Artikkelen drøfter i hvilken grad den norske loven om assistert befruktning for lesbiske par vektlegger forskningsbasert kunnskap om barnas oppvekstvilkår. En kunnskapsteoretisk diskusjon om forholdet mellom forskning og politikk er sentral i denne drøftingen. Artikkelens empiriske grunnlag er i hovedsak dokumenter om lovprosessen, resultater fra forskningsfeltet generelt og tilsva­rende lovprosess i Sverige. Dessuten drøftes kritikken rettet mot forskningsfel­tet. Artikkelen viser at forskningsbasert kunnskap er gitt så lav prioritet i det norske lovarbeidet at det har skapt tvil om kunnskapsstatus på området. (...) Sam­tidig synliggjør artikkelen at det foreligger mer forskning på aktuelle forsk­ningsfelt, som samlet sett går i favør av assistert befruktning for lesbiske par. (shrink)

The impact moral judgments have on our deliberations and actions seems to vary a great deal. Moral judgments play a large part in the lives of some people, who are apt not only to make them, but also to be guided by them in the sense that they tend to pursue what they judge to be of moral value, and shun what they judge to be of moral disvalue. But it seems unrealistic to claim that moral judgments play a pervasive (...) role in the lives of all or even most people. There are considerable variations in how strong a tendency people have to think in moral terms, and in how such thoughts affect their decisions and actions. For every moral hero who single-mindedly pursues moral values, there are thousands of less committed people who only do so when it does not cost them too much in material comfort, personal relations, or social standing. And of course, what counts as too much varies from person to person. On top of such variations, there are those who consistently display moral indifference—people who concede, for example, that certain investment policies have morally problematic consequences, but who can readily and without compunction ignore that in their business decisions. There even seem to be moral subversives, people who intentionally and knowingly pursue what they acknowledge to be morally wrong or bad, and do so for that very reason. (shrink)

This paper explores the relationship between the ascription of value to an object and an assessment of conative attitudes taken towards that object. It argues that this relationship is captured by an a priori necessary truth that falls out of the mastery conditions for the concept of value: what has value is worth valuing, when valuing is understood to be a relatively stable conative attitude distinct from judging valuable. What kind of assessment of attitude is at stake? How are we (...) to understand the worth-relation that holds between an object and the attitude? It is argued that deontological, evaluative and alethic eluciations of the worth-relation are wrongheaded. We should be looking for a mind-world relation that marks a success in how the emotional and motivational energies integral to valuing are directed: a success that does not consist in meeting a deontic requirement, in exemplifying value, or in representing truly. (shrink)

The impact moral judgments have on our deliberations and actions seems to vary a great deal. Moral judgments play a large part in the lives of some people, who are apt not only to make them, but also to be guided by them in the sense that they tend to pursue what they judge to be of moral value, and shun what they judge to be of moral disvalue. But it seems unrealistic to claim that moral judgments play a pervasive (...) role in the lives of all or even most people. There are considerable variations in how strong a tendency people have to think in moral terms, and in how such thoughts affect their decisions and actions. For every moral hero who single- mindedly pursues moral values, there are thousands of less com- mitted people who only do so when it does not cost them too much in material comfort, personal relations, or social standing. And of course, what counts as too much varies from person to person. On top of such variations, there are those who consistently display mor- al indifference-people who concede, for example, that certain investment policies have morally problematic consequences, but who can readily and without compunction ignore that in their busi- ness decisions. There even seem to be moral subversives, people who intentionally and knowingly pursue what they acknourledge to be morally u~ong or bad, and do so for that very reason. (shrink)

Practical rationality is best regarded as a virtue: an excellence in the exercise of one’s cognitive capacities in one’s practical endeavors. The author develops this idea so as to yield a Humean conception of practical rationality. Nevertheless, one of the crucial features of the approach is not distinctively Humean and sets it apart from the most familiar neo‐Humean approaches: an agent’s practical rationality has to do with the presence and form of his cognitive activity, as well as with how it (...) engages his emotional and motivational states, rather than with the impact that his actions have on his utility or with how his actions relate to his expected utility. The approach also contrasts with full‐information accounts of rationality. The paper ends with a discussion of our interest in operating with the conception of practical rationality that emerges from this approach, even if it is so demanding that it would be humanly impossible to be perfectly practically rational. (shrink)

This paper focuses on value as ascribed to what can be desired, enjoyed, cherished, admired, loved, and so on: value that putatively serves as ground for evaluating such attitudes and for justifying conduct. The main question of the paper is whether such value ascriptions are property ascriptions as traditional cognitivism claims. The paper makes the case that although the linguistic evidence favors traditional cognitivism over non-cognitivism about evaluative language, the main tenet of cognitivism is best restated as the thesis that (...) evaluative terms are linguistically encoded classificatory devices. This opens up the theoretical possibility, for even inflationists about properties, to embrace cognitivism without inviting any metaphysical worries about the properties ascribed in evaluative language. (shrink)

ABSTRACTSchelling’s first Russian disciple, D.M. Vellanskij, met his teacher at Würzburg in 1803. It was the heyday of Schelling’s philosophy of identity, the identity of spirit and nature, of mind and matter. Yet, teacher and student differ on the labels they applied to this philosophy. Vellanskij thought of it as the peak of human ‘Aufklärung’, whereas Schelling abhorred the term due to controversies going on within German philosophy at the time. The argument put forward here is that Vellanskij was right (...) in using the term ‘Enlightenment’ for Schelling’s philosophy of identity, which conceptualized – via nature – the ideas of free movement, tolerance and human solidarity. (shrink)

Globalization has made the protection of human rights and the prevention of violations of these rights more complex in recent years. This article reviews a book that challenges the current ‘wisdom’ of human rights obligations that almost uniquely focus on the behaviour of states in relation to their own populations. The focus of this review is the concept of ‘shared responsibility’ for human rights protection that is an essential topic of the book. It assesses the call for responsibility for those (...) states with the power to influence structures in the international community that perpetrate poverty and human rights violations on a large scale. (shrink)

This chapter defends the thesis that an agent can display more or less rationality in selecting ends, even final ends, against the background of a conception of practical rationality as an excellence in the exercise of cognitive capacities in one’s practical endeavors. It moreover argues that Humeans and anti-Humeans alike should accept this conclusion, while refocusing their disagreement on the question of whether excellence in the exercise of cognitive capacities in one’s practical endeavors invariably yields a configuration of attitudes which (...) precludes that some specific kinds of ends make good sense to the agent, so that having these kinds of ends is a sure sign of irrationality. By way of preliminaries, the chapter also offers a new account of ends and motivates the cognitive excellence conception of practical rationality in preference to conceptions of practical rationality as responsiveness to normative reasons or as coherence of attitudes and actions. (shrink)

This article is the result of a mutual interest in the radical philosophical dialogue discussed by Martin Buber. The radical dialogue is rooted in western European values of humanism, values that are challenged because they exclude women, people with disabilities, non-western, indigenous people and sexual minorities. With our basis in radical dialogue we are discussing flaws within the very concept of dialogue, how dialogue is challenged in encounters between people with severe disabilities and their helpers, and we are proposing a (...) new interpretation of dialogue in a posthuman area. To illuminate what might be at stake in relations where power is clearly imbalanced we use Pierre Bourdieus theory of the gift when asking ourselves: “How can we understand dialogue when there apparently is one dominant giver and one receiver unable to return the gift?” Discussing this question, we draw on Rosi Braidotti and her Posthuman Critical Theory to see if we can find new grounds to build dialogue on. (shrink)

Part of Slavoj iek's philosophical background is located in German idealism. In this article, his relation to German idealism is critically assessed, and the key to this assessment is found in iek's favorite medium: film. In film, reality can only appear as a new image, replacing an old reality as fictitious, the real itself, however, remains unreachable by thought. At this point, a parallel with German idealism appears: it was Kant who turned reality into a desert, and Hegel and Schelling (...) who tried to retrieve it. Siding with Adorno and Heidegger, iek reaches a negative conclusion that does justice to neither German idealism nor indeed Schelling. His use of German idealism is one-sided and selective, regardless of the fact that it allows him to formulate an adequate critique of Western society. Perceiving a parallel between iek's conception of cinema and Kantian imagination [Einbildungskraft], the final conclusion is that he approaches German idealism not in terms of its conceptual system-character, but in terms of sensual multiplicity, not seeking unity in it, but precisely fragmentation. (shrink)

Der russische Mediziner D.M. Vellanskij besucht Schellings Vorlesungen zur Natur in Würzburg. Den schellingschen Grundgedanken einer Konformation von Mensch und der ihm zugeordneten gott- und seelendurchwirkten Welt nimmt er mit nach Rußland. Der Rekonstruktion dieses Verständniszusammenhangs ist der vorliegende Band gewidmet.

Part of Slavoj Žižek's philosophical background is located in German idealism. In this article, his relation to German idealism is critically assessed, and the key to this assessment is found in Žižek's favorite medium: film. In film, “reality” can only appear as a new image, replacing an old “reality” as fictitious, the “real” itself, however, remains unreachable by thought. At this point, a parallel with German idealism appears: it was Kant who turned reality into a “desert,” and Hegel and Schelling (...) who tried to retrieve it. Siding with Adorno and Heidegger, Žižek reaches a “negative” conclusion that does justice to neither German idealism nor indeed Schelling. His “use” of German idealism is one-sided and selective, regardless of the fact that it allows him to formulate an adequate critique of Western society. Perceiving a parallel between Žižek's conception of cinema and Kantian imagination [Einbildungskraft], the final conclusion is that he approaches German idealism not in terms of its conceptual system-character, but in terms of sensual multiplicity, not seeking unity in it, but precisely fragmentation. (shrink)

The professionalization of modern nursing education from 1850 and forward is closely linked to values and virtues underpinned by Christian ideals, sex-based stereotypes and class. Development in the late 19th century of modern hospital medicine, combined with a scientific understanding of antisepsis and asepsis, hygiene, contagion prevention and germ theory, were highly influential insights to the dominant position of modern medicine in health care. This development constituted a key premise for what nurses, by virtue of being women, and combined with (...) their education, could offer in terms of medical assistance. It enabled them to challenge the prevailing sex-based stereotypes- and class-based hierarchies, allowing modern nursing to retain aspects of both traditional Christian and womanly values, while at the same time adhering to the medical science paradigm. In this paper, we argue that modern nursing education developed in a context characterized by traditional female and religious values, while at the same time being increasingly dominated by the influence of scientific and medical progress. This conflict between traditional and modern values caused dilemmas and tensions as the nursing profession developed. We argue further that similar dilemmas and tensions continue to pervade contemporary nursing and nursing education. (shrink)

ABSTRACT An adequate response to the environmental and sustainability issues we now face cannot be limited to single perspectives, disciplines, or ways of knowing, and instead requires an interdisciplinary approach. Despite the connections between the fields of citizenship-, character- and sustainability education, they have thus far run parallel to each other, without any substantial convergence. This paper focuses on the conceptual and historical reasons for this lack of integration, exploring the tensions among them perceived by many scholars and practitioners, such (...) as an individual vs. a social vs. a global focus, a deliberative vs. fact based pedagogic approach, and an individual vs. socio-political educational context. The paper ends by exploring different ways in which these three fields of education might be integrated. (shrink)