This dissertation examines existential and ethical dimensions of writing and reading, especially with regard to what it means to historicize, that is think, tell, read and write about the past. A central aim of the dissertation is to show that reading and writing as cultural phenomena involve a transgenerational ethical relationship with absent people, which exceeds the immediate horizon of life of an individual. Growing up in a culture of literacy means gradually coming to understand a life that spans over (...) several generations, relationships with people in a past world who, in their absence, are constantly referred to and invoked in the continued life of posterity. In light of this, historiography appears above all as a way of maintaining a life over generations. In turn, this raises an ethical-existential question of responsibility for the ways in which any posterity talks about and relates to those who are no longer alive. The articles in this dissertation are case studies the purpose of which is to clarify what this responsibility toward the past involves in our culture of literacy. The methodological starting points of the dissertation are mainly to be found in existential moral philosophy, philosophical hermeneutics, and deconstructive phenomenology. The arguments of the articles take shape in dialogue with central thinkers of these philosophical traditions. The thoughts that are critically examined, however, are understood by many scholars to be unproblematic or legitimate, so that it is even more important to point out their possibly difficult ethical implications. Central themes examined in the articles of the dissertation are: the view that written language has a generally ethically unreliable character (Derrida, Ricoeur, Plato); the relationship between writing, burial and the performative culture of remembering (Jonas, Derrida, Ruin, Fritsch); aesthetic temptations in relation to testimonial stories and realistic prose (Lévinas, Levi, White, Žižek); and the problems for responsibility that can arise when an empathetic method or social psychology is used in historical research (Browning, Brison, Wyschogrod). Through an examination of these themes, the dissertation shows several immoral and existentially simplified aspects arising from ways in which posterity’s responsibility has often been understood to be constituted. These simplifications permeate our historical consciousness and are particularly evident in the methodology and theory of historical science, as well as in the philosophy and aesthetics of historiography. The positive argument of the dissertation therefore consists in clarifying how an ethical-existential relationship of responsibility to other people precedes literary mediation, narrativity, and the search for evidence, as these people are the ones that posterity talks about, lives on with, and continues to care about even in their absence. (shrink)

Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) (...) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges. (shrink)

According to T. M. Scanlon's 'buck-passing' analysis of value, x is good means that x has properties that provide reasons to take up positive attitudes vis-à-vis x. Some authors have claimed that this idea can be traced back to Franz Brentano, who said in 1889 that the judgement that x is good is the judgement that a positive attitude to x is correct ('richtig'). The most discussed problem in the recent literature on buckpassing is known as the 'wrong kind of (...) reason' problem (the WKR problem): it seems quite possible that there is sometimes reason to favour an object although that object is not good and possibly very evil. The problem is to delineate exactly what distinguishes reasons of the right kind from reasons of the wrong kind. In this paper we offer a Brentano-style solution. We also note that one version of the WKR problem was put forward by G. E. Moore in his review of the English translation of Brentano's Vom Ursprung sittlicher Erkenntnis. Before getting to how our Brentano-style approach might offer a way out for Brentano and the buck-passers, we briefly consider and reject an interesting attempt to solve the WKR problem recently proposed by John Skorupski. (shrink)

Value theory, or axiology, looks at what things are good or bad, how good or bad they are, and, most fundamentally, what it is for a thing to be good or bad. Questions about value and about what is valuable are important to moral philosophers, since most moral theories hold that we ought to promote the good. This Handbook focuses on value theory as it pertains to ethics, broadly construed, and provides a comprehensive overview of contemporary debates pertaining not only (...) to philosophy but also to other disciplines-most notably, political theory and economics.The Handbook's twenty-two newly commissioned chapters are divided into three parts. Part I: Foundations concerns fundamental and interrelated issues about the nature of value and distinctions between kinds of value. Part II: Structure concerns formal properties of value that bear on the possibilities of measuring and comparing value. Part III: Extensions, finally, considers specific topics, ranging from health to freedom, where questions of value figure prominently. (shrink)

Michael Smith has recently argued that non-cognitivists are unable to accommodate crucial structural features of moral belief, and in particular that non-cognitivists have trouble accounting for subjects' certitude with respect to their moral beliefs. James Lenman and Michael Ridge have independently constructed 'ecumenical' versions of non-cognitivism, intended to block this objection. We argue that these responses do not work. If ecumenical non-cognitivism, a hybrid view which incorporates both non-cognitivist and cognitivist elements, fails to meet Smith's challenge, it is unlikely that (...) 'purer' and more familiar versions of non-cognitivism will succeed. (shrink)

Just as we can be more or less certain about empirical matters, we can be more or less certain about normative matters. Recently, it has been argued that this is a challenge for noncognitivism about normativity. Michael Smith presented the challenge in a 2002 paper and James Lenman and Michael Ridge responded independently. Andrew Sepielli has now joined the rescue operation. His basic idea is that noncognitivists should employ the notion of being for to account for normative certitude. We shall (...) argue that the being for account of normative certitude is vulnerable to many problems shared by other noncognitivist theories. Furthermore, we shall argue that Sepielli’s account has its own problems: His favored normalization procedure for degrees of being for has highly problematic implications. (shrink)

Accommodating degrees of moral certitude is a serious problem for non-cognitivism about ethics. In particular, non-cognitivism has trouble accommodating fundamental moral certitude. John Eriksson and Ragnar Francén Olinder [2016] have recently proposed a solution. In fact, Eriksson and Francén Olinder offer two different proposals—one ‘classification’ account and one ‘projectivist’ account. We argue that the classification account faces the same problem as previous accounts do, while the projectivist account has unacceptable implications. Non-cognitivists will have to look elsewhere for a plausible solution (...) to the problem of accommodating fundamental moral certitude. (shrink)

It is sometimes argued that, given its detachment from our current most successful science, analytic metaphysics has no epistemic value because it contributes nothing to our knowledge of reality. Relatedly, it is also argued that metaphysics properly constrained by science can avoid that problem. In this paper we argue, however, that given the current understanding of the relation between science and metaphysics, metaphysics allegedly constrained by science suffers the same fate as its unconstrained sister; that is, what is currently thought (...) of as scientifically respectful metaphysics may end up also being without epistemic value. The core of our claim is that although much emphasis is put on the supposed difference between unconstrained analytic metaphysics, in opposition to scientifically constrained metaphysics, it is largely forgotten that no clear constraining relation of metaphysics by science is yet available. (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.

Research of tutoring in parent-infant interaction has shown that tutors – when presenting some action – modify both their verbal and manual performance for the learner (‘motherese’, ‘motionese’). Investigating the sources and effects of the tutors’ action modifications, we suggest an interactional account of ‘motionese’. Using video-data from a semi-experimental study in which parents taught their 8- to 11-month old infants how to nest a set of differently sized cups, we found that the tutors’ action modifications (in particular: high arches) (...) functioned as an orienting device to guide the infant’s visual attention (gaze). Action modification and the recipient’s gaze can be seen to have a reciprocal sequential relationship and to constitute a constant loop of mutual adjustments. Implications are discussed for developmental research and for robotic ‘Social Learning’. We argue that a robot system could use on-line feedback strategies (e.g. gaze) to pro-actively shape a tutor’s action presentation as it emerges. (shrink)

The “demos paradox” is the idea that the composition of a demos could never secure democratic legitimacy because the composition of a demos cannot itself be democratically decided. Those who view this problem as unsolvable argue that this insight allows them to adopt a critical perspective towards common ideas about who has legitimate standing to participate in democratic decision-making. We argue that the opposite is true and that endorsing the demos paradox actually undermines our ability to critically engage with common (...) ideas about legitimate standing. We challenge the conception of legitimacy that lurks behind the demos paradox and argue that the real impossibility is to endorse democracy without also being committed to significant procedure-independent standards for the legitimate composition of the demos. We show that trying to solve the problem of the demos by appeal to some normative conception of democratic legitimacy is a worthwhile project that is not undermined by paradox. (shrink)

This existential phenomenological exploration concerns how writing is not the mere tool for communication and commemoration, or the supplementary image of a memory, but is closely connected to the phenomenon of the grave. The exploration aims to show a transgenerational mode of human existence and moral life, by considering how the becoming of a historical, which is to say a transgenerational subject through the features that writing and the grave together lets us capture, is also importantly bound to the becoming (...) of a moral subject, or an “I,” in relation to the passed away other. (shrink)

We discuss some methodological aspects of the relation between physics and metaphysics by dealing specifically with the case of non-relativistic quantum mechanics. Our main claim is that current attempts to productively integrate quantum mechanics and metaphysics are best seen as approaches of what should be called ‘the metaphysics of science’, which is developed by applying already existing metaphysical concepts to scientific theories. We argue that, in this perspective, metaphysics must be understood as an autonomous discipline. It results that this metaphysics (...) cannot hope to derive any kind of justification from science. Thus, one of the main motivations of such project, which is the obtaining of a scientifically respectable justification for the attribution of a single true metaphysical profile to the posits of a scientific theory, is doomed because of the emergence of metaphysical underdetermination from the outset. If metaphysics floats free from physics, which is a premise of such project of integration between these two areas, then it is always possible to attribute more than one metaphysical profile to dress physical entities. (shrink)

Team reasoning is the idea that we can think as a ‘we’ and this can solve some coordination dilemmas, such as Hi-Lo. However, team reasoning can only solve the dilemmas it is intended to solve if the conditions for team reasoning warrant the belief that others will also perform team reasoning and these conditions cannot render team reasoning otiose. In this paper, I will supplement the theory of team reasoning by explaining how agency transformation also involves a change in the (...) normative attitude. To do this, I will use the theory of affordances, which is the idea that the environment provides ways to interact with it. I will argue that when a person perceives as a group member, she associates herself and the other members with the group’s mosaic of affordances. This triggers a feeling of joint ownership of the agency. It is the feeling that it is up to us to deal with the situation, so we feel entitled to demand each other to cooperate. It warrants the belief that others are team-reasoners without rendering team reasoning otiose. This means that the agency transformation (from I to we) involves a change in the normative attitude. (shrink)

Journal Name: Semiotica Issue: Ahead of print.

This article seeks to address the manner in which we should conceptualise the duties of directors in making decisions where fundamental rights are at stake. We first attempt to show that, in making decisions that implicate fundamental rights, directors are required to consider all individuals affected as having an intrinsic dignity. The interests of non-shareholders must thus be addressed in a non-instrumental manner which, we argue, is only compatible with the adoption of a ‘stakeholder’ conception of directors’ duties. Adopting such (...) an approach, however, raises the difficulty of how directors are to balance multiple intrinsically valuable interests. We argue that the doctrine of proportionality—which has been developed in fundamental rights law as a structured enquiry concerning the circumstances in which it is justifiable to limit rights—can be adapted to the domain of corporate decision-making. The proportionality enquiry provides a transparent, structured process of reasoning that can aid corporate decision-making and open up the possibility for reviewing decisions of directors that affect the fundamental rights of individuals. (shrink)

In the first two volumes of On What Matters,1 Derek Parfit pursued a conciliatory project in normative ethics, which sought to dissolve the disagreement between the most plausible versions of Kantianism, contractualism and rule consequentialism. Parfit was less conciliatory in his meta-ethics, however. Does Parfit’s conciliatory project in metaethics succeed? We shall begin to address this question in the next section by, first, trying to get a grip on Parfit’s position, which now goes by the name ‘non-realist cognitivism’, and, second, (...) by examining his account of properties, and of normative properties in particular. We shall then examine whether Parfit’s triviality objection is effective against Jackson’s brand of naturalism. Finally, we will ask whether Parfit is right to think that his favoured metaethical view converges with what he thinks are the most plausible forms of naturalism and quasirealism,illustrated by Railton’s view and Gibbard’s view, respectively. (shrink)

Social workers form part of many healthcare teams. This role can involve in-depth conversations with clients and home visits. These encounters can reveal sensitive information, not all of which may be accessible to other members of the healthcare team. Most modern healthcare systems employ shared care records, which are populated by, and accessible to, multiple members of the healthcare team. Shared care records are valued for their capacity to enhance inter-professional communication and improve patient care. But this very capacity may (...) increase an underlying tension between privacy and efficient, effective care. Ethical tensions can arise for health social workers between comprehensive documentation and protecting client privacy by limiting access to privileged information obtained in the context of a social work encounter. This qualitative empirical ethics study investigated health social workers' experiences of tensions between client privacy and maintaining complete records, and how they thought the tension should be resolved. Participant testimony informed a pragmatist approach to identify principles governing recording of sensitive information in shared care records. Three principles were identified: necessity, accuracy, and neutrality. Participants' reports of moral concerns about recording indicate that ethical tensions can occur. The identified principles offer a starting point for managing such tensions. (shrink)

The purpose of this essay is to analyze and relate two proposals for illustration made by the European philosophy of the eighteenth century, their singularities and seeking more differences than their commonalities. Both of them were developed in countries with different cultural and political conjunctures and based on the peculiarities of their respective enlightenments. This is the Aufklärung of Immanuel Kant (1724-1804), who became famous with the booklet Answer the question: what is "Enlightenment"?, written in 1784, and the Lumières embodied (...) by the speculator Denis Diderot (1713-1784) and mainly expressed in the entry "Philosopher" of the Encyclopedia of 1765. (shrink)

Traditionally, being a realist about something means believing in the independent existence of that something. In this line of thought, a scientific realist is someone who believes in the objective existence of the entities postulated by our best scientific theories. In metaphysical terms, what does that mean? In ontological terms, i.e., in terms of what exists, scientific realism can be understood as involving the adoption of a scientifically informed ontology. But according to some philosophers, a realistic attitude must go beyond (...) ontology. The way in which this requirement has been understood involves providing a metaphysics for the entities postulated by science, that is, answering questions about the nature of what ontology admits to exist. We discuss how two fashionable approaches face the challenge of providing a metaphysics for science: a form of naturalism and the Viking/Toolbox approach. Finally, we present a third way, which adopts the best of both approaches: the meta-Popperian method, which focuses on discarding the wrong alternatives, or better saying, the metaphysical profiles incompatible with certain theories. We present the meta-Popperian method, a metametaphysical method capable of objectively assessing which metaphysical profiles are incompatible with certain scientific theories. For this, we will use quantum mechanics as a case study, presenting some previously obtained results. As our focus is on methodological questions about the relationship between metaphysics and science; with this method, we can see how science can be used to avoid error in metaphysical issues. In our opinion, this would be a way to develop a productive relationship between science and metaphysics. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, textbooks (...) and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practicing teachers across the world. (shrink)

We introduce a framework that allows for the construction of sequent systems for expressive description logics extending ALC. Our framework not only covers a wide array of common description logics, but also allows for sequent systems to be obtained for extensions of description logics with special formulae that we call "role relational axioms." All sequent systems are sound, complete, and possess favorable properties such as height-preserving admissibility of common structural rules and height-preserving invertibility of rules.

Para deleite dos religiosos, a história da filosofia oficial − que continua, ao que parece, infectada pelo espírito teológico − consagrou a "aposta de Pascal" como uma das soluções modelares ao problema ético suscitado pela questáo clássica da existência ou náo de Deus. No raciocínio de Blaise Pascal (1623-1662), aquele que aposta na existência do deus judaico-cristáo ganhará a felicidade eterna caso ele efetivamente exista; em contrapartida, uma vez sendo este Deus uma realidade, a aposta na sua inexistência resultará na (...) danaçáo do apostador equivocado. Ocorre que a história da filosofia oficial parece desconhecer a alternativa ateísta que Denis Diderot (1713-1784) propõe a essa questáo das conseqüências da existência ou náo de Deus na vida e na morte dos seres humanos. Lançando máo de uma fábula que permite uma analogia com o tema do ateísmo, em que um ateu, depois de morrer, constata que a alma é de fato imortal, que Deus realmente existe, e que, portanto, náo ter tido fé em vida náo foi uma aposta inteligente, Diderot, no seu Diálogo de um filósofo com a Marechala de... (1774), reflete sobre os desdobramentos para o ateu dessa experiência inesperada. É sobre essa náo-aposta do ateu que trata este artigo. Palavras-chave : Aposta de Pascal, Ateísmo, Deus, Diderot, Virtude. (shrink)

: Este artigo é o segundo de uma tríade que trata do diálogo, mais precisamente do envolvimento, entre a filosofia de Denis Diderot e o ceticismo. O primeiro artigo, intitulado “O jovem Diderot e o ceticismo dos Pensamentos”, foi publicado na revista Dois Pontos, em sua edição dedicada ao tema do ceticismo (cf. PIVA, 2007), e limitou-se a uma análise minuciosa do problema da postura cética nos Pensamentos filosóficos, de 1746. O presente artigo, por seu turno, examina duas questões fundamentais, (...) desta vez em O passeio do cético ou As alamedas, de 1747, último livro em que o ceticismo é evocado com destaque pelo enciclopedista, dois anos antes de ele render-se definitivamente ao materialismo ateu: 1) a interpretação que Diderot desenvolve do ceticismo e 2) sua posição diante dele. Já o terceiro e derradeiro texto da tríade examinará – evidentemente, numa próxima oportunidade – a presença do ceticismo no pensamento diderotiano da maturidade, ou seja, no período que se inicia em 1749, com a redação da Carta sobre os cegos, quando a questão da dúvida cética passa a perder em suas obras a relevância que tinha na origem de suas reflexões, mudando, até mesmo, de registro. (shrink)

This paper completes a triad developed around the issue of scepticism in the enlightened thinking of Denis Diderot. The first one, entitled "The young Diderot and the scepticism of Thoughts ", was published in the journal Two Points , in its edition devoted to the subject of scepticism (cf. PIVA, 2007), and was limited to an analysis of the problem of attitude sceptical on Thoughts philosophical , in 1746. The second, "The clearing of Diderot with scepticism", published in the journal (...) Transformation (cf. PIVA, 2009), deals with two fundamental questions, this time on The tour of the sceptic or The boulevards , of 1747, latest book in that the scepticism is raised to prominence by encyclopedist, since two years later he finally surrenders to the atheistic materialism. They are: 1) the interpretation that develops Diderot's scepticism and 2) its position before him. In this paper we will examine the presence of scepticism in thought diderotiano of maturity, namely the period beginning in 1749 with the drafting of the Charter for the blind , considering how they and where it is addressed records in some of the most significant texts its philosophical maturity. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, textbooks (...) and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practising teachers across the world. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, textbooks (...) and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practicing teachers across the world. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, textbooks (...) and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practising teachers across the world. (shrink)

The Journal of Didactics of Philosophy is a peer-reviewed academic journal devoted to research on the teaching and learning of philosophy. It is published online twice a year. The access to all articles is free. Articles may be about any level of education, however the main focus is on high school philosophy. We welcome work with a philosophical or normative approach as well as reports of results from empirical qualitative and quantitative research. The journal also publishes reviews of books, textbooks (...) and other educational material of international interest as well as country reports. These reports present information about ways of teaching philosophy, its institutions and activities in different countries. It is an aim of the journal to promote the dialogue among researchers and practising teachers across the world. (shrink)

Background: The COVID-19 crisis has had a considerable mental health impact on healthcare workers. High levels of psychological distress are expected to have a significant impact on healthcare systems, warranting the need for evidence-based psychological interventions targeting stress and fostering resilience in this population. Online cognitive behavioral therapy has proved to be effective in targeting stress and promoting resilience. However, online CBT programs targeting stress in healthcare workers are lacking.Objective: The aim of our study is to evaluate the feasibility and (...) acceptability of an internet-based CBT intervention, the My Health Too program we developed during the first COVID-19 epidemic peak in France.Methods: We recruited 10 participants among Alsace region hospital staff during the first peak of the pandemic in France. They were given 1 week to test the website and were then asked to answer an internet survey and a semi-structured phone interview.Results: We conducted a thematic analysis of the content from the phone interviews. Major themes were identified, discussed and coded: the technical aspects, the content of the website and its impact on participants’ emotions and everyday life. Overall, the participants reported finding the website easy to use and interactive. They described the resources as easy to understand, readily usable, and useful in inducing calm and in helping them practice self-compassion.Conclusion: Our results suggest that the My Health Too online CBT program is highly feasible and acceptable to healthcare workers during the highly stressful times of the pandemic peak. The feedback provided helped to improve the program whose efficacy is to be tested. (shrink)

In this article, we seek to discuss the recurrence of racism and prejudice toward black lives and childhoods, in spite of repeated initiatives to overcome it by social and educational policy-makers. Following the investigations launched by Michel Foucault on the biopower hypothesis, we revisit some of his interpreters, with the objective of discussing the challenges posed by racism to pedagogical provisions for black children and—following on a concept offered by Emmanuel Levinas--an education of the Face, as a weapon in the (...) political field of struggle against the thanatological dimension of biopolitics. To do so, we retrace some scenes from the history of inclusion devices – especially those policies aimed at black populations. We reflect on the racism embedded in our historical unconscious and discuss how it affects the education of the black Face in our country. We problematize the peculiarities of Brazilian racial prejudice and explore its necropolitical positioning when it comes to the governance of black childhoods. We conclude that the current form of governmentality and education needs a movement of de-rostification—deconstuction of the black Face--in order to identify a future for black children that makes it possible to rise up against the hegemonic order of the white-male-heterosexual-christian-European, and to create processes of subjectivation that can build solidarity with the multiplicity of others-becoming-minoritarian. (shrink)