According to the principle of conditional power aggregation (CPA), conditional powers conjoin when the properties that bestow them conjoin. Sophie Gibb has argued that CPA is false given Shoemaker’s account of conditional powers and that this leads to a problem for his account of subset realization. In short: If CPA is rejected, subset realization fails to be an entailment relation, in which case it cannot provide a basis for non-reductive physicalism. I defend the subset account against this argument by denying (...) that CPA fails. I argue that (i) Shoemaker’s account of conditional powers does not warrant a rejection of CPA, (ii) his account is incomplete and should be supplemented with a further sufficient condition for when a property bestows a conditional power, and (iii) this further sufficient condition supports CPA. (shrink)

Humanizing education in a democratic society requires an adequate conception of democratic life. Dewey's ideal of a society with free interaction among groups and extensive sharing of interests provides such a vision. His idea of purposing, as a key ingredient in meaningful learning, thought and action, also gives depth to the concept of education in democracy.

ABSTRACT Different concepts of democracy are considered as they reflect deep problems in modem democratic societies such as the lack of participation by citizens, the loss of a sense of community, and excessive individualism. Three models of teaching, the executive, the therapist, and the liberationist, are then explored with regard to what students may learn about being a member of a democratic society when they are treated differently by such teachers. It is argued that while each model has its positive (...) and negative influences, the liberationist approach has the best potential for meeting some of the deficiencies of participatory forms of democratic life. (shrink)

Different concepts of democracy are considered as they reflect deep problems in modem democratic societies such as the lack of participation by citizens, the loss of a sense of community, and excessive individualism. Three models of teaching, the executive, the therapist, and the liberationist, are then explored with regard to what students may learn about being a member of a democratic society when they are treated differently by such teachers. It is argued that while each model has its positive and (...) negative influences, the liberationist approach has the best potential for meeting some of the deficiencies of participatory forms of democratic life. (shrink)

Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning. The new Fifth Edition of Perspectives on Learning features: A discussion of common sense and learning theories. A new chapter (...) on Transfer of Learning. Consideration of recent developments in brain science. A thoroughly updated list of Recommendations for Further Reading. Perspectives on Learning is one of the five books in the highly regarded Teachers College Press THINKING ABOUT EDUCATION SERIES, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. (shrink)

Features four case studies that include 'Scripted Teaching', 'Accountability and Merit', 'What is the Value of Caring Relationships?' and 'School Funding'. Using these and other realistic case studies, this book explores the strengths and weaknesses of each approach so that teachers can assess their own philosophical positions on teaching.

Neste artigo, a partir de tópicos presentes na obra de Newton C. A. da Costa, propomos uma fundamentação rigorosa para de uma possível formulação de teorias científicas através da abordagem semântica. Seguindo da Costa, primeiramente desenvolveremos uma teoria geral das estruturas; no contexto desta teoria de estruturas mostraremos como caracterizar linguagens formais como um tipo particular de estrutura, mais especificamente, como uma álgebra livre. Em seguida, discutiremos como associar uma linguagem a uma estrutura, com a qual poderemos formular axiomas que (...) buscam captar a teoria da estrutura. Por fim, mostraremos como podemos, utilizando este aparato conceitual, fundamentar a formalização de da Costa e Chuaqui do chamado predicado de Suppes, utilizado para caracterizar teorias científicas de modo rigoroso. DOI:10.5007/1808-1711.2010v14n1p15. (shrink)

In this paper, gathering several topics present in the work of Newton da Costa, we propose a rigorous foundation for a possible formulation of scientific theories according to the semantic approach. Following da Costa, as a first step we develop a general theory of structures; inside this theory we show how we can characterize formal languages as particular kinds of structures, more specifically, as free algebras. Next we discuss how we can link a language to a structure, with which we (...) can formulate the axioms that are intended to capture the theory of the structure. Finally, we show how we can, employing the framework developed, formulate da Costa and Chaqui’s formalization of the so-called Suppes’ Predicate, used to characterize scientific theories in a rigorous way. • DOI:10.5007/1808-1711.2010v14n1p15. (shrink)

This article considers how legislators should respond to evidence that identifies a common and widely accepted parental practice as a potential source of harm to children, using domestic exposure to environmental tobacco smoke as a test case. It is claimed that children are parties to the Harm Principle, and that the State has an obligation to protect children from exposure to harm. Parental prerogative is limited by the need to avoid harming children. That said, there is considerable uncertainty about what (...) is harmful to children. Several sources of uncertainty, both empirical and conceptual, are explored, in order to demonstrate the complexity of the task legislators face. Seven considerations that are relevant to decisions about legislation of harmful parental practices are outlined, and these considerations are then employed to assess the case in favour of legislating to prohibit the exposure of children to environmental tobacco smoke in domestic settings. (shrink)

In this paper we discuss two approaches to the axiomatization of scientific theories in the context of the so called semantic approach, according to which (roughly) a theory can be seen as a class of models. The two approaches are associated respectively to Suppes’ and to da Costa and Chuaqui’s works. We argue that theories can be developed both in a way more akin to the usual mathematical practice (Suppes), in an informal set theoretical environment, writing the set theoretical predicate (...) in the language of set theory itself or, more rigorously (da Costa and Chuaqui), by employing formal languages that help us in writing the postulates to define a class of structures. Both approaches are called internal , for we work within a mathematical framework, here taken to be first-order ZFC. We contrast these approaches with an external one, here discussed briefly. We argue that each one has its strong and weak points, whose discussion is relevant for the philosophical foundations of science. (shrink)

Volume 19, Issue 5, May 2019, Page W1-W2.

The paper distinguishes between two rival views about the nature of final value (i.e. the value something has for its own sake) — intrinsicalism and conditionalism. The former view (which is the one adopted by G.E. Moore and several later writers) holds that the final value of any F supervenes solely on features intrinsic to F, while the latter view allows that the final value of F may supervene on features non-intrinsic to F. Conditionalism thus allows the final value of (...) F to vary according to the context in which F appears. Given the plausible assumption that there is an intimate tie between final values and appropriate attitudinal responses, it appears that conditionalism is the better approach for mainly the following three reasons: First, intrinsicalism is too indiscriminate, which makes it subject to what I call ‘location problems’ of final value. I illustrate this problem by discussing alleged examples of Moorean organic unities. Second, intrinsicalism evokes symptoms of ‘evaluative schizophrenia’. Third, considerations of theoretical economy tell in favour of conditionalism. Thereafter I respond to some recent challenges to conditionalism. An appendix surveys some meritorious implications that conditionalism offers for various substantial versions of such structurally different views about value as monism, pluralism, and particularism. (shrink)

In this opinion piece, I briefly argue, against certain recent claims, that the Non-Identity Problem is indeed a significant problem for any comparative personal view – views on which the moral status of an act (at least partly) depends on the comparative relation between a property F of some person P as a consequence of that act and F of P as a consequence of the relevant alternative(s).

I anledning af 50-året for udgivelsen af et af de mest betydningsfulde værker i det 20. århundredes filosofi, Emmanuel Lévinas' Totalitet og uendelighed, behandler artiklen et grundtema i værket, nemlig forholdet mellem etik og undervisning. Det sker under inddragelse af den pædagogiske model, som Lévinas anser for at stå i et modsætningsforhold til sin egen etiske forståelse af undervisning, den sokratiske maieutik. Den udførlige behandling af de to «positioner» skal imidlertid vise, at de har mere til fælles, end det kommer (...) frem i den første modstilling, hvilket giver mulighed for at formulere en mellemposition, der fastholder det etiske ved begge, og som er mere praktisk anvendelig i undervisning end nogen af dem taget hver for sig.Nøgleord: etik, undervisning, Lévinas, åbenbaring, Sokrates, maieutik, dialogEnglish summary: The Ethical Dimension of Teaching – Based on a Main Theme in the Work of Emmanuel LévinasOn the occasion of the 50th anniversary of one of the most important works in 20th century philosophy, Emmanuel Lévinas' Totality and Infinity, the article presents a main theme of this work, the relationship between ethics and teaching. The discussion draws on another pedagogical understanding, which Lévinas considers to be opposed to his own ethical understanding of teaching, Socratic maieutics. A thoroughgoing interpretation of the two «positions» shows, however, that they have more in common than what the opposition seems to elucidate at first. The sublation of the two will make it possible to sketch out a third ethical point of view, more applicable to teaching in practice than either of the two taken on its own. (shrink)

Apresenta a vida e fragmentos dos escritos de S. Francisco de Assis, em sentido positivo, a partir de chaves de leitura dos conceitos de dionisíaco e amor fati no filósofo germânico F. Nietzsche, bem como da integração do naturalismo em seus escritos.

Slavoj Žižek is known for quoting with the same enthusiasm the main names of Western Philosophy and the classics of pop culture, cinema, literature, and music. Therefore, in such rich theoretical framework, it is possible to glimpse a few connections that the philosopher himself has not yet developed in detail. This essay is precisely about of these connections. More specifically, this essay can be seen as an endeavor to think some of Žižek’s writings on music having as a main reference (...) the concept of ontological incompleteness. The philosopher discusses the concept of ontological incompleteness based on several areas, from sciences to movies and literature. Notwithstanding, in this specific case musical examples are left aside. Even though Žižek does not analyse music from the perspective of such concept of ontology, it is possible to argue that Žižek’s writings on music already leave some clues and examples that justify an analysis of that kind. That is the task proposed in this critical essay: to present how an approximation between his thoughts on music and on ontology is pos. (shrink)

Jeg diskuterer i denne artikel en række principielle spørgsmål angående det der kaldes «religionens genkomst» i det moderne demokrati. Mit hovedeksempel er den såkaldte «Muhammed-krise», som stadigvæk debatte­res med stor intensitet i nationale og internationale sammenhænge. De tre hovedspørg­smål lyder: Hvilken plads kan religiøse synspunkter og ytringer gøre krav på i den demokratiske offentlighed? Kan vi indholdsmæssigt fastsætte grænsen for religiøs blasfemi ved lov eller står den til løbende demokratisk debat? I hvilken grad kan reli­giøse minoritetsgrupper kræve anerkendelse fra – (...) og beskyttelse mod – majoritetskultu­ren i moderne, liberale demokratier? Til det første spørgsmål svarer jeg med Jürgen Habermas at religiøse grupper bør forsøge at oversætte deres holdninger til ikke-religiøse argumenter, samtidig med at denne oversættelse af forskellige årsager ikke kan fremtvin­ges retsligt eller afkræves som betingelse for demokratisk deltagelse. Mht. til det andet spørgsmål argumenterer jeg – igen med Habermas – for, at den konkrete anvendelse af abstrakte retsprincipper som ytringsfrihed og religionsfrihed kræver åben, demokratisk debat med bred deltagelse for athave legitimitet. Resultatet af denne debat kan godtvære et strengt syn på, hvad der tæller som blasfemisk, men muligheden for at kritisere dette syn – eller for generel religionskritik – kan ikke undertrykkesuden at gå kompromis med det liberale demokratis grundprincipper. Som svar på det tredje spørgsmål, og som et kritisk supplement til Habermas, fremfører jeg med Axel Honneth, at samfundsmæssig integration ikke skabes af demokratiske debatter alene. Der kræves også en vis før-dis­kursiv atmosfære af solidaritet: Religiøse minoritetsgrupper kan ganske vist ikke kræve juridisk beskyttelse af religiøse følelser, men de kan påpege «asymmetriske anerkendel­sesforhold», f.eks. ensidigt negative fremstillinger i medierne, som forringer deres mulighed for at bidrage til samfundet som anerkendte og anerkendende medborgere. (shrink)

The practice of transplantation of vital organs from “brain-dead” donors is in a state of theoretical disarray. Although the law and prevailing medical ethics treat patients diagnosed as having irreversible total brain failure as dead, scholars have increasingly challenged the established rationale for regarding these patients as dead. To understand the ethical situation that we now face, it is helpful to revisit the writings of the philosopher Hans Jonas, who forcefully challenged the emerging effort to redefine death in the (...) late 1960s. (shrink)