Widowhood is common in old age, can be accompanied by serious health consequences and is often linked to substantial changes in social network. Little is known about the impact of social isolation on the development of depressive symptoms over time taking widowhood into account. We provide results from the follow-up 5 to follow-up 9 from the longitudinal study AgeCoDe and its follow-up study AgeQualiDe. Depression was measured with GDS-15 and social isolation was assessed using the Lubben Social Network Scale (LSNS-6). (...) The group was aligned of married and widowed people in old age and education through entropy balancing. Linear mixed models were used to examine the frequency of occurrence of depressive symptoms for widowed and married elderly people depending on the risk of social isolation. Our study shows that widowhood alone does not lead to an increased occurrence of depressive symptoms. However, "widowed oldest old", who are also at risk of social isolation, have significantly more depressive symptoms than those without risk. In the group of "married oldest old", women have significantly more depressive symptoms than men, but isolated and non-isolated do not differ. Especially for people who have lost a spouse, the social network changes significantly and increases the risk for social isolation. This represents a risk factor for the occurrence of depressive symptoms. (shrink)

In dit essay keert Forster zich tegen geloof met een grote G: het fundamentalistisch geloof in een religie als de enige bron van waarheid, maar ook het geloof in de macht en het geweld van grote mannen en ideologieën. Hij stelt er zijn eigen geloof met een ‘heel kleine g’ tegenover, een geloof in vrijheid, democratie en individualisme, in de adel van de geest.

Curriculum 2000 has meant significant change for the post-16 sector. New qualifications have been introduced (e.g. the new Advanced Subsidiary examination) and the number of students involved in education and training post-16 has increased. In this scenario how can the standards of new qualifications, particularly the new Advanced Subsidiary examinations, be compared with those of previous qualifications? One method is to use the prior achievement of candidates (i.e. GCSE results) as a basis for comparison of their results on subsequent qualifications (...) (i.e. A levels and AS). This method of comparability and its limitations will be explored using examples with actual data. (shrink)

The editors are concerned in this book to avoid both Scylla and Charybdis. In their preface, they state: "Some introductory philosophy texts are introductory in name only.... No wonder students struggling to understand such books become convinced... that philosophy is a subject wholly unintelligible except to a few compulsive adepts and completely irrelevant to life outside of the classroom. On the other hand,... other introductory philosophy texts are philosophical in name only because they contain no technical philosophy. Not surprisingly students (...) reading such books... find them hollow and conclude philosophy is not worth serious study." Striving to bridge the gap, the editors include in the readings some lucid philosophical classics, such as Descartes’ Meditations I and II, passages from deeply probing literature such as Dostoevsky’s The Grand Inquisitor, and choice recent philosophical discussions such as the section on free will in Stace’s Religion and the Modern Mind. Lively but significant readings are included on six areas: freedom or determinism, God and religion, morality and society, mind and body, knowledge and science, and art and society. The final readings on each area present "Contemporary Issues." For example, the readings on art and society end with the opinion of the U.S. Supreme Court on Fanny Hill, E. M. Forster’s essay on art for art’s sake, and a discussion by Barrows Dunham of art for man’s sake.—W. G. (shrink)

Bayesian model selection has frequently been the focus of philosophical inquiry (e.g., Forster, Br J Philos Sci 46:399–424, 1995; Bandyopadhyay and Boik, Philos Sci 66:S390–S402, 1999; Dowe et al., Br J Philos Sci 58:709–754, 2007). This paper argues that Bayesian model selection procedures are very diverse in their inferential target and their justification, and substantiates this claim by means of case studies on three selected procedures: MML, BIC and DIC. Hence, there is no tight link between Bayesian model selection (...) and Bayesian philosophy. Consequently, arguments for or against Bayesian reasoning based on properties of Bayesian model selection procedures should be treated with great caution. (shrink)

본 논문에서는, 바움가르텐의 『형이상학』과 관련해서, 학문적 이론이나 성과를 분석하려는 것이 아니고, 그의 삶을 학문적으로 조명해보려는 것이 목적이다. 『형이상학』의 절과 문은 저마다 근거를 밝혀 체계적으로 연관되면서 간결하고, 개념과 용어는 형이상학의 역사를 꿰뚫으면서 새롭게 정리되고 통일되었으며, 내용의 구성은 전체를 포괄하면서 확실하고 세밀하다. 형이상학의 위기의 시대에 철학적 체계성과 확실성은 바움가르텐의 『형이상학』의 징표이면서 동시에 그의 학문적 삶의 징표이기도 하다. 『형이상학』은 그의 학문적 삶의 결정체이다. 본 논문에서 바움가르텐의 학문적 삶에 대한 기록은 마이어(G. F. Meier)의 『바움가르텐의 삶』을 출처로 삼고, 압트(Th. Abbt)의 『알렉산더 고트리프 바움가르텐의 삶과 인물』과 (...) 푀르스터(Joh. Ch. Förster)의 『세 명의 유명 철학자들, 라이프니츠, 볼프, 바움가르텐의 인물』 등을 중심으로 분석하고, 그의 학문적 삶과 관련된 문헌들을 (각주를 통해) 정확히 밝혀주고자 한다. (shrink)

Until today the question of »theodicy« is very much contested among philosophers and theologians. Some hold the problem to be principally unsolvable, while others take the question for unavoidable. Since Leibniz the notion is generally used to explain the origin and function of evil or its allowing by God. This article deals with some occurences of »theodicy« in the 18th and 19th century, overlooked until now. Besides, the widely known essais on theodicy are interpreted as being permanent transformations of the (...) original question. E. g. Kant designes a concept of »authentic theodicy« in which man is called up to fight against the evil by his own means. During the French Revolution G. Forster hopes for a kind theodicy as political improvement of mankind. For Schelling and Hegel the course of world history is the real theodicy. Finally, for Nietzsche art is the only sufficient theodicy, the aesthetic justification of the world. Later on Nietzsche attacks all kinds of theodicy as they ask for the meaning of existence instead of believing in the innocence of all development. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hope Draped in Black: Decolonizing Utopian StudiesCaroline Edwards (bio)What does utopian studies have to learn from critical race theory, Black studies, and ideas of Black futurity? While utopian scholars have begun unpicking the colonial entanglements of utopianism’s origins (particularly as a literary genre grounded in pelagic crossings to the New World that have advocated slavery, extractivism, and eugenics to name a few notable examples across the utopian canon), few, (...) if any, have incorporated the perspectives, aesthetics, and theoretical work of Black scholars themselves.1 The following are a few brief remarks organized around keywords (in a nod to Raymond Williams, a fierce advocate of utopian thinking) that attempt to sketch an answer to these questions, with a focus on my own area of utopian study: utopian literary and cultural production in the contemporary period.ProgressWe might start by considering the literary utopia’s most prolific period, from roughly 1880 to 1915. In a deluge of utopian narratives, many of them penned by amateur writers, we find the emergence of a genre that is thoroughly [End Page 498] rooted in industrialized progress. Whatever their perspective on capitalism and waged labor, these works privilege advanced industrialization as the primary means to eliminate poverty and disease, thereby liberating workers into automated futures of post-scarcity abundance. Examples include Edward Bellamy’s highly rationalized system of pneumatic delivery (Looking Backward: 2000–1887 [1888]), Mary E. Bradley Lane’s chemical production of food from waste products (Mizora: A World of Women [1890] 1999), H. G. Wells’s titanic hydro-powered engineering (Men Like Gods [1923]), Edward Bulwer Lytton’s lithic limitless energy, Vril (The Coming Race [1871]), or the ubiquitous electricity that powers Elizabeth Burgoyne Corbett’s clean city (New Amazonia: A Foretaste of the Future [1899] 2011), Alice Ilgenfritz Jones and Ella Marchant’s advanced Martian society (Unveiling a Parallel: A Romance [1893]), and Alexander Bogdanov’s advanced scientific culture on the red planet (Красная звезда [Red Star (1908) 1984]). Indeed, many notable dystopian novels begin with the same premise of highly automated societies that focus, rather, on the awfulness of life without purpose (Anna Bowman Dodd’s The Republic of the Future; Or, Socialism a Reality [1887], E. M. Forster’s “The Machine Stops” [1909], Kurt Vonnegut’s Player Piano [1952]). While they are far from uncritical of the telos of historical progress (most of the works highlight the class and gender inequalities of their own time), utopian novels in this period tend to view the utopian process as one of harnessing historical progress in a more equitable direction; they rarely question the Hegelian premise that history moves through contradictory forces in a dialectical series of stages.In his 2016 book Hope Draped in Black, Joseph R. Winters explores the lasting damage that ideas of historical progress have wrought on Black writers, artists, and thinkers. While notions of racial uplift are loaded with a linear narrative of Black progress such conceptions, he writes, “are mediated by melancholy, loss, and a recalcitrant sense of tragedy” (6–7). Building on Adorno and Horkheimer’s landmark critique in Dialectic of Enlightenment (1944) as well as the works of W. E. B. Du Bois, Winters notes thatmodern notions of progress and freedom are inherently flawed and problematic because they rely on and are intertwined with practices and conditions—capitalism, colonial expansion, racial hierarchies, endeavors, and incentives to usurp and possess that earth—that are harmful to non-Europeans, working-class bodies, women, and other groups.(2016, 8) [End Page 499]Examining the relationship between melancholy and hope in Black literary and aesthetic traditions, Winters explores how writers such as Toni Morrison and Ralph Ellison incorporate jazz into their works, using its discordant, improvisational structures to imagine time out of joint (the Derridean deferral of justice announced by the arrival of the specter of old King Hamlet, who returns) (Derrida 1994). Here, Winters writes, “the past can always haunt and disturb the present [so that] the present is always a site of potential breaks and ruptures that can signify both dislocation and pain as well as novelty and possibility” (2016, 25). If we are to contemplate the almost overwhelming task of decolonizing utopian studies, then... (shrink)

Now in its Third Edition, Philosophy of Language: A Contemporary Introduction introduces students to the main issues and theories in twentieth-century philosophy of language, focusing specifically on linguistic phenomena. Author William G. Lycan structures the book into four general parts. Part I, Reference and Referring, includes topics such as Russell's theory of descriptions (and its objections), Donnellan's distinction, problems of anaphora, the description theory of proper names, Searle's cluster theory, and the causal-historical theory. Part II, Theories of Meaning, surveys the (...) competing theories of linguistic meaning and compares their various advantages and liabilities. Part III, Pragmatics and Speech Acts, introduces the basic concepts of linguistic pragmatics and includes a detailed discussion of the problem of indirect force. Part IV, The Expressive and the Figurative, examines various forms of expressive language and what "metaphorical meaning" is and how most listeners readily grasp it. (shrink)

Der Raum ist ein eminent philosophisches Thema. Denn so selbstverstandlich es ist, dass wir in Raumen und im Raum leben, so unklar ist, was das bedeutet. Wie verhalten sich lebensweltliche Raume zu `dem Raum` uberhaupt? Gibt es bevorzugte Formen der Raumerfahrung? Wie verhalten sich Raum und Zeit zueinander? Was unterscheidet Nahe und Distanz, Bewegung und Aufenthalt?Die Beitrage des vorliegenden Bandes nahern sich der Philosophie des Raumes aus Richtung der Epistemologie, praktischen Philosophie und Asthetik. Dahinter steht die Uberzeugung, dass der Raum (...) nicht allein ein Thema der theoretischen Philosophie sein sollte, sondern Raumphanomene in allen Bereichen der Philosophie relevant sind. Im Zusammenspiel von klassischen und gegenwartigen Positionen ergibt sich ein Uberblick uber die Moglichkeit, eines der unscheinbarsten Phanomene uberhaupt zu thematisieren. Mit Beitragen von: Diego D'Angelo, Jocelyn Benoist, Christian Bermes, Georg Bertram, Steven G. Crowell, David Espinet, Michael N. Forster, Markus Gabriel, Volker Gerhardt, Tobias Keiling, Ole Meinefeld, Nikola Mirkovi'c, Inga Romer, John Sallis, Alexander Schnel. (shrink)

The COVID-19 pandemic has both exposed and created deep rifts in society. It has thrust us into deep ethical thinking to help justify the difficult decisions many will be called upon to make and to protect from decisions that lack ethical underpinnings. This paper aims to highlight ethical issues in six different areas of life highlighting the enormity of the task we are faced with globally. In the context of COVID-19, we consider health inequity, dilemmas in triage and allocation of (...) scarce resources, ethical issues associated with research, ethical considerations relating to tracing apps, and exit strategies such as immunity passports and COVID-19 vaccines. Finally, we consider environmental issues in light of COVID-19. The paper also offers some ethical reflection on these areas as many parts of the world contemplate the recovery phase. (shrink)

The notion that Hegel repudiated epistemology has had dire consequences for our understanding of Hegel. By disregarding epistemology, Hegel’s expositors often disregarded the general issues central to epistemology of how one can establish or justify a philosophical view. If Hegel did address epistemological issues and tried to justify (not simply to expound) ‘absolute knowledge’, then that disregard would produce skewed interpretations of Hegel. Recent attention to Hegel’s epistemology (e.g., by Klaus Hartmann, Joseph Flay, Robert Pippin, Michael Forster, Terry Pinkard, (...) and Justus Hartnack) is salutary. However, I argue that most of these efforts founder by making key assumptions about epistemology that Hegel clearly rejects. Moreover, many of these efforts exhibit hermeneutic defects that Hegel scholars should consider carefully; most of these interpretations are long on interpretive promise but short on philosophical delivery. (shrink)

Kant entwickelt in der „Kritik der Urteilskraft“ eine philosophische Ästhetik, eine Theorie der organischen Natur. Die beiden scheinbar heterogenen Gegenstandsbereiche sind durch das Prinzip der reflektierenden Urteilskraft, die Idee der Zweckmäßigkeit, verbunden, die der Mensch sowohl bei der Reflexion über die schönen Gegenstände der Natur und der Kunst als auch bei seiner Erforschung der organischen Natur zugrunde legt. Da sich alle Zwecke zuletzt auf den Endzweck des Menschen als moralisches Wesen beziehen, übersteigt die dritte „Kritik“ schließlich die Bereiche von Kunst (...) und Natur und berührt Fragen der Moralphilosophie und der Moraltheologie. Zusätzlich entdeckt Kant im subjektiven Vermögen der Urteilskraft jenes Bindeglied unter den menschlichen Gemütskräften, das einen architektonischen Übergang zwischen den Naturbegriffen des Verstandes in der ersten und dem Freiheitsbegriff der Vernunft in der zweiten „Kritik“ ermöglicht und die theoretische und die praktische Philosophie in einem einzigen philosophischen System vereinigt. Der vorliegende kooperative Kommentar bietet eine textnahe, fortlaufende Interpretation der „Kritik der Urteilskraft“. Mit Beiträgen von: K. Ameriks, J. Bojanowski, R. Brandt, G. Cunico, M. Foessel, E. Förster, C. Fricke, H. Ginsborg, P. Giordanetti, I. Goy, O. Höffe, A. Kablitz, G. Kohler, S. Mathisen, B. Recki, J. Rivera de Rosales, S. Roth und E. Watkins. (shrink)

_Winner of the Fabian Dorsch ESA Essay Prize._ Julian Dodd defends the view that, in musical work-performance practice, interpretive authenticity is a more fundamental value than score compliance authenticity. According to him, compliance with a work’s score can be sacrificed in cases where it conflicts with interpretative authenticity. Stephen Davies and Andrew Kania reject this view, arguing that, if a performer intentionally departs from a work’s score, she is not properly instantiating that work and hence not producing an authentic performance (...) of it. I argue that this objection fails. A detailed analysis of work-performance practice reveals, first, that the normative scope of interpretive authenticity encompasses the practice of composing musical versions and that, second, when performers sacrifice score compliance to maximize interpretive authenticity, they are performing the target work by means of performing a version of it. By means of the nested types theory, I then show how performances produced in this way can be properly formed instances, and hence authentic performances, of their target work. (shrink)

“I beg of you, Doctor, please don’t let Dr. Moore see my mother again. My sisters and I do not want him talking with us anymore.”So concluded my first conversation with Samir Zadeh. Our meeting had been purely accidental; as I walked onto the elevator going down from the Surgical ICU, he and one of his sisters were already on, coming down from another one of our hospital’s ICUs, from a floor above. Samir was a man in his early 50s, (...) and his sister, whom I would learn was actually a few years older, appeared younger than he. They were talking quietly when the doors opened, but as is often the case in elevators, especially in a hospital, as soon as I entered, their conversation stopped. We rode down to the bottom floor in silence. As we exited, I let them go first, a courtesy I had been taught by my parents, and they both thanked me, in the usual social way, and walked out into the lobby and then out of the building. I walked the same way.It was when we were about 25 feet from the building that Mr. Zadeh and his sister stopped, so that I caught up to them. As I did, Mr. Zadeh, a large man, maybe 6 feet tall and 250 pounds, with thinning hair and a well-groomed mustache, turned and said my name aloud, “Dr. Finder, may you be so kind as to talk?”. (shrink)

This chapter explains that most of the standard objections to substance dualism (SD) count as effectively against property dualism (PD), and that PD is hardly more plausible, or less implausible, than SD. Dualism competes, not with neuroscience (a science), but with materialism, an opposing philosophical theory. The chapter shows that although Cartesian dualism faces some serious objections, that does not distinguish it from other philosophical theories, and the objections are not an order of magnitude worse than those confronting materialism in (...) particular. There remain the implausibilities required by the Cartesian view; but bare claim of implausibility is not argument. The dialectical upshot is that, on points, and going just by actual arguments as opposed to appeals to decency and what good guys believe, materialism is not significantly better supported than dualism. (shrink)

Criticises G. E. Moore’s highly influential proposal that ascriptions of agent ability implying freedom of choice or action, what the agent could do, are analyzable as conditional statements regarding what the agent would do under certain circumstances. Austin objects against Moore that some uses of ‘if’ are non-conditional and goes on to examine the uses of these non-conditional cases. Moore’s proposal also lies at the heart of some compatibilist theories of free will and determinism. Austin argues determinism to be a (...) pseudo-problem, so long as it remains a notion that is not itself clear cut. (shrink)

Political leaders may change their mind about a policy, or even a significant moral issue. While genuinely changing one’s mind is not hypocritical, there are reasons to think that leaders who claim such a change are merely hypocritically pandering for political advantage. Indeed, some social science studies allegedly confirm that constituents will judge political leaders who change positions as hypocritical. Yet these studies are missing crucial details that we normally use to distinguish genuine mind changers from hollow hypocrites. These details (...) suggest ways in which political leaders can communicate that their mind change is genuine without necessarily being judged hypocritical. (shrink)

This chapter critically reflects on the critiques, reviews, and many proposals presented in Parts Two, Three, and Four, and provides a summary conclusion for the entire Zadeh Project. Obvious differences between experience and reporting on experience are highlighted, with particular attention to the ways such differences are detailed by the Zadeh Scenario and in our colleagues’ responses to it. In addition, we discuss a key challenge associated with clinical ethics practice and the peer review of such practice: identifying what actually (...) matters for those engaged in these kinds of activities. In each case, we argue, the work of discovering what matters to the individuals actually involved cannot be overlooked. Furthermore, that work may even be the primary ingredient to responsible conduct for both consultation and peer review. Building on this idea that responding responsibly to that which is actually encountered in clinical practice serves as a primary activity of, and thus grounds responsibility in, clinical ethics practice, we then argue that ethical analysis of Finder’s activities in the Zadeh Scenario, and for clinical ethics peer review more generally, has at least three layers: that which addresses the immediate interactions between an ethics consultant and those whom the consultant engages; that which addresses the ethics consultant’s own sense of self-responsibility; that which addresses peer reviewers’ own frames for evaluating another’s clinical ethics practice. We conclude that the Zadeh Project exemplifies what is at stake in ethics consultation and peer review. Taken as a whole, then, the Zadeh Project reveals how peer review, in acknowledgement of the responsibility to create a context for peer education, rests upon a commitment to model – and demand critical engagement with – what is held to be most worthwhile for clinical ethics practice and the field of clinical ethics consultation as a whole. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Introduction to the Special SectionFranklin G. MillerHappy is a female elephant who has been confined at the Bronx Zoo for over 40 years. In 2018 the Nonhuman Rights Project sued the Wildlife Conservation Society, which manages the zoo, seeking habeas corpus for Happy in order to release her to an elephant sanctuary. Numerous amicus curiae briefs were filed in favor and against the petition on behalf of Happy. The (...) case reached the highest court in New York State, which denied the petition of the plaintiff in June 2022.This special section includes views on the case of Happy by David DeGrazia, Martha Nussbaum, and Christine Korsgaard, three distinguished moral philosophers who have made significant contributions to animal ethics. The essays by Martha Nussbaum and Christine Korsgaard are drawn from the amicus briefs that they filed in the legal proceedings, which they agreed could be published here.Professor Nussbaum applies her "capabilities approach" as a foundation for promoting wellbeing and recognizing rights to Happy and to elephants in general. She argues that Happy is a being with a meaningful life and is entitled to be treated with respect and dignity, which is incompatible with her conditions of confinement at the zoo. Professor Korsgaard applies her understanding of the moral philosophy of Immanuel Kant to the case of Happy—a "cognitively sophisticated [End Page 1] animal" which, like human beings, should be treated as an end in herself and not merely as a means to the purposes of human beings. Professor DeGrazia, in an invited essay, analyzes the meanings of "person" and examines the pertinent characteristics of elephants that make them at least "borderline persons," with the moral status of possessing basic rights.While Happy remains confined at the Bronx Zoo, these three incisive contributions challenge readers to reflect on the ethical treatment of nonhuman animals, especially those with complex and rich capacities of intelligence and emotion. [End Page 2]Franklin G. MillerWeill Cornell Medical College, New YorkCopyright © 2023 Johns Hopkins University Press... (shrink)

Proposal Information: In this paper it is argued that although Spinoza, unlike other great philosophers of the Enlightenment era, never actually wrote a philosophy of education as such, he did – in his Ethics – write a philosophy of self-improvement that is deeply educational at heart. When looked at against the background of his overall metaphysical system, the educational account that emerges is one that is highly curious and may even, to some extent at least, come across as counter-intuitive in (...) a contemporary setting. This is so because it grounds the greater social and political endeavors of humanity in the individual’s striving for an ever-increasing power of acting. Hence, education, for Spinoza, is a decidedly individualistic affair, but then again, so is the making of society. Since, for Spinoza, every instance of knowledge bears the unique mark of the individual body that expresses it, one might conclude that at the foundation of every social structure is an encounter between concrete bodies; each expressing a particular perspective from where to grasp the world. I would argue, based on this, that one of Spinoza’s main contributions to educational theory is his grounding of larger social endeavors in the striving of the individual. Hinged on the striving to be more rational, as dictated by the doctrine of the conatus, education appears to offer a way of grounding the structure of the human social world in the same principles as those guiding the individual. Spinoza’s doctrine of the imitation of affects thereby offers a way of linking the egoistic striving for power on behalf of the individual with the educational goal of building a sustainable society. It does so as it conditions self-improvement by the human characteristic to imitate what others desire. By being surrounded with people who desire to be more rational, one can utilize this desire for the good and become strengthened in one’s own striving for increasing one’s degree of existence. Consequently, the teaching situation is geared for guiding students towards a more rational life, at the same time as it is geared for the self-improvement of the teacher. This aspect of self-improvement is, ultimately, what will motivate the teacher in striving to enhance the lives of his or her students in the first place. Being unable to self-improve in isolation, the doctrine of the imitation of affects dictates that the rational person will be moved toward a life of generosity, not primarily for altruistic reasons, but out of a desire to become more rational and thus to gain in his or her own power of acting. The question that follows from this, of course, is how does one go about when inculcating a desire to be more rational in one’s students?Education, from a Spinozistic point of view, is ultimately about the cultivation of the potential that lies dormant in each individual, so that a person may live a happier life as a result of understanding, more adequately, their place in the natural world. The challenge, then, becomes one of overcoming the many obstacles that prevent a person from developing their potential. Pedagogy, from this point of view, may be understood in terms of the art of offering the right amount of resistance. This notion is based on the assumption that if a student encounters no resistance – or too much resistance – his or her potential remains just that – a potential. In order to develop this potential the student needs to overcome certain barriers. With regards to this, the role of the teacher may be conceived in terms of the one balancing the amount of resistance so that the student is properly challenged but at the same time not overwhelmed. Methodology or Methods/ Research Instruments or Sources Used: The paper makes for an attempt to outline a Spinozistic philosophy of education based on readings of Spinoza’s texts – primarily the Ethics – and some of the relevant secondary literature such as Della Rocca’s influential reading of Spinoza. As such it is a philosophical inquiry seeking to interconnect some key aspects of Spinoza’s philosophy with some of the major issues of education. Methodologically, this paper argues, in line with Melamed, that rather than turning to the history of philosophy in order to identify ‘precursors to [our] own views’, so as to validate what we already believe we know, it is more fruitful to turn to past philosophers in order to ‘challenge our most basic beliefs and intuitions by studying texts that are both well-argued and strongly opposed to our commonsense’. Accordingly, turning to Spinoza marks an attempt to revisit and reconceptualize some key aspects of educational thought. Conclusions, Expected Outcomes or Findings: A conclusion of this paper is that a Spinozistic philosophy of education would need to focus on resolving the tension between Spinoza’s egoism and education as a social project. To this end it identifies Spinoza’s doctrine of the imitation of affects as a possible link between the individual’s striving for power and the collective agenda of improving human well-being at large. It is also suggested that, in aspiring to inculcate a desire to be more rational in his or her students, the challenge for the Spinozistic teacher is to prompt the students to aspire to reach beyond the temporary satisfactions of the passions so as to acquire a more enduring sense of satisfaction and so that their well-being is more fully under their own command rather than under the command of various external influences. This, in turn, is connected with the notion of resistance in the sense that in experiencing the volatility of fortune – and thereby understanding the instability of relying on one’s passions – a person would appear to be more inclined to strive for a more enduring sense of happiness, even if this would mean giving up on some of the temporary pleasures that one has grown accustomed to. The resistance, then, may be conceived in terms of the overcoming of temporary pleasures that stand in the way of the developing of one’s potential. In this scenario the role of the teacher may be understood in terms of someone offering a well-balanced amount of resistance. This means that to accommodate one’s students – in the sense that one approaches them in terms of prospective customers, aspiring to satisfy their demands – is inimical to education insofar as the wants and desires of students are, generally speaking, caused by passive affects rather than their rational wills. References: Aloni, N.. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy. Educational Philosophy and Theory 40, pp. 531–544.Della Rocca, M.. Spinoza. New York: Routledge.Della Rocca, M.. Rationalism, Idealism, Monism, and Beyond. In: E. Förster & Y. Y. Melamed Spinoza and German Idealism. Cambridge: Cambridge University Press, pp. 7–26.Derry, J.. The Unity of Intellect and Will: Vygotsky and Spinoza. Educational Review, 56, pp. 113–120.Lloyd, G.. Spinoza and Educating the Imagination. In: A. O. Rorty Philosophers on Education: Historical Perspectives. London: Routledge, pp. 157–172.Melamed, Y. Y.. Spinoza’s Metaphysics: Substance and Thought. Oxford: Oxford University Press.Nadler, S.. Eternity and Immortality in Spinoza’s Ethics. Midwest Studies in Philosophy 26, pp. 224–244.Poulimatka, T.. Spinoza’s Theory of Teaching and Indoctrination. Educational Philosophy and Theory 33, pp. 397–410.Spinoza, B.. The Ethics. In: E. Curley A Spinoza Reader: The Ethics and Other Works. Princeton: Princeton Unive. (shrink)

Selected writings, including those of Gʹyu-thog Yon-tan-mgon-po, 1126 to 1202, on the morality of Tibetan medicine.

Consider three widely shared claims that have not been discussed vis-à-vis one another. In his Proslogion, Saint Anselm argued that the claim “God exists” is true. If an intuition that a claim c is a useful a-priori justificatory resource, this can only be because such an intuition is a justification that c is true. And if an intuition that c is a justification that c is true, c can stand, not only for mathematical or logical claims, but also for controversial (...) philosophical ones, e.g., “God exists”. This essay addresses to while dialoguing with the literature on Anselm and intuition and articulating an alternative reading of the Proslogion. The alternative reading is that regardless of whether the Proslogion backs up or aims to back up the claim that “God exists” is true, it implicitly articulates the Meaning Argument whose conclusion is that all persons of faith are able to understand that the claim “God exists” is meaningful. This argument, it is argued, is evidence that an intuition that c may be a useful a-priori justificatory resource even if such intuition does not track truth, but merely meaning in being a justification for taking c to be meaningful. It is also supported that an intuition that “God exists” is not a justification that this claim is true. This is an indication that there may be reasons for thinking that the same applies to other controversial philosophical claims. (shrink)

El planteamiento kantiano de una historia natural aplicada al hombre, concerniente a la antropología fisiológica, está estrechamente unido al diálogo, con frecuencia polémico, que Kant mantiene con Herder, Forster y Blumenbach. El artículo pretende contribuir a la exposición del largo alcance que las corrientes del preformacionismo y de la epigénesis en la teoría de la generación tienen para la filosofía crítica. Se propone, en primer lugar, definir los aspectos de la embriología del siglo XVIII que Kant considera valiosos para (...) la filosofía trascendental y, en segundo lugar, desarrollar la tesis del estudioso francés G. Lebrun, según la cual los escritos kantianos sobre las razas forman parte de un proyecto más amplio que pretende liberar un sentido de finalidad que no esté determinado por el modelo del artesano o del demiurgo. (shrink)

From the scene of the singing cicadas in the _Phaedrus_, we will show the affinities between the mention of the dangerous sleep at noon (_Phdr_. 258e6-259d8) and a mythical episode in the life of Epimenides. Next, we will look at the possible affinities between the description of Dionysian madness (_Phdr_. 244d5-245a1) and the type of divination practiced by Epimenides of Crete (DK 3 B 1-25). From these approaches, we intend to describe and elucidate the common imaginary with which Plato elaborates (...) his reception and assimilation of the archaic poetic tradition in his philosophy. (shrink)

The problem of knowledge in German Idealism has drawn increasing attention. This is the first attempt at a systematic critique that covers all four major figures, Kant, Fichte, Schelling, and Hegel. The book offers a fresh and challenging analysis.

Neoplatonic commentators found in Aristotle’s Categories a basis for participation and self-predication (or reflex predication). Although Simplicius seems to accept a certain type of self-predication (e.g., “quality is qualified”), Pseudo-Dionysius gives arguments against self-predication among caused things, making exception only for the divine nature insofar as the predicates preexist in their Cause (e.g., “God’s Beauty is beautiful”). Theologians such as Philip the Chancellor (1165/85–1236) and Thomas Aquinas adapt the Neoplatonic view of divine transcendence while also elaborating a transcendental conception of (...) metaphysics. These theologians in effect make ontological space for created substantial goodness. One sign of this second beginning in metaphysics is the ability to make reflex predications about creatures (e.g., “goodness is good”). Philip the Chancellor argues for this reflex predication in Summa de Bono (q. 9), and Thomas defends it at length in De veritate (q. 21, a. 4 ad 4). (shrink)

On Roger Bacon's life and works, by A. G. Little.--Der einfluss des Robert Grosseteste auf die wissenschaftliche richtung des Roger Bacon, von Ludwig Baur.--La place de Roger Bacon parmi les philosophes du XIIIe siècle, par François Picavet.--Roger Bacon and the Latin vulgate, by Francis Aidan, cardinal Gasquet.--Roger Bacon and philology, by S. A. Hirsch.--The place of Roger Bacon in the history of mathematics, by David Eugene Smith.--Roger Bacon und seine verdienste um die optik, von Eilhard Wiedemann.--Roger Bacons lehre von der (...) sinnlichen spezies und vom seḣvorgange, von Sebastian Vogl.--Roger Bacons art des wissenschaftlichen arbeitens dargestellt nach seiner schrift De speculis, von J. Würschmidt.--Roger Bacon et l'horreur du vide, par Pierre Duhem.--Roger Bacon, his relations to alchemy and chemistry, by M. M. Pattison Muir.--Roger Bacon and gunpowder, by H. W. L. Hime.--Roger Bacon and medicine, by E. Withington. (shrink)

Why do organizations need to learn? This question will be discussed in this article, as well as the definition and characteristics of learning organizations. The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations. The final chapter will get an outlook that future learning processes within networks will have a stronger role, since it allows a better understanding between intraorganizational and interorganizational (...) learning processes. Purpose of the article: This article will lead you within the topic of learning organizations. It will set a first input to different approaches how a learning organization can be defined and get established.Through this the reader will get an impression that a common vision is very important for these approches. So this article will set a first trigger for the interested reader for learning organisazations. Methodology/methods: Literature study for creation of new knowledge due to scientific work.Scientific aim: The reader will get a comprehensive description of a learning organization based on Peter M. Senge “The fifth discipline” to understand how a learning organization differs from traditional organizations due to literatur study. The article will show that there is still a lot of research potential to create a role model concept for the implementation of a learning organizsation. Findings: Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization. Furher more a common vision is very important to establish a learning organization. Conclusions : Core issue lies in questioning how learning processes of individuals and within organizations are working. The various concepts for “learning organization” describing organizational learning, to constantly expand the learning ability of organizations and, consequently, the skills to solve problems from individuals and organizations itself. Here the integrative approaches e.g. the fifth discipline try to close the research gap and clarify the phenomenon of organizational learning.. Due to the inconsistent research results further multifaceted approaches remain to gather further research results. As more people will be employed in organizations, communication will become a more important component within a learning organization.. Different approaches showed the importance of communication within learning organizations as a fundamental component of those. Following the results of these concepts, it is important to promote collective learning processes so that organizational learning can occur.. In future learning within networks will get a more and more important role, as it allows to forster the understanding between intraorganisational and interorganizational learning processes.. (shrink)

In Religious Experience and the Knowledge of God, Harold Netland advances a critical-trust approach to religious experience. This approach raises important questions about what Michael Martin has called “negative religious experiences.” Netland responds by attacking Martin’s “negative principle of credulity,” but I argue that Netland’s response can be undermined if we take negative religious experiences not as experiences of God as absent, but as experiences of the world as godless. On this understanding, there is no need for a negative principle (...) of credulity; the ordinary principle still applies and puts pressure on Netland’s response. I then raise concerns with Netland’s “argument from fulfilled expectations,” even as part of a cumulative case argument. Ultimately, I propose that careful attention to the impact of Christ on our Western moral framework might help to resolve both concerns. (shrink)

Vorrede Die Ethnologie ist in einer beneidenswerten und zugleich bedauernswerten Lage, weil sie im Grunde schon seit Jahrtausenden, nicht erst seit den einschlägigen Reisen und Erzählungen Bartolomé de Las Casas’, Louis Antoine de Bougainville, Johann G. A. Forsters etc. ‒ aus einem riesigen Fundus von Berichten schöpfen kann und muss, die bezeugen, wie bemerkenswert, erstaunlich und ‚interessant‘, aber auch befremdlich, ja abstoßend und widerwärtig Menschen das Leben Anderer erschienen ist. Beneidenswert ist sie im Vergleich zu anderen Sozial- und Kulturwissenschaften in (...) Anbetracht einer Materialfülle, die ihr zunächst scheinbar mühelos und ohne womöglich sachfremde methodologische Vorentscheidungen wie von selbst zugeflossen ist. (shrink)

The ethics of physical restraint in the Emergency Department has always been an emotive and controversial issue. Recently a vanguard of advocacy groups and regulatory agencies have...

Despite the salient experience of encoding threatening events, these memories are prone to distortions and often non-veridical from encoding to recall. Further, threat has been shown to preferentially disrupt the binding of event details and enhance goal-relevant information. While extensive work has characterised distinctive features of emotional memory, research has not fully explored the influence threat has on temporal memory, a process putatively supported by the binding of event details into a temporal context. Two primary competing hypotheses have been proposed; (...) that threat can impair or enhance temporal memory. We analysed two datasets to assess temporal memory for an in-person haunted house experience. In study 1, we examined the temporal structure of memory by characterising memory contiguity in free recall as a function of individual levels of heart rate as a proxy of threat. In study 2, we replicated marginal findings of threat-related increases in memory contiguity found in study 1. We extended these findings by showing threat-related increases in recency discriminations, an explicit test of temporal memory. Together, these findings demonstrate that threat enhances temporal memory regarding free recall structure and during explicit memory judgments. (shrink)