The European Medical Information Framework project, funded through the IMI programme, has designed and implemented a federated platform to connect health data from a variety of sources across Europe, to facilitate large scale clinical and life sciences research. It enables approved users to analyse securely multiple, diverse, data via a single portal, thereby mediating research opportunities across a large quantity of research data. EMIF developed a code of practice to ensure the privacy protection of data subjects, protect the interests of (...) data sharing parties, comply with legislation and various organisational policies on data protection, uphold best practices in the protection of personal privacy and information governance, and eventually promote these best practices more widely. EMIF convened an Ethics Advisory Board, to provide feedback on its approach, platform, and the EcoP. The most important challenges the ECoP team faced were: how to define, control and monitor the purposes for which federated health data are used; the kinds of organisation that should be permitted to conduct permitted research; and how to monitor this. This manuscript explores those issues, offering the combined insights of the EAB and EMIF core ECoP team. For some issues, a consensus on how to approach them is proposed. For other issues, a singular approach may be premature but the challenges are summarised to help the community to debate the topic further. Arguably, the issues and their analyses have application beyond EMIF, to many research infrastructures connected to health data sources. (shrink)

An original and provocative book that illuminates the origins of philosophy in ancient Greece by revealing the surprising early meanings of the word "philosopher" Calling Philosophers Names provides a groundbreaking account of the origins of the term philosophos or "philosopher" in ancient Greece. Tracing the evolution of the word's meaning over its first two centuries, Christopher Moore shows how it first referred to aspiring political sages and advice-givers, then to avid conversationalists about virtue, and finally to investigators who focused on (...) the scope and conditions of those conversations. Questioning the familiar view that philosophers from the beginning "loved wisdom" or merely "cultivated their intellect," Moore shows that they were instead mocked as laughably unrealistic for thinking that their incessant talking and study would earn them social status or political and moral authority. Taking a new approach to the history of early Greek philosophy, Calling Philosophers Names seeks to understand who were called philosophoi or "philosophers" and why, and how the use of and reflections on the word contributed to the rise of a discipline. Drawing on a wide range of evidence, the book demonstrates that a word that began in part as a wry reference to a far-flung political bloc came, hardly a century later, to mean a life of determined self-improvement based on research, reflection, and deliberation. Early philosophy dedicated itself to justifying its own dubious-seeming enterprise. And this original impulse to seek legitimacy holds novel implications for understanding the history of the discipline and its influence. (shrink)

This paper argues that Socrates’s baffling digression on Spartan philosophy, just before he interprets Simonides’s ode, gives a key to the whole of Plato’s Protagoras. It undermines simple distinctions between competition and cooperation in philosophy, and thus in the discussions throughout the dialogue. It also prepares for Socrates’s interpretation of Simonides’s ode as a questionable critique of Pittacus’s sage wisdom “Hard it is to be good.” This critique stands as a figure for the dialogue’s contrast between Protagoras’s and Socrates’s (...) pedagogical methods. Protagoras advances an emulative view of education against Socrates’s self-knowledge model. The paper concludes with some thoughts on Protagoras’s claim that talking about poetry is as much about virtue as the earlier back-and-forth exchange about virtue’s unity and teachability. (shrink)

Roy W. Perrett argues that the Hindu sage, like the western moral saint, seems precluded from pursuing non-moral ends for their own sakes. If he is precluded from pursuing non-moral ends for their own sakes, then he is precluded from pursuing non-moral virtues, interests, activities, relationships, and so on for their own sakes. A life devoid of every such pursuit seems deficient. Hence, the Hindu sage seems to forsake the good life. In response, I adapt a reply that (...) Vanessa Carbonell offers in the context of the moral saint. The Hindu sage might pursue non-moral virtues, interests, activities, relationships, and so on for their own sakes, so long as his motivation to pursue moksa is read de re rather than de dicto. Indeed, this reply is more convincing in the case of the Hindu sage than it is in the case of the moral saint. (shrink)

Photo by Thought Catalog on Unsplash INTRODUCTION The coronavirus pandemic is a challenge to educators, policy makers, and ordinary people. In facing the threat from COVID-19, school systems and global institutions need “to address the essential matter of each human being and how they are interacting with, and affected by, a much wider set of biological and technical conditions.”[1] Educators must grapple with the societal issues that come with the intent of ensuring the safety of the public. To some, “these (...) are actually as important as the biological concerns of people.”[2] The current global crisis shows that “scientifically, socially, and politically the economy and technosphere are not just related, they are integral to a comprehensive response to major challenges.”[3] In developing these responses, scientists, government leaders, and policy makers need to consider the vulnerabilities of people, especially those in “thrown away” groups.[4] Jerome Ravetz explains that “microscopic viral predators cull our populations, as ever, but with a selection that is not natural but social and political.”[5] Educators must address the underlying vulnerabilities and evaluate the virus as a threat to academic experiences and access to a fair education. ANALYSIS • Critical Pedagogy By definition, the critical approach to teaching is about the problem-posing method of education developed by Paolo Freire. In his Pedagogy of the Oppressed, he proposed a paradigm shift away from the banking method of learning wherein teachers deposit knowledge into the minds of students. Critical pedagogy is an educational approach that challenges students to develop the ability to recognize and criticize dominating theories and evaluate them in their social context. Teachers press students to recognize oppression and try to remedy oppression in their culture.[6] Despite the lack of in-person interaction between the teacher and the students, the effort to use innovative teaching techniques like critical pedagogy should continue. Online learning is not just about the use of technology, although the internet is crucial in the delivery of content. Since human beings are creators of value, they determine the meaning and purpose of technology. In this way, the set of values people have will influence online learning. Teachers cannot be more concerned about outcomes than about the process itself. The process is crucial since the ability of the student to think critically is developed in the exchange between the student and the teacher. The teacher cannot simply dump loads of information (deposit knowledge) but must pose problems to test the analytical and critical skills of students.[7] Education is about how people humanize the world. Policy makers miss the point when they focus on the delivery but do not pay attention to the substantive aspect of learning, which is human empowerment. Education is meant to expand the freedom of people. Education should be seen as an integrative activity. Learning is a formative process that aims to develop the human person. Without the face-to-face encounter between teacher and students, the challenge is finding ways to make learning an effective means to mold the values of young people. • Online Critical Pedagogy & the Role of Technology Physical distance appears to be an impediment in realizing the ideals of learning. The lack of contact between the teacher and the students may prevent a more meaningful interaction since online instruction is impersonal. It can be argued that there is no alternative to some classroom activities, especially laboratory experiments in science courses. The total classroom environment naturally influences the behavior of students when it comes to academic work: the look in the eyes of the professor, the caring ways of a teacher, or the pressure while taking exams contribute to an experience that only a classroom setting can provide. If implemented properly, technology can facilitate the personal relationships between teachers and students while providing meaningful experiences. With the current need for online learning during the COVID-19 pandemic, gadgets are indispensable. Some would even consider gadgets an extension of the human body. A mobile phone is not just any instrument; it has evolved into a novel way of being in the world. Our gadgets are a means of seeing how the outside world unfolds. Modern technological tools allow the interface of people in many fields of experience in a globalized environment. Computers and other digital devices extend the meaning and value of human freedom. For example, a laptop provided to a poor child can redefine the meaning of and what the future might hold for that child. The device is crucial to the whole learning process. Modern tools are critical to self-discovery and greater freedom. The values that people embrace will matter in the new normal. The internet has provided a new democratic space that empowers groups and individuals to express themselves and to understand the world.[8] In an online class, students and teachers alike need to analyze big picture questions and layers of information. For example, the student in an ethics or philosophy class can reflect on the realities of life. With the proper guidance, online education should help define the meaning of moral commitment and human responsibility. CONCLUSION Before the pandemic, policy makers had been pursuing the goals of a globalized economy. They had been fashioning and promoting programs that cater to the interests of a consumer-driven world that has deprived the poor of opportunity. When the pandemic struck, globalization suddenly came to a halt and people realized the things that truly matter in life – family, love, and life itself. The new normal must now emphasize the role of education as a source of inner strength that can empower the person to live well reinforcing values based on a social consciousness. Critical pedagogy is possible under the new normal. The distance between the teacher and student does not make the educational process less real and in the absence of a vaccine, online learning is the safest strategy. Governments cannot freeze an entire school year since education is the only way out from poverty for millions. The COVID-19 pandemic provides a reason to re-imagine teaching using technology to encourage all students to question systems of oppression or greed, as the persistent pursuit of the truth is what education is all about. [1] Hartsell, Layne, Krabbe, Alexander, & Pastreich, Emmanuel. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene.” Social Ethics Society Journal of Applied Philosophy 6, no. 2 (2020), 3. [2] Ravetz, Jerome. “Science for a Proper Recovery: Post-Normal, not New Normal.” Issues in Science and Technology [Internet] July 15, 2020. https://issues.org/post-normal-science-for-pandemic-recovery/ [3] Hartsell, et al. “Covid-19, Global Justice, and a New Biopolitics of the Anthropocene,” 6. [4] Ravetz, “Science for a Proper Recovery: Post-Normal, not New Normal.” [5] Ibid. [6] Freire, Paolo. Pedagogy of the Oppressed. (New York: Continuum Books, 1993). [7] Freire writes that in such a situation “instead of communicating, the teacher issues communiqués and makes deposits which the students patiently receive, memorize, and repeat.” See his Pedagogy of the Oppressed. [8] Bakardjieva, Maria. Internet Society. (London: Sage Publications, 2005). (shrink)

Moi, je, ego, personne, individu... autant de termes par lesquels nous désignons le sujet substantiel que nous croyons être. Seulement, peut-on trouver en nous une quelconque unité singulière et constante? Notre identité est-elle réellement constituée de mêmeté, d'ipséité et de continuité? Contre toute attente, certains philosophes osèrent en douter, mais c'est surtout le Bouddha, au VIe siècle avant notre ère, qui fit peser les plus graves soupçons sur notre prétendue subjectivité. Si le sage indien ne nia pas l'existence de (...) notre moi empirique, il remit en cause l'idée qu'il s'agissait d'une substance. Le moi existerait donc sans pour autant être réel. Comprendre la nature de cet ego permettrait dès lors de se libérer des souffrances qu'il engendre. Il en va ainsi de notre bonheur... (shrink)

Politics, Philosophy & Economics, Volume 21, Issue 3, Page 269-290, August 2022. This paper argues that libertarianism—and only libertarianism—can vindicate immigration's status as a human right whose protection is morally required in nearly all circumstances. Competing political theories such as liberal egalitarianism fail to rule out significant immigration restrictions in a range of realistic conditions. We begin by outlining the core tenets of libertarianism and their implications for immigration policy. Next, we explain why arguments that appeal to alternative principles are (...) unable to provide robust justification for open borders. We conclude by considering whether our argument vindicates libertarianism or undermines open borders. (shrink)

European Journal of Political Theory, Ahead of Print. How should responsibility be theorized in the context of the global climate crisis? This question is often framed through the language of distributive justice. Because of the inequitable distribution of historical emissions, climate vulnerability, and adaptation capacity, such considerations are necessary, but do not exhaust the question of responsibility. This article argues that climate change is a structural injustice demanding a theory of political responsibility. Agents bear responsibility not in virtue of their (...) individual causal contribution or capacity, but because they participate in and benefit from the carbon-intensive structures, practices, and institutions that constitute the global political and economic system. Agents take responsibility by engaging in collective political action to transform these structures that generate both climate hazards and unjust relationships of power. By incorporating distributive principles within a capacious conception of political responsibility, this framework advances the theory and practice of climate justice in two ways. First, adopting a relational rather than individualistic criterion of responsibility better makes sense of how and why individuals bear responsibility for a global and intergenerational injustice like climate change. Second, framing climate justice in terms of political responsibility for unjust structural processes better orients and motivates the political action necessary for structural transformation. (shrink)

The aphorisms collected in this book, first published in 1953, were composed by Patanjali, a great Indian sage, over 1,500 years ago, and here translated into clear English prose. The accompanying commentary interprets the sayings for the modern world, and in doing so gives a full picture of what yoga is, what its aims are, and how it can be practised.

Research Ethics, Volume 18, Issue 2, Page 126-131, April 2022. Engaging citizens and patients in research has become a truism in many fields of health research. It is now seen as a laudable—if not compulsory—activity in research for yielding more impactful and meaningful citizen/patient outcomes and steering research in the right direction. Although this research approach is increasingly common and commendable, we recently encountered a major obstacle in obtaining an ethics certificate from an institutional review board to conduct a study (...) that places citizen/patient perspectives on equal footing with those of academic/policy experts. The obstacle was the interpretation of fairness in terms of compensation for research participation. In terms of research ethics, this raised an important question: Should all types of participants be compensated equally, or should exceptions be made for citizen/patient participants? We argue that there are good reasons for exceptionalism and that clearer guidance on citizen/patient engagement in research should be embedded into research ethics doctrine. (shrink)

This chapter contains sections titled: Socrates Café Café Philosophique Philosophy for Everyone Sophistry The Examined Life Oblivion Conclusion (Who is Ben's Mom?).

Suppose we believe that God created the world. Then surely we want it to be the case that he intended, in some sense at least, to create THIS world. Moreover, most theists want to hold that God didn't just guess or hope that the world would take one course or another; rather, he KNEW precisely what was going to take place in the world he planned to create. In particular, of each person P, God knew that P was to exist. (...) Call this the "standard" conception. Most theists find the standard conception appealing. Unfortunately, the view seems to conflict with the equally appealing idea — call it "temporal actualism" — that there are no "future" individuals beyond those that already exist in the present moment. For, on this view, for any historical person P, prior to creation, there was no such person as P and hence nothing about P for God to know. Hence, in particular, God couldn't have known that P was to exist. This is of course not a new problem. But past solutions to it are highly problematic. In this paper, after canvassing previous approaches, I will propose a solution that seems to preserve both temporal actualism and a suitably robust form of the standard conception while avoiding the pitfalls of the past. (shrink)

In this article Cristoph Wulf examines the basic concepts of pedagogy and educational science in the German-speaking world, looking at education and socialization from the perspective of educational anthropology. He makes evident that the complex German concept of Bildung, in particular, can only be fully understood by means of a historical and philosophical analysis.

Corporate misconduct receives significant attention in the business ethics literature. This paper studies how corporate misconduct is impacted by import penetration from China, which is largely exogenous to the U.S. product market. Using this natural experiment, we find that heightened Chinese import penetration curbs corporate misconduct of U.S. firms. The effect is more pronounced for firms with weaker corporate governance and firms more vulnerable to product market competition. The findings provide implications for firms facing increased import penetration. Firms may consider (...) improving corporate governance and exploring avenues for differentiation as potential strategies to cope with the competition. In addition, we address the exogeneity concern derived from the influence of Chinese value penetration. Furthermore, we find that competition-related policies such as tariff reduction and U.S. granting China Permanent Normal Trade Relations (PNTR) status also lower corporate misconduct. Our work adds to the debates on competition and corporate misconduct in a cross-country competitive landscape. (shrink)

This book is available either individually, or as part of the specially-priced Arguments of the Philosphers Collection.

The Realm of Reason develops a new, general theory of what it is for a thinker to be entitled to form a given belief. The theory locates entitlement in the nexus of relations between truth, content, and understanding. Peacocke formulates three principles of rationalism that articulate this conception. The principles imply that all entitlement has a component that is justificationally independent of experience. The resulting position is thus a form of rationalism, generalized to all kinds of content.To show how these (...) principles are realized in specific domains, Peacocke applies the theory in detail to several classical problems of philosophy, including the nature of perceptual entitlement, induction, and the status of moral thought. These discussions involve an elaboration of the structure of entitlement in ways that have applications in many other areas of philosophy. He also relates the theory to classical and recent rationalist thought, and to current issues in the theory of meaning, reference and explanation. In the course of these discussions, he proposes a general theory of the a priori.The focus of the work lies in the intersection of epistemology, metaphysics, and the theory of meaning, and will be of interest both to students and researchers in these areas, and to anyone concerned with the idea of rationality. (shrink)

In an age where issues like climate change and the unintended consequences of technological innovation are high on the ethical and political agenda, questions about the nature and extent of our responsibilities to future generations have never been more important, yet simultaneously so difficult to answer. This book takes a unique approach to the problem by drawing on diverse traditions of thinking about care (including developmental psychology, phenomenology and feminist ethics) to explore the nature and meaning of our relationship with (...) the future. Demonstrating that many influential perspectives on intergenerational ethics, including positions advanced by John Rawls, Brian Barry, and Ulrich Beck are undermined by problems relating to uncertainty, it shows that an approach based on care ethics can confront the uncertain future successfully and give a viable account of the nature and scope of future-oriented responsibilities. (shrink)

Aristotle attaches particular significance to the homonymy of many central concepts in philosophy and science: that is, to the diversity of ways of being common to a single general concept. His preoccupation with homonymy influences his approach to almost every subject that he considers, and it clearly structures the philosophical methodology that he employs both when criticizing others and when advancing his own positive theories. Where there is homonymy there is multiplicity: Aristotle aims to find the order within this multiplicity, (...) and believes that doing so is crucial to scientific inquiry and philosophical progress.Christopher Shields investigates and evaluates Aristotle's approach to questions about homonymy, characterizing the metaphysical and semantic commitments necessary to establish the homonymy of a given concept. Then, in a series of case-studies, Shields examines in detail some of Aristotle's principal applications of homonymy--to the body, sameness and oneness, life, goodness, and being. Shields's aim is not only to give a fuller understanding of Aristotle's methodology and to illuminate his specific doctrines in a variety of areas, but to show that this methodology remains fruitful today. (shrink)

In February 54b.c. Cicero concludes a missive to his brother with a passing and – for us – tantalizing remark:Lucreti poemata ut scribis ita sunt, multis luminibus ingeni, multae tamen artis. sed cum veneris. virum te putabo si Sallusti Empedoclea legeris; hominem non putabo. Quintus had, it seems, readDe rerum natura, or at least parts thereof, just before he left Rome for an undisclosed location nearby, and he shared his enthusiasm with his brotherper codicillos. Meanwhile, he was corresponding with Julius (...) Caesar, whose staff in Gaul he was about to join. When, a few months later, he was stationed with Caesar, he was involved in another literary affair, this time concerning his brother who wrote to him, inquiring about his autobiographicalDe temporibus suis:quo modo nam, mi frater, de nostris versibus Caesar? nam primum librum se legisse scripsit ad me ante, et prima sic ut neget se ne Graeca quidem meliora legisse; reliqua ad quendam locum ῥᾳθυμότερα (hoc enim utitur verbo). dic mihi verum: num aut res eum aut χαρακτὴρ non delectat?(Q.fr.2.15.5). (shrink)

Expressives like damn and bastard have, when uttered, an immediate and powerful impact on the context. They are performative, often destructively so. They are revealing of the perspective from which the utterance is made, and they can have a dramatic impact on how current and future utterances are perceived. This, despite the fact that speakers are invariably hard-pressed to articulate what they mean. I develop a general theory of these volatile, indispensable meanings. The theory is built around a class of (...) expressive indices. These determine the expressive setting of the context of interpretation. Expressives morphemes act on that context, actively changing its expressive setting. The theory is multidimensional in the sense that descriptives and expressives are fundamentally different but receive a unified logical treatment. (shrink)

The essays in this volume illuminate a central topic in ethical theory: moral dilemmas. Some contemporary philosophers dispute the traditional view that a true moral dilemma -- a situation in which a person has two irreconcilable moral duties -- cannot exist. This collection provides the historical background to the ongoing debate with selections from Kant, Mill, Bradley, and Ross. The best recent work on the question is represented in essays by Donagan, Foot, Hare, Marcus, Nagel, van Fraassen, Williams, and others.

The norms surrounding pejorative language, such as racial slurs and swear words, are deeply prohibitive. Pejoratives are typically a means for speakers to express their derogatory attitudes. As these attitudes vary along many dimensions and magnitudes, they initially appear to be resistant to a truth-conditional, semantic analysis. The goal of the paper is to clarify the essential linguistic phenomena surrounding pejoratives, survey the logical space of explanatory theories, evaluate each with respect to the phenomena and provide a preliminary assessment of (...) the initial resistance to a truth-conditional analysis. (shrink)

Moral error theories are often rejected by appeal to ‘companions in guilt’ arguments. The most popular form of companions in guilt argument takes epistemic reasons for belief as a ‘companion’ and proceeds by analogy. I show that this strategy fails. I claim that the companions in guilt theorist must understand epistemic reasons as evidential support relations if her argument is to be dialectically effective. I then present a dilemma. Either epistemic reasons are evidential support relations or they are not. If (...) they are not, then the companions in guilt argument fails. If they are, then a reduction of epistemic reasons to evidential support relations becomes available and, consequently, epistemic reasons cease to be a viable ‘companion’ for moral reasons. I recommend this structure of argument over existing strategies within the literature and defend my claims against recent objections from companions in guilt theorists. (shrink)

Discusses Derrida's writings on Plato, Kant, Hegel, Rousseau, Nietzsche, and Freud.

Catholic thinkers generally agree that artificial womb technology (AWT) would be permissible in cases of partial ectogenesis to assist severely premature infants, but there is substantially more debate concerning whether AWT could be used to save frozen embryos, which are the result of in vitro fertilization (IVF). In many cases, these embryos have been abandoned and left in a permanently cryogenic state, which is an affront to their human dignity. While AWT would allow people to adopt these embryos and give (...) them an opportunity to develop, it gives rise to serious concerns over the possibility of scandal and the potential for cooperation in evil. Therefore, the author argues that even though AWT may one day represent a solution to this tragedy, it is currently not a morally licit answer, given the widespread use and approval of IVF in our culture. (shrink)

Plato's dialogues are usually understood as simple examples of philosophy in action. In this book Professor Rowe treats them rather as literary-philosophical artefacts, shaped by Plato's desire to persuade his readers to exchange their view of life and the universe for a different view which, from their present perspective, they will barely begin to comprehend. What emerges is a radically new Plato: a Socratic throughout, who even in the late dialogues is still essentially the Plato (and the Socrates) of the (...) Apology and the so-called 'Socratic' dialogues. This book aims to understand Plato both as a philosopher and as a writer, on the assumption that neither of these aspects of the dialogues can be understood without the other. The argument of the book is closely based in Plato's text, but should be accessible to any serious reader of Plato, whether professional philosopher, classicist, or student. (shrink)

Fallacies and Argument Appraisal presents an introduction to the nature, identification, and causes of fallacious reasoning, along with key questions for evaluation. Drawing from the latest work on fallacies as well as some of the standard ideas that have remained relevant since Aristotle, Christopher Tindale investigates central cases of major fallacies in order to understand what has gone wrong and how this has occurred. Dispensing with the approach that simply assigns labels and brief descriptions of fallacies, Tindale provides fuller treatments (...) that recognize the dialectical and rhetorical contexts in which fallacies arise. This volume analyzes major fallacies through accessible, everyday examples. Critical questions are developed for each fallacy to help the student identify them and provide considered evaluations. (shrink)

Explores the topic of ethics in sports, including stories of good sportsmanship in action, playing by the rules, and game preparation.

Why are some popular musical forms and performers universally reviled by critics and ignored by scholars-despite enjoying large-scale popularity? How has the notion of what makes "good" or "bad" music changed over the years-and what does this tell us about the writers who have assigned these tags to different musical genres? Many composers that are today part of the classical "canon" were greeted initially by bad reviews. Similarly, jazz, country, and pop musics were all once rejected as "bad" by the (...) academy that now has courses on these and many other types of music. This book addresses why this is so through a series of essays on different musical forms and performers. It looks at alternate ways of judging musical performance beyond the critical/academic nexus, and suggests new paths to follow in understanding what makes some music "popular" even if it is judged to be "bad." For anyone who has ever secretly enjoyed ABBA, Kenny G, or disco, Bad Music will be a guilty pleasure! (shrink)

We often know what we are judging, what we are deciding, what problem we are trying to solve. We know not only the contents of our judgements, decidings and tryings; we also know that it is judgement, decision and attempted problem-solving in which we are engaged. How do we know these things?

In Libanius' speechFor the Temples(Or. 30), sometimes regarded as the crowning work of his career, he refers to an unnamed city in which a great pagan temple had recently been destroyed; the date of the speech is disputed, but must be in the 380 s or early 390 s, near the end of the speaker's life. After deploring the actions of a governor appointed by Theodosius, often identified with the praetorian prefect Maternus Cynegius, Libanius continues (30.44–5):Let no-one think that all (...) this is an accusation against you, Your Majesty. For on the frontier with Persia (πρὸς τοῖς ὁρίοις Περσῶν) there lies in ruins a temple which had no equal, as one may hear from all who saw it, so very large was it and so very large the blocks with which it was built, and it occupied as much space as the city itself. Why, amid the terrors of war, to the benefit of the city's inhabitants, those who took the city gained nothing because of their inability to take the temple as well (τοῖς ἑλοῦσι τὴν πόλιν οὐκ ἔχουσι κἀκεῖνον προσεξελεῖν), since the strength of the walls defied every siege-engine. Besides that, one could mount up to the roof and see a very great part of enemy territory, which gives no small advantage in time of war. I have heard some people disputing which of the two sanctuaries was the greater marvel, this one that has gone, or one that one hopes may never suffer in the same way, and contains Sarapis. But this sanctuary, of such a kind and size, not to mention the secret devices of the ceiling and all the sacred statues made of iron that were hidden in darkness, escaping the sun – it has vanished and is destroyed.Jacques Godefroy (Gothofredus), best known for his edition of the Theodosian Code, also produced theeditio princepsof the speechFor the Temples, supplying a Latin translation and extensive notes. He hesitated whether to identify the city in question with Apamea in Syria or with Carrhae, ‘urbs superstitione Gentilicia tum referta’, but opted for a third choice: Edessa, the capital of Osrhoene. In doing so he took for granted that a law of the Theodosian Code (16.10.8), in which the emperors order that a pagan temple in Osrhoene remain open, referred to the same temple; I shall argue below that this is incorrect. Opinion continues to be divided, though with a majority favouring Edessa. But this lay some ten or fifteen miles from the border with Persia, whereas Carrhae was directly on it, and is much more likely than Edessa to have had a temple from which one ‘could observe a vast area of enemy country’. The principal deity of Carrhae (Harran) was Sîn, the Moon God, said by some sources to be male, by others to be female. Describing how Caracalla was assassinated while on a pilgrimage to the god, Cassius Dio says that he had ‘set out from Edessa for Carrhae’, and was murdered on the way: according to Herodian, he was staying in Carrhae when he decided to go in advance of his army ‘and to reach the temple of the Moon, whom the local people greatly revere: the temple is a long way from the city [presumably Carrhae], so as to require a (special) journey’. Another emperor to visit the sanctuary was Julian on his march into Babylonia. Theodoret of Cyrrhus alleges that ‘he entered the sanctuary honoured by the impious’ and cut open a human victim, a woman suspended by the hair, in order to obtain an omen of his future victory. (shrink)

In _Discrimination Against the Dying_, Philip Reed argues, among other things, that ‘right to die laws (euthanasia and assisted suicide) also exhibit terminalism when they restrict eligibility to the terminally ill’. 1 Additionally, he suggests ‘the availability of the option of assisted death only for the terminally ill negatively influences the terminally ill who wish to live by causing them to doubt their choice’. 1 I argue that on scrutiny, neither of these two points hold. First, we routinely limit a (...) course of treatment to only those for whom we believe the treatment might provide a benefit. Typically, we do not think hastening death provides benefit when an individual is not experiencing a terminal illness. Thus, I conclude, either all treatments are discriminatory, or medical aid in dying is not. Second, I argue that permitting individuals to refuse or remove life sustaining care may very well cause... (shrink)

Miranda Fricker's important study of epistemic injustice is focussed primarily on testimonial injustice and hermeneutic injustice. It explores how agents' capacities to make assertions and provide testimony can be impaired in ways that can involve forms of distinctively epistemic injustice. My paper identifies a wider range of forms of epistemic injustice that do not all involve the ability to make assertions or offer testimony. The paper considers some examples of some other ways in which injustice can prevent someone from participating (...) in inquiry. (shrink)

Schopenhauer's philosophy was formed during the years 1810–18. This chapter looks at the influences that shaped it, principally Kant, but also Plato, and the Upanishads. Schopenhauer aimed at a synthesis of these influences. Although indebted to Kant for the framework of his thought, he developed a conception of metaphysics and a ‘better consciousness’ of objective reality that would be free from the limitations imposed by Kant. Schopenhauer's antagonistic relationship with Fichte, Schelling, and Hegel is also mentioned.

Christopher Hookway presents a series of studies of themes from the work of the great American philosopher and pragmatist, Charles S. Peirce (1839-1913). These themes center on the question of how we are to investigate the world rationally. Hookway shows how Peirce's ideas about this continue to play an important role in contemporary philosophy.