This book provides an introduction to postphenomenology, an emerging school of thought in the philosophy of technology and science and technology studies, which addresses the relationships users develop with the devices they use.

When it comes to supporting the well-being of a person living with dementia, remaining sensitive to that person’s interests can be challenging, given the impairments that typically define the condition particularly in its later stages. Epistemic arrogance, an attitude regularly adopted by people not living with dementia towards those who are, further impedes this task. In this case, epistemic arrogance amounts to the assumption that one sufficiently knows or can imagine what it is like to live with dementia to make (...) decisions in matters concerning the care and well-being of someone with dementia, without appropriately consulting their views and preferences. Drawing on three fictional scenarios, I describe common pathways for epistemic arrogance in dementia-support contexts and the ways in which these cause moral harm, linking them to central issues in dementia studies and medical ethics, including person-centered care, the “best interests” principle and the prescriptive reach of advance directives. (shrink)

When it comes to supporting the well-being of a person living with dementia, remaining sensitive to that person’s interests can be challenging, given the impairments that typically define the condition particularly in its later stages. Epistemic arrogance, an attitude regularly adopted by people not living with dementia towards those who are, further impedes this task. In this case, epistemic arrogance amounts to the assumption that one sufficiently knows or can imagine what it is like to live with dementia to make (...) decisions in matters concerning the care and well-being of someone with dementia, without appropriately consulting their views and preferences. Drawing on three fictional scenarios, I describe common pathways for epistemic arrogance in dementia-support contexts and the ways in which these cause moral harm, linking them to central issues in dementia studies and medical ethics, including person-centered care, the “best interests” principle and the prescriptive reach of advance directives. (shrink)

Actions expressing strong emotions such as anger can be appropriate responses when an agent judges a serious injustice to have been committed. Certainly, a woman can experience these conditions and express herself through actions such as gesturing aggressively, gritting her teeth, or lashing out verbally. If she is consequently labeled “crazy,” “hysterical,” or “a bitch,” what has gone awry? This paper offers an analysis of the common charge of inappropriateness in the case of women’s actions expressing emotion. To begin, I (...) will present core normative distinctions that define appropriate emotional expression. Following this, the “double-bind” of women’s actions expressing emotion will be explored with reference to the conflicting normative practices outlined in the first section of the paper. Put briefly, when a female agent surpasses gendered behavioral expectations, she is seen as having failed what can be called the first test of social coping. The perception of this failure shuts down further avenues for interpreting her behavior. Instead, the social inappropriateness of her emotion is used as further proof of irrationality. The arguments of the second section leave no doubt that gendered norms in the case of actions expressing emotions must be rejected both on epistemological and moral grounds. The final section of the paper explores epistemically and ethically viable alternatives for deciding the rational appropriateness of actions expressing emotion. (shrink)

Many of our students learn to approach their college education as yet another system of external control that places authority and decision-making power in the hands of others. This attitude carries consequences for young people’s growth as independent learners, critical thinkers, and participants in democratic community, which in turn has repercussions on personal, professional and political agency. One of the chief benefits to power-sharing in the philosophy classroom is that it disrupts students’ sense of passive complicity in their own schooling. (...) However, as I explore in this essay, there are many ways we can fail as instructors to create deeply engaging scenarios in our classrooms, not least in part because our methods and manner can unintentionally and subtly continue to encourage student passivity. Drawing on insights emerging from my own experience with classroom power-sharing, in this essay I will both examine the value of classroom power-sharing activities as well as offer ideas for implementing them responsively and effectively in a standard college setting, with particular emphasis on the philosophy classroom. (shrink)