This article examines Augustine’s thought conceming the relationship between sensation and knowledge in his early dialogues. A special focus is on Augustine’s concept of cognitio per sensum. First, I determine Augustine’s epistemological starting point by examining his thought as it appears in Contra Académicos (386). Second, I study the relationship between sensation and knowledge in De quantitate animae (387-388) and observe the development in Augustine’s thought concerning sense-perception. Finally, I analyse Augustine’s concept of cognitio per sensum, which occurs in De (...) quantitate animae, and make some important observations about the relationship between sensation and knowledge in Augustine’s early thought. In this regard Augustine’s possible influences are also considered. The conclusion of this article is that although Augustine had adopted a version of Platonic epistemology that is very critical toward sense-perception, his considerations in De quantitate animae, especially regarding cognitio per sensum, point towards a more harmonious relationship between the two than his Platonic epistemology in Contra Academicos would lead us to think. (shrink)

In this article, I attempt to describe how certain theoretical constructions of semiotics could be applied in educational theoretical work. First I introduce meaning as a basic concept of semiotics, thus also touching on concepts such as action, competence and causality. I am then able to define learning as a change of competences, and also refer to the pedagogical concept of learning i.e. Bildung, which can be roughly defined as valuable human learning. I then take up the problem of education (...) as pedagogical direction and communication. Finally, I conclude with some considerations on the famous Greimassian semiotic square. (shrink)

One of the most recent controversies to arise in the field of bioethics concerns the ethics for the Groningen Protocol: the guidelines proposed by the Groningen Academic Hospital in The Netherlands, which would permit doctors to actively euthanise terminally ill infants who are suffering. The Groningen Protocol has been met with an intense amount of criticism, some even calling it a relapse into a Hitleresque style of eugenics, where people with disabilities are killed solely because of their handicaps. The purpose (...) of this paper is threefold. First, the paper will attempt to disabuse readers of this erroneous understanding of the Groningen Protocol by showing how such a policy does not aim at making quality-of-life judgements, given that it restricts euthanasia to suffering and terminally ill infants. Second, the paper illustrates that what the Groningen Protocol proposes to do is both ethical and also the most humane alternative for these suffering and dying infants. Lastly, responses are given to some of the worries expressed by ethicists on the practice of any type of non-voluntary active euthanasia. (shrink)

Learning and adaptation are central problems to both edusemiotics, or semiotics of education, and biosemiotics. Bildung, as an especially human way or form of learning, and evolution as the main form of adaptation for many biologists after Darwin are often regarded as mutually exclusive concepts even though human beings are undeniably one biological species among others. In this article I will try to build a bridge between the biosemiotical, edusemiotical and Bildung-theoretical stances. Central to this discussion is biosemiotician Kalevi Kull (...) and some of his recent publications where he considers adaptation, evolution and learning. The primary theoretical resource that I utilize here, in addition to the general Greimassian, edusemiotical and Bildungtheoretical starting points, is perceptual control theory (PCT) to which I compare the Uexkullian conception of functional circle. (shrink)

Civil Dialogue on Abortion provides a cutting-edge discussion between two philosophy scholars on each side of the abortion debate. Bertha Alvarez Manninen argues for her pro-choice view, but also urges respect for the life of the fetus, while Jack Mulder argues for his pro-life view, but recognizes that for the pro-life movement to be consistent, it must urge society to care more for the vulnerable. Coming together to discuss their views, but also to seek common ground, the two authors (...) show how their differing positions nevertheless rest upon some common convictions. The book helps to provide a way forward for a divide that has only seemed to widen the aisle of public discourse in recent years. This engaging book will prove essential reading for students across multiple disciplines, including applied ethics, medical ethics, and bioethics, but will also be of interest to students of religious studies and women's studies. (shrink)

In this article, the concept of competence is studied from the point of view of the semiotics of education. It will be claimed that it is a central key concept when we are trying to analyse the meaning of education. Educational action can be reasonably understood as an insecure and complicatedly mediated trial to affect another person's competence. First, the recent discussion about the concept of competence and its relatives is shortly reviewed. Then, competence is analysed and defined according to (...) Greimassian semiotic theory as a basic determining character of an acting subject. At the same time as competence is indispensably central for understanding the subjects of action, it is problematically empirically ineffable. This ineffability has a special meaning in education, where we must try to both plan our own educative action and evaluate the learning of the student according to these invisible features. It is proposed that in the recent discourse of education, the very popular use of the concept of competence is misguided and problematically mixed with its conceptual counterpart performance. From this viewpoint, the concept of competence should rather be connected to the ontological concept of disposition. The problem of multi-dimensionality of competence is considered with the help of the Greimassian conception of modalities to create a richer and more detailed picture of the role of competence in action, and especially in education. (shrink)

Gegenwartig, da ein neues Europa errichtet wird, ist es wieder aktuell, nach dem philosophischen und wissenschaftlichen Erbe der kleineren Lander Europas zu fragen, die in der international dominierenden Forschung oft im Schatten geblieben sind. Fern von den Machtzentren existierten dort aber auch Freiheiten und Betatigungsrahmen, wie sie ein Zentrum nicht unbedingt gestattet hatte. Dieses Buch behandelt zumeist unerforschte und unbekannte Materialien aus Schweden, Finnland und Osterreich und zeigt diese sowohl in ihren Kontakten zu den Zentren als auch in ihren lokalen (...) Kontexten: einen Benjamin Hoijer etwa, der in Schweden die Philosophie J.G. Fichtes weiterfuhrte, oder auch die Transformationen des Hegelschen und Feuerbachschen Erbes im europaischen Norden. Die Spannweite von Manninens Studien erstreckt sich von den Reaktionen auf die europaische Aufklarung und die Franzosische Revolution bis hin zum Radikalismus des Wiener Kreises. -In der Sache geht es Juha Manninen immer wieder um das eine: um Vernetzungen und Widerspruche der europaischen Geistesgeschichte sichtbar zu machen und die festgefahrenen Bahnen unlinearer wie nationaler Geschichtsschreibung zu durchbrechen.- (Georg Gimpl)". (shrink)

In 2008, many states sought to pass Human Life Amendments, which would extend the definition of personhood to encompass newly fertilized eggs. If such an amendment were to pass, Roe v. Wade, as currently defended by the Supreme Court, may be repealed. Consequently, it is necessary to defend the right to an abortion in a manner that succeeds even if a Human Life Amendment successfully passes. J.J. Thomson's argument in “A Defense of Abortion” successfully achieves this. Her argument is especially (...) strong when one considers that her central thesis—that one person's right to life does not entail the right to use another's person's body for continued sustenance—is pervasive in legal policies in the U.S.A. (shrink)

As a philosophy instructor, I strive to get my students to think critically about the subject matter. However, over the years I have encountered many students who seem to deliberately want to avoid thinking critically. I am talking particularly about some students in my “Science and Religion” course, who subscribe to scientific creationism and endorse anti–scientific beliefs which seem to be irrational. In this essay, I will offer reflections of my experiences from these classes, and argue that individuals who subscribe (...) to creationism exhibit a combination of epistemic vices that makes them prone to holding incorrect views. Employing Quassim Cassam’s framework on the epistemic vices of conspiracy theorists in his “Vice Epistemology”, I argue that the creationists’ beliefs can best be understood as resulting from similar vices. Subsequently, I move to consider the reasons why these students subscribe to creationism, using Katherine Dormandy’s analysis in her “Does Epistemic Humility Threaten Religious Beliefs?” as a springboard. Following Dormandy, I explore how epistemic vices lead to someone holding false —even irrational— beliefs. Finally, I will consider strategies in dealing with vice–charging the epistemically vicious students in a way that avoids the practical difficulties noted by Ian James Kidd in his “Charging Others with Epistemic Vice”. (shrink)

Far too often in our society, the input of a potential father is not deemed relevant in a woman’s abortion decision. Men, however, can suffer emotional strains due to the abortion of their potential child, and given this harm it seems that morality must make room for a potential father’s voice in the abortion decision. I will argue that a man cannot have the right to veto a woman’s decision to procure an abortion, yet there may be times where a (...) woman may exercise her right to an abortion in a manner not indicative of a virtuous character. This is especially a danger in the face of a dissenting man who may suffer greatly if his potential child is abortedand thus I will delineate circumstances where a virtuous woman would concede to carrying a fetus to term in order to give a man the child he so desperately desires. In addition to using virtue ethics to make the argument, I will incorporate certain aspects of care ethics in order to further what may seem to some to be a rather contentious claim. (shrink)

Arguments both in favor and against including undocumented immigrants in healthcare reform abound. However, many of these arguments, including ones that are favorable towards immigrants, are ethically problematic, and for the same reason; namely, that they either support or deny the inclusion of undocumented immigrants in healthcare reform based on their perceived level of desert, due to their alleged contribution to our social utility, or lack thereof. This encourages gauging the lives and worth of undocumented immigrants in terms of their (...) productivity or output, rather than viewing them as intrinsically valuable human beings. This, in turn, contributes to the instrumentalization of undocumented immigrants’ welfare; for even arguments in favor of including them in healthcare reform encourage viewing them as, in Kantian language, mere means instead of ends in themselves. In this paper, I will be critical of arguments that either seek to exclude or include undocumented immigrants from healthcare reform or access based on social utility and will, instead, champion arguments in favor of inclusion that rely on fostering a sense of solidarity and identification amongst citizens and migrants. (shrink)

Die Philosophie ist keine Lehre sondern ein Tun. Das Ergebnis der Philosophie sind nicht Sätze, sondern das richtige Verstehen von Sätzen. Ihr Ziel ist logische Klärung unserer Gedanken. Hat die Philosophie ihr Ziel erreicht, so wird sie überflüssig. Nicht Vermehrung der Erkenntnisse ist das Ziel der Philosophie, sondern Reinigung der vorhandenen Erkenntnisse. – Eine Führerin, die wir nur so lange gebrauchen als wir irren. – Es gibt keine philosophischen Tatsachen. In der Wissenschaft handelt es sich um den Gegensatz von wahr (...) und falsch, in der Philosophie von sinnvoll und sinnlos. Ein jedes philosophisches Problem entspringt daraus, dass wir den logischen Bau unserer Gedanken nicht durchschauen: dass wir versuchen etwas zu sagen, was sich nicht sagen lässt. – Unsere Sprache hat die Fähigkeit sinnvolle und sinnlose Sätze zu bilden, die auf den ersten Blick ganz gleich aussehen. Daher ist eine Kritik nötig, die die Sprache vor dem Unsinn schützt. Diese Kritik fällt der Philosophie zu. Die Lösung eines philosophischen Problems besteht besteht nicht darin, dass einen neuen Satz aufgestellt wird und dass sich in der berichtigten Sprache das Problem nicht stellen lässt. (shrink)

This comment on Sven Ove Hansson's article on the history of the journal Theoria elaborates and corrects Hansson's characterisation of the political standpoint of the Finnish philosopher Eino Kaila as "sympathetic towards the German regime". Although not an easy question, particularly considering Kaila's unfortunate publications during the Second World War, it is argued that the characterisation is plainly wrong if it refers to the mid-1930s.

When considering the role of prayer in the lives of believers, most theists agree that one important effect is the psychological impact on the person who is praying. Nevertheless, the way many of us pray, by primarily or solely focusing on our welfare and the welfare of our loved ones, agitates the human tendency towards exclusion. If we take seriously God’s commandment to love the neighbor as the self, we should use prayer, instead, as a prime opportunity to help cultivate (...) a moral character that embraces more inclusion. In this paper, I use Søren Kierkegaard’s Works of Love as a framework for working towards this more inclusive view of prayer—one that widens our moral circle and awareness to include all human beings, and not just the select ones we have chosen to prefer above all others. It does not follow that we are prohibited from praying for our own welfare or the welfare of our loved ones, but it does mean that using prayer in a way that only (or primarily) shows concern for those whom we prefer is morally problematic. (shrink)

The article considers the Augustinian notion of ‘return’ and its underlying philosophical presuppositions from different points of view. In order to do so, we first investigate Augustine’s use of the terminology of return as a way of conceptualising the relation of the soul with the sensible and intelligible realities. This is followed by a review of Augustine’s Platonic epistemological thought on sense perception and sensible reality itself. Thirdly, Augustine’s thought on the role of the ‘double way’ of authority and reason (...) (or the Liberal Disciplines) in the realisation of this ‘return’ is examined. Finally, some conclusions are presented. (shrink)

In recent years, several philosophers have argued that statues which are morally tainted ought to be removed from public display. One objection to this claim is the free speech objection: removing the statues constitutes a violation of free speech rights. This objection suffers from two flaws. First, it is rarely articulated to its fullest potential. Second, the free speech objection is largely dismissed by philosophers who support the statues' removal. In this article, I will aim to rectify this situation by (...) providing three different formulations of the free speech objection, based, respectively, on First Amendment jurisprudence, on Mill's consequentialist defense of free speech, and on Susan Dwyer's non‐consequentialist defense of the same. After formulating the three versions of the objection, I will consider them against the alleged duty to remove tainted statues, and argue that even under the strongest formulation of the free speech objection, it does not amount to a defeater to the duty. (shrink)

Marlise Muñoz had told her husband, Erik, that if it were ever necessary, she opposed being kept alive through the use of artificial sustenance. Two days before Thanksgiving in 2013, Erik found his wife unconscious on their kitchen floor; she had, by that point, suffered from oxygen deprivation for about an hour. When she arrived at John Peter Smith Hospital, Muñoz was put on a ventilator as hospital workers sought to revive her. They did not succeed. She was declared brain-dead, (...) meaning that she had suffered the irreversible loss of all brain activity. Her family requested that her ventilator be removed, and were shocked to hear their request denied. The Texas advance directive statute prohibits the removal of... (shrink)

Many bioethicists working in reproductive ethics tacitly assume some theory of diachronic personal identity. For example, Peter Singer argues that there is no identity relation between a foetus and a future individual because the former shares no robust mental connections with the latter. Consequently, abortion prevents the existence of an individual; it does not destroy an already existing individual. Singer's argument implicitly appeals to the psychological account of personal identity, which, although endorsed by many philosophers such as Derek Parfit, is (...) contentious. Singer does not attempt to defend the psychological account before applying it to the moral permissibility of abortion. Indeed, with some notable exceptions, very few bioethicists attempt antecedently to defend their chosen theory of personal identity before applying it to their ethical arguments. In this paper, I look at the issues of abortion, embryonic stem cell research, and human reproductive cloning in order to illustrate how many of the arguments made by bioethicists on these topics are, at least partly, based upon veiled metaphysical assumptions. My objective is to illustrate that progress can be made on these topics by attending to their fundamental metaphysical claims. (shrink)

In the Vienna Circle archives in Haarlem, NL, there are a great number of protocols connected with Moritz Schlick’s philosophical chair – manuscripts, typescripts and shorthand manuscripts. They contain extensive and detailed information about Schlick’s seminars and also about the elementary seminars, so-called proseminars, which were held, as the documents explain: “bei Prof. Schlick”, but actually after 1929 not by him. Since his arrival in Vienna, Schlick was responsible for these both types of seminars and they were under his supervision. (...) They are documented mainly by students. The different participants had the task of producing a handwritten report of the meeting, later also typescripts. It is not mentioned in the protocols who was responsible for the elementary seminars. The professor was the person who mattered. It is interesting to observe that while Schlick’s seminars mainly contained descriptions of chapters in philosophical books, the proseminars were more ambitious. (shrink)

This study is about the meaning of education and the concept of meaning. The main aim is to develop a meta-theoretical object theory of education i.e. a theory about the research object of science of education, one which would be a valid reflection basis both for methodological and meta-theoretical questions of educational scientific research and for general pedagogical discussions. The development is based on the continental tradition of general pedagogy which acknowledges the pedagogical paradox by distinguishing between the concepts of (...) educational influence and Bildung, and sees the need to unite them in the concept of pedagogical action. The basic ideas of general pedagogy are analyzed and explicated using the concepts developed in Greimassian semiotics. For example, the Greimassian core concepts like subject, competence, performance and manipulation offer good reasons for its use also in a pedagogical context. -/- The semiotic theory is modified to make it more suitable for typical pedagogical questions. This is done by making the concept of meaning its basic concept. The aim is to make a dynamic and flexible theory which would better encapsulate an action which utilizes different semiotic systems and transfers from one system to another, like pedagogical action transfers from bio-semiotic communication to language and culture. -/- The concept of meaning is approached firstly by relating it to the concepts of causality and structure. The analysis arrives at a result whereby, in spite of the close connections, the meaning relationship must be differentiated from causal relationships, and that only living beings can have meaning relationships. The meanings are based on the action of organisms and the semiotic competence of organisms is their precondition. Furthermore, the linguistic and cultural meanings of human beings must be distinguished as a special area with special features, like a partial or apparent detachment from immediate action and collectively binding semiotic systems which are changing historically because of people's action. -/- Pedagogical action as a whole can be understood to be a meaningful object, with a deep structure that can be analyzed with semiotic concepts as a tension between the basic values of Nature and Culture. Following the semiotic theory of the generation of meaning, the structure of pedagogical action is analyzed as interaction of subjects who are trying to solve the tension between the basic values. The most important task for the follow-up studies is the continuation of the analysis to the empirical surface of the pedagogical action. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2016 Heft: 212 Seiten: 27-44.

One of the key events in the relations between the Central European philosophers and those of the Nordic countries was the Second International Congress for the ...

In 2008, many states sought to pass Human Life Amendments, which would extend the definition of personhood to encompass newly fertilized eggs. If such an amendment were to pass, Roe v. Wade, as currently defended by the Supreme Court, may be repealed. Consequently, it is necessary to defend the right to an abortion in a manner that succeeds even if a Human Life Amendment successfully passes. J.J. Thomson's argument in “A Defense of Abortion” successfully achieves this. Her argument is especially (...) strong when one considers that her central thesis—that one person's right to life does not entail the right to use another's person's body for continued sustenance—is pervasive in legal policies in the U.S.A. (shrink)

Im Wiener-Kreis-Archiv in Haarlem/NL befinden sich zahlreiche Protokolle, die mit Moritz Schlicks Lehrstuhl für Philosophie in Zusammenhang stehen – Manuskripte, Typoskripte und stenografische Manuskripte. Diese enthalten umfangreiche und ausführliche Informationen über Schlicks Seminare und auch über die sogenannten Proseminare, die den Dokumenten zufolge „bei Prof. Schlick“ stattfanden, nach 1929 jedoch de facto nicht von ihm gehalten wurden. Seit seiner Ankunft in Wien war Schlick für diese beiden Arten von Seminaren verantwortlich, die unter seiner Aufsicht standen und hauptsächlich von Studenten dokumentiert (...) wurden. Die verschiedenen Teilnehmer hatten die Aufgabe, einen handschriftlichen Bericht über das Treffen zu erstellen, später auch Typoskripte. In den Protokollen wird nicht erwähnt, wer für die grundlegenden Seminare verantwortlich war. Die entscheidende Person war der Professor. Interessanterweise nahm Schlick in seinen Seminaren vor allem Beschreibungen von in philosophischen Büchern enthaltenen Kapiteln vor, während die Proseminare ambitionierter waren. (shrink)

In their paper 'After-birth abortion: why should the baby live?' Alberto Giubilini and Francesca Minerva argue that because there are no significant differences between a fetus and a neonate, in that neither possess sufficiently robust mental traits to qualify as persons, a neonate may be justifiably killed for any reason that also justifies abortion. To further emphasise their view that a newly born infant is more on a par with a fetus rather than a more developed baby, Giubilini and Minerva (...) elect to call this 'after-birth abortion' rather than infanticide. In this paper, I argue that their thesis is incorrect, and that the moral permissibility of abortion does not entail the moral permissibility of 'after-birth' abortion. (shrink)

How can we theoretically and philosophically study the problem of values and authority in the context of education? The chapter uses the framework of action theoretical semiotics developed mainly on the conceptual structures of Greimassian semiotic theory. This detailed and elaborated theory of human discourse (utilized usually in terms of literary and “cultural” texts) will be expanded by biosemiotic and Peircean points of view to fit in the special problem area of education as transformation or extension from the biosemiotic and (...) zoosemiotic sphere to anthroposemiotic sphere: from nature to culture. The main theoretical starting point for action theoretical semiotics is the concept of meaning which is defined as relationship of an object to the action of the subject. The chapter will connect the action theoretical semiotics to the conception of Bildung and modern idea of the normativity of the rational inference by, e.g., contemporary philosopher of semantics Robert Brandom, to consider the educational implications of this semiotic view. (shrink)

Among the biggest challenges facing the contemporary human condition, and therefore also education, is responding to the climate crisis. One of the sources of the crisis is assumed to be _absent-mindedness_, presented by Leslie Dewart as a distortion of the development of human consciousness. Dewart’s poorly-known philosophical consciousness study is presented in this paper in broad outline. The problems in the study of consciousness, the most important of which are the qualitative representations—qualia—and the question of free will, are also briefly (...) discussed. These problems are then examined transcendental analytically, with the question of what one must assume in order to allow the emergence of these phenomena. From the resulting conception of causal relationship, we proceed to the circular causality as a prerequisite for life, namely the homeostatic systems and negative feedback. An organization of action that is essential to animals and humans is presented, using William Powers’ perceptual control theory (PCT), and the role of consciousness in this organization is drafted according to the studies of Martin Taylor. Action is seen as continuous problem solving, in which negative feedback is used to bring perceptions into line with the goals. The fundamental function of consciousness is revealed as the direction and enhancement of learning. Based on PCT, it can be shown that the main practical problems in animal and, especially, human action, are related to adverse side effects of action and the resulting various conflicts. The climate crisis is a typical example of the problematic side effects of collective action. Dewart’s concept of absent-mindedness can therefore be defined as an inability to responsibly account for the side effects of action. Thus, the main task of education is to forestall, through negative feedback and in cooperation with learner consciousness, absent-mindedness and the problems it causes. (shrink)

In this paper, I appeal to two aspects of Immanuel Kant’s philosophy – his metaphysics and ethics – in defense of abortion rights. Many Kantian pro-life philosophers argue that Kant’s second principle formulation of the categorical imperative, which proscribes treating persons as mere means, applies to human embryos and fetuses. Kant is clear, however, that he means his imperatives to apply to persons, individuals of a rational nature. It is important to determine, therefore, whether there is anything in Kant’s philosophy (...) that permits regarding embryos and fetuses as persons, since they lack the capacity for sentience (at least until mid-gestation), let alone rational thought. In the first part of the paper, I will illustrate why there are difficulties maintaining, from a Kantian perspective, that conception marks the genesis of a new person. Even granting that embryos and fetuses are persons, however, this alone would not entail the moral impermissibility of abortion rights, mainly because prohibiting abortion, and compelling women to gestate, violates the formula of humanity against them. Developing this thesis encompasses the second part of my essay. Finally, although I argue that Kant’s philosophy lends strong support to abortion rights, this does not thereby entail that it allows for the complete dehumanization of the human fetus. By appealing to the writings of Kantian scholar Allen Wood, I will argue that a fetus’ status as a potential person does render it worthy of some degree of respect and moral value. (shrink)

Many medical‐ethics advisory boards have concluded that human embryonic stem cell research can be conducted in an ethical manner. Yet, almost all the recommendations of the ethics advisory boards have included a rather obscure requirement: the embryos that are to be destroyed for stem cell research must be treated with profound respect. In none of these recommendations, however, do we see an adequate explanation of what proper respect for human embryos actually entails. In this essay I argue that showing proper (...) respect for human embryos, on the one hand, and simultaneously destroying them for stem cell research, on the other hand, are not mutually exclusive. In addition, I maintain that given current U.S. in vitro fertilization practices, which deliberately produce more embryos than will be implanted, proper respect for surplus embryos requires their use in embryonic stem cell research. (shrink)

Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the (...) modern theories of Bildung. Comenius connects individual human growth with global issues such as the growth of scientific knowledge, the justice of political systems, and world peace. In his philosophy, Comenius strongly criticises the problems of the rising modern thinking such as trapping to dualisms. From that angle, Comenius appears an almost postmodern thinker with surprising similarity to the thoughts of C S Peirce. (shrink)

Psychoactive drugs are being prescribed to millions of Americans at an increasing rate. In many cases these drugs are necessary in order to overcome debilitating emotional problems. Yet in other instances, these drugs are used to supplant, not supplement, interpersonal therapy. The process of overcoming emotional obstacles by introspection and the attainment of self knowledge is gradually being eroded via the gratuitous use of psychoactive medication in order to rapidly attain a release from the common problems that life inevitably presents (...) us with. In this paper, I argue that Kant’s formula of humanity, which maintains that persons ought never to treat others or themselves soley as a means to an end, proscribes this. Moreover, Kant argues that we have an imperfect duty of self development, and I argue that we fail to adhere to such a duty whenever we seek to evade the process of introspection and self knowledge in favour of the expedient results that drugs may provide us with as we attempt to overcome the emotional hurdles in our lives. (shrink)

In this essay, I provide evidence that a new generation of prochoice advocates wishes to move away from defending abortion rights via the view that fetal life has little or no value and toward a more complex view of abortion rights. This newer view simultaneously grants that fetuses are more than simply “clumps of cells,” that they are, to some extent, entities that possess some degree of value, and also that women still have the right to decide whether they wish (...) to continue a pregnancy. Prima facie, this may sound like an impossible task—an instance of “having your cake and eating it too”—but I will show throughout my paper that, and how, such a task can indeed be accomplished. (shrink)

On 22 January 2019, New York state passed the Reproductive Health Act (RHA), which specifies three circumstances under which a healthcare provider may perform an abortion in New York: (1) the patient is within twenty-four weeks of pregnancy, (2) the fetus is non-viable, or (3) the abortion is necessary to protect the patient’s life or health. The first one, that of abortion being accessible within the first twenty-four weeks of pregnancy, is not unique to New York, as many other states (...) allow medical professionals to provide abortions during this time. The latter two have caused significant controversy because they detail certain circumstances in which abortions would be accessible after twenty-four weeks. This paper will focus on these latter two circumstances. I will first argue that any debate or discussion about (2) must go beyond the conventional debate about the ethics of abortion and incorporate, more appropriately, a discussion on euthanasia and the ethics of end-of-life care for nascent human life. In particular, it requires us to consider the morality of non-voluntary active euthanasia for non-viable fetuses, rather than just a discussion of the ethics of late term abortions. When it comes to (3), I will argue that assessing its moral permissibility actually raises some legitimate moral concerns, even from a reproductive rights perspective. On certain readings, it seems as if condition (3) would allow for the termination of a healthy fetus for reasons not related to the mother’s physical health or life. If this is the case, I argue, the right to an abortion would be construed as a right to fetal termination, rather than just fetal evacuation. However, I will argue that there are good reasons that pro-choice advocates should interpret the right to an abortion as a right to fetal evacuation instead of termination, and if this is the case, a woman should not be able to demand the death of a healthy fetus if ending the pregnancy safely via fetal evacuation would suffice. (shrink)

What if the Merc with a Mouth was sent to a psychiatric institution with the intent of helping him, but what came out was something even more disturbing? This is the basic plotline of Deadpool Kills the Marvel Universe where Deadpool, well, kills all the characters who make up the Marvel Universe in order to save them from a fate worse than death. Under the gory surface of this story are substantive philosophical questions about the nature of reality, the place (...) we inhabit in it, and the meaning of our seemingly absurd existence. This chapter explores the nature of possibility and the arguments for cashing out the notion of alternate realities in terms of possible worlds. (shrink)

In Steven Spielberg's A.I. Artificial Intelligence a company called Cybertronics is responsible for creating, building, and disseminating a large number of ‘mechas’ – androids built specifically to address a multitude of human needs, including the desire to have children. David, an android mecha-child, has the capacity to genuinely love on whomever he ‘imprints.’ The first of this kind of mecha, he is ultimately abandoned by his ‘mother’ Monica, and David spends the rest of the film searching for Pinocchio's Blue Fairy (...) so that he can be made into a ‘real boy’ and gain Monica's love. Their reunion finally occurs at the end of the film, after hundreds of years. Typically, the ending in A.I. is panned by critics, and written off as an egregrious example of Spielberg's sentimentalism. However, we argue that the ending is essential in order to portray a certain conception of the nature of human personhood. While many science fiction films about artificial intelligence are centered on the issue of what constitutes personhood, A.I. is one of the very few films that does not regard personhood as something purely intrinsic to the biological construction of the organism. We contend that one of the many the messages of this film is that the journey to complete personhood requires social recognition. (shrink)

This paper describes a newly-developed course titled Philosophy of Censorship. Developed out of materials covered in an applied ethics course, this course seeks to improve the students’ understanding about the rights to free expression, and the ways in which these rights are—sometimes necessarily—curtailed in the contemporary society. In studying J. S. Mill’s prominent argument for freedom of thought and expression, the course analyzes the argument for its strength and applicability, when it comes to frequently challenged forms of expression, such as (...) pornography and hate speech. Moreover, the course looks into alternative arguments that aim to safeguard individuals’ right to free speech, including non-consequentialist arguments. The course also strives to keep current with contemporary discussions of freedom of expression and censorship. (shrink)

This entry addresses the action theoretical semiotics derived from A. J. Greimas’s theory and positions it in the context of edusemiotics. Greimas’s narratological theory is discussed and investigated in terms of its fruitfulness for education. The entry focuses on the major features of Greimas’s theory such as his famous actantial model as well as the anthropomorphic, or human- and subject-centered, approach in general. According to Greimas, at the core of the meaning of every significant discourse, there lies a typical human (...) situation within which the actants – or entities that assume certain roles in a narrative story – function as Subject and Object, Sender and Receiver, and at times also as Helper and Opponent. Greimas’s central analytic tools, the semiotic square and the generative model, are interpreted in dynamic terms and applied to the analysis of education as a meaningful practice. These tools help us see education as a value-based action and shed a critical light on the presupposed dualism between nature and culture in the context of education. For the analysis of action, Greimas’s major concepts prove themselves to be especially useful. The conception of competences expressed, specifically, in modal verbs such as want, can, know, and must is significant for education. As such, education becomes an action that strives to develop students’ competences. (shrink)

In this article I try to show that the most deep level ontology can have rich meaning for our understanding of such practical and everyday phenomena as education and interaction. With this deep level ontology I mean the problem of universals. Starting from famous traditional stances of realism and nominalism, which both are for the modern theories of growth and Bildung, I continue to the third and more recently developed ontological theory, trope theory according to which the properties (qualities, relations (...) etc.) are real (unlike in nominalism) but not universal (like in realisms). Then I will take a closer look at the trope theory of CB Martin. According to it every causal event is an interaction event between simple or complex beings in which their existing dispositions may produce manifesting properties. This point of view is radically anti dualistic because that basic level causal interaction has in the simplified forms all the elements of semiotic, meaningful of mental activity of such complex beings likes humans and animals. Ome of the main general conclusions of the article is that all causal affections contain a kind of “interpretation” from the side of affected object. (shrink)

Eetu Pikkarainen describes the educational thinking of Johann AmosComenius (1592-1670) from a perspective of Bildung -theoretical problems. Comenius has had a remarkable influence on modern education, particularly through his language-learning and general didactical methods and principles. However, Comenius’ broader pansophic views have had somewhat more benign later effects. Comenius developed a reformation programme concerning the ‘main areas’ of reality, from theology and education to philosophy and language to social questions and world peace. This program has important connections to the (...) modern theories of Bildung. Comenius connects individual human growth with global issues such as the growth of scientific knowledge, the justice of political systems, and world peace. In his philosophy, Comenius strongly criticises the problems of the rising modern thinking such as trapping to dualisms. From that angle, Comenius appears an almost postmodern thinker with surprising similarity to the thoughts of C S Peirce. (shrink)