This chapter contains sections titled: Chemical Revelations? The Veil of Maya and the Reducing Valve The Insane Root The Peacock in the Mirror.

The Organization for Economic Cooperation and Development (OECD) Learning Compass 2030 for teachers emphasizes that cognitive, metacognitive skills, and emotional intelligence skills such as compassion, attentiveness, critical thinking, creativity, and communication are indirectly important to developing reading comprehension. Reading is a challenge for EFL students who have difficulties understanding written texts because of the lack of concentration, stress, and anxiety. Mindfulness appears as a practice that may offer some benefits. Recent studies show that mindfulness training can alleviate anxiety and (...) stress, improve confidence, improve cognitive and social abilities, and elevate academic goals. In this regard, this review synthesizes existing literature to evaluate the effectiveness of mindfulness in enhancing concentration in EFL reading comprehension classrooms and provide insights for educators, practitioners, and researchers. Criteria for selected articles were kept as recent as possible. All peer-reviewed papers were cited or published in scientific journals. This review suggests that mindfulness training has the potential to make learners more aware of their learning system. In addition, students learn to regulate their emotions to be more flexible and creative. Mindfulness training changes their point of view of their thinking in a way that encourages conscious control of their feeling, actions, and thoughts, improving cognitive abilities. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Embedding Creativity in Teaching and LearningHoward Cannatella (bio)IntroductionCreative teaching ranges from the view that creativity is necessary for a changing knowledge economy to a more individualized view that encompasses a person-centered approach. None of these views are advanced in this essay, as I feel that there are important weaknesses in taking either position. Instead, my main purpose is to discuss how certain kinds of creative activity can substantially transform (...) educational practice without necessarily succumbing to any of the above conceptions of creativity. My educational approach to creative activity relates to one aspect of Alasdair Macintyre's, After Virtue; the notion that creativity only flourishes via a devotion to a particular practice.1 For such practice to flourish it has to immerse itself in a type of personal address that revolves and combines in various ways what Maurice Merleau-Ponty refers to as "self-others-things."2Any claim to suggest that education should engage creativity more than it currently does can stir some reasonable criticism, for there are clearly a plethora of other important factors to consider in student learning. Yet, to a degree, the practice of creativity is, I think, being dissipated and weakened, where ambivalence and ill-informed ideas are increasingly obscuring its place. My own thinking on this displacement which has some connections with John White's view and in a different sense with Howard Gardner's, is that if we offer via teaching situations geometrical puzzles, visual problem solving exercises and the like, such exercises although perhaps amusing in themselves are hardly taking up the same refined order of creative display exhibited by those most credited as being creatively talented.3 Indeed, to surmise that creativity is a construal of left hand side verses right hand side brain activity; that one can show different color cards on a monitor or play a short excerpt of Beethoven's Pastoral symphony in order to accelerate student learning are at the very least questionable creative assumptions. In [End Page 59] contrast, what I aim to show from one perspective as a crucial distinction is how creativity is involved in fundamental painstaking ways with the phenomenological. When the landscape of this kind of learning presupposes the opening of oneself to the world, the stretching of a mind, the thickening of one's perceptions, and the discovery of a deeper and richer self through living, one will tend to experience as life enhancing more of nature, previously unfelt and articulated modes of being in the world.Clearly, as a lecturer one has to inspire students. One of the best ways I know of doing this is through satisfying and intensifying students' creative appetite. Although I will not discuss it here there is some evidence to suggest that the need for creativity is biologically, physically, and psychologically an essential part of human nature, necessary for human-reproduction, growth, and cultural striving.4 The lecturer who fails to stimulate students' creativity, their being in the world, may be unwittingly inhibiting their cognitive, emotional, and physical well-being; preventing them from realizing their potential. Indeed, some learning problems can be attributed to the unconscious or deliberate stifling of creativity in student lives. We can see this happening when one feels emotionally or intellectually repressed, unable to express oneself openly, to take delight in what one has achieved, to note one's own unique sensitivity, and to experience personally the many wonders in the world. Although we may not articulate it, without a modicum of creative outlet, life can appear very cruel. Further, some of the benefits of creativity can be seen in studio teaching situations in which, as Charles Bingham and Alexander Sidorkin imply, the dynamics of aesthetic creativity encourage power-sharing and the fostering of non-dominated pedagogical relationships.5 As both Immanuel Kant and Friedrich Schiller realized two centuries ago, creativity has the capacity to foster educationally a particular kind of freedom essential to sustaining an alert, liberal, and questioning mind.6 There is also much empirical evidence, at least in the arts, to show how creative practice can assist the clarification of ideas, advancement in thought, and concentration in learning. The notebooks, papers, and recordings of Mozart... (shrink)

There are numerous ways people can improve their cognitive capacities: good nutrition and regular exercise can produce long-term improvements across many cognitive domains, whilst commonplace stimulants such as coffee temporarily boost levels of alertness and concentration. Effects like these have been well-documented in the medical literature and they raise few ethical issues. More recently, however, clinical research has shown that the off-label use of some pharmaceuticals can, under certain conditions, have modest cognition-improving effects. Substances such as methylphenidate and modafinil (...) can improve capacities such as working memory and concentration in some healthy individuals. Unlike their more mundane predecessors, these methods of “cognitive enhancement” are thought to raise a multitude of ethical issues. This paper presents the six principal ethical issues raised in relation to pharmacological cognitive enhancers —issues such as whether: the medical safety-profile of PCEs justifies restricting or permitting their elective or required use; the enhanced mind can be an “authentic” mind; individuals might be coerced into using PCEs;, there is a meaningful distinction to be made between the treatment vs. enhancement effect of the same PCE; unequal access to PCEs would have implications for distributive justice; and PCE use constitutes cheating in competitive contexts. In reviewing the six principal issues, the paper discusses how neuroscientific research might help advance the ethical debate. In particular, the paper presents new arguments about the contribution neuroscience could make to debates about justice, fairness, and cheating, ultimately concluding that neuroscientific research into “personalized enhancement” will be essential if policy is to be truly informed and ethical. We propose an “ethical agenda” for neuroscientific research into PCEs. (shrink)

In this paper, the authors explore the question of whether cognitive enhancement via direct neurostimulation, such as through deep brain stimulation, could be reasonably characterized as a form of transformative experience. This question is inspired by a qualitative study being conducted with people at risk of developing dementia and in intimate relationships with people living with dementia (PLWD). They apply L.A. Paul’s work on transformative experience to the question of cognitive enhancement and explore potential limitations on the kind of claims (...) that can legitimately be made about individual well-being and flourishing, as well as limit the kind of empirical work—including the authors’ own—that can hope to enlighten ethical discourse. In this paper, the authors advance the following theses: (1) it is sometimes reasonable to characterize cognitive enhancement as a transformative experience; (2) the testimonies of people intimately acquainted with dementia may still be relevant to evaluating cognitive enhancement even though cognitive enhancement may be a transformative experience; and (3) qualitative studies may still be useful in the ethical analysis of cognitive enhancement, but special attention may need to be given to how these are conducted and what kind of insights can be drawn from them. (shrink)

Caffeine, a known CNS stimulant is given as an adjunct component in most abused drugs which could be fatal with repeated administration in many circumstances. This paper presents a study to investigate the effect of repeated administration of caffeine at high dose on rat liver, and discusses ethical and policy issues of caffeine use. Long Evans rats were treated with pure caffeine solution in distilled water through intragastric route once daily for consecutive 56 days. Three groups (...) of rats recognized as low dose, high dose and control group received 6mg caffeine / kg BW, 12mg caffeine / kg BW and distilled water, respectively. Rat plasma was examined for liver transaminases and alkaline phosphatases concentrations which were significantly increased in plasma as compared to the control. Both rat plasma and liver homogenate were subjected to estimate malondialdehyde, advanced oxidation protein product, nitric oxide, antioxidant enzyme catalase, glutathione and superoxide dismutase activity. MDA, AOPP, NO levels increased and SOD activity decreased significantly in both plasma and liver as compared to those of control where as CAT and GSH activity remain unchanged. Rat liver tissues were studied histochemically with Hematoxylin and Eosin, and Picro Sirius Red staining. Significantly increased infiltration of inflammatory cells and progressive deposition of collagen fibre were visible in liver tissue of caffeine treated both dose groups as compared to the control. Long term administration of caffeine at higher dose, significantly contributes to liver inflammation and consequent fibrogenesis. This raises significant ethical and policy issues. (shrink)

Contemporary culture increasingly suffers from problems of attention, over-stimulation, and stress, and a variety of personal and social discontents generated by deceptive body images. This book argues that improved body consciousness can relieve these problems and enhance one's knowledge, performance, and pleasure. The body is our basic medium of perception and action, but focused attention to its feelings and movements has long been criticised as a damaging distraction that also ethically corrupts through self-absorption. In Body Consciousness, Richard Shusterman refutes such (...) charges by engaging the most influential twentieth-century somatic philosophers and incorporating insights from both Western and Asian disciplines of body-mind awareness. Rather than rehashing intractable ontological debates on the mind-body relation, Shusterman reorients study of this crucial nexus towards a more fruitful, pragmatic direction that reinforces important but neglected connections between philosophy of mind, ethics, politics, and the pervasive aesthetic dimensions of everyday life. (shrink)

Transcranial magnetic stimulation (TMS) is a method capable of transiently modulating neural excitability. Depending on the stimulation parameters information processing in the brain can be either enhanced or disrupted. This way the contribution of different brain areas involved in mental processes can be studied, allowing a functional decomposition of cognitive behavior both in the temporal and spatial domain, hence providing a functional resolution of brain/mind processes. The aim of the present paper is to argue that TMS with its ability (...) to draw causal inferences on function and its neural representations is a valuable neurophysiological tool for investigating the causal basis of neuronal functions and can provide substantive insight into the modern interdisciplinary and (anti)reductionist neurophilosophical debates concerning the relationships between brain functions and mental abilities. Thus, TMS can serve as a heuristic method for resolving causal issues in an arena where only correlative tools have traditionally been available. (shrink)

The debate on “cognitive enhancement” has moved from discussions about enhancement in adults to enhancement in children and adolescents. Similar to positions expressed in the adult context, some have argued that pediatric cognitive enhancement is acceptable and even laudable. However, the implications differ between the adult and the pediatric contexts. For example, in the debate over cognitive enhancement in adults, i.e., those who have legal majority, respect for autonomy demands that personal preferences not be overridden in absence of strong arguments (...) because competent adults are in the best position to recognize and protect their own interests. However, the concepts of best interest and autonomy provide a different picture in the case of pediatric enhancement. In the context of decision-making involving minors, it is assumed that the parents are in the best position to promote and protect the interests of their children and this is chiefly why they are granted the authority to make decisions on their behalf. However, we argue in favor of guarding the physical integrity of children from intrusive medical interventions without medical need and with clear and detrimental effects. We also support leaving open other legitimate life trajectory and career choices, as this is in the best interest of the child, even if they are less in line with the expectations of parents or success in educational settings. In addition, parental decision-making in favor of cognitive enhancement suffers from a lack of information about cognitive enhancers and potential biases. Thus, bearing in mind these issues and the development of volitional capacities of children, we argue that pediatric enhancement is not a morally acceptable practice and “inevitability” can be curbed with clear and fair rules that establish duties of state representatives, physicians, and public institutions. We conclude by canvassing evidence-based policy options that could protect the open future of minors and define the parameters of parental decision-making analogous to the cases of nicotine and alcohol. (shrink)

There is a growing literature in neuroethics dealing with the problem of cognitive neuroenhancement for healthy adults. However, discussions on this topic have tended to focus on abstract theoretical positions while concrete policy proposals and detailed models are scarce. Furthermore, discussions tend to rely solely on data from the US, while international perspectives are mostly neglected. Therefore, there is a need for a volume that deals with cognitive enhancement comprehensively in three important ways: a) with conceptual implications stemming from different (...) points of view; b) with ethical, social and legal perspectives that would not be limited to one part of the world but reflect on the current situation in countries in Africa, Asia, Australia, Europe, North America and South America; and c) with discussions of concrete law and policy options. Contributors for the conceptual implications section will elaborate an important general issue (e.g. ethical acceptability of direct-to-consumer-marketing in case of cognitive enhancement drugs). Contributors for international perspectives section will provide a clear discussion on normative issues and cultural values, along with an analysis of empirical data on public attitudes on cognitive enhancement and/or prevalence (specific to the country in question). Contributors for law and policy section will offer a justification for the general policy type they argue for (1. prohibition, 2. discourage use, 3. laissez-faire, 4. encourage use, and 5. mandatory use) in the case of specific cognitive enhancement measure. Furthermore, they would evaluate the possible impact of a detailed regulatory model on consumption and demand, fairness in competitive settings and the social pressure to enhance. (shrink)

Promotion of pro-social attitudes and moral behaviour is a crucial and challenging task for social orders. As traditional ways such as moral education have some, but apparently and unfortunately only limited effect, some authors have suggested employing biomedical means such as pharmaceuticals or electrical stimulation of the brain to alter individual psychologies in a more direct way — moral bioenhancement. One of the salient questions in the nascent ethical debate concerns the impact of such interventions on human freedom. Advocates argue (...) that moral bioenhancements do not pose a serious threat to freedom. This contention, however, is based on an overly narrow, if not impoverished, sense of freedom, which comprises only freedom of action and freedom of will. Mind-altering interventions primarily affect another sense of freedom: freedom of mind, a concept that has not received much attention although it should rank among the most important legal and political freedoms. The article introduces three senses of mental freedom potentially infringed upon by moral bioenhancement and places it in a broader perspective. Ignorance of mental freedom has far-ranging consequences for the shape of the political and legal order at large. As many advocates are apparently not aware of the freedoms they seek to undermine, their calls for moral enhancement programmes are dangerously premature. (shrink)

Bringing Ritual to Mind explores the cognitive and psychological foundations of religious ritual systems. Participants must recall their rituals well enough to ensure a sense of continuity across performances, and those rituals must motivate them to transmit and re-perform them. Most religious rituals the world over exploit either high performance frequency or extraordinary emotional stimulation to enhance their recollection. But why do some rituals exploit the first of these variables while others exploit the second? McCauley and Lawson advance the (...) ritual form hypothesis, arguing that participants' cognitive representations of ritual form explain why. Reviewing evidence from cognitive, developmental and social psychology and from cultural anthropology and the history of religions, they utilize dynamical systems tools to explain the recurrent evolutionary trajectories religions exhibit. (shrink)

Creativity is the hallmark of human cognition, yet scientific understanding of creative processes is limited. However, there is increasing interest in revealing the neural correlates of human creativity. Though many of these studies, pioneering in nature, help demystification of creativity, but the field is still dominated by popular beliefs in associating creativity with "right brain thinking", "divergent thinking", "altered states" and so on (Dietrich and Kanso, 2010). In this article, we discuss a computational framework for creativity based on Baars' global (...) workspace theory (Baars, 1988) enhanced with mechanisms based on information theory. Next we propose a neurocognitive architecture of creativity with a strong focus on various facets (i.e., unconscious thought theory, mind wandering, spontaneous brain states) of un/pre-conscious brain responses. Our principal argument is that pre-conscious creativity happens prior to conscious creativity happens prior to conscious creativity and the proposed computational model may provide a mechanism by which this transition is managed. This integrative approach, albeit unconventional, will hopefully stimulate future neuroscientific studies of the inscrutable phenomenon of creativity. (shrink)

Enhancing brain activity and function is a very ancient practice which is usually accomplished by taking illegal drugs. Prescription medication is becoming more commonly used as a means of enhancing mood, and recently, it has become possible to modulate mood by applying magnetic or electrical current to the brain or by training the brain to work at predetermined oscillations. A summary of the available neuromodulation techniques will be presented associated with data from human subjects implanted with cortical and/or (...) subcutaneous electrodes that demonstrate the potential for electrical neuro-enhancement. (shrink)

The Low Countries (Belgium and the Netherlands) have their own traditions when it comes down to sports. Sports such as football, cycling (Belgium) or skating (the Netherlands) take center stage with the sports-minded public, and are a central element in popular culture, somewhat similar to the way cricket is part of the British culture. Since many years now, social scientists and philosophers in this countries have started to think about the impact of sports on everyday society and the different aspects (...) involved in it. At first, in the eighties, topics like physicality, game, fair play and the definition of sport were discussed; later on, and especially from the beginning of the 20th century the debate on doping, enhancement in general and the relationship of sports and technology became more prominent; today, also themes like sports and nationality or sports and the value of sports are at the centre of the debates. In this article, we present an overview of the development of the philosophy of sports in the Low Countries in the last two decades. We sketch the main strains of interest, and focus on the most relevant topics. In particular we concentrate on the characteristic features and issues of philosophy of sports in the Low Countries: what are these features and issues? How can they be explained and appreciated, and how do they contribute to the international, largely Anglo-American and analytical debate in philosophy of sports. (shrink)

Music and noise can be considered as a collection of vibrational events which may impinge upon the body and the mind. As such they can induce beneficial or harmful bodily and psychological reactions. Much contemporary music production and consumption, however, produces sensory saturation and/or overload with sounds being manipulated in terms of spectrum and dynamic range. Such manipulation is not harmful by definition, but the manipulations may increase the potential for harm. Much research has been devoted to the risk (...) of auditory overstimulation, but the topic is still relevant as listening to music is a significant form of leisure noise exposure. Listening habits and attitudes toward loud music may even promote behaviors that could cause harm to listeners, both in a direct and indirect way. Listening to loud music, in fact, may be damaging to the cochlea (and possibly also the auditory nuclei and the auditory pathway), and may cause both temporary or permanent hearing loss. On the other hand, loud music may have benefits for us, particularly in terms of social integration and an enhanced sense of wellbeing and fun. Several questions can therefore be raised. What are the physical effects of sound as transferable and vibrational energy? Are there constraints and biases that shape and modify our reactions to the sounds? What are the perceptual and associated behavioral aspects? What are the psychological mechanisms for liking loud music? What are the social factors that contribute to increased preferences for loud music? And how can we assess the beneficial and harmful effects of sounds that are outside of the optimal range of stimulation? (shrink)

Pharmacological substances used to improve cognition and brain function range from dietary supplements and caffeine to drugs targeted at altering particular neurochemical concentrations in the brain. This article considers current scientific research into pharmaceutical cognitive enhancement and likely future directions. Then it discusses the trends in the use of PCEs within patients groups for whom they were intended, as well as in those for whom they were not originally intended, including healthy adults and children. Finally, it provides an overview (...) of current and future ethical considerations and concludes that the use of PCE will likely continue both within patient and healthy individuals in the foreseeable future. Information regarding actual use, benefits, and harms in various populations is severely lacking. Therefore, more emphasis should be placed on obtaining the relevant empirical data, for example, by the long-term monitoring of effectiveness and side effects, and by accurate large-scale surveys to assess actual usage. (shrink)

This paper presents a novel view of the concept of cognitive enhancement by taking a population health perspective. We propose four main modifiable healthy lifestyle factors for optimal cognitive functioning across the population for which there is evidence of safety and efficacy. These include i) promoting adequate sleep, ii) increasing physical activity, iii) encouraging a healthy diet, including minimising consumption of stimulants, alcohol and other drugs including nicotine, iv) and promoting good mental health. We argue that it is not (...) ethical to promote or sanction the use of pharmaceutical drugs as putative cognitive enhancers without acknowledging the adverse effects on population cognitive health of failing to encourage the pursuit of healthy behaviours. We conclude with recommendations to increase the public health relevance of bioethical analyses of the cognitive enhancement debate. (shrink)

Teaching the art of profession-related communication to students of non-linguistic study fields allows instructors to explain their students how to keep up the conversation using facts, data, concepts etc. specific to the area of their future profession. It activates the acquisition processes as well as increases students' motivation to study. The formation of oral monologue speaking skills in students of non-linguistic study fields is one of the tasks within the course of Foreign ( English) Language for Specific Purposes.This process is (...) associated with certain difficulties, which can inhibit learning and demotivated students to study. Among strategies and techniques aiding learning that can be used to improve performance and study outcomes during the course and can be implemented for the enhancement of speaking on occupation-related topics, the mind mapping technique is of specific relevance. It can serve as an interesting and useful tool serving to enhance quality of oral speaking skills in students majoring in Psychology as the representatives of non-linguistic study fields. The article analyses the carried out research concerning the facilitating impact of mind mapping on the oral speech performance of Psychology students. The study hypothesis implies that the use of the mind-mapping technique in the process of preparing for and presenting the talk in the study sessions enhances students' oral monologue speech performance. In order to check the hypothesis, we have conducted the experiment in Bohdan Khmelnytsky National University of Cherkasy at the Department of Psychology. The study involved 46 first-year students, including 34 female and 12 male participants. The respondents were randomly assigned to the experimental mind-mapping group of 23 students ( including 6 males) and the control group of 23 students ( including 6 males as well). The students in the experimental group were involved into the experiment using the mind-mapping technique during their study, and the students in the control group continued their study in the usual way. The hypothesis was confirmed. The mind map use stimulates activity of both brain hemispheres, thus making it easier for students to memorize thematic vocabulary, follow the logical sequence of the talk when speaking. The research findings have shown the effectiveness of implementing the mind-mapping technique into the university course teaching English for Specific Purposes to develop, advance and master students' professional communicative competence. Consistent use of mind maps will also promote the educational process efficiency and have positive effects on the general formation of competitive skilled specialists. (shrink)

Mindfulness—the awareness of the present moment and experiences in daily life—contributes to genuine intrinsic and social-oriented values and curbs materialistic and hedonistic values. In the context of materialism, money is power. Avaricious individuals take risks and are likely to engage in dishonesty. Very little research has investigated the effects of mindfulness in reducing the avaricious monetary attitudes and enhancing ethical consumer beliefs. In this study, we theorize that mindfulness improves consumer ethics directly and indirectly by lowering avaricious monetary attitudes. (...) To test our theory, we collected data from 523 individuals with the Mindfulness-Based Stress Reduction training and 307 individuals without MBSR. The results of our whole sample support our theory. Three multiple-group confirmatory factor analyses reveal intriguing discoveries. First, with MBSR training, mindfulness excites consumer ethical beliefs directly and indirectly. Without training, trait mindfulness fails to reduce monetary attitudes—mindfulness training matters. Second, the power of MBSR training holds for participants completing the training within 1 year, but wears off after 1 year—the duration after training matters. Finally, after 1 year, the training retains its strength for those who practice mindfulness, but weakens its power for those who do not—practice matters. We shed light on mindfulness, monetary wisdom, and consumer ethics, in particular, and business ethics, in general. (shrink)

Tracing the leading role of emotions in the evolution of the mind, a philosopher and a psychologist pair up to reveal how thought and culture owe less to our faculty for reason than to our capacity to feel. Many accounts of the human mind concentrate on the brain’s computational power. Yet, in evolutionary terms, rational cognition emerged only the day before yesterday. For nearly 200 million years before humans developed a capacity to reason, the emotional centers of the (...) brain were hard at work. If we want to properly understand the evolution of the mind, we must explore this more primal capability that we share with other animals: the power to feel. Emotions saturate every thought and perception with the weight of feelings. The Emotional Mind reveals that many of the distinctive behaviors and social structures of our species are best discerned through the lens of emotions. Even the roots of so much that makes us uniquely human—art, mythology, religion—can be traced to feelings of caring, longing, fear, loneliness, awe, rage, lust, playfulness, and more. From prehistoric cave art to the songs of Hank Williams, Stephen T. Asma and Rami Gabriel explore how the evolution of the emotional mind stimulated our species’ cultural expression in all its rich variety. Bringing together insights and data from philosophy, biology, anthropology, neuroscience, and psychology, The Emotional Mind offers a new paradigm for understanding what it is that makes us so unique. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:In Search of the Good: A Life in Bioethics by Daniel Callahan, and: Why the Church Needs Bioethics: A Guide to the Wise Engagement with Life’s Challenges ed. by John F. Kilner, and: Respecting Life: Theology and Bioethics by Neil MesserAndrea Vicini SJIn Search of the Good: A Life in Bioethics By Daniel Callahan (edited by Arthur Caplan) CAMBRIDGE, MA: MIT PRESS, 2012. XVII + 206 PP. $29.00Why (...) the Church Needs Bioethics: A Guide to the Wise Engagement with Life’s Challenges Edited by John F. Kilner GRAND RAPIDS: ZONDERVAN, 2011. 304 PP. $26.99Respecting Life: Theology and Bioethics By Neil Messer LONDON: SCM PRESS, 2011. XI + 236 PP. $36.20With their specific styles, targeted readerships, and overall goals, these three volumes provide diverse but synergic ways to articulate and expand bioethical reflection in today’s society. Daniel Callahan is undoubtedly one of the founders of the field of bioethics. In Search of the Good: A Life in Bioethics is a fascinating memoir where, in a very engaging and personal way, Callahan unveils his intellectual development, career, and major interests. At the same time, he provides a critical lens to examine the history of bioethics in the United States. It shows his “abiding fascination with the human nature, scope, and validity of ethics as part of human life, and a similar strong interest in the ways that the scientific knowledge of medicine influences how we think about our health and mortality and shapes the ways we live our lives” (xvi). In particular, he describes how his philosophical training, and philosophical mind, led him to address the burgeoning ethical questions in biology and medicine and, thereby, to contribute to the founding of today’s bioethics.By sharing his intellectual journey with great honesty and transparency, Callahan guides his readers from his initial philosophical questioning to the later critical developments that have shaped bioethics as a theoretical and practical discipline in the last forty years. The list of topics that he has studied is impressive—from birth control to heart transplants, from end-of-life issues to embryonic stem cell research, and from market-driven health care to medical rationing. Drawing on his time as editor of the famous liberal Catholic magazine Commonweal in the 1960s, Callahan narrates his 1969 founding of the Hastings Center in cooperation with the author and psychiatrist Willard Gaylin. He describes the [End Page 196] stages in the life of this first bioethics research institution in the world, focusing on the years of its success (1980–86) and then on the routinization of its charisma (1986–96). More recent years have seen Callahan questioning medical progress and stressing the urgency of critically examining the goals of today’s medicine, even including discussion topics that are often avoided.Bioethics scholars and students will enjoy In Search of the Good. They will be able to integrate their own historical study of this discipline with Callahan’s personal memoir, which gives a human face to issues and debates. Moreover, bioethicists will be stimulated to reassess their own intellectual engagement and reflect on the future developments of this interdisciplinary discipline whose “roots lie in the humanities” (167).John Kilner, director of bioethics programs and professor of bioethics and contemporary culture at Trinity Evangelical Divinity School, takes a broader approach in Why the Church Needs Bioethics. The volume includes contributions from an interdisciplinary group of thirty-one Christian leaders with diverse expertise, ranging from medicine, business, and law to biblical studies, theology, counseling, and intercultural and pastoral ministry. Nineteen leaders contributed essays, and twelve offered their critiques to earlier drafts. This collaborative effort is praiseworthy, but at the same time it leaves readers desiring more cohesive reflections and a synthetic theological voice.The volume considers three cases emblematic of major human quests: reproductive technologies for a better birth; enhancing drugs for a better life; and end-of-life care for a better death. Each case is discussed by experts from three different disciplines—biblical theology, practical theology, and other secular professions (business, law, or health care)—followed by a specifically bioethical essay. The volume ends with two conclusive contributions discussing how preaching and wisdom... (shrink)

Advocates of moral enhancement through pharmacological, genetic, or other direct interventions sometimes explicitly argue, or assume without argument, that traditional moral education and development is insufficient to bring about moral enhancement. Traditional moral education grounded in a Kohlbergian theory of moral development is indeed unsuitable for that task; however, the psychology of moral development and education has come a long way since then. Recent studies support the view that moral cognition is a higher-order process, unified at a functional level, and (...) that a specific moral faculty does not exist. It is more likely that moral cognition involves a number of different mechanisms, each connected to other cognitive and affective processes. Taking this evidence into account, we propose a novel, empirically informed approach to moral development and education, in children and adults, which is based on a cognitive-affective approach to moral dispositions. This is an interpretative approach that derives from the cognitive-affective personality system (Mischel and Shoda, 1995). This conception individuates moral dispositions by reference to the cognitive and affective processes that realise them. Conceived of in this way, moral dispositions influence an agent's behaviour when they interact with situational factors, such as mood or social context. Understanding moral dispositions in this way lays the groundwork for proposing a range of indirect methods of moral enhancement, techniques that promise similar results as direct interventions whilst posing fewer risks. (shrink)

Brain implants, such as Deep Brain Stimulation (DBS), which are designed to improve motor, mood and behavioural pathology, present unique challenges to our understanding of identity, agency and free will. This is because these devices can have visible effects on persons' physical and psychological properties yet are essentially undetectable when operating correctly. They can supplement and compensate for one's inherent abilities and faculties when they are compromised by neuropsychiatric disorders. Further, unlike talk therapy or pharmacological treatments, patients need not ‘do’ (...) anything for the treatment to take effect. If one accepts, as we argue here, that brain implants are unique among implantable types of devices, then this can have significant implications for what it means to persist as the same person and be the source of one's thoughts and actions. By examining two of the most common indications for DBS in current use, namely in the motor (Parkinson's Disease) and psychiatric (Major Depression) domains, we further argue that although DBS, as it is currently applied, does not necessarily represent a unique threat to personal identity and agency per se, it introduces an unprecedented ‘third party’ into the debate on these concepts. In this way, DBS can be used as a tool to begin probing, both conceptually and empirically, some of philosophy's most perennial metaphysical questions. (shrink)

Davis called for “extreme caution” in the use of non-invasive brain stimulation to treat neurological disorders in children, due to gaps in scientific knowledge. We are sympathetic to his position. However, we must also address the ethical implications of applying this technology to minors. Compensatory trade-offs associated with NIBS present a challenge to its use in children, insofar as these trade-offs have the effect of limiting the child’s future options. The distinction between treatment and enhancement has some normative force here. (...) As the intervention moves away from being a treatment toward being an enhancement—and thus toward a more uncertain weighing of the benefits, risks, and costs—considerations of the child’s best interests diminish, and the need to protect the child’s autonomy looms larger. NIBS for enhancement involving trade-offs should therefore be delayed, if possible, until the child reaches a state of maturity and can make an informed, personal decision. NIBS for treatment, by contrast, is permissible insofar as it can be shown to be at least as safe and effective as currently approved treatments, which are themselves justified on a best interests standard. (shrink)

This article connects philosophical debates about cognitive enhancement and situated cognition. It does so by focusing on moral aspects of enhancing our cognitive abilities with the aid of external artifacts. Such artifacts have important moral dimensions that are addressed neither by the cognitive enhancement debate nor situated cognition theory. In order to fill this gap in the literature, three moral aspects of cognitive artifacts are singled out: their consequences for brains, cognition, and culture; their moral status; and their relation (...) to personal identity. (shrink)

In Buddhism, Meditation and Free Will: A Theory of Mental Freedom , Rick Repetti explains how the dynamics of Buddhist meditation can result in a kind of metacognition and metavolitional control that exceeds what is required for free will and defeats the most powerful forms of free will skepticism. This article argues that although the Buddhist path requires and enhances the kind of mental and volitional control Repetti describes, the central dynamic of the path and meditation is better understood as (...) a process of habituation. This not only involves the dis‐identification from mental and emotional content that Repetti discusses—and is commonly emphasized in modern presentations of mindfulness or insight (vipassanā ) meditation—but also a transformation of the heart that is effected through the complementary psychological and somatic qualities associated with calm abiding (samatha ) and concentration (samādhi ) and emphasized in the Pali Nikāyas and commentaries. (shrink)

This study examines Japanese reactions to neighboring countries’ behavior by addressing possible micro-motives, such as patriotism, the rational demand for national defense, and retrospective policy evaluation. This theoretical development leads to distinctive hypotheses from different motivations and directly tests them using macro-data . This research will apply this framework to Japanese politics and will show that foreign threats stimulate patriotism in the public mind and enhance political support for national leaders. It will also demonstrate that the Japanese public has (...) no optimistic view of the new prime minister and that the honeymoon effect in previous research may be confounded with the patriotic effect because the new leader is less experienced and is often challenged by foreign countries. (shrink)

As interpersonal, racial, social, and international conflicts intensify in the world, it is important to safeguard the mental health of individuals affected by them. According to a Buddhist notion “if you want others to be happy, practice compassion; if you want to be happy, practice compassion,” compassion practice is an intervention to cultivate conflict-proof well-being. Here, compassion practice refers to a form of concentrated meditation wherein a practitioner attunes to friend, enemy, and someone in between, thinking, “I’m going to help (...) them.” The compassion meditation is based on Buddhist philosophy that mental suffering is rooted in conceptual thoughts that give rise to generic mental images of self and others and subsequent biases to preserve one’s egoism, blocking the ultimate nature of mind. To contextualize compassion meditation scientifically, we adopted a Bayesian active inference framework to incorporate relevant Buddhist concepts, including mind, compassion, aggregates, suffering, reification, conceptual thoughts, and superimposition. In this framework, a person is considered a Bayesian Engine that actively constructs phenomena based on the aggregates of forms, sensations, discriminations, actions, and consciousness. When the person embodies rigid beliefs about self and others’ identities and the resulting ego-preserving bias, the person’s Bayesian Engine malfunctions, failing to use prediction errors to update prior beliefs. To counter this problem, after recognizing the causes of sufferings, a practitioner of the compassion meditation aims to attune to all others equally, friends and enemies alike, suspend identity-based conceptual thoughts, and eventually let go of any identity-grasping belief and ego-preserving bias that obscure reality. We present a brain model for the Bayesian Engine of three components: Relation-Modeling, Reality-Checking, and Conflict-Alarming, which are subserved by the Default-Mode Network, Frontoparietal Network and Ventral Attention Network, and Salience Network, respectively. Upon perceiving conflicts, the strengthening or weakening of ego-preserving bias will critically depend on whether the SN up-regulates the DMN or FPN/VAN, respectively. We propose that compassion meditation can strengthen brain regions that are conducive for suspending prior beliefs and enhancing the attunements to the counterparts in conflicts. (shrink)

Misconceptions about energy conservation abound due to the gap between physics and secondary school chemistry. This paper surveys this difference and its relevance to the 1690s–2010s Leibnizian argument that mind-body interaction is impossible due to conservation laws. Justifications for energy conservation are partly empirical, such as Joule’s paddle wheel experiment, and partly theoretical, such as Lagrange’s statement in 1811 that energy is conserved if the potential energy does not depend on time. In 1918 Noether generalized results like Lagrange’s and (...) proved a converse: symmetries imply conservation laws and vice versa. Conservation holds if and only if nature is uniform. The rise of field physics during the 1860s–1920s implied that energy is located in particular places and conservation is primordially local: energy cannot disappear in Cambridge and reappear in Lincoln instantaneously or later; neither can it simply disappear in Cambridge or simply appear in Lincoln. A global conservation law can be inferred in some circumstances. Einstein’s General Relativity, which stimulated Noether’s work, is another source of difficulty for conservation laws. As is too rarely realized, the theory admits conserved quantities due to symmetries of the Lagrangian, like other theories. Indeed General Relativity has more symmetries and hence more conserved energies. An argument akin to Leibniz’s finally gets some force. While the mathematics is too advanced for secondary school, the ideas that conservation is tied to uniformities of nature and that energy is in particular places, are accessible. Improved science teaching would serve the truth and enhance the social credibility of science. (shrink)

The human brain is in great part what it is because of the functional and structural properties of the 100 billion interconnected neurons that form it. These make it the body’s most complex organ, and the one we most associate with concepts of selfhood and identity. The assumption held by many supporters of human enhancement, transhumanism, and technological posthumanity seems to be that the human brain can be continuously improved, as if it were another one of our machines. In this (...) paper, I focus on some of the ethical issues that we should keep in mind when thinking about memory enhancement interventions. I start with an overview of one of the most precious capacities of the brain, namely memory. Then I analyze the different kinds of memory interventions that exist or are under research. Finally, I point out the issues that we should not forget when we consider enhancing our memories. In this regard, my argument is not against memory enhancement interventions; rather, it concentrates on the need to “keep in mind” what kind of enhancements we want. We should consider whether we want the kind of “enhancements” that will end up making us lose synapse connections, or the kind that promote more use of them. (shrink)

Non‐invasive brain stimulation is used to modulate brain excitation and inhibition and to improve cognitive functioning. The effectiveness of the enhancement due to transcranial direct current stimulation (tDCS) is still controversial, but the technique seems to have large potential for improvement and more specific applications. In particular, it has recently been used by athletes, both beginners and professionals. This paper analyses the ethical issues related to tDCS enhancement, which depend on its specific features: ease of use, immediate effect, non‐detectability and (...) great variability of effects. If tDCS were to become widespread, there could be some potential side effects, especially the rise of inequality in many selective competitive contexts. I discuss two possible scenarios to counter this effect: that of prohibition and that of compensation, each supported by reasons and arguments that seem plausible and worthy of consideration. In conclusion, I show why I think the scenario of compensation is the preferable one. (shrink)

This is a philosophical book about the idea of human freedom in the context of Chinese philosophy on truth, the good, and beauty. The book shows that there is a coherent and sophisticated philosophical discourse on human freedom throughout the history of Chinese Philosophy in aesthetics, ethics, and epistemology. Feng Qi discusses the development of freedom in light of the Marxist theory of practice. In the history of philosophy, the relation between thought and existence, which is fundamental to philosophy, has (...) stimulated many debates. These debates, though they have assumed diverse forms in Chinese and Western philosophy, have eventually concentrated on three inquiries: the natural world (the objective material world); the human mind; and the concepts, categories, and laws that are representative forms of nature in the human mind and in knowledge. In Chinese philosophy, the three inquiries are summarized using three notions: qi (气 breath, spirit), xin (心 heart), dao (道 the Way). What relationship do the three notions have with each other? This book explores the way to human freedom through the divergent paths in Chinese philosophy. This book’s investigation of human activities brings the typical Chinese philosophical discourse from the cosmological realm into the realm of human beings as individuals. In this regard, the three inquiries can be described as being about real life, ideals, and individuals. (shrink)

Given the severity of today’s environmental issues, companies are increasingly making green concepts a key component of their operational strategies. As an essential complement to corporate environmental strategy, employees’ green behavior has received attention from all sectors of society. Based on resource conservation theory, this study explores the formation mechanism of employees’ green behaviors in enterprises starting from two green management tools: green human resource management practices and green transformational leadership. Through two-stage questionnaire research, 296 sample data points were obtained, (...) and the research hypotheses were tested by using linear regression analysis. The results showed that green HRM practices in enterprises enhance employees’ green mindfulness and thus stimulate their green behaviors and that green transformational leadership and green self-efficacy play a positive moderating role in the above relationship. These results support the applicability of resource conservation theory in green management and suggest that green HRM practices and green transformational leadership can be used together in the process of green management. (shrink)

Recent philosophical and neuroscientific writings on the problem of free will have tended to consolidate the deterministic accounts with the upshot that free will is deemed to be illusory and contrary to the scientific facts. Buddhist commentaries on these issues have been concerned in the main with whether karma and dependent origination implies a causal determinism which constrains free human agency or — in more nuanced interpretations allied with Buddhist meditation — whether mindfulness practice allows for the development of at (...) least some potentially free volitions and actions. After examining some of the key arguments in this debate, it is suggested that the present-moment attention and awareness central to mindfulness practice may offer a way out of the impasse presented by the alleged illusion of free will. The meditative spaciousness of non-judgmental, present-moment awareness can help to foster the capacity to transform those mental formations which constrain autonomous thought and action. This conclusion is informed by the general thesis that free will is not a given — an innate aspect of the human condition — but, like wisdom or rationality, a potential quality of mind which may be developed through training, education and skilful means. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Blue Pearl: The Efficacy of Teaching Mindfulness Practices to College StudentsDeborah J. Haynes, Katie Irvine, and Mindy BridgesBetween fall 2003 and spring 2011 I integrated contemplative practices into ten courses with a total of 877 students. Nine of these courses carried credit for the core undergraduate curriculum, either in literature and arts or ideals and values, and students elected my courses from a menu of options. Individual courses (...) ranged from 12 to 409 students. During two of these years, I conducted detailed human subject research using a number of surveys, gathering both quantitative and qualitative data with first-year undergraduates on their experiences with contemplative pedagogy. These courses dealt specifically with art and religion, focusing on traditions where the visual arts are intricately connected to religious practice. I gathered more subjective data in all of the other courses, including large lecture courses on world art from 1500 to the present. In general, my students were not majors in art or religious studies, but came from many disciplines within the arts, social sciences, and sciences, including business and engineering. This essay describes the process and results of the research I conducted with two undergraduate assistants, Katie Irvine and Mindy Bridges. Besides summarizing the findings, I also describe student responses to teaching a specific mindfulness practice—the bow—within a large lecture course with undergraduates. It is notable how little actual data exists about student experiences, and this prompted me to undertake the research that forms the basis for this essay.1I begin with a few comments on my understanding of contemplative or mindfulness practice and my role as researcher. There is no single way to describe or engage in contemplative practice. The Latin contemplari means to observe, consider, or gaze attentively. This definition gives clues about the varied forms of contemplative practice, which include sitting, standing, walking, and lying down; using attitudes of not doing; deep listening, pondering, and radical questioning; guided imagery and active imagination; exercises with the body; focusing techniques such as those developed by Eugene Gendlin; concentrated language experiments with freewriting, poetry, and journals; beholding; and creation of visual images to represent such experiences.2 The [End Page 63] word mindfulness is often used to describe contemplative practice. In its most basic form, it means moment-by-moment present awareness, which is available to everyone, regardless of religious or spiritual orientation.Broadly understood as methods to develop concentration, to deepen understanding and insight, and to cultivate awareness and compassion, these practices can have a profound impact on a student’s experience both in college and beyond. Specifically, teaching students techniques of awareness, concentration, and means of disciplining their attention is absolutely essential in our era of fragmentation, ever-increasing speed, multitasking, and continuously interrupted attention. While contemplative practices are rooted in the world’s religious traditions, I often tell parents and students that the application of these practices in a secular educational context can enhance the educational experience in unique ways. Students develop new techniques of awareness, they learn to refine their perceptual and observational skills, and they are encouraged to take chances and to foster attitudes such as curiosity and wonder rather than cynicism about the world in which we live.Contemplative PedagogyIntroducing contemplative practices into the classroom results in new educational practices and pedagogies. For example, in a course titled The Dialogue of Art and Religion my students learn about Russian Orthodox icons, Himalayan Buddhist thangkas, and Navajo sand paintings through studying cultural and social history, religion, formal visual analysis, and creative processes. I define this interdisciplinary teaching as a form of comparative visual studies. I normally teach this class to eighteen or twenty first-year college students. Students also learn about the practices of prayer and meditation that are central to Christian, Buddhist, and Native American traditions through sustained reading and discussion. They read accessible books about contemplative practice such as Thich Nhat Hanh’s The Miracle of Mindfulness.3 In each class, we practice simple techniques such as bowing, sitting in silence, breath awareness, and daily writing exercises.Over the past decade my students have talked about how these mindfulness exercises help to foster an atmosphere of respect, noting... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.3 (2001) 450-451 [Access article in PDF] Simon May. Nietzsche's Ethics and His War on 'Morality.' New York: Oxford University, The Clarendon Press, 1999. Pp. xi + 212. Cloth, $45.00. When Friedrich Nietzsche reviewed his career during his final year of intellectual activity, he wrote in Ecce Homo (1888) that his "campaign against morality" began with the publication of Daybreak (1880) eight years (...) earlier. With this autobiographical remark in mind, Simon May appropriately develops his study of Nietzsche's ethics, Nietzsche's Ethics and His War on "Morality," by attending to Nietzsche's writings of the 1880's, using the relatively late On the Genealogy of Morals (1887) as his textual keystone.For the sake of his English-speaking readers' convenience, May reiterates Walter Kaufmann's familiar translations of Nietzsche's works in all of his book's citations, and keeps a relatively tight leash on his references to Nietzsche's pre-1880 works and unpublished notebooks. Historical guideposts to authors within Nietzsche's surrounding cultural context are also limited, and the book unfolds around May's reflections on Nietzsche's publications, supplemented by contemporary references to the works of Bernard Williams in matters concerning ethics, and by references to a substantial number of English-speaking Nietzsche scholars in matters concerning Nietzsche's valuation of truth. Such are the book's methodological contours, which are defensible, but which will probably disappoint those who have philosophical sensibilities that are more philologically and historically pronounced.May divides his book in half, the first segment of which reviews a series of familiar Nietzschean thematics, Nietzsche's conception of values, his distinction between master and slave moralities, his analysis of guilt and bad conscience, his conception of life enhancement, and his conception of the ascetic ideal, all with the prospect of suggesting that Nietzsche's ethical ideal is best encapsulated by the phrase, "become what one is." This ideal, as May understands it, is to develop oneself maximally in a life-enhancing way, given the parameters of one's natural capacities. Although one would expect May to associate this prescription with Nietzsche's conception of the "superhuman" (Übermensch), he thought-provokingly sets the ideal of "becoming what one is" directly against Nietzsche's Übermensch, arguing that the latter is, in fact, "unattainable and undesirable." According to May, Nietzsche's discussion of the superhuman type is distractingly unrealistic, chiefly because a perfectly sovereign individual, unlike us, would be an infallible "man-god" (117) and would have nothing left to overcome.The second half of May's study concentrates on Nietzsche's crucial revaluation of the value of truth. May argues that although Nietzsche rejects an unconditional value for truth and its associated ascetic ideal, it is nonetheless consistent to "passionately" value truth and remain a Nietzschean life-enhancer. May respects Nietzsche's perspectivism, but his interpretation clearly runs against the grain of the more extremely relativistic, "anti-truth," readings of Nietzsche.May's short volume contains plenty of food for disagreement. To cite one notable example, May maintains that "with Nietzsche there is not even an attempt to produce a systematic safety net against cruelty... and, to this extent, his philosophy licenses the atrocities of a Hitler" (132). May's fundamental reason is that since unfettered cruelty is consistent with what he understands to be Nietzsche's radically individualist [End Page 450] principle of life-enhancement, the Nietzschean conception of life-enhancement is ethically deficient. Some of Nietzsche's remarks do provoke May's criticism, but common knowledge also tells us that unfettered cruelty often backfires into either physical or spiritual self-destruction. So a wise Nietzschean would not "license" brutality. Neither, however, would such a Nietzschean seek to erect an absolute barrier against unfettered brutality, but would more discriminatingly consider what wisdom dictates in each circumstance, given the interests of life.May's study intends to exclude from the philosophically best interpretation of Nietzsche, what are recognized by most people as ethically undesirable qualities. His study also renders Nietzsche's key ideas workable, accessible, and palatable... (shrink)

In their environment, plants are continuously submitted to natural stimuli such as wind, rain, temperature changes, wounding, etc. These signals induce a cascade of events which lead to metabolic and morphogenetic responses. In this paper the different steps are described and discussed starting from the reception of the signal by a plant organ to the final morphogenetic response. In our laboratory two plants are studied: Bryonia dioica for which rubbing the internode results in reduced elongation and enhanced radial expansion and (...) Bidens pilosa for which the response occurs at distance, hence pricking the cotyledon of a plantlet induces the growth inhibition of both the hypocotyl and the axillary bud of the pricked cotyledon. Reception of the signal and transmission of the message. In Bryonia the signal is received by epidermal cells while in Bidens they are the cells adjacent to the midrib of the cotyledon which receive the mechanical signal. In both plants the message is transmitted via a wave of electric depolarization. This latter is composed of an action potential associated with a slow wave whose transmission rates are respectively 1cm s−1 and 1 mm s−1. Recent results have shown the involvement of Ca2+ in the triggering of the slow wave and the role of the H+ pump during the slow wave. Transient and fast biochemical responses. An entry of extraceilular Ca2+ into the cells and a transient increase in IP3 occur within seconds following the mechanical stimulus. At the same time, the membrane becomes more fluid, correlated with qualitative changes in phospholipids. The rapid increase in the concentration of peroxidated lipids may be correlated with ethylene biosynthesis which is stimulated after rubbing. Other parameters such as cytoplasmic pH, relative water content, hydric potential, membrane potential and modifications of K+, Mg2+-ATPase and Ca2+-ATPase activities, play a key role in the early responses induced by the traumatisms. Irreversible-biochemical responses. The mechanical stimulus performed on a Bryonia internode induces an acceleration of: i) enzymatic activities related to the lignification, ii) esterification of phenolic acids in the cell wall. Consequently the lignification process is accelerated. Storage of the information. After being received by the target cells the information can be stored during several days before being expressed. At the level of cotyledonary bud, the first message, previously stored, can be expressed or not by a second treatment. Bidens thus behaves as if it was able to “store” and to “retrieve” morphogenetic messages, using a sort of rudimentary memory. The nuclei of the bud cells of the pricked cotyledon show that these cells, initially in G2 phase, divide and then remain in the G1 phase. In Bryonia, calli derived from young stimulated internodes, keep thigmomorphogenetic characteristics during several weeks. In the last part of this paper the particularity of our plant model which permits a study of the transmission and storage of the message, is underlined. The links between the different steps induced by the stimulus are discussed. Special attention is devoted to second messengers and to the amplification of the message. (shrink)

Ideal for courses in modern philosophy or modern and contemporary philosophy, The Great Conversation: A Historical Introduction to Philosophy, Volume II: Descartes through Derrida and Quine covers the same material as the second half (chapters 12-25) of author Norman Melchert's longer volume, The Great Conversation. Tracing the exchange of ideas among history's key philosophers, the book demonstrates that while constructing an argument or making a claim, one philosopher almost always has others in mind. It addresses the fundamental questions of (...) human life: Who are we? What can we know? How should we live? and What sort of reality do we inhabit? -/- The sixth edition retains the distinctive feature of previous editions: author Norman Melchert provides a generous selection of excerpts from major philosophical works and makes them more easily understandable to students with his lucid and engaging explanations. Ranging from Descartes to Derrida and Quine, the selections are organized historically and include a translation of Descartes' Meditations on First Philosophy (the complete work). The author's commentary offers a rich intellectual and cultural context for the philosophical ideas conveyed in the excerpts. Extensive cross-referencing shows students how philosophers respond appreciatively or critically to the thoughts of other philosophers. The text is enhanced by two types of exercises--"Basic Questions" and "For Further Thought"--and forty illustrations. -/- NEW TO THE SIXTH EDITION: -/- * Coverage of Iris Murdoch and Zen, and an expanded portrait of Jean-Paul Sartre * A more concise, single-chapter (22) treatment of Wittgenstein * Key terms, boldfaced throughout and listed at chapter ends * Brief and provocative quotations that stimulate thought and provoke questions * A new section on how to read philosophy * A new appendix: Writing a Philosophy Paper * A Companion Website at www.oup.com/us/melchert featuring resources for students including key points, flashcards, multiple-choice questions, and Internet resources * A revised Instructor's Manual and Test Bank containing key points, teaching suggestions, and multiple-choice, short-answer, and essay exam questions (available on the companion website and on CD) -/- Also available to suit your course needs: The Great Conversation: A Historical Introduction to Philosophy, Sixth Edition (combined volume covering the Pre-Socratics through Derrida, Quine, and Dennett) and The Great Conversation: Volume I: Pre-Socratics through Descartes (includes chapters 1-13 of the combined volume). (shrink)

Many contemporary artworks include active matter along with rules for conservation that are designed to either facilitate or prevent that matter’s degradation or decay. I discuss the mechanisms through which actual or potential states of material decay contribute to the work’s expressive import. Nelson Goodman and Catherine Elgin introduce the concepts of literal and metaphorical exemplification, which are critical to expression: a work literally exemplifies a property when it both possesses and highlights that property, and it metaphorically exemplifies a property (...) when the properties it literally exemplifies bring that property powerfully to mind. I argue that the literal exemplification of actual or potential states of decay enhances a work’s expressive power by stimulating our bodily and emotional responses to the physical potential of the work’s active matter. Conservation practices, by affecting the properties the work literally and metaphorically exemplifies, are key to the expressive power of works that employ states of degradation and decay. The argument is illustrated through discussion of works by Zoe Leonard, Marc Quinn, and Kara Walker that literally exemplify actually or potentially decaying materials, as contrasted with works by Ai Weiwei and Sam Taylor-Johnson that represent rather than exemplify decaying materials. (shrink)

This paper concentrates on the basic properties of ''consciousness'' that temporal coding is postulated to relate to. A description of phenomenal consciousness based on what introspection tells us about its contents is offered. This includes a consideration of the effect of various brain lesions that result in cortical blindness, apperceptive and associative agnosia, and blindsight, together with an account of the manner in which sight is regained after cortical injuries. I then discuss two therories of perception-Direct Realism and the Representative (...) Theory. This includes a discussion of the concept of the body-image, phantom limbs, the alleged projection of sensations, the ontological status of phenomenal space, the homunculus argument, the validity of topographic coding, the difference between the stimulus field and the visual field, and two theories of brain-mind relationship-the Identity Theory and the Bohr-Heisenberg theory of brain-mind complementarity. Finally I suggest that the binocular rivalry obtained in the case of the stroboscopic patterns that result from intermittent photic stimulation of one eye, when used in animal expeiments with unit recording, offers a good experimental method of investigating the binding problem. (shrink)

The making and taking of psychotropic drugs, whether on medical prescription or as self-medication, whether marketed by pharmaceutical companies or clamoured for by an anxious population, has been an integral part of the twentieth century. In this modern era of speed, uncertainty, pleasure and anguish the boundaries between healing and enhancing the mind by chemical means have been redefined. Long before Prozac would become a household name for an ‘emotional aspirin’ did consumers embrace the idea and practice of (...) taking psychotropics not only to treat mental illness but also to make them feel better about living in a modern world. The Freudian promise that each individual can remake him- or herself in the pursuit of health and happiness was helpful in promoting and legitimizing the idea and practice of seeking wellness on prescription. We will argue that the modern consumer-driven political culture of medicine will continue to transverse the boundaries of therapy and enhancement of the mind into the largely unexplored territories of human cognition and behaviour. However exciting, this endeavour will come at the cost of further widening the problem of iatrogenic addiction in the age of happiness pills as ‘botox’ for the mind. (shrink)