Objective: Illness perceptions are important predictors of emotional and behavioral responses in many diseases. The current study aims to investigate the COVID-19-related IP throughout Europe. The specific goals are to understand the temporal development, identify predictors and examine the impacts of IP on perceived stress and preventive behaviors.Methods: This was a time-series-cross-section study of 7,032 participants from 16 European countries using multilevel modeling from April to June 2020. IP were measured with the Brief Illness Perception Questionnaire. Temporal patterns were observed (...) considering the date of participation and the date recoded to account the epidemiological evolution of each country. The outcomes considered were perceived stress and COVID-19 preventive behaviors.Results: There were significant trends, over time, for several IP, suggesting a small decrease in negativity in the perception of COVID-19 in the community. Age, gender, and education level related to some, but not all, IP. Considering the self-regulation model, perceptions consistently predicted general stress and were less consistently related to preventive behaviors. Country showed no effect in the predictive model, suggesting that national differences may have little relevance for IP, in this context.Conclusion: The present study provides a comprehensive picture of COVID-19 IP in Europe in an early stage of the pandemic. The results shed light on the process of IP formation with implications for health-related outcomes and their evolution. (shrink)

This multi-centre research investigates the effects of dance movement therapy (DMT) on participants diagnosed with depression. In total, 109 persons participated in the study in various locations in Finland. The participants were 39 years old, on average (range = 18–64 years), and most were female (96%). All participants received treatment as usual (TAU). They were randomised into DMT+TAU (n = 52) or TAU-only (n = 57). The participants in the DMT + TAU group were offered 20 DMT sessions twice a (...) week for 10 weeks in addition to standard care. The measurement points included pre-treatment measurement at the baseline, post-treatment measurement at the end of the intervention, and a follow-up measurement 3 months afterward. The observed effects of the intervention among participants in the DMT+TAU group were a greater reduction in depression (BDI-I) and in indicators of physical and psychological distress (CORE-OM and SCL-90) in comparison to the participants who received TAU-only. At the 3-month follow-up, the corrected between-group effect sizes (ES) were medium and in favour of the DMT+TAU group (d = 0.60–0.72). These results are in line with the increasing number of research studies showing the benefits of DMT intervention among participants with depression, and these results indicate that DMT may improve the effectiveness of standard care. (shrink)

The coronavirus disease pandemic fundamentally disrupted humans’ social life and behavior. Public health measures may have inadvertently impacted how people care for each other. This study investigated prosocial behavior, its association well-being, and predictors of prosocial behavior during the first COVID-19 pandemic lockdown and sought to understand whether region-specific differences exist. Participants from eight regions clustering multiple countries around the world responded to a cross-sectional online-survey investigating the psychological consequences of the first upsurge of lockdowns in spring 2020. Prosocial behavior (...) was reported to occur frequently. Multiple regression analyses showed that prosocial behavior was associated with better well-being consistently across regions. With regard to predictors of prosocial behavior, high levels of perceived social support were most strongly associated with prosocial behavior, followed by high levels of perceived stress, positive affect and psychological flexibility. Sociodemographic and psychosocial predictors of prosocial behavior were similar across regions. (shrink)

No detailed description available for "Analogy".

This volume presents a systematic philosophical theory related to the collectivism-versus-individualism debate in the social sciences. A weak version of collectivism (the "we-mode" approach) that depends on group-based collective intentionality is developed in the book. The we-mode approach is used to account for collective intention and action, cooperation, group attitudes, social practices and institutions as well as group solidarity.

This is a systematic philosophical and conceptual study of the notion of a social practice. Raimo Tuomela explains social practices in terms of the interlocking mental states of the agents; he shows how social practices are 'building blocks of society'; and he offers a clear and powerful account of the way in which social institutions are constructed from these building blocks as established, interconnected sets of social practices with a special new social status. His analysis is based on the (...) novel concept of shared 'we-attitudes', which represent a weak form of collective intentionality, and he makes instructive connections to major topics and figures in philosophy and the social sciences. His book will be of interest to a wide range of readers in philosophy of mind, philosophy of social science, psychology and sociology, and artificial intelligence. (shrink)

This book develops a systematic philosophical theory of social action and group phenomena, in the process presenting detailed analyses of such central social notions as 'we-attitude' (especially 'we-intention' and mutual belief, social norm, joint action, and - most important - group goal, group belief, and group action). Though this is a philosophical work, it presents a unified conceptual framework that may be useful to social scientists, especially social psychologists, as well as philosophers. The book puts forward and defends a number (...) of systematic philosophical theses, resulting in not only a theory of social action but, more broadly, a philosophical theory of society, or at least those aspects of society with which social psychology is supposed to deal (individuals in groups, groups, joint action, and the like). (shrink)

This work provides a rigorous analysis of what Tuomela calls ‘the we-perspective’. Tuomela's overarching project is to argue that ‘conceptualizing social life and theorizing about it requires the use of group concepts, indeed the we-perspective and, especially, the we-mode.’ Already some of the complexities of Tuomela's approach will be evident – viz. in the distinction, implied in the above quotation and carried through systematically throughout the work, between the ‘we-perspective’ and the ‘we-mode’. For, indeed, it is possible, on his account, (...) to take up the we-perspective from the I-mode and, indeed, this is probably quite common, but is not adequate to ground the analysis of social and institutional concepts. As Tuomela puts it, ‘The concept of social institution is a we-mode concept, and in actual practice, at least some we-mode thinking and acting is required for institutions to function adequately.’ Since ‘we-mode’ is the more central notion, let us begin with that. It will be instructive to quote Tuomela at length : " Agent A, a member of group g, has ATT, the attitude ATT with content p, in … ". (shrink)

The paper discussed and analyzes collective and joint intentions of various strength. Thus there are subjectively shared collective intentions and intersubjectively shared collective intentions as well as collective intentions which are objectively and intersubjectively shared. The distinction between collective and private intentions is considered from several points of view. Especially, it is emphasized that collective intentions in the full sense are in the “we-mode”, whereas private intentions are in the “I-mode”. The paper also surveys recent discussion in the literature concerning (...) the nature of collective and joint intention and defends the author's accounts against criticisms. (shrink)

Abstractabstract:This article describes William Johnston's (1925–2010) ideas and works as a summary of a wider study about him. The volume of Fr. Johnston's production is quite large, with an astonishingly large international audience and popularity. At the same time, to make oneself a comprehensive view about his thoughts or to place him in the Jesuit map, it is hard to find more than book reviews and short articles about his writings.Irish-born Fr. Johnston was a widely known figure in the field (...) of Buddhist-Christian dialogue. He was able to adopt some of the current trends of the spiritual and religious meditative movements, and represented a form of Christianity that was open to Buddhism, especially in the 70s.He made a lifelong journey to teach prayer and to update the mystical theology with the help of modern religious and psychological trends for the future times. In this article, I describe his main works and his way of being in dialogue with Buddhism. According to him, the goal of man, the true self, was a common denominator between religions. The role of Christ and Christianity among religions was central to him, for all religions mediate implicitly the Christ-reality. Mysticism was his way to see reality, although he himself was no mystic. His solutions to critical theological issues are shallow in places, which indicate an interest elsewhere. I conclude with comments on his label as perennialist. (shrink)

Conscientious objection to participating in induced abortion is not present in the Finnish health care system or legislation unlike in many other European countries.

This paper gives an account of communicative action from the point of view of communication as a cooperative enterprise. It is argued that this is communication both on the basis of shared collective goals and without them. It is also argued that people can communicate without specifically formed illocutionary communicative intentions. The paper concludes by comparing the account given in the paper with Habermas’s theory of communicative action.

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 185-193 [Access article in PDF] Response to Marja Heimonen, "Music Education and Law:Regulation as an Instrument" Raimo Siltala University Of Helsinki, Finland From a legal point of view, Marja Heimonen's dissertation and the extract published in this issue of PMER, "Music Education and Law: Regulation as an Instrument," presents a most important question: Should music education be regulated by law, and (...) if so, by what kind of legal instruments—by strict legal rules, by softer legal standards, by self-regulation, or by leaving the matter to the laissez-faire and "invisible hand" of the market, where economic efficiency takes over from legal regulation? Heimonen's dissertation is to my knowledge the very first of its own kind, combining elements from music education and the law and, indeed, legal philosophy in an imaginative and highly original manner. Her scholarly position between music education and law is a courageous one because she might invite critical comments equally from the two branches of science involved: the music educational and the legal philosophical one. Yet, she has a gained a profound understanding of the specific needs of music education and of the restrictions of law and legal regulation, and the two-sided approach is really one of the true strengths, and not weaknesses, of the scholarly work. Her approach strives mainly at a broad hermeneutical comprehension of the issue in the humanistic [End Page 185] tradition, but there are other elements involved, as well, related to the analytical or instrumental tradition.There is a large legal comparative part in the treatise, covering approximately one third of the whole thesis, with material drawn from Sweden, England, Germany, and Finland and the system of music education in each. The three legal systems have been chosen with good discretion: one with a common law background (England), one belonging to the Roman-Germanic tradition (Germany), and one from the Scandinavian legal tradition (Sweden), and the Finnish system of music education is then compared to all of them. The Swedish model is based on equal opportunity given to all the applicants with no entrance examinations held and as many willing children accepted to the music schools as is possible. The British system, or rather a "non-system," of music education is privately owned and market-based, with only a few regulations issued by the government and with an emphasis on the visiting peripatetic teachers, voluntary Saturday music schools, and the special schools founded for the musically talented. The German system, like the one in Finland, is based on formal entrance examinations and degrees passed, where both a professional career in music performance and artistic self-expression may be pursued as the primary goal of music education."The Swedes have Abba and Roxette, we the Finns have Kaija Saariaho and Ralf Gothoni"—along with Esa-Pekka Salonen and other world-class conductors, one might add—as Heimonen notes in the text, but why is that so? Does the difference in the outcome, in the sense of a breakthrough either in popular music groups or individual performers in classical music, lie in the system of music education and the legislative ideology at the back of it? Heimonen refuses to give a simple and straightforward answer to that question, declining to place the various systems of music legislation in an order of preference. Instead, she adopts a broadly humanistic and hermeneutical perspective to the issue, where the merits and the disadvantages of each legal system are taken on an individual basis. The Shakespearean question that is so boldly put forth by her, "viz. to regulate or not to regulate," is answered only with reference to a widely humanistic understanding of the complex issue of music education where the intrinsic values of artistic self-expression and the instrumental values of training future professionals in music performance, composing, and conducting, are contrasted with other, but where no winners or losers are identified by her.There would seem to be a connection between a certain legal system and its model of... (shrink)

The Philosophy of Sociality offers new ideas and conceptual tools for philosophers and social scientists in their analysis of the social world.

Analytical jurisprudence has been mostly silent on the role of precedent in legal adjudication.

In this article, I argue that fregean approach to semantics, like that of modelling semantics, doesn’t have the conceptual tools to define the notions of truth and reference. The reason is that these programs ignore what Wittgenstein taught us, namely the link between meaning and use. More specifically, I intend to show how a theory of descriptive language can only be constructed by clarifying the connection between the notions of linguistic game, meaning and description. But how can this connection be (...) clarified? Wittgenstein, in the second phase of his thought, had never been interested in a theory of this type, and all his reflections on use and meaning had the sole purpose of “curing” from that essentialist attitude that had characterized the Tractatus, and which still today characterizes almost the whole analytic philosophy. This means that it is not in Wittgenstein's thought that we can find such a theory, but in Moritz Schlick’s works, who attempted to build a theory of linguistic meaning based on the connection between the notions of image, use and verification. (shrink)

Doctor-patient interaction has gained increasing attention among sociologists and linguists during the last few decades. The problem with the studies performed so far, however, has been a lack of a theoretical framework which could bring together the various phenomena observed within medical consultations. Mikhail Bakhtin's philosophy of language offers us tools for studying medical practice as socio-cultural semiotic phenomenon. Applying Bakhtin's ideas of polyphonic, context-dependent and open-ended nature of human communication opens the possibilities to develop prevailing theoretical and empirical approaches (...) to the study of medical consultations. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 11.2 (2003) 185-193 [Access article in PDF] Response to Marja Heimonen, "Music Education and Law:Regulation as an Instrument" Raimo Siltala University Of Helsinki, Finland From a legal point of view, Marja Heimonen's dissertation and the extract published in this issue of PMER, "Music Education and Law: Regulation as an Instrument," presents a most important question: Should music education be regulated by law, and (...) if so, by what kind of legal instruments—by strict legal rules, by softer legal standards, by self-regulation, or by leaving the matter to the laissez-faire and "invisible hand" of the market, where economic efficiency takes over from legal regulation? Heimonen's dissertation is to my knowledge the very first of its own kind, combining elements from music education and the law and, indeed, legal philosophy in an imaginative and highly original manner. Her scholarly position between music education and law is a courageous one because she might invite critical comments equally from the two branches of science involved: the music educational and the legal philosophical one. Yet, she has a gained a profound understanding of the specific needs of music education and of the restrictions of law and legal regulation, and the two-sided approach is really one of the true strengths, and not weaknesses, of the scholarly work. Her approach strives mainly at a broad hermeneutical comprehension of the issue in the humanistic [End Page 185] tradition, but there are other elements involved, as well, related to the analytical or instrumental tradition.There is a large legal comparative part in the treatise, covering approximately one third of the whole thesis, with material drawn from Sweden, England, Germany, and Finland and the system of music education in each. The three legal systems have been chosen with good discretion: one with a common law background (England), one belonging to the Roman-Germanic tradition (Germany), and one from the Scandinavian legal tradition (Sweden), and the Finnish system of music education is then compared to all of them. The Swedish model is based on equal opportunity given to all the applicants with no entrance examinations held and as many willing children accepted to the music schools as is possible. The British system, or rather a "non-system," of music education is privately owned and market-based, with only a few regulations issued by the government and with an emphasis on the visiting peripatetic teachers, voluntary Saturday music schools, and the special schools founded for the musically talented. The German system, like the one in Finland, is based on formal entrance examinations and degrees passed, where both a professional career in music performance and artistic self-expression may be pursued as the primary goal of music education."The Swedes have Abba and Roxette, we the Finns have Kaija Saariaho and Ralf Gothoni"—along with Esa-Pekka Salonen and other world-class conductors, one might add—as Heimonen notes in the text, but why is that so? Does the difference in the outcome, in the sense of a breakthrough either in popular music groups or individual performers in classical music, lie in the system of music education and the legislative ideology at the back of it? Heimonen refuses to give a simple and straightforward answer to that question, declining to place the various systems of music legislation in an order of preference. Instead, she adopts a broadly humanistic and hermeneutical perspective to the issue, where the merits and the disadvantages of each legal system are taken on an individual basis. The Shakespearean question that is so boldly put forth by her, "viz. to regulate or not to regulate," is answered only with reference to a widely humanistic understanding of the complex issue of music education where the intrinsic values of artistic self-expression and the instrumental values of training future professionals in music performance, composing, and conducting, are contrasted with other, but where no winners or losers are identified by her.There would seem to be a connection between a certain legal system and its model of... (shrink)

ABSTRACT This introduction argues for competing diachronic and synchronic accounts of melancholy in European and American culture. Taking the pioneering and yet belated work Saturn and Melancholy (1964) of Erwin Panofsky, Fritz Saxl, and Raymond Klibansky as its starting point, this article situates melancholy as at once its own, often local and non-specialist discourse as well as a conceptual web binding together medical, artistic, and social innovations, competitions, and turmoil. As a subject, melancholy demands interdisciplinary study, as Dürer’s print Melencolia (...) I continues to prove. As a locus of methodological innovation, melancholy in the wake of Panofsky, Saxl, and Klibansky continues to yield the alternative genealogies, conceptual histories, and formal artistic vocabularies of this volume’s contributions whether moving backwards from Dürer to Homer or forward to the present day with Lars von Trier and major European novelists. (shrink)

This paper gives an up-to-date account of we-intentions and responds to some critics of the author’s earlier work on the topic in question. While the main lines of the new account are basically the same as before, the present account considerably adds to the earlier work. For one thing, it shows how we-intentions and joint intentions can arise in terms of the so-called Bulletin Board View of joint intention acquisition, which relies heavily on some underlying mutually accepted conceptual and situational (...) presuppositions but does not require agreement making or joint intention to form a joint intention. The model yields categorical, unconditional intentions to participate in the content of the we-intention and joint intention (viz. shared we-intention upon analysis). The content of a we-intention can be, but need not be a joint action. Thus a participant alone cannot settle and control the content of the intention. Instead the participants jointly settle the content and control the satisfaction of the intention. These and some other features distinguish we-intentions from “action intentions”, viz. intentions that an agent can alone settle and satisfy. The paper discusses weintentions (and other “aim-intentions”) from this perspective and it also defends the author’s earlier account against a charge of vicious circularity that has been directed against it. (shrink)

Accountability is present in many types of social relations; for example, the accountability of elected representatives to voters is the key characteristic of representative democracy. We distinguish between two institutional mechanisms of accountability, i.e., opportunity to punish and requirement of a justification, and examine the separate and combined effects of these mechanisms on individual behavior. For this purpose, we designed a decision-making experiment where subjects engage in a three-player trust game with two senders and one responder. We ask whether holding (...) the responder accountable increases senders’ and responders’ contributions in a trust game. When restricting the analysis to the first round, the requirement of justification seems to have a positive impact on senders’ contributions. When the game is played repeatedly, the experience of previous rounds dominates the results and significant treatment effects are no longer seen. We also find that responders tend to justify their choices in terms of reciprocity, which is in line with observed behavior. Moreover, the treatment combining punishment and justification hinders justifications that appeal to pure self-interest. (shrink)

The paper presents an account of social institutions on the basis of collective acceptance. Basically, collective acceptance by some members of a group involves the members’ collectively coming to hold and holding a relevant social attitude (a “we-attitude”), viz. either one in the intention family of concepts or one in the belief family. In standard cases the collective acceptance must be in the “we-mode”, viz. performed as a group member, and involve that it be meant for the group. The participants (...) must be collectively committed to what they have accepted. Social institutions are taken to be norm-governed social practices introducing a new social and conceptual status on the practices or some elements involved in those practices. This requires that some of the involved norms be constitutive norms as opposed to merely “accidentally” regulating ones. A classification of social institutions is presented. The account is broader in scope than is Searle’s. (shrink)

It is argued in this paper that there can be both normative and nonnormative, merely factual group beliefs. The former involve the whole social group in question, while the latter only relate to the distributions of personal beliefs within the group. The paper develops a detailed theory, called the positional account of group beliefs, to explicate normative, group-involving group beliefs. Normative group beliefs are characterized within this approach in terms of joint acceptances of views by the group members — or (...) their representatives — acting in their right positions and tasks, and in a sense creating group commitments for all the members to accept (and keep accepting) the view in question. Also aggregate accounts of group belief are considered in the paper, especially the shared we-belief approach. Such aggregate accounts purport to account for merely factual group beliefs. (shrink)

This volume contains the proceedings of the Social Ontology, Normativity, and Philosophy of Law conference, which took place on May 30–31, 2019 at the University of Glasgow. At the invitation of the Social Ontology Research Group, a panel of prominent scholars shed light on a range of key topics within social ontology, normativity, and philosophy of law from an interdisciplinary perspective.

to that goal, and it is hoped that it will incorporate further works dealing in an exact way with interesting philosophical issues. Zurich, April 1973 Mario Bunge Preface In this book I have investigated the logical and methodological role of the much debated theoretical concepts in scientific theories. The philosophical viewpoint underlying my argumentation is critical scientific realism. My method of exposition has been to express ideas first in general terms and then to develop and elaborate them within a specific (...) formal framework. It is assumed in the book that the reader has a relatively good knowledge of the basic techniques and results of modern symbolic logic, including model theory. Examples from actual science are mostly from the social sciences. I have deliberately omitted a treatment of a number of characteristic features which are particular to theoretical concepts in the more developed sciences, such as modern physics. This book owes very much to Professor Jaakko Hintikka, to whom I wish to express my deep gratitude. Especially at the begin ning of this project in 1968/69 when I was doing research for my doctoral degree at Stanford University I worked with him closely. (shrink)