There are a number of candidate rationales for the settlement of Mars. These are considered in Sect. 10.1. At least one of them is economically plausible: its use as a base of operations for asteroid mining in the Main Belt. This rationale suggests that environmental protection on Mars needs to be considered in a broader context than that of the planet alone. More specifically, the authors argue in Sect. 10.2 that planetary environmental protection is partly a matter of containment and (...) so requires a framing principle. Section 10.3 supplies such a principle for protection, “the 1/8 principle”: while economic growth in space remains exponential and comparable to historical patterns on Earth, we should use no more than 1/8 of the available resources, in order to secure a reasonable ‘breaking distance’ before we reach a point of super-exploitation. Section 10.4 examines the difficulties of applying such a principle to Mars, the need for trade-offs and special weighting for special strategic resources such as uncollapsed lava tubes. Section 10.5 points out the ease with which the principle can be turned into policy options and its good matchup with human practices of valuing and use. The latter considerations may not be decisive, but they do count strongly in its favour. (shrink)

Este trabalho compõe-se de algumas reflexões sobre o ensino de filosofia na educação básica brasileira. Especificamente, analisar-se-ão dois pontos relativos à atividade filosófica na educação básica, a saber: 1) o ensino de filosofia concebido como exercício de pensamento, de modo a reivindicar, a partir da prática filosófica, um filosofar na educação; 2) as contribuições que a filosofia pode oferecer para a formação do aluno do ensino médio, sobretudo no que diz respeito ao exercício da cidadania. Esses dois pontos serão analisados (...) na perspectiva de reforçar a importância da filosofia como componente curricular obrigatório e como instrumento imprescindível para que sejam alcançados os objetivos do ensino médio, última etapa da educação básica, entendida esta como instrumento que prepara o indivíduo para exercer o seu papel de cidadão. (shrink)

The vast majority of research in nursing ethics over the last decade indicates that nurses may not be fully prepared to ‘deliver the good(s)’ for their patients, or to contribute appropriately in the wider current health care climate. When suitable research projects were evaluated for this article, one key question emerged: if nurses are educationally better prepared than ever before to exercise their ethical decision-making skills, why does research still indicate that the expected practice-based improvements remain elusive? Hence, a number (...) of ideas gleaned from recent research about the current nature of nursing ethics, and especially teaching nursing ethics to student nurses, are analysed and critiqued in this article, which concludes with a cluster of ideas and conclusions based on that analysis. It is hoped that such a review may serve as a catalyst for nurse educators to re-examine their teaching practices with a view to enhancing good (i.e. ethical) nursing practice through educational means. (shrink)

The epistemology of studies addressing questions about historical and prehistorical phenomena is a subject of increasing discussion among philosophers of science. A related field of inquiry that has yet to be connected to this topic is the epistemology of climate science. Branching these areas of research, I show how variety-of-evidence reasoning accounts for scientific inferences about the past by detailing a case study in paleoclimate reconstruction. This analysis aims to clarify the logic of historical inquiry in general and, by focusing (...) on a case study about climate change, it offers an epistemic account of a particular discipline that is of environmental and social importance. (shrink)

First published in German in 1984 as volume 45 of Martin Heidegger’s collected works, this book is the first English translation of a lecture course he presented at the University of Freiburg in 1937–1938. Heidegger’s task here is to reassert the question of the essence of truth, not as a "problem" or as a matter of "logic," but precisely as a genuine philosophical question, in fact the one basic question of philosophy. Thus, this course is about the essence of (...) truth and the essence of philosophy. On both sides Heidegger draws extensively upon the ancient Greeks, on their understanding of truth as aletheia and their determination of the beginning of philosophy as the disposition of wonder. In addition, these lectures were presented at the time that Heidegger was composing his second magnum opus, Beiträge zur Philosophie, and provide the single best introduction to that complex and crucial text. (shrink)

Does Farmer Field really know his prize cow, Daisy, is in the field? When is an unexpected exam not wholly unexpected? Are all bachelors unmarried? Martin Cohen's _101 Philosophy Problems, Fourth Edition_ introduces philosophy in an entertaining but informative and stimulating way. Using philosophical puzzles, conundrums and paradoxes he skilfully unwraps some of the mysteries of the subject, from what we know - or think we know - to brainteasing thought experiments about ethics, science and the nature of the (...) mind. For the _Fourth Edition_ there are many new problems, including Maxwell's Moving Magnets, Einstein Changes Train Times, and Zeno's Paradox of Place; as well as two brand new sections including puzzles such as Lorenz's Waterywheel, and the Battle for Fractal Farm, and perplexing ethical dilemmas. The book has been extensively revised to bring it up to date with new developments in philosophy and society. With an updated glossary of helpful terms and possible solutions to the problems at the end of the book, _101 Philosophy Problems_ is essential reading for anyone coming to philosophy for the first time. (shrink)

The hypothesis that anatomically modern homo sapiens could have undergone changes akin to those observed in domesticated animals has been contemplated in the biological sciences for at least 150 years. The idea had already plagued philosophers such as Rousseau, who considered the civilisation of man as going against human nature, and eventually.

Martin Hollis; The Pen and the Purse, Journal of Philosophy of Education, Volume 5, Issue 2, 30 May 2006, Pages 153–169, https://doi.org/10.1111/j.1467-9752.197.

The Fitch paradox poses a serious challenge for anti-realism. This paper investigates the option for an anti-realist to answer the challenge by restricting the knowability principle. Based on a critical discussion of Dummett's and Tennant's suggestions for a restriction desiderata for a principled solution are developed. In the second part of the paper a different restriction is proposed. The proposal uses the notion of uniform formulas and diagnoses the problem arising in the case of Moore sentences in the different status (...) propositional letters receive. The new proposal is able to avoid some of the criticism on its predecessors. (shrink)

Funding policies for science are usually directed at supporting technological innovations. The im-pact and success of such policies depend crucially on how science and technology are connected to each other. I propose an “interactive view” of the relationship between basic science and technol-ogy development which comprises the following four claims: First, technological change derives from science but only in part. The local models used in accounting for technologically relevant phenomena contain theoretical and non-theoretical elements alike. Second, existing technologies and rules (...) of experience constitute another major repository of technological inventions. Third, technology dynamics is only weakly coupled to progress in basic science but it is closely related to science. There is a dependence of technological change on a more fundamental understanding, to be sure, but it is of an indirect and long-term character. Fourth, progress in basic research is some-times the effect of technological change. Technological change sometimes brings about increased theoretical understanding. (shrink)

Warner here puts forward a much broader discussion of rationality than that which underlies today's polarization between analytic and continental philosophy. Through a series of case-studies the author explores ancient conceptions of dialectic and rhetoric in relation to the positive role given to sentiment or "the heart" by Pascal, Hume, and Nietzsche. These studies point to an understanding of philosophy which undercuts fashionable disputes and which helps to reaffirm a range of ideas long marginalized by the dominance of the geometric (...) model of philosophical argument. (shrink)

In these essays, written between 1909 and 1954 and first published as a collection in 1957, the eminent philosopher relates the "I-Thou" dialogue to such varied fields as religion, social thought, philosophy, myth, drama, literature, and art. Buber thus responds to the crises and challenges of the 20th century and enables the reader to follow his lifelong struggles toward "authentic existence.".

Dynamic epistemic logic (DEL) is a multi-modal logic for reasoning about the change of knowledge in multi-agent systems. It extends epistemic logic by a modal operator for actions which announce logical formulas to other agents. In Hilbert-style proof calculi for DEL, modal action formulas are reduced to epistemic logic, whereas current sequent calculi for DEL are labelled systems which internalize the semantic accessibility relation of the modal operators, as well as the accessibility relation underlying the semantics of the actions. We (...) present a novel cut-free ordinary sequent calculus, called |$ \textbf{G4}_{P,A}[] $|⁠, for propositional DEL. In contrast to the known sequent calculi, our calculus does not internalize the accessibility relations, but—similar to Hilbert style proof calculi—action formulas are reduced to epistemic formulas. Since no ordinary sequent calculus for full S5 modal logic is known, the proof rules for the knowledge operator and the Boolean operators are those of an underlying S4 modal calculus. We show the soundness and completeness of |$ \textbf{G4}_{P,A}[] $| and prove also the admissibility of the cut-rule and of several other rules for introducing the action modality. (shrink)

The 1980 appearance of “Topologie der Metaphysik”, by Heribert Boeder, meant an absolute transformation in the ordinary way of conceiving the nature of philosophical knowledge. it meant above all a deep and fruitful transformation in two fundamental thesis of Modern Thought: that referred to the comprehension of the ἀλήθεια as “desheltering”, and that which makes the “being of beings” the unitary thing of the metaphysical learning. Thirty years after the apparition of the mentioned work, we have asked ourselves, considering the (...) writings published by the author since then, about the mission of his own thought. A thought that, developing up to a whole, came not only to illuminate the accomplishments of philosophy in the pursuit of its logical task, but to build the three Spheres of reason’s Present: History, World and Speech. (shrink)

Scientific discoveries are often to some degree influenced by luck. Whether luck’s influence is at odds with common-sense intuitions about responsibility, is the central concern of the philosophical debate about moral luck. Do scientists acknowledge that luck plays a role in their work and – if so – do they consider it morally problematic? The present article discusses the results of four focus groups with scientists, who were asked about their views on luck in their fields and its moral implications. (...) The participants underscored circumstantial luck as a key dimension of luck in science. Nevertheless, most participants insisted that there are ways of executing ‘control’ in science: They believe that virtues and skills can increase one’s chances for success. The cultivation of these skills and virtues was considered a reasonable ground for pride. Prizes and rewards were rarely tied to personal desert, but instead to their societal function. (shrink)

Basic Concepts of Ancient Philosophy presents a lecture course given by Martin Heidegger in 1926 at the University of Marburg. First published in German as volume 22 of the collected works, the book provides Heidegger's most systematic history of Ancient philosophy beginning with Thales and ending with Aristotle. In this lecture, which coincides with the completion of his most important work, Being and Time, Heidegger is working out a way to sharply differentiate between beings and Being. Richard Rojcewicz's clear (...) and accurate translation offers English-speaking readers valuable insight into Heidegger's views on Ancient thought and concepts such as principle, cause, nature, unity, multiplicity, Logos, truth, science, soul, category, and motion. (shrink)

A Black Intellectual's Odyssey describes aspects of Martin Kilson's intellectual journey in the social and institutional contexts that shaped his progression from a small African American community in a Pennsylvania milltown to his collegiate experiences at the oldest Negro college in the nation, and then to Harvard University, where he was both a student and a professor for some fifty years. Kilson's own writing is framed by pieces by three of his former Harvard undergraduate students: an introduction by Cornel (...) West; an afterword by Stefano Harney and Fred Moten. (shrink)

This stimulating collection begins by outlining some of the complex problems The Prince raises as a cultural text. Then follow seven essays, ranging from the discussion of The Prince's first reception and its concern for history and dialogue, through the text's concern with language, power and gender, on to discussions of its contradictions and its place in cultural history.

ABSTRACTThe proportion of the American electorate that is “constrained” by ideology has risen dramatically since Philip E. Converse suggested, in the early 1960s, that ideology is the province of only a small fraction of the mass public. In part, the rise of ideological voters has been obscured by the tendency of scholars after Converse to equate them with those who use terms referring to ideological concepts, such as liberal and conservative, in open-ended interviews. These “concept ideologues,” however, are not the (...) only members of the public whose political opinions show evidence of ideological constraint. There is also a growing segment of the public, the “policy ideologues,” who take positions on three or more policy issues but do not happen to mention ideological concepts. Policy ideologues prove to be as politically knowledgeable as concept ideologues; their attitudes are nearly as constrained across issues and over time; and their policy stances usually “make sense” as liberal or conservative—not surprisingly, as they are almost as willing as concept ideologues to label themselves ideologically, when asked. By 2012, the portion of the public consisting of concept and policy ideologues had reached 42 percent. It declined to 38 percent in 2016, but was still a far cry from the 12 percent of the electorate whom Converse identified as ideologues or near ideologues as of 1956. (shrink)

Mitte Oktober 1518 befand sich Luther in Augsburg, um sich einem Verhör durch den päpstlichen Sondergesandten Kardinal Thomas Cajetan (1469-1534) zu stellen. Die Zusammenkunft fand am Rande des gerade in der Reichsstadt tagenden Reichstags statt. Mit größtem Einsatz versuchte Luther, Cajetan von seiner Argumentation zu überzeugen, der Dominikaner lehnte eine inhaltliche Auseinandersetzung allerdings ab. Die katholische Kirche verfolgte mit dem Verhör einzig das Ziel, Luther zum Widerruf seiner Thesen zu bewegen, worauf dieser wiederum nicht einging. Die Augsburger Ereignisse fasste Luther (...) für die Öffentlichkeit Ende 1518 in den "Acta Fratris Martini Lutheri Augustiniani apud D Legatum Apostolicum Augustae", kurz "Acta Augustana", protokollartig zusammen. In das Dokument fügte er zusätzlich noch ein ursprünglich geheimes Schreiben Papst Leos X. (1513-1521) an Kardinal Cajetan ein. In dem Breve ermächtigte das Oberhaupt der katholischen Kirche Cajetan dazu, Luther zu verhaften und nach Rom bringen zu lassen, falls dieser in Augsburg weiter gegen die päpstliche Lehre anreden und seine Ansichten nicht revidieren sollte. Luther erfuhr von dem Brief und verließ Augsburg deshalb sofort nach dem letzten Verhör am Abend des 20. Oktober. // Autor: Matthias Bader // Datum: 2016. (shrink)

Hymnic poetry needs inspiration. In the ›Feiertagshymne‹, Hölderlin differentiates several historical stages (night, dawn, holiday), degrees (deficiency, favour, rapture) and representations of inspiration or enthusiasm. The poetological reflexion includes mediating figures (Semele, Dionysos, Christus) and models (Pindar, Klopstock). While the poem turns away from eschatological inspiration it projects, by the simile at the beginning, a gesture of exploration which is followed up later by Hölderlin’s last hymns. For those this poem is of fundamental significance.