Although the production and recognition of social actions have been central concerns for conversation analysis from the outset, it has recently been argued that CA is yet to develop a systematic analysis of ‘action formation’. As a partial remedy to this situation, John Heritage introduces ‘epistemic status’, which he claims is an unavoidable component of the production and recognition of social action. His proposal addresses the question how is social action produced and recognized? by reference to another question how is (...) relative knowledge recognized? Despite the importance placed on the latter question, it is not clear how it is to be answered in particular cases. We argue that the introduction of epistemic status builds on a reformulation of the action formation problem that unnecessarily de-emphasizes the importance of the sequential environment. Our re-analyses of key sequences cast doubts on the empirical grounding of the epistemic program, and question whether the fundamental role of epistemic status has been convincingly demonstrated. (shrink)

The present study examines the work of a group of medical scientists as they identify interpretative ‘pitfalls’ – recurrent sources of error – in the use of a new radiographic technique, formulate suggestions on how these pitfalls can be avoided and communicate their findings in the form of a scientific publication. The analysis focuses on a session in which previously diagnosed cases are discussed, and demonstrates the ways in which a certain source of diagnostic error gradually emerges as a taken-for-granted (...) in the interaction. An increased sense of recognition, recurrence and typicality is discernible in the treatment of the cases. Talk characterized by expansions and elaborations, displays of understanding in the form of reformulations, understanding checks, and so on, leave room for brief typifications and reifications of interpretative difficulties in characteristics of the imaging technique. Topical treatment of perception and interpretation, as well as embodied engagement, become decreasingly salient. It is argued that the abstracted formulations in the published text rely on the case-by-case working up of generality from particularity; from individualized accounts of why ‘I’ interpreted the image in a certain way to proffered generalizations achieved through articulated perceptions of a generalized ‘one’. If these proffers are ratified, a potential ground is established for the consensual formulation of a pitfall. The formulation of novel instructions is consequently made relevant, projecting a re-instructed diagnostic practice. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Der Forschung gelaufig ist die Rede von einer ersten (5./4. Jh. v. Chr.) und der sog. Zweiten Sophistik (2. Jh. n. Chr). Aber auch die Literatur des Hellenismus und der fruhen Kaiserzeit kennt zahlreiche Sophisten. Der Sophist, verstanden als (schlechter) Lehrer und Redner, Gegenspieler des Philosophen oder Vertreter der griechischen Bildung, bildet deshalb den Dreh-und Angelpunkt der Beitrage, die Schlaglichter auf Orte, Methoden und Personen der Bildungsvermittlung werfen. Die Beitrage zeigen, wie pagane und judische Denker, Platoniker und Stoiker Bildung als (...) Weg zum richtigen Welt- und Gottesverstandnis verstehen. Mit Beitragen von: Christian Fron, Marco Galli, Johann Goeken, Stefanie Holder, Alexandra Michalewski, Peter Scholz, Paul Schubert, Gregory E. Sterling, Werner Urbanz, Beatrice Wys. (shrink)

Animal and human studies suggest that parenting style is transmitted from one generation to the next. The hypotheses of this study were that a mother’s rearing experiences would predict her own parenting resources and current maternal mood, motivation to care for her offspring, and relationship with her parents would underlie this association. In a subsample of 201 first-time mothers participating in the longitudinal Maternal Adversity, Vulnerability and Neurodevelopment project, we assessed a mother’s own childhood maltreatment and rearing experiences using the (...) Childhood Trauma Questionnaire and the Parental Bonding Instrument. At 6 months postpartum, mothers completed questionnaires on parenting stress, symptoms of depression, maternal motivation, and current relationship with their own parents. The sample consisted of mostly high socioeconomic status mothers recruited from Montréal or Hamilton, Canada, with an age range from 18 to 43 years. More severe maltreatment and less supportive rearing by the mother’s parents predicted increased parenting stress at 6 months. These associations were mediated through distinct psychosocial pathways: maltreatment on parenting stress through symptoms of depression ; maternal rearing on parenting stress through maternal motivation and symptoms of depression ; and paternal rearing on parenting stress through current relationship with the father. Maternal rearing experiences predict a mother’s own parenting resources though distinct psychosocial pathways, including depressed mood, maternal motivation, and social support. (shrink)

According to Regulatory Focus Theory, two systems determine our strategies to pursue goals – the promotion and the prevention system. Individuals with a dominant promotion system focus on achieving gains, i.e., promoters, and individuals with a dominant prevention system focus on avoiding losses, i.e., preventers. Regulatory Fit Theory suggests that a fit between this focus and the situation causes superior performance and makes individuals feel right. We transfer the fit idea to the interaction of dominant regulatory focus with motivational direction. (...) We investigated these interaction effects on individuals’ performance and their experience within creativity workshops. In Study 1, using multi-level analyses, we found that a promotion focus was associated with fluency and a prevention focus with elaborated ideas. This effect was stronger, when preventers also scored high on avoidance motivation. Further, preventers experienced more autonomy support and were more satisfied when they scored high on avoidance. Promoters high on approach motivation reported more autonomy support and more satisfaction than preventers high on approach motivation. For Study 2, we used an experimental design: After measuring regulatory focus, we manipulated approach vs. avoidance motivation in creativity workshops. Using multi-level analyses, we did not find main or interaction effects on fluency or elaboration but we found interaction effects on participants’ experience of the creativity workshop. Preventers were more satisfied when they received the avoidance condition. Promoters reported less autonomy support, lower satisfaction, and more perceived conflicts within their teams in the avoidance condition. (shrink)

First-generation students are more likely to feel misplaced and struggle at university than students with university-educated parents. We assumed that the shutdowns during the Coronavirus-pandemic would particularly threaten FGS due to obstructed coping mechanisms. Specifically, FGS may show lower identification with the academic setting and lower perceived fairness of the university system. We investigated whether FGS and CGS used different defenses to cope with the shutdown threat in a large sample of German-speaking students. Using Structural Equation Modeling, we found that (...) for all students, independent of academic parental background, high levels of system justification were associated with perceiving the learning situation as less threatening, better coping with failure, and less helplessness. However, in comparison to CGS, FGS showed small but significant reductions in system justification and relied more on concrete personal relationships with other students as well as their academic identity to cope with the threatening situation. We discuss implications for helping FGS succeed at university. (shrink)

This article focuses on the ‘gift of aid’ and its impact upon the local moral economy in a Sri Lankan village affected by the tsunami disaster in 2004. The importance of giving, receiving, and reciprocating for the shaping and consolidation of social relations has long been recognized. The act of giving reflects one of the most basic principles of morality and has constituted a classical anthropological field of inquiry. The impact that humanitarian aid had on the local moral economy of (...) a community struck by disaster and the various ways the ‘gift of aid’ was understood and valued by donors, brokers, and recipients is explored. Also examined is how processes of change were set in motion, benefiting some people and relationships but marginalizing others. Local lifeworlds were shattered in multiple ways and became caught in tensions between competing moral discourses concerning modernity, the collective, and the global. Promoting material recovery disaster aid also generated disorder and fragmentation of lo.. (shrink)

A classic of phenomenology and existentialism and arguably Jonas's greatest work, The Phenomenon of Life sets forth a systematic and comprehensive philosophy -- ...

A growing awareness of a subsurface fossil record of mostly hyphal fungi organisms stretching back through the Phanerozoic to ≈400 megaannum (Ma) and possibly earlier, provides an alternative view on hyphal development. Parallel with the emergence of hyphal fungi during Ordovician–Devonian times when plants colonized the land, which is the traditional notion of hyphal evolution, hyphae‐based fungi existed in the deep biosphere. New insights suggest that the fundamental functions of hyphae may have evolved in response to an ancient subsurface endolithic (...) life style and might have been in place before the colonization of land. To address the gaps in the current understanding of hyphal evolution a strategy based on research prospects involving investigations of uncharted geological material, new diagnostics, and comparisons to live species is proposed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Spinoza and the Theory of Organism HANS JONAS I CARTESIANDUALISMlanded speculation on the nature of life in an impasse: intelligible as, on principles of mechanics, the correlation of structure and function became within the res extensa, that of structure-plus-function with feeling or experience (modes of the res cogitans) was lost in the bifurcation, and thereby the fact of life itself became unintelligible at the same time that the (...) explanation of its bodily performance seemed to be assured. The impasse became manifest in Occasionalism : its tour de force of an extraneous, divine "synchronization" of the outer and the inner world (the latter denied to animals) not only suffered from its extreme artificiality, the common failing of such ad hoc constructions, but even at so high a cost failed to accomplish its theoretical purpose by its own terms. For the animal machine, like any machine, raises beyond the question of the "how" that of the "what for" of its functioning---of the purpose for which it had thus been constructed by its maker.1 Its performance, however devoid of immanent teleology, must serve an end, and that end must be someone's end. This end may (directly) be itself, as indeed Descartes had implied when declaring self-preservation to be the effect of the functioning of the organic automaton. In that case the existence as such of the machine would be its end--either terminally, or in turn to benefit something else. In the former case, the machine would have to be more than a machine, for a mere machine cannot enioy its existence. But since, by the rigorous conception of the res extensa, it cannot be more than a machine, its function and/or existence must serve something other than itself. Automata in Descartes ' time were mainly for entertainment (rather than work). But the raison d'etre of the living kingdom could not well be seen in God's indulging his mechanical abilities or in the amusement of celestial spectators--especially since mere complexity of arrangement does not create new quality and thus add something to the unrelieved sameness of the simple substratum that might enrich the spectrum of being. For quality, beyond the primitive determinations of the extended per se, is the subjective creature of sensation, the confused representation of quantity in a mind; and thus organisms cannot harbor it because as mere machines they lack mentality, and pure spirits cannot because they lack sensuality, or the privilege of confusion and thereby of illusion with its possible enjoyment. And as to their intellectual enjoyment, even that, deprived of the thrill of discovery by the same token, would pale in the contemplation of what to sufficiently large The concept of "machine," adopted for its strict confinementto efficientcause, is still a finalisticconcept,even thoughthe final cause is no longer internal to the entity, as a mode of its own operation,but external to it as antecedent design. [43] 44 HISTORY OF PHILOSOPHY intellects is nothing but the ever-repeated exemplification of the same few, elementary (and ultimately trivial) truths. There remained, then, the time-honored--Stoic as well as Christian--idea that plants and animals are for the benefit of Man. Indeed, since the existence of a living world is the necessary condition for the existence of any of its members, the self-justifying nature of at least one such member (= species) would justify the existence of the whole. In Stoicism, Man provided this end by his possession of reason, which makes him the culmination of a terrestrial scale of being that is also self-justifying throughout all its grades (the end as the best of many that are good in degrees) ; in Christianity, by his possession of an immortal soul, which makes him the sole imago Dei in creation (the end as the sole issue at stake) ; and Cartesian dualism radicalized this latter position by making man even the sole possessor of inwardness or "soul" of any kind, thus the only one of whom "end" can meaningfully be predicated as he alone can entertain ends. All other life then, the product of physical necessity, can be considered his means. However, this traditional idea, in its anthropocentric vanity never a... (shrink)

Jonas Olson presents a critical survey of moral error theory, the view that there are no moral facts and so all moral claims are false. Part I explores the historical context of the debate; Part II assesses J. L. Mackie's famous arguments; Part III defends error theory against challenges and considers its implications for our moral thinking.

Technology and responsibility: reflections on the new tasks of ethics.--Jewish and Christian elements in philosophy: their share in the emergence of the modern mind.--Seventeenth century and after: the meaning of the scientific and technological revolution.--Socio-economic knowledge and ignorance of goals.--Philosophical reflections on experimenting with human subjects.--Against the stream: comments on the definition and redefinition of death.--Biological engineering--a preview--Contemporary problems in ethics from a Jewish perspective.--Biological foundations of individuality.--Spinoza and the theory of organism.--Sight and thought: a review of "visual thinking."--Change and (...) permanence: on the possibility of understanding history.--The gnostic syndrome: typology of its thought, imagination, and mood.--The hymn of the pearl: case study of a symbol, and the claims for a Jewish origin of gnosticism.--Myth and mysticism: a study of objectification and interiorization in religious thought.--Origen's metaphysics of free will, fall, and salvation: a "divine comedy" of the universe.--The soul in gnosticism and Plotinus.--The abyss of the will: philosophical meditations on the seventh chapter of Paul's epistle to the Romans. (shrink)

In the present work we investigated distinct sources of construct-relevant psychometric multidimensionality in two sport-specific measures of coaches’ need-supportive (ISS-C) and controlling interpersonal (CCBS) styles. A recently proposed bifactor exploratory structural equation modeling (ESEM) framework was employed to achieve this aim. In Study 1, using a sample of floorball players, the results indicated that the ISS-C can be considered as a unidimensional measure, with one global factor explaining most of the variance in the items. In Study 2, using a sample (...) of male ice hockey players, the results indicated that the items in the CCBS are represented by both a general factor and specific factors, but the subscales differ with regard to the amount of variance in the items accounted for by the general and specific factors. These results add further insight into the psychometric properties of these two measures and the dimensionality of these two constructs. (shrink)

The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays a crucial role in teaching and is constantly modified through interactions; Biesta defines the essence of teaching (...) in terms of the relation between the teacher’s address and the student’s personal response. Although they all contribute to the relational theory of teaching, they also seem to neglect a vital dimension found in Buber’s philosophy – the exceptional moment when a teacher and a student turn to each other as ‘this particular other person’. As a supplement to the other concepts, this article outlines the concept of ‘teaching as a way of bonding’ and makes three suggestions: (1) bonding is a prerequisite for teaching; (2) there are qualitative differences between ‘social bonding’ and ‘relational bonding’; and (3) the teaching is ultimately best understandable in terms of ‘relational bonding’. (shrink)

In The Moral Problem Michael Smith presents what he claims is a decisive argument against moral externalism. Smith's claims that (i) moral externalists are committed to explain the connection between moral beliefs and moral motivation in terms of de dicto desires, and (ii) de dicto desires to perform moral acts amounts to moral fetishism. The argument is spelled out and the difference between desires de dicto and desires de re explained. The tenability of the fetishist argument (as it has been (...) named) is then questioned by focusing on the second clause; contrary to what Smith seems to think, it seems a plausible description of a good moral person that she is often motivated by both kinds of desires and, moreover, there are ways of being motivated to perform moral acts solely by de dicto desires that would not amount to moral fetishism. Lastly, two cases are suggested where being motivated by de dicto desires to perform moral acts would be reasonable as well as morally preferable. Internalists then, should also provide room for de dicto desires in moral motivation.The upshot is that the fetishist argument is unconvincing, though no attempt is made to defend moral externalism in general. (shrink)

Discusses the ethical implications of modern technology and examines the responsibility of humanity for the fate of the world.

A classic of phenomenology and existentialism and arguably Jonas's greatest work, The Phenomenon of Life sets forth a systematic and comprehensive philosophy -- an existential interpretation of biological facts laid out in support of Jonas ...

This book both consummates and demonstrates the basic thrust of Jonas's thought: the inseparability of ethics and metaphysics, the reality of values at the ...

Several proponents of the 'buck-passing' account of value have recently attributed to G. E. Moore the implausible view that goodness is reason-providing. I argue that this attribution is unjustified. In addition to its historical significance, the discussion has an important implication for the contemporary value-theoretical debate: the plausible observation that goodness is not reason-providing does not give decisive support to the buck-passing account over its Moorean rivals. The final section of the paper is a survey of what can be said (...) for and against the buck-passing account and Moore's views about goodness and reasons. (shrink)

Discussing Plato's views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today's increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato's work and highlights the contemporary relevance of Plato's ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that (...) educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato's theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato's educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US. (shrink)

My aim in this essay is largely defensive. I aim to discuss some problems for moral error theory and to offer plausible solutions. A full positive defense of moral error theory would require substantial investigations of rival metaethical views, but that is beyond the scope of this essay. I will, however, try to motivate moral error theory and to clarify its commitments. Moral error theorists typically accept two claims – one conceptual and one ontological – about moral facts. The conceptual (...) claim is that moral facts are or entail facts about categorical reasons (and correspondingly that moral claims are or entail claims about categorical reasons); the ontological claim is that there are no categorical reasons – and consequently no moral facts – in reality. I accept this version of moral error theory and I try to unpack what it amounts to in Section 2.1 In the course of doing so I consider two preliminary objections: that moral error theory is (probably) false because its implications are intuitively unacceptable (what I call the Moorean objection) and that the general motivation for moral error theory is self-undermining in that it rests on a hidden appeal to norms. The above characterization seems to entail the standard formulation of moral error theory, according to which first-order moral claims are uniformly false. Critics have argued that the standard formulation is incoherent since – by the law of excluded middle – the negation of a false claim is true. Hence if ‘Torture is wrong’ is false, ‘Torture is not wrong’ is true. Contrary to what moral error theorists contend, then, moral error theory seems to carry first-order moral implications that by the theory’s own lights are uniformly false. In Section 3 I suggest a formulation that is consistent with the standard formulation of moral error theory, free of first-order moral implications, and subject to no logical difficulties. In Section 4 I consider and rebut Stephen Finlay’s recent attack on moral error theory. According to Finlay the conceptual claim is false because all moral claims – and indeed all normative claims – are, or should be understood as, relativized to some moral standard or system of ends. Moral error theorists thus attribute to ordinary speakers an error that simply isn’t there. I argue that Finlay’s view has some very implausible implications and that it does not avoid commitment to various forms of error theory. This becomes especially clear when we focus on fundamental moral claims. In Section 5 I consider the worry that error theorists’ rejection of categorical reasons proves too much; in particular, the worry that error theorists’ qualms about categorical reasons apply equally to claims about hypothetical reasons, that is, claims to the effect that there is reason to take the means to one’s ends. In my view error theorists such as Mackie and Joyce have failed to pay due consideration to this problem. What the challenge establishes, I submit, is that error theorists cannot just take for granted that hypothetical reasons are metaphysically unproblematic; they must offer an account of hypothetical reasons that shows that they are. I argue that the only plausible account available to error theorists is one according to which claims about hypothetical reasons reduce to non-normative claims about relations between means and ends. (shrink)

Die Demut wird gegenwärtig entweder als ein verstaubtes Erbe des Christentums wahrgenommen oder vermehrt als ein säkulares „Modewort“ verstanden, das als mahnender Aufruf für die Rückgewinnung eines verlorenen Maßes zum Einsatz kommt. Jonas Puchta unternimmt den Versuch, unter Berücksichtigung der christlichen Tradition und ihrer Kritiker die Demut auf Grundlage einschlägiger Erfahrungen des Menschseins auf den Begriff zu bringen.

The so-called Wrong Kind of Reason (WKR) problem for Scanlon's account of value has been much discussed recently. In a recent issue of Utilitas Gerald Lang provides a highly useful critique of extant proposed solutions to the WKR problem and suggests a novel solution of his own. In this note I offer a critique of Lang's solution and respond to some criticisms Lang directs at a Brentano-style approach suggested by Sven Danielsson and me.

According to T.M. Scanlon's buck-passing account of value, to be valuable is not to possess intrinsic value as a simple and unanalysable property, but rather to have other properties that provide reasons to take up an attitude in favour of their owner or against it. The 'wrong kind of reasons' objection to this view is that we may have reasons to respond for or against something without this having any bearing on its value. The challenge is to explain why such (...) reasons are of the wrong kind. This is what I set out to do, after illustrating the objection more thoroughly. (shrink)