In the twenty-second series of The Logic of Sense, Gilles Deleuze references a remarkable essay by Günther (Stern) Anders. Anders’ essay, translated here as ‘The Pathology of Freedom’, addresses the sickness and health of our negotiation with the negative anthropological condition of ‘not being cut out for the world’.

Nous avons choisi de faire dialoguer Hannah Arendt et quelques uns de ses contemporains: Theodor Wiesengrund Adorno, Gunther Stern-Anders, Martin Buber, Paul Celan, Martin Heidegger, Max Horkheimer, Karl Jaspers, Hans Jonas, Victor Klemperer, Emmanuel Levinas, Primo Levi, George Steiner, Leo Strauss, Eric Voegelin. Unanimes dans leur diagnostic d'une crise de l'occident, ces penseurs recusent la croyance dans le progres et les Lumieres: lorsque la Raison s'est muee en faculte destructrice du monde, lorsque la politique semble avoir perdu de (...) vue sa finalite, prendre soin du monde, comment resister aux forces du nihilisme? Tous illustrent la difficulte d'etre present a un monde hors de ses gonds sur lequel planait la menace d'une troisieme guerre mondiale, guerre atomique, guerre totale. Ils posent une meme question: comment repondre d'un monde habitable, amical, en avoir souci? Comment etre du monde et pas seulement au monde? (shrink)

The philosopher, writer and technology critic Günther Anders, né Stern (1902–1992), occasionally referred to his own thinking as “occasional philosophy”. In order to reconstruct this mode of thought, which is also an essential key to understanding Anders, I will refer to a previously unpublished typescript of the same name from his literary estate. This reconstruction will be based on three theses: From the outset, Anders’ work is characterised by a preoccupation with questions of method. Secondly, the (...) tools of occasional philosophy can be found not only in his philosophical writings, but above all in his reflections on art, literature and photomontage. Thirdly, the prima vista eclectic and anti-systematic method is a logical reaction to the fundamentally changed conditions of philosophising in a (post-)modern, technologised society. (shrink)

Cette lecture du livre de Gregory Cormann, Sartre. Une anthropologie politique. 1920-1980, est centrée sur la relation de Sartre avec Lucien Lévy-Bruhl sur le thème des émotions, développée dans son dernier chapitre. Cela conduit aussi à suggérer, sous ce rapport, un lien entre Günther Anders Stern e Sartre.

BackgroundEthical problems in everyday healthcare work emerge for many reasons and constitute threats to ethical values. If these threats are not managed appropriately, there is a risk that the patient may be inflicted with moral harm or injury, while healthcare professionals are at risk of feeling moral distress. Therefore, it is essential to support the learning and development of ethical competencies among healthcare professionals and students. The aim of this study was to explore the available literature regarding ethics education that (...) promotes ethical competence learning for healthcare professionals and students undergoing training in healthcare professions.MethodsIn this integrative systematic review, literature was searched within the PubMed, CINAHL, and PsycInfo databases using the search terms ‘health personnel’, ‘students’, ‘ethics’, ‘moral’, ‘simulation’, and ‘teaching’. In total, 40 articles were selected for review. These articles included professionals from various healthcare professions and students who trained in these professions as subjects. The articles described participation in various forms of ethics education. Data were extracted and synthesised using thematic analysis.ResultsThe review identified the need for support to make ethical competence learning possible, which in the long run was considered to promote the ability to manage ethical problems. Ethical competence learning was found to be helpful to healthcare professionals and students in drawing attention to ethical problems that they were not previously aware of. Dealing with ethical problems is primarily about reasoning about what is right and in the patient’s best interests, along with making decisions about what needs to be done in a specific situation.ConclusionsThe review identified different designs and course content for ethics education to support ethical competence learning. The findings could be used to develop healthcare professionals’ and students’ readiness and capabilities to recognise as well as to respond appropriately to ethically problematic work situations. (shrink)

The-Predicativism is the view that names are count nouns. For example, the meaning of the name ‘Louise’ is roughly the property of being called Louise. Moreover, proponents of this view maintain that names that are ostensibly in argument position of a predicate are covert definite descriptions. In recent years, The-Predicativism has acquired a number of new supporters, mainly Elbourne (), Matushansky (), and Fara (). And while it was pointed out by Kripke () that these kinds of views generally struggle (...) with capturing the rigidity of proper names, these new views are alleged to solve this problem. In this paper I argue that the more recent versions of the view continue to struggle. In particular, I show that the views fail to provide an explanatory and/or empirically adequate analysis of rigidity. My discussions of these views are then supplemented with a general diagnosis of the problem and an explanation of why it is unlikely to be solved by The-Predicativism. (shrink)

As cognitive neuroscience has advanced, the list of prospective internal, biological enhancements has steadily expanded. Education and training, as well as the use of external information‐processing devices, may be labeled as “conventional” means of cognition enhancement (CE). They are often well established and culturally accepted. By contrast, methods of enhancing cognition through “unconventional” means, such as ones involving deliberately created nootropic drugs, gene therapy, or neural implants, are nearly all to be regarded as experimental at the present time. Transcranial magnetic (...) stimulation (TMS), genetic interventions, brain‐computer interfaces and new senses are highly experimental and unlikely to be important over the next 15 years. Many of the concerns about enhancement are nonspecific to the tools used to achieve it, which means that enhancement–ethic scrutiny should also apply to nonbiological external enhancements. (shrink)

The discretionary powers of welfare state professionals are in tension with the requirements of the democratic Rechtsstaat. Extensive use of discretion can threaten the principles of the rule of law and relinquish democratic control over the implementation of laws and policies. These two tensions are in principle ineradicable. But does this also mean that they are impossible to come to grips with? Are there measures that may ease these tensions? We introduce an understanding of discretion that adds an epistemic dimension (...) (discretion as a mode of reasoning) to the common structural understanding of discretion (an area of judgment and decision). Accordingly we distinguish between structural and epistemic measures of accountability. The aim of the former is to constrain discretionary spaces or the behaviour within them while the aim of the latter is to improve the quality of discretionary reasoning. The focus in this article is on epistemic measures that are internally related to the main characteristic of accountability, namely justified use of discretionary power. (shrink)

In his 1956 essay “Die Welt als Phantom und Matrize”, Günther Anders provided a thorough interpretation of radio and television. Far from just being a time-specific document of early electronic mass media, it still continues to provide insights into how human experience is changed through each new technical medium. This will be illustrated via three critical concepts proposed by Anders. He coined the term “iconomania” to conceptualise the ongoing medial shift from a writing-based to a primarily visual culture. (...) “A priori conditional forms” is Anders’ way of getting a grasp on the structural influence of mass production and mass media on human perception and behaviour. The term “psychotechnics” was originally introduced by Anders’ father, William Stern, for early forms of applied psychology. Anders adopted it in a critical fashion in his warnings of an all-encompassing power of reshaping psychical functions that proves especially fruitful when applied to contemporary design principles. Finally, Anders’ media theory will be briefly compared to Shane Denson’s recent work on “discorrelation” between human perception and digital images. (shrink)

Plantinga’s The Nature of Necessity (1974) contains a largely neglected argument for the claim that the proposition “God is omnipotent, omniscient, and wholly good” is logically consistent with “the vast amount and variety of evil the universe actually contains” (not to be confused with Plantinga’s famous “Free Will Defense,” which seeks to show that this same proposition is logically consistent with “some evil”). In this paper I explicate this argument, and argue that it assumes that there is more moral good (...) than evil in the cosmos. I consider two arguments in favour of this assumption, proposed by William King and Plantinga respectively, and argue that they are flawed. I then consider a sceptical objection to the assumption due to David Hume, and argue that this objection is at least prima facie plausible. (shrink)

At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...) progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort. (shrink)

In the initial phase of the COVID-19 pandemic, Sweden’s response stood out as an exception. For example, Sweden did not introduce any lockdowns, while many other countries did. In this paper I take the Swedish Corona Commission’s critique of the initial Swedish response as a point of departure for a general analysis of precaution in relation to pandemics. The Commission points out that in contrast to many other countries Sweden did not follow ‘the precautionary principle’. Based on this critique, the (...) Commission proposes that the precautionary principle should be included among Sweden’s guiding principles for crisis management. However, as the debate on this principle during the last 30 years indicates, the principle is loaded with problems. I discuss one of these problems, namely its lack of clarity. I argue, however, that this problem is not unsurmountable. A principle is lacking clarity precisely by being a principle and not a rule with a well-defined meaning. As a principle it indicates a direction but does not prescribe a specific action. However, to be action-guiding its content needs to be specified by rational deliberation. With this in mind, I propose a framework for specification of the precautionary principle as applied to pandemics. The framework focuses on the principle’s four key elements: threat, uncertainty, action and responsibility. I also suggest certain general ethical restrictions on specification. (shrink)

I question Brentano's thesis that all and only mental phenomena are intentional. The common gloss on intentionality in terms of directedness does not justify the claim that intentionality is sufficient for mentality. One response to this problem is to lay down further requirements for intentionality. For example, it may be said that we have intentionality only where we have such phenomena as failure of substitution or existential presupposition. I consider a variety of such requirements for intentionality. I argue they either (...) fail to exclude all non-mental phenomena or are so demanding that they ground new, serious challenges to the claim that qualitative states of mind are intentional. (shrink)

Purpose – This paper has three purposes: to identify and discuss values that should be promoted and respected in personal health monitoring, to formulate an ethical checklist that can be used by stakeholders, and to construct an ethical matrix that can be used for identifying values, among those in the ethical checklist, that are particularly important to various stakeholders. Design/methodology/approach – On the basis of values that empirical studies have found important to various stakeholders in personal health monitoring, the author (...) constructs an ethical checklist and an ethical matrix. The author carries out a brief conceptual analysis and discusses the implications. Findings – The ethical checklist consists of three types of values: practical values that a technical product in personal health monitoring must have, quality of life values to be promoted by the development and use of the product, and moral values to be respected in this development and use. To give guidance in practice, the values in the checklist must be interpreted and balanced. The ethical matrix consists of the values in the checklist and a number of stakeholders. Originality/value – The overall ambition is to suggest a way of categorizing values that can be useful for stakeholders in personal health monitoring. In order to achieve this, the study takes empirical studies as a starting-point and includes a conceptual analysis. This means that the proposals are founded on practice rather than mere abstract thinking, and this improves its usability. (shrink)

We contribute to the scientific debate by studying the storylines, discourses and related normative judgments in parliamentary motions by private members of the Swedish parliament from the time period 2010–2019. The paper makes use of an ecofeminist theoretical framework to problematize these storylines, discourses and normative judgments. We conclude that the focus in the material is on economic and technical issues, while issues of justice play a marginal role. None of the important dimensions of energy justice are adequately considered and (...) many of the dominant storylines and discourses are based on the implicit assumption that issues of justice are insignificant. (shrink)

Education as a deliberate activity and purposive process necessarily involves mediation, in the sense that the educator mediates between the child and the world. This can take different forms: the educator may function as a guide who initiates children into particular practices and domains and their modes of thinking and perceiving; or act as a filter, selecting what of the world the child encounters and how; or meet the child as representative of the adult world. I look at these types (...) of mediation at the hand of the work of John Dewey, Martin Buber, Hannah Arendt, and Richard Peters. The purpose of this paper is to explore the bearing that the mediating role of the educator—as interpreted by these authors—has on the role wonder may play in the educational process. I suggest that initiation highlights the familiarizing function of wonder, and is most readily associated with inquisitive wonder; representation draws attention to the defamiliarizing role of wonder, as well as to its world-affirming role; and selection foregrounds the distinction between momentary and dispositional wonder. (shrink)

In _Plato on Democracy and Political technē_ Anders Dahl Sørensen offers an in-depth investigation of Plato’s discussions of democracy’s ‘epistemic potential’, arguing that this question is far more central to his political thought than is usually assumed.

At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...) progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort. (shrink)

This article addresses the prioritization questions that arise when people attempt to institutionalize reasonable ethical principles and create guidelines for microlevel decisions. I propose that this instantiates an incommensurability problem, and suggest two different kinds of practical solutions for dealing with this issue.

Wonder is commonly perceived as akin to curiosity, as stimulating inquiry, and as something that enhances pleasure in learning, but there are many experiences of wonder that have a less obvious place in education. In Wonder and Education, Anders Schinkel theorises a kind of wonder which he calls 'contemplative wonder'. Contemplative wonder opens up space for the consideration of (radical) alternatives wherever it occurs, and in many cases is linked with deep experiences of value; therefore, it is not just (...) important for education in general, but also, more specifically, for moral and political education. (shrink)

The aim of this paper has been to contribute to the ongoing discourse on skill, know-how, and expertise in the sporting world by posting an alternative view, one that explores the meaningfulness of difference from the outlook of difference. Hence, my ambition was to put focus on how we look at difference in the sporting world and, subsequently, to set the stage for expanding the analytical framework we use in exploring sports today. Essentially, my argument is based on an assumption (...) that the prevailing paradigm of sports is constructed and continuously redeveloped on the grand narrative of modernity emphasizing sameness over difference, and consequently, leaving sportification as its evolutionary footprint. Accordingly, in pursuit of an alternative, I have utilized a postmodern outlook with emphasis on emancipation, deconstruction, vocabulary, dialog, diversity, and aesthetics as the analytical framework in constructing a narrative of difference, rather than sameness. More so, as to frame the argu... (shrink)

How individuals tend to evaluate the combination of their own and other’s payoffs—social value orientations—is likely to be a potential target of future moral enhancers. However, the stability of cooperation in human societies has been buttressed by evolved mildly prosocial orientations. If they could be changed, would this destabilize the cooperative structure of society? We simulate a model of moral enhancement in which agents play games with each other and can enhance their orientations based on maximizing personal satisfaction. We find (...) that given the assumption that very low payoffs lead agents to be removed from the population, there is a broadly stable prosocial attractor state. However, the balance between prosociality and individual payoff-maximization is affected by different factors. Agents maximizing their own satisfaction can produce emergent shifts in society that reduce everybody’s satisfaction. Moral enhancement considerations should take the issues of social emergence into account. (shrink)

The need for education for (as opposed to about) sustainability is urged from many sides. Initiatives in this area tend to focus on formal education. Governmental, supra-governmental and non-governmental bodies all expect much of this kind of education, which is to transform children—and through them society—in the direction of sustainability. Due to the combination of great transformative expectations or ambitions and a focus on schooling (the idea of) compulsory environmental education poses potentially severe problems for governments committed to liberal principles, (...) in particular the principle of state 'neutrality' with respect to 'comprehensive conceptions of the good life'. The central question of this article is whether liberal governments can make environmental education of this kind compulsory without coming into conflict with the liberal principle of state neutrality. I discuss three defences of the compatibility of compulsory environmental education with liberal neutrality, namely those put forward by Derek Bell, Andrew Dobson, and Simon Hailwood, as well as some problems inherent in these defences. In the final section I sketch a form of compulsory environmental education that realises at least some of the aims commonly stated for Education for Sustainability and Education for Sustainable Development, and can be justified on the basis of liberal principles. (shrink)

The aim of the present study was to corroborate or undermine a previously presented conjecture that physicians’ estimations of others’ opinions are influenced by their own opinions. We used questionnaire based cross-sectional design and described a situation where an imminently dying patient was provided with alleviating drugs which also shortened life and, additionally, were intended to do so. We asked what would happen to physicians’ own trust if they took the action described, and also what the physician estimated would happen (...) to the general publics’ trust in health services. Decrease of trust was used as surrogate for an undesirable action. The results are presented as proportions with a 95 % Confidence Interval. Statistical analysis was based on inter-rater agreement -test as well as χ2 test and Odds Ratio with 95 % CI. We found a moderate inter-rater agreement between what would happen with the physicians’ own trust in healthcare and their estimations of what would happen with the general population’s trust. We identified a significant difference between being pro et contra the treatment with double intentions and the estimation of the general population’s trust. Focusing on either decreasing or increasing own trust and being pro or contra the action we identified a strong association [OR 79 ]. Although the inter-rater agreement in the present study was somewhat weaker compared to a study about the explicit use of the term ‘physicians assisted suicide’ we found that our hypothesis—physicians’ estimations of others’ opinions are influenced by their own opinions—was corroborated. This might have implications in research as well as in clinical decision-making. We suggest that Merton’s ideal of disinterestedness should be highlighted. (shrink)

From the very beginning, phenomenology met with sound inquiry. Not only the relationship between Husserl and Stumpf, whose investigations influenced numerous philosophers and twenty-century trends, but a whole musicological thread (Mersmann, Eimert, Güldenstein, Bekker) referred to phenomenology during the twenties and following decades (Besseler, Leibowitz, Schaeffer, Rognoni). From another side, explicit aesthetic reflections are traceable in the Göttingen Circle but also in W. Conrad, Schütz, Plessner, and Anders-Stern. Even Heidegger, Merleau-Ponty, up to Smith, Ihde, Dufrenne, Clifton, Ferrara, and (...) Piana, which more or less systematically dealt with sound. The aim of this work is to show the fundamental cores of a phenomenology of sound; then, the continuing need for research. Through themes like the constitution of the sound-object, the phenomenological distinction between sounds and noises, and the spatial features of sound, the phenomenological scenario of sound inquiry will be pointed out and analyzed. (shrink)

Since the 1960s an increasing number of philosophers have endorsed the thesis that there can be no such thing as “the best possible world.” In this paper I examine the main arguments for this thesis as put forth by George Schlesinger, Alvin Plantinga, Bruce Reichenbach, Peter Forrest, and Richard Swinburne. I argue that none of these arguments succeed in establishing the thesis and that the logical possibility of the best possible world is as yet an open question.

Anders Pettersson presents a comprehensive account of the foundations of literature, grounded in an original analysis of the interactions between author and reader. Drawing on post-Gricean pragmatics and Nicholas Wolterstorff's notion of presentationality, Pettersson develops the idea of the verbal text and conveys an integrated and nuanced understanding of literary experience, its conditions, and the values it affords. In the second part of Verbal Art he systematically examines the cognitive, affective, and formal aspects of the literary work and explores (...) their interrelations.Pettersson demonstrates the implications and applications of the theory through a series of detailed studies of literary works, taking care to show that his theory is compatible with a broad variety of perspectives. Combining an intimate knowledge of modern literary theory and the aesthetics of literature with innovative applications of linguistics and cognitive psychology to the literary work, he provides a thorough treatment of fundamental problems in the area, including the concept of a text or work, the concept of form, and the distinctiveness of the literary use of language. (shrink)