Eight Domains of Phenomenology and Research Methods is a unique text that explains how the foundational literature representing our lifeworld experience aligns theory with research methods.

The social sciences lack concepts and theories for an understanding of what new information technology is doing to our society. The article sketches the outlines of a broad historical and comparative approach to this issue: ‘an anthropology of information technology’. At the base is the idea ofexternalisation of knowledge as a historical process. Three main epochs are characterised by externalisation of knowledge through a) spoken language and a social organisation of specialists, b) writing and c) computer programming. The impact of (...) expert systems on learning is also discussed. (shrink)

The myth of true, lifelong love promoted low divorce rates among farmers who depended on each other for survival. In the urban ecology after industrialization, it became increas­ingly clear that long-term monogamy goes against human nature. In the Scandinavian Modern Breakthrough, a late-1800s literary movement, Henrik Ibsen, August Strindberg, and others clashed in a battle over modern mating morality. Each interpreted Darwin to fit their own agenda, suggesting naturalistic understandings of “free love” and “true mar­riage,” some of which were (...) laughable while others landed authors in prison. Evolutionary theory from our present era suggests that human mate choice is guided by three brain systems: erotic lust, romantic love, and feelings of deep attachment; our species thus evolved for serial pair-bonding with extra-pair copulation. Using these and other evolutionary insights, this article evaluates narratives from the Modern Breakthrough, which laid the foundation for today’s gender-equal and sexually liberal Nordic societies. (shrink)

A set of moral problems known as The Trolley Dilemmas was presented to 3000 randomly selected inhabitants of the USA, Russia and China. It is shown that Chinese are significantly less prone to support utility-maximizing alternatives, as compared to the US and Russian respondents. A number of possible explanations, as well as methodological issues pertaining to the field of surveying moral judgment and moral disagreement, are discussed.

The second volume in Joel Feinberg's series The Moral Limits of the Criminal Law, Offense to Others focuses on the "offense principle," which maintains that preventing shock, disgust, or revulsion is always a morally relevant reason for legal prohibitions. Feinberg clarifies the concept of an "offended mental state" and further contrasts the concept of offense with harm. He also considers the law of nuisance as a model for statutes creating "morals offenses," showing its inadequacy as a model for understanding "profound (...) offenses," and discusses such issues as obscene words and social policy, pornography and the Constitution, and the differences between minor and profound offenses. (shrink)

In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for teaching to aim for. I (...) explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-à-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning. (shrink)

Recent debates in psychopathy studies have articulated concerns about false-positives in assessment and research sampling. These are pressing concerns for research progress, since scientific quality depends on sample quality, that is, if we wish to study psychopathy we must be certain that the individuals we study are, in fact, psychopaths. Thus, if conventional assessment tools yield substantial false-positives, this would explain why central research is laden with discrepancies and nonreplicable findings. This paper draws on moral psychology in order to develop (...) tentative theory-driven exclusion criteria applicable in research sampling. Implementing standardized procedures to discriminate between research participants has the potential to yield more homogenous and discrete samples, a vital prerequisite for research progress in etiology, epidemiology, and treatment strategies. (shrink)

Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards deconstruction, to which I refer as 'witnessing'. I argue that what needs to be witnessed is the occurrence of deconstruction and, more specifically, the occurrence of metaphysics-in-deconstruction. The point of witnessing metaphysics-in-deconstruction (...) is affirmative: it is an affirmation of what cannot be conceived in terms of the system and yet makes this system possible. To the extent to which education is concerned with the 'coming into presence' of new beginners and new beginnings, it shares an interest with deconstruction. Through a discussion of the role of communication in education I indicate how we might witness the occurrence of deconstruction in education. Through this we may be able to identify openings that can become potential entrances for the coming into presence of new beginnings and new beginners. Such an engagement with Derrida's work is more than the application of 'his' philosophy to the 'field' of education and therefore also has implications for how we think of the very idea of philosophy of education. (shrink)

Environmental pragmatism has faced numerous criticisms for relativism and crude instrumentalism as well as for sidestepping the fundamental concerns of environmental ethics. Recently, Andre Santos Campos and Sofia Guedes Vaz have proposed a new ‘method’ of environmental pragmatism, justificatory moral pluralism, with the aim of overcoming these criticisms. It is argued that this new approach is plagued by the traditional concerns. Instead, the pitfalls of pragmatism can be avoided by adopting the central insight of the classical pragmatists that values may (...) be revised in light of experience in a process that resembles scientific inquiry. The resulting view may not be satisfying for those who expect pragmatism to live up to its periodic promise of immediate and concrete results. Nevertheless, pragmatism presents the environmental ethicist with a range of promising tasks. (shrink)

This letter addresses the editorial decision to publish the article, “Research on group differences in intelligence: A defense of free inquiry” (Cofnas, 2020). Our letter points out several critical problems with Cofnas's article, which we believe should have either disqualified the manuscript upon submission or been addressed during the review process and resulted in substantial revisions.

The essays in this book give the first comprehensive picture of the medieval development of philosophical theories concerning the nature of emotions and the influence they have on human choice.

Psychopathy has been theorized as a disorder of emotion, which impairs moral judgments. However, these theories are increasingly being abandoned as empirical studies show that psychopaths seem to make proper moral judgments. In this contribution, these findings are reassessed, and it is argued that prevalent emotion‐theories of psychopathy appear to operate with the unjustified assumption that psychopaths have no emotions, which leads to the hypothesis that psychopaths are completely unable to make moral judgments. An alternative and novel explanation is proposed, (...) theorizing psychopathy as a degree‐specific emotional deficiency, which causes degree‐specific differences in moral judgments. (shrink)

One of us -- Alfred Mele (1996; 2003, ch. 5) -- has argued that possible instances of listlessness falsify the combination of cognitivism and various kinds of internalism about positive first-person moral ought-beliefs. If an argument recently advanced by James Lenman (1999) is successful, listlessnessis impossible and Mele's argument from listlessness therefore fails.However, we will argue that Lenman's argument is unpersuasive.

To speak of patients' choices is to obscure the distinction between request and refusal of treatment. The distinction is particularly crucial for questions of killing or letting die.

The question I raise in this paper is why measurement systems such as PISA have gained so much power in contemporary education policy and practice. I explore this question from the bottom up by asking what might contribute to the ways in which people invest in systems such as PISA, that is, what are the beliefs, assumptions and desires that lead people to actively lending support to the global education measurement industry or fall for its seduction. I discuss three aspects (...) of what, in the paper, I refer to as the ‘social psychology’ of this dynamics, highlighting the seductive nature of numbers, measurement and comparison, the persistence of technological expectations about education and its workings and the reference to social justice as a key motivator for wanting to know how systems work and perform. I raise critical questions with regard to each of these aspects and, through this, suggest ways towards a more grown-up response to the difficult question of providing good education for everyone, rather.. (shrink)

This paper describes and discusses the phenomenon ‘predatory publishing’, in relation to both academic journals and books, and suggests a list of characteristics by which to identify predatory journals. It also raises the question whether traditional publishing houses have accompanied rogue publishers upon this path. It is noted that bioethics as a discipline does not stand unaffected by this trend. Towards the end of the paper it is discussed what can and should be done to eliminate or reduce the effects (...) of this development. The paper concludes that predatory publishing is a growing phenomenon that has the potential to greatly affect both bioethics and science at large. Publishing papers and books for profit, without any genuine concern for content, but with the pretence of applying authentic academic procedures of critical scrutiny, brings about a worrying erosion of trust in scientific publishing. (shrink)

Public reason liberalism demands that political decisions be publicly justified to the citizens who are subjected to them. Much recent literature emphasises the differences between the two main interpretations of this requirement, justificatory and political liberalism. In this paper, I show that both views share structural democratic deficits. They fail to guarantee political autonomy, the expressive quality of law, and the justification to citizens, because they allow collective decisions made by incompletely theorised agreements. I argue that the result can only (...) be avoided by changing public reason’s role in collective decision-making. Instead of incompletely theorised agreements, we should demand agreement both on the public reasons themselves and on the other premises that justify political decisions. In this way, it is always possible to point to a procedure-independent reason that justifies democratic decisions, and the reasoning of the state is public and contestable. Finally, I explain how this, in turn, implies that only political liberalism can be rescued—by accepting what I will call strong political liberalism. Modifying justificatory liberalism in the necessary way will inevitably open the door to an objectionable form of perfectionism. (shrink)

The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted (...) by a lack of attention to theory. In this paper we make a case for capacity building with regard to theory, explore the different roles of theory in educational research, and provide an outline of an agenda for capacity building with regard to theory. (shrink)

This article investigates what notions of “just health care” are found at three Swedish hospitals among health care personnel and whether these notions are relevant to what priorities are actually made. Fieldwork at all three hospitals and 114 in-depth interviews were conducted. Data have been subject to conceptual and ethical analysis and categorisation. According to our findings, justice is an important idea to health care personnel at the studied hospitals. Two main notions of just health care were found. The main (...) idea was the notion of “equal treatment according to need”, the basic idea being that differences in treatment should be justified by differences in needs. The competing idea that merit should affect the treatment received is occasionally encountered, the idea here being that patients, by acting irresponsibly, may no longer deserve to be treated strictly according to needs. In practice, priorities are made on grounds that only partly comply with the basic idea of justice in health care, as it is understood by staff at the studied hospitals. Exceptions are made due to regional differences, considerations of cost-effectiveness, economic incentives, tradition, the daily patient flow, research, private alternatives, patient influence and favouritism of health care personnel. (shrink)

Bioethicists have for quite some time discussed the right to know and the right not to know personal health information, such as genetic information acquired in health care and incidental health-related findings in research. Several international ethical guidelines explicitly defend these rights.My own interest in these matters stems from my participation in ethics-related research tied to a longitudinal screening study on Type I diabetes involving young children. A few of the participating parents did not want to be informed if the (...) study revealed their child had a high risk of developing diabetes. This response was troublesome, not least since the information would concern the child's and not the parents’ health. Our inclination was that there cannot be a right not to know that should be granted without qualifications. Furthermore, other contextual factors, e.g., that parents experienced pressure to participate and felt concern about some of the personal data handled in the study, gave reason to question whether autonomous decisions were made regarding participation. The autonomy of their expressed desire not to know was therefore questionable. (shrink)

The claim that there are bare particulars — individuals possessing no properties — is a highly controversial thesis in metaphysics. It has been heavily criticized and is often thought to be subject to a number of decisive counterarguments, some of which aim to show that there is something incoherent about the very idea of a bare particular. I believe that the theory of bare particulars can, given certain modifications, be defended from such accusations. But the fact that a theory is (...) not incoherent does not suffice for it to be a good theory, and I believe that the theory of bare particulars — although capable of coherence — is a deeply unsatisfactory theory in metaphysics, for reasons rarely appreciated in the discussion. In sections 2 and 3 of this paper, I introduce the notion of a bare particular by presenting two of the central theoretical tasks for which the postulation of such entities has been thought necessary. In section 4, I present three of the classical arguments intended to show that the theory of bare particulars is fundamentally flawed or even incoherent. In section 5, I argue that if we adopt what I call the minimal view of bare particulars, the theory can handle all of these objections. Finally, in section 6, I argue that despite not being undermined by the classical arguments, the minimal view of bare particulars makes it highly implausible to suppose that there are any entities of that kind. The theory of bare particulars can be made coherent only at the cost of being made highly theoretically unattractive. (shrink)

The digression of Plato’s Theaetetus (172c2–177c2) is as celebrated as it is controversial. A particularly knotty question has been what status we should ascribe to the ideal of philosophy it presents, an ideal centered on the conception that true virtue consists in assimilating oneself as much as possible to god. For the ideal may seem difficult to reconcile with a Socratic conception of philosophy, and several scholars have accordingly suggested that it should be read as ironic and directed only at (...) the dramatic character Theodorus. When interpreted with due attention to its dramatic context, however, the digression reveals that the ideal of godlikeness, while being directed at Theodorus, is essentially Socratic. The function of the passage is to introduce a contemplative aspect of the life of philosophy into the dialogue that contrasts radically with the political-practical orientation characteristic of Protagoras, an aspect Socrates is able to isolate as such precisely because he is conversing with the mathematician Theodorus. (shrink)

Analogical reasoning by comparison is considered a special case of inductive reasoning, which is fundamental to the scientific method. By reasoning analogically, learners can abstract the underlying commonalities of several entities, thereby ignoring single objects’ superficial features. We tested whether different task environments designed to trigger analogical reasoning by comparison would support preschoolers’ induction of the concept of material kind to predict and explain objects’ floating or sinking as a central aspect of scientific reasoning. Specifically, in two experiments, we investigated (...) whether the number of presented objects (one versus two standards), consisting of a specific material and the labeling of objects with the respective material name, would benefit preschoolers’ material-based inferences. For each item set used in both experiments, we asked the children ( N = 59 in Experiment 1, N = 99 in Experiment 2) to predict an object’s floating or sinking by matching it to the standards and to verbally explain their selections. As expected, we found a significant effect for the number of standards in both experiments on the prediction task, suggesting that children successfully induced the relevance of material kind by comparison. However, labels did not increase the effect of the standards. In Experiment 2, we found that the children could transfer their conceptual knowledge on material kind but that transfer performance did not differ among the task environments. Our findings suggest that tasks inviting analogical reasoning by comparison with two standards are useful for promoting young children’s scientific reasoning. (shrink)

This paper keeps pace with my personal history as a researcher: starting from the eagerness for knowledge of the nuclear physics PhD student I once was, continuing with my search for social relevance in policy-preparatory research I subsequently performed as a sustainability scholar, it finally leads to the topics of interest for the hybrid philosophy-sociology researcher I am today. Following these traces, I first of all rethink my life as a physicist in terms of science as a necessarily situated and (...) engaged practice before laying bare the baleful scientisation of politics in sustainability discourse. Finally, I sketch the contours of a genuine politics of sustainability by repositioning the enigma of scientific production at the heart of its practice. (shrink)

From their origins in Greek and Latin, the words ethics and morality have always contained an in-built ambivalence. Are they primarily concerned with individual character-building and virtue, or ar...

Dieser Aufsatz geht dem Verhältnis von Hoffnung und Melancholie in der praktischen Philosophie Kants nach. Methodischer Ausgangspunkt ist dabei Kants Rede von der ,,Revolution der Denkungsart“ als Voraussetzung des neuen Menschen, der nach dem Gesetz des moralischen Ichs zu leben versucht. Die Existenz des neuen Menschen kann, so die erkenntnisleitende These, geradezu als ein Leben im Spannungsfeld von Hoffnung und Melancholie beschrieben werden. Hierbei wird sich zeigen, dass diese Konzeption in der Kritik der reinen Vernunft eine religionsphilosophische Tiefendimension erhält, in (...) der Kant das Verhältnis von Idealität und Realität thematisiert. Desweiteren wird in der Kritik der Urteilskraft die Kunst als symbolische Darstellung der Vollkommenheit, die der moralische Mensch erstrebt, verstanden. (shrink)

Nietzsche’s texts invite perplexing questions about the justification and objectivity of his ethical views. 1 On the one hand, Nietzsche often appears to subscribe to strong forms of antirealism or even nihilism about value. This has resulted in some classical readings such as Danto’s suggesting that, when reading Nietzsche, we are being asked “to abandon our meta-ethical beliefs (to use contemporary terms) as to the possibility of justifying whatever moral beliefs we have.” 2 On the other hand, many if not (...) most contemporary interpreters have found it plausible to search and find a “positive” ethical stance of one kind or another operative in Nietzsche’s work. Such “positive” ethics seems ill suited with .. (shrink)

1. IntroductionThe Emotional Construction of Morals is a tour de force that combines empirical data and philosophical argument in an impressively coherent way. Certainly it resists any sweeping assessment; a mere presentation of the principal lines of argument would itself take the space of an article. Also, and despite its systematic structure, I do not think Prinz's view places decisive weight on any small number of points. Consequently, I do not think it can be refuted in any wholesale way. Nevertheless, (...) I often find myself in very sharp disagreement with Prinz. What I would like to do in this article, therefore, is to focus on what seem to be some broad issues of perspective, and see if I can convince readers that taking a slightly different perspective on certain matters might undermine the apparent force of much of what he has to say. In particular, I will focus on the analogy between moral properties and colour properties: an analogy to which Prinz himself appeals. As a corollary I will also try to show that Prinz's focus, for many purposes, on cannibalism and issues of sexual morality undermines the relevance of much of the empirical data he brings to bear in defending his sentimentalist moral theory.According to Prinz, moral judgements are manifestations of complex emotional dispositions that he calls ‘sentiments’. But unlike the expressivist, who might easily embrace the spirit of this claim, Prinz also holds that the existence of these sentiments is sufficient to generate moral properties and facts; moral properties are simply powers to activate our moral sentiments, and it is often a fact that an action has such a property. In holding moral properties to be powers of this sort, Prinz embraces both an analogy with colours, and a certain understanding of what colours are: secondary qualities understood …. (shrink)

Terry Horgan and Mark Timmons have recently presented a series of papers in which they argue against what has come to be called the ‘new wave’ moral realism and moral semantics of David Brink, Richard Boyd, Peter Railton, and a number of other philosophers. The central idea behind Horgan and Timmons’s criticism of these ‘new wave’ theories has been extended by Sean Holland to include the sort of realism that drops out of response-dependent accounts that make use of an analogy (...) between moral properties and secondary qualities. This paper argues that Holland’s extension depends crucially on the fact that his target is a direct response-dependent account of moral value. His argument does not work against such accounts of more basic normative notions such as ‘harm’ or ‘benefit’. And these more basic notions may then serve as the basic normative building blocks for an indirectly response-dependent moral theory. (shrink)

We are addressing this letter to the editors of Philosophical Psychology after reading an article they decided to publish in the recent vol. 33, issue 1. The article is by Nathan Cofnas and is entitled “Research on group differences in intelligence: A defense of free inquiry” (2020). The purpose of our letter is not to invite Cofnas’s contribution into a broader dialogue, but to respectfully voice our concerns about the decision to publish the manuscript, which, in our opinion, fails to (...) meet a range of academic quality standards usually expected of academic publications. (shrink)