At present, an increase has been observed in aggressive behaviour and actions in students in as well as outside schools in Slovakia and other post-communist countries. This is often considered a manifestation of moral crises in the family and society. Socio-cultural changes also bring about negative phenomena, which are often present in the mentality and actions of children and the young. Moral problems in the teaching profession are a reflection of problems in society as such. It is the task of (...) teachers to minimise the negative behaviour and actions of students, especially those which might have a harmful, or, possibly, tragic impact on the health and lives of all those who participate in the educational process. (shrink)

The principle of humanity is, surely, one of the most significant moral principle regulating the influence of a teacher as a mature moral agent, since teachers, by means of their work, contribute to shaping the humanity and human dignity of students. The principle and value of humanity can, first of all, be applied to the relationship of the teacher towards students. Teachers should, by their humane approach, contribute to removing moral barriers, fear in children and youths, and accept them as (...) morally equal partners. The author of paper deals with the forms of humanity within the teaching profession on the basis of the ethics of social consequences, which is a version of non-utilitarian consequentialism. This ethical conception is based on the principle and value of consequences resulting from decisions and actions as well as opinions and attitudes of a moral agent. The core of the value structure is mainly composed by the values of humanity, human dignity and moral rights of man, because a moral way of life helps the development of human life, it protects and supports it. At present, contemplations on these issues have been revived, thanks to, in part, discussions on ethics and morality regarding various professional aspects of human life. (shrink)

I would like to research Dewey’s philosophy of education and its moral issues in context of contemporary debates. Dewey pointed out many moral educational problems which are topical also nowadays (in Slovakia too). Education tends to socialize its members. Dewey focuses especially on the quality and value of the socialization which depends upon the habits and goals of the group including its morality. According to him, to have a large number of common as well as moral values, it is necessary (...) to offer to all the members of the group an equal opportunity to receive them. The commitment of society to education is a familiar fact. For the reason it is necessary to build connections among teachers, schools, parents, families and society. Dewey emphasizes necessity to look upon such moral values like honesty, loyalty, perseverance, amiability, as moral goods and also some rules for other values – balance, harmony, etc. They are very important as norms or criteria of judging the benefit of new experiences that parents and teachers are usually want to teach them to the youth. Moral values provide the norms and models that guide us to satisfaction and meaning. Dewey’s philosophy of moral education is expressive about the duty of the teacher in moral education of students. He emphasized the influence of intellectual environment the minds of young generation. (shrink)

The author discusses professional teaching ethics and its main principles and values. The theoretical basis of the study is ethics of social consequences and, in its context, primarily the principles and values of humanity and human dignity, including their possible application in the teaching profession and, partially, in the process of teaching foreign languages and Slovak as a foreign language to students from abroad.

Authors deal with theoretical and social contexts of the teaching profession as a starting point for empirical research into ethical relationships among Slovak primary and secondary school teachers. They surveyed the opinions of teachers at that level regarding their relationship with students, parents, colleagues and superiors. According to the research results, more than 80% of respondents positively rate the behaviour of teachers towards their students and parents from the viewpoint of realising ethical values, based on which they could be an (...) ethical model for their students. The level of relationships among colleagues received a less optimistic rating. They were, however, much more critical in evaluating their superiors. Only approximately 60% of the members of school management could be an ethical model for other teachers. (shrink)

Report on the international conference Ethical Thinking: Past and Present entitled Ethics in the 19th and 20th Centuries.

This paper aims to present of the ethics of social consequences (a form of non-utilitarian consequentialism) as a theoretical basis for the examination of teacher ethics and a tool for dealing with practical moral problems of the teaching profession. Teachers’ duty is to help students, teach them to recognize the difference between good and evil, right and wrong, show them that they have moral responsibility for their actions and all this can be very well attained on the basis of the (...) ethics of social consequences. (shrink)

The author of the paper deals with teachers’ professional ethics and the current theoretical and practical implementation. She stresses the need for an ethics of teaching to be included in the theoretical and practical training of future teachers. She discusses ethics theories by Slovak and other authors and demonstrates the extent to which they are applied in practice. The author considers that an ethics of teaching should be a tool of the professional and moral practice of each teacher. The current (...) situation in the Slovak educational system is rather unfavourable, and there is often a contradiction between the theoretical knowledge and its practical implementation in the everyday work of the teacher. (shrink)

UNESCO Philosophy Day/Night 2016 was full of intellectual input and efforts for critical reflection in a popular form which, we would like to hope, could motivate, in a great number of people, an interest in philosophy not only as cultural heritage but also a dynamic and constantly developing sphere of thought which is no less relevant at present than it was in the past. It could, thus, be concluded that, in the true sense, the event was a celebration of philosophy (...) and human thought in a complex form. (shrink)

The authors of the contribution closely follow the published results of their sociological research regarding views of Slovak teachers at primary and secondary schools in the area of relationships with students, parents, colleagues and superiors (Gluchman, & Gluchmanová, 2016). The present contribution analyses views of students at the second level of primary school and at secondary schools by means of evaluating their relationship to teachers, as well as relationships between parents and teachers while students’ views regarding the presence of violence (...) and bullying at school are also addressed. The research results indicate that almost a third of students do not perceive their teachers as ethical models of behaviour and actions; moreover, they have also witnessed instances of corrupt behaviour on the part of teachers. On the other hand, almost two thirds of students appreciate that teachers, when addressing problems at school, proceed in accordance with ethical principles and norms. Unlike teachers, students do not believe serious problems are present when it comes to the behaviour of parents toward teachers. They, however, believe the behaviour of students towards teachers is a more problematic area. (shrink)

The relationship between philosophy and science has always been complementary. Today, while science moves increasingly fast and philosophy shows some problems in catching up with it, it is not always possible to ignore such relationships, especially in some disciplines such as philosophy of mind, cognitive science, and neuroscience. However, the methodological procedures used to analyze these data are based on principles and assumptions that require a profound dialogue between philosophy and science. Following these ideas, this work aims to raise the (...) problems that a classical connectionist theory can cause and problematize them in a cognitive framework, considering both philosophy and cognitive sciences but also the disciplines that are near to them, such as AI, computer sciences, and linguistics. For this reason, we embarked on an analysis of both the computational and theoretical problems that connectionism currently has. The second aim of this work is to advocate for collaboration between neuroscience and philosophy of mind because the promotion of deeper multidisciplinarity seems necessary in order to solve connectionism’s problems. In fact, we believe that the problems that we detected can be solved by a thorough investigation at both a theoretical and an empirical level, and they do not represent an impasse but rather a starting point from which connectionism should learn and be updated while keeping its original and profoundly convincing core. (shrink)

Harnecker, M. Política y clases sociales en Poulantzas (estudio crítico) -- Poulantzas, N. Sobre el concepto de política.

Since the 1970s, the origin of cancer is being explored from the point of view of the Somatic Mutation Theory (SMT), focusing on genetic mutations and clonal expansion of somatic cells. As cancer research expanded in several directions, the dominant focus on cells remained steady, but the classes of genes and the kinds of extra-genetic factors that were shown to have causal relevance in the onset of cancer multiplied. The wild heterogeneity of cancer-related mutations and phenotypes, along with the increasing (...) complication of models, led to an oscillation between the hectic search of 'the' few key factors that cause cancer and the discouragement in face of a seeming 'endless complexity'. To tame this complexity, cancer research started to avail itself of the tools that were being developed by Systems Biology. At the same time, anti-reductionist voices began claiming that cancer research was stuck in a sterile research paradigm. This alternative discourse even gave birth to an alternative theory: the Tissue Organization Field Theory (TOFT). A deeper philosophical analysis shows the serious limits of both reductionist and anti-reductionist positions and of their polarization. This book demonstrates that a radical philosophical reflection is necessary to drive cancer research out of its impasses. At the very least, this will be a reflection on the assumptions of different kinds of cancer research, on the implications of what cancer research has been discovering over 40 years and more, on a view of scientific practice that is most able to make sense of the cognitive and social conflicts that are seen in the scientific community (and in its results), and, finally, on the nature of living entities with which we entertain this fascinating epistemological dance that we call scientific research. The proposed Dynamic and Relational View of carcinogenesis is a starting point in all these directions. (shrink)

This chapter describes the concept of enactive memory, which is quite new but increasingly discussed in contemporary philosophy of memory. Although the enactive approach has been used to investigate several memory sys- tems, e.g., procedural memory, episodic mem- ory, and autobiographical memory, this chapter focuses only on the enactive approach to epi- sodic memory because most of the current debate on enactive memory is about this mem- ory system. Section “Introduction” specifies what type of enactive memory is discussed in this (...) chapter. Section “The Concept of Enactive Memory” introduces the concept of enactive memory, clarifies its central theoretical com- mitments and goals, and describes how enactivists have explained episodic remember- ing. Section “The Philosophical Context of Enactive Memory” provides a brief contextu- alization of the enactive approach to memory with respect to approaches and theories with which, for one reason or another, it shares some theoretical insights, like the embodied, the extended, and the distributed approach, and the simulation theory. Section “Forgetting as a Challenge for Enactive Memory” explains why forgetting poses an important explanatory challenge to the enactive approach to memory and describes one philosophical proposal that has been developed to address this challenge. Section “Summary” provides a summary of the chapter, mentions some ongoing projects on enactive memory, and identifies some topics that advocates of the enactive approach to memory may want to investigate in the future. (shrink)

[1] Introduzione, lessico -- [2] Index locorum, lista di frequenza, distribuzione dei lemmi.

This book presents a novel interpretation of Aristotle's account of how shame instils virtue, and defends its philosophical import. Shame is shown to provide motivational continuity between the actions of the learners and the virtuous dispositions that they will eventually acquire.

This book supports a version of the trope-bundle view of individual substances matching also with a coherent account of change, individuation and individual essences. In particular, it is argued that qualitative individuation and qualitative individual essences can be tackled within the frames of a trope account. The adoption of a trope BT together with the individuation of tropes via the bearer substance might create the feeling of circularity since tropes and substances seem mutually to individuate each other. The novel solution (...) to the problem developed here consists in showing that the individuation of concrete individual substances is independent, in crucial respects, from the fact that they are construed as bundles of tropes. Apart from metaphysician colleagues, the book is recommended for advanced students in analytic metaphysics. (shrink)

¿Qué tenemos en común y qué nos separa de los animales? ¿Somos un animal más? Las humanidades clásicas, basadas en el excepcionalismo humano, han dado paso a las posthumanidades, que incluyen los estudios animales, así como otras perspectivas que desafían la noción tradicional del sujeto humano, como los estudios de género, poscoloniales y decoloniales, la ecocrítica o la teoría queer. Pensarnos en nuestra relación con los animales tiene consecuencias filosóficas en ámbitos como la ciencia, los afectos, el trabajo y el (...) desarrollo de políticas concretas de salud y de alimentación; todas ellas, zonas de contacto entre humanos y animales. Sobre estos encuentros, aunque nunca reparemos en ello, edificamos nuestro mundo. Este ensayo imprescindible aglutina parte de los conocimientos desarrollados hasta ahora por quienes se han acercado a la relación humano-animal, y los vincula con la historia, los movimientos políticos y sociales, las nuevas concepciones del género, de la ciencia y del conocimiento. Los argumentos, contradicciones, contextos e incluso tabúes que acoge este debate interdisciplinar ayudan a imaginar y a matizar unos presupuestos éticos posibles sobre los que replantear nuestra relación con los animales y, en último término, con nosotros mismos. [Resumen del editor]. (shrink)

Aristotle ’s claim that we become virtuous by doing virtuous actions raises a familiar problem: How can we perform virtuous actions unless we are already virtuous? I reject deflationary accounts of the answer given in _Nicomachean Ethics_ 2.4 and argue instead that proper habituation involves doing virtuous actions with the right motive, i.e. for the sake of the noble, even though learners do not yet have virtuous dispositions. My interpretation confers continuity to habituation and explains in a non-mysterious way how (...) we become virtuous by doing virtuous actions in the right way. (shrink)

Scientific heritage can be found in every teaching and research institution, large or small, from universities to museums, from hospitals to secondary schools, from scientific societies to research laboratories. It is generally dispersed and vulnerable. Typically, these institutions lack the awareness, internal procedures, policies, or qualified staff to provide for its selection, preservation, and accessibility. Moreover, legislation that protects cultural heritage does not generally apply to the heritage of science. In this paper we analyse the main problems that make scientific (...) heritage preservation so difficult to address. We discuss the concept and present existing preservation tools, including recent surveys, legislation, policies, and innovative institutional approaches. We briefly analyse two recent initiatives for the preservation of scientific heritage, at the Universities of Lisbon and Cambridge. (shrink)

In our everyday interaction with the environment, we often perceive objects and spaces as opportunities to feel, maintain, enhance, and change our affective states and processes. The concept of affective affordance was coined to accommodate this aspect of ordinary perception and the many ways in which we rely on the material environment to regulate our emo- tions. One natural way to think of affective affordances in emotion regulation is to interpret them as tools for regulating felt affective states. We argue (...) that this way of conceiving of affective affordances is too restrictive. By analyzing the role of expressive properties of objects and spaces in emotion regulation, we show that our environment does not need to elicit felt affective states to regulate our emotions. Thus, we revise the concept of affective affordance to accommodate these cases. This revised concept explains more with less. Hence, it should be preferred in wide-reaching philosophical projects that aim to explain human affectivity as a situated phenomenon. (shrink)

Proceedings of the First Conference of the International Society for Hermeneutics and Science.

This article explores the possibilities offered by Collins’ model of interaction rituals to an understanding of the emotional dynamics of art auctions. It argues that whilst it explains how the art object becomes the focus of attention, and thus the repository of solidarity and emotional energy, it also obliterates some of the institutional aspects of the auction market that can influence such outcomes. It discusses the need to include an examination of the specific practices of auction houses operating in an (...) international market in their capacity to target specific audiences for their sales. (shrink)

Janina Hosiasson-Lindenbaum is a known figure in philosophy of probability of the 1930s. A previously unpublished manuscript fills in the blanks in the full picture of her work on inductive reasoning by analogy, until now only accessible through a single publication. In this paper, I present Hosiasson’s work on analogical reasoning, bringing together her early publications that were never translated from Polish, and the recently discovered unpublished work. I then show how her late work relates to Rudolf Carnap’s approach to (...) “analogy by similarity” developed in the 1960s. Hosiasson turns out to be a predecessor of the line of research that models analogical influence as inductive relevance. A translation of Hosiasson’s manuscript concludes the paper. (shrink)

Research question and aimClinical Ethics Committees (CECs) aim to support healthcare professionals (HPs) and healthcare organizations to deal with the ethical issues of clinical practice. In 2020,...

The specific role of empeiria in Aristotle’s ethics has received much less attention than its role in his epistemology, despite the fact that Aristotle explicitly stresses the importance of empeiria as a requirement for the receptivity to ethical arguments and as a source for the formation of phronêsis.1 Thus, while empeiria is an integral part of all explanations that scholars give of the Aristotelian account of the acquisition of technê and epistêmê, it is usually not prominent in explanations of the (...) acquisition of phronêsis.2 The abundant mentions of empeiria in Aristotle’s ethical treatises are often eclipsed in the secondary literature... (shrink)

In March 2016, DeepMind's computer programme AlphaGo surprised the world by defeating the world‐champion Go player, Lee Sedol. AlphaGo exhibits a novel, surprising and valuable style of play and has been recognised as “creative” by the artificial intelligence (AI) and Go communities. This article examines whether AlphaGo engages in creative problem solving according to the standards of comparative psychology. I argue that AlphaGo displays one important aspect of creative problem solving (namely mental scenario building in the form of Monte Carlo (...) tree search), while lacking another (domain generality). This analysis has consequences for how we think about creativity in humans and AI. (shrink)

In what ways and how far does virtue shield someone against suffering evils? In other words, how do non-moral evils affect the lives of virtuous people and to what extent can someone endure evils while staying happy? The central purpose of this chapter is to answer these questions by exploring what Aristotle has to say about the effects of evils in human well-being in general and his treatment of extreme misfortunes.

This volume explores the role and status of phenomena such as feelings, values, willing, and action in the domain of perception and (social) cognition, as well as the way in which they are related. In its exploration, the book takes Husserl's lifelong project Studien zur Struktur des Bewusstseins (1909-1930) as its point of departure, and investigates these phenomena with Husserl but also beyond Husserl. Divided into two parts, the volume brings together essays that address the topics from different phenomenological, philosophical, (...) and psychological perspectives. They discuss Husserl's position in dialogue with historical and recent philosophical and psychological debates and develop phenomenological accounts and descriptions with the help of Geiger, Heidegger, Merleau-Ponty, Plessner, Sartre, Scheler, Schopenhauer, and Reinach. (shrink)

A complete, illustrated survey of Etienne-Jules Marey's work that investigates the far reaching effects of her inventions on stream-of-consciousness literature, psychoanalysis, Bergsonian philosophy, and the art of cubists and futurists.

This book provides the first extensive assessment of Hadot’s and Foucault’s interpretations of ancient philosophy. It brings together specialists in ancient thought, as well as Hadot and Foucault scholars, both to explore famous criticisms and clarify Hadot’s and Foucault’s accounts.

This book analyzes the main problems of Friedrich Nietzsche's critical philosophy, such as the theory of being, the theory of knowledge and the theory of values. It also addresses his positive program which is based on a number of fundamental conceptions, namely the will to power, the Übermensch, bestowing virtue and the notion of the eternal recurrence. The «death of God» must, in Nietzsche's opinion, lead to a revolution in human consciousness which requires the creation of a new frame of (...) reference for values. To realize this aim, Nietzsche invokes the will which has the normative power to create values and even to overcome time. The author sets his focus on the «tragic gay science» that has never been fully elucidated and still affords new perspectives for interpretation. (shrink)

The book analyses moral and legal problems of assisted reproduction providing a pluralistic approach which combines principles of procreative beneficence, procreative nonmaleficence, reproductive autonomy and rationality with the meaning and nature of the parent-child relationship as the main criterion of moral assessment.

We discuss two-layered logics formalising reasoning with paraconsistent probabilities that combine the Łukasiewicz [0, 1]-valued logic with Baaz ▵\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\triangle $$\end{document} operator and the Belnap–Dunn logic. The first logic (introduced in [7]) formalises a ‘two-valued’ approach where each event ϕ\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\phi $$\end{document} has independent positive and negative measures that stand for, respectively, the likelihoods of ϕ\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\phi (...) $$\end{document} and ¬ϕ\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\lnot \phi $$\end{document}. The second logic that we introduce here corresponds to ‘four-valued’ probabilities. There, ϕ\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\phi $$\end{document} is equipped with four measures standing for pure belief, pure disbelief, conflict and uncertainty of an agent in ϕ\documentclass[12pt]{minimal} \usepackage{amsmath} \usepackage{wasysym} \usepackage{amsfonts} \usepackage{amssymb} \usepackage{amsbsy} \usepackage{mathrsfs} \usepackage{upgreek} \setlength{\oddsidemargin}{-69pt} \begin{document}$$\phi $$\end{document}.We construct faithful embeddings of and into one another and axiomatise using a Hilbert-style calculus. We also establish the decidability of both logics and provide complexity evaluations for them using an expansion of the constraint tableaux calculus for. (shrink)

In this paper we introduce two issues relevantly related to the cognitive phenomenology debate, which, to our minds, have not been yet properly addressed: the relation between access and phenomenal consciousness in cognition and the relation between conscious thought and inner speech. In the first case, we ask for an explanation of how we have access to thought contents, and in the second case, an explanation of why is inner speech so pervasive in our conscious thinking. We discuss the prospects (...) of explanation for both sides of the debate and argue that cognitive phenomenology defenders are in an overall advantageous position. We also propose an account of inner speech that differs from other influential explanations in some interesting respects. (shrink)