It is helpful to recall the postmodern flavour of Blondel's method as one reflects on the connection between science and consciousness. How is speed knowledge as generated by the speed of technological advancement reconciled with the relative slowness of human life? The question arising from contemporary experience is whether science has any intrinsic ethical dimension.

This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving-skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with children is considered in the (...) context of claims that children may be too young to do philosophy or too inexperienced in the ways of academic discipline to be able to discern proper philosophy. These objections are weighty enough, especially in view of general teacher reluctance to engage with philosophy itself in any form. In the second part, I invoke the common sense philosophy of Thomas Reid as a method of philosophy particularly significant for, and appropriate to, philosophy for children. Finally, I show how these aspects arising out of my understanding of Reid's philosophy can help resolve at least some of the misgivings people have about doing philosophy with children. It is hoped that these discussions will illuminate the question of how it may be appropriate for children to do philosophy in classrooms today. (shrink)

In this collection of essays, Camillo “Mac” Bica, Ph.D., a former Marine Corps Officer, Vietnam Veteran, and philosopher, provides a cogent analysis of why a veteran may not want to be thanked for his “service” in war. Mac’s experiential and theoretical perspective is both gut wrenching and concise. “The Philosopher speaks from the mind,” Mac writes, “the warrior from where it hurts.” With simplicity, poignancy, and power, this book, together with future installments of the War Legacy Series, works to dispel (...) the mythology of nobility and heroism by providing a window into the reality of war and its devastating effects upon all who experience its horrors. (shrink)

Finance is an area that, in practice, is plagued by accusations of unethical activity; the study of finance had adopted a largely nonbehavioral approach to business ethics research. We address this gap in by assessing whether individual ethical orientations predict the acceptability of questionable decisions about financial issues. Results show that individual ethical orientations are associated with different levels of acceptability of questionable decisions about financial issues, though the pattern of these differences varies across individual ethical orientations assessed. These results (...) represent evidence that ethical individual differences are associated with the acceptability of questionable finance decisions and are discussed in terms of methodological limitations and future directions in finance ethics research. (shrink)

Peter Sloterdijk presented a reading of Heidegger's Letter on Humanism at a conference held at Elmau in 1999. Reinterpreting the meaning of humanism in the light of Heidegger's Letter, Sloterdijk focused his presentation on the need to redefine education as a form of genetic ‘taming’ and proposed what seemed to be support for positive eugenics. Although Sloterdijk claimed that he only wanted to open a debate on the issue, he could not have been surprised at the level of opposition this (...) suggestion aroused. In the weeks following, he blamed Habermas for raising this opposition and for refusing to engage with him openly. Although Luis Arenas has chronicled the aftermath of Sloterdijk's paper, it may be of interest to educators to examine how Heidegger's text is presented. What is this new humanism? If Heidegger's new humanism was based on a mystical attitude towards Being, so Sloterdijk's new humanism was to be based on the materialist principles of a biotechnological age. Unlike Heidegger who rejected technology as yet one further example of the forgetfulness of Being, Sloterdijk seems to embrace technology and the enhancement of the human body and mind as the next great step forward in educational theory. Could he possibly be right? Is education in these times a partner or an opponent of the technological enhancement of the human being? This article tries to identify Sloterdijk's disagreements with Heidegger on the question of the human. (shrink)

This paper presents a literature review on the ethics of self-tracking technologies which are utilized by users to monitor parameters related to their activity and bodily parameters. By examining a total of 65 works extracted through a systematic database search and backwards snowballing, the authors of this review discuss three categories of opportunities and ten categories of concerns currently associated with self-tracking. The former include empowerment and well-being, contribution to health goals, and solidarity. The latter are social harms, privacy and (...) surveillance, ownership control and commodification of data, autonomy, data-facilitated harm, datafication and interpretability of data, negative impact on relation to self and others, shortcomings of design, negative impact on health perception, and regulation and enforcement of rules. The review concludes with a critical analysis of the existing literature and an overview of a future research agenda that could complement the current work on ethics of self-tracking. (shrink)

When Paul Hirst and Wilfred Carr squared up to each other a few years ago on the issue of the role of philosophical theory in educational practice, it became clear that theory itself had become a troubled term. The very fact that Wilfred Carr could argue for the end of educational theory recalls Paul Feyerabend's fiery argument for the end of theory in natural science and simply deepened the attack that had already appeared in Carr and Kemmis's book, Becoming Critical (...) (1986). In response, Hirst insisted that theory, and particularly the philosophical theory of education, should be defined as a discrete area of study in itself, governed and structured by the axioms of logic. In this way, he argued, the philosophy of education would be no different from philosophy in general (at least in its analytic formulation). Carr, on the other hand, preferred to consider educational theory as a flexible event that took its shape from the landscape explored, and hence precisely not the kind of study that Hirst supported, but one based in action research and reflective practitioner experience. This debate is as yet unresolved. In this piece I begin by making several remarks about the current context for raising the question Hirst and Carr address, and I go on to consider other possible understandings of theoria in a Greek sense before developing this idea through a reading of Aristotle. I eventually conclude that each of the protagonists in the debate has taken a step too far. (shrink)

This selection is an argument for the pharmacology of cannabinoids. It also provides a phenotypical account of the botany of cannabis.

Maurice Blondel's articles from 1906 on the origin of philosophy opens with the idea of whether philosophy is be spontaneous or whether it requires specific training. Behind this question lies the more fundamental issue of the relative balance of science and life and where philosophy finds its more natural home.

Discusses questions of causation, substance, and identity. Among the philosophers discussed are: Immanuel Kant, Thomas Acuin, Augustine, Plato, David Hume, John Locke, Socrates, Aristotle, Baruch Spinoza, Descartes, Leibniz, and Hegel.

A vibrant portrait of four college friends-Iris Murdoch, Philippa Foot, Elizabeth Anscombe, and Mary Midgley-who formed a new philosophical tradition while Oxford's men were away at war.

O'Brien & Opie's connectionist interpretation of and depends heavily on the notions of and that underlie the classic account. When the assumptions, shared by both accounts, are removed, the connectionist versus classic contrast appears to be between behavioral and linguistic accounts.

Conversation of a particular sort holds the key to learning. I argue here that peer to peer conversation promotes two features that are essential to progressive learning, namely ‘contestation’ and ‘communication.’ Traditional learning is principally concerned with whether students have reached a standard of knowledge and skill prescribed by some authority whereas progressive learning values less predictable outcomes and interests itself on process rather than end product. Machine-based learning such as ChatGPT, if not skilfully used, hides the flexibility essential to (...) progressive learning and entices learners away from vagueness where much creativity begins. Even if ChatGPT presents itself as ‘conversational’, I argue here that this ‘conversation’ is contrived as a medium that lacks these two key ingredients. The knowledge stance presented in ChatGPT can easily obscure the fragility of human learning. Educators need to wonder about this situation. My argument follows the paths of Dewey and Mead and uses Latour and Habermas to sketch out these two important elements that feature typically in collaborative learning. This article concludes by following Dignum to note a real need for computer engineers to have an educational grounding in the arts and humanities. Indeed, the separation of the Arts from Science in Higher Education can no longer be justified in the age of AI. (shrink)

I ask whether figure-ground structure can be realized in touch, and, if so, how. Drawing on the taxonomy of touch sketched in Katz's 1925 The World of Touch, I argue that the form of touch that is relevant to such consideration is a species of immersed touch. I consider whether we can feel the space we are immersed in and, more specifically, the empty space against which the surfaces of objects, as I shall urge, “stand out.” Harnessing M. G. F. (...) Martin's account of bodily awareness and touch, I defend a positive thesis, pace Graham Nerlich on whose The Shape of Space I otherwise rely, both to defend the supposition that empty space can in principle be felt and to argue that touching empty space is not a mere species of absence perception. Along the way, I defuse a causal worry that might be thought to arise in the case of touching empty space. (shrink)