Tarski’s conceptual analysis of the notion of logical consequence is one of the pinnacles of the process of defining the metamathematical foundations of mathematics in the tradition of his predecessors Euclid, Frege, Russell and Hilbert, and his contemporaries Carnap, Gödel, Gentzen and Turing. However, he also notes that in defining the concept of consequence “efforts were made to adhere to the common usage of the language of every day life.” This paper addresses the issue of what relationship Tarski’s analysis, and (...) Béziau’s further generalization of it in universal logic, have to reasoning in the everyday lives of ordinary people from the cognitive processes of children through to those of specialists in the empirical and deductive sciences. It surveys a selection of relevant research in a range of disciplines providing theoretical and empirical studies of human reasoning, discusses the value of adopting a universal logic perspective, answers the questions posed in the call for this special issue, and suggests some specific research challenges. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Dei Filius II:On Divine RevelationSimon Francis Gaine, O.P.With chapter 2 of Dei Filius, the First Vatican Council's Constitution on the Catholic Faith moves on from the confession of faith in God, the Creator of all things, to the fact of God's revelation to us human creatures. The chapter covers first natural revelation through creation and the possibility of our natural knowledge of God, then why we also need a (...) further revelation which is supernatural, the presence of that supernatural revelation in Scripture and Tradition, and finally the canonicity, inspiration, and interpretation of the Bible.1The first sentence of the chapter declares that "holy Mother Church holds and teaches that God, the beginning and end of all things, may be known with certainty by the natural light of human reason."2 This sentence, with its affirmation of the possibility of sure natural knowledge of God without the benefit of supernatural revelation, is perhaps the most well-known of the chapter, the most hotly debated at the council itself, and the most discussed in the secondary literature.3 Hardly any comment is [End Page 839] ever made, however, on how the second chapter begins with the statement that the Church "holds and teaches" what follows. This phrase tenet et docet contrasts neatly with how the first chapter began: "The Holy Catholic, Apostolic, Roman Church believes and confesses that there is one, true and living God," and so on. While chapter 1's opening sentence spoke of the Church believing and confessing, chapter 2's opening sentence speaks instead of the Church holding and teaching, employing the verb teneo (hold) in contrast to credo (believe).4One can easily recognize a structural parallel between the two phrases: the inner act of holding in chapter 2 corresponds to the inner act of believing in chapter 1, and the external act of teaching in chapter 2 corresponds to the external act of confessing in chapter 1. I shall say something about the Church's holding and teaching, and its overall contrast as a unit with the earlier unit of believing and confessing, before going on to say something about the wider content of the chapter in that light. I do this partly because this symposium is about not only Vatican I's Constitution on the Catholic Faith, but also theology today. Catholic theology today is familiar with a precise distinction between "believing" and "holding," and while it is closely related to the distinction between believing and holding found in Dei Filius, I do not think the two distinctions are quite the same. So, in order to avoid confusion, I shall say something about the distinction familiar in theology in today, and then say something about the distinction at work in Vatican I. [End Page 840]The Profession of Faith in use in the Church since 1989, after quoting the Nicene Creed, continues as follows: "With firm faith, I also believe everything contained in the word of God, whether written or handed down in Tradition, which the Church, either by a solemn judgment or by the ordinary and universal Magisterium, sets forth to be believed as divinely revealed."5 But to this primary profession of what is usually called theological or divine faith, since it is a response to God's revelation, there is then added the following: "I also firmly accept and hold each and every thing definitively proposed by the Church regarding teaching on faith and morals."6 A third category, which pertains to non-definitive teaching and to which the appropriate response is "religious obedience of will and intellect," need not detain us here.7The Latin of "I accept and hold" is amplector et retineo, and in the 1989 Profession, it is said in definite contrast to faith and belief as an assent distinct from but related to that of divine faith itself. Though officially translated as "hold"—which might also have rendered teneo—retineo seems to connote guarding and preserving something, holding onto it, rather than merely holding it. The difficulty in interpreting such formulas (including terms such as "profess," "hold," and so on) is indicated by the fact that the previous Profession of... (shrink)

It has been shown that the thirteenth-century Dominican friar, St Thomas Aquinas, was an important theological influence on John Owen, the seventeenth-century English puritan theologian, chaplain to Oliver Cromwell, and Vice-Chancellor of Oxford University, especially in the areas of the divine being, grace and Chalcedonian Christology. Suzanne McDonald has argued that, while Aquinas is unmistakably a source for Owen's doctrine of the beatific vision, Owen surpassed Aquinas's doctrine in a manner she judges to be correct, theologically speaking, and which exposes (...) the deficiency of Aquinas's account. Owen achieved this particular ‘Reforming’ or rather ‘re-forming’ of Aquinas's doctrine, she argues, by way of a ‘Christological re-orientation of the doctrine’ in terms of what is seen in the beatific vision and how it is seen, that is, its content and means. This article replies to McDonald from a Catholic and Thomist perspective, in response to her suggestion that Owen's account of the beatific vision opens up possibilities for ecumenical dialogue. The article attempts to achieve this first by reassessing the Christological contrasts McDonald draws between Owen and Aquinas in terms of content and means, and then by offering several suggestions as to why one might want to prefer Aquinas's account over Owen's. (shrink)

In this volume Professor Sciacca publishes lectures which he gave at Louvain in 1954 in the series ‘Chaire Cardinal Mercier’. A brief introduction sets the scene: in 384 Augustine is a believing, if not a professing, Catholic but he is still burdened with philosophical perplexities left him by Manicheism. At this point Neoplatonic influence is felt; pp. 3-19 analyse its effect. Augustine christianises the Plotinian Intellect identifying it with the Word; but this doctrine does not present the Word made flesh. (...) Augustine had still to learn the humble mystery of the Incarnation; he was in danger of proudly thinking of Christ philosophically rather than theologically, and of becoming a convert to philosophy instead of to a religion. But St. Paul’s words convinced him of the humble reality of the Incarnation. Thus Neoplatonism had to be ignored and played no part in Augustine’s intellectual conversion to the theological truths of Christianity. The Platonists’ contribution was to remove his philosophical difficulties: he can now conceive God as a spirit ; evil, now regarded as something negative, does not need a principle to create it. Plotinus serves as a starting-point, but the Christian doctrine of creation gives his teaching an entirely different direction; Augustine’s doctrine is a Christianized Neoplatonism and not Neoplatonised Christianity. (shrink)

Scholars will be grateful to the Pontifical Institute of Mediaeval Studies for its enterprise in undertaking the publication of a new series of studies and texts. A priori it was clear that much valuable work done in doctorate theses here, as in all other universities, was not generally available; Gilson’s monumental History of Christian Philosophy in the Middle Ages evidently depended on results contained in some of these theses. The present volume is the worthy beginning of a scheme to present (...) these studies in detail to the mediaevalists of the world. Much of the present picture of mediaeval thought was the work of great pioneers at the end of the last century; they took the main figures and great themes and created the outline. To-day the work is less thrilling: it is a matter of the patient study of detail, adjusting and filling in the outline; the joy of great discovery is rare, but the task is vital if a true picture is to result. The texts published here shed light on details from the 12th until the 14th century. (shrink)

Scholars will be grateful to the Pontifical Institute of Mediaeval Studies for its enterprise in undertaking the publication of a new series of studies and texts. A priori it was clear that much valuable work done in doctorate theses here, as in all other universities, was not generally available; Gilson’s monumental History of Christian Philosophy in the Middle Ages evidently depended on results contained in some of these theses. The present volume is the worthy beginning of a scheme to present (...) these studies in detail to the mediaevalists of the world. Much of the present picture of mediaeval thought was the work of great pioneers at the end of the last century; they took the main figures and great themes and created the outline. To-day the work is less thrilling: it is a matter of the patient study of detail, adjusting and filling in the outline; the joy of great discovery is rare, but the task is vital if a true picture is to result. The texts published here shed light on details from the 12th until the 14th century. (shrink)

Kant's formulae ought to effectively produce the same result when applied to the moral validity of any particular maxim; further, no valid maxim produces contradictory results when applied against Kant's Universal Law and Humanity formulae. Where one uses all formulae in the assessment of a maxim, one gains a more complete understanding of the moral law, thereby bridging principles of reason with intuition within the agent who has undertaken to evaluate the morality of a particular action. These formulae command (...) without regard to any particular interests, but are instead unconditional; further, these formulae effectively limit choice of action and therefore give rise to duty. Kant implies that the structure of all maxims requires different formulae of the same moral law, i.e., all maxims have a ‘form’ and a ‘matter’, which prompt reconfiguring of the categorical imperative into different formulae in order to test the morality of a maxim. (shrink)

The key assumption behind evolutionary epistemology is that animals are active learners or ‘knowers’. In the present study, I updated the concept of natural learning, developed by Henry Plotkin and John Odling-Smee, by expanding it from the animal-only territory to the biosphere-as-a-whole territory. In the new interpretation of natural learning the concept of biological information, guided by Peter Corning’s concept of “control information”, becomes the ‘glue’ holding the organism–environment interactions together. The control information guides biological systems, from bacteria to ecosystems, (...) in the process of natural learning executed by the universal algorithm. This algorithm, summarized by the acronym IGPT (information-gain-process-translate) incorporates natural cognitive methods including sensing/perception, memory, communication, and decision-making. Finally, the biosphere becomes the distributed network of communicative interactions between biological systems termed the interactome. The concept of interactome is based on Gregory Bateson’s natural epistemology known as the “ecology of mind”. Mimicking Bateson’s approach, the interactome may also be designated “physiology of mind”—the principle behind regulating the biosphere homeostasis. (shrink)

ABSTRACT John Rawls proposed two criteria for the delimitation of acceptable inequalities. The universal gain principle requires inequalities to be beneficial for all, and the difference principle requires them to be beneficial for the least advantaged. These principles are commonly believed to have originated in Rawls’s work, but they were both clearly expressed in the writings of Nicolas de Condorcet. Contrary to Rawls, Condorcet did not imbed them in the framework of a social contract, but instead (...) sought their foundations in natural rights. Whereas Rawls recommends us to find out what social arrangements rational reasoners would choose in a hypothetical pre-social situation, Condorcet proposes that we ask the underprivileged in our society whether or not they consider themselves to benefit from the prevailing social and economic inequalities. Thus, Condorcet’s original version of the difference principle puts social inequalities to a different test than its latter-day, hypothetical version. (shrink)

This paper examines how the concepts of utility, impartiality, and universality worked together to form the foundation of Adam Smith's jurisprudence. It argues that the theory of utility consistent with contemporary rational choice theory is insufficient to account for Smith's use of utility. Smith's jurisprudence relies on the impartial spectator's sympathetic judgment over whether third parties are injured, and not individuals' expected utility associated with individuals' expected gains from rendering judgments over innocence or guilt.

What does it mean to introduce the notion of imagination in the discussion about global justice? What is gained by studying the role of imagination in thinking about global justice? Does a focus on imagination imply that we must replace existing influential principle-centred approaches such as that of John Rawls and his critics? We can distinguish between two approaches to global justice. One approach is Rawlsian and Kantian in inspiration. Discussions within this tradition typically focus on the question whether (...) Rawls's theory of justice (1971), designed for the national level, can or should be applied to the global level. Can and should Rawls's Difference Principle be globalized, as Thomas Pogge argues? Is this proposal superior to Rawls's Law of Peoples (1999)? Another approach to global justice has been developed by Martha Nussbaum in Cultivating Humanity (1997), Poetic Justice (1995), and other work. I will construct her view and critically examine it by looking at her arguments about the relation between empathy, literature, and global justice. At first sight, these two approaches seem to be opposed. The former puts an emphasis on principles, universal reason, and the moral aspects of institutions and their policies, whereas the latter is rather concerned with the relation between imagination and justice, with the particular, and with the individual moral development. But is this necessarily so? I will show that both approaches could benefit from each other's insights to strengthen their own position. Moreover, I will argue for middle way between, or an integration of the two approaches that combines principles and imagination. In this way, we can move towards a more comprehensive account of global justice. (shrink)

Effective infectious disease control may require states to restrict the liberty of individuals. Since preventing harm to others is almost universally accepted as a legitimate (prima facie) reason for restricting the liberty of individuals, it seems plausible to employ a mid‐level harm principle in infectious disease control. Moral practices like infectious disease control support – or even require – a certain level of theory‐modesty. However, employing a mid‐level harm principle in infectious disease control faces at least three problems. (...) First, it is unclear what we gain by attaining convergence on a specific formulation of the harm principle. Likely candidates for convergence, a harm principle aimed at preventing harmful conduct, supplemented by considerations of effectiveness and always choosing the least intrusive means still leave ample room for normative disagreement. Second, while mid‐level principles are sometimes put forward in response to the problem of normative theories attaching different weight to moral principles, employing a mid‐level harm principle completely leaves open how to determine what weight to attach to it in application. Third, there appears to be a trade‐off between attaining convergence and finding a formulation of the harm principle that can justify liberty‐restrictions in all situations of contagion, including interventions that are commonly allowed. These are not reasons to abandon mid‐level theorizing altogether. But there is no reason to be too theory‐modest in applied ethics. Morally justifying e.g. if a liberty‐restriction in infectious disease control is proportional to the aim of harm‐prevention, promptly requires moving beyond the mid‐level harm principle. (shrink)

The goal of achieving Universal Health Coverage (UHC) can generally be realized only in stages. Moreover, resource, capacity and political constraints mean governments often face difficult trade-offs on the path to UHC. In a 2014 report, Making fair choices on the path to UHC, the WHO Consultative Group on Equity and Universal Health Coverage articulated principles for making such trade-offs in an equitable manner. We present three case studies which illustrate how these principles can guide practical decision-making. These (...) case studies show how progressive realization of the right to health can be effectively guided by priority-setting principles, including generating the greatest total health gain, priority for the worse off, and financial risk protection. They also demonstrate the value of a fair and accountable process of priority setting. (shrink)

Researchers of the Northeast Ethics Education Partnership at Brown University sought to improve an understanding of the ethical challenges of field researchers with place-based communities in environmental studies/sciences and environmental health by disseminating a questionnaire which requested information about their ethical approaches to these researched communities. NEEP faculty sought to gain actual field guidance to improve research ethics and cultural competence training for graduate students and faculty in environmental sciences/studies. Some aspects of the ethical challenges in field studies are (...) not well-covered in the literature. More training and information resources are needed on the bioethical challenges in environmental field research relating to maximizing benefits/reducing risks to local inhabitants and ecosystems from research; appropriate and effective group consent and individual consent processes for many diverse communities in the United States and abroad; and justice considerations of ensuring fair benefits and protections against exploitation through community-based approaches, and cultural appropriateness and competence in researcher relationships. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Ethics without Principles: Another Possible Ethics—Perspectives from Latin America by Roy H. May JrRamon LuzarragaEthics without Principles: Another Possible Ethics—Perspectives from Latin America Roy H. May Jr. EUGENE, OR: PICKWICK PUBLICATIONS, 2015. 80 PP. $16.00Roy May presents a collection of five essays that critique deontological ethics. He argues that deontology stands outside sociocultural and historical contexts, ignoring concrete human differences and the local histories of diverse human cultures. (...) Therefore, it is a false universal, an otherworldly, legalistic, and ideologically hegemonic construct. Consequently, it provides no space for diverse Latin American experiences and contexts. Such ethics do not liberate marginalized groups precisely because they do not take their concrete lived experiences and contexts into account. May proposes instead a nominalist, contextual, postmodern ethics. He traces the history of this ethic from Ockham, through its development in classical and modern Protestant thought, and finally Latin American liberation theology, Protestant and Catholic. It is a program to generate a dialogue over moral conduct and its significance for human [End Page 215] relationships and the concrete situations and conditions of daily life lived in diverse ways while modeled after the example of Jesus Christ.In the first essay, May proposes a contextual ethic where the lived context of human moral agents includes a reliance on moral experience and wisdom for clues to the best course of moral action. Engaging Dietrich Bonhoeffer, Paul Lehman, and Latin American contextual ethicists, he rejects the idea that formal principles undergird Christian behavior. Contextual ethics is instead based on an obedient response to God's activity in the world, resulting in love of neighbor, building human life, seeking God's will in history, following Jesus's concrete moral example practiced in history, and participating in a Christian community that seeks the Kingdom of God. In the second essay, May sketches a method for an ethics of liberation, arguing how the analysis of concrete situations by moral agents could produce concrete norms of conduct. An ethics of alterity results, where marginalized people are freed from oppression and opened to horizons of new life. The third essay argues that a contextualist ethic must be Christomorphic instead of Christocentric. People practice "creative loyalty" to Jesus's example by engaging the other and his or her needs within one's particular context (34). This activity imitates but does not replicate how Jesus treated people in his context. In the fourth essay, May argues how a contextual ethic enables its practitioners to engage in "moral interrogations" of concrete life experiences and actions from which wisdom is gained (51). He calls for an intercultural ethics whereby diverse peoples in their respective contexts engage in mutual learning and respectful dialogue. The last essay speaks to the result of this dialogue: a polyphonic global discussion among people faithful to God and open to new life.May's exposition of contextual ethics is an excellent summary for people seeking to understand its origins, history, and ideas. Unfortunately, his criticism of deontological ethics causes him to miss a rich vein of thought. Those medieval scholastics who believed in universals knew well that such universals instantiated themselves in a myriad of ways. Lived, concrete, historical experiences serve as portals to the universal norm, which is not so much a bland uniform abstraction as a mosaic where diverse human experiences combine to help us realize that such norms exist. The mistake is made when one thinks her piece of the mosaic is the entire mosaic, which makes deontological ethics vulnerable to the problems May wants to avoid. Moreover, contextual ethics could defeat the intercultural dialogue he seeks precisely because the lack of an agreed objective measure leads to human power struggles over defining the terms of any ethical discussion. [End Page 216]Ramon LuzarragaBenedictine University at MesaCopyright © 2017 Society of Christian Ethics... (shrink)

Abstract None of the numerous modern proposals for jus post bellum models has gained wide acceptance. The proposals tend to resemble laundry lists, often enumerated without an obvious and coherent ethical rationale. Recognizing the importance of jus post bellum, this article seeks to move the jus post bellum discourse forward. First, the article constructs a foundation of seven principles for jus post bellum models by modifying and integrating the separate proposals advanced by Bellamy and Evans. Then building on that revised (...) set of foundational principles, this article incorporates selected criteria and research from prior proposals to erect a five-part jus post bellum framework: (1) respect for persons; (2) establish justice; (3) exercise ecological responsibility; (4) engage multinational commitment and support; and (5) maintain progress toward closure. The article concludes by arguing that the proposed jus post bellum model is comprehensive, parsimonious, pragmatic, and has a universally applicable framework analogous to Just War Theory's other two components. (shrink)

This article explores a new scientific understanding of cooperative processes within the natural world, and demonstrates how this understanding could reshape our need for community. From this a new approach to a global ethics can be extrapolated. Instead of looking back in an attempt to rescue ancient values the author offers hope in looking forward. The author proposes to use a synchronizing process he calls Collective Orchestration to describe a dialectical transition from individuals to wholes. He employs concepts gained from (...) system theory, cybernetics, and chaos theory to make his point. Collective Orchestration offers a novel solution to the problem of Macro evolution, the evolutionary developing of brand new species. From this naturalistic foundation the author derives a new global ethics, based on the principles of self-organization, cooperation, and connectedness. (shrink)

This article considers various approaches used in complementary and alternative medicine research, and discusses the challenges that reviewing such research poses for Human Research Ethics Committees. Drawing on our experience with the University of Technology Sydney HREC, we offer some suggestions about how ethical principles governing conventional medical research can be applied in the context of research in complementary and alternative medicine. We argue that effective HREC review requires members to gain familiarity with such research, which helps ensure that (...) such research is conducted rigorously and ethically. (shrink)

Abstract In the Sanskrit grammar the first person is taken to be that which in other grammars is denoted by the third. Thus the first person in Sanskrit is ?it?, ?he? or ?she?. What is the significance of this? This exploration goes on to inquire into the philosophical significance of the person as emergent from the grammar?cum?philosophy in the light of Advaita Ved?nta. The concept of person, the principle of sounding (per sonare), in the human being, gains depth and (...) is enriched by the recognition of its dependence on hearing (ob audire). It belongs to the very nature of the person ?to sound? abroad according to its allegiance; according, therefore, to what voice it is attuned to, and thus obeys. (shrink)

While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and (...) 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data was analysed qualitatively utilising the SOLO taxonomy. The results revealed that: 1) participants displayed high levels of understanding and the need for the facilitator support decreased with the use of the online ethics resource; 2) the learners were able to evaluate their learning outcomes with satisfactory accuracy; 3) when used linearly, the online ethics resource helped learners to achieve high levels of understanding even when the scaffolding gradually faded. Based on the lessons learnt, design principles were extracted to develop research ethics competencies in higher education, and also recommendations for research ethics training were outlined. (shrink)

Monshi and Zieglmayer's case study presents Sri Lankan participants as having views on the privacy of health information that differ radically from those commonly found in Western nations. This article explores 2 questions that their case study raises for the ethical review of research in international settings: First, are allegedly universal ethical principles - of the sort promulgated in the Belmont Report (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978) - useful in international (...) settings?, and second, how should research oversight bodies address the challenges that arise in international behavioral and social science research? (shrink)

In her political philosophy, Martha C. Nussbaum defends liberal political principles on the basis of an objective conception of the good of human beings. This paper examines whether her argument succeeds. It identifies three methods to which Nussbaum refers in order to select the central human capabilities, whose exercise is seen as constituting the human good. It asks whether these methods – the interpretation of actual ways of human self-understanding, the search for necessary anthropological features, and the idea of an (...) overlapping consensus – can yield liberal political principles. The paper concludes that it is doubtful that the first two methods will lead to this result. As to the third method, it may yield liberal principles only insofar as it relies on the notion of human dignity which is interpreted in a way that contains a strong view of equality of all human beings. In this way, universal liberal principles are not primarily based on considerations of the human good, but on a genuine moral standpoint. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:White Collar Zen: Using Zen Principles to Overcome Obstacles and Achieve Your Career GoalsCarol S. GouldWhite Collar Zen: Using Zen Principles to Overcome Obstacles and Achieve Your Career Goals. By Steven Heine. New York: Oxford University Press, 2005. Pp. ix + 198.In these days of corporate corruption, downsizing, and outsourcing, not to mention the continuous cutbacks in the Academy, it is no surprise that people are open to (...) unconventional ways of looking at life and work. Several years ago, Epicurus became a best-selling author in Italy, and more recently we have seen philosophical approaches from authors such as Alain de Botton (Consolations of Philosophy), Lou Marinoff (Plato, Not Prozac), and Tom Morris (If Aristotle Ran General Motors), to name a few. Steven Heine's White Collar Zen: Using Zen Principles to Overcome Obstacles and Achieve Your Career Goals applies as well to the academic as to the corporate workplace.Heine has written White Collar Zen from the standpoint of a scholar of Buddhism and a professional academic administrator. That he has been extremely successful [End Page 123] at both should make one take a serious look at this book. Given the indifference of both institutions and the natural world to human suffering (think of Enron and Hurricane Katrina), we all need survival skills, and Heine shows us how we can acquire them in our professional lives by applying Zen philosophy. While his expressed purpose is not to illuminate the subtleties of Zen, the attentive nonspecialist reader can glean much about the tradition nonetheless and, like the Zen specialist, find new paths for navigating around the foxholes in organizations.Zen, as Heine points out, infiltrated American culture over one hundred years ago and has made its way into subcultures beyond the American-Japanese, for example the worlds of psychotherapy, the arts, medicine, and even some of the more liberal branches of Judaism and Christianity. In case a novice feels unprepared to use Zen for success, Heine points out that Zen has great flexibility, that it is not orthodoxy. "Discover your own way... of 'being Zen,"' he tells us (p. 10).While it might seem clear that Zen could foster creativity, introspection, and self-understanding, the philosophical reader might raise two questions about using Zen to achieve worldly power. First, how can Zen, with its well-known requirement for periods of solitude, be a guide in the workplace? Second, is this endeavor consistent with the Zen principles that the ego is a mirage and that desires are fruitless?Heine does not explicitly address these matters as problems, but the reader will find them resolved by the end of the book. Do not be deceived by his informal tone or his hip references to the likes of Bob Dylan. The logic of this book is carefully mapped out. As for the first issue, Heine demonstrates that the sort of isolation prescribed by Zen makes us more fit for organizational life. With regard to the second, human life, according to Zen, is a series of constantly vanishing moments. Success is simply survival and gaining the ability to be in each moment fully. The Zen philosophy, like the Heraclitean, does not shy away from the inconsistencies to which reflection leads us. Thus, Zen does not require that we resolve the tension between the twin needs for solitude and life with others. White Collar Zen is a guide to accepting this fact without anxiety.The self, according to Zen, is not an atomic individual, but something constantly in flux and part of a whole. Everything is Buddha nature, and meditation is the way to discover it. The Unmoving Mind is the state within each of us that can transcend the perspective of our own desires, peculiarities, interests, and ego. To look at events from the standpoint of the Unmoving Mind is to look at them from a higher perspective. It gives one tremendous freedom to choose wisely, because this cleanses the self of petty resentments. When a conflict can be resolved in a way that benefits everyone, each individual will benefit. When one is glued to one's own vantage point, it is difficult to want to act for the benefit... (shrink)

The present article attempts at combining Big History potential with the potential of Evolutionary Studies in order to achieve the following goals: 1) to apply the historical narrative principle to the description of the star-galaxy era of the cosmic phase of Big History; 2) to analyze both the cosmic history and similarities and differences between evolutionary laws, principles, and mechanisms at various levels and phases of Big History. As far as I know, nobody has approached this task in a (...) systemic way yet. It appears especially important to demonstrate that many evolutionary principles, patterns, regularities, and rules, which we tend to find relevant only for higher levels and main lines of evolution, can be also applied to cosmic evolution. Moreover, almost everything that we know about evolution may be detected in the cosmic history, whereas many of the evolutionary characteristics are already manifested here in a rather clear and salient way. Of course, many of the characteristics are manifested in initial or nonsystematic forms but some features, on the contrary, appear to be more distinct just in the cosmic phase. And at the same time when many characteristics and features which are typical of biological and social evolution unexpectedly reveal their roots or protoforms at earlier phases, one becomes aware that the universal character of evolution is real and it can be detected in a number of manifestations. One should also bear in mind that the origin of galaxies, stars, and other celestial objects is the lengthiest evolutionary process among all evolutionary processes in the Universe. Such an approach opens new perspectives for our understanding of evolution and Big History, of their driving forces, vectors, and trends, it also creates a consolidated field for the multidisciplinary re-search. (shrink)

Since the publication of Jonathan Dancy's 'Moral Reasons' in 1991, many English speaking ethicists have been especially interested in the role of abstract theory in moral life and the extent to which principles analogous to those employed in the hard sciences like physics are central to the development of ethical knowledge. Unlike earlier generations of philosophers who had, on the whole, accepted that principles had an integral role in the life of a morally serious person, contemporary ethicists are largely divided (...) about the merits of such principles and whether ethical knowledge is gained through principles. This debate about the form of ethical knowledge raises questions about the epistemic status of intuitions. Can intuitions about right and wrong provide an alternative source of genuine ethical knowledge? Is reflection upon a belief enough to show that it is true? This edited collection, consisting of 11 essays by distinguished philosophers, pursues and advances that debate. The early chapters of the book are concerned primarily with intuitions and intuitionism. John Cottingham, in an essay that casts doubt on the possibility of secular intuitions, argues that if intuitions are uprooted from their traditional theological foundations then they lose their plausibility. The claim is that theism and moral intuitionism are natural partners and morality is doomed if we reject theistic picture that 'provides a home for these intuitions'. James Lenman provides an indirect response to Cottingham, questioning whether evolutionary explanations of intuitions genuinely debunk them. Explaining the causal origins of intuitions within a naturalistic framework is not damning of them or of morality itself. (shrink)

This article considers the development of the idea of universal moral principles in the work of Thomas Aquinas and his predecessors in the thirteenth century. Like other medieval authors who sought to place the principles of moral practice on a foundation more secure than on the choices of the good person, as described by Aristotle, Thomas chooses to introduce a measure of ethical certitude through the concept of the innate habit of synderesis. This idea, introduced by Jerome in his (...) commentary on Ezekiel, locates an inextinguishable spark of conscience in all humans. Thomas, influenced by Philip the Chancellor and Albert the Great, locates the principles of natural law in this innate habit of synderesis. By so doing he can claim that all human beings have the ability to recognize universally binding moral imperatives, regardless of their background and societal influences. Through this natural ability the human basis for moral action found in Aristotle's Ethics yields to one based upon the eternal immutable laws of a divine being. (shrink)

Mark Mason, in his ‘A Justification, After the Postmodern Turn, of Universal Ethical Principles and Educational Ideals’ Educational Philosophy and Theory, 37 , attempts to justify transcultural multiculturalism. In this paper I argue that he fails to refute moral relativism, and that multiculturalism as he interprets it is not morally acceptable.

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 40.3 (2006) 92-114 [Access article in PDF] A Global Art System: An Exploration of Current Literature on Visual Culture, and a Glimpse at the Universal Promethean Principle—with Unintended Oedipal Consequences Art Education 11-18: Meaning, Purpose And Direction, edited by Richard Hickman; New York, Continuum; 2nd edition, 2004; 176 pp. Global Visual Culture within a Global Art System I have harbored misgivings about (...) the term "visual culture" for several years. Having read Hickman's book with its collection of notable scholars in art and design education, those misgivings turned into qualified acceptance of "visual culture"—so long as it is understood as a global visual culture within a global art system. The ten chapters presented in Hickman's book clearly explore the notion of visual culture in the context of generating an expansive and appropriate canon of art distinctly relevant to our postmodern, multicultural, multidimensional classroom of multiple intelligences.1 And so, art and design education for the twenty-first century must perform three essential functions: one, it must color the classroom with signs of global human pictorial and textual expressions; two, it must attempt to comprehend an immeasurable universe through creative, scaled-down explorations of the phenomenal world all of humanity is subject to; and three, it must open up the Blakeian doors of perception,2 while remaining free of emotional, educational, social, political, or religious ideological bonds. In this light, Hickman's Art Education 11-18 (2004), is a must read for art and design educators currently bogged down in old curriculum, and a must read for educators who incorporate new pedagogical literature easily into their new curriculum. And I say must read because we are on the verge of a revolution in visual art history and education—immersed in it, struggling to make sense of our beloved classical canon of art, and struggling to come to grips with a strangely foreign, beautifully alien, semeiotic reality we call (vaguely) "visual culture." It is a visual culture and history from the north, east, and south. Not just from the west.Key innovative educational issues addressed in these chapters are (respectively) using the dynamic nature of art to expand the curricula (Richard Hickman); the collapse of cultural borders (Lesley Burgess and Nicholas [End Page 92] Addison); a balanced cultural history of the world (Colin Grigg); recognizing art and recognizing visual culture (Howard Hollands); a range of visual cultures and literacy (Darren Newbury); using computer technology as a pathway to a new art and visual culture (Andy Ash); critical study and analysis (Michele Tallack); hand-making as a universal link to nature and art (Rachel Mason); spirituality in the process of art creation (James Hall); and cross-cultural heritage toward a new canon of art (Hickman).I will review each chapter as it pertains to current literature exploring popular pedagogical terms like "visual culture," "postmodernism," "pluralism," and "radicalism" and (more importantly) as it fits into a global system of art and culture. In addition, I suggest another term ("cosmopolitanism"—to identify the viable gay and lesbian aesthetic and culture) not that they are necessarily different, but they are indeed relevant and operate from a fresh literary and historical perspective. Then, I will illustrate how a new, postmodern canon of art must be linked to global visual culture and art in order to expand the concept of visual culture. Thus, I see two tasks before me: the first task is to inventory the philosophy, pedagogy, and meanings within each of the ten chapters in Hickman's Art Education 11-18; and the second task is to integrate key pedagogical ideas highlighted in each chapter as a method of generating a meaningful, holistic, integrated direction for art and design education in the twenty-first century. Integrating Art and Design Education Art is a design process. All subject regimes, D. N. Perkins suggests, are a design process.3 This may seem too obvious now after all these years since the publication of Knowledge... (shrink)

Big History provides a unique opportunity to consider the development of the Universe as a single process. Within Big History studies one can distinguish some common evolutionary laws and principles. However, it is very important to recognize that there are many more such integrating principles, laws, mecha-nisms and patterns of evolution at all its levels than it is usually supposed. In the meantime, we can find the common traits in development, functioning, and interaction of apparently rather different processes and phenomena (...) of Big History. Of special importance is the point that many principles, patterns, regularities, and rules of evolution, which we tend to find relevant only for the biological and social levels of evolution, may be also applied to the cosmic phase of evolution. The present article attempts (within such a framework for the first time in the Big History framework) at combining Big History potential with the potential of Evolutionary Studies. It does not only analyze the history of the Cosmos. It studies similarities between evolutionary laws, principles, and mechanisms at various levels and phases of Big History. Such an approach opens up some new perspectives for our understanding of evolution and Big History, their driving forces, vectors, and trends; it creates a consolidated field for interdisciplinary research. (shrink)

Big History provides a unique opportunity to consider the development of the Universe as a single process. Within Big History studies one can distinguish some common evolutionary laws and principles. However, it is very important to recognize that there are many more such integrating principles, laws, mechanisms and patterns of evolution at all its levels than it is usually supposed. In the meantime, we can find the common traits in development, functioning, and interaction of apparently rather different processes and phenomena (...) of Big History. Of special importance is the point that many principles, patterns, regularities, and rules of evolution, which we tend to find relevant only for the biological and social levels of evolution, may be also applied to the cosmic phase of evolution. The present article attempts (within such a framework for the first time in the Big History framework) at combining Big History potential with the potential of Evolutionary Studies. It does not only analyze the history of the Cosmos. It studies similarities between evolutionary laws, principles, and mechanisms at various levels and phases of Big History. Such an approach opens up some new perspectives for our understanding of evolution and Big History, their driving forces, vectors, and trends; it creates a consolidated field for interdisciplinary research. (shrink)

Mark Mason, in his ‘A Justification, After the Postmodern Turn, of Universal Ethical Principles and Educational Ideals’ Educational Philosophy and Theory, 37 (2005), attempts to justify transcultural multiculturalism. In this paper I argue that he fails to refute moral relativism, and that multiculturalism as he interprets it is not morally acceptable.

There are in our time ongoing discussions on the question of global justice and inter-cultural dialogues. This question embraces not only questions of distribution and recognition, but also questions of peace and survival. In this paper, focusing on the latter, I shall discuss the question of the possibility of a philosophical justifi cation for universally binding principles for international law and thus for inter-state and intercultural behavior.

Psychologists live in a globalizing world where traditional boundaries are fading and, therefore, increasingly work with persons from diverse cultural backgrounds. The Universal Declaration of Ethical Principles for Psychologists provides a moral framework of universally acceptable ethical principles based on shared human values across cultures. The application of its moral framework in developing codes of ethics and reviewing current codes may help psychologists to respond ethically in a rapidly changing world. In this article, a model is presented to demonstrate (...) how to use the Universal Declaration as a guide for creating or reviewing a code of ethics. This model may assist psychologists in various parts of the world in establishing codes of ethics that will promote global understanding and cooperation while respecting cultural differences. The article describes the steps involved in the application of the model and provides concrete examples as well as several useful comments and suggestions. This guide for the application of the Universal Declaration may also be used for consultation, education, and training relative to the Universal Declaration of Ethical Principles for Psychologists. (shrink)

This essay—originally a presentation at a symposium on “The Idea of a University in the Third Millennium: Revisiting Newman’s Vision of the Academy” at McNeese State University, Lake Charles, Louisiana, February 15–16, 2008—reflects on intellectual freedom and religious commitment at modern American universities in light of Newman’s novel Loss and Gain.

The free energy principle (FEP) portends to provide a unifying principle for the biological and cognitive sciences. It states that for a system to maintain non-equilibrium steady-state with its environment it must minimise its (information-theoretic) free energy. Under the FEP, to minimise free energy is equivalent to engaging in approximate Bayesian inference. According to the FEP, therefore, inference is at the explanatory base of biology and cognition. In this paper, we discuss a specific challenge to this inferential formulation (...) of adaptive self-organisation. We call it the universal ethology challenge: it states that the FEP cannot unify biology and cognition, for life itself (or adaptive self-organisation) does not require inferential routines to select adaptive solutions to environmental pressures (as mandated by the FEP). We show that it is possible to overcome the universal ethology challenge by providing a cautious and exploratory treatment of inference under the FEP. We conclude that there are good reasons for thinking that the FEP can unify biology and cognition under the notion of approximate Bayesian inference, even if further challenges must be addressed to properly draw such a conclusion. (shrink)

Reflection Principles are commonly thought to produce only strong axioms of infinity consistent with V = L. It would be desirable to have some notion of strong reflection to remedy this, and we have proposed Global Reflection Principles based on a somewhat Cantorian view of the universe. Such principles justify the kind of cardinals needed for, inter alia , Woodin’s Ω-Logic.

This, the third seminar organised by the AREC university sector committee, included short presentations followed by parallel workshops. These proposed and explored basic principles for ethical review in the context of current models within the university REC sector. In this report, following an introduction, each of the speakers/workshop leaders summarizes their own perspective on the issues raised and discussed.