Fritz Allhoff has recently offered an extremely compelling challenge to the morality of human cloning. He argues that a biological phenomenon, that of telomere shortening, undermines the moral permissibility of human cloning. Telomere shortening is caused by cell replication, and appears to be one of the central reasons that cells and organisms age and die. Allhoff considers a thirty-year-old woman who wishes to create a genetic clone. He notes that the DNA from her cell that would be used to create (...) the clone would have shortened telomeres—as it would have gone through many generations of cell replication. As a result, the clone would begin its existence with shortened telomeres; the clone’s telomeres would be the same length as the woman’s telomeres at the time of cloning. The moral problem lies in the fact that because of shortened telomeres, the clone will senesce more rapidly as compared with noncloned organisms, and would have increased susceptibility to degenerative conditions and diseases. Allhoff then goes on to argue that earlier senescence and disease susceptibility constitute a moral ground for rejecting cloning because “the life of a clone would be worse than that of a non-clone”. This line of argument is rooted in Parfit’s The Same Number Quality Claim : “If in either of two outcomes the same number of people would ever live, it would be bad if those who live are worse off, or have a lower quality of life, than those who would have lived”. Applying Parfit’s Q principle to cases of cloning, it could be argued that parents ought to produce children that would be maximally well off, and since clones would be worse off than children produced “normally,” it follows that parents should avoid cloning. As Allhoff puts it, “obviously sexual reproduction would not transfer shortened telomeres to offspring so, all else being equal, sexual reproduction is better than cloning ”. For this sort of line to pack any moral punch, Q must be interpreted rather strongly. (shrink)

Let N, O and S denote the set of nonnegative integers, the graph of the constant 0 function and the graph of the successor function respectively. For sets $P, Q, R \subseteq N^2$ operations of transposition, composition, and bracketing are defined as follows: $P^\cup = \{\langle x, y\rangle | \langle y, x\rangle \epsilon P\}, PQ = \{\langle x, z\rangle| \exists y\langle x, y\rangle \epsilon P & \langle y, z\rangle \epsilon Q\}$ , and [ P, Q, R] = ∪n ε M(PnQR (...) n). THEOREM. The class of recursively enumerable subsets of N2 is the smallest class of sets with O and S as members and closed under transposition, composition, and bracketing. This result is derived from a characterization by Julia Robinson of the class of general recursive functions of one variable in terms of function composition and "definition by general recursion." A key step in the proof is to show that if a function F is defined by general recursion from functions A, M, P and R then F = [ P∪, A∪ M, R]. The above definitions of the transposition, composition, and bracketing operations on subsets of N2 can be generalized to subsets of X2 for an arbitrary set X. In this abstract setting it is possible to show that the bracket operation can be defined in terms of K, L, transposition, composition, intersection, and reflexive transitive closure where K: X → X and L: X → X are functions for decoding pairs. (shrink)

This chapter argues that emotion recognition is a skill. A skill perspective on emotion recognition draws attention to underappreciated features of this cornerstone of social cognition. Skills have a number of characteristic features. For example, they are improvable, practical, and flexible. Emotion recognition has these features as well. Leading theories of emotion recognition often draw inadequate attention to these features. The chapter advances a theory of emotion recognition that is better suited to this purpose. It proposes that emotion recognition involves (...) scripts. Emotion scripts describe how people are likely to behave in different emotional contexts. Scripts can be improved with the addition of richer social knowledge, they are practical in that they describe and guide social interaction, and they are flexible because they must accommodate the fact that emotions have different behavioral impact depending on the agents involved and the circumstances at play. Learning to recognize emotions through scripts qualifies as a skill. (shrink)

We define aesthetic emotions as emotions that underlie the evaluative assessment of artworks. They are separated from the wider class of art-elicited emotions. Aesthetic emotions historically have been characterized as calm, as lacking specific patterns of embodiment, and as being a sui generis kind of pleasure. We reject those views and argue that there is a plurality of aesthetic emotions contributing to praise. After presenting a general account of the nature of emotions, we analyze twelve positive aesthetic emotions in four (...) different categories: emotions of pleasure, contemplation, amazement, and respect. The emotions that we identify in each category, including feelings of fluency, intrigue, wonder, and adoration, have been widely neglected both within aesthetics and in emotion research more broadly. (shrink)

Palimpsests of Themselves is an intervention in current discussions about the fate of philosophy in postclassical Islamic intellectual history. It takes up the most advanced logic textbook of Muslim South Asia, The Ladder of the Sciences, as a case study and engages its legacy in three ways. In addition to presenting the first full translation and extended commentary in English, Asad Q. Ahmed offers detailed assessments of the technical contributions of the work, explores the social and institutional settings of the (...) vast commentarial response it elicited, and develops a theory of the philosophical commentary that is internal to the tradition. The technical, social, and theoretical approaches to the commentarial text complicate presuppositions upon which questions of Islam's intellectual decline are erected. As such, Ahmed offers a unique and powerful opportunity to understand the transmission of knowledge across the Islamic world. (shrink)

Liz JacksonEducation University of Hong KongNel Noddings is known around the world for her contributions to philosophy and philosophy of education. Her work on caring and relational ethics broke ne...

This book offers for the first time a complete scholarly translation, commentary, and glossary in a modern European language of the logic section of Avicenna's very important compendium al-Naj=at.

Professionals in environmental fields engage with complex problems that involve stakeholders with different values, different forms of knowledge, and contentious decisions. There is increasing recognition of the need to train graduate students in interdisciplinary environmental science programs in these issues, which we refer to as “social ethics.” A literature review revealed topics and skills that should be included in such training, as well as potential challenges and barriers. From this review, we developed an online survey, which we administered to faculty (...) from 81 United States colleges and universities offering IESPs. Respondents overwhelmingly agreed that IESPs should address values in applying science to policy and management decisions. They also agreed that programs should engage students with issues related to norms of scientific practice. Agreement was slightly less strong that IESPs should train students in skills related to managing value conflicts among different stakeholders. The primary challenges to incorporating social ethics into the curriculum were related to the lack of materials and expertise for delivery, though challenges such as ethics being marginalized in relation to environmental science content were also prominent. Challenges related to students’ interest in ethics were considered less problematic. Respondents believed that social ethics are most effectively delivered when incorporated into existing courses, and they preferred case studies or problem-based learning for delivery. Student competence is generally not assessed, and respondents recognized a need for both curricular materials and assessment tools. (shrink)