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)

By observing processes of art perception two contradicting phenomena come to the fore: a feeling of closeness and distance at the same time. The phenomenologists Martin Heidegger and Bernhard Waldenfels describe this connection as a matter of being ("Seinsweise") of images, that allows new views of the world whereas the two cultural anthropologists Ernst Cassirer and Hartmut Böhme note that the connection between both can be seen as the basis of experience ("Erlebnisweise") of images and therefore serves for communication. (...) Here one can see, knowledge-oriented notions the former promote do not exclude semiotic notions the latter imply. (shrink)

It is widely held that it is good to conceive of one's life narratively, but why this is the case has not been well established. I argue that conceiving of one's life narratively can contribute to one's flourishing by mediating to oneself a second-person experience of oneself, furnishing one with valuable second-personal productive distance from oneself and as a result self-understanding. Drawing on Eleonore Stump's theory that narratives re-present to their audiences the second-person experiences they depict, (...) I argue that conceiving of one's life narratively facilitates taking on the second-person experience that an audience would have in hearing one's life narrative, mediating how someone from a second-person perspective might perceive oneself and as a result yielding valuable self-understanding. I conclude with some practical implications. (shrink)

Translation from German to English by Daniel Fidel Ferrer -/- What Does it Mean to Orient Oneself in Thinking? -/- German title: "Was heißt: sich im Denken orientieren?" -/- Published: October 1786, Königsberg in Prussia, Germany. By Immanuel Kant (Born in 1724 and died in 1804) -/- Translation into English by Daniel Fidel Ferrer (March, 17, 2014). The day of Holi in India in 2014. -/- From 1774 to about 1800, there were three intense philosophical and theological controversies underway (...) in Germany, namely: Fragments Controversy, the Pantheism Controversy, and the Atheism Controversy. Kant’s essay translated here is Kant’s respond to the Pantheism Controversy. During this period (1770-1800), there was the Sturm und Drang (Storm and Urge (stress)) movement with thinkers like Johann Hamann, Johann Herder, Friedrich Schiller, and Johann Goethe; who were against the cultural movement of the Enlightenment (Aufklärung). Kant was on the side of Enlightenment (see his Answer the Question: What is Enlightenment? 1784). -/- What Does it Mean to Orient Oneself in Thinking? / By Immanuel Kant (1724-1804). [Was heißt: sich im Denken orientieren? English]. (shrink)

The paper aims to investigate some aspects of Ernst Mach’s epistemology in the light of the problem of human orientation in relation to the world (Weltorientierung), which is a main topic of Western philosophy since Kant. As will be argued, Mach has been concerned with that problem, insofar as he developed an original pragmatist epistemology. In order to support my argument, I firstly investigate whether Mach defended a nominalist or a realist account of knowledge and compare his view to those (...) elaborated by other pragmatist thinkers, such as W. James, H. Vaihinger and H. Poincaré. Secondly, the question of what does it mean, for Mach, to orient ourselves in science is addressed. Finally, it will be argued that, although Mach tried to keep his epistemology restricted to a mere operational and economical account of science, that question involves the wider plane of practical philosophy. (shrink)

Many experienced runners consider the use of wearable devices an important element of the training process. A key techno-utopic promise of wearables lies in the use of proprietary algorithms to identify training load errors in real-time and alert users to risks of running-related injuries. Such real-time ‘knowing’ is claimed to obviate the need for athletes’ subjective judgements by telling runners how they have deviated from a desired or optimal training load or intensity. This realist-contoured perspective is, however, at odds with (...) sociological research indicating that users of wearables engage in active ‘data sense-making’ that is highly contextualised. To investigate how athletes use (or not) algorithmic analysis to understand, make sense of, and improve their performance in real-time, we undertook qualitative interviews with distance runners to explore lived experiences of running with wearables. The runners described how they actively interpreted data from wearables, drawing on their own experience, ‘somatic knowledge’, and embodied ways of knowing. This allowed them to assess the relevance and usefulness of data in relation to their own goals, intentions, and feelings. Our findings challenge the techno-utopic promises of real-time and predictive analytics. (shrink)

Algorithmic systems and predictive analytics play an increasingly important role in various aspects of modern life. Scholarship on the moral ramifications of such systems is in its early stages, and much of it focuses on bias and harm. This paper argues that in understanding the moral salience of algorithmic systems it is essential to understand the relation between algorithms, autonomy, and agency. We draw on several recent cases in criminal sentencing and K–12 teacher evaluation to outline four key ways in (...) which issues of agency, autonomy, and respect for persons can conflict with algorithmic decision-making. Three of these involve failures to treat individual agents with the respect they deserve. The fourth involves distancing oneself from a morally suspect action by attributing one’s decision to take that action to an algorithm, thereby laundering one’s agency. (shrink)

Philosophers have long argued that duties to oneself are paradoxical, as they seem to entail an incoherent power to release oneself from obligations. I argue that self-release is possible, both as a matter of deontic logic and of metaethics.

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)

This chapter presents David Foster Wallace's views about three positions regarding the good life—ironism, hedonism, and narrative theories. Ironism involves distancing oneself from everything one says or does, and putting on Wallace's so-called “mask of ennui.” Wallace said that the notion appeals to ironists because it insulates them from criticism. However, he reiterated that ironists can be criticized for failing to value anything. Hedonism states that a good life consists in pleasure. Wallace rejected such a notion, doubting that pleasure (...) could play a fundamental role in the good life. Lastly, narrative theories characterize the good life by fidelity to a unified narrative -- a systematic story about one's life, composed of a set of ends or principles according to which one lives. Wallace believed that these theories turn people into spectators, rather than the participants in their own lives. (shrink)

In this paper I look at three versions of the charge that liberalism’s emphasis on individuals is detrimental to community—that it encourages a pernicious disregard of others by fostering a particular understanding of the individual and the relation she has with her society. According to that understanding, individuals are fundamentally independent entities who only enter into relations by choice and society is seen as nothing more than a venture voluntarily entered into in order to better oneself. Communitarian critics argue (...) that since liberals neglect the degree to which individuals are dependent upon their society for their self-understanding and understanding of the good, they encourage individuals to maintain a personal distance from others in their society. The detrimental effect this distancing is said to have on communities is often called “asocial individualism” or “asocialism.” I argue that all three versions of the charge fail against liberalism and that liberalism—with its insistence on the normative import of individuals—is not detrimental to communities, but can actually foster strong communities. (shrink)

Misophonia is a disorder of tolerance to specific sounds (i.e. trigger sounds), such as chewing, throat clearing or breathing sounds, produced by humans, which can trigger intense emotional reactions (anger, disgust). This relatively prevalent disorder can cause a reduction in the quality of life. The causes of misophonia are still unclear. In this article, we develop a “social” hypothesis based on the work of Norbert Elias. Misophonia would be an exaggerated reaction to behaviours (of others) that have been subject to (...) rigorous social conditioning, which are supposed to be strictly regulated and repressed. The social rules imposed by society, accompanying the long process of pacification and increasing interdependence between individuals over the centuries, would be at the origin of this conditioning. The function of this conditioning, achieved mainly through shame and disgust, would be to preserve social cohesion, through the strict training of behaviour. It is indeed imperative to control oneself, to act in a thoughtful and balanced way, to spare others by taking into account their expectations, in short to behave in a “courteous” way. Imposed and less spontaneous behaviour creates a sense of modesty and distance between individuals. The obligation to strictly regulate behaviour and affect in public contributes to the creation of an interiority, an "inner self". The feeling of intrusion by others is a collateral effect of this process of distancing and individualisation. The rigorous integration of the social rule by the misophonic subject may account for the fact that any violation of the rule is considered unacceptable. In order to put an end to the unpleasant situation, i.e. to the intrusion generated by the “encroachment” of others, the subject has no other choice but to flee or to attack the author of the sound. (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)

A challenge to Kant’s less known duty of self-knowledge comes from his own firm view that it is impossible to know oneself. This paper resolves this problem by considering the duty of self-knowledge as involving the pursuit of knowledge of oneself as one appears in the empirical world. First, I argue that, although Kant places severe restrictions on the possibility of knowing oneself as one is, he admits the possibility of knowing oneself as one appears using (...) methods from empirical anthropology. Second, I show that empirical knowledge of oneself is fairly reliable and is, in fact, considered as morally significant from Kant’s moral anthropological perspective. Taking these points together, I conclude that Kant’s duty of self-knowledge exclusively entails the pursuit of empirical self-knowledge. (shrink)

To morally defer is to form a moral belief on the basis of some credible authority's recommendation rather than on one’s own moral judgment. Many philosophers have suggested that the sort of knowledge yielded by moral deference is deficient in various ways. To better appreciate its possible deficiencies, I propose that we look at a centuries-long philosophical discourse that made much of the shortcomings of this sort of knowledge, which is the discourse about “getting it oneself” (zide 自得) in (...) the later (post-classical) Confucian tradition. In this chapter, I offer the first sustained philosophical account of “getting it oneself,” as conceived by its most influential proponents—Cheng Hao, Cheng Yi, and Zhu Xi. I describe its most notable features, including its tendency to enhance epistemic confidence and what I call “self-discovery aspects” of the phenomenon. I then focus on the Neo-Confucian claim that some parts of the deliberative process should be spontaneous or unforced, which, I argue, they saw as necessary for an unbiased appreciation of the inferential force of the reasons for one’s moral conclusions. I conclude by pointing to some of the broader implications of my reading for both the history of philosophy and current debates about moral deference. (shrink)

Inspired by Castañeda (1966, 1968), Perry (1979) and Lewis (1979) showed that a specific variety of singular thoughts, thoughts about oneself “as oneself” – de se thoughts, as Lewis called them – raise special issues, and they advanced rival accounts. Their suggestive examples raise the problem of de se thought – to wit, how to characterize it so as to give an accurate account of the data, tracing its relations to singular thoughts in general. After rehearsing the main (...) tenets of two contrasting accounts – a Lewisian one and a Perrian one – in the first section of this paper, in the second I will present a proposal of my own, which is a specific elaboration of the Perrian account. In the first section I will indicate some weaknesses of Perry’s presentation of his view; the proposal I will articulate in the second overcomes them. I will conclude with a brief discussion of reasons for preferring one or another account, in particular regarding the issue of the communication of de se thoughts. (shrink)

Within the field of quantum gravity, there is an influential research program developing the connection between quantum entanglement and spatiotemporal distance. Quantum information theory gives us highly refined tools for quantifying quantum entanglement such as the entanglement entropy. Through a series of well-confirmed results, it has been shown how these facts about the entanglement entropy of component systems may be connected to facts about spatiotemporal distance. Physicists are seeing these results as yielding promising methods for better understanding the (...) emergence of (the dynamical) spacetime (of general relativity) from more fundamental quantum theories, and moreover, as promising for the development of a nonperturbative theory of quantum gravity. However, to what extent does the case for the entanglement entropy-distance link provide evidence that spacetime structure is nonfundamental and emergent from nongravitational degrees of freedom? I will show that a closer look at the results lends support only to a weaker conclusion, that the facts about quantum entanglement are constrained by facts about spatiotemporal distance, and not that they are the basis from which facts about spatiotemporal distance emerge. (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 aim of this article is twofold. First, I want to offer an introduction of and a comparison between three accounts of philistinism. Secondly, I show how the phenomenon of philistinism, a failure to speak for oneself, helps to develop an original perspective on Wittgenstein’s moral thought. It is often claimed that Wittgenstein’s personal ethics were quite unorthodox because he repeatedly seems to have supported destruction, war and slavery. I argue that, in the light of my discussion of philistinism, (...) the remarks upon which such conclusions are based should be read differently. (shrink)

In a recent paper, Kevin Krein argues that the notion of self-competition is misplaced in adventure sports and of only limited application altogether, for two main reasons: (i) the need for a consistent and repeatable measure of performance; and (ii) the requirement of multiple competitors. Moreover, where an individual is engaged in a sport in which the primary feature with which they are engaged is a natural one, Krein argues that the more accurate description of their activity is not 'competition', (...) but an attempt at harmonious interaction. I raise a number of problems against both criteria and argue that traditional and adventure sports do both involve self-competition on at least two levels: bettering one's previous performance and resisting the desire to quit. I argue that self-reflexive competition is not so much with one's self (which is philosophically absurd), but within one's self, between conflicting motivations and desires. I explore what is involved in self-reflexive competition, particularly at a phenomenological, self-constituting level, and raise the question of whether it is appropriate for activity in wilder natural environments. (shrink)

Parental factors impact students’ self-concept and academic performance during the pandemic. Thus, this study determined the students’ self-concept and academic performance and the parental factors related to it. The research design was descriptive-correlational, and 500 nonrandom college students in West Philippines participated in the study. Researcher-made instruments were used, which were subjected to reliability and validity evaluation. Data were collected online from June 2021 to July 2022 and were analyzed using descriptive (frequency counts and percentage) and inferential statistics (Spearman correlation). (...) Results revealed a positive self-concept and satisfactory academic performance among the students. Besides, parental factors such as educational attainment and school/classroom involvement are significantly related to self-concept and academic performance. Further, self-concept is significantly associated with academic performance. This shows that some parental factors are vital in developing the student’s self-beliefs and supporting their studies and academic endeavors amid the COVID-19 pandemic. Future studies may consider more factors related to academic achievement and self-concept. Other researchers may find the mediation or moderation effect of self-concept between parental factors and students’ scholastic achievement. (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)

In this paper, I provide a novel account of gaslighting according to which gaslighting involves mistakenly failing to see oneself as a source of reasons with respect to some domain. I argue that this account does a nice job of explaining what's gone wrong in various popular examples of gaslighting, and that it captures what different instances of gaslighting have in common even when they are quite different in other respects. I also show how this account of gaslighting explains (...) a common intuition according to which gaslighting is autonomy-undermining--something other accounts, I argue, have failed to do. And finally, I show that this explanation of why gaslighting is autonomy-undermining also shows that certain forms of oppressive socialization are autonomy-undermining as well, thus providing us with an argument in favor of more substantive theories of autonomy according to which a certain kind of self-respect is necessary for autonomy. (shrink)

Episodic memory is sometimes described as mental time travel. This suggests three ideas: that episodic memory offers us access to the past that is quasi-experiential, that it is a source of knowledge of the past, and that it is, at root, passive. I offer an account of episodic memory that rejects all three ideas. The account claims that remembering is a matter of representing the past to oneself, in a way suitably responsive to how one experienced the remembered episode (...) to be. I argue that episodic memory is active, in the way this view suggests. I clarify the idea that it is, as the view also implies, not a source of knowledge but an expression of knowledge the subject already has. And I suggest the view need not limit memories to states that are in any way experience-like. This position offers a way to articulate the relations between episodic memory and related phenomena: factual memory, generic memory, remembering-how and anticipation. And it allows us to explain how we know which aspects of our episodic memory states to take seriously and which (such as the shift to an observer perspective on the remembered events) to treat as merely incidental. (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)

What does it mean for an actor to empathize with the character she is playing? We review different theories of empathy and of acting. We then consider the notion of “twofoldness”, which has been used to characterize the observer or audience perspective on the relation between actor and character. This same kind of twofoldness or double attunement applies from the perspective of the actor herself who must, at certain points of preparation, distinguish between the character portrayed and her own portrayal (...) effected in her craft. We argue that this concept helps us to understand how the actor can empathize with her character. For the actor who must study and rehearse her character, empathy may begin with higher-order processes that provide a contextualized understanding of the character. This understanding eventually integrates with more basic empathic processes in her actual performance. (shrink)

Proceeding from a distinction between imagining oneself in another person’s situation and imagining oneself being someone else, this article attempts to elucidate what the latter type of imagining consists in. Previous attempts at spelling out the phenomenon fail to properly account for the role of the self, or rather every individual’s unique point of view. An alternative view is presented, where the concept of imagining oneself being someone else is explained in terms of a distinction between and (...) a co-running of the imaginer’s own perspective and that of the target individual. It is further argued that while we can imagine about an individual without imagining her having any of her actual properties, to meaningfully imagine oneself being someone else the imaginer needs to ascribe at least some qualitative property to the target individual for the imaginative project to get off the ground. Finally, the concept of empathy is used to illustrate the analysis provided, and the imagining oneself being someone else is in turn used to cast light on what is to be understood as genuine empathy. (shrink)

A common view about the phenomenology of episodic remembering has it that when we remember a perceptual experience, we can relive or re-experience many of its features, but not its characteristic presence. In this paper, we challenge this common view. We first say that presence in perception divides into temporal and locative presence, with locative having two sides, an objective and a subjective one. While we agree with the common view that temporal and objective locative presence cannot be relived in (...) remembering, we argue that subjective locative presence – the feeling of being immersed in a certain scene – can be so. Our argument for this claim starts by determining independently the underpinning mechanisms of subjective locative presence in quasi-perceptual imagination. These mechanisms are self-projection, imaginative pretence, and attentional focus. We then proceed to establish that they have been found to underpin conscious states of episodic remembering too. We conclude that episodic remembering can bring us to relive the subjective locative presence characteristic of a perceptual experience, and that the common view is mistaken. Our view – ‘mnemonic immersivism’ – has important consequences regarding the relationships between memory and imagination and the phenomenology of episodic remembering. (shrink)

In the Doctrine of Right Kant holds that the classical Ulpian command honeste vive is a juridical duty that has the particular feature of being internal. In this paper I explore the reasons why Kant denies that the duty to be an honorable human being comprises an ethical obligation and conceives it as a juridical duty to oneself. I will argue that, despite the conceptual problems that the systematical incorporation of this type of duty into the doctrine of morals (...) might entail, these reasons are coherent. The fulfillment of the duty honeste vive involves a coercion to the self but at the same time does not necessarily imply the adoption of a moral end. (shrink)

The aim of this chapter is to show how we can account for a most peculiar feature of human life: i.e. the need to address the real possibility of failing to be ourselves.

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)

In The Epistemology of Groups, Jennifer Lackey investigates the conditions for the possibility of groups telling lies. Central to this project is the goal of holding groups, and individuals within groups, accountable for their actions. I show that Lackey’s total account of group phenomena, however, may open up a means by which groups can evade accusations of having lied, thus allowing them to evade responsibility in precisely the way Lackey set out to avoid. Along the way, I also take note (...) of some interesting implications of Lackey’s view: that it makes groups uniquely susceptible to a lack of self-knowledge and that it creates an interesting mechanism by which groups can lie to themselves. (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)

Porto has its own charm. It has a beautiful Douro river, the steep alleys of Gaia, Ribeira, Miragaia and shiny beautiful waterfronts. While you are strolling in the fishing village of Afurada, you can smell the sea. Watching the sunset with a mild breeze coming from the Atlantic Ocean can refresh the soul. It is difficult to be a non-local curious urban and nature lover like me and to stay at home in a magical city like Porto.

Phrase structure trees have a hierarchical structure. In many subjects, most notably in {\bf taxonomy} such tree structures have been studied using ultrametrics. Here syntactical hierarchical phrase trees are subject to a similar analysis, which is much simpler as the branching structure is more readily discernible and switched. The occurrence of hierarchical structure elsewhere in linguistics is mentioned. The phrase tree can be represented by a matrix and the elements of the matrix can be represented by triangles. The height at (...) which branching occurs is not prescribed in previous syntactic models, but it is by using the ultrametric matrix. In other words the ultrametric approach gives a complete description of phrase trees, unlike previous approaches. The ambiguity of which branching height to choose, is resolved by postulating that branching occurs at the lowest height available. An ultrametric produces a measure of the complexity of sentences: presumably the complexity of sentences increases as a language is acquired so that this can be tested. All ultrametric triangles are equilateral or isosceles. Here it is shown that \={X} structure implies that there are no equilateral triangles. Restricting attention to simple syntax a minimum ultrametric distance between lexical categories is calculated. A matrix constructed from this ultrametric distance is shown to be different than the matrix obtained from features. It is shown that the definition of {\sc c-command} can be replaced by an equivalent ultrametric definition. The new definition invokes a minimum distance between nodes and this is more aesthetically satisfying than previous varieties of definitions. From the new definition of {\sc c-command} follows a new definition of of the central notion in syntax namely {\sc government}. (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)

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)

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)

Can we gain knowledge by reading literature? This essay defends an account of reading, developed by Stanley Cavell and Hans-Georg Gadamer, that phenomenologically describes the experience of acquiring self-knowledge by reading literary texts. Two possible criticisms of this account will be considered: first, that reading can provide other kinds of knowledge than self-knowledge; and, second, that the theory involves illegitimately imposing subjective meaning onto a text. It will be argued, in response, that the self-knowledge gained in reading allows one to (...) gain other sorts of knowledge too, and that the reading process described by Gadamer and Cavell avoids excessive subjectivism. (shrink)

In this article I want to alert investigators who are familiar only with our neuropsychological investigations of self-knowledge to our earlier work on model construction. A familiarity with this foundational research can help avert concerns and issues likely to arise if one is aware only of neuropsychological extensions of our work.

Does DBS change a patient’s personality? This is one of the central questions in the debate on the ethics of treatment with Deep Brain Stimulation (DBS). At the moment, however, this important debate is hampered by the fact that there is relatively little data available concerning what patients actually experience following DBS treatment. There are a few qualitative studies with patients with Parkinson’s disease and Primary Dystonia and some case reports, but there has been no qualitative study yet with patients (...) suffering from psychiatric disorders. In this paper, we present the experiences of 18 patients with Obsessive-Compulsive Disorder (OCD) who are undergoing treatment with DBS. We will also discuss the inherent difficulties of how to define and assess changes in personality, in particular for patients with psychiatric disorders. We end with a discussion of the data and how these shed new light on the conceptual debate about how to define personality. (shrink)

In response to the COVID-19 pandemic threat, the Department of Education (DepEd) established the Basic Education - Learning Continuity Plan (BE-LCP) to allow students to continue their education and teachers to conduct instruction in a safe working and learning environment. As a result, DepEd implemented the distance learning approach, including Modular Distance Learning (MDL), for the School Year 2020-2021. This paper investigated the practices, challenges, and coping mechanisms of teachers and students involved in the implementation of the MDL (...) in Schools Division of Laoag City. This qualitative research utilized semi-structured interview guide to collect data from 20 teachers and 20 learners from elementary, junior high and senior high schools. Using the phenomenological study, data were analyzed and organized into themes. The study's major themes revealed that teachers and students began familiarizing themselves with the features of MDL but encountered challenges such as printing, distribution, and retrieval of modules, as well as monitoring of student progress on the part of the teacher and answering overloaded activities on the part of the students. They claimed, however, that they have unique coping mechanisms in dealing with the identified challenges by resolving issues independently and seeking help from family and colleagues. Finally, the Modular Distance Learning Adoption Framework (MDLAF) was developed and validated for teachers and students to effectively adopt MDL. The researchers recommended that relevant scaffolding such as capacity building, counseling and instructional support be provided to both teachers and students to effectively adopt different learning modalities such as MDL. (shrink)

The beginning of the COVID-19 pandemic offers a unique case study for understanding conceptual and linguistic propagation. In early 2020, scientists, politicians, journalists, and other public figures had to, with great urgency, propagate several public health-related concepts and terms to every person they could. This paper examines the propagation of coronavirus and social distancing and develops a framework for understanding how the language used to express a notion can help or hinder propagation. I argue that anyone designing a representational device (...) for propagation needs to appreciate the three-way causal relationship between language, people’s mental representations, and the extramental world. Using this framework, I explore what makes “social distancing” a bad name for social distancing and why it is unproblematic that “coronavirus” is a scientifically loose way of speaking about the virus. Through this and further study of the many historical examples of linguistic and conceptual propagation, conceptual engineers can better understand the complex challenges facing people who want to propagate representational devices. (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)

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)

The phenomenon of self-anger has been overlooked in the contemporary literature on emotion. This is a failing we should seek to remedy. In this paper I provide the first ef-fort towards a philosophical characterization of self-anger. I argue that self-anger is a genuine instance of anger and that, as such, it is importantly distinct from the negative self-directed emotions of guilt and shame. Doing so will uncover a potentially distinctive role for self-anger in our moral psychology, as one of the (...) strongest affective motiva-tors for self-change. (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)

Kant claims that persons have a perfect duty to respect themselves. I argue, first, that Kant’s argument for the duty of self-respect commits him to an implausible view of the nature of self-respect: he must hold that failures of self-respect are either deliberate or matter of self-deception. I argue, second, that this problem cannot be solved by understanding failures of self-respect as failures of rationality because such a view is incompatible with human psychology. Surely it is not irrational for people, (...) especially members of oppressed groups, to view themselves as having diminished moral worth. (shrink)