This article provides a critical evaluation of the central components of Integrative Bioethics, a project aiming at a bioethical framework reconceptualization. Its proponents claim that this new system of thought has developed a better bioethical methodology than mainstream Western bioethics, a claim that we criticize here. We deal especially with the buzz words of Integrative Bioethics – pluriperspectivism, integrativity, orientational knowledge, as well as with its underlying theory of moral truth. The first part of the paper looks at what the (...) claims of a superior methodology consist in. The second reveals pluriperspectivism and integrativity to be underdeveloped, hazy terms, but which seem to be underpinned by two theses – the incommensurability and the inclusiveness theses. These theses we critically scrutinize. We then consider strategies the project's proponents might apply to curb these theses in order to acquire minimal consistency for their framework. This part of the article also deals with the conception of moral truth that drives the theory, a position equally burdened with inconsistencies. In the last part of the article, we observe the concept of orientational knowledge, and develop two interpretations of its possible meaning. We claim that, following the first interpretation, Integrative Bioethics is completely descriptive, in which case it is informative and important, but hardly bioethics; if it is normative, following the second interpretation, it is bioethics as we already know it, but merely clad in rhetorical embellishments. We conclude that there is nothing new about this project, and that its inconsistencies are reason enough for its abandonment. (shrink)

A theory is stable up to Δ if any Δ-type over a model has a few extensions up to complete types. We prove that a theory has no the independence property iff it is stable up to some Δ, where each equation image has no the independence property.

A particularly strong reason to vaccinate against transmittable diseases, based on considerations of harm, is to contribute to the realization of population-level herd immunity. We argue, however, that herd immunity alone is insufficient for deriving a strong harm-based moral obligation to vaccinate in all circumstances, since the obligation significantly weakens well above and well below the herd immunity threshold. The paper offers two additional harm-based arguments that, together with the herd immunity argument, consolidates our moral obligation. First, we argue that (...) individuals should themselves aim not to expose others to risk of harm, and that this consideration becomes stronger the more non-vaccinated people there are, i.e., the further we are below herd immunity. Second, we elaborate on two pragmatic reasons to vaccinate beyond the realization of herd immunity, pertaining to instability of vaccination rates and population heterogeneity, and argue that vaccinating above the threshold should serve as a precautionary measure for buttressing herd immunity. We also show that considerations of harm have normative primacy in establishing this obligation over considerations of fairness. Although perfectly sound, considerations of fairness are, at worst secondary, or at best complementary to considerations of harm. (shrink)

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

Interview of Illia Davidenko, Kateryna Kruhlyk, Daria Popil with Viktor Kozlovskyi.

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...) school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)

Nudges have been criticized for working ‘in the dark’, influencing people without their full awareness. To assess whether this property renders nudging an illegitimate policy tool in liberal democracies, we argue that in scrutinizing nudge transparency, we should adequately divide our focus between nudging techniques, the nudgers employing them, and the nudgees subjected to them. We develop an account of what it means for nudgees to be ‘watchful’, a disposition that enables them to resist and circumvent nudges. We argue that (...) such ‘watchfulness’ should be cultivated if we want to implement nudges in legitimate, accountable, and democratic ways. (shrink)

Journal of Philosophy of Education, EarlyView.

The geometrical algebra hypothesis was once the received interpretation of Greek mathematics. In recent decades, however, it has become anathema to many. I give a critical review of all arguments against it and offer a consistent rebuttal case against the modern consensus. Consequently, I find that the geometrical algebra interpretation should be reinstated as a viable historical hypothesis.

Sociological theories of space have so far not provided an in-depth analysis of online spaces. The paper addresses this issue by means of Löw’s relational theory of space. As this theory mainly focuses on material spaces, it is necessary to embrace the phenomenological perspective in order to apply it to the virtual realm. More recent phenomenological research has highlighted the ongoing mediatization or virtualization of the life-world. These theories, and presence research more generally, are useful for examining the layers of (...) virtual presence. This paper focuses on two emblematic types of spaces: multiplayer online role-playing games and Skype video chats. The first represents an online version of a Schutzian finite province of meaning, while Skyping is an example of how the paramount reality of everyday life expands into the virtual realm. Albeit differently, actors in both cases constitute hybrid, virtual-material spaces with various forms and degrees of virtual presence. User experiences in these spaces are in line with contemporary sociological diagnoses indicating the vanishing experience of living in space and the general tendency of late modernity to question previous social forms of modernity. (shrink)

This investigation addresses the internal experience as a spatial phenomenon. Ascertaining the difference between internal and external experience as a space metaphor leads to the question of the source of the space metaphors in principle. The analogy between time and space and the space metaphors in Husserl’s conception of time are considered. The question of the temporality of consciousness, evidence, and internal experience are brought to the fore by comparing Brentano’s and Husserl’s conceptions. The difference between the direct and indirect (...) modes of consciousness by Brentano, his conception of time as the boundary in the continuum, and his concept of the proteraesthesis proves to be relevant for the concept of internal experience as a spatial phenomenon. The essay calls in question the self-sufficiency of time-experience and the traditional correspondence of time to the internal experience and of space to the external one. The relation of the Here/There- and Now/Then-experience is discussed. I intend to elucidate the experience of boundary as a primary internal experience from which the space-experience arises. In its turn the boundary-consciousness has its origin in the differentiation-experience. In the latter there is no time, the internal one included, but there is a boundary-experience as a primary and indirect experience. Time is s shadow of space; it originates from the manifold of human spaces.Esta investigación aborda la experiencia interna como un fenómeno espacial. Determinar la diferencia entre la experiencia interna y externa como una metáfora del espacio conduce a la cuestión de la fuente de las, en principio, metáforas espaciales. Aquí se atiende la analogía entre el tiempo y el espacio y las metáforas espaciales en la concepción del tiempo de Husserl. Se ponen de relieve la cuestión de la temporalidad de la conciencia, la evidencia y la experiencia interna, comparando las concepciones de Brentano y Husserl. La diferencia entre los modos de conciencia directos e indirectos de Brentano, su concepción del tiempo como el límite en el continuo, y su concepto de la proteroestesis, son relevantes para el concepto de experiencia interna como un fenómeno espacial. El ensayo cuestiona la autosuficiencia de la experiencia del tiempo y la correspondencia tradicional del tiempo con la experiencia interna y del espacio con la externa. Se discute la relación de la experiencia Aquí/Ahí y de la experiencia Ahora/Luego. Mi in-tención es esclarecer la experiencia de la frontera como una experiencia interna primaria de la cual surge la experiencia espacial. A su vez, la con-ciencia de frontera tiene su origen en la experiencia de diferenciación. En esta último no hay tiempo —incluso el interno—, pero hay una experiencia límite como experiencia primaria e indi-recta. El tiempo es la sombra del espacio; se origina en la multiplicidad de espacios humanos.. (shrink)

Duparc introduced a two-player game for a function f between zero-dimensional Polish spaces in which Player II has a winning strategy iff f is of Baire class 1. We generalize this result by defining a game for an arbitrary function f : X → Y between arbitrary Polish spaces such that Player II has a winning strategy in this game iff f is of Baire class 1. Using the strategy of Player II, we reprove a result concerning first return recoverable (...) functions. (shrink)

An argument to love is a verbal construction, containing appeal to human emotions and feelings. According to philosophical and rhetoric traditions, the argument is a very important means of convincing and (or) persuasion and value’scommunication. The argument to love bases on optimum internal unity of authority (and an argument to authority), good, friendship, beauty and desire of human. The argument to love demands, at least, a minimal positive value audience’s reaction to itself. An audience response to an argument to love (...) is in direct proportion to its verbal expression. The argument to love depends on common world-view, national mentality as well as on an intellectual tradition where we are. (shrink)

The state and changes in the religiosity of the population of post-Soviet Ukraine, it must be admitted, was studied too superficially by sociological methods. There were virtually no large-scale large-scale projects that purposefully investigated the religiosity of Ukrainians in its dynamics for many years by the standards generally used in modern sociology of religion. But the inclusion of Ukraine in international sociological research programs on the study of values ​​and religious and behavioral orientations, national projects aimed at obtaining a socio-political, (...) socio-demographic, socio-cultural portrait of the population of Ukraine, which would also include the study of his attitude to religion, research represented on the Ukrainian scale, nevertheless give a certain idea of ​​religiosity in Ukraine in recent years and tendencies of its development in comparison with other ymi countries. (shrink)

In today’s world there is diversification of different models of higher education. At the same time, the multiplicity, the diversity of higher education models does not exclude their identity. Internationalization and integration of higher education in a global and international dimension raise a lot of new questions to the theory and practice. Almost every developed country has the rich experience of building the higher education system. The analysis of this experience can aid development and enrichment of the national educational system; (...) it provides an opportunity to avoid repeating the same mistakes and to discover the new approaches to solving some problems in this area. Therefore, based on this, we consider that it is impossible to claim the creation of the strategy of modernization educational and scientific reforms, which affect the educational and scientific institution of the society in the management of scientific and educational space without analysis of the existing models, schools, directions, their classification in contemporary philosophy of education. It concern as well the sphere of the social philosophy of education as the sphere of management of education. The continuity of public education, qualitative management, their intensity can only be achieved under two conditions of the fundamental character. The first one is use of new, theoretically grounded and practically proven management, philosophically developed, accessible and technically supported high technology of social activity, education, training, and learning. The second condition is the perfect acquisition of the methodology of socio-axiological and research activity. The structure must provide the same conditions for equitable selection of civil, educational and scientific-educational actions, excluding coercion and domination. It is noted that the existence of developed civil society among the existing conditions and prerequisites for the successful formation and functioning of educational systems and effective models of multilevel educational management is necessary. Thus, we can conclude that the strategy of the modern world development proposed by the social philosophy of upbringing and education is a key in the field of social administration, philosophy, and pedagogy. This is what we exactly mean by education, science or some of the paradigms of upbringing and education as a dominant one on a certain socio-historical stage. This understanding largely depends on the manner of organization and functioning of civil society in the present and future. (shrink)

At the turn of the Millennium, the issue of education, especially higher education, its role in state formation and impact on the life of society acquired particular relevance and became a subject of research of not only teachers and historians but also economists, political analysts, psychologists, social scientists and, above all, philosophers (which gave rise to a variety of models and trends in the philosophy of education). In the meantime, there is some lack of fundamental integrative studies into comprehensive educational-managerial (...) and socio-historical, socio-economic and state-political experiences of some developed countries in the implementation of these philosophical and educational paradigms, trends, models and reforming/modernization concepts of higher education and science, to be examined with consideration for similar challenges faced by education and science in Ukraine. Nearly every developed country has wide experience in building up a system of higher education. Results of reviewing such experience may contribute to the development and enrichment of the domestic educational system, afford an opportunity to avoid repeating mistakes and offer new approaches to solving a range of problems in this field. Based on the above, we also believe that it is impossible to pretend to develop a strategy for educational and scientific modernization reforms that deal with challenges of educational and scientific institution of society in management of scientific and educational space (which applies to both a social component of the philosophy of education and the field of educational management) without analyzing the existing models, schools, trends and their classification in the modern philosophy of education. (shrink)

The purpose. Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. Methodology. Classification existing in the western philosophy of education and education of directions is spent, proceeding from (...) basic principles of philosophical school or a current, first of all considering those the purpose and means which are really involved by them in process of education, social development and socially-moral education and being based on the basic installations, the purpose expressed by that or other direction, how its supporters imagine the person, its requirement, a social role, модус behaviour which the education system and education urged to form. Scientific novelty. In conditions when against crisis of an education system of the government of the USA and the leading countries of Europe are compelled to begin its long-term reform, its theorists substantially pay attention to democratic workings out of concepts of an instrumentalism of a pragmatism/neopragmatism in modern social philosophy of education, in particular on their aspiration to introduce in process of social development, education and education idea and practical model both educational, and a social equality. Considering growing requirement of a practical embodiment of ideas of freedom, justice, aspiration to realization of the human rights proclaimed a society, supporters of the concept of «new humanism» see the main objective in blocking a way to conformism, to a manipulation behaviour of the person and to create conditions for its free self-expression, for realization by the person of a fundamental choice of acts in a concrete situation and by that to warn danger of formation of the unified form of behaviour. In it principles of «new humanism» approach with a position of «new humanism» instrumentalism and neopragmatism. Conclusions. Before social philosophy of education/education it is necessary to define a problem factors which cause achievement of its main objective, to state an estimation to moral principles and personal qualities with which actually the education/education theory connects realization of the problems, to show, why these, instead of any other principles and qualities open to the person possibility to choose in a concrete situation socially powerful both morally defensible and comprehensible line of conduct in public the relation. Statement of a question on necessity of the philosophical analysis of problems of education and education in a social context serves as an indicator of understanding philosophers, teachers of an increasing role of the human and moral factor in society development. And, at last, the aspiration to develop socially-philosophical bases of pedagogics in general and education in particular, testifies that the western and domestic philosophers, teachers, representatives of social and psychological sciences, at least, the majority of them, have realized the public importance of an education system and education, its global character. (shrink)

Journal Name: Apeiron Issue: Ahead of print.

Available for the first time in English, this work explores a range of mental disorders in the context of Frankl's theory of human motivation. Skillfully translated and featuring extensive annotation, this English language edition remains true to the original while updating assessment and treatment protocols to be compatible with 21st century medicine. As the title suggests, On the Theory and Therapy of Mental Disorders applies a theoretical treatise to the practical treatment of variety of disorders. This long-awaited addition to the (...) body of English language literature introduces Viktor Frankl's clinical insights to a new generation of mental health professionals, and has much to offer to practitioners of all levels of experience. (shrink)

In exact epistemology Immanuel Kant’s statement on the priority of application of cognitive faculties is detailed as an intellectual process. Empirical regularities of the JSM–method of automated support for research are synthetic a posteriori judgements. Theoretical intelligence is primary, and its aspects are understanding (Verstand) and mind (Gemüt). The conditions of possible experience in Kant’s sense are implemented in the JSM–method of ASR in intelligent systems. And the JSM–method itself is the transcendental logic of artificial intelligence using two theories of (...) truth, the coherence theory and the correspondence theory. Exact epistemology, which is exact neo-Kantianism, can be naturally considered as a reflection of information society culture on its civilizational (technological) aspects. (shrink)

What is the nature and role of competition in markets and politics? This book examines the institutional dimension of markets and the rules and institutions that condition the operation of market economies. Particular attention is paid to the the role of the state, specifically the role of governments in shaping and maintaining the economic constitution of their societies.

How will religion develop in the 21st century? How optimistic can her outlook be on her future? What will be the meaning of global religious change in the coming decades? Despite being very advanced in the West, the answers to these questions remain problematic. In the famous work, "Returning the Sacred: Arguments for the Future of Religion," D. Bell noted that in the late eighteenth and early nineteenth centuries, most thinkers expected that religion would disappear in the twentieth century. At (...) the turn of the nineteenth and twentieth centuries, many sociologists believed that sociologists believed that "At least since the Enlightenment, most Western intellectuals have expected the death of religion as fervently as the ancient Jews of the coming of the Messiah," reminds American religious scholars R. Stark and R. Bindbridge. and the social sciences were particularly distinguished in the prediction of the inevitable triumph of rationality over “prejudice.” The most celebrated figures in sociology, anthropology, and psychology unanimously expressed the belief that their children, or indeed grandchildren, would witness a new era in which, from Freud, the infantile illusions of religion humanity will outgrow ”. (shrink)