The objective of this paper is to examine the responsible gambling (RG) disclosure strategies employed by four Nordic state‐owned gambling companies, each selling products with addictive potential. RG disclosures are used by the gambling industry to proclaim responsibility and interest in gambling harm. Data drawn from company annual reports underwent qualitative content analysis. The analysis based on categories established by Leung and Snell in 2021 revealed four disclosure strategies: assertive façade, defensive façade, disclaiming, and ethical reflexivity. All companies employed an (...) assertive strategy, offering detailed accounts of their RG measures, including initiatives such as care calls to customers. The companies often adopted a defensive strategy, characterized by vague and generalizing language in describing their RG activities. Three companies occasionally adopted a disclamation strategy, presenting RG as a cost. Ethical reflexivity, which involves acknowledging responsibility for gambling harm, was a disclosure strategy seldom chosen by the companies. Although variations exist in the disclosure strategies among the companies, overall, the companies strived to project a positive image. The conclusion suggests that endorsing RG as a legitimate harm prevention approach may mask the inherent conflicts of interest between gambling companies and advocates of harm prevention. (shrink)

The national-level scenarios project NanoFutures focuses on the social, political, economic, and ethical implications of nanotechnology, and is initiated by the Center for Nanotechnology in Society at Arizona State University (CNS-ASU). The project involves novel methods for the development of plausible visions of nanotechnology-enabled futures, elucidates public preferences for various alternatives, and, using such preferences, helps refine future visions for research and outreach. In doing so, the NanoFutures project aims to address a central question: how to deliberate the social implications (...) of an emergent technology whose outcomes are not known. The solution pursued by the NanoFutures project is twofold. First, NanoFutures limits speculation about the technology to plausible visions. This ambition introduces a host of concerns about the limits of prediction, the nature of plausibility, and how to establish plausibility. Second, it subjects these visions to democratic assessment by a range of stakeholders, thus raising methodological questions as to who are relevant stakeholders and how to activate different communities so as to engage the far future. This article makes the dilemmas posed by decisions about such methodological issues transparent and therefore articulates the role of plausibility in anticipatory governance. (shrink)

The aim of this paper is to develop ideas about robustness analyses. I introduce a form of robustness analysis that I call sufficient parameter robustness, which has been neglected in the literature. I claim that sufficient parameter robustness is different from derivational robustness, the focus of previous research. My purpose is not only to suggest a new taxonomy of robustness, but also to argue that previous authors have concentrated on a narrow sense of robustness analysis, which they have inadequately distinguished (...) from other investigations of models such as sensitivity analysis. (shrink)

This study investigated the relationship between cultural value orientations and country-specific changes in mobility during the Covid-19 pandemic. The aim was to understand how cultural values relate to mobility behavior during the initial stages of the pandemic. The aggregated data include Schwartz's cultural orientations, Gross Domestic Product (GDP) per capita, number of Covid-19 cases per million, and mobility change during the Covid-19 pandemic (Google Mobility Reports; percentage decrease in retail and recreation mobility, transit station mobility, workplace mobility and percentage mobility (...) increase in residential areas). Regression analyses showed that, after controlling for economy and severity of disease, hierarchy was the primary factor reducing mobility, such as staying at home, and mobility in public spaces, such as avoiding retail and recreation sites (marginally significant). The results are discussed in the light of previous literature and the implications for social distancing measures. (shrink)

In his first paper on the special theory of relativity, Einstein indicated that the question of whether or not two spatially separated events were simultaneous did not necessarily have a definite answer, but instead depended on the adoption of a convention for its resolution. Some later writers have argued that Einstein's choice of a convention is, in fact, the only possible choice within the framework of special relativistic physics, while others have maintained that alternative choices, although perhaps less convenient, are (...) indeed possible. (shrink)

Although nanotechnology is often defined as operations on the 10-9 meters, the lack of charisma in the scale-bound definitions has been fortified by remarkable dreams and alluring promises that spark excitement for nanotechnology. The story of the rhetorical development of nanotechnology reveals how speculative claims are powerful constructions that create legitimacy in this emerging technological domain. From its inception, nanotechnology has been more of a dream than reality, more fiction than fact. In recent years, however, the term nanotechnology has been (...) actively drawn toward the present to begin to deliver on the fantastic expectations. This debate over time and timing is loaded with paradox. This work examines how future claims work to define what counts as nanotechnology and reveals dilemmas that accompany temporal disjunctures. Science and politics converge in debates about the future of technology as expectations serve to create and enforce power and legitimacy in the emerging area. (shrink)

Anna Jani interprets the relationship between phenomenology and ontology by redefining its goals, methodological focuses, and key figures. The common methodology of hermeneutical phenomenology originates from the question on being, which resembles religious experiences in certain ways.

R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S. (1967). What is an (...) educational process? In R. S. Peters (Ed.), The concept of education (pp. 1–23). Routledge and Kegan Paul]. In asserting this about education, Peters has more in common with another great English educator, John Henry, Cardinal Newman, than one might expect, given they are separated by about a century and start from different philosophical perspectives, namely Kant to a significant degree in the former and Aristotle in the latter. Both nevertheless acknowledge the importance of reason and its development in any education worthy of the name. I will argue that in describing the ‘educated person’ Peters is not far from the view of Newman, who saw education as being about the ‘enlargement of mind’. Although Newman hesitates to call ‘enlargement of mind’ wisdom, and Peters does not use either term, there are good grounds for proposing that in distinguishing between education and training, and in asserting education is moral education because it is concerned to improve persons, Peters acknowledges the higher purposes of education and hence, we can add, its connection with wisdom. Significantly, what such a reading of Peters emphasizes is his insistence on the intrinsic value of education, a view seemingly lost in modern market-driven conceptions of education. (shrink)

The Problem of Obligation is the problem of how to explain the features of moral obligations that distinguish them from other normative phenomena. Two recent accounts, the Second-Personal Account and the Relational Account, propose superficially similar solutions to this problem. Both regard obligations as based on the claims or legitimate demands that persons as such have on one another. However, unlike the Second-Personal Account, the Relational Account does not regard these claims as based in persons’ authority to address them. Advocates (...) of the Relational Account accuse the Second-Personal Account of falling prey to the Problem of Antecedence. According to this objection, the Second-Personal Account is committed to the implausible claim that we have an obligation to φ only if, and because, others demand that we φ. Since the Relational Account’s proposed solution to the Problem of Obligation does not face the Problem of Antecedence, its advocates argue that it is dialectically superior to the Second-Personal Account. In this paper, I defend the Second-Personal Account by arguing that, first, the Relational Account does not actually solve the Problem of Obligation and, second, the Second-Personal Account does not fall prey to the Problem of Antecedence. (shrink)

When do people say that they are moved, and does this experience constitute a unique emotion? We review theory and empirical research on being moved across psychology and philosophy. We examine feeling labels, elicitors, valence, bodily sensations, and motivations. We find that the English lexeme being moved typically (but not always) refers to a distinct and potent emotion that results in social bonding; often includes tears, piloerection, chills, or a warm feeling in the chest; and is often described as pleasurable, (...) though sometimes as a mixed emotion. While we conclude that it is a distinct emotion, we also recommend studying it in a more comprehensive emotion framework, instead of using the ambiguous vernacular term being moved as a scientific term. (shrink)

Zeit und Nichtigkeit (Kant, Hegel, Novalis).

How are scientific explanations possible in ecology, given that there do not appear to be many—if any—ecological laws? To answer this question, I present and defend an account of scientific causal explanation in which ecological generalizations are explanatory if they are invariant rather than lawlike. An invariant generalization continues to hold or be valid under a special change—called an intervention—that changes the value of its variables. According to this account, causes are difference-makers that can be intervened upon to manipulate or (...) control their effects. I apply the account to ecological generalizations to show that invariance under interventions as a criterion of explanatory relevance provides interesting interpretations for the explanatory status of many ecological generalizations. Thus, I argue that there could be causal explanations in ecology by generalizations that are not, in a strict sense, laws. I also address the issue of mechanistic explanations in ecology by arguing that invariance and modularity constitute such explanations. (shrink)

In this paper, I argue that Hume has an insight into the heart of most of “new philosophy” when he claims that according to it, proper sensibles are not Real properties of material substance and Real bodies. I call this tenet “the Proper Sensibles Principle” (PSP). In the second part of the paper, I defend the interpretation - mainly against Don Garrett’s doubts - that the PSP is a rational tenet in Hume’s view and he thus endorses it. Its rationality (...) means that the PSP has a firm foundation in inductive-causal reasoning. (shrink)

This volume brings together chapters about aging in many non-Western cultures, from Africa and Asia to South America, from American Indians to Australian and Hawaii Aboriginals. It also includes articles on other issues of aging, such as falling, dementia, and elder abuse. It was thought that in Africa or Asia, elders were revered and taken care of. This certainly used to be the case. But the Western way has moved into these places, and we now find that elders are often (...) left on their own or in institutions, as younger people have migrated to other cities and even countries. Grandparents often find themselves being parents to their grandchildren, a far cry from the kind of life they believed they would have as they aged. This book will explore all these issues and will be of use to students and researchers in this relatively new field. (shrink)

ABSTRACT Linda Zagzebski’s exemplarist moral theory has gained traction in recent years as a valid approach to moral education. Insufficient attention has so far been paid to questions about who we should count among exemplary people to be emulated. In this paper, we make the case for considering the Swedish climate activist Greta Thunberg as one moral exemplar for the contemporary world. Since Thunberg is a controversial figure, we not only argue in positive terms why Thunberg would make a good (...) exemplar, but also respond to a number of objections that could be made to her exemplarity based on popular discussions. Our argument is however not limited to showing why Thunberg should be considered a moral exemplar. Through our discussion, we also exemplify the kind of critical discussions that in our view should be part of how exemplarism is utilized as a theory of moral education. (shrink)

We examined cynicism as a mediator of the influence of managers’ mission-congruent communication and behavior about ethical standards (a form of supervisory behavioral integrity) on employee attitudes and intended behavior. Results indicated that cynicism partially mediates the relationship between supervisory behavioral integrity and organizational commitment, but not the relationship between supervisory behavioral integrity and intent to comply with organizational expectations for employee conduct.

ABSTRACT An influential argument against the possibility of obligations to oneself states that the very notion of such obligations is incoherent: If there were such obligations, we could release ourselves from them; yet releasing oneself from an obligation is impossible. I challenge this argument by arguing against the premise that it is impossible to release oneself from an obligation. I point out that this premise assumes that if it were possible to release oneself from an obligation, it would be impossible (...) to violate that obligation. I note that there are two interpretations of this assumption, one conceptual and one psychological. I argue that, on both interpretations, the assumption is false—at least according to independently plausible accounts of obligations to oneself and of what it means to waive an obligation. My arguments paint a picture of obligations to oneself that not only challenges the argument against their coherence, but also illuminates these obligations’ relationship to other parts of the moral domain. (shrink)

While human beings generally act prosocially towards one another — contra a Hobbesian “war of all against all” — this basic social courtesy tends not to be extended to our relations with the more-than-human world. Educational philosophy is largely grounded in a worldview that privileges human-centered conceptions of the self, valuing its own opinions with little regard for the ecological realities undergirding it. This hyper-separation from the ‘society of all beings’ is a foundational cause of our current ecological crises. In (...) this paper, we develop an ecosocial philosophy of education based on the idea of an ecological self. We aspire to consolidate voices from deep ecology and ecofeminism for conceptualizing education in terms of being responsible to and for, a complex web of interdependent relations among human and more-than-human beings. By analyzing the notion of opinions in light of Gilles Deleuze’s critique of the ‘dogmatic image of thought,’ we formulate three aspects of ESPE capable of supporting an ecological as opposed to an egoistic conception of the self: rather than dealing with fixed concepts, ESPE supports adaptable and flexible boundaries between the self and the world; rather than fixating on correct answers, ESPE focuses on real-life problems shifting our concern from the self to the world; and rather than supporting arrogance, EPSE cultivates an epistemic humility grounded in our ecological embeddedness in the world. These approaches seek to enable an education that cultivates a sense of self that is less caught up with arbitrary, egoistic opinions of the self and more attuned to the ecological realities constituting our collective life-worlds. (shrink)

Background Forward-looking, democratically oriented governance is needed to ensure that human genome editing serves rather than undercuts public values. Scientific, policy, and ethics communities have recognized this necessity but have demonstrated limited understanding of how to fulfill it. The field of bioethics has long attempted to grapple with the unintended consequences of emerging technologies, but too often such foresight has lacked adequate scientific grounding, overemphasized regulation to the exclusion of examining underlying values, and failed to adequately engage the public. Methods (...) This research investigates the application of scenario planning, a tool developed in the high-stakes, uncertainty-ridden world of corporate strategy, for the equally high-stakes and uncertain world of the governance of emerging technologies. The scenario planning methodology is non-predictive, looking instead at a spread of plausible futures which diverge in their implications for different communities’ needs, cares, and desires. Results In this article we share how the scenario development process can further understandings of the complex and dynamic systems which generate and shape new biomedical technologies and provide opportunities to re-examine and re-think questions of governance, ethics and values. We detail the results of a year-long scenario planning study that engaged experts from the biological sciences, bioethics, social sciences, law, policy, private industry, and civic organizations to articulate alternative futures of human genome editing. Conclusions Through sharing and critiquing our methodological approach and results of this study, we advance understandings of anticipatory methods deployed in bioethics, demonstrating how this approach provides unique insights and helps to derive better research questions and policy strategies. (shrink)

The place of physical education has been contested in recent times and it has been argued that its justification as part of school curricula seems to be marginal at best. Such justifications as have been offered, propose that physical education is justified because of its contribution to moral development or because it is capable of being studied as a theoretical subject. Other justifications have centred on the embodied nature of the human being. In this article we draw on some classical (...) thinkers, Plato, Aristotle, Aquinas, Augustine and Benedict, to argue for a strong, integrated view of the human person. From this it is concluded that physical education is a necessary component of education and that a complete education therefore involves physical education. Physical education is understood in a broad sense as a family resemblance concept which incorporates a wide variety of physical activities. Disciplined physical activity which enables individuals to gain those physical skills required for learning, it is proposed, is essential for intellectual development. Benedictine education, which involves hard physical work, reading, prayer and reflection, illustrates how the physical and mental aspects of a person are to be integrated in order to attain the ends of the committed Benedictine monk. (shrink)

In this article, I make a philosophical comparison between Hobbes' and Hume's s conceptions of imagination. The article should not be taken as an examination of Hobbes' real effect on Hume's thinking. That is a historical problem I do not address. In addition to being philosophically comparative, the article is expli- cative. Since the subject matter is so broad, I have been compelled to confine myself to the explicative level in my examination. I unfold Hume's conception of imagination, take Juhana (...) Lemetti's interpretation of Hobbes for granted (with some subtle alterations) and then compare my Hume to Lemetti's Hobbes. I will not go into all the details of Hume's rich and many-sided conception and many problems cannot be discussed in the paper; my intention is to shed some light on Hobbes' and Hume's thinking by comparing their conceptions of imagination and their reasons for the conceptions. (shrink)

The younger brother of the famous Ashʿarī theologician and Shāfiʿī jurist Abū Ḥāmid al-Ghazālī, Aḥmad al-Ghazālī was a Ṣūfī shaykh who lived and preached in the Saljuq state and, in some cases, possibly influenced its fortunes. Owing to his best known and probably most important work, the Sawāniḥ, he is treated in the Persian Ṣūfī tradition as one of the principal representatives of the so-called "School of Love". However, he remained virtually unknown in the West, outside the narrow circle of (...) experts on Persian Ṣūfism, until the publication of Nasrollah Pourjavady's English translation of the Sawāniḥ in 1986. The aforementioned translation, which... (shrink)

The examination of the works and views of Muḥy al-Dīn al-’Arabī’s spiritual heir Ṣadr al-Dīn al-Qūnawī, due to the notorious terseness of his style, is an extremely difficult task. In addition, al-Qūnawī expected the reader to be acquainted with the entire corpus of his works, since many important ideas are mentioned in only one of them, without ever being repeated elsewhere in his writings. In many cases, he limits himself to a brief allusion or hint, without discussing the point at (...) issue in detail. Furthermore, not infrequently he warns the reader that, for certain reasons, one or more important aspects of the issue are not mentioned at all, since they must be kept secret. In his last will, he instructed his.. (shrink)

In the contemporary theory of practice, there is an increased awareness about the necessity of focusing on corporeality as a fundamental feature of practice. In this respect, there is a discussion about reflections on the phenomenology of the body, in particular as it is developed in the work of Merleau-Ponty. In the present study, we would like to broaden the discussion and answer some of the criticisms expressed by the theory of practice, such as an exaggerated focus on the first-person‘s (...) perspective, or a too strong concept of consciousness, supposedly marking the,classical‘ theory of the lived body in Merleau-Ponty. We consider here the later period of Merleau-Ponty’s thinking, in particular after he became a professor at the Collége de France in 1952 onto his death in 1961. In this period, he deepens consistently his understanding of the notion of,body schema‘, which clearly becomes the key to his approach to practice, affectivity, and to the phenomenon of sociality. His focus thereby was to depart from a traditional philosophy of perception and move on to a philosophy of,expression‘, which would uncover the ambiguity of corporeal practice as the difference between institution and sedimentation of sense. The unconscious in the sense of a social phenomenon surprisingly becomes a field of encounter between the later philosophy of Merleau-Ponty and the schizoanalysis of Guattari and Deleuze. (shrink)

Dans cet ouvrage, couronné par le prix de l’Académie Française François Millepierres, Anne Gabrièle Wersinger explore l'histoire de la notion d’harmonie dans la pensée grecque archaïque. Le terme d’« harmonie » possède alors une large extension sémantique : elle est l’harmonie des corps, mais aussi du monde et du langage. Cette notion est indissociable d’autres termes, comme l’« un » et le « multiple » ou l’« infini ». L’auteur aborde l’« harmonie » et les termes afférents par leur « (...) schème »... (shrink)

This paper will consider the role of schools, as a particular moral habitat in the formation of moral virtues and how the inculcation of a comprehensive private moral system of beliefs, values and practices leads to public values in a multicultural, pluralist society. It is argued that the formation of good persons ensures the formation of good citizens and that governments should therefore support good moral education rather than seek to impose national public values or to concentrate on developing good (...) citizens only. The recognition that moral values are learnt within particular private moral systems of values, that it is these on which common public values rely for support and that there are a variety of such comprehensive private moral systems also means that a variety of schools need to be supported. One condition which such schools need to fulfil is that the comprehensive private moral system of beliefs which they inculcate in their students is based on a recognition of the universal applicability of the moral principles that they endorse. (shrink)

Organizations interested in employee ethics compliance face the problem of conflict between employee and organizational ethical standards. Socializing new employees is one way of assuring compliance. Important for longer term employees as well as new ones, however, is making those standards visible and then operable in the daily life of an organization. This study, conducted in one large organization, found that, depending on organizational level, awareness of an organization's ethical standards is predicted by managerial adherence to and organizational compliance with (...) those standards and/or discussions with peers. Regardless of level, organizational commitment was predicted most strongly by managerial adherence to organizational standards. These findings have theoretical implications for the fields of business ethics, organizational identity and organizational socialization and practical implications for the implementation of ethics policies. (shrink)

A specific variety of formal causation is dispositional essentialism. This chapter argues that dispositional essentialism is incompatible with any trope bundle theory committed to the primitive identity of tropes, such as Keith Campbell’s account and the authors’ own Strong Nuclear Theory. Dispositional essentialism would render at least some tropes identity-dependent on other tropes, while all tropes must be considered identity-independent existents in these trope theories. Furthermore, dispositional essentialism relies on the problematic notion of dispositional essence, and it remains unclear whether (...) dispositional essentialism gains any ontological economy in comparison with the views taking laws of nature as primitive. Finally, the chapter outlines an alternative view based on Deborah Smith’s non-recombinational quidditism. According to it, tropes as determinate particular natures necessarily play certain nomological roles. It is argued that this might be completed with a new conception of tropes as parts of causal processes, which further clarifies the necessary connection between tropes and certain nomological roles. (shrink)

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

This paper works on the relation between spectacles and death. I present a decolonial genealogy, of the relation between sovereignty and spectacle, and specifically what coloniality does to this relation, how it shifts the very core of sovereign punishment. I demonstrate the formation of what I call “colonial sovereignty” as the emergence of a new relation between sovereignty and terror: in colonial sovereignty, terror is an inseparable element of sovereignty, formed through not the uniqueness but rather the repetition and proliferation (...) of spectacles of death. The colonial/modern nation-state functions as a government by terror, where death becomes meaningless, and the spectacles of dead bodies outlive death. (shrink)

Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) the physical environment is seen as one key element in producing environmental devastation. Consequently, human alienation from nature is seen as closely related to alienation from one's body. It is claimed that through overcoming the dualist alienation of human consciousness from its lived body, we can decrease the alienation of human beings from their environment. Methods of contemplative pedagogy are introduced for addressing alienation. By getting in touch with the tangible lived-body in yoga or mindfulness meditation we reconnect to the material world of nature. Contemplative pedagogy cultivates the body and its senses for learning intrinsic valuation and caring for the environment. Lived-body experience is challenging to conceptualise; we use Maurice Merleau-Ponty's concept of the flesh in our attempt to do so. Finally, this paper suggests some contemplative practices of the lived-body for environmental education. Experiencing the flesh of oneself and the world as one and the same is an environmentally conducive experience that gives value and meaning to the flourishing of all life, human and non-human. (shrink)

In this paper, I argue that there is a sceptical argument against the senses advanced by Hume that forms a decisive objection to the Metaphysically Realist interpretations of his philosophy – such as the different naturalist and New Humean readings. Hume presents this argument, apparently starting with the primary/secondary qualities distinction, both in A Treatise of Human Nature, Book 1, Part 4, Section 4 (Of the modern philosophy) (1739) and An Enquiry concerning Human Understanding, Section 12 (Of the Academical or (...) Sceptical Philosophy), paragraphs 15 to 16 (1748). The argument concludes with the contradiction between consistent reasoning (causal, in particular) and believing in the existence of Real (distinct and continued) entities. The problem with the Realist readings of Hume is that they attribute both to Hume. So their Hume is a self-reflectively inconsistent philosopher. I show that the various ways to avoid this problem do not work. Accordingly, this paper suggests a non-Realist interpretation of Hume's philosophy: Hume the philosopher suspends his judgment on Metaphysical Realism. As such, his philosophical attitude is neutral on the divide between materialism and idealism. (shrink)

In this article, a novel interpretation of one of the problems of Hume scholarship is defended: his view of Metaphysical Realism or the belief in an external world (that there are ontologically and causally perception-independent, absolutely external and continued, i.e. Real entities). According to this interpretation, Hume's attitude in the domain of philosophy should be distinguished from his view in the domain of everyday life: Hume the philosopher suspends his judgement on Realism, whereas Hume the common man firmly believes in (...) the existence of Real entities. The defended reading is thus a sceptical and Realist interpretation of Hume. As such, it belongs to the class of what can be called no-single-Hume interpretations (Richard H. Popkin, Robert J. Fogelin, Donald L. M. Baxter), by contrast to single-Hume readings, which include Realist (naturalist, New Humean) and the traditional Reid-Green interpretation (i.e. Hume believes that there are no Real entities). Hume's distinction between the domains of philosophy and everyday life, which is argued to be epistemological, is employed in order to reconcile his scepticism with his naturalism and constructive science of human nature. The article pays special attention to the too much neglected second profound argument against the senses in Part 1, Section 12 of Hume's first Enquiry and the corresponding argument in Section 4, Part 4, Book 1 of the Treatise. (shrink)

We do not fully understand Hume’s account of space if we do not understand his view of determinations of extension, which is too much ignored a topic. In this paper, I argue for an interpretation that determinations of extension are unities in Hume’s view: single beings in addition to their components. This realist reading is reasonable on both textual and philosophical grounds. There is strong textual evidence for it and no textual reason to reject it. Realism makes perfect sense of (...) the metaphysics of determinations of extension along Humean lines and Hume’s view of spatial relations. (shrink)

Gustave Le Gray was one of the most technically accomplished and aesthetically enlightened of the early "artist-photographers." Trained as a painter of portraits and landscapes, Le Gray was attracted in the 1840s to the artistic potential of photographic processes. As a photographer he evolved and refined much of photography's primary aesthetic theory. By 1855 he had influenced, if not taught, every important photographer in France. Drawing on entirely new material Eugenia Parry Janis fully analyzes the life and work of Le (...) Gray and demonstrates the originality of his artistic achievement in the context of discoveries about his personal and professional history. Janis, approaching the photographs of Le Gray with the methods and sensibilities of an art historian, reveals telling connections between Le Gray's choices of subject matter and formal means of presentation and the existing pictorial practice of other media such as painting. This same approach makes her sensitive to Le Gray's departures from such traditional practice, and she skillfully illustrates how he evolved from student painter into master photographer. In doing so she gives us a glimpse of the way in which Le Gray's manipulation of the photographic process was always informed by his pictorial needs and by his developing style. (shrink)

This article advances three claims about the bindingness of duties to oneself: (1) To defend duties to oneself, one had better show that they can bind, i.e., provide normative reason to comply. (2) To salvage the bindingness of duties to oneself, one had better construe them as owed to, and waivable by, one's present self. (3) Duties owed to, and waivable by, one's present self can nevertheless bind. In advancing these claims, I partly oppose views recently developed by Daniel Muñoz (...) and Paul Schofield. My arguments at least tentatively suggest three general lessons for moral theory: (a) Bindingness is an essential feature of duties in general. (b) The long sought-after explanation of supererogation is not to be found in waivable duties to oneself. (c) The bindingness of duties is a distinctive normative phenomenon which does not crucially depend on some physical, temporal, or psychological distance between the binding and the bound self. (shrink)

The demonstration that slow transport of clocks can be used to define simultaneity in inertial frames of reference leads to the question of whether clock transport can similarly be used in noninertial frames. It is shown that there are certain types of reference frames in which the clock-transport method cannot be used in a self-consistent manner. It is also shown that there are other types of noninertial frames in which the clock-transport method will succeed. The discussion includes noninertial frames in (...) flat space-time as well as the case of curved space-times. (shrink)

We critically analyze Alexander Rosenberg’s argument based on the multiple realizability of biological properties that there are no biological laws. The argument is intuitive and suggestive. Nevertheless, a closer analysis reveals that the argument rests on dubious assumptions about the nature of natural selection, laws of nature, and multiple realizability. We also argue that the argument is limited in scope, since it applies to an outmoded account of laws and the applicability of the argument to other more promising accounts of (...) laws is questionable. Another concern of ours is that the relation between multiple realizability and natural selection is more complex than Rosenberg acknowledges. Finally, we claim that an explanation for why Rosenberg’s argument appears persuasive and appealing is that the argument is based on an inflated concept of multiple realizability that rests on unreliable intuitions concerning what counts as a different realization of the same property. Consequently, we argue that the argument is at best inconclusive and at worst false insofar as its implications for the existence of biological laws are concerned. (shrink)

There appear to be no biological regularities that have the properties traditionally associated with laws, such as an unlimited scope or holding in all or many possible background conditions. Mitchell, Lange, and others have therefore suggested redefining laws to redeem the lawlike status of biological regularities. These authors suggest that biological regularities are lawlike because they are pragmatically or paradigmatically similar to laws or stable regularities. I will review these re-definitions by arguing both that there are difficulties in applying their (...) accounts to biology and difficulties in the accounts themselves, which suggests that the accounts are not adequate to redeem the lawlike status of biological regularities. Finally, I will suggest a new account of laws that also shows how non-laws might function in some of the roles of laws. (shrink)

Professional ethics has currently raised its public profile in the UK as part of social anxiety around governance of health and social care, fuelled by catastrophically bad practice identified in particular healthcare facilities. Professional ethics is regulated by compliance with abstracted, normative codes but experienced as contextualised exercise of personal qualities, understanding and engagement. This study examined how practitioners from one speciality of occupational therapy, an Allied Health Profession, develop ethical practice through dialogical engagement in local OT communities of practice, (...) supporting and modifying understanding of and approaches to specific situations experienced as ethically difficult and individual reflection on the personal bildungsroman underpinning their own professional practice. Engagement in community of practice and personal reflection contributed to ethical development for participating OTs. Opportunities to engage in peer OT groups and professional reflection should be considered by employers as integral to productive practice and not a distraction from it. (shrink)

One of the levels of analysis used in Political Science studies is the individual. Analyzes at the individual level are carried out based on the personality of the political decision-makers, and in this direction, the individual characteristics of the decision-makers are the main factor taken into account in interpreting the quality of politics. This is also valid in the political books that constitute the main source of Islamic political thought. There is a leader-centered political narrative in the policy books written (...) for state administrators. In these works, the issues of which personal characteristics a leader should have and which behaviors should be avoided are especially discussed. A vision is built around these personal characteristics, from the ideal leader to the ideal politics. In this context, the ruler who is the chief executive of politics is not only an actor to whom advice is given but also the main element in politics. Therefore, examining the emphasis on the personal characteristics of the ruler in Islamic political thought becomes important in interpreting the leader-centered political narrative. In this context, in this study, it is aimed to examine the leader-centered political conception in Islamic political thought within the framework of Ebü’n-Necîb Şeyzerî’s Nehcü’s-Sülûk fî Siyaseti’l-Mülûk. The method of discourse analysis was used in the study and it was concluded that the personality of the leader, who is accepted as the founding element of the state and politics in Islamic political thought, directs politics and that the way to reach the ideal politics is to build the ideal leader. (shrink)