In recent years, the biological inheritance of what has been traditionally known as original sin has come more clearly to the fore. Examining the genetic forebears of Homo sapiens has allowed for a richer understanding of what exactly the "propagation" of original sin might really mean. The wounded imperfection of the human biological inheritance has clarified matters concerning the question of where exactly original sin comes from. Since the human experience of sentience and agency is built biologically upon (...) the shoulders of its ancestors, the human experience of being always-already bound by sin—an essential component of the meaning of original sin—comes into clearer relief. At the same time, a much richer... (shrink)

In defining man, pre-Qin Confucianists first starts a discussion about the differences between man and beast. This is the Differences between Beast and Man. For the Differences between Beast and Man, pre-Qin Confucianists never analyze the differences between man and other animals from an ontological viewpoint through pure factual elements. Rather, they distinguish between man and beast from a normative viewpoint. The distinction between man and beast leads to a logical conclusion that, as man is fundamentally superior to beast, 'Man (...) is a different species from beast'. Understanding man in this way is common to all pre-Qin Confucianists, although there are some differences. After examining what humane is based on the difference between man and beast, pre-Qin Confucianists discuss the issue of human perfection with a further step. That is a question of the Differences between Sage and Selfhood with respect to how a sage is different from and the same as an ordinary person. Although Confucius states that he cannot set himself up as a sage, Mencius and Xunzi suggest a viewpoint of the Homogeneity of Sage and Selfhood that a sage and an ordinary person (or selfhood) are basically equal. This point is to highlight the universal equality of Sage and Selfhood in which a sage is no different from an ordinary person and any ordinary person can reach the level of a sage through efforts. Thus, pre-Qin Confucianists view man as a being between beast and sage, and, based on that, discuss the issue. In this context, this study intents to analyze the pre-Qin Confucianists' philosophical debate on man based on the viewpoints of the Differences between Beast and Man and the Differences between Sage and Selfhood. (shrink)

The theory about human desire is one important component in early Confucian theory of humanity. It is worth our attention that Pre-Qin Confucians never put human desire at the absolute opposite position to the Heavenly Principle, as their successors do. Contrarily, they generally believe that the desire is the inseparable property of normal human nature, and making efforts to satisfy the human desire is reasonable. Only in terms of reducing the conflicts between human desire and (...) the limited resources they advocate a moderate abstinence. [key words] Pre-Qin Confucianism; the theory of human nature; human nature is good; human desire. (shrink)

HUMAN IMMORTALITY AND PRE-EXISTENCE PART I HUMAN IMMORTALITY I do not propose to offer here any arguments in support of the positive assertion that men are ...

The origin of human language is one of the most fascinating and most difficult problems of evolution. Here I argue that pre-hunt communication was the starting context of the evolution of human language. Hunting of big game created a shared interest; animals and hunting actions are easy to imitate; the need to plan created a pressure for increasing complexity; and finally, cultural inheritance of hunting tools and know-how made the transition unique. I further argue that this “first step” (...) was actually a two-stage process where first indexical and iconic signs evolved to coordinate recruitment for the hunt; then later, in the second stage, the complexity of this communication system increased as a response to the increased demand to coordinate group-hunting effort (including division of labor). I provide a review of the fossil record and show that the available evidence is fully compatible with the theory. (shrink)

I ask whether social evolutionary theories found in sociology, archaeology, and anthropology are useful in explaining human development from the Stone Age to the present-day. My data are partly derived from the four volumes of The Sources of Social Power, but I add statistical data on the growth of complexity and power in human groups. I distinguish three levels of evolutionary theory. The first level offers a minimalist definition of evolution in terms of social groups responding and adapting (...) to changes in their social and natural environment. This is acceptable but trivial. The hard part is to elucidate what kinds of response are drawn from what changes, and all sociology shares in this difficulty. This model also tends to over-emphasize external pressures and neglect human inventiveness. The second level of theory is “multilineal” evolution in which various paths of endogenous development, aided by diffusion of practices between societies, dominate the historical and pre-historical record. This is acceptable as a model applied to some times, places, and practices, but when applied more generally it slides into a multi-causal analysis that is also conventional in the social sciences. The third level is a theory of general evolution for the entire human experience. Here materialist theories are dominant but they are stymied by their neglect of ideological, military, and political power relations. There is no acceptable theory of general social evolution. Thus the contribution of social evolutionary theory to the social sciences has been limited. (shrink)

When nature's energies communicate what human beings do not want to hear and when human beings experience the pressures of this communication as reality, they confront discursive practices from nature and in nature. The Peruvian myth of Cavillaca, although a cultural artifact, nevertheless expresses what human beings cannot change or mediate in nature; nature presents grades of reality larger than human constructions of the real.

Human language and human music are both unique communication systems that evolved in the human lineage. Here, I propose that they share the same root, they evolved from an ancestral communication system yet to be described in detail. I suggest that pre-hunt charade was this shared root, which helped organize and coordinate the hunt of early hominins.

This essay argues that pre-health humanities programs should focus on intensive research practice for baccalaureate students and provides three guiding principles for implementing it. Although the interdisciplinary nature of health humanities permits baccalaureate students to use research methods from the natural sciences, social sciences, and humanities, pre-health humanities coursework tends to force students to adopt only one of many disciplinary identities. Alternatively, an intensive research approach invites students to critically select and combine methods from multiple disciplines to ask and answer (...) questions about health problems more innovatively. Using the authors’ experiences with implementing health humanities baccalaureate research initiatives at The University of North Carolina at Chapel Hill, the authors contend that pre-health humanities programs should teach and study multiple disciplinary research methods and their values; examine how health humanities research might transfer across disciplines; and focus on mentoring opportunities for funding, presenting, and publishing research. These recommendations have the potential to create unprecedented research experiences for baccalaureate students as they prepare to enter careers within and beyond the allied health professions. (shrink)

The Sistine Madonna and the chorus of the unborn : Raphael and Nelly Sachs -- The human soul and the cosmos : life before conception -- From spiritual to earthly community : entering earthly existence -- Appendix : Rudolf Steiner : the transition from cosmic to earthly existence in the development of the human being.

COVID-19 has caused far-reaching humanitarian challenges. Amongst the emerging impacts of the pandemic is on the dynamics of human trafficking. This paper presents findings from a multi-methods study interrogating the impacts of COVID-19 on human trafficking in Sudan—a critical source, destination, and transit country. The analysis combines a systematic evidence review, semi-structured interviews, and a focus group with survivors, conducted between January and May of 2021. We find key risks have been exacerbated, and simultaneously, critical infrastructure for identifying (...) victims, providing support, and ensuring accountability of perpetrators has been impeded. Centrally, the co-occurrence of the pandemic and the democratic transition undercut the institutional and governance capacity, limiting the anti-trafficking response and exposing already vulnerable groups to increased risks of human trafficking. Findings point to increased vulnerabilities for individuals with one or more of the following identities: migrants, refugees, females, and informal labourers. (shrink)

Qualitative and quantitative research on the impact of medical and health humanities teaching in baccalaureate education is sparse. This paper reviews recent studies of the impact of medical and health humanities coursework in pre-health professions education and describes a pilot study of baccalaureate students who completed semester-long medical humanities courses in the Division of Medical Humanities & Bioethics at the University of Rochester. The study format was an email survey. All participants were current or former baccalaureate students who had taken (...) one or more courses in literature and narrative in medicine, bioethics, history of medicine, and/or visual arts and healthcare during the past four years. The survey gathered numerical data in several areas: demographic information, career plans, self-reported influence of coursework on educational and career plans, and self-reported influence of coursework on intellectual skills and abilities. It also gathered narrative commentary that elaborated on students’ responses to the numerically-based questions. Notable findings from preliminary analysis of the data include higher scores of self-reported impact of the coursework on specific habits of mind and on preparedness for intended career rather than on gaining admission to future educational programs. Discussion of the results focuses on several potential future directions this type of study might take, including multi-center, longitudinal, and sequential approaches. (shrink)

In this second chapter of the book 'Human Dignity in the Judaeo-Christian Tradition' the case is made that human dignity is a concept which is also rooted outside this tradition, namely in the philosophical and educational tradition of Greek and Roman Antiquity. It was to this tradition that the Renaissance and the Enlightenment appealed with their concept of human dignity, and the commitment to the concept in modern human rights and constitutional legislation too is indebted to (...) it. The chapter traces the concept from early Greek legal sources via early philosophical documents to Plato and Aristotle and the Hellenistic philosophical schools down to Cicero, where it finds its most philosophical and idealistic expression. The presence of the concept in classical Greek and Roman thought calls in question the view, frequently heard today, that human dignity is a faith-based concept without any basis in philosophical reflection. Instead it demonstrates that even a materialistic philosophy such as Epicureanism was unable to speak adequately of the human being and its place in the universe without raising the question of its unique nature and destiny. (shrink)

Both Heraclitus and Democritus, as the philosophers of historia peri phuseôs, consider nature and human character, habit, law and soul as interrelated emphasizing the links between phusis, kinesis, ethos, logos, kresis, nomos and daimon. On the one hand, Heraclitus’s principle of change (panta rhei) and his emphasis on the element of fire and cosmic motion ultimately dominate his ethics reinforcing his ideas of change, moderation, balance and justice, on the other, Democritus’s atomist description of phusis and motion underlies his (...) principle of moderation and his ideas of health and measured life. In this series, particularly referring to the main principles of motion, moderation and justice, I attempt to describe a coherent pre-Socratic ethical perspective based on the Heraclitean and Democritean fragments. I explore the connections between their physics and ethics also borrowing from Nietzsche’s lectures and writings on the Pre-Socratics. I redefine such Heraclitean and Democritean concepts as harmony, order, perfection, health, self-control, contentment, cheerfulness, concord, sound judgment, wisdom, measure and balance and discuss them under the principles of motion (phusis), moderation (sophrosyne) and justice. In doing so, I also expose the relevance of the Heraclitean notion of logos (interpreting it as the underlying categorical principle of transition between phusis and ethos) in bringing together these ideas and principles. Finally, based on this pre-Socratic Weltanschauung, I assess the possibility of a coherent picture of humanity, its nature and conduct as extending from or fitting into or extending-from-when-fitting-into the cosmos of moving forces and atoms. (shrink)

Drawing on my experiences at a teaching-focused university, I show how locating the health humanities in first-year or introductory composition courses improves learning and offers an economical, flexible, and far-reaching approach to bringing a health humanities education to all baccalaureate-level learners, regardless of whether they aspire to careers in the health professions. In terms of improving learning, health humanities composition courses support the disciplinary aims of both fields. Accessible, relevant issues in the health humanities, such as interventions in health debates (...) or representations of illness and healthcare settings, nourish the cognitive and social conditions needed to develop college-level writing skills. The health humanities’ emphases on interdisciplinarity and suspending judgment also inform students’ writing abilities. Composition trains students to write rhetorically by considering purpose, context, genre, mode, and other factors when addressing an audience. This approach to writing helps pre-health humanists communicate intentionally and compassionately about health topics as well as the larger issues they call into question. Because students enroll in health humanities composition courses at an early, formative moment in their studies, they are poised to carry or “transfer” their knowledge to other courses, including those that might prepare them for the workforce. (shrink)

This is the first re-publication and first English translation of regulations concerning Human Experimentation which were binding law prior to and during the Third Reich, 1931 to 1945. The introduction briefly describes the duties of the Reichsgesundheitsamt, which formulated these regulations. It then outlines the basic concept of the Richtlinien for protecting subjects and patients on the one hand and for encouraging New Therapy and Human Experimentation on the other hand. Major issues, like personal responsibility of the physician (...) or researcher, teaching of ethics of research and therapy, and research and therapy on vulnerable populations, are compared with the regulations in the Nuremberg Code and subsequent regulations influenced by the Nuremberg Code. CiteULike Connotea Del.icio.us What's this? (shrink)

The debate on the origins of modern humans is one of the oldest and most controversial in the field of palaeoanthropology. In the 1860s the debate was established in the evolutionary context and, as a conflict between two major schools and various sub-schools, it has continued up until the present day. The opposing schools were and still are, at best, in only partial alignment on the major scientific issues. Each of them is founded in its own metaphysics and focuses on (...) an exclusive set of observations that it is capable of explaining. It would appear, therefore, that the history and present state of modern human origins research may be interpreted, in terms of Kuhn's philosophy of science, as an example of a pre-paradigm scientific dispute. This interpretation shows the immaturity of modern human origins research and calls for the re-examination of palaeoanthropology's basic theoretical propositions as well as of this sciencie's controversial relationship with the society. (shrink)

Immersive virtual reality (VR) emerges as a promising research and clinical tool. However, several studies suggest that VR induced adverse symptoms and effects (VRISE) may undermine the health and safety standards, and the reliability of the scientific results. In the current literature review, the technical reasons for the adverse symptomatology are investigated to provide suggestions and technological knowledge for the implementation of VR head-mounted display (HMD) systems in cognitive neuroscience. The technological systematic literature indicated features pertinent to display, sound, motion (...) tracking, navigation, ergonomic interactions, user experience, and computer’s hardware that should be considered by the researchers. Subsequently, a meta-analysis of 44 neuroscientific or neuropsychological studies involving VR HMD systems was performed. The meta-analysis of the VR studies demonstrated that the new generation HMDs induced significantly fewer dropouts and VRISE. Importantly, the commercial versions of the new generation HMDs with ergonomic interactions had zero incidents of adverse symptomatology and dropouts. Solely, HMDs equivalent to or greater than the commercial versions of contemporary HMDs accompanied with ergonomic interactions are suitable for implementation in cognitive neuroscience. In conclusion, researchers’ technological competency, along with meticulous methods and reports pertinent to software, hardware, and VRISE, are paramount to ensure the health and safety standards and the reliability of neuroscientific results. (shrink)

This study aims to explore the level of information and knowledge 150 Spanish kindergarten and elementary school teachers in pre-service training have about human rights. We compared two groups of students: students with no specific training and students with specific training (the students with specific training study with the new training teaching programme that includes a compulsory subject related to citizenship education). The contents are organized around three thematic areas. Human rights are included in the first area ‘Basic (...) concepts to promote equality and participation in Elementary Education’; the other two areas are: ‘Learning to participate at Elementary School’ and ‘Building a civil school that promotes equality and participation at Elementary School’. It is a one semester subject with 3 h of teaching per week. The main hypothesis is that a specific training on human rights will lead to an important improvement not only in student’s level of knowledge but also in the way they categorize this specific content. We have administered a questionnaire designed for the study. In general, our results show that students of both groups have a basic and limited knowledge about human rights. The group with specific training shows a higher level of knowledge than the other group and a different way of organizing it. This would go in the direction of other studies of supporting and reinforcing the inclusion of specific training on human rights during the initial teacher training programmes at the university. (shrink)

Developing countries face numerous barriers to conducting effective and efficient ethics reviews of international collaborative research. In addition to potentially overlooking important scientific and ethical considerations, inadequate or insufficiently trained ethics committees may insist on unwarranted changes to protocols that can impair a study's scientific or ethical validity. Moreover, poorly functioning review systems can impose substantial delays on the commencement of research, which needlessly undermine the development of new interventions for urgent medical needs. In response to these concerns, the Drugs (...) for Neglected Diseases Initiative, an independent nonprofit organization founded by a coalition of public sector and international organizations, developed a mechanism to facilitate more effective and efficient host country ethics review for a study of the use of fexinidazole for the treatment of late stage African Trypanosomiasis. The project involved the implementation of a novel ‘pre-review’ process of ethical oversight, conducted by an ad hoc committee of ethics committee representatives from African and European countries, in collaboration with internationally recognized scientific experts. This article examines the process and outcomes of this collaborative process. (shrink)

ABSTRACT Summed up in the coinage of the term ‘pre‐embryo’is the denial that human beings, as such, begin to exist from the moment of conception. This denial, which may be thought to have significant moral implications, rests on two kinds of reason. The first is that the pre‐embryo lacks the characteristics of a human being. The second is that the pre‐embryo lacks what it takes to be an individual human being. The first reason, I argue, embodies an (...) untenable view of what it is to be human. The second reason exploits certain logical difficulties which arise over the possibility of twinning. I question the relevance of the appeal to such difficulties and conclude that there is no good reason for denying that a human being begins to exist from the moment of conception. (shrink)

In describing the foundations of our pedagogical approaches to service-learning, we seek to go beyond the navel-gazing—at times, paralyzing—paradoxes of neoliberal forces, which can do “good” for students and their communities, yet which also call students into further calculative frameworks for understanding the “value” of pre-health humanities education and social engagement. We discuss methods to create quiet forms of subversion that call for a moral imagination in extending an ethics of care to students as well as to the communities with (...) which they engage. While we recognize the partiality and limitations of our attempts, framing mentored service-learning in unexpected ways can help students and practitioners to understand their role within broader social, historical, cultural, and emotional contexts and encourage them to act intentionally toward the communities they seek to serve in response to this new self-knowledge. To that end, we outline an academically rigorous service-learning intervention at one of our universities. (shrink)

The view of human in Confucian philosophy in Pre Qin Dynasty arose not only from the change in socio-economic conditions but also from the deterioration of social morality. Facing that situation, thipkers of this period began to study human to come up with solutions to help the rulers stabilize society. Despite the presence of past studies on the topicand views on people in Confucian philosophy during the Pre Qin period, there (xists gaps for further research. This study attempted (...) to understand through a document review and extensive in-depth research procedure the theoretical underpjnnings of the perspectives on the origin of man, on human nathře, on hụman rples and positions and on educating people in order to develop perfect people and maintain civil order in society. The methodology used was documehtation research and content analysis of the data collected. The document reséafch method was particularly helpful in investigating categorizing and analyzing physical sources, most commonly written documents in the social, public or dígital world. The study found out that the Confucianism represents a legitimate doctrine of the Pre Qin philosophy to build social stability social harmony and peace. The Confucianists of Pre Qin also advocated the need for a personal cultivation, cultivation of the body, family, country, and the whole world, and use it as the basis of the methodology for governing the country. Howeyer, for this purpose, the study recommends that people need to be educated to know the way to be human. (shrink)

Arts and Humanities in Higher Education, Volume 21, Issue 2, Page 176-197, April 2022. Successful induction has been evidenced to strengthen students’ learning, engagement and feelings of belonging. Technology offers opportunities for enhancing the student induction experience, especially pre-arrival, but has been under-utilised. This article provides an evaluation of an online induction learning resource for pre-arrival students in the Faculty of Arts at the University of Warwick in 2019. There will be particular focus on the method of co-designing the resource (...) with a group of current students. The article will demonstrate how online learning resources for pre-arrival students can support successful induction. It argues that co-designing digital student experience resources in collaboration with students aids the development of materials that students find engaging and that co-design has a range of benefits for staff and students who are involved in the process. (shrink)

Encoding sensory events entails processing of several physical attributes. Is the processing of any of these attributes a pre-requisite of conscious awareness? This selective review examines a recent set of behavioral and event-related potentials, studies conducted in patients with visual and auditory unilateral neglect or extinction, with the aim of establishing what aspects of initial processing are impaired in these patients. These studies suggest that extinguished visual stimuli excite the sensory cortices, but perhaps to a lesser degree than acknowledged stimuli (...) do. However, encoding spatial attributes of auditory and visual stimuli appear to be preferentially impaired. In light of results from patients with other neuro-behavioral deficits, it is argued that egocentric spatial information is an essential pre-requisite for knowing that an external event occurred. In contrast, information handled by mostly domain-specific circuits, such as in the ventral temporal lobe, supports awareness of the identity of a stimulus, but not of its mere presence. Without spatial information, the stimulus identity will remain implicit. (shrink)

I provide an account of the moral status of pre-birth humans that integrates ideas from Charles Peirce, including: synechism, the idea that "all that exists is continuous"; the reality of "Seconds," independently existing individual entities; and Peirce's pragmatic conceptions of truth and reality. This account implies that destroying a pre-birth human is determinately moral very soon after conception and determinately immoral very late in pregnancy. But it also implies that during much of gestation, destroying a pre-birth human is (...) of indeterminate moral status, neither determinately moral nor determinately immoral. (shrink)

This chapter applies the modified philosophy of Alasdair MacIntyre to mental health law, and in particular to the mental health tribunal. The natural law approach of Thomas Aquinas is used to assist in this. It is argued that, for law to be just in pre-modern terms, it requires that it be assessed as rational together with the care it supports as a single entity. As such, according to a modified version of the Thomistic Aristotelian ethics of MacIntyre, justice would require (...) reconciliation of both doctor and patient narratives regarding care, possibly at the tribunal. It is suggested that psychiatric intensive care, in particular, could benefit from this approach. The approach might be seen as an additional protection to human rights-based considerations. It is also argued that the tribunal can be seen differently, according to the tradition of enquiry. (shrink)

Eldred offers a remedy to the consequences of ancient Greek misconceptions of time that are also entrenched in today’s mathematized physics. Here time is spatialized as the one-dimensionally linear ‘arrow of time’ for the sake of predicting and controlling movement. But such spatialized time distorts the phenomenon of time itself. An alternative, hermeneutic-phenomenological path begins with a pre-spatial concept of time that is genuinely three-dimensional. This paves the way for recasting who we are as humans in belonging, first of all, (...) to the free openness of 3D-temporality. This belonging enables temporally 3D-vision of the psyche that empowers us to see movement at all and reconcile its inherent contradictoriness. We are then also able to conceive ourselves no longer merely as internally cogitating, self-conscious subjects, but as engaged existentially in temporally 3D-interplay, mutually estimating and esteeming who we are. This unpredictable interplay is constrained, however, by being played out in the sociating medium of thingified value, the accumulative movement of thingified value having gained the upper hand in dictating our life-movements as well as our interplay with the earth. (shrink)

This chapter contains sections titled: Contact‐Period Indigenous Andean Philosophy Contact‐Era Aztec or Nahua Philosophy Conclusion References.

This essay argues that service-learning pedagogy is an important tool in pre-health humanities education that provides benefits to the community and produces more compassionate, culturally competent, and community-responsive future healthcare professionals. Further, beginning this approach at the baccalaureate level instills democratic and collaborative values at an earlier, crucial time in the career socialization process. The discussion focuses on learning outcomes and reciprocity between the university and community in a Medical Humanities course for junior and senior premedical students, an elective in (...) the premedical curriculum. The course includes an experiential learning element in which students shadow physicians and a service-learning component in which students complete medically-relevant service work, working with partners such as the veteran’s hospital, a hospice home, and organizations that serve individuals with disabilities. We cover topics such as narrative medicine, ethics, cross-cultural medicine, patient/practitioner relationships, the human life cycle, and the illness experience, and the writing, discussion, and reflection we engage in is enriched by the real-world experiences from which the students are able to draw. The shadowing and service experiences and the classroom texts and topics combine to form a symbiosis that leads to especially meaningful teaching and learning outcomes. (shrink)

By reflecting upon ordinary morality, Aurel Kolnai observed that the constituents of human life are already valued pre-morally. Asking himself how morality could be understood against this background, Kolnai implicitly reflected about the question what makes us moral. By developing a neo-Kolnaian conception of ordinary morality and by making use of the phenomenological method, I argue that man’s moral consciousness is built on the foundation of primordial positive values but that it takes on its proper negative and emphatic character (...) only in the face of aggressive threat to those values. Ethical phenomenology, then, reveals that morality concerns the preservation, protection and improvement of this valuable mode of life. We emphatically experience the valuable when it is in need of protection. This also explains the primarily imperative or negative character of morality. Likewise, moral rules and principles primarily express the concern not to break or transgress them and this precisely because they say to uphold and thereby protect the existing good. Additionally, vice and virtue suitably fall within this view. As morality is about what we do and refrain from doing, thus about our actions and conduct, it is also about our moral character. Repeated compliance with the existing good results in the ascription of virtue, repeated noncompliance in vice. Thus, I argue, in the spirit of Kolnai, that ordinary morality should be, and earns to be, taken much more seriously and less sceptically. In particular, a phenomenology that tries to describe and learn from morality as it is, has much more to offer than is claimed by contemporary moral philosophy, all too often disregarding phenomenology and the search for relevant descriptions of ethical phenomena. (shrink)

Face perception is crucial in all social animals. Recent studies have shown that pre-stimulus oscillations of brain activity modulate the perceptual performance of face vs. non-face stimuli, specifically under challenging conditions. However, it is unclear if this effect also occurs during simple tasks, and if so in which brain regions. Here we used magnetoencephalography and a 1-back task in which participants decided if the two sequentially presented stimuli were the same or not in each trial. The aim of the study (...) was to explore the effect of pre-stimulus alpha oscillation on the perception of face and non-face stimuli. Our results showed that pre-stimulus activity in the left occipital face area modulated responses in the intra-parietal sulcus at around 170 ms after the presentation of human face stimuli. This effect was also found after participants were shown images of motorcycles. In this case, the IPS was modulated by pre-stimulus activity in the right OFA and the right fusiform face area. We conclude that pre-stimulus modulation of post-stimulus response also occurs during simple tasks and is therefore independent of behavioral responses. (shrink)

In recent years there has been growing attention paid to a kind of human action or activity which does not issue from a process of reflection and deliberation and which is described as, e.g., ‘engaged coping’, ‘unreflective action’, and ‘flow’. Hubert Dreyfus, one of its key proponents, has developed a phenomenology of expertise which he has applied to ethics in order to account for ‘everyday ongoing ethical coping’ or ‘ethical expertise’. This article addresses the shortcomings of this approach by (...) examining the pre-reflective ethical know-how individuals first develop and on which all later forms of ethical expertise are dependent. In the first section an account is given of the ‘ethical second nature’ which every individual develops from childhood onwards and which forms the basis of pre-reflective ethical know-how. The acquisition of an ethical second nature early on opens up the very domain of ‘the ethical’ for us in the first place and is constitutive of our sensitivity to it. The second section turns to pre-reflective ethical know-how and whether it is conceptual in nature. Just as sensorimotor understanding forms the basis of our reflective perceptual concepts, pre-reflective ethical know-how is similarly proto-conceptual and is the source of our reflective ethical and moral concepts. Finally, the third section examines the process whereby ethical second nature and pre-reflective ethical know-how are actually acquired, namely, through immersion in an ‘ethical world’. This world consists of both the web of ethical meanings and significances which has evolved in a particular society or community as well as its members whose actions and interactions continually reproduce that web. (shrink)