Ideen om et videnskabsteoretisk sygdomsbegreb peger på følgende generalisering. Sygdomme er modsigelser imellem biologiske og sociale fænomener. Det centrale ved sygdomme er, at de både er forandringer og skader i biologiske systemer og indskrænkninger i handlemuligheder. Dette synspunkt medfører selvfølgelig at sygdomme hverken er naturbegivenheder, sociale normer eller kontroller, og ej heller en særlig del af virkeligheden vi kunne kalde den patolo- giske del. Sygdomme lokaliseres på vores konceptuelle kort som mod- sigelser imellem det biologiske og det sociale. Det fremstillede (...) begreb benægter altså muligheden af en reduktion til det rent bio- logiske eller rent sociologiske, idet sygdom netop opfattes som en modsigelse imellem disse. (shrink)

The philosophical situation at Copenhagen University in the 1960’s was dominated by two positivists. Th elogical positivist Jørgen Jørgensen – who had written the history of the “movement” – and the legal positivistAlf Ross. There were also two “outsiders”: Peter Zinkernagel, who did more analytical philosophy of language in the British style, and K. Grue Sørensen who was working in the traditions of neo-Kantianism. In 1955 Grue-Sørensen was hired as the first professor in education – after a long controversy about (...) the scientific status ofeducation as a discipline – but with a focus on the history of education. He had received a doctoral degree in philosophy in 1950 with a dissertation on refl exivity as a philosophical concept and a thesis about the reflexivity of consciousness. He was also an objectivist in ethics, and had been critical of the prevalent moral relativism and subjectivism found in recent philosophy. Jørgensen and Ross had done important work on moral argumentation with more technical work on the logic of imperatives and norms. Moral objectivism was not only wrong but in a way also “immoral” because it undermined their belief in democracy. Especially Jørgensen also thought that the idea of reflexivity was wrong when applied to consciousness. Neither statements nor consciousness could be reflexive – that is refer to themselves/itself. The reflexivity of consciousness is – according to Jørgensen – simply not an empirical psychological fact. Grue-Sørensen tried to establish the foundation of a theory of education based both on conceptions of consciousness and of the relation between scientific knowledge – facts – and moral values – in a neo-Kantian fashion. For him the interplay between ethics and knowledge was a central part of a theory of education – a belief due to which he never became a professor of philosophy – having tried many times. These debates in philosophy and in education were superseded in the 1970’s by the rise in influence of the German inspiration from Critical Theory and the demise of logical positivism. (shrink)

En analyse af de videns- og forskningsformer der bestemmer pædagogikens karakter. Der sondres mellem tre 1. forskning om hver der virker, 2. forskning med henblik på at forklare og forstå - dvs. udvikle teorier og 3. forskning der søger anvendelse af teorier i et nødvendigt samspil med filosofisk antropologi og etik.

Nachdruck der Originalausgabe aus dem Jahr 1914.

In Scepticism and Naturalism Strawson characterized his position as a form of naturalism. Not even in that work, however, did he subscribe to any standardly recognized types of naturalism (ontological, epistemological, meta-philosophical). Strawson’s naturalism, as far as it goes, is anthropological instead of scientific, and descriptive rather than revisionary. It insists that central features of our common-sense conceptual scheme are part of our human nature and therefore immune to naturalization by either reduction or elimination. My contribution explores both strengths and (...) weaknesses of this position. It discusses the ‘relativizing move’ that insists on the legitimacy of both the ‘participant’ or ‘involved’ perspective of everyday life vs. the ‘objective’ or ‘detached’ of science as well as Strawson’s ‘relaxed realism’. It ends with a defence of the general idea of anthropological naturalism. In spite of problems concerning details of execution, this approach is more sober, realistic and illuminating than mainstream naturalisms. (shrink)

Rahat Naqvi and Hans Smits' edited collection, "Thinking about and Enacting Curriculum in 'Frames of War'" is centered on the theme of how the current global order creates precarious conditions for human life. The contributors respond to the challenges Judith Butler posed about the fragility of life and questions about how we apprehend, and take up ethically, our responsibilities for those who are considered "Other." The overarching objective of the book is the meaning of a call to ethics, and (...) how discussion of framing and frames is a provocation to think about our responsibilities as curriculum scholars and practitioners"-- Provided by publisher. (shrink)

This lucid and accessible dictionary presents technical terms that Wittgenstein introduced into philosophical debate or transformed substantially, and also topics to which he made a substantial contribution. Hans-Johann Glock places Wittgenstein's ideas in their relevance to current debates. The entries delineate Wittgenstein's lines of argument on particular issues, assessing their strengths and weaknesses, and shed light on fundamental exegetical controversies. The dictionary entries are prefaced by a 'Sketch of a Intellectual Biography', which links the basic themes of the early (...) and later philosophy and describes the general development of Wittgenstein's thinking. Extensive textual references, a detailed index and an annotated bibliography will facilitate further study. Authoritative, comprehensive and clear, the volume will be welcomed by anyone with an interest in Wittgenstein - his life, work or influence. Each Blackwell Philosopher Dictionary presents the life and work of an individual philosopher in a scholarly but accessible manner. Entries cover key ideas and thoughts, as well as the main themes of the philosopher's works. A comprehensive biographical sketch is also included. (shrink)

In March 1980, the oil-platform Alexander L. Kielland capsized in the North Sea resulting in the death of 123 workers. The Norwegian inquiry into the disaster was closed to the public and the survi...

This volume is about the positive, ambivalent, null and negative effects in various historical periods by various religious denominations within Christianity, Islam and Hinduism on the attitudes towards human rights of the first, second and third generation.

This lucid and accessible dictionary presents technical terms that Wittgenstein introduced into philosophical debate or transformed substantially, and also topics to which he made a substantial contribution. Hans-Johann Glock places Wittgenstein's ideas in their historical context, and indicates their impact on his contemporaries as well as their relevance to current debates. The entries delineate Wittgenstein's lines of argument on particular issues, assessing their strengths and weaknesses, and shed light on fundamental exegetical controversies. The dictionary entries are prefaced by a (...) ‘Sketch of an Intellectual Biography’, which links the basic themes of the early and later philosophy and describes the general development of Wittgenstein's thinking. Extensive textual references, a detailed index and an annotated bibliography will facilitate further study. Authoritative, comprehensive and clear, the volume will be welcomed by anyone with an interest in Wittgenstein – his life, work or influence. Each Blackwell Philosopher Dictionary presents the life and work of an individual philosopher in a scholarly but accessible manner. Entries cover key ideas and thoughts, as well as the main themes of the philosopher's works. A comprehensive biographical sketch is also included. (shrink)

Editors van Ditmarsch, Hendriks and Verbrugge of this special issue of topiCS on lying describe some recent trends in research on lying from a multidisciplinary perspective, including logic, philosophy, linguistics, psychology, cognitive science, behavioral economics, and artificial intelligence. Furthermore, they outline the seven contributions to this special issue.

In this analysis we discuss the change in criteria for triage of patients during three different phases of a pandemic like COVID-19, seen from the critical care point of view. Availability of critical care beds has become a hot topic, and in many countries, we have seen a huge increase in the provision of temporary intensive care bed capacity. However, there is a limit where the hospitals may run out of resources to provide critical care, which is heavily dependent on (...) trained staff, just-in-time supply chains for clinical consumables and drugs and advanced equipment. In the first phase, we can still do clinical prioritisation and decision-making as usual, based on the need for intensive care and prognostication: what are the odds for a good result with regard to survival and quality of life. In the next, the resources are mostly available, but the system is stressed by many patients arriving over a short time period and auxiliary beds in different places in the hospital being used. We may have to abandon admittance of patients with doubtful prognosis. In the last phase, usual medical triage and priority setting may not be sufficient to decrease inflow and there may not be enough intensive care unit beds available. In this phase different criteria must be applied using a utilitarian approach for triage. We argue that this is an important transition where society, and not physicians, must provide guidance to support triage that is no longer based on medical priorities alone. (shrink)

An idea going back to Plato’s Meno is that knowledge is stable. Recently, a seemingly stronger and more exciting thesis has been advanced, namely that rational belief is stable. I sketch two stability theories of knowledge and rational belief, and present an example intended to show that knowledge need not be stable and rational belief need not be stable either. The second claim does not follow from the first, even if we take knowledge to be a special kind of rational (...) belief. ‘Stability’ is an ambiguous term that has an internally conditional structure. (shrink)