Although many still see Derrida as a thinker opposed to a unified systematic meaning, there has recently been growing recognition that Derrida, in his later years, suggested that his work is not averse to formalisation. In support of this view, this paper points out that, in 1990, Derrida himself told us that his first work of 1954 reveals a “law” which impels his career, and that some responses had arisen even there. Some benefits of adopting such a common pole are (...) set out, and an interrelated “system” developed to relate the law of 1954 to the later responses, in order to help find a common, systematic base for Derrida’s oeuvre. The need to accommodate approaches which are wary of a systematic approach is nevertheless acknowledged, and possible ways of reconciling the diverse readings of Derrida’s intent and collaboratively furthering the formalisation of Derrida’s oeuvre for posterity are outlined in closing. Indo-Pacific Journal of Phenomenology, Volume 10, Edition 2, October 2010: 43-60. (shrink)

There is widespread belief in a tension between quantum theory and special relativity, motivated by the idea that quantum theory violates J. S. Bell’s criterion of local causality, which is meant to implement the causal structure of relativistic space-time. This paper argues that if one takes the essential intuitive idea behind local causality to be that probabilities in a locally causal theory depend only on what occurs in the backward light cone and if one regards objective probability as what imposes (...) constraints on rational credence along the lines of David Lewis’ Principal Principle, then one arrives at the view that whether or not Bell’s criterion holds is irrelevant for whether or not local causality holds. The assumptions on which this argument rests are highlighted, and those that may seem controversial are motivated. (shrink)

A key question in the field of educational theory is the question of what is ‘educational’ in education. Responses to this question in the field are often connected to some type of change that is to take place in the child: children are socialised, they become subjects, or learn. I argue that this way of understanding what is educational in education is not applicable to a specific type of educational practice, which I label as co-existential practices. Co-existential practices are often (...) taken up by educators, but to understand what is educational in them, we need an understanding that does not rely on references to changing children. I build an alternative view of education with the help of Derrida’s concept of hospitality. I show how this interpretation of what is educational in education may help the field of educational theory to develop a fuller understanding of the relation between ethics and education. (shrink)

Hedonism, driven by mass culture and widespread consumerism, is a salient factor in the modus vivendi of contemporary Western civilization. This general psychological and behavioral backdrop is exploited in the article as an opportunity to both reinvigorate and re-appraise the theoretical underpinnings of modern hedonism as developed by John Stuart Mill in his Utilitarianism. The article proceeds in two steps: Firstly, a detailed exposition of Mill’s arguments for the principle of utility is undertaken, with an accompanying elucidation of the core (...) notions of utility, expediency, happiness, and pleasure. Secondly, five points of criticism (logical, phenomenological, and analytical in method) are raised to challenge what the author thinks are the weakest links in Mill’s syllogistic chain. (shrink)

In “History of Sexuality” (Vol I.) Foucault argued that repression is the wrong model of power, understanding it in exclusively negative terms, as external to the body it constrains and inhibits. Power may also be positive, productive, and constitutive of the body and its possibilities. Thus, an adequate account of the relation between cultural forces and the body, Foucault argues, must challenge the “repressive hypothesis” (RH). Contemporary feminist accounts of the body are structured by this same oppositional view of power (...) Foucault assumed: to call on Rosi Braidotti’s distinction, discursive (cultural) forces are either negative or repressive (potestas) or positive and empowering (potentia). In this paper I argue that this opposition forecloses several possibilities for thinking the morphogenetic role of culture. In particular, it assumes wrongly that repressive relations cannot be productive. (shrink)

This essay explores the thought of Heidegger and Sartre concerning whether existentialism is conducive to a certain ethics conceived of as a theory of moral conduct. In the Letter on Humanism, Heidegger stresses the importance of a return to the idea of “ethos” as a replacement for the metaphysically conceived “ethics.” Sartre, conversely, in his essay Existentialism is a Humanism outlines an ethics that draws heavily from the philosophical tradition. This paper’s guiding question is whether the study of human existence, (...) given the views of these thinkers, leads to a particular ethics, or whether it suggests something like Heidegger’s return to the ancient Greek notion of “ethos,” that is, morality conceived of as a manner of being. The paper outlines the basic conceptions of human being held by these two thinkers, and shows how their individual conceptions of ethics unfold from these. I explicate and bring these thinkers’ conceptions of ethics into contrast in order to approach an answer to the question of whether existentialism is conducive to an ethics. (shrink)

This article attempts to re-think the notion of reflexivity in terms of non-linearity. It tries to understand the second modernity as a non-linear modernity. This second modernity is understood as much in terms of communications as social norms. It is a modernity that is thoroughly monist. It features non-linear socio-technical systems.

In a well-known passage from the Introduction to Kant’s Critique of Judgment, Kant defines the power or faculty of judgment [Urteilskraft] as "the capacity to think the particular as contained under the universal" (Introduction IV, 5:179).1 He then distinguishes two ways in which this faculty can be exercised, namely as determining or as reflecting. These two ways are defined as follows: "If the universal (the rule, the principle, the law) is given, then judgment, which subsumes the particular under it... is (...) determining. But if merely the particular is given, for which the universal is to be found, then judgment is merely reflecting" (ibid.) As Kant goes on to make clear, the Critique of Judgment is particularly concerned with judgment in its capacity as reflecting rather than determining. It is concerned, that is, with how we are to find universals (which he glosses as rules, principles, or laws) for given particulars. Despite the fact that the term "concept" does not appear in this set of definitions, Kant’s discussions of judgment elsewhere make it clear that this faculty can be identified at least in part with our capacity to think particular objects under concepts, in particular empirical concepts.2 The.. (shrink)

_Listening to the Whispers_ gives voice to scholars in philosophy, medical anthropology, physical therapy, and nursing, helping readers re-think ethics across the disciplines in the context of today's healthcare system. Diverse voices, often unheard, challenge readers to enlarge the circle of their ethical concerns and look for hidden pathways toward new understandings of ethics. Essays range from a focus on the context of corporatization and managed care environments to a call for questioning the fundamental values of society as these values (...) silently affect many others in healthcare. Each chapter is followed by a brief essay that highlights issues useful for scholarly research and classroom discussion. The conversations of interpretive research in healthcare contained in this volume encourage readers to re-think ethics in ways that will help to create an ethical healthcare system with a future of new possibilities. Outstanding Academic Title, _Choice_ Magazine. (shrink)

I am focusing on the following questions that were raised in the commentaries: How to (re)awaken reflexive thinking? How to understand hallucinations as voices of sanity? How to become an effective therapist? How could the pattern that connects be described? How can psychotherapy contribute to psychological well-being?

This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to (...) develop a coherent way of responding to cultural pluralism. The paper takes Bernard Williams's concept of ‘ethical reflection’ as a possible candidate and explores this concept as a means of accommodating these concerns. (shrink)

Re-thinking via deconstruction qua affirmation -- "Testimonial faith" in/about IR philosophy of science: the possibility condition of a pluralist science of world politics -- Khôra as the condition of possibility of the ontological without ontology -- Rethinking the "agent-structure" problematique: from ontology to parergonality -- Identity/difference and othering: negotiating the impossible politics of aporia -- Autoimmunity of trust without trust -- Rethinking international constitutional order: the autoimmune politics of binding without binding -- The quest for "illogical" logics of action in (...) IR. (shrink)

The recent case of German siblings Patrick Stübing and his sister Susan Karolewski has reignited debate over the criminalisation of sexual intercourse among consanguine descendants. The primary justification for criminalising incest is the purported increased risk of genetic disabilities among offspring, but is criminalising sexual intercourse an empirically sound and proportionate response to this increased risk? To answer this question we must consider the specifics of the harm in question and the magnitude of the harms of the intervention. The example (...) of incest law has important implications for liberal societies. If we can justify imprisoning consenting adults for choosing partners who will increase the risk of having children with disabilities, then we set a troubling precedent for all couples who may pass on genetic disorders to their children. (shrink)

Our aim is to provide a sequent calculus whose external consequence relation coincides with the three-valued paracomplete logic `of nonsense' introduced by Dmitry Bochvar and, independently, presented as the weak Kleene logic K3W by Stephen C. Kleene. The main features of this calculus are (i) that it is non-reflexive, i.e., Identity is not included as an explicit rule (although a restricted form of it with premises is derivable); (ii) that it includes rules where no variable-inclusion conditions are attached; and (...) (iii) that it is hybrid, insofar as it includes both left and right operational introduction as well as elimination rules. (shrink)

This paper aims to articulate and clarify the very essence of humanism and then contextualize it to the Ethiopian context. In this case, I believe that a humanistic philosophy for education is the best approach that helps students become holistic beings – citizens who are both morally/intellectually and economically capable, autonomous, critical and responsible. Students of Ethiopian Higher Education Institutions, however, are characterized by a dearth of humanistic elements for education. They are marred with intellectual and moral decadence. The methodology (...) is qualitative for it largely depends on reviewing literatures and policy documents on the issue. The upshot of this paper is that the ideals of humanism in education is not an extra – icing on the cake- it is an essential tool that would clean the academic environment from the entrenched overall moral and intellectual decay permeating EHEIs. (shrink)

This essay rearticulates historical and contemporary security discourse as a politics of desire bound to a masculinist and racialized notion of Selfhood. The Persian Gulf War and the Canada/Spain Turbot War are presented as case studies which typify how the securing of desire through warfare proceeds from an idea of the desirous rival a Other. The essay counters Guardian and Lananian narratives of a desire which emanates from a sense of lack, and leads to violence, with Levinas's understanding of desire (...) as central to, rather than disruptive of, an ethical relation with alterity. (shrink)

Tolerance has its arguments, both in morality and in law. It also has its sources, not only in the sense of the origins from which it springs, but also in the sense of that which actuates it and gives it life, that which encourages it and sanctions it - profoundly. Religions take part of these sources, but also take part of this reflexive aspect of ethics that puts into play the final legitimation, the ultimate justification of the norms of (...) our public and private actions. It is with respect to this recourse to the ultimate that religion and ethics intersect without becoming one. Yet it is also in this recourse to the ultimate that one and the other greatly face the danger of temptation. This is particularly the case with religion. It is indeed not enough to simply say that it is the political use of religion that is to blame, and not religion as such, in the long and unfinished history of religious intolerance. We must trace the source of the temptation of intolerance to the very heart of the certainty of religious faith. Any belief, as soon as it defines itself in relation - a relation of any kind, whether of distance or proximity, of alterity or fusion - to an absolute, must be on guard against its own penchant for intolerance. It is not enough, in an opposite sense of the preceding warning, to rely on the critical resources borrowed from sources outside of religion: it is at that same heart of certainty of all religious faith that we must seek the reason for the conviction that it is unjust to look to impose on adherents of other religions, on agnostics and atheists, the truth as it is admitted in good faith by the community of believers of one or another religious confession. (shrink)

In his critique of the therapeutic, Taylor argues that therapy fails to engage with the ethical and spiritual significance of human suffering. Therapy’s denial of ethics is representative of a wide...

This essay examines the connections between dress, religion, and gender, specifically, contextual practices and underlying beliefs concerning dress among women in Tuareg communities of Niger and Mali, West Africa, who speak a Berber language, Tamajaq, predominantly adhere to Islam, are semi-nomadic, socially stratified, and display influences from pre- and popular Islamic, nation-state, and global forces. The Tuareg data reveals both common themes and inter- and intra-cultural variations in Muslim women’s dress, thereby challenging monolithic interpretations of women’s dress in Islamic communities.More (...) broadly, the essay calls for attention to the contested meanings of dress in terms of its special semiotic qualities: it is portable, can be disassembled and reassembled, and can be subtly re-arranged to convey ambiguous but powerful meanings that are neither unitary or stable. (shrink)

ABSTRACT The purpose of this article is to show when and how the dialogical-discursive approach began to serve as a basis for thinking about the language acquisition process in Brazil and abroad - especially in France. This theoretical line seeks to analyze - the speech of children starting from the discursive movements found in the relationship between the child and his or her interlocutor (other), taking into account the situational contexts, the dialogism, the constitution of the subject in the speech, (...) etc. Thus a) we refer to the authors responsible for this approach, in a retrospective; b) we explain the theoretical aspects mobilized during the data analysis of children's speech; and c) we utilize the methodological aspects involved in this theoretical perspective. Our aim, therefore, is to discuss not only this other way of looking at children's language, but also the theoretical and methodological challenges that this approach brings to this specific field of investigation. (shrink)

This paper proposes a radical re-examination of the foundations of modern aesthetics. It urges that we replace the tradition of eighteenth century aesthetics, with its insistence on disinterestedness and the separateness of the aesthetic, and its problematic oppositions, such as the separation of sense from cognition. In their place it appeals to a more process-oriented, pluralistic account, one that takes note of varying cultural traditions in aesthetics, that recognizes the aesthetic as a complex of many forces and factors, and that (...) considers the aesthetic as part of a complexity of values, including moral, practical, social, and political ones. It urges, further, an aesthetic-based criticism, not only of the arts, but of culture and knowledge. Central to this account is the idea of aesthetic engagement, which not only recognizes and extends the many connections of and in aesthetic experience, but invites our total involvement as active participants. (shrink)

The macro-level business ethics in Scholasticism contrasts with modern Anglo-Saxon Capitalism, which is very influential worldwide. Scholasticism, developed between the thirteenth and the mid-seventeenth centuries, deals with key elements of free market morality, including private property, contracts, profits, prices, and free competition. For over 500 years Scholasticism tried to understand economic phenomena and business activities and reflected on them from an ethical perspective. Scholasticism offered the crucial lesson of the centrality of justice and the role of practical wisdom in considering (...) market morality. Justice is seen as both a virtue and a principle, and commutative justice with the common good of society as the reference for the Scholastics, is regarded as being especially important. (shrink)

Theory of Mind is the ability to predict and understand the mental state of another. While ToM is theorized to play a role in language, we examined whether such a mentalizing ability plays an important role in establishing shared understanding in conversation. Pairs of participants engaged in a Lego model building task in which a director instructed a builder on how to create duplicate models from a prototype that only the director could see. We manipulated whether the director could see (...) or could not see the builder’s workspace. As predicted, the Mind in the Eyes test predicted accuracy when the workspace was hidden. A high mentalizing ability was an advantage when instructing, resulting in fewer errors, but may be a disadvantage when following instructions. This research indicates that ToM plays a key role in communicating information effectively in conversation. (shrink)

This essay argues that while the notion of collective responsibiility is incoherent if it is taken to be an application of the Kantian model of moral responsibility to groups, it is coherent -- and important -- if formulated in terms of the moral reactions that we can have to groups that cause harm in the world. I formulate collective responsibility as such and in doing so refocus attention from intentionality to the production of harm.

A variety of theories of management and organizational studies have failed to consider the human being in his or her integrity and, thus, fall short of being humanistic. This article seeks to contribute to the recovery of a more complete view of the human being in management, learning from classical humanism developed throughout Western Civilization, from the Greek and Roman Philosophers and the Judeo-Christian legacy to the Renaissance. More specifically, it discusses several relevant aspects of this Classical humanism, which can (...) aid in re-thinking management. These include a realistic epistemology and metaphysics, and the human being as a whole. Classical humanism also entails the consideration of the human action as a unity with both internal and external dimensions, ethics understood as a guide for good life, society viewed as a community of people, and being open to beauty and transcendence. (shrink)

In this Introduction to “Re‐thinking Dionsyius the Areopagite” it is first explained that the volume sets out to illuminate the contemporary interest in “apophaticism” by close comparison with the original project of the CD. However, given the elusiveness and generativity of the Dionysian tradition, this can only be done adequately by also providing a road‐map of the many historic interpretations of the Dionysian corpus, both East and West. Three constellating themes in the volume are then outlined: 1. The importance of (...) Dionysius for the regeneration of both Roman Catholic and Orthodox contemporary theology, in latter‐day riposte to Kantianism; 2. The significance of Dionysius for suggesting a fluid, post‐modern vision of the self; and 3. The importance of a possible re‐reading of Dionysius's impact on both Lutheran and Tridentine spirituality in the era of early modernity. (shrink)

Context: By proposing to regard objects as “tokens for eigenbehavior,” von Foerster’s seminal paper opposes the intuitive subject-object dualism of traditional philosophy, which considers objects to be instances of an external world Problem: We argue that this proposal has two implications, one for epistemology and one for the demarcation between the natural sciences and the humanities. Method: Our arguments are based on insights gained in computational models and from reviewing the contributions to this special issue. Results: Epistemologically, von Foerster’s proposal (...) suggests that what is called “reality” could be seen as an ensemble of eigenforms generated by the eigenbehavior that arises in the interaction of multiple dynamics. Regarding science, the contributions to this special issue demonstrate that the concept of eigenbehavior can be applied to a variety of disciplines from the formal and natural sciences to the humanities. Its universal applicability provides a strong argument for transdisciplinarity, and its emphasis on the observer points in the direction of an observer-inclusive science. Implications: Thinking in eigenbehavior may not only have implications for tearing down the barriers between sciences and humanities, a better understanding of eigenbehaviors may also have profound effects on our understanding of ourselves. This also opens the way to innovative behavior design/modification technologies. (shrink)

A heated debate surrounds the significance of reproducibility as an indicator for research quality and reliability, with many commentators linking a "crisis of reproducibility" to the rise of fraudulent, careless and unreliable practices of knowledge production. Through the analysis of discourse and practices across research fields, I point out that reproducibility is not only interpreted in different ways, but also serves a variety of epistemic functions depending on the research at hand. Given such variation, I argue that the uncritical pursuit (...) of reproducibility as an overarching epistemic value is misleading and potentially damaging to scientific advancement. Requirements for reproducibility, however they are interpreted, are one of many available means to secure reliable research outcomes. Furthermore, there are cases where the focus on enhancing reproducibility turns out not to foster high-quality research. Scientific communities and Open Science advocates should learn from inferential reasoning from irreproducible data, and promote incentives for all researchers to explicitly and publicly discuss their methodological commitments, the ways in which they learn from mistakes and problems in everyday practice, and the strategies they use to choose which research component of any project needs to be preserved in the long term, and how. (shrink)

Ageing populations and rising rates of chronic disease globally have shifted key elements of disease management to ideas of integrated care and self‐management. The associated policies and programmes often focus on intervention and support beyond the sites of the hospital and clinic. These shifts have significantly impacted the delivery and practice of nursing for both nurses and the clients with whom they work. This article argues that Foucault's comments on space, place and heterotopia (1986) are useful in exploring these changes (...) from a philosophical perspective, to draw out the complexity of these programmes and add texture to discussions on the ways these shifts to localisation and the dominant discourses of self‐management and responsibility have reconfigured nursing practices. The theoretical discussion is augmented with illustrations from an Australian integrated health care programme. (shrink)

The authors propose that the third philosophical movement is not an ordinary thought for (re)thinking innovation. Originating from the origins of philosophy more than 2,500 years ago, spiritual exercises are much more often called upon to think about lifestyle than the development of new products or services. All ancient philosophy is a spiritual exercise, an expression that refers to any practice intended to transform, in oneself or in others, the way of living, of seeing things. This notion of spiritual exercise (...) was developed in the different schools of antiquity, mainly among the Stoics, but also among the Epicureans and Cynics. Focusing on the innovator is fundamental, and today's cannot be tomorrow's for the many reasons. No one other than the innovator can imagine, build and develop the world of tomorrow. It is therefore essential that the latter adopt a philosophical way of life based on spiritual exercises. (shrink)

Moments Politiques collects the short essays and interviews of Jacques Rancière from a span of thirty years, 1977 to 2007. Sparked by specific events in European and world news as they were happening, these pieces seek to call into question the inevitability we see in the world and undermine the legitimacy of what we think is possible. By examining the issues in which political moments arise, such as 9/11, immigration laws, and even the philosophy of Foucault, Rancière opens us up (...) to the possibility of a different world, to reimagining, and re-charting, the map of what is possible. (shrink)

In recent years there have been major shifts in how the role of science—and scientists—are understood. The critical examination of scientific expertise within the field of Science and Technology Studies are increasingly eroding notions of the “otherness” of scientists. It would seem to suggest that anyone can be a scientist—when provided with the appropriate training and access to data. In contrast, however, ethnographic evidence from the scientific community tells a different story. Scientists are quick to recognize that not everyone can—or (...) should—be a scientist. Appealing to notions such as “good hands” or “gut feelings”, scientists narrate a distinction between good and bad scientists that cannot be reduced to education, access, or opportunity. The key to good science requires scientists to express an intuitive feeling for their discipline, but also that individuals derive considerable personal satisfaction from their work. Discussing this personal joy in—and “fittingness” of—scientific occupations using the fields of STS, ethics and science policy is highly problematic. In this paper we turn to theology discourse to analyze the notion of “callings” as a means of understanding this issue. Callings highlight the identification and examination of individual talents to determine fit occupations for specific persons. Framing science as a calling represents a novel view of research that places the talents and dispositions of individuals and their relationship to the community at the center of flourishing practices. (shrink)

According to a widespread view, Kant's claim that moral wrongness has its ground in a contradiction underlying every immoral action is a “bluff” rooted in “dogmatic moralism”. Ever since Benjamin Constant's exchange with Kant, counterexamples have played a crucial role in showing why Kant's “universalization procedure” fails to determine the moral validity of our judgments. Despite recent attempts to bring Kant's ethics closer to Aristotle's, these counterexamples have prevailed. Most recently, Jesse Prinz has launched another attack along the same lines. (...) Prinz insists that Kant's universalization procedure fundamentally begs the question and fails to generate plausible results. Even authors who are very sympathetic to Kant, such as Allen Wood, have tried to downplay universalization, focusing instead on other formulations of the categorical imperative. In this paper, I respond directly to four of the most prominent counterexamples. In each case, I aim to show how we can uphold Kant's fundamental claim that the universal law formulation of the categorical imperative articulates the form of our particular moral judgments. (shrink)

The article focuses on the fact that the consequence of Bourdieu’s death is that we now have to respond specifically to the texts that he produced between 1958 and 2002, rather than to the impact of writing and political action in combination, which was his goal during his life. The article raises general questions about the status of social texts in relation to the practices of philosophy and social scientific enquiry to which Bourdieu must have returned in preparing his final (...) course of lectures, published in 2001 as Science de la science et réflexivité. It then offers three case studies of this relationship in action in Bourdieu’s early work, considering his textual and scientific practices. It discusses aspects of the contemporary philosophical debate about the referentiality of texts at the time of this early work and thus indicates that this was a question of continuous importance in Bourdieu’s work. The article next reflects on the significance of Bourdieu’s thinking in this respect for the ways in which we should now respond to his texts and deploy his concepts empirically. It takes three examples of different ways in which Bourdieu’s texts have become pretexts for further research practice. These are characterized as ‘academic exploitation’, ‘nominal appropriation’ and ‘informed divergence’. The conclusion is that Bourdieu’s work demands a reflexive response, which requires that respondents should analyse rigorously their own situations and the grounds for transferring received concepts, and that this entails detailed attention to both Bourdieu’s texts and the contexts of their production, rather than a superficial exploitation or appropriation of his ‘consecrated’ texts. (shrink)

The current dominant concept of lifelong learning has arisen from the pressures of globalisation, economic change and the needs of the “knowledge economy”. Its importance is not disputed in this paper. However, its proponents often advocate it in a form which places unrealistic demands on the individual without at the same time addressing their learning needs. The paper suggests that much of lifelong learning in fact amounts to a “pedagogy of the self” whereby individuals are supposed to learn and imbibe (...) certain pedagogic prescriptions so that they adopt a particular identity of the “learner”. The article suggests that this way of looking at lifelong learning misses the point in so far as learning is only as good as the knowledge-in-use which the individual can deploy and for this to happen situational awareness and situational understanding are vital components of lifelong learning. To this end, the article draws attention, by way of an amalgam of certain ideas of Heidegger and Aristotle, to certain structural features of situations which need to be reflected in the curricula of learning programme, the upshot of which is to emphasise both the social and ethical dimensions of lifelong learning. Finally the article suggests that some of the ideas of Stenhouse could be usefully employed in order to suggest not so much a pedagogy of lifelong learning as a pedagogy of critical learning. (shrink)

The year is 2100. Geena is the proud new owner of Emit, a state-of-the-art robot. She has just unwrapped him, the packaging strewn across the dining room floor. Emit is designed to replicate the outward behaviour of a human being down to the last detail . Emit responds to questions in much the same way humans do. Ask him how he feels and he will say he has had a tough day, has a slight headache, is sorry he broke that (...) vase, and so on. Geena flips the switch at the back of Emit's neck to ‘on’. Emit springs to life. (shrink)

Coined by Jonathan Shay, a clinician who works with combat veterans, the term ‘moral injury’ refers to an injury that occurs when one’s moral beliefs are betrayed. Shay developed the term to capture the shame and guilt of veterans he saw in his clinical practice. Since then, debates about moral injury have centered around the ‘what’ and the ‘who’ of moral injury. Clinicians universally acknowledge the challenge of treating moral injuries. I will argue that this is in part because there (...) is an essential piece of the theoretical construct that has been left behind. Namely, when veterans are morally injured, they are not only haunted by what they have done but also by the specter of a world without morals. (shrink)

Being able to apprehend the determinants that influence the way a person or a group develops one’s relationship with time constitutes a crucial aspect of a process of professionalization. Based on this assumption, this paper formulates six finalities characterizing a critical and reflective approach in order to conceive and question the relationships between professionalization and temporalities. It proposes in particular to question the way one learns to discriminate, evaluate, interpret, argue, judge and challenge the temporalities and the rhythms, lived or (...) observed, that determine the everyday life and lifelong learning. Doing so, this reflection suggests one to conceive professionalization as a capacity to (re)organize a rhythmic autonomy. (shrink)

What are ceteris paribus laws? Which disciplines appeal to cp laws and which semantics, metaphysical underpinning, and epistemological dimensions do cp law statements have? Firstly, we give a short overview of the recent discussion on cp laws, which addresses these questions. Secondly, we suggest that given the rich and diverse literature on cp laws a broad conception of cp laws should be endorsed which takes into account the different ways in which laws can be non-universal . Finally, we provide an (...) overview of the special issue on that basis and describe the individual contributions to the special issue according to the issues they address: the range of applications of cp laws as well as the semantics, metaphysics, and epistemology pertaining to cp law statements. (shrink)

Can we say we live in a post-digital condition? It depends. This paper sets out to distinguish between the current mass digital culture and an authentic post-digital culture. If we mean “post-digital” as the full internalization and awareness of the result of the so-called digital revolution, then it is necessary a philosophical work to discuss related problems, identify the causes and propose solutions. An authentic philosophy of digital will, however, have to start from a clarification of the terms and basic (...) objects of its investigation. Here media theory is inserted as an analytical tool: the purpose of this essay is to outline a road map for a good media theory that interfaces with questions of definition of digital, also in light of the notions of space, time, and matter. As will be seen, the description given here for a “good media theory” does, in fact, coincide with an already existing – and inserted in the contemporary debate – school. In conclusion we will try to delineate the field of philosophical inquiry opened by the clarification brought by the previous analysis, and to suggest a general framework within which philosophy will have to move in order to finally reach the authentic post-digital condition. (shrink)

Predicate logic has proved a very useful tool for the expression of theories of natural language semantics. Hurford's suggestion that predicate–argument structures mirror certain properties of the human sensorimotor architecture can be seen as an explanation of why this is so. Although I support this view, I think that the correspondences that Hurford draws between linguistic and sensorimotor structures not only involve natural language semantics, but include some elements of natural language syntax as well.

Clear, concise, and easy to read, this eye-opening book offers readers a walk through some of the greatest and most thought-provoking arguments from classical, modern, and contemporary philosophy. Along the path, it looks closely at: Socrates' answer to the question, "Did God create morality, or did he discover it?"; what Descartes meant when he said, "I think, therefore I am"; why Berkeley thought that matter and the material world don't really exist; an argument that shows that God necessarily exists; whether (...) we can really know anything at all; and finally, why (and whether) you owe any allegiance to the rules or laws of your government and society. An expert educator with more than twenty years' experience bringing these ideas to life for students, the author presents these influential, surprising philosophical arguments in a delightful and accessible way. While the topics span the four corners of western philosophy, the unifying theme here is one about philosophical skepticism, and how it's applied as a tool for greater intellectual inquiry. The book doesn't presuppose any familiarity with philosophy, though it certainly rewards those with a strong curiosity about big important ideas. After all, as Plato famously quipped, philosophy begins in wonder. (shrink)

This book introduces readers to the many arguments and controversies concerning abortion. While it argues for ethical and legal positions on the issues, it focuses on how to think about the issues, not just what to think about them. It is an ideal resource to improve your understanding of what people think, why they think that and whether their (and your) arguments are good or bad, and why. It's ideal for classroom use, discussion groups, organizational learning, and personal reading. -/- (...) From the Preface -/- To many people, abortion is an issue for which discussions and debates are frustrating and fruitless: it seems like no progress will ever be made towards any understanding, much less resolution or even compromise. -/- Judgments like these, however, are premature because some basic techniques from critical thinking, such as carefully defining words and testing definitions, stating the full structure of arguments so each step of the reasoning can be examined, and comparing the strengths and weaknesses of different explanations can help us make progress towards these goals. -/- When emotions run high, we sometimes need to step back and use a passion for calm, cool, critical thinking. This helps us better understand the positions and arguments of people who see things differently from us, as well as our own positions and arguments. And we can use critical thinking skills help to try to figure out which positions are best, in terms of being supported by good arguments: after all, we might have much to learn from other people, sometimes that our own views should change, for the better. -/- Here we use basic critical thinking skills to argue that abortion is typically not morally wrong. We begin with less morally-controversial claims: adults, children and babies are wrong to kill and wrong to kill, fundamentally, because they, we, are conscious, aware and have feelings. We argue that since early fetuses entirely lack these characteristics, they are not inherently wrong to kill and so most abortions are not morally wrong, since most abortions are done early in pregnancy, before consciousness and feeling develop in the fetus. -/- Furthermore, since the right to life is not the right to someone else’s body, fetuses might not have the right to the pregnant woman’s body—which she has the right to—and so she has the right to not allow the fetus use of her body. This further justifies abortion, at least, until technology allows for the removal of fetuses to other wombs. Since morally permissible actions should be legal, abortions should be legal: it is an injustice to criminalizing actions that are not wrong. -/- In the course of arguing for these claims, we: 1. discuss how to best define abortion; 2. dismiss many common “question-begging” arguments that merely assume their conclusions, instead of giving genuine reasons for them; 3. refute some often-heard “everyday arguments” about abortion, on all sides; explain why the most influential philosophical arguments against abortion are unsuccessful; 4. provide some positive arguments that at least early abortions are not wrong; 5. briefly discuss the ethics and legality of later abortions, and more. -/- This essay is not a “how to win an argument” piece or a tract or any kind of apologetics. It is not designed to help anyone “win” debates: everybody “wins” on this issue when we calmly and respectfully engage arguments with care, charity, honesty and humility. This book is merely a reasoned, systematic introduction to the issues that we hope models these skills and virtues. Its discussion should not be taken as absolute “proof” of anything: much more needs to be understood and carefully discussed—always. (shrink)

Here's an overview of one of the more ingenious attempts to criticize religious belief. Antony Flew argues that if the religious won't allow anything to count as evidence against what they believe, then they don't actually believe anything. The religious aren't making false claims; rather, they're not making any claims at all.

The lead article in this issue of the Report proposes an innovative explanation for why the subjects of medical research often seem to have great difficulty accurately gauging whether the research will be medically beneficial for them. The first commentary lauds the paper and examines its implications in greater detail; the second lauds the effort to rethink subjects' capacities for assessing the therapeutic benefit of research but raises questions about the paper's conceptual framework. The article is about how subjects think (...) about the research they're in. The nature of thought is also the subject of the special report, published as a supplement to the issue, on the uses of stories in bioethics. Essays contributed by some of the scholars who have been prominent in narrative ethics try to articulate why and how thinking in terms of stories can be valuable in the midst of a clinical bioethics consultation.. (shrink)

Dissenting Words is a lively and engaging collection of interviews that span the length of Jacques Rancière's trajectory, from the critique of Althusserian Marxism and the work on proletarian thinking in the nineteenth century to the more recent reflections on politics and aesthetics. Across these pages, Rancière discusses the figures, concepts and arguments he has introduced to the theoretical landscape over the past forty years, the themes and concerns that have animated his thinking, the positions he has defended and the (...) wide range of objects and discourses that have attracted his attention and through which his thought has unfolded: history, pedagogy, literature, art, cinema. But more than reflecting on the continuities, turns, ruptures and deviations in his thought, Rancière recasts his work in a different discursive register. And the pleasure we experience in reading these interviews – with their asides, displacements and reconstructions – stems from the way Rancière transforms the voice of the thinker commenting on his texts and elucidating his concepts into another, and equally rich, manifestation of his thought. (shrink)

With his powerful thought image of the constellation, Walter Benjamin provides a method for the core practices of the Humanities: reading, writing, and thinking. This collection of provocative essays demonstrates how thinking in constellations with Walter Benjamin leads us towards a new understanding of the critical task of the Humanities today: it goes beyond disciplinary boundaries and challenges assumptions of linearity, coherence, and progression inherent in our scholarly praxis. The volume brings some of the most articulate young voices in international (...) Benjamin scholarship together, and takes an interdisciplinary approach, covering wide-ranging fields of knowledge quantum physics, postcolonial studies, natural philosophy, psychoanalysis, film theory, literature, and the arts. Benjamin's texts are re-considered in light of thinkers and poets, such as Theodor W. Adorno, Sigmund Freud, Gottfried E. Leibniz, W. G. Sebald, Franz Kafka, or Carlos Martìnez Rivas. The critical potential of constellations in Benjamin's work and beyond will be of the highest interest for researchers and students in all areas of the Humanities. (shrink)

Along with a well-honoured tradition, we will accept that intentionality is at least a property a thought holds necessarily, i.e., in all possible worlds that contain it; more specifically, a necessary relation, namely the relation of existential dependence of the thought on its intentional object. Yet we will first of all try to show that intentionality is more than that. For we will claim that intentionality is an essential property of the thought, namely a property whose predication to the thought (...) is true in virtue of the identity, or nature, of such a thought. More particularly, for us intentionality will again be a relation, yet a relation of ontological dependence of the thought on its intentional object; specifically, the relation for the thought of being constituted by its object. Moreover, we will try to show that if intentionality is such a constitutive relation for the thought that has it, certain metaphysical consequences ensue. First, an objectual thought, a thought whose content basically consists in its intentional object, is nothing but that object in a certain cogitative modality, or, which is the same, as playing a certain motivational role for the subject entertaining the thought itself (at a certain time). Second, if an objectual thought is nothing but an intentional object in a cogitative modality, such a thought, not only as a type, but also as a token, is an abstract entity. More specifically, an objectual thought-type, an abstract object par excellence, is indeed instantiated by objectual thought-tokens which are again abstract particulars, yet of a specific kind: namely, tropes of a relational sort depending for their existence on their bearers (and possibly also on their temporal location). (shrink)

I suggest that there are no universally applicable principles for the study of Plato’s philosophy. Different students of Plato have different objects of interest that can make different ways of proceeding appropriate. For me the dialogues are the main object of study; I think they are best approached by interpreting literary elements and obviously philosophical content as working together. The paper includes illustrations of how parts of my picture of the developing theory of forms emerge from this type of engagement.

Over the centuries, many philosophers have written about injustice. More recently, attention has turned to a previously little-recognized form of injustice – epistemic injustice. The philosopher Miranda Fricker coined the phrase ‘epistemic injustice’ – an example being when your credibility as a source of knowledge is unjustly downgraded (perhaps because you are ‘just a woman’ of the ‘wrong’ race). This interview with Miranda explores what epistemic injustice is, and why it is important.