Neuroethics is an interdisciplinary field that arose in response to novel ethical challenges posed by advances in neuroscience. Historically, neuroethics has provided an opportunity to synergize different disciplines, notably proposing a two-way dialogue between an ‘ethics of neuroscience’ and a ‘neuroscience of ethics’. However, questions surface as to whether a ‘neuroscience of ethics’ is a useful and unified branch of research and whether it can actually inform or lead to theoretical insights and transferable practical knowledge to help resolve ethical questions. (...) In this article, we examine why the neuroscience of ethics is a promising area of research and summarize what we have learned so far regarding its most promising goals and contributions. We then review some of the key methodological challenges which may have hindered the use of results generated thus far by the neuroscience of ethics. Strategies are suggested to address these challenges and improve the quality of research and increase neuroscience's usefulness for applied ethics and society at large. Finally, we reflect on potential outcomes of a neuroscience of ethics and discuss the different strategies that could be used to support knowledge transfer to help different stakeholders integrate knowledge from the neuroscience of ethics. (shrink)

How should one react when one has a belief, but knows that other people—who have roughly the same evidence as one has, and seem roughly as likely to react to it correctly—disagree? This paper argues that the disagreement of other competent inquirers often requires one to be much less confident in one’s opinions than one would otherwise be.

This paper explores an initially attractive principle connecting beliefs in general with beliefs about what beliefs are rational. The principle turns out to be violated by intuitively rational beliefs in some situations. The paper lays out some options for reacting to this fact.

Formally inclined epistemologists often theorize about ideally rational agents—agents who exemplify rational ideals, such as probabilistic coherence, that human beings could never fully realize. This approach can be defended against the well-known worry that abstracting from human cognitive imperfections deprives the approach of interest. But a different worry arises when we ask what an ideal agent should believe about her own cognitive perfection (even an agent who is in fact cognitively perfect might, it would seem, be uncertain of this fact). (...) Consideration of this question reveals an interesting feature of the structure of our epistemic ideals: for agents with limited information, our epistemic ideals turn out to conflict with one another. This suggests that we must revise the way we see ideal agents in epistemic theorizing. (shrink)

It is commonly acknowledged that, in order to test a theoretical hypothesis, one must, in Duhem' s phrase, rely on a "theoretical scaffolding" to connect the hypothesis with something measurable. Hypothesis-confirmation, on this view, becomes a three-place relation: evidence E will confirm hypothesis H only relative to some such scaffolding B. Thus the two leading logical approaches to qualitative confirmation--the hypothetico-deductive (H-D) account and Clark Glymour' s bootstrap account--analyze confirmation in relative terms. But this raises questions about the philosophical interpretation (...) of the technical conditions these accounts describe. What does it mean to say that E confirms H "relative to B"? How should we interpret the relation we are trying to analyze? (shrink)

This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. Whether, and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this debate (...) is given comprehensive coverage - presenting both instrumentally inclined as well as radical positions on transforming engineering education. In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional, and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. Using context as "bridge" this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe - both East and West - with the United States, China, Brazil, India and Australia. (shrink)

Sterelny’s Thought in a Hostile World ([ 2003 ]) presents a complex, systematically structured theory of the evolution of cognition centered on a concept of decoupled representation. Taking Godfrey-Smith’s ([ 1996 ]) analysis of the evolution of behavioral flexibility as a framework, the theory describes increasingly complex grades of representation beginning with simple detection and culminating with decoupled representation, said to be belief-like, and it characterizes selection forces that drive evolutionary transformations in these forms of representation. Sterelny’s ultimate explanatory target (...) is the evolution of human agency. This paper develops a detailed analysis of the main cognitive aspects. It is argued that some of the major claims are not correct: decoupled representation as defined doesn’t capture belief-like representation, and, properly understood, decoupled representation turns out to be ubiquitous among multicellular animals. However, some of the key ideas are right, or along the right lines, and suggestions are made for modifying and expanding the conceptual framework. (shrink)

Bis heute hält die Politische Philosophie an dem staatsphilosophischen Diktum einer in viele Staaten zerfallenden Welt fest, die stets Formen der Ausgrenzung und der Trennung hervorbringt. Ralf Rother thematisiert hingegen die Dekonstruktion des Politischen als eine Repolitisierung des politischen Denkens, indem er sich einer Diskussion um Heideggers Terminus »Mitsein« widmet, die von Levinas, Blanchot, Nancy und Derrida initiiert wurde. Im Fokus dieser Debatte steht die Frage: Wie ist ein Zusammenleben derjenigen möglich, die unter Rückgriff auf Hobbes'sche und Schmitt'sche Positionen (...) - z.B. aufgrund unterschiedlicher Herkunft oder Feindschaft - als nicht zusammengehörig verstanden werden? (shrink)

Oregon is the only state in the United States where a physician may legally prescribe a lethal dose of barbiturate for a patient intending suicide. The Oregon Death with Dignity Act was passed by voters in 1994 and came into effect after much legal wrangling in October of 1997. At the same time, a cabinetmaker named Pat Matheny was struggling with progressive weakness from amyotrophic lateral sclerosis, or ALS. I met with Pat and his family for a lengthy interview in (...) October 1998 in Coos Bay, Oregon, for a television news report on his decision to get a lethal prescription. Below is an extract from that interview. On the day this introduction was written, 10 March 1999, Pat took the prescribed lethal overdose of barbiturates and died at home. His illness was taking his voice, he could not move his hands or legs, and breathing was becoming very difficult. His mother told me he knew that was for him. (shrink)

Viele Philosophen sind überzeugt, daß unser Wahrnehmungsbewußtsein phänomenale Charakteristika aufweist, die sich in ein physikalistisches Weltbild entweder gar nicht oder nur mit Schwierigkeiten integrieren lassen. Aber wie ist überhaupt unsere reflexive Einsicht erklärbar, daß unser Bewußtsein solche Charakteristika aufweist? An prominenten Beispielen läßt sich zeigen, daß dazu keineswegs die Annahme ausreicht, sie seien intrinsische Bestimmungen unserer Bewußtseinszustände. Vielmehr ist eine radikalere internalistische Konzeption der Inhalte unseres Bewußtseins erforderlich, wie sie Hector-Neri Castañeda entwickelt hat. Eine kritische Untersuchung von Castañedas Ontologie und (...) Wahrnehmungstheorie liefert die Theorieelemente, mit denen die phänomenologische Reflexion erklärbar wird. (shrink)

ZusammenfassungDie traditionsreiche Deutsche Gesellschaft für Innere Medizin war durch ihr Agieren in der NS-Zeit belastet. Vor ihrem ersten Nachkriegskongress 1948 in Karlsruhe fiel dem Bonner Klinikdirektor Paul Martini die Rolle eines Reorganisators zu. Martini, der während der NS-Zeit in Opposition zum Regime gestanden hatte, wählte einen Kurs umfassender Integration. Verfolgte des NS-Staats versuchte er ebenso in die DGIM einzubinden wie einstige gemäßigte Nationalsozialisten. Zugleich bemühte er sich um die Bewahrung des gesamtdeutschen Charakters der Kongresse sowie um einen zügigen Anschluss an (...) die internationale Forschung. Dennoch führte der eingeschlagene Weg die DGIM in nur scheinbar unpolitische Wissenschaftlichkeit und Jahrzehnte weitgehender Kritiklosigkeit gegenüber ihrer NS-Geschichte. (shrink)

A letter protesting the publication of a homophobic rant in the Proceedings of the APA.

Zum Begriff Der "Natur Der Sache" (M Nsterische Beitr GE Zur Rechts- Und Staatswissenschaft).

The relations of William of Champeaux, who began the founding of the abbey of Saint Victor in Paris, and Peter Abelard are known from the Historia calamitatum which the peripateticus palatinus wrote years after the event. We have no historical report that Abelard ever met Hugh of Saint Victor but already their contemporaries brought together their works in the manuscripts into which they copied them. A detailed analysis of their writings reveals tliat they had much more in common than is (...) generally believed They both use the terms 'potentia', 'sapientia' and 'benignitas' to refer to the three persons of the Trinity, and together with Walter of Mortagne they both deal with the wisdom ('sapientia') of the incarnated second person. Also, together with Bernard of Clairvaux they discuss the necessity of baptism for salvation. All these questions are linked to the question of universals for which Abelard is a famous protagonist and the comparison reveals that Hugh's position, to which we have only indirect access, is quite close to Abelard's in its nominalist orientation but differs because he has a different concept of how we achieve knowledge about God. Hugh also develops a special position-not to be found in other authors of his day-on how words signify things in the Sacred Scriptures. /// As relações de Guilherme de Champeaux, o qual deu início à fundação da abadia de S. Vítor em Paris, e Pedro Abelardo são conhecidas pela Historia calamitatum escritas pelo peripateticus palatinus alguns anos depois do acontecimento. Não possuímos qualquer relato histórico segundo o qual Abelardo se terá encontrado com Hugo de S. Vítor, mas é certo que já os seus contemporâneos coligiram as obras de ambos nos manuscritos para os quais as copiaram. Uma análise detalhada dos seus escritos revela que ambos têm muito mais em comum do que geralmente se crê ser o caso. Ambos usam os termos 'potentia', 'sapientia' e 'benignitas' para se referirem às três pessoas da Trindade; em conjunto com Gualtério de Mortagne ambos se referem à sabedoria ('sapientia') da segunda pessoa incarnada; e em conjunto com S. Bernardo de Clairvaux ambos discutem a necessidade do baptismo para a salvação. Todas estas questões estão relacionadas com a questão dos universais em relação à qual Abelardo é um dos mais famosos protagonistas, revelando a comparação entre ambos que aposição de Hugo, em relação à qual temos apenas um acesso indirecto, está muito próxima da de Abelardo no que se refere à sua orientação nominalista, mas difere na medida em que ele tem um conceito diferente no que se refere ao modo como alcançamos conhecimento acerca de Deus. Hugo desenvolve também uma posição especial–a qual não se encontra em autores seus contemporâneos–acerca do modo como as palavras significam as coisas na Sagrada Escritura. (shrink)

Gegenstand des Bandes ist eine Profilierung der Kulturphilosophie mit dem Ziel ihrer notigen Selbstbehauptung gegenuber einem gegenwartigen Naturalismus. Ein zentrales Ratsel der Gegenwartsphilosophie ist das Verhaltnis unseres Bewusstseins, der Perspektive der ersten Person machtig und Urheber der Kultur zu sein, zu den Erkenntnissen der Kognitions- sowie der Evolutionswissenschaften seit Darwin. In diesen scheint von der Natur her auf die Kultur ein neues Licht zu fallen. Dies ist ebenso faszinierend wie interessant. Es ist aber auch eine Herausforderung: Der Begriff der "Welt" (...) wird naturwissenschaftlich praokkupiert, Extrapolationen ins Ontologische wie die "kausale Geschlossenheit der Welt" breiten sich auf Kosten fruherer, starker zuruckgenommener Erkenntnis- und Wissenschaftstheorien aus. Wie steht es demgegenuber mit den Beitragen von Kulturphilosophie und Kulturwissenschaften / Geisteswissenschaften? Deutlich wird in den Beitragen im Anschluss an Dilthey, Cassirer, Simmel und weitere Autoren: Die Notwendigkeit und der Eigencharakter kultureller Arbeit mussen offentlich wie in den Wissenschaften wieder bewusst werden. Mit Beitragen von Katharina Bauer, Jorn Bohr, Gunter Dux, Ralf Glitza, Kinga Golus, Julia Gruevska, Ralph Kohnen, Gudrun Kuhne-Bertram, Hans-Ulrich Lessing, Kevin Liggieri, Ernst Wolfgang Orth, Annika Schlitte, Gunter Scholtz und Rene Torkler. (shrink)

School as counter-public" is the hermeneutic key with which Ralf Koerrenz interprets the school model of the Jena Plan. Similar to the Dalton-Plan or the Winnetka-Plan, the Jena Plan is one of the most important concepts of alternative schools developed in the first half of the 20th century as part of the international movement for alternative education, the?World Education Fellowship?. 0Peter Petersen's "Jena Plan" concept must be understood from his educational philosophical foundations. The didactic levels of action at school (...) (teaching, learning) as well as the reflection of theory in pedagogical practice are made understandable by "school as a counter-public". Not least with a view to the today's Jena Plan schools, the question is asked for a context-independent core of what makes a school a Jena Plan school. The opportunities and ambivalences of the model thus become equally visible. (shrink)

Davidson's account of action explanation is at the core of his theory of action and hence of his philosophy in general. Usually, Davidson is regarded as the typical exponent of a standard causal understanding of action explanation. A closer look at his writings reveals, however, that his approach is much more sophisticated, for example, by distinguishing between causes and causal powers and counting reasons among the latter, which allows him to give satisfactory answers to a number of standard problems in (...) action theory, for example, the validity of the logical connection argument, the problem of causal exclusion, and the problem of wayward causal chains. Moreover, it becomes clear in which way his understanding of action explanations fits with his thesis about the anomalous nature of the mental and his theory of radical interpretation in the philosophy of language. (shrink)

This paper distinguishes bruteness from fundamentality by developing a theory of stochastic grounding that makes room for non-fundamental bruteness. Stochastic grounding relations, which only underwrite incomplete explanations, arise when the fundamental level underdetermines derivative levels. The framework is applied to fission cases, showing how one can break symmetries and mitigate bruteness whilst avoiding arbitrariness and hypersensitivity.

Præsentation af Johannes Hohlenberg -- Udvalgte artikler af Johannes Hohlenberg i J.A.I.-Bladet 1935-1936 -- Johannes Hohlenberg i perspektiv.

The Lost Mirror traces cultural patterns in which the interpretation of learning and education was developed against the backdrop of Hebrew thought. The appreciation of learning is deeply rooted in the Hebrew way of thinking. Learning is understood as an open and history-conscious engagement of man with culture. The consciousness of history is shaped by the motif of the unavailability of the "other" and the difference to this "other". This "other" is traditionally remembered as "God", but may also be reflected (...) in the motifs of the other person or the other society. The lost Mirror reminds us of a deficit, which is that in our everyday thinking and everyday action, we usually hide, forget and partly suppress the meaning and presence of the unavailable other. The book approaches this thinking through portraits of people such as Hannah Arendt, Leo Baeck, Walter Benjamin, Agnes Heller, Emanuel Levinas and others. (shrink)