This paper assesses the contribution of Karl Polanyi, a theorist largely ignored in fascism scholarship, toward understanding fascism’s interwar rise and present-day implications. In exploring Polanyi’s work in The Great Transformation and lesser-known and unpublished writings, a sophisticated and largely original conception of fascism emerges, rooted in the idea of ‘anti-individualism’ as its foundational trait. Polanyi accounts for fascism’s philosophical content, ideological plasticity, political function and societal form, intervening in debates over how to define fascism, its ambiguity with the populist (...) far-right, and on its both economically reactionary and socially revolutionary qualities. Polanyi’s analysis suggests an enduring vulnerability on the part of liberal capitalism to fascist currents as (1) a solution to the instability of the market economy (and broader incompatibility between capitalism and democracy) at the systemic level, and (2) to the crisis of the individual subject on a social and moral level. I end by considering how Polanyi’s theory might be applied to locate current neo-fascist movements and elucidate the sociological problems underpinning their existence. (shrink)

Kris McDaniel argues that there are different ways in which things exist. For instance, past things don't exist in the same way as present things. Numbers don't exist in the same way as physical objects; nor do holes, which are real, but less real than what they are in. McDaniel's theory of being illuminates a wide range of metaphysical topics.

The Southern Journal of Philosophy, EarlyView.

Philosophers and psychologists have argued that fiction can ethically educate us: fiction supposedly can make us better people. This view has been contested. It is, however, rarely argued that fiction can morally “corrupt” us. In this article, we focus on the alleged power of fiction to decrease one's prejudices and biases. We argue that if fiction has the power to change prejudices and biases for the better, then it can also have the opposite effect. We further argue that fictions are (...) more likely to be a bad influence than a good one. (shrink)

In this paper, I formulate, elucidate, and defend a version of modal realism with overlap, the view that objects are literally present at more than one possible world. The version that I defend has several interesting features: (i) it is committed to an ontological distinction between regions of spacetime and material objects; (ii) it is committed to compositional pluralism, which is the doctrine that there is more than one fundamental part-whole relation; and (iii) it is the modal analogue of endurantism, (...) which is the doctrine that objects persist through time by being wholly present at each moment they are located. (shrink)

According to componential theories of emotional experience, emotional experiences are phenomenally complex in that they consist of experiential parts, which may include cognitive appraisals, bodily feelings, and action tendencies. These componential theories face the problem of emotional unity: Despite their complexity, emotional experiences also seem to be phenomenologically unified. Componential theories have to give an account of this unity. We argue that existing accounts of emotional unity fail and that instead emotional unity is an instance of experienced causal‐temporal unity. We (...) propose that felt emotional unity arises from our experience of the temporal‐causal order of the world. (shrink)

In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...) two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

Assessing the risk-benefit ratio has always been considered key in designing clinical trials. These benefits can be diverse and may include social value and psychological benefits. When it comes to...

This paper provides a critical examination of philosophy teaching at all levels in Australian schools. It looks at the points of difference and congruence between the States and Territories and argues that teaching philosophy through the philosophical community of inquiry should be a core element of school curricula. In spite of a growing interest in philosophy in schools, its documented benefits and the high degree of “fit” with a revised curriculum in at least two states, the implementation of philosophy by (...) education departments has been relatively slow and piecemeal. There are discrete courses available in upper secondary school, but approaches differ between the various education jurisdictions. The work of the Federation of Australasian Philosophy in Schools Associations, and the branches at State level, provide training and networking for interested educators but this has not translated into policy. An education policy that gives a central role to good, clear philosophical thinking will give children the tools they need to succeed in the rapidly changing cultural, technological, social and cultural environment of the 21st Century. (shrink)

BackgroundEven though research integrity (RI) training programs have been developed in the last decades, it is argued that current training practices are not always able to increase RI-related awareness within the scientific community. Defining and understanding the capacities and lacunas of existing RI training are becoming extremely important for developing up-to-date educational practices to tackle present-day challenges. Recommendations on how to implement RI education have been primarily made by selected people with specific RI-related expertise. Those recommendations were developed mainly without (...) consulting a broader audience with no specific RI expertise. Moreover, the academic literature lacks qualitative studies on RI training practices. For these reasons, performing in-depth focus groups with non-RI expert stakeholders are of a primary necessity to understand and outline how RI education should be implemented.MethodsIn this qualitative analysis, different focus groups were conducted to examine stakeholders’ perspectives on RI training practices. Five stakeholders' groups, namely publishers and peer reviewers, researchers on RI, RI trainers, PhDs and postdoctoral researchers, and research administrators working within academia, have been identified to have a broader overview of state of the art.ResultsA total of 39 participants participated in five focus group sessions. Eight training-related themes were highlighted during the focus group discussions. The training goals, timing and frequency, customisation, format and teaching approach, mentoring, compulsoriness, certification and evaluation, and RI-related responsibilities were discussed. Although confirming what was already proposed by research integrity experts in terms of timing, frequency, duration, and target audience in organising RI education, participants proposed other possible implementations strategies concerning the teaching approach, researchers' obligations, and development an evaluation-certification system.ConclusionsThis research aims to be a starting point for a better understanding of necessary, definitive, and consistent ways of structuring RI education. The research gives an overview of what has to be considered needed in planning RI training sessions regarding objectives, organisation, and teaching approach. (shrink)

Has human nature been essentially the same since the evolution of Homo sapiens? If we could observe tribal forest dwellers from the Paleolithic period, would we notice more similarities than differences compared with contemporary men and women? Or has human nature itself undergone such radical changes over the course of evolution that we would have trouble finding anything in common with our distant ancestors? Political scientist Jeremy J. Millett tackles these tough questions and more in this sweeping overview of (...) society and human nature past, present, and future. Combining philosophy, political theory, and the evidence of evolution, Millett argues that people today are very different from human beings of the distant past. He notes research suggesting that our genetic natures have been changing since the dawn of our species. Hence, the human nature of the 21st century is not the same as that of the 100th century BCE. Nor will humans of some distant future era be the same as us. Both the continuously developing genetic basis of human nature and the many differences of environment and culture have produced and will continue to produce people unlike us. Millett examines successive periods of human development—tribal, feudal, maritime, urban, and today's emerging global society, showing in each case how distinctive human nature was in each time period. He concludes by projecting into the future, forecasting an age of "autonomous people" who have largely escaped the need for government and for whom cooperation is the norm. A work of great erudition and fascinating speculation, People Unlike Us raises profound questions about human nature and the future of our species. (shrink)

There are different ways to be. This paper explicates and defends this controversial thesis. Special attention is given to the meta-ontology of Martin Heidegger. -/- .

He returns in this new volume with a focus on the "dangerous" murder cases from the forties and fifties, memorialised in intimate and telling photographs.

This is a textbook for Philosophy in schools, designed for students in the 13-16 age groups. The chapters discuss work and community; laws and rights; critical reasoning; science and technology; persons; ultimate reality; friendship; rights and fairness; the good life.

We applied the moral dissonance reduction framework, used to explain the maintenance of a positive self-concept in dishonest behavior, to understand self-justification of prejudice. Participants identified ambiguously negative intergroup behaviors, then evaluated those behaviors when performed by others and themselves. As predicted by moral dissonance reduction, participants were less critical of their own behavior when considering others’ behaviors before their own. In a third study directly comparing prejudiced and dishonest behavior, participants’ responses showed the greatest self-justification in the initial question (...) about their behavior regardless of the content of the question, whereas subsequent questions showed more stability, consistent with the idea that participants adjusted their initial self-reports to avoid damage to their self-concepts. (shrink)

I argue that composition as identity is incompatible with the possibility of emergent properties (as characterized in the paper) and so should be rejected.

The pressure to individuate propositions more finely than intensionally—that is, hyper-intensionally—has two distinct sources. One source is the philosophy of mind: one can believe a proposition without believing an intensionally equivalent proposition. The second source is metaphysics: there are intensionally equivalent propositions, such that one proposition is true in virtue of the other but not vice versa. I focus on what our theory of propositions should look like when it's guided by metaphysical concerns about what is true in virtue of (...) what. In this paper I articulate and defend a metaphysical theory of the individuation of propositions, according to which two propositions are identical just in case they occupy the same nodes in a network of invirtuation relations. Invirtuation is here taken to be a primitive relation of metaphysical explanation exemplified by propositions that, in conjunction with truth, defines the notion of true in virtue of. After formulating the theory, I compare it with a view.. (shrink)

Some emotional representations seem to be unreliable. For instance, we are often afraid when there is no danger present. If emotions such as fear are so unreliable, what function do they have in our representational system? This is a problem for representationalist theories of emotion. I will argue that seemingly unreliable emotional representations are reliable after all. While many mental states strike an optimal balance between minimizing inaccurate representations and maximizing accurate representations, some emotional representations only aim at maximizing accuracy. (...) They detect important phenomena such as danger based on little evidence, which will lead to a lot of false alarms. When it matters, however, these emotional representations will detect danger and other important phenomena. Often, one is better scared (and wrong) than sorry. (shrink)

Heidegger distinguishes between things that are present-at-hand and things that are ready-to-hand. I argue that, in Heidegger, this distinction is between two sets of entities rather than between two ways of considering one and the same set of entities. I argue that Heidegger ascribes distinct temporal, essential, and phenomenological properties to these two different kinds of entities.

No university or research institution is immune to research misconduct or the more widespread problem of questionable research practices. To strengthen integrity in research, universities worldwide have developed education in research integrity. However, little is known about education in research integrity for PhD students in European research-intensive universities. We conducted a content analysis of didactic materials of 11 of the 23 members of the League of European Research Universities (LERU) to map out the content, format, frequency, duration, timing, and compulsory (...) status of their training programmes and the characteristics of instructors of the onsite courses. Quantitative results revealed substantial variation in educational materials among the studied institutions. This variation might be because European research universities are free to design curricula without any requirements from the European, national, or institutional public funding channels. Given the challenges inherent to modern science and preventing misconduct, research institutions should empower future generations of researchers to engage in responsible research practices. To promote integrity in research among PhD students, we provide a set of recommendations for university-wide education in research integrity for doctoral trainees based on our investigation of educational resources. (shrink)

We argue that desire is an attitude that relates a person not to one proposition but rather to two, the first of which we call the object of the desire and the second of which we call the condition of the desire. This view of desire is initially motivated by puzzles about conditional desires. It is not at all obvious how best to draw the distinction between conditional and unconditional desires. In this paper we examine extant attempts to analyse conditional (...) desire. From the failures of those attempts, we draw a moral that leads us to the correct account of conditional desires. We then extend the account of conditional desires to an account of all desires. We attempt to explain the distinction between intrinsic and extrinsic desire in light of our account of desire. We show how to use our account to solve Wollheim’s paradox of democracy and to save modus ponens. Finally, we extend the account of desire to related phenomena, such as conditional promises, intentions, and commands. (shrink)

It is widely agreed upon that aesthetic properties, such as grace, balance, and elegance, are perceived. I argue that aesthetic properties are experientially attributed to some non‐perceptible objects. For example, a mathematical proof can be experienced as elegant. In order to give a unified explanation of the experiential attribution of aesthetic properties to both perceptible and non‐perceptible objects, one has to reject the idea that aesthetic properties are perceived. I propose an alternative view: the affective account. I argue that the (...) standard case of experiential aesthetic property attribution is affective experience. (shrink)

In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its effectiveness. The evidence is canvassed under (...) two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short‐term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently‐available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long‐term policy. (shrink)

A short paper proving what the title says.

Over the last few decades there has been a strong narrative turn within the humanities and social sciences in general and educational studies in particular. Especially Jerome Bruner’s theory of narrative as a specific ‘mode of knowing’ was very important for this growing body of work. To understand how the narrative mode works Bruner proposes to study narratives ‘at their far reach’—as an art form—and on several occasions he refers to the dramatistic pentad as an important method for ‘unpacking’ narratives. (...) The pentad proposed by Bruner to study narratives was developed by the American philosopher and rhetorician Kenneth Burke and is embedded in his general linguistic theory of dramatism. From an educational perspective Bruner’s reference to the work of Burke has not been elaborated upon thus far. In this paper we aim to take Bruner’s suggestion at hand and explore how his educational theory of narrative as a mode of knowing can indeed be enriched by Kenneth Burke’s theory and method of dramatism. We claim that specifically the rhetorical framework that is developed by dramatism offers an important perspective about perspectives for education in a context that is increasingly confronted with a plurality of interpretive frameworks. (shrink)

Peter van Inwagen presented a powerful argument against the Principle of Sufficient Reason, which I henceforth abbreviate as ‘PSR’. For decades, the consensus was that this argument successfully refuted PSR. However, now a growing consensus holds that van Inwagen’s argument is fatally flawed, at least when ‘sufficient reason’ is understood in terms of ground, for on this understanding, an ineliminable premiss of van Inwagen’s argument is demonstrably false and cannot be repaired. I will argue that this growing consensus is mistaken (...) and that a powerful argument relevantly similar to van Inwagen’s should still concern us, even when we understand ‘sufficient reason’ in terms of ground. (shrink)

In everyday language, the expression ‘guilty pleasure’ refers to instances where one feels bad about enjoying a particular artwork. Thus, one’s experience of guilty pleasure seems to involve the feeling that one should not enjoy this particular artwork and, by implication, the belief that there are norms according to which some aesthetic responses are more appropriate than others. One natural assumption would be that these norms are first and foremost aesthetic norms. However, this suggestion runs directly against recent findings in (...) experimental philosophy, according to which most people deny the existence of aesthetic norms. Through three studies, we investigated people’s experiences of guilty pleasures and the norms that underlay these experiences. We tentatively conclude that guilty pleasures are more often connected to one’s personal norms and social expectations than to properly aesthetic norms. (shrink)

The reflexive, anticipatory, and deliberative approach proposed by Ankeny, Munsie, and Leach to iBlastoids, while worthwhile, requires an anchor to ensure that each process of its appr...

forthcoming in Metametaphysics, edited by David Chalmers, David Manley, and Ryan Wasserman, Oxford University Press.

BackgroundPlagiarism is considered as serious research misconduct, together with data fabrication and falsification. However, little is known about biomedical researchers’ views on plagiarism. Moreover, it has been argued – based on limited empirical evidence – that perceptions of plagiarism depend on cultural and other determinants. The authors explored, by means of an online survey among 46 reputable universities in Europe and China, how plagiarism is perceived by biomedical researchers in both regions.MethodsWe collected work e-mail addresses of biomedical researchers identified through (...) the websites of 13 reputable universities in Europe and 33 reputable universities in China and invited them to participate in an online anonymous survey. Our questionnaire was designed to assess respondents’ views about plagiarism by asking whether they considered specific practices as plagiarism. We analyzed if respondents in China and Europe responded differently, using logistic regression analysis with adjustments for demographic and other relevant factors.ResultsThe authors obtained valid responses from 204 researchers based in China (response rate 2.1%) and 826 researchers based in Europe (response rate 5.6%). Copying text from someone else’s publication without crediting the source, using idea(s) from someone else’s publication without crediting the source and republishing one’s own work in another language without crediting the source were considered as plagiarism by 98, 67 and 64%, respectively. About one-third of the respondents reported to have been unsure whether they had been plagiarizing.Overall, the pattern of responses was similar among respondents based in Europe and China. Nevertheless, for some items significant differences did occur in disadvantage of Chinese respondents.ConclusionsFindings indicate that nearly all biomedical researchers understand (and disapprove of) the most obvious forms of plagiarism, but uncertainties and doubts were apparent for many aspects. And the minority of researchers who did not recognize some types of plagiarism as plagiarism was larger among China-based respondents than among Europe-based respondents. The authors conclude that biomedical researchers need clearer working definitions of plagiarism in order to deal with grey zones. (shrink)

Loss of self is widely regarded to be a consequence of dementia, and this perceived loss presents a variety of problems - not least because a clear understanding of the concept of self is elusive. This paper suggests a way to cut through problems that arise because we rely on conceptions of self in our understanding of the effects of dementia. It is proposed that we can avoid reliance on the concept of self through an approach based in in bio-phenomenology. (...) Such an approach would help us better understand the inner life of those with dementia and assist us to recognize that even in late stage dementia they are semiotic subjects with unique value. (shrink)

Ambient Assisted Living (AAL) refers to technologies that track daily activities of persons in need of care to enhance their autonomy and minimise their need for assistance. New technological developments show an increasing effort to integrate automated emotion recognition and regulation (ERR) into AAL systems. These technologies aim to recognise emotions via different sensors and, eventually, to regulate emotions defined as “negative” via different forms of intervention. Although these technologies are already implemented in other areas, AAL stands out by its (...) tendency to enable an inconspicuous 24-hour surveillance in the private living space of users who rely on the technology to maintain a certain degree of independence in their daily activities. The combination of both technologies represents a new dimension of emotion recognition in a potentially vulnerable group of users. Our paper aims to provide an ethical contextualisation of the novel combination of both technologies. We discuss different concepts of emotions, namely Basic Emotion Theory (BET) and the Circumplex Model of Affect (CMA), that form the basis of ERR and provide an overview over the current technological developments in AAL. We highlight four ethical issues that specifically arise in the context of ERR in AAL systems, namely concerns regarding (1) the reductionist view of emotions, (2) solutionism as an underlying assumption of these technologies, (3) the privacy and autonomy of users and their emotions, (4) the tendency of machine learning techniques to normalise and generalise human behaviour and emotional reactions. (shrink)

This is a defense of endurantism against an alleged paradox.

The introduction of Philosophy and Ethics to the Western Australian Certificate of Education courses in 2008 brought philosophy into the Western Australian secondary school curriculum for the first time. How philosophy came to be included is part of a larger story about the commitment and perseverance of a relatively small number of Australian educators and their belief in the value of introducing philosophical communities of inquiry into school classrooms through a revised pedagogy which could sit comfortably with an outcomes-based education (...) system. (shrink)

The distinction between "the two truths" was initially developed to resolve seeming contradictions in the Buddha's teachings.1 The Buddha teaches that persons should act compassionately, that persons will be reincarnated, and that persons do not exist. The first two lessons seem inconsistent with the third. Consistency could be restored by distinguishing kinds of truth: the first and second lessons are conventionally true, but it is conventionally but not ultimately true that persons exist.2In addition to this semantic distinction, there is an (...) ontological distinction between modes of being that also promises to restore consistency. As many note, "the two truths" is a distinction between entities at least as much as... (shrink)

In this article we introduce the special issue Attitudes Toward Education: Kenneth Burke and New Rhetoric, which brings together a number of contributions that were first presented at the conference Rhetoric as Equipment for Living. Kenneth Burke, Culture and Education. Kenneth Burke [1897–1993] is one of the foundational figures in the development of what is known as the ‘new rhetoric’. The aim of the contributions to this special issue is to explore what is pedagogical about Burke’s anthropological account of rhetoric (...) and, more specifically, whether his concepts and ideas can still be relevant for educational research and practice. In this article, we briefly introduce some key concepts from Burke’s rhetorical framework and we give an overview of the different contributions that are part of the special issue by summarizing how they address the educational dimension of Burke’s corpus. We end by introducing a ‘grammar of educational motives’ to explore educational purposes and implications. (shrink)

This essay argues for a reading of Levinas’ work which prioritizes the significance of the il y a over the personal Other. I buttress this reading by using the well-documented intersections between Levinas’ work and that of Maurice Blanchot. Said otherwise, I argue that Levinas’ relationship with Blanchot (a relationship that is very much across the notion of the il y a) calls scholars of the Levinasian corpus to place the conception of impersonal existence to the forefront. To do so (...) is to take seriously the complex relationship between Levinas’ explicitly ethical account of the face, and his phenomenological account of impersonal existence. To approach Levinas in this way (by way of his relationship with Blanchot) is to not only recognize that the ethical import of the face lies in its being without determination or nomenclature, but it is to also fully acknowledge the underlying horror of a Levinasian rendition of the ethical encounter. (shrink)

I argue that extended simples are possible. The argument given here parallels an argument given elsewhere for the claim that the shape properties of material objects are extrinsic, not intrinsic as is commonly supposed. In the final section of the paper, I show that if the shape properties of material objects are extrinsic, the most popular argument against extended simples fails.

Heidegger also famously says that Being depends on Dasein, even though beings in general do not. This is perplexing. “Heidegger and the “There Is” of Being” offers an interpretation of what’s going on in the passages in which this sort of assertion is made.

Résister à teinter l’information dans un monde polarisé, ainsi pourrait se résumer le principal défi des salles de presse contemporaines, soumises à la transmission rapide et à une circulation de l’information qui n’a pas toujours le luxe du temps et donc, du nécessaire recul pour bien témoigner des faits. Lise Millette, journaliste à la Presse Canadienne et rédactrice en chef de la revue Trente, croit que l’heure n’est plus à la hantise des médias sociaux, mais qu’en revanche, les journalistes doivent (...) s’imposer eux-mêmes des normes d’utilisation et assumer leurs responsabilités professionnelles. Les débats polarisés de la der­nière année ont plus que jamais divisé le Québec. Ces scissions ont pris d’assaut les réseaux sociaux, qui sont devenus le carrefour et le nerf d’une guerre de mots. Les journalistes ont été sur les lignes de front que sont le terrain et la couverture quotidienne, mais ils ont aussi été confrontés à leurs propres réflexions. La profession journalistique exige de la rigueur. Les responsabilités de la presse sont grandes, comme le sont les attentes du public. (shrink)