This text explores how human beings construe experience: experience as a resource, as a potential for understanding, representing and acting on reality.

R. K. Elliott once commended R. S. Peters' work in philosophy of education for being an authentic expression of the self. Many philosophers, probably including Peters, might see this more as a weakness. In an attempt to resolve this difference various kinds of continuity between philosopher and philosophy are explored. These point to an ideal of a two-way, and ultimately ‘organic’, relationship whereby the philosophy expresses the self and the self is formed by the philosophy. Ways of teaching to favour (...) the development of such authenticity in novice philosophers are discussed. (shrink)

This book analyzes for the first time in English the ethical theory that underpins Qur’anic legislation by providing a classification of specific verses in which Islam’s holy book discusses moral issues. The principal purpose of this book is to demonstrate the ways in which the Qur’an theoretically and practically provides the moral code to which Muslims around the world adhere. The author divides his analysis into a survey of Qur’anic attitudes towards the basic ethical issues of obligation and responsibility, issues (...) of moral psychology such as motivation and intention, as well as matters of social ethics such as the function of law in society. He then explores the meanings of individual morality, morality within the family and civil society, and the relationship of morality to the idea of the state. (shrink)

The relevance of the research topic. After the World War II the leaders and intellectuals of the world were forced to look for new principles and methods of management. New theories for analysis of complex systems appeared. The D. Meadows’ group from the Club of Rome and other analysts discovered the fact of the deepening humanity in an irreversible and deadly crisis. Up to now, economists and politicians have not offered a way to guarantee rescue. However, there is a consensus (...) that hopes can be linked to the development of education and science in the world. The phrase “internationalization of higher education ” is used more and more often, and the number of scientific works is growing rapidly. However, in our opinion, the phenomenon of IHE is perceived superficially because of inattention to the latest scientific achievements, which are not followed by humanities scholars. This caused our interest and stimulated the desire to prove that global process of IHE started in accordance with the laws of the evolution of industrial production. The purpose of our study is to apply the theory of analysis of very large systems to the phenomena of kinds and variants internationalization to obtain the most probable scenarios for human progress. The task of the study is seen in the critical analysis of the trend we noted in the process of training the PhD-level professional in space and time and transforming the figure of a young worker from a national to an international “product” of the systems of education and training. The methodology of the research was dictated by the chosen goal and tasks under the pressure of the grandiose object – a complex of educational systems in a globalized planet environment. This is due to the use of the means of many sciences, theories of systemic research and a multidisciplinary approach in the conditions of global evolutionism. The results of the study in their essence, are still based on historical methods, in conjunction with the achievements of young sciences – synergetics, theories of complex systems, and others. An original table was created to match the agrarian, industrial and informational societies – those within which the system of higher education had been developed. The direction of its characterization has proven that the autonomy of universities has been diminished at present, the size of the whole system and its orientation towards political and economic demands have increased. It is indicated at the time when the high school began to lose its national character and to acquire features of internationality. It is noted that this coincided with the growth of the volume and impact of globalization and its study mainly within the humanities. The widespread representation of the interaction in higher education with the influences of globalization and internationalization, the basic definitions and differentiation, etc. is presented. The newest data on internationalization within the universities and far beyond them in state and interstate institutions are presented. The conclusions and recommendations formulated and proved the main hypothesis of our study and its main result. It consists in the fact that the higher school in general began to reproduce the path of industry with its variant of internationalization – a combination of products of many countries. We argue that in higher education the division of time and space of educational programs, institutions, places of internship, etc. began. Instead of ensuring PhD competences within a single state, basic schooling is found to be more profitable in one place, the profile secondary is in the other, the baccalaureate or master’s program in the country “A”, postgraduate study somewhere in “B”, the final professional development in the best world’s centers of MBA or some other training in London or Harvard. From this follows the following conclusion: Ukraine’s resources are already inadequate for the preparation of national personnel of the highest world quality. Such a “product” has already become international. (shrink)

The expertise defense is the best-known response by armchair philosophers to the challenge posed by experimental philosophers regarding the trustworthiness of intuitions. In a series of recent experiments, Experimental philosophers have recently focused on professional philosophers, claiming that, contrary to what the expertise defense assumes, philosophers’ intuitions are no less susceptible to the influence of irrelevant factors (the direct strategy). Additionally, drawing from literature on expertise, they contend that, unlike other domains of expertise, practice does not improve philosophers’ intuitions (the (...) indirect strategy). In this paper, adopting a skill-based perspective on expertise, my primary objective is to defend the expertise defense against both direct and indirect strategies. Based on the skill-based account, I present three arguments against the direct strategy by challenging its power, scope and methodology. Furthermore, borrowing empirical findings from recent literature on expertise, I argue against the indirect strategy that four skills that constitute philosophical expertise regarding thought experiments can be improved through various forms of practice, including deliberate practice. However, my moderate defense departs from typical versions of the expertise defense since I argue that while recent experiments by experimental philosophers cannot undermine the expertise defense, they provide valuable insights into philosophical expertise. (shrink)

In this paper, I plan to show that the use of a specific population concept—Millstein’s Causal Interactionist Population Concept (CIPC)—has interesting and counter-intuitive ramifications for discussions of the reality of biological race in human beings. These peculiar ramifications apply to human beings writ large and to individuals. While this in and of itself may not be problematic, I plan to show that the ramifications that follow from applying Millstein’s CIPC to human beings complicates specific biological racial realist accounts—naïve or otherwise. (...) I conclude with the notion that even if biological races do exist—by fulfilling all of the criteria needed for Millstein’s population concept (which, given particular worries raised by Gannett (Synthese 177:363–385, 2010), and Winther and Kaplan (Theoria 60:54–80, 2013) may not)—the lower-bound limit for the scope of biological racial realism is at the level of populations, and as such they cannot say anything about whether or not individual organisms themselves have races. (shrink)

This study aims to contribute to emerging human-robot interaction research by adding longitudinal findings to a limited number of long-term social robotics home studies. We placed 70 robots in users’ homes for a period of up to six months, and used questionnaires and interviews to collect data at six points during this period. Results indicate that users’ evaluations of the robot dropped initially, but later rose after the robot had been used for a longer period of time. This is congruent (...) with the so-called mere-exposure effect, which shows an increasing positive evaluation of a novel stimulus once people become familiar with it. Before adoption, users focus on control beliefs showing that previous experiences with robots or other technologies allows to create a mental image of what having and using a robot in the home would entail. After adoption, users focus on utilitarian and hedonic attitudes showing that especially usefulness, social presence, enjoyment and attractiveness are important factors for long-term acceptance. (shrink)

Since its publication in 1974, scholars throughout the humanities have adopted G M A Grube's masterful translation of the Republic as the edition of choice for their study and teaching of Plato's most influential work. In this brilliant revision, C D C Reeve furthers Grube's success both in preserving the subtlety of Plato's philosophical argument and in rendering the dialogue in lively, fluent English, that remains faithful to the original Greek. This revision includes a new introduction, index, and bibliography by (...) Reeve. (shrink)

This chapter aims to bring to the fore some of the ontological presuppositions that undergird the concepts of race and racism as they are used in public health. Included are discussions of differing accounts for race in public health, the ways in which racism is understood to be a public health issue, and where future research in public health, as it relates to the concepts of race and racism, is headed.

M A B Degenhardt; Sartre, Imagination and Education1, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 72–92, https://doi.org/10.1111/j.

This chapter contains sections titled: Philosophies and Philosophers Peters' Authenticity Why Value Authenicity? An Apparent Paradox: Peters' Expressed Disdain for Authenticity Conclusion References.

Many educators persist in opposing art to intellect. This is incompatible with modern understandings of the interdependence of cognition and feeling. It also causes neglect of the value of art as one medium for presenting and exploring ideas. Historical examples add weight to the point by showing the richness of thought that has often informed visual art. The educational waste and cultural damage consequent on neglecting this aspect of art is indicated and remedial approaches are suggested.

The classical Athenian philosopher Socrates was tried in 399 BCE on the basis of two notoriously ambiguous charges: corrupting the youth and impiety (in Greek, asebeia). A majority of the 501 dikasts (Athenian citizen-jurors) voted to convict him. Socrates was ultimately sentenced to death by drinking a hemlock-based liquid. This well-known account of the trial is by Plato, one of Socrates' students and a famous philosopher in his own right. Whether Socrates was punished unjustly is a contested issue which to (...) this day inspires discussions about the nature and meaning of justice. (shrink)

The vast majority of contributions to the literature on spirituality in nursing make extravagant claims about transcendence, eternity, the numinous, higher powers, higher levels of existence, invisible forces, cosmic unity, the essence of humanity, or other supernatural concepts. Typically, these assertions are made without the support of argument or evidence; and, as a consequence, alternative ways of theorizing ‘spirituality’ have been closed off, while the lack of consistent scholarship has turned the topic into a metaphysical backwater. In this paper, I (...) adopt a different premise, rejecting unsupported claims, and surveying the ‘spirituality’ terrain from a naturalistic and reductionist perspective. I argue that, if we rid ourselves of non‐naturalistic assumptions, we will discover theoretical and clinical resources in health psychology, social psychology, neuropsychology, and pharmacopsychology – resources which confirm that it is possible to conceptualize the study of existential concerns, and how health professionals might respond to them, in a properly scientific manner. In order to illustrate the potential usefulness of these resources, I will take palliative care as an example. (shrink)

Psychiatrists encounter persons from diverse cultures who profess experiences (e.g., communicating with spirits) that evoke intuitions of abnormality. This view might not be shared with the person or her/his cultural peers, raising questions concerning the justification of such intuitions. This article explores three positions relevant to the process of justification. The relativist position transfers powers of judgment to the subject’s peers yet neglects individual values and operates with a discredited holistic view of culture. The clinical-ethnographic position remedies this by suspending (...) judgment subject to understanding the individual in a sociocultural context yet finds objections with the universalist-scientific position: objective standards exist and could justify intuitions of abnormality cross-culturally. This article argues that the claim to objectivity is value-laden, reflecting instead a brand of normality and relationship to reality further upheld through epistemological utility and valued technological progress. In conclusion, it is suggested that the clinical-ethnographic position takes personal values and context seriously, both of which are crucial for responsible clinical practice. (shrink)