This anthology takes a broad approach to ethics, incorporating traditional topics and texts while bringing in voices and themes that are too often excluded. A substantial section on ethical theory is provided, as are readings on topics such as oppression, sex, identity, the environment, life and death, war and terror, and caring for others. Accessible introductions and discussion questions are included throughout to contextualize material for the student reader without playing favorites among the positions at issue.

Social justice is a key value of social care. Yet, research on social justice in the context of related higher education is limited. This study uses qualitative interviews to focus on undergraduate social care students' (N = 19) approaches to social justice at the outset of their studies at Metropolia University of Applied Sciences in Finland, utilizing Bell's (2007) social justice framework. Please see Bell (2007) “Theoretical Foundations for Social Justice Education.” In Teaching for Diversity and Social Justice, 2nd ed., (...) edited by M. Adams, L. A. Bell, and P. Griffin, 1–14. New York: Routledge. Bell's (2007) framework includes social political and value elements as well as moral considerations on individuals' social and civic agency. As a result, most of the students indicated that they valued equality. Just over half of them stated that they are engaged in extra-curricular voluntary community service, mainly because it 'felt good'. Some of them exhibited political awareness, discussing voting and fair distribution of resources, but otherwise, few links between social justice and broader societal issues were made. Also, they seldomly addressed the broader community impact of their voluntary extracurricular community service, suggesting they might not yet fully comprehend their roles as purposeful social and civic change agents. The implications of this study are discussed in reference to developing these students' social justice-related knowledge, skills, values and agency. (shrink)

Riedel, M. Teleologische Erklärung und praktische Begründung.--Tuomela, R. Erklären und Verstehen menschlichen Verhaltens.--Hertzberg, L. Sich Entscheiden.--Kim, J. Intention und praktischer Schluss.--Stoutland, F. Die kausale Theorie der Handlung.--Martin, R. Erklären und Verstehen in den Geschichtswissenschaften.--Niiniluoto, I. Induktive Erklärung, Disposition und Handlung.--Meggle, G. Eine Handlung verstehen.--Wright. G. H. v. Erwiederungen.

Both the authorship and the dating of the so-called “Diktat für Schlick” (DFS), once attributed to Ludwig Wittgenstein and assigned by Georg Henrik von Wright to the Wittgenstein Nachlass as item 302, are debated topics in Wittgenstein and Vienna Circle research. Schulte (Waismann as Spokesman for Wittgenstein. In: McGuinness B (ed). Friedrich Waismann - causality and logical positivism. Vienna Circle Institute Yearbook 15. Springer, Dordrecht, pp 225–242, 2011) and Manninen (Waismann’s testimony of Wittgenstein’s fresh starts 1931–35. In: McGuinness B (...) (ed). Friedrich Waismann - causality and logical positivism. Vienna Circle Institute Yearbook 15. Springer, Dordrecht, pp 243–265, 2011) hold that DFS was authored by Friedrich Waismann rather than Wittgenstein. Applying techniques from computational stylometry to the authorship question, the paper concludes that DFS is located stylometrically in the middle between Waismann’s and Wittgenstein’s writings, but slightly closer to Wittgenstein, and so Wittgenstein authorship is hence stylometrically still not unlikely. The paper concludes by presenting a number of factors that speak in favour of the view that DFS might originally indeed have been dictated by Wittgenstein. For the computational stylometry component, the paper uses the Eder et al.’s (Stylometry with R: a package for computational text analysis. R Journal 8/1:107–121. Accessed 21 Oct 2021. https://journal.r-project.org/archive/2016/RJ-2016-007/index.html, 2016) “Stylometry with R” package; the degree of similarity and dissimilarity between documents is calculated by Burrows’ Delta measure; and the results are displayed using Hierarchical Cluster Analysis and Principal Components Analysis. For the text corpus part, the paper uses texts authored by Schlick, Waismann and Wittgenstein. For the archival research part, the paper refers to materials form the Schlick Nachlass in the North Holland Archives, the Waismann Nachlass in the Bodleian Libraries, the Rose Rand Nachlass in the Pittsburgh Archives of Scientific Philosophy, the Ludwig Wittgenstein Nachlass in the Trinity College Cambridge Wren Library, and the Cornell copy of the Ludwig Wittgenstein Nachlass. The paper is a follow-up on Oakes and Pichler (Computational stylometry of Wittgenstein’s ‘Diktat für Schlick’”. In: Hareide L, Johannson C, Oakes M (eds). The many facets of corpus linguistics in Bergen: In honour of Knut Hofland. Bergen Language and Linguistics Series (BeLLS), Bergen, pp 221–240, 2013); for the current paper we have extended the Waismann text corpus with more texts written under the influence of Wittgenstein, a.o. Logik, Sprache, Philosophie (1976). (shrink)

(No abstract is available for this citation).

The nondecay probability of an unstable particle at a definite moment of time is investigated provided this particle existed at all earlier observation moments separated with the time interval Δ. Using the usual postulates for quantum measurements it is proved that this probability is described by the exponential function of Δ>0, and it tends to 1 as Δ → 0. An approximate formula is found for the effective decay width Γ(Δ) appearing in the case of multiple measurements. It is shown (...) that Γ(Δ) → 0 as Δ → 0. For Δ → ∞, the width Γ(Δ) → Γ0, with Γ0 being the standard decay with in Weisskopf-Wigner theory. At finite δ's Γ(Δ) may be smaller or greater than Γ0 depending on the parameters of the theory. (shrink)

Radical Concept Nativism (RCN) is the doctrine that most of our concepts are innate. In this paper I will argue in favour of RCN by developing a speculative account of concept acquisition that has considerable nativist credentials and can be defended against the most familiar anti-nativist objections. The core idea is that we have a whole battery of hard-wired dispositions that determine how we group together objects with which we interact. In having these dispositions we are effectively committed to an (...) implicit conceptual scheme and acquiring concepts is a matter of labelling the elements of that scheme. (shrink)

Festschrifts of Vietnamese philosopher Trà̂n Đức Thảo, 1917-1993.