This article is a theoretical and empirical exploration of the meaning that accompanies contractual agreements, such as the End-User License Agreements (EULAs) that participants of online communities are required to sign as a condition of participation. As our study indicates, clicking “I agree” on the often lengthy conditions presented during the installation and updating process typically permits third parties (including researchers) to monitor the digitally-mediated actions of users. Through our small-scale study in which we asked participants which terms of EULAs (...) they would find agreeable, the majority confirmed that they simply clicked through the terms presented to them without much knowledge about the terms to which they were agreeing. From a research ethics standpoint, we reflect upon whether or not informed consent is achieved in these cases and pose a challenge to the academic research community to attend to the socio-technical shift from informed consent to a more nebulous concept of contractual agreement, online and offline. (shrink)

Essays by some of the world's leading educators provide a revolutionary portrait of new ideas and developments in education that can influence the possibility of social and political change. The authors take into account such diverse terrain as feminism, ecology, media, and individual liberty in their pursuit of new ideas that can inform the fundamental practice of education and promote a more humane civil society. The book consolidates recent thinking just as it reflects on emerging new lines of critical theory.

Dignity is a fundamental concept, but its meaning is not clear. This paper attempts to clarify the term by analysing and reconnecting two meanings of dignity: humanitas and dignitas. Humanitas refers to citizen values that protect individuals as equal to one another. Dignitas refers to aesthetic values embedded in genres of sociality that relate to differences between people. The paper explores these values by way of an empirical ethical analysis of practices of washing psychiatric patients in nursing care. Nurses legitimate (...) the washing of reluctant patients with reference to dignity. The analysis shows the intertwinement of humanitas and dignitas that gives dignity its fundamental meaning. (shrink)

Suzanne de Castell, Helen Freeman; Education as a Socio-Practical Field: the theory/practice question reformulated, Journal of Philosophy of Education, Volume 1.

This paper articulates dignity as relational engagement in concrete care situations. Dignity is often understood as an abstract principle that represents inherent worth of all human beings. In actual care practices, this principle has to be substantiated in order to gain meaning and inform care activities. We describe three exemplary substantiations of the principle of dignity in care: as a state or characteristic of a situation; as a way to differentiate between socio-cultural positions; or as personal meaning. We continue our (...) analysis by presenting cases on dignity in care related to us in focus groups with medical professionals. Our empirical ethical lens is in this paper is to analyse, not the meaning of dignity, but the way in which it emerges in practices where it is pursued, within relationships between people, technologies, places, regulations, and the values cherished by or embedded in them. We show that professional caregivers recognize in the dignity of the person they care for their own dignity; giving up on the one implies no less than giving up on the other. This ‘mirrored experience’ of dignity expresses itself in professional’s engagement with the situation. The value of this engagement, we argue, lies not primarily in realizing the particular content of the values at stake. We point to the importance of engagement itself, even if the values engaged with cannot be realized to the full, and even if competing versions of dignity are at stake simultaneously. In this way the caregivers provide us with interesting examples of moral actorship in situations of conflicting values. (shrink)

This edited collection presents the state of the art in research related to lexical combinations and their restrictions in Spanish from a variety of theoretical approaches, ranging from Explanatory Combinatorial Lexicology to Distributed Morphology and Generative Lexicon Theory. Section 1 offers a presentation of the main theoretical and descriptive approaches to collocation. Section 2 explores collocation from the point of view of its lexicographical representation, while Section 3 offers a pedagogical perspective. Section 4 surveys current research on collocation in Catalan, (...) Galician and Basque. Collocations and other lexical combinations in Spanish will be of interest to students of Hispanic linguistics. ". (shrink)

Discussing the workings of technology in care as aesthetic rather than as ethical or epistemological interventions focusses on how technologies engage in and change relations between those involved. Such an aesthetic study opens up a repertoire to address values that are abundant in care, but are as yet hardly theorized. Kamphof studies the problem that sensor technology reveals things about the elderly patients without the patients being aware of this. I suggest improvement of these relations may be considered in aesthetic (...) terms, for instance by developing the affective quality of people’s technological relationships. (shrink)

Introduction A Preliminary Look at the Scandal of Radical Realism: Direct and Indirect Knowing • This book is about the nature and scope of rationality, ...

Papers presented at the 38th Annual Meeting of the Husserl Circle, Marquette University, Milwaukee, Wis., June 26-29, 2008.

This book discusses the ethical dimension of the interpretation of texts and events. Its purpose is not to address the neutrality or ideological biases of interpreters, but rather to discuss the underlying issue of the intervention of interpreters into the process of interpretation. The author calls this intervention the "ethical" aspect of interpretation and argues that interpreters are neither neutral nor necessarily activists. He examines three models of interpretation, all of which recognize the role that interpreters play in the process (...) of interpretation. In these models, the question of the truth or validity of interpretation is dependent upon the attitude of interpreters. These three models are: (1) the principle of charity in interpretation in the two different versions defended by Hans-Georg Gadamer and Donald Davidson; (2) the production of truth, as developed by Paul Ricoeur and Michel Foucault; and (3) the regulative principle in interpretation as formal validity claims-as presented by Karl-Otto Apel and Jürgen Habermas-and as benevolence or love as an epistemic virtue-as defended by Friedrich Schlegel and Friedrich Schleiermacher. The critical discussion of these three models, which brings to the fore the different manners in which interpreters intervene in the process of interpretation as persons, lays the foundations for an ethics of interpretation. The Ethics of Interpretation will be of interest to scholars and advanced students working in hermeneutics, 19th- and 20th-century philosophy, literary theory, and cultural theory. (shrink)

I argue that the romantic notion of “understanding better,” as the ideal of interpretation according to Schleiermacher and Schlegel, is not a “meliorative” understanding, retrospectively situating the work in a broader conceptual or historical context and thus surpassing what the original author meant. The qualification “better” is ethical insofar as it indicates a future-oriented task of responding for the authors and contributing to the continued life of their work. What guides interpreters in such an ethical task is benevolence or love, (...) both toward the object of interpretation—the work—and the author of the work. Love is a hermeneutic imperative that has two sides: first, interpretation “augments” the work or brings it to its “second power;” and, second, interpreters need to put themselves in a certain attitude of non-understanding so that the work will not be constricted in pre-established categories and, instead, susceptible to challenge interpreters. (shrink)

In this highly accessible book, a distinguished philosopher says current focus on the brain conceals the real powers of the mind. Edward Pols revisits one of the basic topics of philosophy: what is the distinction between mind and body and what is the relation between them? He disagrees fundamentally with the many contemporary philosophers who concentrate on the findings of neurophysiology and cognitive science and so look only to the brain for the causes and explanation of mind. Pols concedes the (...) importance of such scientific studies but maintains that they focus on the infrastructure of mind and ignore the momentous difference between the infrastructure and mind itself. Pols calls upon the reader to attend to mind itself as a concrete and experientially available reality. This kind of attention, he argues persuasively, reveals mind to be at once causally dependent on the brain and causally effective on the physical processes of the brain and the world. Pols also examines the hierarchical view of mind and causality first proposed by Plato and Aristotle, the supersession of that view by the received scientific doctrine of causality, and the mistaken denial of the power of the mind to know an independent reality—a denial that resulted from the philosophical doctrines about knowing developed in the era that began with Descartes and ended with Kant. (shrink)

Suzanne de Castell; On Writing of Theory and Practice, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 39–49, https://doi.org/10.1111.

First ed. published in 1943 under title : An introduction to modern philosophy in six philosophical problems.

A partir de visualizar Internet como una creación cultural que refleja los principios y valores de sus inventores, analiza cómo Internet y libertad se hicieron para mucha gente sinónimos en todo el mundo, frente a lo cual los estados y las iglesias reaccionaron tratando de restablecer el control administrativo de la expresión y la comunicación. Se plantea luego el dilema de si es controlable Internet, contraponiendo las tecnologías de control y vigilancia a las tecnologías de libertad. Se ponen así en (...) juego actores y principios: los Hackers y crackers, la libertad y la seguridad¸ la encriptación del mensaje. Ejemplifica el autor con la experiencia española de la regulación a Internet. (shrink)

Many contemporary thinkers of the Anthropocene, who attempt to articulate a non-modern and relational ontology, all too readily dismiss critical theory inherited from the Frankfurt School for being anthropocentric, failing to acknowledge certain basic similarities. Instead, this article argues that the scaffolding of Anthropocene thinking—the recognition of the origins of the contemporary condition of ‘loss of world’ and the hope of ‘living on in the ruins’—share much with earlier critical theorists’ recognition that the Holocaust necessitated a fundamental break with the (...) past. In reading these two sets of literatures together, we suggest we can get a better grasp of the stakes involved in the contemporary crisis of critique, and in the speculative framings enabling alternative futures to come into being. (shrink)

Science and technology studies concerned with the study of lay influence on the sciences usually analyze either the political or the normative epistemological consequences of lay interference. Here I frame the relation between patients, knowledge, and the sciences by opening up the question: How can we articulate the knowledge that patients develop and use in their daily lives and make it transferable and useful to others, or, `turn it into science’? Elsewhere, patient knowledge is analyzed either as essentially different from (...) or similar to medical knowledge. The category of experiential knowledge is vague and is used to encompass many types of experience, whereas the knowledge of the `expert patient’ may be assumed to have the shape of up-to-date medical information. This paper shows through a case study of people with severe lung disease that patient knowledge can be understood as a form of practical knowledge that patients use to translate medical and technical knowledge into something useful to their daily life with disease. Patients coordinate this with homegrown know-how and advice from fellow patients, weighing different values - of which `taking good care of one’s body’ is but one - that may conflict in a specific situation. These practices result in sets of techniques that may be made useful to others. The paper argues for two alternatives to state-of-the-art medical research to turn patient knowledge into science: ethnographies of knowledge practices and the collection and making accessible of techniques. (shrink)

I defend the view that charity in interpretation is both an epistemic and a moral virtue. In the first part, I examine Donald Davidson’s version of his principle of charity and question his ascription of beliefs by raising a phenomenological objection: beliefs themselves, before being ascribed, need to be interpreted when interpreters and the subjects they try to understand do not share the same cultural and historical background. In the second section, I examine the notion of epistemic virtue as discussed (...) in virtue epistemology and question whether an epistemic virtue can be completely separated from a moral virtue. In the third section, I show how Gregory the Great, Father of the Church and Pope in the 6th century, understands the virtue of charity in interpretation not as a motivation but as an attraction to the good so that the interpreter is not only a technician producing an interpretation but a moral agent acting in a community. (shrink)

After a contrast of the the prima facie complexity of the causality of the rational agent with the received scientific doctrine of causality, it is noticed that the prima facie causal authority of rational action belongs to a macroscopic domain in which all science and philosophy takes place and in which the formal/telic nature of that causality must be taken for granted. Any philosophical justification or philosophical criticism of the status of that macroscopic arena must therefore take place within that (...) same arena. It is then argued that a justification of the ontological status of that arena is possible by an exploitation of the reflexive resource of the rational awareness we exercise within that arena. It is claimed that this resource can be fairly described as the justification of our direct knowing of real beings/entities other than the knower and that such realistic knowing is at the same time an exemplary mode of causality having a complexity that is both formal/telic and hierarchical . In short, the rational agent is also a direct knower, and direct knowing requires a sense of "cause' more complex than the received scientific doctrine of causality provides. 2012 APA, all rights reserved). (shrink)

I intend to share my thoughts in three parts: to recall some of the great contemporary philosophers of religion and culture; to indicate a new vision of the culture that was born at the Second Vatican Council; focus on some issues in the field of faith and culture on our common path to the third millennium.

I argue that the romantic notion of “understanding better,” as the ideal of interpretation according to Schleiermacher and Schlegel, is not a “meliorative” understanding, retrospectively situating the work in a broader conceptual or historical context and thus surpassing what the original author meant. The qualification “better” is ethical insofar as it indicates a future-oriented task of responding for the authors and contributing to the continued life of their work. What guides interpreters in such an ethical task is benevolence or love, (...) both toward the object of interpretation—the work—and the author of the work. Love is a hermeneutic imperative that has two sides: first, interpretation “augments” the work or brings it to its “second power;” and, second, interpreters need to put themselves in a certain attitude of non-understanding so that the work will not be constricted in pre-established categories and, instead, susceptible to challenge interpreters. (shrink)

Summary 1898 marked a crucial point in the end of the nineteenth-century Spanish crisis. The military defeat ending the Spanish-American War was seen as proof that the country was in terminal decline. With the ideals of regeneration spreading throughout Spanish society, the State became more interested in supporting and sponsoring science and technology, as well as in creating a modern educational system. The resulting reforms reflected this strong interest in scientific education, and consequently, the first decades of the twentieth century (...) saw a turning point in the development of science and technology in Spain. Some recent papers have discussed various initiatives taken by Spanish governments, particularly in the creation of new official institutions. Such institutions played an important role in the development of science and technology, but their activity in the promotion of scientific education was very limited. However, other governmental initiatives were taken in order to develop this area, particularly focusing on the acquisition of scientific instruments. Scientific instruments were needed not only to improve Spanish scientific research but also to improve the teaching of experimental sciences. These instruments were specifically adapted for use by students. This paper aims to present some of the lesser-known individuals and firms who, in the new social and cultural context, provided scientific instruments for educational centres in order to meet the increasing demand for this material in Spanish educational institutions during these years. (shrink)

The human enhancement debate typically centres on moral issues regarding changes in human nature, not on the means for these changes. We argue that one cannot grasp what is morally salient about human enhancement without understanding how technologies affect human action and practical reasoning. We present a minimalist conception of human agents as bounded practical reasoners. Then, we categorise different effects of technologies on our possibilities for action and our evaluation of these possibilities. For each, we discuss whether enhancement technologies (...) have morally salient effects; which technologies show these effects; and whether these differ significantly from those of other, non-enhancement technologies. We conclude that enhancement technologies are morally salient in several respects, that not all enhancement technologies share all those morally salient respects, and that continuities with traditional technologies may be found in all morally salient respects. (shrink)