Deep brain stimulation (DBS) to different sites allows interfering with dysfunctional network function implicated in major depression. Because a prominent clinical feature of depression is anhedonia--the inability to experience pleasure from previously pleasurable activities--and because there is clear evidence of dysfunctions of the reward system in depression, DBS to the nucleus accumbens might offer a new possibility to target depressive symptomatology in otherwise treatment-resistant depression. Three patients suffering from extremely resistant forms of depression, who did not respond to pharmacotherapy, psychotherapy, (...) and electroconvulsive therapy, were implanted with bilateral DBS electrodes in the nucleus accumbens. Stimulation parameters were modified in a double-blind manner, and clinical ratings were assessed at each modification. Additionally, brain metabolism was assessed 1 week before and 1 week after stimulation onset. Clinical ratings improved in all three patients when the stimulator was on, and worsened in all three patients when the stimulator was turned off. Effects were observable immediately, and no side effects occurred in any of the patients. Using FDG-PET, significant changes in brain metabolism as a function of the stimulation in fronto-striatal networks were observed. No unwanted effects of DBS other than those directly related to the surgical procedure (eg pain at sites of implantation) were observed. Dysfunctions of the reward system--in which the nucleus accumbens is a key structure--are implicated in the neurobiology of major depression and might be responsible for impaired reward processing, as evidenced by the symptom of anhedonia. These preliminary findings suggest that DBS to the nucleus accumbens might be a hypothesis-guided approach for refractory major depression. (shrink)

Transcranial magnetic stimulation is a relatively non-invasive technique to interfere with the function of small cortical areas through currents induced by alternating magnetic fields emanating from a handheld coil placed directly above the targeted area. This technique has clear effects on a whole range of measures of brain function and has become an important research tool in neuropsychiatry. More recently, TMS has been studied in psychiatry mainly to assess its putative therapeutic effects in the treatment of refractory major depression. Most (...) studies indicate that both low-frequency TMS and higher frequency repetitive TMS may have some antidepressant properties. This is most interesting and opens a whole new avenue of low invasive techniques to stimulate the brain in major depression. However, definite therapeutic effects of clinical significance still remain to be demonstrated. (shrink)

Philosophers have debated for millennia about whether moral requirements are always rational to follow. The background for these debates is often what I shall call “the self-interest model.” The guiding assumption here is that the basic demand of reason, to each person, is that one must, above all, advance one's self-interest. Alternatively, debate may be framed by a related, but significantly different, assumption: the idea that the basic rational requirement is to develop and pursue a set of personal ends in (...) an informed, efficient, and coherent way, whether one's choice of ends is based on self-interested desires or not. For brevity I refer to this as “the coherence-and-efficiency model.” Advocates of both models tend to think that, while it is sufficiently clear in principle what the rational thing to do is, what remains in doubt is whether it is always rational to be moral. They typically assume that morality is concerned, entirely or primarily, with our relations to others, especially with obligations that appear to require some sacrifice or compromise with the pursuit of self-interest. (shrink)

Thomas E. Hill, Jr.; Servility and Self-Respect, The Monist, Volume 57, Issue 1, 1 January 1973, Pages 87–104, https://doi.org/10.5840/monist197357135.

Back to Kant is a study of the rise of the neo-Kantian movement from its origins in the 1850s to its academic preeminence in the years before World War I. Thomas E. Willey describes early neo-Kantianism as a reaction of scientists and scientific philosophers against both the then discredited Hegelianism and Naturphilosophie of the preceding era and the simplistic and deterministic scientific materialism of the 1850s. "Back to Kant" was the slogan of a revolt against theories of knowledge which (...) seemed inadequate to recent discoveries in thermodynamics, physiology, optics and other fields. Because Immanuel Kant was the philosopher who placed Newtonian physics on new epistemological foundations and demonstrated the possibility of universal scientific truth, he was the right thinker for a generation of scholars living through a new scientific revolution in Germany and dissatisfied with both speculative idealism and crude materialism. The second wave of neo-Kantians continued to discuss problems of scientific epistemology in the 1880s and after, but they also showed a keen interest in political and social matters, attempting to bridge liberalism and socialism with Kantian ethics. Neo-Kantians had to face questions of socialism, the place of the working class in society, the phenomenon of social welfare, the challenge of political democracy. Willey uses the biographical approach to develop the relationship between unity and diversity in the movement, and to underscore the importance of personality in history. While individual dissertations and monographs have been written on various thinkers and schools within neo-Kantianism, this is the first wide-ranging history of the entire phenomenon. Willey observes that the movement did succeed in reasserting ethical values and in separating humanistic studies from the methods of physical science. He also discusses the possibility that a wider acceptance of neo-Kantian ideals among bourgeois intellectuals and socialist leaders might have reduced class antagonisms and sustained a stronger feeling of community between Germany and the West. (shrink)

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Affirmative action programs remain controversial, I suspect, partly because the familiar arguments for and against them start from significantly different moral perspectives. Thus I want to step back for a while from the details of debate about particular programs and give attention to the moral viewpoints presupposed in different types of argument. My aim, more specifically, is to compare the “messages” expressed when affirmative action is defended from different moral perspectives. Exclusively forward-looking arguments, I suggest, tend to express the wrong (...) message, but this is also true of exclusively backward-looking arguments. However, a moral outlook that focuses on cross-temporal narrative values suggests a more appropriate account of what affirmative action should try to express. Assessment of the message, admittedly, is only one aspect of a complex issue, but it is a relatively neglected one. My discussion takes for granted some common-sense ideas about the communicative function of action, and so I begin with these. Actions, as the saying goes, often speak louder than words. There are times, too, when only actions can effectively communicate the message we want to convey and times when giving a message is a central part of the purpose of action. What our actions say to others depends largely, though not entirely, upon our avowed reasons for acting; and this is a matter for reflective decision, not something we discover later by looking back at what we did and its effects. The decision is important because “the same act” can have very different consequences, depending upon how we choose to justify it. (shrink)

This essay first distinguishes different questions regarding moral objectivity and relativism and then sketches a broadly Kantian position on two of these questions. First, how, if at all, can we derive, justify, or support specific moral principles and judgments from more basic moral standards and values? Second, how, if at all, can the basic standards such as my broadly Kantian perspective, be defended? Regarding the first question, the broadly Kantian position is that from ideas in Kant's later formulations of the (...) Categorical Imperative, especially human dignity and rational autonomous law-making, we can develop an appropriate moral perspective for identifying and supporting more specific principles. Both the deliberative perspective and the derivative principles can be viewed as “constructed,” but in different senses. In response to the second question, the essay examines two of Kant's strategies for defending his basic perspective and the important background of his arguments against previous moral theories. (shrink)

Immanuel Kant is known for his ideas about duty and morally worthy acts, but his conception of virtue is less familiar. Nevertheless Kant’s understanding of virtue is quite distinctive and has considerable merit compared to the most familiar conceptions. Kant also took moral education seriously, writing extensively on both the duty of adults to cultivate virtue and the empirical conditions to prepare children for this life-long responsibility. Our aim is, first, to explain Kant’s conception of virtue, second, to highlight some (...) distinctive and potentially appealing features of the Kantian account of virtue, third, to summarize and explain Kant’s prescriptions for educating young children and youth as well as the duty of moral self-improvement that he attributes to all adults, and, fourth, to respond to some common objections that we regard as misguided or insubstantial. (shrink)

This stimulating collection of essays in ethics eschews the simple exposition and refinement of abstract theories. Rather, the author focuses on everyday moral issues, often neglected by philosophers, and explores the deeper theoretical questions which they raise. Such issues are: Is it wrong to tell a lie to protect someone from a painful truth? Should one commit a lesser evil to prevent another from doing something worse? Can one be both autonomous and compassionate? Other topics discussed are servility, weakness of (...) will, suicide, obligations to oneself, snobbery, and environmental concerns. A feature of the collection is the contrast of Kantian and utilitarian answers to these problems. The essays are crisply and lucidly written and will appeal to both teachers and students of philosophy. (shrink)

Thomas Hill, a leading figure in the recent development of Kantian moral philosophy, presents a set of essays exploring the implications of basic Kantian ideas for practical issues. The first part of the book provides background in central themes in Kant's ethics; the second part discusses questions regarding human welfare; the third focuses on moral worth-the nature and grounds of moral assessment of persons as deserving esteem or blame. Hill shows moral, political, and social philosophers just how valuable moral (...) theory can be in addressing practical matters. (shrink)

In this paper we propose a formal theory of partitions (ways of dividing up or sorting or mapping reality) and we show how the theory can be applied in the geospatial domain. We characterize partitions at two levels: as systems of cells (theory A), and in terms of their projective relation to reality (theory B). We lay down conditions of well-formedness for partitions and we define what it means for partitions to project truly onto reality. We continue by classifying well-formed (...) partitions along three axes: (a) degree of correspondence between partition cells and objects in reality; (b) degree to which a partition represents the mereological structure of the domain it is projected onto; and (c) degree of completeness and exhaustiveness with which a partition represents reality. This classification is used to characterize three types of partitions that play an important role in spatial information science: cadastral partitions, categorical coverages, and the partitions involved in folk categorizations of the geospatial domain. (shrink)

Ancient moral philosophers, especially Aristotle and his followers, typically shared the assumption that ethics is primarily concerned with how to achieve the final end for human beings, a life of “happiness” or “human flourishing.” This final end was not a subjective condition, such as contentment or the satisfaction of our preferences, but a life that could be objectively determined to be appropriate to our nature as human beings. Character traits were treated as moral virtues because they contributed well toward this (...) ideal life, either as means to it or as constitutive aspects of it. Traits that tended to prevent a “happy” life were considered vices, even if they contributed to a life that was pleasant and what a person most wanted. The idea of “happiness” was central, then, in philosophical efforts to specify what we ought to do, what sort of persons we should try to become, and what sort of life a wise person would hope for. (shrink)

Respect, Pluralism, and Justice is a series of essays which sketches a broadly Kantian framework for moral deliberation, and then uses it to address important social and political issues. Hill shows how Kantian theory can be developed to deal with questions about cultural diversity, punishment, political violence, responsibility for the consequences of wrongdoing, and state coercion in a pluralistic society.

This is the text of The Lindley Lecture for 2006, given by Thomas E. Hill, Jr., an American philosopher.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

Through a collection of new, previously unpublished essays, _The_ _Blackwell Guide to Kant’s Ethics_ addresses diverse topics crucial to our understanding of Kant's moral philosophy and its implications for the modern age. Provides a fresh perspective on themes in Kant’s moral philosophy Addresses systematically Kant’s foundational work, _Groundwork for the Metaphysics of Morals_ and his more specific treatment of justice and virtue in _The Metaphysics of Morals_ Includes essays by both established scholars and rising stars Identifies common misperceptions of Kant's (...) thought and challenges some prevailing interpretations Shows how Kant developed and supplemented his earlier ethical thought with specific discussions of practical issues in law, international relations, personal relations, and self-regarding virtues and vices. (shrink)

_Taking Picture Books Seriously: What can we learn about philosophy through children's books?_ This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's _Sneetches_ to William Steig's _Shrek!_. With a light touch and good humor, Wartenberg discusses the philosophical ideas in these classic stories, and provides parents with a practical starting point for discussing philosophical issues with their children. Accessible and multi-layered, it answers (...) questions like, Is it okay for adults to deceive kids? What's the difference between saying the Mona Lisa is a great painting and vanilla is your favorite flavor? Each chapter includes illustrations commissioned especially for this book. (shrink)

Bezugnehmend auf Kants Moralphilosophie entwickelt dieser Beitrag eine These dazu, was mit der Forderung gemeint sein soll, Personen unter Beachtung ihrer Würde bzw. als "Zweck an sich selbst" zu behandeln. Es wird vorgeschlagen, die Implikationen von Kants "Menschheitsformel" als ein Bündel von mit einander verwandten Vorschriften zu interpretieren, die das moralische Nachdenken darüber, wie die Prinzipien unserer tagtäglichen Entscheidungen spezifiziert und interpretiert werden sollten, leiten und begrenzen können. Der Beitrag bearbeitet sodann die folgenden drei Fragestellungen: Was folgt aus dem Vorangehenden (...) im Hinblick auf die Behandlung von Straftätern bei der Verbüßung ihrer Strafe? Was empfiehlt die "Menschheitsformel" - einmal abgesehen von Kants "offizieller" Straftheorie - im Hinblick darauf, wer, wie stark, in welcher Weise und warum bestraft werden sollte? Gibt es Konflikte zwischen diesen Empfehlungen und Kants "offizieller" Straftheorie, die eine Revision seiner Gründe für diese Theorie erforderlich machen? Drawing from Kant's moral theory, this essay develops an account of what is required to treat persons with dignity, or as "ends in themselves". It proposes to regard the implications of Kant's humanity formula as a cluster of related precepts that can guide and constrain moral deliberation about how to specify and interpret the principles that should guide day to day decisions. The essay then addresses three questions: What is implied regarding how offenders should be treated while undergoing punishment? Apart from Kant's official theory of punishment, what would the humanity formula recommend regarding who should be punished, how much, in what way, and why? Are there conflicts between these recommendations and Kant's official theory of punishment that invite reexamination of his grounds for his official theory? (shrink)

Kant is often regarded as an extreme retributivist, but recently commentators emphasize the importance of deterrence in Kant's basic justification of punishment. Kant's combination of deterrence and retributive elements, however, must be distinguished from others that are less plausible. To interpret Kant as merely adding retributive side-constraints to a basic deterrence aim fails to capture fully the retributive strain in Kant's thought. The basic questions are: who should be punished, how much, in what manner, and why? Kant held that all (...) and only the legally guilty ought to be punished, the legally guilty being also morally guilty, except when the legal requirement was to do something "immoral in itself." This case aside, violations of law also transgress an ethical duty to obey the law. Criminal punishments should be designed to match victims' empirically discernable losses in degree and kind, except when this would be impossible or degrading; courts cannot measure the ultimate moral desert of criminals, which depends on their inner "will." "Punishment" is not a mere disincentive in a "price" system of social control; it has an inherent expressive function, conveying a public message of moral disapproval of the criminal conduct in question. Understanding this together with Kant's basic theory of justice may help to explain his acceptance of ius talionis and condemnation of making exceptions for pragmatic reasons. It also accounts for the retributive "tone" of Kant's remarks, despite his insistence that public courts deal only with "external actions," not overall moral worth and character assessment. Kant wird oft als Vertreter einer extremen Vergeltungstheorie gesehen. Auf der anderen Seite betonen verschiedene Autoren in der letzten Zeit die Abschreckung als grundlegendes Element in Kants Rechtfertigung der Strafe. Ihnen gegenüber muß Kants Verknüpfung von Vergeltung und Abschreckung von anderen ähnlichen Verknüpfungen unterschieden werden, die weniger plausibel sind. Kant so zu interpretieren, als füge er zum Hauptziel der Abschreckung nur einige nebensächliche Elemente der Vergeltung hinzu, verfehlt den Vergeltungsaspekt in Kants Straftheorie. Die grundlegenden Fragen sind: Wer soll bestraft werden, wie schwer, in welcher Weise und warum? Kant war der Ansicht, daß alle, aber auch nur diejenigen bestraft werden sollen, die sich vor dem juridischen Gesetz schuldig gemacht haben. Wer sich vor dem juridischen Gesetz schuldig gemacht hat, hat sich auch moralisch schuldig gemacht, es sei denn, das vom Recht Geforderte sei etwas "an sich selbst Unmoralisches". Sieht man von diesem letzteren Fall einmal ab, dann enthält jede Übertretung des juridischen Gesetzes immer auch eine Verletzung der ethischen Pflicht, dem juridischen Gesetz zu gehorchen. Strafe sollte darauf angelegt sein, den empirisch erkennbaren Verlusten des Opfers nach Art und Ausmaß zu entsprechen, außer, wenn dies unmöglich oder erniedrigend wäre; Gerichte können die tatsächliche moralische Schuld von Verbrechern, die von ihrem inneren "Willen" abhängt, nicht messen. "Strafe" ist kein bloßes Abschreckungsmittel in einem "Preis"-System sozialer Kontrolle. Statt dessen hat sie die ganz wesentliche und ausdrückliche Funktion, die moralische Mißbilligung des jeweiligen verbrecherischen Verhaltens öffentlich zum Ausdruck zu bringen. Diese Interpretation, zusammen mit Kants grundlegender Theorie der Gerechtigkeit, kann helfen zu verstehen, warum Kant das ius talionis akzeptiert hat und warum er Ausnahmen, die aus pragmatischen Gründen gemacht werden, mißbilligt. Sie erklärt auch den "Tonfall" in Kants Äußerungen, der mir seiner Vergeltungstheorie zusammenhängt, auch wenn Kant darauf beharrt, daß staatliche Gerichte sich immer nur mit "äußeren" Handlungen befassen, nicht mit dem moralischen Wert insgesamt oder mit einer Beurteilung des Charakters einer Person. (shrink)

Thinking on Screen: Film as Philosophy is an accessible and thought-provoking examination of the way films raise and explore complex philosophical ideas. Written in a clear and engaging style, Thomas Wartenberg examines films’ ability to discuss, and even criticize ideas that have intrigued and puzzled philosophers over the centuries such as the nature of personhood, the basis of morality, and epistemological skepticism. Beginning with a demonstration of how specific forms of philosophical discourse are presented cinematically, Wartenberg moves on to (...) offer a systematic account of the ways in which specific films undertake the task of philosophy. Focusing on the films The Man Who Shot Liberty Valance, Modern Times, The Matrix, Eternal Sunshine of the Spotless Mind, The Third Man, The Flicker , and Empire , Wartenberg shows how these films express meaningful and pertinent philosophical ideas. This book is essential reading for students of philosophy with an interest in film, aesthetics, and film theory. It will also be of interest to film enthusiasts intrigued by the philosophical implications of film. (shrink)

The contributors to this volume describe a range of programs that use picture books to teach philosophy to diverse audiences. From a pre-school program in which college students to do the teaching to a program focused on overcoming the legacy of violence and genocide in Mali in which the teachers write and illustrate their own picture books, the authors demonstrate the impact that learning philosophy has on diverse communities of young students and their teachers.

In The Metaphysics of Morals Kant suggests that the bad results of wrongful acts can always be imputed to the agent but the bad results of dutiful acts can never be. Although Kant's concern in the context was apparently legal imputation, the article considers how Kant's doctrine might apply to questions about moral responsibility for bad consequences in cases where legal enforcement is inappropriate. First , interpretative questions are addressed. For example, does imputation imply being to blame for bad results (...) or merely being liable to compensate for them? What are the criteria for bad results? What is the relation between assessments of responsibility for bad consequences and judgments of the moral worth or desert of the agent? Is the operative notion of "results" or "consequences" a descriptive or normative one? The suggestion is that liability, not blame, is what is crucial, and wrong-doers are responsible for whatever bad causally results from their misdeeds, whether it was foreseeable or not. Second , putative counter-examples to Kant's doctrine are evaluated: for example, cases where it seems an agent may be liable for bad consequences even when doing what is permissible, dutiful, or even meritorious. Although many of the objections fail to survive examination, there remain cases where bad results of a wrongful act cannot plausibly be imputed to the agent and other cases where the agent seems clearly liable for bad results despite having acted innocently. Such intuitive objections, however, must be reviewed from a larger perspective of a systematic moral theory. In der Metaphysik der Sitten nimmt Kant an, daß die schlechten Folgen einer pflichtwidrigen Handlung dem Handelnden stets zugerechnet werden können, im Gegensatz zu den schlechten Folgen pflichtgemäßer Handlungen, die dem Handelnden niemals zugerechnet werden können. Obwohl es Kant im Kontext der Metaphysik der Sitten offensichtlich auf die juridische Zurechnung ankommt, geht es im vorstehenden Beitrag um die Frage, ob sich Kants Lehre auf die moralische Verantwortlichkeit für schlechte Folgen in denjenigen Fällen übertragen läßt, in denen eine juridische Normdurchsetzung unpassend ist. Und zwar geht es erstens um eine angemessene Interpretation der einschlägigen Textstellen selbst. Etwa: Meint "Zurechnung", daß der Handelnde für die schlechten Folgen seiner Handlung zu tadeln ist, oder meint "Zurechnung" lediglich seine Haftung für den angerichteten Schaden? Was sind die Kriterien dafür, Folgen als "schlechte" Folgen zu bezeichnen? Welches Verhältnis besteht zwischen der Zurechnung von Verantwortlichkeit für schlechte Folgen und dem Urteil über den moralischen Wert oder das moralische Verdienst des Handelnden? Ist "Folge" als operativer Begriff deskriptiv oder normativ zu verstehen? Der Beitrag geht davon aus, daß Haftung, und nicht Tadel, das eigentlich Entscheidende ist und daß, wer pflichtwidrig handelt, für alles Schlechte verantwortlich ist, das von seinen Taten verursacht wird, und zwar gleichgültig, ob es vorhersehbar war oder nicht. Zweitens geht es um vermeintliche Gegenbeispiele zu Kants Theorie. Etwa: Es werden Fälle erörtert, bei denen es so zu sein scheint, daß der Handelnde auch für solche schlechten Folgen haftet, die aus einem erlaubten, einem pflichtgemäßen oder sogar aus einem verdienstlichen Handeln herrühren. Obwohl viele Einwände einer näheren Überprüfung nicht standhalten, gibt es doch Fälle, bei denen die Zurechnung der schlechten Folgen einer pflichtwidrigen Handlung immer noch als unplausibel, und andere Fälle, bei denen die Zurechnung der schlechten Folgen einer nicht pflichtwidrigen Handlung immer noch als notwendig erscheint. Solche intuitiven Einwände sind von dem höheren Standpunkt einer systematischen Moraltheorie aus zu beantworten. (shrink)

What, if anything, are we morally required to do on behalf of others besides respecting their rights? And why is such regard for others a reasonable moral requirement? These two questions have long been major concerns of ethical theory, but the answers that philosophers give tend to vary with their beliefs about human nature. More specifically, their answers typically depend on the position they take on a third-question: To what extent, if any, is it possible for us to act altruistically?

There are many ways of writing about the moral life, but at first sight few seem more formal and apparently remote from its urgent, anguishing problems than ...

This is followed by a section about action in general: it establishes the standpoint of the agent and makes an inventory of several species of action.

Deacon presents a fascinating model that adds to explanations of the origins of life from physical matter. Deacon’s paper owes much to the work of Howard Pattee, who saw semiotic relations in informational terms, and Deacon binds his model to criticism of current information concepts in biology which he sees as semantically inadequate. In this commentary I first outline the broader project from Pattee, and then I present a cybernetic perspective on information. My claim is that this view of information (...) is already present within biology and provides what Deacon seeks. (shrink)