The aim of this paper is to argue for some useful distinctions in the theory of grounding. I do so by first introducing the notion of grounding, discussing some of its features, and arguing that grounds must play some role in bringing about what they ground (sec.1). I then argue that there are various distinct roles a fact may play in bringing about another, and more particularly that we should distinguish between three such roles; enablers, partial grounds, and facts that (...) partly ground (sec. 2). Finally, I present two theoretical advantages to incorporating these distinctions into our theory of grounding. Namely, that it reframes, and arguably dissolves, the contingentist-necessitarian debate (sec. 3), and that it helps to elegantly deal with the purported counterexamples to the transitivity of grounding and thus maintain the plausible elements of the assumption that grounding is a transitive relation (sec.4). (shrink)

Assuming the existence of God and divine commands, it makes sense to ask to what end God issues commands. This question has been raised in recent philosophical literature in the context of whether there can be a divine command to believe in, or to worship, God. In this article, I argue that the answers proposed to this question fail to appreciate the wide range of possible purposes of divine commanding. In particular, I argue that commands that cannot be conformed or (...) complied with may still have purpose. (shrink)

In this article I argue that we should distinguish two characterizations of objectivism: Mind Nongroundedness Objectivism and Mind Independence Objectivism. I focus on the debate in metaethics, although the distinction may generally apply to others. According to Mind Nongroundedness Objectivism, moral standards are not grounded in any mind, while according to Mind Independence Objectivism, moral standards hold independently of any mind. Despite its importance, this distinction has so far not been noticed in the literature. I argue that this distinction helps (...) elucidate otherwise puzzling metaethical positions. (shrink)

This paper analyses the probability of a reading so far neglected by editors in Lactantius Placidus’ late antique commentary on Stat. Theb. 5.16. Next, the article argues that, regardless of the accepted reading, this part of the scholium is likely an interpolation.

By what right, or under whose authority, do you try me? This is a common challenge raised by defendants standing trial in front of international criminal courts or tribunals. The challenge comes from the fact that traditionally criminal law is justified as a response of the state to wrongdoing that has been identified by the state as a crime. Nevertheless, since the early 1990s we have seen the development of international criminal tribunals that have the authority to judge certain crimes. (...) This article examines the moral foundation for the authority of international tribunals, arguing that it can be grounded on delegation of powers from the states with primary jurisdiction. The first part of the article examines whether there is any problem, as a matter of principle, in founding the courts’ jurisdictional authority on delegation of powers. It will argue that contrary to David Luban’s view, there is no inherent problem with states delegating their power to punish to other states or to international tribunals. Nevertheless, in making such a decision the ability of the court to provide fair process—a necessary requirement for the court’s ability to issue authoritative decisions—should be taken into account. The second part of the article takes the ICC as a case study and examines whether its jurisdiction can be grounded on delegation of powers. It will be shown that the court’s jurisdiction can indeed be founded on both direct and indirect delegation of jurisdiction from states with primary jurisdiction. This conclusion suggests that other international tribunals created by either multilateral treaties or by Security Council decisions may also be founded on similar grounds. (shrink)

Moral disagreements often revolve around the issue of harm to others. Identifying harms, however, is a contested enterprise. This paper provides a conceptual toolbox for identifying harms, and so possible wrongdoing, by drawing several distinctions. First, I distinguish between four modes of human vulnerability, forming four ways in which one can be in a harmed state. Second, I argue for the intrinsic disvalue of harm and so distinguish the presence of harm from the fact that it is instrumental to or (...) constitutive of a valued act, practice or way of life. Finally, I distinguish between harm and wrongdoing, arguing that while harm is a normative concept requiring justification, not all harmed states are automatically unjustified. The advantage of this view is that it refocuses the moral debate on the normative issues involved while establishing a common basis to which both sides can agree: the presence of harm to others. (shrink)

Since the onset of the SARS-CoV-2 pandemic, an array of off-label interventions has been used to treat patients, either provided as compassionate care or tested in clinical trials. There is a challenge in determining the justification for conducting randomised controlled trials over providing compassionate use in an emergency setting. A rapid and more accurate evaluation tool is needed to assess the effect of these treatments. Given the similarity to the Ebola Virus Disease (EVD) pandemic in Africa in 2014, we suggest (...) using a tool designed by the WHO committee in the aftermath of the EVD pandemic: Monitored Emergency Use of Unregistered and Investigational Interventions (MEURI). Considering the uncertainty around SARS-CoV-2, we propose using an improved MEURI including the Plan–Do–Study–Act tool. This combined tool may facilitate dynamic monitoring, analysing, re-evaluating and re-authorising emergency use of unproven treatments and repeat it in cycles. It will enable adjustment and application of outcomes to clinical practice according to changing circumstances and increase the production of valuable data to promote the best standard of care and high-quality research—even during a pandemic. (shrink)

ABSTRACT A new phenomenon in the philosophical discipline, philosophical practice—or counselling—is introduced to the reader through the description of three different approaches to philosophical practice. What is common to these approaches is that an academically trained philosopher philosophises together with a ‘sane’person—the visitor—on questions and problems relevant to the visitor. The essential difference between this and psychological counselling is that philosophers do not use therapeutic methods or make diagnoses. The philosophical practitioner triggers in his dialogue partner a didactic philosophical process, (...) which enables the visitor to become an authentic thinker and eventually to arrive at philosophical answers by her/himself. The effectiveness of the language used in philosophical practice is not so much in applying philosophical ideas or theories as in the philosophical knowledge, skills and attitudes attained by the visitor. (shrink)

The concept of evil is one of the most powerful in our moral vocabulary, and is commonly used today in both religious and secular spheres to condemn ideas, people, their actions, and much else besides. Yet appeals to evil in public debate have often deepened existing conflicts, through corruption of rational discourse and demonization of the other. With its religious overtones and implied absolutism, the concept of evil seems ill-suited to advancing public discourse and pro-social relations in a liberal democracy, (...) as evidenced by its use in the abortion debate. International relations have also suffered from references to an ¿axis of evil.¿ Recently, however, philosophers have begun reconceptualising evil within a secular, moral framework, using the idea of evil as the worst kind of immorality to inform and shape our responses to issues like torture, genocide and rape as a weapon of war. This book continues this trend, exploring a constructive role for the concept of evil in practical ethics. Part I of the book begins with two examinations of the concept itself, one focusing primarily on its secular manifestations and the other on evil in its religious context. Individuals are perhaps the primary focus of attributions of evil, and Part II looks at two particular manifestations of evil, in bullying and in mass killing, before considering the nature of evil as an immoral character trait. Part III moves beyond the individual to issues of collective evildoing, evil environments, and political evil. The final part considers responses to evil: can some evil be unforgiveable, and to what extent should we ¿enhance¿ ourselves morally so as to prevent future evildoing? These essays, written by leading philosophers from around the world, including the late Claudia Card, will take the philosophical debate on moral evil in practical ethics to a new level. (shrink)

This essay argues that Merleau-Ponty’s concept of nature as a “privileged expression” of ontology provides the conceptual support for a more responsible attitude toward humans and nature. Furthermore, this concept of nature needs to be viewed in the light of a more profound concept that opens a new vision of the human being’s place in the world, namely Merleau-Ponty’s fields of perception. Shiva’s writings pertaining to the environment gain a more profound, yet critical, understanding when viewed in this way. Similarly, (...) Merleau-Ponty’s attempts “to reconcile the old world and the new” (MP 1964, 4) through implementation of his phenomenology to political and ethical questions is reviewed anew. (shrink)

New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces (...) several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation. (shrink)

The Oxford Philosophical Texts series consists of authoritative teaching editions of canonical texts in the history of philosophy from the ancient world down to modern times. Each volume provides a clear, well laid out text together with a comprehensive introduction by a leading specialist, giving the student detailed critical guidance on the intellectual context of the work and the structure and philosophical important of the main arguments and explain unfamiliar references and terminology, and a full bibliography and index are also (...) included. -/- The series aims to build up a definitive corpus of key texts in the Western philosophical tradition, which will from a reliable and enduring resource for students and teachers alike. -/- Spinoza's Ethics is one of the classical texts of philosophy but is also one of the most difficult to understand because of the author's use of rigorous logical deduction and the geometrical framework within which his ideas are set. In Ethics, he discusses the nature of human beings and the way in which a rational person might live; the nature of God; and offers an account of true freedom and how it can be attained. -/- This latest text in the Oxford Philosophical Texts series includes a new, lucid translation of the Ethics by G.H.R. Parkinson along with a comprehensive guide to the understanding of Spinoza's work. An extensive introduction includes: a short biography of Spinoza himself; the form of his writing including his own particular uses of definitions; an introductory guide through the philosophy of Ethics; and a summary of the contents of Ethics itself. Further aids include a glossary of terms, extensive notes to the text. (shrink)

This volume describes the main theoretical aspects of this practice based on an open-ended dialogue between a philosophical practitioner and a client or a group ...

The second edition incorporates Samuel Shirley's pre-eminent translation with corrections of the typographical errors of its first edition, and a new general index. Seymour Feldman has contributed a new Bibliography and notes.

This new and complete translation of Spinoza's famous 17th-century work fills an important gap, not only for all scholars of Spinoza, but also for everyone interested in the relationship between Western philosophy and religion, and the history of biblical exegesis.

In their paper: “Learning of Predictive Relations Between Events Depends on Attention, Not on Awareness” Custers & Aarts demonstrate that when one is first exposed to a clear predictive relationship – a consequent predictive relationship will be represented as a unidirectional association in the percievers’ minds regardless of their awareness of that relationship. Furthermore, a conscious intention to learn the relationship leads to the formation of a bidirectional association. While these findings may prove to be a significant step in understanding (...) other forms of implicit learning such as implicit artificial grammar learning and implicit sequence learning and why they are affected by intentional learning; Custers & Aarts’ postulation that “top-down” regulation is at work here is debatable as their experimental manipulation can be understood as “bottom-up” activation of implicit learning processes. (shrink)

At the close of this psychotherapeutic century, an alternative to psychotherapy has begun to emerge: the use of philosophy as guidance in order to ameliorate everyday life situations. This new approach to so?called psychological problems, consisting of various forms of open?ended dialogue and reflection on life, may prevent or resolve many of the ?illnesses? for which people seek psychiatric or psychological treatment. If successful, philosophical counseling would mark not only a radical shift in the direction of psychological care, but a (...) radical return to the original, practical purposes of philosophy. (shrink)

We argue that it is possible to go beyond the “selfish goal” metaphor and make an even stronger case for the role of unconscious motivation in cognition and action. Through the relevance of a representation (ROAR) framework, we describe how not only value motivation, which relates to “selfish goals,” but also truth motivation and control motivation impact cognition and action.

The urochordates, whose stem groups may have included the direct predecessors of the chordate line, serve as an excellent model group of organisms for a variety of scientific disciplines. One taxon, the botryllid ascidian, has emerged as the model system for studying allorecognition; this work has concentrated on the cosmopolitan species Botryllus schlosseri. Studies analyzing self–nonself recognition in this colonial marine organism point to three levels of allorecognition, each associated with different outcomes. The first level controls natural allogeneic rejections and (...) fusions, in which blood‐shared chimeras are formed. The second level leads to morphological resorption of partners within chimeras while the third allows the development of somatic and germ cell parasitic events. Recent studies on multi‐chimeric entities formed in allogeneic fusions reveal evolutionary links between allorecognition, stem cell biology and ecology. Thus, the Botryllus system generates perspectives from different biological disciplines to yield a unique life history portrait. BioEssays 24:730–740, 2002. © 2002 Wiley Periodicals, Inc. (shrink)

A social study of "An essay concerning human understanding." Includes bibliographical references and index.

Policy makers in education do not perceive the education system as a unique discipline, but rather judge it using terms appropriate for the world of economics. Methods of analysis and decision-making that exist in the world of economics are implemented in the field of education. This reality was the basis for the authors’ research on the integration of technological systems for the advancement of students which was conducted as part of their desire to understand processes of change in learning systems. (...) It became clear that in order to succeed in the process of integrating innovative technological systems in the schools, society should not “flood the schools” with technology, but should rather use the “islands of success method.”. (shrink)

Examines philosophical autobiography as a literary genre and an alternative to Freudian psychoanalysis.

This study introduces the concept of deviant behavior in a moderated-mediation framework of incentives and organizational justice perception. The proposed relationships in the theoretical framework were tested with a sample of 311 academics, using simple random sampling, via causal models and structural equation modeling. The findings suggest that incentives might boost the apparent performance, but not necessarily the intended performance. The results confirm that employees’ affection for incentives has direct, indirect, and conditional indirect effects on their deviant behavior likelihood. The (...) relationship between employee deviant behavior likelihood and affection for incentives was moderated by organizational justice perception and partially mediated by reward expectancy, thus having significant contributions toward the extant literature of deviant behavior and incentives. The findings have important implications for managers, academicians, and policy makers for mitigating adverse behavior in professional employees through proper use of incentives. (shrink)

Baruch Brody contends that the fundamental assumption on which the tradition is based is erroneous and that once this assumption is shown to be in error, all philosophical problems in this area have to be rethought. Originally published in 1980. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback (...) and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

In this analysis of Yalom’s account of philosophical counseling I show that his perception of it is largely informed by his own ideas about existential psychotherapy and group therapy. Additionally I find that When Nietzsche Wept, and The Schopenhauer Cure comply with Yalom’s personal development and struggles in psychotherapy with philosophy, religion, and boundary violations. Conflicting ideas and attitudes concerning the formerly mentioned are traced also in other works by Yalom.

In this paper I describe and analyze the need for an alternative, non-clinical approach to counseling, i.e., philosophical counseling. Throughout the first part of this paper. I aim to prove pragmatically the truth or validity of this new non-clinical approach to counseling by describing its effectiveness in a case-study. In the second part, I suggest that many philosophers have made use of philosophical self-diagnosis and self-help to improve their own well-being, although for their private practice of philosophy they did not (...) use the words I have chosen here. I exemplify this by analyzing the representative life narrative of Jean-Jacques Rousseau as a case study. (shrink)

In this paper I describe and analyze the need for an alternative, non-clinical approach to counseling, i.e., philosophical counseling. Throughout the first part of this paper. I aim to prove pragmatically the truth or validity of this new non-clinical approach to counseling by describing its effectiveness in a case-study. In the second part, I suggest that many philosophers have made use of philosophical self-diagnosis and self-help to improve their own well-being, although for their private practice of philosophy they did not (...) use the words I have chosen here. I exemplify this by analyzing the representative life narrative of Jean-Jacques Rousseau as a case study. (shrink)

This essence is the philosophy of knowledge for personal and social well-being aspects of the contribution. In the Introduction to "What is philosophical counseling practice or philosophy?", I described the ancient philosophy has been caring for the soul and tradition of self, in the last twenty-five years has been the revitalization of philosophers and others up. "Philosophy of psychological analysis," "philosophical counseling hotline", and "personal well-being and Philosophy Cafe" is a contemporary German philosopher Gerd B. Achenbach, British theologian Chad Varah, (...) and the French philosopher Marc Sautet these ideas for specific application situation. In the "philosophy of charity", I argue, the possibility for all practical philosophy, the charity as a necessary test of suspicion. (shrink)

Outlined are several ways in which philosophical knowledge can contribute to personal and social well-being. In the introduction, "What is Philosophical Practice, Counseling, and Psychoanalysis" I describe how the ancient philosophical tradition of care for the soul or self has been revived among philosophers and others in the last twenty-five years. The sections "The Philosophical Counseling Hotline" and "Personal Well-being and the Philosophical Café '" are accounts of specific applications of ideas of the contemporary German philosopher Gerd B. Achenbach, the (...) founder of the international philosophical practice movement. In the conclusion "Philosophical Benevolence" I argue for benevolence as a skeptical touchstone for philosophy in practice. (shrink)