_The Essential Swedenborg _summarizes in modern terms the basic features of the theology propounded by Emanuel Swedenborg, scientist, inventor, statesman, philosopher, and theologian. The startling concepts of the "Northern Plato" cause the orthodox clergy of the time to consider him a heretic. For over two hundred years, however, Swedenborg has inspired many of the world's greatest intellects with a visionary belief system that emphasizes good works, personal responsibility, and the love of the Lord for all people, regardless of background.

From climate change to COVID-19 to reproductive justice, there has been deep political polarization around science. Labs of Our Own provides a unique entry point into these 21st century science wars by focusing on our affective relationships to science. The book delves into various sites where scientists, teachers, artists, and activists claim to create more democratic access to science - from DIY biology community labs to feminist classrooms to activist science pratitioners. The reader will find that these claims for and (...) attempts at democratic sciences not only impact what counts as science and who counts as a scientist but reconfigures who is included in the proper public. Instead of arguing for a knee-jerk defense of Science against right wing attacks, Labs of Our Own builds the case for a feminist, anti-racist, decolonial, queer science tinkering practice that intentionally, politically, and ethically acts to produce new challenges to the definition and boundaries of the human. (shrink)

Generally speaking, the ethics of Korean society today are going through an unstable stage, in which the traditional ethics of the East are becoming blended with the Western values that were introduced during the modern age. The resulting chaos has become a critical issue for debate, especially after the birth of a new subject, ‘national ethics’ in school education. Yet even nowadays, questions remain regarding whether the two systems of ethics are independent,complementary, or combinable in some way. I’m going to (...) propose a multi-layered structure of moral education; ‘ the three steps of Ethics’ for designing ethical system and moral education of South Korea. First, etiquette education, which is provided in the household prior to self-controlled critical thinking, will be discussed as an infrastructure of moral education. Then, one of the main purposes of schooling, moral thinking education will be described in terms ofdilemma model of organic form. Lastly, a long forgotten side of today’s moral education, the practical implications of ‘virtue education’, will be emphasized because of their cardinal importance to both Eastern and Western traditions. (shrink)

El presente artículo hace mención de los pasos metodológicos que se debiera tener en consideración para realizar una planificación estratégica energética, en función del espacio geográfico estudiado y de la herramienta SIG.

Bogen beskæftiger sig med sindet og bevidstheden fra de græske filosoffer og guder til nutiden.

Mark Balaguer’s project in this book is extremely ambitious; he sets out to defend both platonism and fictionalism about mathematical entities. Moreover, Balaguer argues that at the end of the day, platonism and fictionalism are on an equal footing. Not content to leave the matter there, however, he advances the anti-metaphysical conclusion that there is no fact of the matter about the existence of mathematical objects.1 Despite the ambitious nature of this project, for the most part Balaguer does not shortchange (...) the reader on rigor; all the main theses advanced are argued for at length and with remarkable clarity and cogency. There are, of course, gaps in the account but these should not be allowed to overshadow the sig-. (shrink)

This article examines the argument that biodiversity is crucial for well-functioning ecosystems and that such ecosystems provide important goods and services to our human societies, in short the ecosystem services argument (ESA). While the ESA can be a powerful argument for nature preservation, we argue that its dominant functionalist interpretation is confronted with three sig-nificant problems. First, the ESA seems unable to preserve the nature it claims to preserve. Second, the ESA cannot explain why those caring about nature want to (...) preserve it. Third, the ESA might undermine its own goal because it potentially decreases environmental motivations. (shrink)

I propose a theory of space with infinitesimal regions called smooth infinitesimal geometry based on certain algebraic objects, which regiments a mode of reasoning heuristically used by geometricists and physicists. I argue that SIG has the following utilities. It provides a simple metaphysics of vector fields and tangent space that are otherwise perplexing. A tangent space can be considered an infinitesimal region of space. It generalizes a standard implementation of spacetime algebraicism called Einstein algebras. It solves the long-standing problem of (...) interpreting smooth infinitesimal analysis realistically, an alternative foundation of spacetime theories to real analysis, 277–392, 1980). SIA is formulated in intuitionistic logic and is thought to have no classical reformulations. Against this, I argue that SIG is such a reformulation. But SIG has an unorthodox mereology, in which the principle of supplementation fails. (shrink)

The anglophone philosophy profession has a well-known problem with gender equity. A sig-nificant aspect of the problem is the fact that there are simply so many more male philoso-phers than female philosophers among students and faculty alike. The problem is at its stark-est at the faculty level, where only 22% - 24% of philosophers are female in the United States (Van Camp 2014), the United Kingdom (Beebee & Saul 2011) and Australia (Goddard 2008).<1> While this is a result of the (...) percentage of women declining at each point through-out the standard career trajectory, recent large-scale studies in the United States (Paxton et al. 2012) and Australia (Goddard et al. 2008) have identified a key drop-off point as the transi-tion between taking introductory classes and majoring in philosophy. So why do dispropor-tionately few female students choose to major in philosophy? (shrink)

There are many cases in which people collectively cause some morally significant outcome (such as a harmful or beneficial outcome) but no individual act seems to make a difference. The problem in such cases is that it seems each person can argue, ‘it makes no difference whether or not I do X, so I have no reason to do it.’ The challenge is to say where this argument goes wrong. My approach begins from the observation that underlying the problem and (...) motivating the typical responses to it is a standard, intuitive assumption. The assumption is that if an act will not make a difference with respect to an outcome, then it cannot play a sig- nificant, non-superfluous role in bringing that outcome about. In other words, helping to bring about an outcome requires making a difference. I argue that the key to solving the problem is to reject this assumption. I develop an account of what it is to help to bring about an outcome, where this does not require making a difference, and I use this explain our reasons for action in the problem cases. This account also yields an error theory that explains why the standard assumption is so tempting, even though it is mistaken. (shrink)

Emotions might contribute to our being rational cognitive agents. Anxiety – and more specifically epistemic anxiety – provides an especially interesting case study into the role of emotion for adaptive cognition. In this paper, I aim at clarifying the epistemic contribution of anxiety, and the role that ill-calibrated anxiety might play in maladaptive epistemic activities which can be observed in psychopathology. In particular, I argue that this emotion contributes to our ability to adapt our cognitive efforts to how we represent (...) the practical factors relevant to the task at hand, by sig- naling the need for increased cognitive processing and evidence gathering in high- stakes situations. I hypothesize that dysfunctional or ill-calibrated epistemic anxiety might play an important role in the motivation driving persons with obsessive- compulsive disorder (OCD) to invest high amounts of cognitive resources into the resolution of apparently simple and innocuous questions. As I argue, OCD might be conceived as a case in which epistemic anxiety is inappropriately elicited, represent- ing these as high-stakes questions, and inadequately signaling a need for cognition. In this paper, I thus make use of the concept of (epistemic) anxiety as developed in the philosophy of emotion and in epistemology, to propose an account of the role of anxiety in the pathological doubt that is central to obsessive-compulsive disorder. (shrink)

The anglophone philosophy profession has a well-known problem with gender equity. A sig-nificant aspect of the problem is the fact that there are simply so many more male philoso-phers than female philosophers among students and faculty alike. The problem is at its stark-est at the faculty level, where only 22% - 24% of philosophers are female in the United States (Van Camp 2014), the United Kingdom (Beebee & Saul 2011) and Australia (Goddard 2008).<1> While this is a result of the (...) percentage of women declining at each point through-out the standard career trajectory, recent large-scale studies in the United States (Paxton et al. 2012) and Australia (Goddard et al. 2008) have identified a key drop-off point as the transi-tion between taking introductory classes and majoring in philosophy. So why do dispropor-tionately few female students choose to major in philosophy? (shrink)

För att kunna känna igen liv när vi hittar det och för att veta hur vi skall leta behöver vi ha en uppfattning om vad liv är. Att försöka konstruera en definition av liv hjälper oss också att formulera våra tankar kring vad liv är. De flesta av oss har nog en intuitiv uppfattning av vad liv är, och kan i de flesta situationer utan problem skilja ut vad som är levande från vad som inte är det. Det finns dock (...) situationer när det inte är fullt så enkelt. Man är till exempel inte överens om huruvida virus är liv. Virus kan föröka sig och genomgår evolution men de har ingen egen metabolism vilket många hävdar är en nödvändig egenskap för att vara levande. Numera finns det också datorprogram som har vissa egenskaper gemensamma med sådant som vi normalt kallar liv. De kan till exempel föröka sig och genomgå en slags evolution. Däremot är de inte uppbyggda av DNA, och dessutom är de ju tillverkade av oss. Trots detta finns det de som vill hävda att datorprogram kan vara levande. Å andra sidan finns det desto fler som förnekar det. Många förnekar också att levande datorprogram alls är möjligt. De som gör det kan till exempel hävda att liv måste ha en viss form av kemisk bas eller vara ett resultat av naturligt urval i motsats till urval baserat på regler som vi människor har konstruerat. När man diskuterar utomjordiskt liv så blir det ofta ännu svårare att avgöra vad som är levande än när vi diskuterar liv här på jorden. Utomjordiskt liv kommer förmodligen att vara väldigt olikt det vi normalt kallar liv men någonting bör det ju ha gemensamt med livet på jorden för att det skall vara befogat att använda beteckningen liv om båda. När man letar efter liv i extrema miljöer här på jorden, och i ännu högre grad när man letar efter liv på andra himlakroppar, är det av avgörande betydelse att man har någon slags uppfattning om vad liv är. Det finns framför allt två skäl till det. Det ena är att man behöver kunna avgöra om det man hittar är liv. Det andra är att vi behöver bestämma oss för hur och var vi skall leta (resurserna för att leta efter liv är ju inte obegränsade). Man behöver till exempel välja rätt slags instrument som reagerar på rätt saker. För att kunna göra det behöver man veta vilka egenskaper man skall leta efter, det vill säga man behöver veta vad liv är. (shrink)

En uppsättning yrkesetiska principer sätter ramar och ger riktlinjer för lärares verksamhet, men ofta är sådana principer i sig själva inte tillräckliga för att ge den vägledning som krävs för att lösa konkreta etiska problem. För det krävs också att läraren besitter färdigheter relevanta för att hantera etiska frågor, i synnerhet en förmåga till etiskt resonerande.