good deal of the basis for the questioning of the Western ontological tradition has been found in the Western tradition itself when we look with new eyes and ask new uncertain questions. Moreover, this immersive consciousness will be used to propose some abstract questions encircling today's electronic-based culture. Through the structuring of the argument within the thesis - and overtly within the conclusion - I have articulated a non-teleological creative strategy which provides the basis for an unconstraining integration of noologies (ways of semblancing the thinking process). This strategy provides a means of exemplifying - and for honoring - various methods of thinking. This structuring strategy is consistent with the 'hacker ethic' as defined by Steven Levy, as a demand that access to computers - and anything which might teach us something about the way the world works - should be unlimited and total. To follow this strategy, this dissertation has set out to understand how topical conceptions of virtual immersion connect to pre-existing systems of thought as revealed in art as they have extended out of antecedent ontological self-understandings, historical human self-understandings which have evidenced themselves in the elaboration of technological objectives. To do this I have forged a certain rhizomatic paternity/maternity for Virtual Reality within this dissertation by joining choice immersive examples of simulacra technology into mental connections with the relevant examples culled from the histories of art, architecture, information-technology, sex, myth, space, consciousness and philosophy. (shrink)

Despite a growing body of research on the sociology of time and, analogously, on the sociology of sport, to date there has been relatively little sports literature that takes time as the focus of the analysis. Given the centrality of time as a feature of most sports, this would seem a curious lacuna. The primary aims of this article are to contribute new perspectives on the subjective experience of sporting injury and to analyze some of the temporal dimensions of sporting (...) “injury time” and subsequent rehabilitation. The article is based on data derived from a 2-year autoethnographic research project on 2 middle/long-distance runners, and concludes with some indicative comments regarding the need for sports physiotherapists and other health-care practitioners to take into account the subjective temporal dimension of injury and rehabilitative processes. (shrink)

:In this essay, I present an account of forgiveness as a process of emotional distancing. The central claim is that, understood in these terms, forgiveness does not require a change in judgment. Rationally forgiving someone, in other words, does not require that one judges the significance of the wrongdoing differently or that one comes to the conclusion that the attitudes behind it have changed in a favorable way. The model shows in what sense forgiving is inherently social, shows why we (...) should be pluralists about it, and provides a basis for arguing against the existence of necessary conditions of forgiving. (shrink)