Although in most situations approaching desired end-states entails decreasing distance between oneself and an object, and avoiding undesired end-states increases such distance, in some cases distancing can also be a means to approach a given goal. We highlight examples involving responses to obstacles to achievement and self-control dilemmas, showing that motivational direction is not equivalent to the motivational strategy involved when people pursue their goals.

ABSTRACTWhat did “historical distance” mean to historians in the Rankean tradition? Although historical distance is often equated with temporal distance, an analysis of Ernst Bernheim's Lehrbuch der historischen Methode reveals that for German historians around 1900 distance did not primarily refer to a passage of time that would enable scholars to study remote pasts from retrospective points of view. If Bernheim's manual presents historical distance as a prerequisite for historical interpretation, the metaphor rather conveys a (...) need for self‐distanciation. Self‐distanciation is not a Romantic desire to “extinguish” oneself, but a virtuous attempt to put one's own ideas and intuitions about the working of the world between brackets in the study of people who might have understood the world in different terms. Although Bernheim did not explicitly talk about virtue, the article shows that his Lehrbuch nonetheless considers self‐distanciation a matter of virtuous behavior, targeted at an aim that may not be fully realizable, but ought to be pursued with all possible vigor. For Bernheim, then, distance requires epistemological virtue, which in turn calls for intellectual character, or what Bernheim's generation considered scholarly selfhood . Not a mapping of time onto space, but a strenuous effort to mold “scholarly characters,” truly able to recognize the otherness of the past, appears to be characteristic of Bernheim's view of historical distance. (shrink)

The most prominent strand of moral thought in the African philosophical tradition is relational and cohesive, roughly demanding that we enter into community with each other. Familiar is the view that being a real person means sharing a way of life with others, perhaps even in their fate. What does such a communal ethic prescribe for the coronavirus pandemic? Might it forbid one from social distancing, at least away from intimates? Or would it entail that social distancing is wrong to (...) some degree, although morally permissible on balance? Or could it mean that social distancing is not wrong to any degree and could, under certain circumstances, be the right way to commune? In this article, I defend the latter view. I argue that, given an independently attractive understanding of how to value communal relationship, distancing oneself from others when necessary to protect them from serious incapacitation or harm can come at no cost to right action. However, I also discuss cases in which social distancing would evince a lack of good character, despite being the right thing to do. (shrink)

The paper discusses ecological grief as a particular affective phenomenon. First, it offers an overview of several philosophical accounts of grief, acknowledging the heterogeneity and complexity of the experience that responds to particular personal points of importance, concern and one’s identity; the loss triggering grief represents a blow to these. I then argue that ecological grief is equally varied and personal: responding to what the grieving person understands as a loss severe enough to present intelligibly a degradation of her life (...) and the world, to their meaningfulness or even sustainability. More specifically, both personal and ecological grief may manifest in an eroded sense of the future as a space in which one would invest oneself with plans, projects, ideas, desires, and endeavours. On the other hand, personal grief is, in some cases, conceptualised as having embedded the inherent possibility to come to closure or “move on” (e.g., by marrying again), while with ecological grief, the intelligibility of overcoming (replacing) the loss may be, depending on its scale, severely limited. I argue that this erosion of the future need not take the shape of paralysing sadness but rather of a disruption of taking some options of projecting oneself into the future seriously or as real. (shrink)

The DSM-III, DSM-IV, DSM-IV-TR and ICD-10 have judiciously minimized discussion of etiologies to distance clinical psychiatry from Freudian psychoanalysis. With this goal mostly achieved, discussion of etiological factors should be reintroduced into the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. A research agenda for the DSM-V advocated the "development of a pathophysiologically based classification system". The author critically reviews the neuroevolutionary literature on stress-induced and fear circuitry disorders and related amygdala-driven, species-atypical fear behaviors of clinical severity in (...) adult humans. Over 30 empirically testable/falsifiable predictions are presented. It is noted that in DSM-IV-TR and ICD-10, the classification of stress and fear circuitry disorders is neither mode-of-acquisition-based nor brain-evolution-based. For example, snake phobia and dog phobia are clustered together. Similarly, research on blood-injection-injury-type-specific phobia clusters two fears different in their innateness: 1) an arguably ontogenetic memory-trace-overconsolidation-based fear and 2) a hardwired fear of the sight of one's blood or a sharp object penetrating one's skin. Genetic architecture-charting of fear-circuitry-related traits has been challenging. Various, non-phenotype-based architectures can serve as targets for research. In this article, the author will propose one such alternative genetic architecture. This article was inspired by the following: A) Nesse's "Smoke-Detector Principle", B) the increasing suspicion that the "smooth" rather than "lumpy" distribution of complex psychiatric phenotypes may in some cases be accounted for by oligogenic transmission, and C) insights from the initial sequence of the chimpanzee genome and comparison with the human genome by the Chimpanzee Sequencing and Analysis Consortium published in late 2005. Neuroevolutionary insights relevant to fear circuitry symptoms that primarily emerge overconsolidationally are presented. Also introduced is a human-evolution-based principle for clustering innate fear traits. The "Neuroevolutionary Time-depth Principle" of innate fears proposed in this article may be useful in the development of a neuroevolution-based taxonomic re-clustering of stress-triggered and fear-circuitry disorders in DSM-V. Four broad clusters of evolved fear circuits are proposed based on their time-depths: 1) Mesozoic circuits hardwired by wild-type alleles driven to fixation by Mesozoic selective sweeps; 2) Cenozoic circuits relevant to many specific phobias; 3) mid Paleolithic and upper Paleolithic circuits ; 4) Neolithic circuits. More importantly, the author presents evolutionary perspectives on warzone-related PTSD, Combat-Stress Reaction, Combat-related Stress, Operational-Stress, and other deployment-stress-induced symptoms. The Neuroevolutionary Time-depth Principle presented in this article may help explain the dissimilar stress-resilience levels following different types of acute threat to survival of oneself or one's progency. PTSD rates following exposure to lethal inter-group violence are usually 5-10 times higher than rates following large-scale natural disasters such as forest fires, floods, hurricanes, volcanic eruptions, and earthquakes. The author predicts that both intentionally-caused large-scale bioevent-disasters, as well as natural bioevents such as SARS and avian flu pandemics will be an exception and are likely to be followed by PTSD rates approaching those that follow warzone exposure. During bioevents, Amygdala-driven and locus-coeruleus-driven epidemic pseudosomatic symptoms may be an order of magnitude more common than infection-caused cytokine-driven symptoms. Implications for the red cross and FEMA are discussed. It is also argued that hospital phobia as well as dog phobia, bird phobia and bat phobia require re-taxonomization in DSM-V in a new "overconsolidational disorders" category anchored around PTSD. The overconsolidational spectrum category may be conceptualized as straddling the fear circuitry spectrum disorders and the affective spectrum disorders categories, and may be a category for which Pitman's secondary prevention propranolol regimen may be specifically indicated as a "morning after pill" intervention. Predictions are presented regarding obsessive-compulsive disorder and "culture-bound" acute anxiety symptoms. Also discussed are insights relevant to pseudoneurological symptoms and to the forthcoming Dissociative-Conversive disorders category in DSM-V, including what the author terms fright-triggered acute pseudo-localized symptoms. Speculations based on studies of the human abnormal-spindle-like, microcephaly-associated gene, the microcephaly primary autosomal recessive gene, and the forkhead box p2 gene are made and incorporated into what is termed "The pre-FOXP2 Hypothesis of Blood-Injection-Injury Phobia." Finally, the author argues for a non-reductionistic fusion of "distal neurobiology" with clinical "proximal neurobiology," utilizing neurological heuristics. It is noted that the value of re-clustering fear traits based on behavioral ethology, human-phylogenomics-derived endophenotypes and on ontogenomics can be confirmed or disconfirmed using epidemiological or twin studies and psychiatric genomics. (shrink)

In his wonderful short text ‘Notes of a Publicist’—written in February 1922 when the Bolsheviks, after winning the Civil War against all odds, had to retreat into the New Economic Policy of allowing a much wider scope to the market economy and private property—Lenin uses the analogy of a climber who must backtrack from his first attempt to reach a new mountain peak to describe what retreat means in a revolutionary process, and how it can be done without opportunistically betraying (...) the cause: Let us picture to ourselves a man ascending a very high, steep and hitherto unexplored mountain. Let us assume that he has overcome unprecedented difficulties and dangers and has succeeded in reaching a much higher point than any of his predecessors, but still has not reached the summit. He finds himself in a position where it is not only difficult and dangerous to proceed in the direction and along the path he has chosen, but positively impossible. In these circumstances, Lenin writes: He is forced to turn back, descend, seek another path, longer, perhaps, but one that will enable him to reach the summit. The descent from the height that no one before him has reached proves, perhaps, to be more dangerous and difficult for our imaginary traveller than the ascent—it is easier to slip; it is not so easy to choose a foothold; there is not that exhilaration that one feels in going upwards, straight to the goal, etc. One has to tie a rope round oneself, spend hours with an alpenstock to cut footholds or a projection to which the rope could be tied firmly; one has to move at a snail’s pace, and move downwards, descend, away from the goal; and one does not know where this extremely dangerous and painful descent will end, or whether there is a fairly safe detour by which one can ascend more boldly, more quickly and more directly to the summit. It would only be natural for a climber who found himself in such a position to have ‘moments of despondency’. In all probability these moments would be more numerous and harder to bear if he could hear the voices of those below, who ‘through a telescope and from a safe distance, are watching his dangerous descent’: ‘The voices from below ring with malicious joy. They do not conceal it; they chuckle gleefully and shout: “He’ll fall in a minute! Serve him right, the lunatic!”.’ Others try to conceal their malicious glee, behaving ‘more like Judas Golovlyov’, the notoriously hypocritical landowner in Saltykov-Shchedrin’s novel, The Golovlyov Family: They moan and raise their eyes to heaven in sorrow, as if to say: ‘It grieves us sorely to see our fears justified! But did not we, who have spent all our lives working out a judicious plan for scaling this mountain, demand that the ascent be postponed until our plan was complete? And if we so vehemently protested against taking this path, which this lunatic is now abandoning, if we so fervently censured this lunatic and warned everybody against imitating and helping him, we did so entirely because of our devotion to the great plan to scale this mountain, and in order to prevent this great plan from being generally discredited!’ Happily, Lenin continues, our imaginary traveller cannot hear the voices of these people who are ‘true friends’ of the idea of ascent; if he did, ‘they would probably nauseate him’—‘And nausea, it is said, does not help one to keep a clear head and a firm step, particularly at high altitudes.’ Of course, a metaphor does not amount to proof: ‘every analogy is lame’. (shrink)

What Heidegger means by “freedom” in Being and Time is somewhat mysterious: while the notion crops up repeatedly in the book, there is no dedicated section or study, and the concept is repeatedly connected to a new and opaque idea – that of the “choice to choose oneself.” Yet the specificity of Being and Time’s approach to freedom becomes apparent when the book is compared to other texts of the same period, in particular The Metaphysical Foundations of Logic, The (...) Fundamental Concepts of Metaphysics, The Essence of Grounds, and The Essence of Freedom. Although there are some differences, the definition of freedom that can be found there identifies it with “existence” or “transcendence,” Dasein’s ek-static opening onto the world. Thus “being in the world must also be primordially bound up with or derived from the basic feature of Dasein’s existence, freedom… Dasein’s transcendence and freedom are identical! Freedom provides itself with intrinsic possibility: a being is, as free, necessarily in itself transcending” (GA 26: 238; Heidegger’s italics). Note the apodictic modality of the claim: it is not simply the case that Dasein, as transcending, is free. Anything that has the structure of being in the world must be free: freedom is co-extensive with Dasein. Yet Dasein is often pictured in Being and Time as anything but free: it “ensnares itself” (268), is “lost” (264), “alienated” (178), and needs to be “liberated” (264, 303). Thus comparison between Being and Time and other texts on freedom yields an important paradox: although by definition it transcends toward the world, the Dasein of Division I is deprived of freedom. It must be free, and yet phenomenological analysis shows that it is not free. To understand the specific meaning of freedom in Being and Time, one has to square this circle. (shrink)

This article develops a new phenomenological analysis of the interpersonal motives and structure of shame. I pursue the argument that shame is rooted in our desire for social affirmation and conditioned by our ability to see ourselves as we appear to others. My central thesis is that shame is what we feel when, due to some trait or action of ours, we come to perceive ourselves as fundamentally despicable and non-affirmable. By showing how our urge for affirmation fuels and informs (...) our self-perception in shame, the analysis provides a better understanding of the simultaneously interpersonal and personal character of shame. Furthermore, it sheds new light on some central aspects of shame that have been insufficiently understood: on the emotional charge and quality of shame, on the role played by our values and identity in shame, and on the continuity, differences, and transfers between personal shame, social shame, and embarrassment. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to David Carr, “The Significance of Music for the Promotion of Moral and Spiritual Value”Iris M. YobDavid Carr has addressed a question that has been lurking in philosophical literature for centuries and, I might add, in our collective intuition as well: Just what is the connection between music and the moral and spiritual life? And as we have come to expect from his work, he brings a (...) new perspective to this perennial question in his answer. First he traces a line of thinking since Plato about music and the ordering of the soul, he touches on the role of music and the other arts in exploring the complexities of the moral imperative as it is lived out in human lives, and returns at the end to give a new take on the old Platonic idea of ordering of the soul. Just maybe, he suggests, the detachment, however temporary, "from the trials and tribulations that beset us in the day to day rough and tumble of human practical affairs" "in the interests of some more balanced perspective" on spiritual and moral matters "might be easier to achieve in the contemplation and appreciation of great works of 'music alone.'"This conclusion does not lay claim to more than what is perfectly reasonable. Allowing oneself to be immersed in a great work of music or art or architecture or dance may very well provide that distance from every day life where one might [End Page 209] re-center and refocus, refresh and renew one's outlook on the world. Such an engagement with an artwork can interrupt the patterns of thinking and acting that might have become increasingly thoughtless and ego-centric. It can be a re-creation in the true sense of the word. Paul Tillich, one of the great twentieth century religious philosophers, tells of an experience he had during the First World War where he served as a chaplain in the German army. On a brief leave from the front he visited Kaiser Friedrich Museum in Berlin and stood entranced before Botticelli's "Madonna and Child with Singing Angels." The moment was spiritually transformative, he tells us, lifting his spirits beyond the mud and grime of the battlefield to contemplate life and meaning on a different plane altogether. The experience enabled him to return to duty with renewed inner strength and calm.1 I believe this is a rather powerful and compelling example of what Carr is talking about.In coming to his conclusion, Carr is relying on the particularly difficult case of "music alone," that is, music that does not have words, title, or any other kind of representative function. In other words his argument does not depend on any didactic nature or morally or spiritually directive intent of the music. Rather, it is centered on music that ostensibly is not about anything. This is musical sound composed and performed for the appreciation of what it is in itself. And yet, in providing distance from the every day world, according to Carr, it can give expression to "realms of spiritual experience that lie beyond the sensual and empirical." Here we enter the world of the metaphorical and symbolic, what Rudolf Otto would call the "irrational" or "superrational," or the realm of the Holy. While Carr does not state this explicitly I would go so far as to say that this realm of the wordless and sacred is where the spiritual and the moral are grounded and from where they draw their power.Against this background, I would like to ask how does "music alone," in the sense intended by Carr and Peter Kivy from whom he borrowed the term bring about this effect? We are unable now to ask Tillich what it was that gave the Botticelli its impact for him, but it is curious that what it did for him it most likely did not do for all the other soldiers from the front who happened upon it the way he did. Tillich would most likely explain its effect by resorting to his theory of symbols, because after all this painting does have a literal meaning that might very well have inspired him. But... (shrink)

Emotion is traditionally described as a phenomenon that dominates the subject because one does not choose to be angry, sad, or happy. However, would it be totally absurd to conceive emotion as behaviour and a manifestation of the spontaneity and liberty of consciousness? In his short text, Esquisse d''une theorie des émotions, Sartre proposes a phenomenological description of this psychological phenomenon. He distinguishes between constituted affectivity, which gives rise to emotions, and an original affectivity lacking intentionality, and tied closely to (...) bodily processes. It appears that emotion is first and foremost a magical attitude toward the world, an attitude freely adopted by the subject. Against what is often written, this thesis doesn''t mean that emotion would be a pure comedy but only that, in spite of appearances, this behaviour isn''t a matter of what Descartes calls soul''s passions. (shrink)

Considerable attention has been devoted to the peculiar obligating force of interpersonal promises. But paradigmatic promising is not an orphan in the family of our moral concepts, and the focus on interpersonal promises has overshadowed sibling phenomena that any account of promises should also cover. I examine the case of single-party promises and argue, against the prevailing view, that we have good reason to take the phenomenon of making promises to oneself seriously. This supports what I call ‘the breadth (...) criterion’: theoretical accounts of promising should cover the entire breadth of the phenomenon of promising. I then argue that the breadth criterion poses a novel and formidable obstacle for two prominent views of promising, the social practice view and the expectation view. I conclude by suggesting that there is reason to think that the normative power view of promising may fare better. (shrink)

The aim of this paper has been to draw attention to the non-cognitive aspects of Vygotsky's theoretical heritage. We hope that we have succeeded in presenting here his principal ideas on motivation and volition in the present-day problem context. It should be noted that the problem of human freedom and self-determination was of great importance for Vygotsky, though the explicit discussion of this problem is not common in his writings. Approaching this problem both as a philosopher and as a psychologist, (...) Vygotsky inevitably had first to get some idea of the general psychological regularities which could serve as a concrete-psychological basis for the constructive paradigm in the explanation of the phenomena of human freedom and “non-freedom.” It is highly probable that he planned to discuss this problem at length in his last uncompleted book,Doctrine of Affects. However, even the existing texts provide a weighty and insightful basis not only for scientific research but also for creating applied methods of enhancement of human will-power, or, more exactly, the talent to will. Some of the possibilities, revealed by the Vygotskian approach, are presented in the last section. Many other of Vygotsky's brilliant ideas still await an unbiased reading in the contemporary, rather than merely historical, context. (shrink)

I argue that democratic citizens have a duty to educate themselves politically. My argument proceeds in two stages. First, I establish a case for the moral importance of individual competence for voting, but also maintain that the substantial content of the required competence must remain open. I do this by way of an assessment of Jason Brennan's provocative defense of epistocracy. I try to show that there is no notion of political competence that can meet with reasonable agreement among citizens (...) and that voter qualification exams are therefore illegitimate. Second, I maintain that the basic premise of Brennan's argument, the right to a competent electorate, is valid and that it corresponds to an individual duty to educate oneself politically. This duty is, in Kant's terminology, a wide and imperfect duty that we owe to our fellow democratic citizens. Yet since the content of competence must be left open, this moral duty cannot be transformed into a legal obligation. (shrink)

In some cases, you may release someone from some obligation they have to you. For instance, you may release them from a promise they made to you, or an obligation to repay money they have borrowed from you. But most take it as clear that, if you have an obligation to someone else, you cannot in any way release yourself from that obligation. I shall argue the contrary. The issue is important because one standard problem for the idea of having (...) duties to oneself relies on the impossibility of self-release. The argument is that a duty to oneself would be a duty from which one could release oneself, but that this is an absurdity, and so there can be no duties to oneself. This argument is to be rejected because a duty from which one can release oneself is perfectly possible, and such release occurs quite properly from time to time. (shrink)

By observing processes of art perception two contradicting phenomena come to the fore: a feeling of closeness and distance at the same time. The phenomenologists Martin Heidegger and Bernhard Waldenfels describe this connection as a matter of being ("Seinsweise") of images, that allows new views of the world whereas the two cultural anthropologists Ernst Cassirer and Hartmut Böhme note that the connection between both can be seen as the basis of experience ("Erlebnisweise") of images and therefore serves for communication. (...) Here one can see, knowledge-oriented notions the former promote do not exclude semiotic notions the latter imply. (shrink)

The Fifth Amendment to the Constitution of the United States contains the following words: “No person… shall be compelled in any criminal case to be a witness against himself.” In laying down this restriction on what government may do, the Constitution creates a legal right: the right to be free from coercion by any organ of government to testify against oneself – to incriminate oneself.

It is widely held that it is good to conceive of one's life narratively, but why this is the case has not been well established. I argue that conceiving of one's life narratively can contribute to one's flourishing by mediating to oneself a second-person experience of oneself, furnishing one with valuable second-personal productive distance from oneself and as a result self-understanding. Drawing on Eleonore Stump's theory that narratives re-present to their audiences the second-person experiences they depict, (...) I argue that conceiving of one's life narratively facilitates taking on the second-person experience that an audience would have in hearing one's life narrative, mediating how someone from a second-person perspective might perceive oneself and as a result yielding valuable self-understanding. I conclude with some practical implications. (shrink)

We sought to expand on the concept of the moral self to include not just the duty to develop the moral self but the moral duty to develop the self in both moral and non-moral ways. To do this, we focused on how leaders can promote a climate in which individuals feel a sense of duty to develop themselves for the betterment of the team and organization. In our theoretical model, duty orientation plays a key role in determining whether followers (...) will seek performance feedback to develop their work selves. We hypothesized that followers with ethical leaders would experience a greater sense of duty to improve themselves and would therefore be more likely to seek and less likely to avoid leader feedback. Drawing on social learning theory, we hypothesized that duty orientation would mediate the relationship between ethical leadership and feedback-seeking/feedback-avoiding behavior, expert power would moderate the relationship between ethical leadership and duty orientation such that duty orientation would be higher when followers perceived their leader to be both highly ethical and competent, and expert power would moderate the indirect effect of ethical leadership on feedback-seeking/feedback-avoiding behavior through duty orientation. We tested our hypotheses using a sample of 249 followers across two waves of data collection. Results suggest that ethical leadership and leader competence interact to drive followers’ duty orientation, thereby reducing followers’ feedback-avoiding behaviors. Further, ethical leadership had a direct positive relationship with followers’ feedback-seeking behaviors. (shrink)

Classification in eighteenth-century natural history was marked by a battle of systems. The Linnaean approach to classification was severely criticized by those naturalists who aspired to a truly natural system. But how to make oneself nature''s spokesman? In this article I seek to answer that question using the approach of the French anthropologist of science Bruno Latour in a discussion of the work of the French naturalists Buffon and Cuvier in the eighteenth and early nineteenth century. These naturalists followed (...) very different strategies in creating and defending of what they believed to be a natural classification in zoology. Buffon failed, whereas Cuvier''s work appeared to be very successful. My argument will be that, to explain Buffon''s failure and Cuvier''s success, we should not focus on the epistemological or theoretical concerns and justifications of these naturalists, but on the concrete and heterogeneous means or tools through which animals were mobilized, stabilized and combined into ever more comprehensive systems of classification. (shrink)

Translation from German to English by Daniel Fidel Ferrer -/- What Does it Mean to Orient Oneself in Thinking? -/- German title: "Was heißt: sich im Denken orientieren?" -/- Published: October 1786, Königsberg in Prussia, Germany. By Immanuel Kant (Born in 1724 and died in 1804) -/- Translation into English by Daniel Fidel Ferrer (March, 17, 2014). The day of Holi in India in 2014. -/- From 1774 to about 1800, there were three intense philosophical and theological controversies underway (...) in Germany, namely: Fragments Controversy, the Pantheism Controversy, and the Atheism Controversy. Kant’s essay translated here is Kant’s respond to the Pantheism Controversy. During this period (1770-1800), there was the Sturm und Drang (Storm and Urge (stress)) movement with thinkers like Johann Hamann, Johann Herder, Friedrich Schiller, and Johann Goethe; who were against the cultural movement of the Enlightenment (Aufklärung). Kant was on the side of Enlightenment (see his Answer the Question: What is Enlightenment? 1784). -/- What Does it Mean to Orient Oneself in Thinking? / By Immanuel Kant (1724-1804). [Was heißt: sich im Denken orientieren? English]. (shrink)

"We must tell the truth," a favorite writer of mine once commented. "In Russia in our day, it is very rarely that one can meet a satisfied person. … No matter whom you listen to, everyone is dissatisfied about something, complaining, moaning. One will say that they're giving too much freedom, another will say that they're giving too little; one complains that the authorities do nothing, another that the authorities are doing too much; some find that stupidity has overpowered us, (...) others that we have become too clever; finally, still others participate in every kind of dirty business and laughingly add: 'Where have you seen such bad manners!?' Even filchers of state property, even they are dissatisfied, because soon there will be nothing more to steal. …". (shrink)

Veterinarians are increasingly confronted with new technologies, such as Precision Livestock Farming (PLF), which allows for automated animal monitoring on commercial farms. At the same time, we lack information on how veterinarians, as stakeholders who may play a mediating role in the public debate on livestock farming, perceive the use and the impact of such technologies. This study explores the meaning veterinarians attribute to the application of PLF in the context of public concerns related to pig production. Semi-structured interviews were (...) carried out with pig veterinarians located in the Netherlands and Germany. By using an inductive and semantic approach to reflexive thematic analysis, we developed four main themes from the interview data: (1) the advisory role of the veterinarian, which is characterized by a diverse scope, including advice on PLF, generally positive evaluations and financial dependencies; (2) the delineation of PLF technologies as supporting tools, which are seen as an addition to human animal care; (3) the relationship between veterinarian and farmer, which is context-related, ranging from taking sides with to distancing oneself from farmers; and (4) the distance between agriculture and society, in the context of which PLF has both a mitigating and reinforcing potential. The present findings indicate that veterinarians play an active role in the emerging field of PLF in livestock farming. They are aware of and reflect on competing interests of different groups in society and share positions with different stakeholders. However, the extent to which they are able to mediate between stakeholder groups in practice seems to be constrained by external factors, such as financial dependencies. (shrink)

This article addresses the work of the German artist Hannah Höch in the light of the struggle for abortion rights in the Weimar Republic. I attempt to show how Höch’s uses of the technique of photomontage can be read as a way of introducing a distance between the work and the viewer that allows us to question the beliefs we use to make sense of the world. Specifically, I discuss her photomontage Mutter, a version of a photograph taken by (...) John Heartfield, and some of her writings and interviews. I also examine closely the material conditions and political debates in which Höch’s work – as a social practice – developed. After a brief introduction and a methodological outline, I present Höch in the context of Berlin Dada and summarise the main underlying arguments of my hypothesis. Namely, that the major interest of Höch’s photomontages lies in the complex articulation of activism and philosophy, and in the way in which they put mainstream categories into question by ‘distancing’ fragments of reality. (shrink)

This essay describes and commends the treatment of tears and weeping in Augustine’s Confessions. It shows that Augustine depicts these acts as communicative of a particular judgment about the way things are; and that he understands these acts as a species of confession appropriate to the human condition. To become, or attempt to become, the kind of person who does not weep is to distance oneself from God; Augustine therefore commends weeping to Christians as a mode of establishing (...) intimacy with God. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 14.1 (2006) 77-88 [Access article in PDF] Revealing the Habitual: The Teachings of Unconventional Piano-Playing Tuomas Mali Vantaa, Finland Playing Experiences as a Source of Knowledge As a pianist, I know piano-playing from the inside as something I am accustomed to doing. For me, as for every serious pianist, playing is an everyday activity that has become so habitual as to be inseparable from (...) myself. As I am absorbed in piano-playing, I become musical in a way that more or less makes me forget myself. In the tumult of playing there is no objectifying gaze, no clear distinction between subject and object, performer and music; there is just skilful coping with musical tasks and concerns.1 For an experienced pianist the centrality of the lived body is a commonplace: to know piano-playing is to know one's own body in and through playing as one cultivates a "pianistic" way of existing. This calls for daily training.2 Although it is not always this obvious, the lived body is important to all knowing. Through regular practicing and performing I know piano-playing in the same direct way as we all know the world in and through living "in" it as human bodies, in and through our everyday coping, our "dealings" in the world.3 Juha Varto, the Finnish phenomenologist, uses the word "inspective" to describe this way of knowing, in a sense that emphasizes active bodily being-in-the-world.4 [End Page 77]To reflect on piano-playing, in contrast, requires one to distance oneself from playing, to adopt a perspective that is not present in the playing itself. The relationship between the knower and the world is now different. Here, Varto uses the word "perspective" as an adjective to designate this way of knowing. He illuminates the difference between "inspective" and "perspective" knowing with the image of a burning stake: the spectators certainly know that the stake is hot and that it kills, but the smell of one's own burning flesh makes it clear and certain in a radically different way without intermediary thought.5 Reflection makes it possible to "observe" piano-playing, to see it "in perspective," as part of a larger, ordered, cultural reality, as part of a considered "view" or "theory." When devoting oneself to reflection, it is typical to characterize the activity of playing as objective, as something that lies outside the lived experience of the body. But—and this is often deliberately ignored—a view or a theory arrived at through observation is also irrevocably bound to the embodied existence of the observer, even if the view often seems to be more or less a product of thought alone.While the distinction between concerned coping ("inspective" knowing) and reflective viewing ("perspective" knowing) is important, it should be kept in mind that in human life they are always interwoven. There is no way to eliminate one of them, no way to choose only one or the other. Rather, we are constantly negotiating between the "inspective" and "perspective," dealing on the one hand with our situated bodily experience and on the other hand with our recognition of a larger cultural perspective.Historically, valued knowledge about music-making has often been framed around a conception of reflection as detached, disinterested inquiry which as pure contemplation, has nothing to do with the lived body of the knower. A particular discourse or a quest for definition has often served as starting points for research—starting points that seemingly rule out the relevance of bodily experiences. However, it seems to me that there is no way to cut the link between knowing and experiencing; differences on the level of the lived body are often crucial for knowledge. For example, the difference in the experiential basis often results in a gap between the knowledge of a "maker" and that of a "viewer." When music is known mostly through making it, knowledge gained through observation often seems to miss what is essential, to distort and misinterpret the musical practice. This gap, and... (shrink)

In his early reflections on the French Revolution, Fichte approaches the relationship between its present meaning and its theoretical as well as politico-philosophical relevance. The French Revolution is for Fichte particularly significant, because herewith human rights and the value of the human being in general are placed into the foreground. In his opinion, they are founded on a transcendental conception of freedom, which has also to be achieved in politics. Relating to the contents, freedom, equality, and equal worthiness are asserted (...) on principle. The subjects of this process are the human beings considered as autonomous, self-thinking, and self-judging persons. To participate wittingly in the procedure of affirmation and realization of their rights, they have to become acquainted with the basic aspects of the transcendental method. On the negative side, this method makes it possible to distance oneself from empirical reality, opening the way to free reflection; on the positive side, it provides the setting up and the reviewing of norms on an autonomous, individual, and nonetheless intersubjective as well as cooperative basis. From this perspective, Fichte also reviews the legitimacy of revolutions. He makes clear that the possibility of reforms is not excluded, but it represents a preferable solution for good constitutions, and that human rights are inviolable also in case of revolution.In den frühen Reflexionen Fichtes über die Französische Revolution wird vor allen Dingen das Verhältnis zwischen ihrer Aktualität und ihrer theoretischen sowie philosophisch-politischen Bedeutung thematisiert. Die Französische Revolution erlangt für Fichte eine besondere Bedeutung, weil hiermit die Menschenrechte und der Wert des Menschen überhaupt in den Vordergrund rücken, welche seines Erachtens auf einer transzendentalen Freiheit basieren, die auch in die Politik umgesetzt werden soll. Was die Inhalte angeht, werden die Freiheit, Gleichheit und Gleichwertigkeit der Menschen untereinander prinzipiell behauptet. Die Subjekte dieses Prozesses sind die Menschen als autonome, selbstdenkende und selbst urteilende Wesen. Damit die Menschen bewusst am Verfahren der Behauptung und Verwirklichung ihrer Rechte teilnehmen, liefert Fichte die ersten Ansätze für die transzendentale Methode, welche negativ eine Abstandnahme von der empirischen Wirklichkeit ermöglicht, die die freie Reflexion einleitet, und positiv die Aufstellung von Normen sowie ihren Nachweis auf eine autonome, individuell veranlasste und dennoch intersubjektiv kooperierende Weise erzielt. Unter dieser Perspektive wird von Fichte auch die Rechtmäßigkeit der Revolution überprüft. Es wird klargestellt, dass der Weg der Reformen nicht ausgeschlossen ist, sondern eine bevorzugte Lösung für gute Verfassungen darstellt, und dass die Menschenrechte auch im Fall einer Revolution unantastbar sind. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 65.1 (2004) 1-13 [Access article in PDF] Ambiguities of the Prisca Sapientia in Late Renaissance Humanism Martin Mulsow University of Munich The wisdom of the ancients, says Marsilio Ficino, was a pious philosophy.1 Born among the Egyptians with Hermes Trismegistus—and, according to Ficino's later writings, concurrently among the Persians with Zoroaster—it was raised by the Thracians under Orpheus and Aglaophemus. It later matured (...) under Pythagoras among the Greeks and Italians and culminated in Plato. As is well known, this genealogy was not merely a historical thesis for Ficino and his followers but also a program for revival, a utopia achieved through restoration. For the assertion of a concordance between these early philosophies and their accordance with Christianity—in the sense of a Christian Platonism—implied the synthesis of fragementary philosophemes into a fully developed doctrine in the service of a uniform and timely philosophia pia.This program was formulated in a variety of ways during the sixteenth and seventeenth centuries with differing protagonists and with diverse aims. Thus one could supplement the genealogy in a cabalist vein, introduce biblical characters such as Solomon or Moses, or (as was done by Bruno) use it to contest Christian doctrine. The genealogy could be read as culminating in various notable modern figures such as for example, Paracelsus. Aristotle could be included or excluded from it, depending on whether one wanted to assimilate the Aristotelian tradition or to distance oneself from it; and one could leave the end [End Page 1] of this genealogical lineage open in order to exhort the necessity of a scientific and moral reform.Here, however, we shall be occupied with the question of what became of this program during the late Renaissance, when two developments took place simultaneously: on the one hand, the utopia of the prisca sapientia set about to conquer the field formerly reserved to the Aristotelians, namely, natural philosophy; on the other hand, the first doubts arose about the overall validity of the historical-philological foundation of the program, especially the dating of the works of Hermes Trismegistus. The latter began with the publication of the first part of Patrizi's Discussiones peripateticae in 1571,which aimed to rehabilitate, contrary to Aristotle's critique, old presocratic natural philosophies, and in so doing it cleared the way for interpreting the latest advancements in non-Aristotelian natural sciences as resumptions of these very philosophies.2 This initiated a period of complex interaction between late humanist philology, innovative natural science, and speculative metaphysics.This phase, however, not only entailed the grand synthesizing endeavors that one finds in Patrizi's Nova de universis philosophia;it also introduced historical critique—no doubt provoked by Patrizi—of the Hermetic prisca sapientia, understood in Frances Yates's sense, which was performed in careful detail long before Casaubon at the end of the Renaissance.3 Further, it was a phase characterized by an attempt to reevaluate Aristotelian philosophy against its opponents, which paradoxically was also motivated by Patrizi yet which managed to keep the venture open to "esoteric" depths. All of these developments were intertwined, and each effected the articulation of encyclopedic projects at the beginning of the seventeenth century. On the basis of manuscripts, letters, and some neglected texts, I want to introduce two such countercurrents, which illustrate how the migration of arguments from one cultural context to another can lead to wholly divergent and unexpected results. Moreover, these results show the diverse consequences that a prisca sapientia-utopia could have for different visions of encyclopedic scholarship.I. In the bookshop of Paolo Meietti in Padua, Teodoro Angelucci and Antonio Persio met accidentally on an autumn day in 1558. Meietti was the publisher of Angelucci's medical textbook as well as of texts by Patrizi and his [End Page 2] colleague Giannini, and it is possible that Persio was out to discuss publishing possibilities for his forthcoming manuscript De natura ignis. In any case, they were there for business-related matters, so it was quite natural for Persio to... (shrink)

This article discusses Husserl’s “epoche” and “phenomenological reduction” and early Heidegger’s “fear” and “anxiety” from a conceptual and terminological point of view. The basis for comparing “epoche” and “fear” is their main function of neutralizing the world. The author also considers the way of correlating the epoche and anxiety as philosophical concepts with three types of realizable experience that served as their source. The main points and stages of the introduction of the term “epoche” are highlighted; the main functional differences (...) between the terms “epoche” and “phenomenological reduction” in various works of Husserl are indicated. A number of Husserl’s attempts to transform the methodological principles put forward by him into a description of a special experience of detachment, accessible through moral efforts, courage and honesty, are considered. In this regard, the transformation of Cartesian doubt into the procedure of “epoche” through the artificial procedure of “attempt at doubt” is analyzed. Three types of restrictions on the universality of the epoche are distinguished. Terminological and meaningful relationships between neutralization as a mode of consciousness and the epoche are considered. Two main differences are revealed, with the help of which Husserl tries to transform principles into experience: the difference between positional and neutral consciousness and the difference between an epoche and a quasi-epoche. Husserl’s interpretation of the epoche and reduction as a special experience has two main sources: first, the experience of the imagination, or fantasy, and in this sense the source of the epoche is the quasi-epoche, and not vice versa. Secondly, the postulate of the identity of sensation from the real and illusory object. Heidegger’s distinction between fear and anxiety is critically analyzed. The author comes to the conclusion that a common source of the phenomena of anxiety, fear, horror, fright, and so on consists in the collision and mutual penetration of various human worlds. It is impossible to distance oneself from this diversity; further, it is the true source of philosophical reflection. (shrink)

Although education means evolving or transforming, every individual is the subject of education between the first breath and the last. The individual's relationship with the objects of existence, combined with his uniqueness, constitutes the subject of education on the time-space plane. The individual's relationship with himself and his environment can be associated with education. Since Sufi education adopts a disciplinary structure that aims to enable the individual to know himself first, the individual acquires knowledge from his Lord in his essence (...) and from the elements that teach him in his environment. Depending on the principle of obtaining knowledge from the closest, the individual obtains the educational activity starting from family members based on the principle of trust. Public institutions implementing curricula have also been other structures that nurture the individual. Due to the nature of education, different applications have emerged over time. As a matter of fact, the learner-teacher relationship has been an obstacle to spatial and temporal unity in the course of life, and as a result of this situation, the concept of distance education has emerged. While the letter tradition used in Sufi education, which is a method of distance education, has been practiced for centuries, the modern world met this concept as an educational method only in the 18th century through correspondence. The concept of distance education, which has taken on much newer forms with today's information technologies, will ultimately continue to support the human relationship with knowledge. In this study, it has been tried to understand the common points, characteristics and contributions to education of distance education, which is one of the educational practices in the historical process, and the letter tradition, which is a method of Sufi education. Individualization of education by taking into account the individual characteristics of each of the students, who constitute the focal point of education, is one of the indispensable elements of Sufi education. The murshid, who gets to know his disciple closely during the training process, sees his disciple's strengths and weaknesses, his character structure and his potential that he can maximize with training. The application of education on an individual basis offers an opportunity to maximize the gains in distance education as in Sufi education. The adoption of the principle of gradualism in educational programs and processes is another of the foundations on which Sufi education is based. According to this principle, education has a gradual structure, and this structure can be envisioned as multiple layers that constitute the basis of each other. In the journey of blending the education system and reaching the ideal form over the centuries, distance education systems have also been able to find a field of action in line with this principle. On the other hand, when we look at another characteristic of Sufi education, we encounter a structured and predetermined framework in education. The processes in education in which objectives, boundaries, expectations and achievements are structured and activities are expected to be carried out within a certain program are also predictable for distance education. It is seen that the teacher-student relationship in Sufi education is far from a formal structure and contains the warmth of the education that takes place in the family in the first years of education. Considering how important the first years of education are in terms of leaving a mark and permanence, it is quite remarkable that this principle comes to life in Sufi education platforms, which can also be considered as a prophetic method, by returning to this subjective structure in education. Today, it has become easier for individuals to structure themselves in the areas they need through distance education, and the educational processes that were carried out through correspondence in the past as a necessity for the health and survival of Sufi education have turned into a preference or alternative rather than an obligation. In this study, the aspects and common denominators of Sufi education, which is a Prophetic method, and the tradition of correspondence, which can contribute to distance education and set an example, have been evaluated together with the characteristics of Sufi education. In the study, firstly, the tradition of letter correspondence as a method of Sufi education is examined historically and educationally, and then distance education, which is seen as an outcome of the modern education system, is evaluated conceptually and historically. In the last part of the study, the common denominators of the letter tradition and distance education practice in Sufi education have been tried to be unearthed on the basis of Sufi education methods. (shrink)

I argue that Kant's ethical framework cannot countenance a certain kind of failure to respect oneself that can occur within oppressive social contexts. Kant's assumption that any person, qua rational being, has guaranteed epistemic access to the moral law as the standard of good action and the capacity to act upon this standard makes autonomy an achievement within the individual agent's power, but this is contrary to a feminist understanding of autonomy as a relational achievement that can be thwarted (...) by the systematic attack on autonomy that occurs within oppressive social conditions. Insofar as Kant's negative duty of self-respect is unable to accommodate the ways immersion in oppressive social environments can warp an individual's understanding of what she is owed and capable of as a moral agent, it perpetuates the cruelty of unjust social systems in the guise of respecting individual autonomy. I conclude by considering Carol Hay's argument that those who are oppressed have an obligation to themselves to resist their own oppression, in order to explore how this limitation in how Kant conceives of the duty to respect the self may reach expression in contemporary ethical theory inspired by Kant. (shrink)

The requirement that moral theories be usable for making decisions runs afoul of the fact that decision makers often lack sufficient information about their options to derive any accurate prescriptions from the standard theories. Many theorists attempt to solve this problem by adopting subjective moral theories—ones that ground obligations on the agent’s beliefs about the features of her options, rather than on the options’ actual features. I argue that subjective deontological theories suffer a fatal flaw, since they cannot appropriately require (...) agents to gather information before acting. (shrink)

This article critically extends Kant's 1786 discussion of “orientation in thinking” to ask what it means to “orient oneself in thinking” around the concepts of race and sex, addressed in the context of 1) the central place and historical importance of Kant in Western philosophy; and 2) Kant's theory of race and its relation to his critical philosophy. As presumptions about race and sex are already built into the history of philosophy, taking these concepts as an explicit orientation is (...) not the expression of subjective interests, but a reflection and criticism of some of the objective forces that shape the world and have shaped the history of philosophy. An intellectual orientation around the concepts of race or sex can thus be understood as a critical position in relation to the problematic “historical universality” of these concepts, with the aim of transforming the false universality of biological race thinking, in particular, into the historical universality of critical social analysis. (shrink)

Algorithmic systems and predictive analytics play an increasingly important role in various aspects of modern life. Scholarship on the moral ramifications of such systems is in its early stages, and much of it focuses on bias and harm. This paper argues that in understanding the moral salience of algorithmic systems it is essential to understand the relation between algorithms, autonomy, and agency. We draw on several recent cases in criminal sentencing and K–12 teacher evaluation to outline four key ways in (...) which issues of agency, autonomy, and respect for persons can conflict with algorithmic decision-making. Three of these involve failures to treat individual agents with the respect they deserve. The fourth involves distancing oneself from a morally suspect action by attributing one’s decision to take that action to an algorithm, thereby laundering one’s agency. (shrink)

Moral philosophy is often said to be about what we owe to each other. Do we owe anything to ourselves?